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Beyond the headlines about teachers’ strikes, there is a serious crisis brewing around recruitment of teachers through the initial teacher training (ITT) scheme. Despite the DfE’s targets for ITT trainees, numbers have fallen short According to UCAS data, the 2021/22 academic year had a 36% shortfall of the target of 32,600 trainees, a 10% increase from the previous year. Despite the offer of a starting salary of £30,000, it is unlikely to boost ITT applications for the upcoming September intake.

The shortage of trainee teachers is particularly affecting Religious Education (RE). Research by NATRE (2022) shows that nearly all Higher Education Institutions offering RE ITT courses have experienced a decline in trainee numbers, with some courses facing an 83% drop and others facing closure. This creates a patchy availability of RE teacher training, with areas like the West Midlands and North East being most affected. The Department for Education (DfE) has been aware of this problem for some time. Research by the RE Policy Unit (2022) found that it missed its target for recruiting RE teachers in nine out of the last ten years, even with lowered targets. Other subjects facing similar shortage issues have been offered consistent or reinstated bursaries that have been successful in attracting applicants. Geography, for instance, show signs of bucking the trend, with trainees eligible for a £25,000 bursary for the 2023/24 PGCE course.

The removal of the 2021/22 bursary for ITT religious education (RE) teachers has clearly had an impact on recruitment. Given this year’s data, it’s now clearly needed as a part of a broader strategy to reverse the decline. The Government has said it prioritises ‘investing in raising the standard of the workforce: to ensure all children in all schools are taught by well trained and qualified teachers’. RE is a subject where action on this commitment is much needed. The problem of using non-specialist teachers in RE occurs three times more frequently than in subjects like History. NATRE’s 2019 survey found that over half of RE teachers (53.6%) lack post-A level qualifications in the subject. For years, Ofsted has recognized this as a major problem. In its 2021 research review they warned that poor quality RE provision can imbed misconceptions about religious and non-religious worldviews. Other bodies, such as the All-Party Parliamentary Group on Religious Education have also expressed concerns around the impact of poor quality RE provision on young people and society. A recent Westminster Hall Debate saw members from across the house warn that poor quality RE provision threatened deeper thinking about life’s big questions, poor representation of faith communities, and a failure to prepare young people for life in global Britain.

The use of non-specialist teachers in religious education (RE) is a concern not only in the classroom, but also among parents and communities represented in RE lessons. According to a survey conducted by Culham St Gabriel’s Trust (2021), seven in ten of parents considered what their children learn in RE as important, with a similar majority stating that these lessons are their child’s main source of information about different religions and worldviews. It is therefore crucial to ensure that the teaching of RE in classrooms throughout the UK is accurate, relevant, and up to date.

The best way to achieve this is through well-funded RE ITT programs, supported by the Government. Teachers with subject specialisation understand the importance of promoting cooperation and presenting a diverse and accurate representation of religious and non-religious beliefs through drawing on sound scholarship and a range of voices. They are a vital part of our communities and the education of young people across Britain.

These are some of the suggestions of what we can all do to help stem the RE recruitment issue:

• Write to your MP or visit them in a local surgery and raise their attention to the critical problems faced by RE, such as the decline of trainee teachers and the absence of an RE ITT bursary.
• Share information about these issues on social media to create awareness among parents, pupils, headteachers, faith communities, etc.
• Promote this article by posting its headlines on your website to reach a wider audience and encourage action.
• Discuss the issue with headteachers, senior leadership teams, etc. to raise their understanding of the importance of RE and the challenges facing the subject.
• Keep your local SACRE informed, for example, by attending meetings, emailing the chair, or requesting an agenda item, to ensure that the key decision-makers in RE are informed about the situation.
• If you are a member of a faith, spiritual, or secular group, engage with governing bodies and leaders to ensure they understand the potential impact on the community’s understanding and representation.

References:

Culham St Gabriel’s Trust (2022) Religion & Worldviews Parent Survey 2022: https://www.cstg.org.uk/activities/campaigns/parent-survey/

DfE (2019) from a NATRE Fol request to the DfE in 2019

DfE (2022) Package to transform education and opportunities for most disadvantaged: https://www.gov.uk/government/news/package-to-transform-education-and-opportunities-for-most-disadvantaged

DfE (2022) Statistics: school workforce: https://www.gov.uk/government/collections/statistics-school-workforce

Insight UK (2021) A report on the state of Hinduism in Religious Education in UK schools: https://insightuk.org/wp-content/uploads/2021/01/Hinduism-in-RE_Project-report.pdf

NATRE (2022) REPU Report to RE Council Autumn 2022

Ofsted (2013) Religious education: realising the potential

UCAS (2022) 2022 Cycle Applicant Figures: https://www.ucas.com/data-and-analysis/undergraduate-statistics-and-reports/ucas-undergraduate-releases/applicant-releases-2022-cycle/2022-cycle-applicant-figures-30-june-deadline

Who are Culham St Gabriel’s Trust?

