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Culham St Gabriel’s Trust is commissioning new research into how Religious Education (RE), or Religion and Worldviews Education, is currently delivered across registered Alternative Provision (AP) settings in England.

The research will explore current practice, challenges and opportunities in AP, examining how RE is positioned within these settings and how it contributes to inclusion, wellbeing and personal development. The appointed researcher will undertake a desk‑based review, qualitative fieldwork (including interviews, surveys and case studies), and produce a final report with evidence‑based recommendations for policy, curriculum design, teacher development and support structures.

The project will run over approximately 12–16 weeks, beginning ideally in June 2026, and will result in a full written report, executive summary and dissemination activities including a stakeholder presentation or webinar.

Applications close Tuesday 5 May 2026 at noon.

Detailed information about the role and how to apply are available here.

How the EAG quietly modelled a ‘Pedagogy of Embrace’: space, encounter, and wisdom for the common good.

It has struck me in the last few days that the process set up by Dr Vanessa Ogden for Stage 1 following the Curriculum and Assessment Review Recommendation reflects closely the pedagogical framework which I developed in my doctoral research – A Pedagogy of Embrace (2017). Over the last three months I have served on the Expert Advisory Group (part of the Task and Finish Group) chaired by Vanessa and have also attended the Religion and Belief Reference Group as a member of the RE Council Board.

In my doctoral thesis, I framed through a Christian theology of hospitality and the metaphor of embrace, a way of holding difference that is both open and bounded, both welcoming and intellectually serious. The Expert Advisory Group (EAG) to me, was a lived example of this in practice. The group on the surface was about developing a policy and curriculum document. But underneath sat a humbling human process of encounter: people from very different traditions and roles choosing to work together with purpose, often across contested ground, to secure high‑quality RE for every child. That is exactly the kind of approach my thesis argues we need: creating space, encountering others, and listening for wisdom – not just as classroom practice, but as a lived pedagogy in leadership and system-level reform. Although the alignment with my thesis was clearly unintentional, it feels like it was not incidental.  I believe there was a deliberate decision to create a values-bounded space where everyone could hold complexity, difference and uncertainty whilst still moving towards a shared purpose.

At the heart of my thesis is the argument that a theology of hospitality can underpin a lived pedagogy shaped by three interrelated principles: creating space, encountering others, and listening for wisdom, all held together through an ontological stance of host‑and‑guest.

Creating space is the first and most visible expression of this pedagogy. The review process intentionally resisted premature closure or instrumental decision‑making. The group was structured to allow multiple perspectives to surface without being immediately resolved, reflecting an understanding of hospitality as the creation of non-coercive space. This mirrored the ‘open arms’ of the embrace described in my thesis; space that is both invitational and bounded. Clear parameters were set for the work, but within those boundaries there was freedom to question inherited assumptions about curriculum coherence, progression, and the purposes of education. This enabled us as participants to contribute honestly, including expressing discomfort or uncertainty, without fear that such contributions would be marginalised. This way of working brought together different voices, deepened our thinking and enabled collaboration.

Encountering others was central to how the group functioned. The EAG brought together participants with differing professional backgrounds, educational philosophies and religion and belief perspectives. Rather than seeking to smooth over these differences, the process encouraged genuine encounter. In line with my research findings, encounter was understood not as exchange of positions, but as relational engagement-seeking to see through the eyes of the other. Understanding one another’s’ positions was a vital part of the process.  The EAG established multiple reference groups (teachers, religion and belief communities, legal experts, young ambassadors) and held extensive engagement with teachers, religious bodies, academics, advisers, SACRE representatives, unions and trust leaders. At every point of the process, encounter fed into a highly iterative drafting process.

For me, this is a practical expression of the ‘embrace’ metaphor. In my thesis, an embrace is not assimilation; it is mutual presence with integrity – holding our own identity while making room for the other and being transformed by this. My experience of being on the EAG was enriching, particularly seeking to bring the sector together across the dual system for the common good and securing entitlement without disrupting the legal arrangements of schools with a religious character.

The third principle, listening for wisdom, moved the EAG beyond information‑gathering towards discernment about what matters. In my thesis, wisdom is distinguished from knowledge; it arises through attentive listening, reflection, and openness to being changed. Within the recent process, this meant allowing time for silence, revisiting ideas, and recognising when insight and wisdom emerged collectively rather than from any single voice. This slow, attentive listening, I believe, enabled a more ethically grounded piece of work to emerge.

Underlying all three principles in my thesis is the notion of lived pedagogy. The pedagogy of embrace was for me embodied by those facilitating and participating in the EAG. Roles of host and guest were fluid. At times individuals offered expertise, yet at other moments they received challenge or insight from others. This reciprocity reflected the embrace itself-mutual, transformative, and identity‑preserving.

Finally, in my thesis, the embrace is always oriented towards what comes next: how space, encounter and listening become conditions for transformation. I hope the Secretary of State will enjoy reading the report and look kindly on the recommendations. However, I think there is an equally important question for our religion and worldviews eco-system – can we sustain the deepening relationships we have nurtured, resist the drift back into fragmentation, and together create the practical support for teachers and leaders needed to strengthen the quality of provision? It feels to me like the religion and worldviews education sector itself has shifted over the last three months. People have listened, people have learned from one another, people have come together.