We are an endowed charitable foundation. The Trust is committed to providing teachers of religion and worldviews and other professionals working in this area with the support, connections, challenges and professional development they need. We want all partners, such as parents, school governors, faith/belief communities and policy makers, to be positively aware of the benefits of a high-quality study of religion and worldviews. Our last annual review provides a summary of our mission, values and strategy work.

Who are we looking for?

We are looking for new trustees with one or more of the following areas of expertise to advise and guide our Board and staff team:

• Educational leadership e.g. headteacher, governors, chief executives
• Communications, marketing, public relations
• Human Resources
• Investments, finance, accounts and controls experience
• Digital/Media expertise
• Advocacy, lobbying or campaigning

Culham St Gabriel’s embraces diversity, equity and inclusion. We encourage applicants from all backgrounds and especially those from historically underrepresented groups. Given the nature of our work we are keen to add voices from younger people and those early in their career. Previous trustee experience is not necessary.

Why become a Culham St Gabriel’s trustee?

You will have the opportunity to:

• Make important strategic decisions and develop new skills
• Network with professionals in other sectors
• Influence and shape our activities and programmes
• Improve religion and worldview literacy in the UK

What can we offer you?

We provide opportunities for training and development for those new to the role of trustee, as well as our own online events and conferences helping trustees understand in more depth the variety of programmes the Trust offers. Our Board meetings are a mixture of in person and online meetings. All committee meetings are held on zoom. We aim to make them as accessible as possible. All travel or other out of pocket expenses will be reimbursed. In addition, supply cover costs are available for serving teachers.

What is the time commitment?

The expected time commitment is four Board meetings, and between three and five online committee meetings per year. On average we would expect a trustee to spend about 16 hours per year in Board meetings, and between 5-10 hours in committee meetings.

I’m interested, how do I apply?

Please express your interest in this role by sending us your CV and a short covering letter explaining briefly why you would like to be considered as a Trustee. Please send this to deborah@cstg.org.uk

Closing date for Expressions of Interest is 5pm Friday 3rd March 2023, with Zoom interviews held in late February/early March. Successful applicants may be asked for details of two referees.

Our recruitment pack for new trustees is available to download below.

For more information and/or an informal chat, contact Kathryn at ceo@cstg.org.uk
For more information about the Trust visit www.cstg.org.uk

We are delighted to share our annual review and financial statement. We hope you enjoy reading about some of our highlights last year. In 2021-22, the Trust gave over half a million pounds to grant funded projects, strategic funding awards, campaigns and programmes to further its charitable objectives. Our review showcases some of the amazing work of those we have supported and partnered with over the last year.

What is Holocaust Memorial Day?

Holocaust Memorial Day (HMD) takes place every year on 27 January, the anniversary of the liberation of Auschwitz-Birkenau, the largest Nazi death camp. It is an international day to remember the six million Jews murdered during the Holocaust, alongside the millions of other people killed under Nazi persecution of other groups and in genocides that followed in Cambodia, Rwanda, Bosnia and Darfur. It is an occasion for everyone to come together to learn, remember and reflect.

Every year, a theme is selected for HMD and this year it is Ordinary People. Genocide is facilitated by ordinary people. Ordinary people turn a blind eye, believe propaganda, join murderous regimes. And those who are persecuted, oppressed and murdered in genocide aren’t persecuted because of crimes they’ve committed – they are persecuted simply because they are ordinary people who belong to a particular group (eg, Roma, Jewish community, Tutsi). Ordinary people were involved in all aspects of the Holocaust, Nazi persecution of other groups, and in the genocides that took place in Cambodia, Rwanda, Bosnia and Darfur. Ordinary people were perpetrators, bystanders, rescuers, witnesses – and ordinary people were victims.

In the last year, Culham St Gabriel’s has become more strategic about its work furthering Article 18 of the UNDHR – the promotion and protection of freedom of religion or belief (FoRB). Following participation in an International Ministerial conference last July, the Trust is has become pro-active in its pursuit of FoRB through a broad based, critical reflective education in religion and worldviews. Educating ordinary children and young people so that they can become the activists of the future to advocate and stand up for ordinary victims of discrimination in all its forms is a vital element of this. In addition, by ensuring children have deep knowledge and understanding of past (and present) genocides may help to prevent them becoming ordinary perpetrators or bystanders.

We are delighted to be welcoming Joe Miller from HMD to share more about the importance of the day and how you can commemorate it at our In Conversation event on Monday 16th January at 4.30pm. You can register here: https://www.cstg.org.uk/activities/events/in-conversation/

We encourage you to learn, remember and reflect in your workplace, school or home. In particular we encourage you to register for the online commemoration on 26th January and join with thousands of others at 4pm on 27th January when we will light a candle in our windows to remember those who were murdered for who they were and to stand against prejudice- in all its forms- today.

Holocaust Memorial Day Trust

Holocaust Memorial Day Trust (HMDT) is a registered charity, funded by the UK Government, to promote and support HMD. They provide resources and support for thousands of HMD activities every year in workplaces, youth groups, museums, prisons, schools, colleges and universities, places of worship, and more.

To learn more about HMD and this year’s theme, or to access free resources, visit hmd.org.uk

The village I live in have been hosting what we call ‘The Advent Adventure’ for the last nine years. Homes, community groups and businesses volunteer to host an advent window, one for each day for the 24 days of advent. This year the theme is the A-Z of Christmas. As one of the organisers, I decided I had better allocate one of the more difficult letters to myself, so I’m doing Q.

The main elements of my window are Quality Streets and a Quiz about the Queen’s Christmas messages. As I was preparing our window I began thinking about the religion and worldviews community. I wondered if the metaphor of Quality Streets was helpful…

Colourful and Vibrant

When you open a tin of Quality Streets you notice the vibrancy and colour. My experience of the religion and worldviews community this year has seen great enthusiasm and passion. It is a community full of energy! Teachers joining evening webinars and twitter conversations, advisers and volunteers giving up time to lobby and advocate with politicians, powerful and dynamic speeches given at conferences… the list goes on.

Diverse

After you are wowed by the colourful array of chocolates, you then look at the diversity of the choice on offer! If the tin contained all the same variety, it would not meet the needs of my own family (one person does not like the purple ones). Diversity is good. The religion and worldviews community is diverse. There are many different views and opinions. I think this is healthy. It enables us to model what ‘disagreeing well’ looks like and enriches our responses to issues we face.

United Together

Yet, all these different chocolates are part of the big tin (well usually, I did see some ‘purple’ only bags on the shelves!). This makes them Quality Streets. Over the last year I have witnessed the coming together of the religion and worldviews community in a new way. There is a renewed commitment and sense of urgency around improving standards, infrastructure and provision. This has been seen most recently by a growing consensus for a funded National Plan for the subject, spearheaded by the RE Policy Unit. ‘Fund a National Plan’ should perhaps go on the front of our tin!

Quality

Lastly, they are called Quality Streets. The work I do for Culham St Gabriel’s would not be possible without the wisdom and creativity of my team and trustees, as well as some amazing colleagues in other organisations we partner with. There is true quality in our religion and worldviews community; quality of ideas, quality of commitment and quality of professional relationships.

So if you open a tin of Quality Streets this season, think about the wonderful religion and worldviews community, its vibrancy, unity in diversity and quality. Have a great festive season!

To find out more about the funding of a National Plan see www.rethinkre.org

I recall a conversation I had with our youngest son when he was about three years old. He asked me if his soft toy Winnie the Pooh was real or not. I asked him what he thought made something real? He said it needed to talk and move. I said, but you can feel him, you are holding him in your hand. He looked puzzled. So what is real? As the same son turns seventeen this week, he is now asking these questions in a different way, often related to particle physics, or cell structure in biology… But he is still asking questions.

Earlier this term, Culham St Gabriel’s commissioned a nationally representative survey through Savanata ComRes. The survey asked circa 2000 parents in the UK for their views on a range of matters related to religion and worldview literacy. 

Close to 4 in 5 parents who responded discussed beliefs that affect people’s behaviour and decision-making with their child either sometimes or often. Over 70% discussed beliefs and practices of people with religious and non-religious worldviews, beliefs concerning what happens when we die and about the origins of the universe. Discussing some of the big questions in life, as well as philosophical and religious beliefs seems to be fairly commonplace in UK homes. I wonder how many other households have discussed the question ‘what is real?’.