In conclusion, the EAG demonstrated to me how ‘A Pedagogy of Embrace’ need not be confined to classroom practice. When enacted at a system level, it provides a robust framework for collaborative reform-one that holds difference, fosters trust, and enables wise, shared decision‑making in complex educational landscapes.

My thesis is available via the University of East Anglia Repository: https://ueaeprints.uea.ac.uk/id/eprint/67089/1/Final_Post_Viva_Thesis_A_Pedagogy_of_Embrace_2018_Kathryn_Wright.pdf

A summary of my thesis is also available here: https://www.reonline.org.uk/research/research-of-the-month/hospitable-approach-religion-and-worldviews-education/

Hello everyone!

My name’s Romana and I am delighted to say that for the next three months I will be working with Culham St Gabriel’s Trust and the RE Council! I’m a final year DPhil/PhD Student at the University of Oxford’s Department of Education and my PhD looks at Buddhism within Religions and Worldviews in English secondary education. It’s a mix of exploring textbooks and specifications and talking to teachers and academics, and I’m really enjoying it! Before my PhD, I was lucky to do an MPhil in Buddhist Studies (with Sanskrit) also at Oxford, and a BA in East Asian Religions and Cultures at the University of Leeds. I have always loved learning about different religions, cultures, and worldviews and believe that a deeper understanding of how people live their lives globally is crucial for today’s increasingly polarised world.

Whilst I am very excited to bring my knowledge of Buddhism to CSTG and the RE Council, I am really looking forward to working with, and learning from, the people who have dedicated themselves to the provision of high-quality Religions and Worldviews education across the UK. As part of my work with CSTG and the RE Council, I am looking forward to running a focus group to help members of Buddhist, Dharmic, and Indic communities who are not currently involved in RE-related work share their beliefs, experiences, and opinions. As well as this I will also be exploring currently available resources for teachers, and identifying any gaps that I can find. Through working with teachers as part of my PhD, I have seen how difficult it can be to find well-researched, accurate, and appropriate resources, a job that many teachers have to do on top of their already very busy schedules. I am looking forward to being able to help alleviate this by collating, signposting, or creating resources.

I have found the study of religions, worldviews, and cultures outside of my own to be incredibly enriching, and has led to greater understanding and tolerance towards the many different ways people lead their lives. Especially today, in an increasingly pluralistic yet divided world, to help people across the UK, in any way, learn about the lives and beliefs of people globally is a privilege.

Thank you to CSTG and the RE Council for this wonderful opportunity!

Culham St Gabriel’s is delighted to be working in partnership with several teachers from schools for children who are deaf or hearing impaired. The aim is to develop a bespoke religious education curriculum for those who use British Sign Language as their first language.

As we prepare for our first planning meeting, we are keen to hear from teachers of children and young people who are deaf, and young adults aged between 18-21 for whom BSL is their first language.

We have set up a short anonymous survey to find out about your experiences. It should only take about 10 minutes to complete and is open until 31^st March.

Culham St Gabriel’s is launching a new short occasional newsletter offering practical guidance on strengthening online communication and helping people find your work more easily.

The first edition will focus on understanding SEO in straightforward, accessible terms, explaining how search engines work, how audiences find content online, and small, realistic steps that can make a meaningful difference. Future editions will respond to what readers find most useful, covering digital communication in a practical and grounded way.

The newsletter is designed for organisations and individuals who want to communicate clearly, ethically, and effectively online, and amplify their presence.

Interested? Sign-up below:

Holocaust Memorial Day 2026: Building Bridges of Memory and Hope

On 27 January, we stop and remember. We remember the six million Jewish people murdered during the Holocaust, and all those who suffered under Nazi persecution. We remember the victims of later genocides-in Cambodia, Rwanda, Bosnia and Darfur. Holocaust Memorial Day is not just about history; it is about humanity. It asks us to look honestly at the past and commit ourselves to a better future. I shall never forget walking through the Memorial to the Murdered Jews of Europe in December 2024, you may want to read my previous blog reflecting on this.

This year’s theme, “Bridging Generations,” speaks deeply to me. My own dad died last year, and he was the last person in our family to have lived through the second world war. He was not a Holocaust survivor, but even his stories of being a child evacuee in England, what it was like to be in hospital during war time or hide from air raids will stay with me. So as Holocaust survivors grow fewer, the responsibility to carry their stories forward rests with us. It is a call to action: to listen, to learn, and to ensure that the lessons of the Holocaust are never lost. Memory must not fade-it must inspire.

Education is the bridge between remembrance and hope. At Culham St Gabriel’s Trust, we believe that Religion and Worldviews Education is vital in this work. It helps young people understand diversity, wrestle with ethical questions, and develop empathy. These are not optional skills;they are the foundations of a society that rejects hatred and prejudice.