Alongside this, the importance of school as a place where children learn about religious and non-religious perspectives was highlighted. Almost 70% said their child mainly accesses information about religious and non-religious worldviews at school. It is perhaps not surprising therefore, that 2/3 parents thought religious education was an important part of the school curriculum. 

In light of the #census2021 and evidence that we live in an increasingly multi religious, multi secular society, the importance of a broad based, critical and reflective education in religion and worldviews has never been more important. Parents agree. When presented with a new approach to the subject- religion and worldviews- parents were even more positive about its value. 

·      73% of UK parents said it is important to learn about the similarities and differences between beliefs and lived experience of different worldview traditions

·      72% of UK parents said that RE lessons should include teaching that worldviews are complex and may comprise both religious and non-religious beliefs

·      70% of UK parents said RE lessons should teach about the social and historical context of different religious and non-religious worldviews

So, if you are a parent or carer what questions have you discussed with your child today? 

Will you support us in calling on government to fund a National Plan for RE?

 

https://www.cstg.org.uk/activities/campaigns/parent-survey

https://www.rethinkre.org/what-do-we-want

My three ‘take-aways’ from RExChange 2022…

Living with and navigating complexity

One of the themes running through the conference for me was the complexity of the space we are navigating regarding religion and worldviews. The vibrancy and energy generated through the conference space, with diverse and sometimes conflicting views being presented was to me inspirational. It was fascinating to hear Adam talk about the broken ‘chain of learning’ regarding religion and belief literacy, but his solution was not one of ‘uniformity’, but rather one of shared understanding characterised by contextuality. Culham St Gabriel’s is increasingly partnering with organisations across this ‘chain of learning’ and I hope we can bring some helpful contributions to this complexity. Our new promotional films are one example of this perhaps (see below). One of the positive outcomes for me of the conference was the hospitable nature in which people debated and questioned different perspectives. I thought Gillian Georgiou exemplified this particularly well coming with great humility and openness in her keynote presentation. Perhaps we can move to a place where we don’t just live with or navigate complexity but celebrate it.

Co-existing well

Being comfortable co-existing with those who have a different worldview to ourselves therefore follows from the above. Tom Fletcher CMG’s challenge to us as to whether we are promoting trust and equity, and whether we are using or being used by technology resonated with many of us, I think. Tom’s emphasis on the importance of co-existing well, rather than putting up walls of division lies at the heart of our subject. In particular, I believe a religion and worldviews approach to our subject puts this at the centre. If we understand our own positioning, and approach knowledge as interpreters, we will be able to see the value of different voices and co-exist well. The Culham St Gabriel’s vision sums this up rather well – we want to see a broad based, critically reflective education in religion and worldviews which contributes to a well- informed, respectful and open society. Once again, the Theos animation Nobody Stands Nowhere comes to mind too. This is about truly positive co-existence.

Being courageous

Tamanda Walker ended her presentation by calling for boldness and courage in relation to anti-racist education. Tom Fletcher ended his keynote by saying we need to be brave. In many ways the conference was a clarion call for teachers and other educators to step up, to show that education, particularly an education in religion and worldviews, is key for the future health and well-being of our children and young people; and beyond that for the health and well-being of humanity (I like bold claim!). It was a call for more freedom, curiosity and creativity in school curricula, and to equip our children and young people with skills of diplomacy and problem solving, and to encourage them to be curious and above all, kind.

Thankyou to all our amazing contributors!

New Promotional Films https://www.cstg.org.uk/campaigns/promoting-an-education-in-rwv/promotional-film-collection/

Theos Animation Nobody Stands Nowhere https://www.youtube.com/watch?v=AFRxKF-Jdos

Tom Fletcher CMG expands his thinking of ‘head, heart, hands’ in his book Ten Survival Skills for a World in Flux. Available here http://tomfletcher.global/

Recordings from the conference will be available soon at www.reonline.org.uk

Congratulations to our winners

As part of our 10^th Anniversary celebrations Culham St Gabriel’s Trust invited organisations to apply for ten £1000 grant awards. We had an exceptionally high number of applications and trustees had some very difficult decisions to make, however the following projects stood out for their innovation and creativity. We look forward to sharing more about these projects in due course through our blogs, newsletters and events.

Denise Angell, Warren Road Primary School – Celebrating diversity with our parents and community

Jennie Downes, Diocese of St Asaph – Cynefin- identity and belonging

Joanne Harris, Broughton High School – Religious Education and Careers Webinar

Terry Hart, Diocese of Manchester – Engaging with Judaism

Laura Knight, Saxlingham Nethergate CE Primary School – Our Multi-Faith Society

Hannah Jones, Myton School – Promoting learning about world religions and global culture

Helen Jones, LTLRE North West – A Learn Teach Lead Primary Early Career Teacher Network

Karen Longden, St Barnabas CE Primary School – Faith Food Café – a place to share, support and celebrate

Catriona Martin, RE Matters – Challenging religion and worldview stereotypes

Ruth Marx, Tower Hamlets SACRE – Key Stage 5 Core Religious Education Provision across Tower Hamlets

As a Trust we are deeply saddened by the news of The Queen’s death last Thursday. I have found the many tributes to her incredibly powerful and moving. What strikes me is the way in which she was held in such high regard by some many different people, people from diverse backgrounds, with different worldviews and cultures. She truly served her people, those of all faiths and none. She understood the way in which people with often contrasting worldviews can come together, to bring hope, to challenge injustice. What an incredible legacy this is.

Overwhelmingly she had a servant heart. Servant leaders value people for who they are. Servant leaders put others first, they are humble. Servant leaders listen because they want to learn from others, they seek to understand and discern. Servant leaders are dependable, and display kindness and concern for others. The Queen demonstrated these values and qualities throughout her life, often in extraordinarily difficult times. She was steadfast, constant, and utterly dedicated. In this, she was an inspiration to us all. I hope that I can in some small way emulate this dedication and servant heart, not only my professional life but in my personal life too.

The Queen’s servant heart is one that we as a Trust strive to share too. We aim to be responsive, generous, and available to all our partners. Over the last year we have been challenged as a Trust to consider the question, how can we best serve our community? I imagine this might have been a daily question the Queen asked herself, how can I best serve my people today? The outpouring of love and tributes in the last few days demonstrate how she touched so many over so many years through her daily service.

The Queen was someone with incredible integrity. A value which is sadly not seen frequently in public life these days. The Queen was kind, dependable and trustworthy in the way she fulfilled her role. I believe that we must learn from this. Integrity must lie at the heart of what we do and how we engage with others in our personal and professional lives. As The Queen so clearly demonstrated, these values will bring people together for the good of our communities.

So, as we embark on this new term, with a new Prime Minister and a new King Charles III, I shall particularly keep the values of service and integrity close to my heart and remember The Queen as a woman who devoted her whole life to the giving of herself to others.

In our 10^th Anniversary Year, it is perhaps fitting that we also celebrate the dedication and leadership of John Keast OBE as Chair of the Trust over the last 4 years. At the end of August John stepped down as Chair, as his term came to an end. John has not only given his time, but also his wisdom and enthusiasm taking the Trust through a strategic review. I am personally indebted to John for supporting me as I took on the role of Chief Executive in 2019.

In addition to his work for the Trust, John has given hugely to the wider religion and worldviews community over many years. He will be greatly missed, but we wish him all the very best in his long-awaited retirement.

John Keast OBE, Chair of CSTG 2018-2022

Some of our trustees past and present with John Keast OBE and Kathryn Wright, Chief ExecutiveWe are delighted to announce that Dr Linda Whitworth became the new Chair of the Trust on 1^st September, and that Nansi Eliis has become the new Chair of Grants and Education Committee.

Dr Linda Whitworth, new Chair of CSTG from September 2022As incoming Chair Linda writes,

Following John Keast’s wise and very effective leadership as Chair of Trustees over the last few years, I am excited to be taking over as Chair at a time of both challenge and opportunity. Religion and Worldviews education has seen considerable developments recently and the Trust is in the forefront through campaigning and supporting research and teaching.

I am particularly looking forward to working with the growing team of staff, consultants and trustees who make up the Trust. Our vision and strategy objectives are at the heart of all we do, from leadership programmes to understanding and promoting a positive perception of the subject.  As a teacher educator I have benefitted from the support of the Trust and I am delighted that we continue to support teachers and other colleagues at all stages of their careers.

The Trust is celebrating its 10-year anniversary this year, so this is a good time to reflect on what we have achieved and how our continuing vision could develop. There is plenty of work to do and I am looking forward to contributing to the Trust’s role in the religion and worldviews community.