Holocaust education is not about dates and facts alone. It is about human stories-stories of courage, resilience and warning. When children and young people hear testimonies, they connect with real lives, and that connection shapes their values. It gives them the strength to challenge denial and distortion, which sadly still exist and are worryingly on the increase today.

So how do we build these bridges? I believe this is through dialogue and conversation. Through creating spaces where young people, indeed all of us, can ask questions, share feelings, and explore what remembrance means to each of us. Through intergenerational conversations -between children and grandparents, between communities and schools. And through creative use of digital tools to keep these stories alive and accessible.

So on this Holocaust Memorial Day, I invite you to:

• Pause and reflect: Join the national “Light the Darkness” moment at 8pm by lighting a candle and placing it in your window.
• Use the resources: The Holocaust Memorial Day Trust offers excellent materials for schools and communities – make use of them.
• Champion dialogue: Encourage conversations that build understanding and resilience against prejudice.

Remembrance is active. It is a choice to learn, to speak out, and to stand for justice. Together, we can ensure that the memory of the Holocaust shapes a future rooted in empathy and peace.

Dr Kathryn Wright
Chief Executive Officer
Culham St Gabriel’s Trust

Addressing the Lack of Initial Teacher Education Bursary and Subject Knowledge Enhancement Funding for Religious Education

20th January 2026

To: The Rt Hon Secretary of State for Education,

Department for Education,

Sanctuary Buildings,

Great Smith Street,

London SW1P 3BT

We, the undersigned funders and supporters of educational excellence, write to you with grave concern regarding the current absence of initial teacher education (ITE) bursaries and subject knowledge enhancement (SKE) funding for Religious Education (RE) in England.

The Importance of Religious Education

Religious Education plays a vital role in fostering understanding, tolerance, and respect among pupils of all backgrounds. It is a subject that equips young people with critical thinking skills and the ability to engage thoughtfully with diverse beliefs and worldviews. In an increasingly pluralistic society, but more divided society, the value of RE cannot be overstated; it is essential for promoting social cohesion and preparing pupils for life in modern Britain. The recent Curriculum and Assessment Review reiterated the importance of the subject stating:

We have heard that RE provides a space for pupils to learn about human mutuality and reciprocity, that it develops their capacity to understand one another, and that it supports strong, secure, and confident communities with good relationships. Given the role that religion, belief and values play in local, national, and international events, it continues to be vital for children and young people to have access to high-quality RE.

p.108 

Current Funding Inequities

Despite RE’s recognised importance, aspiring teachers of the subject are currently excluded from receiving ITE bursaries and from accessing SKE funding. The lack of funding creates unnecessary barriers for talented graduates who wish to enter the profession. Consequently, schools struggle to secure qualified teachers, undermining the quality of RE provision. Currently, 51% of those teaching RE do not have a qualification in the subject[1]. Some of signatories of this letter are now filling this funding gap to ensure the RE teaching profession of the future is recruited and retained.

The Lived Experience of Beginner Teachers

RE PGCE student, 2024-25 Without having a bursary, I would have struggled with childcare costs with my youngest and also the minimum you expect to live including rent, utility bills and food.

RE PGCE Student 2025-26 I am a mother of two young children. The one factor that has granted me the possibility of taking on this new career opportunity is the £10,000 bursary that is available for PGCE students in my subject for September 2025 entry.

RE PGCE Student 2025-26 Many students such as myself do not live with their parents but live in private accommodation and have to travel to university or their placements on a limited budget. The bursary has helped me afford season tickets and travel costs to both the university and the placement school.

RE PGCE 2024/25 The bursary was crucially important to my decision to do a PGCE. I realised when I was doing research that a PGCE would involve a lot of travel over fairly long distances. The nearest place I could do a PGCE in my preferred subject was just under an hour away. I knew I would have to be making this journey frequently. I also knew I could be placed a fair distance away for my school placements.

Impact on Recruitment and Quality

The absence of bursaries and subject knowledge enhancement funding has resulted in fewer applications to train as RE teachers, as candidates are compelled to consider their financial circumstances when choosing their specialism. Thirteen out of the last fourteen years RE has not reached its recruitment target. This not only limits the pool of potential educators but also risks diminishing the subject’s status within schools. The current policy inadvertently communicates a lack of commitment to RE, despite statutory requirements for its delivery in the curriculum. This is particularly concerning following the Curriculum and Assessment Review recommendation that RE becomes part of a national curriculum.

A Call for Urgent Action

We respectfully urge the Department for Education to review and rectify this inequity. Specifically, we call for:

• The immediate introduction of ITE bursaries for RE trainees, bringing the subject into line with other priority areas.
• The reinstatement and expansion of SKE funding for prospective RE teachers who may require additional subject expertise prior to training.

Conclusion

If England is to maintain its reputation for educational excellence and inclusivity, it must invest in all subjects that contribute to the rounded development of its young citizens. Supporting those who wish to teach Religious Education is not only an issue of fairness but also a statement of the country’s commitment to preparing students for a diverse and interconnected world.

We look forward to your response and to working together to strengthen the future of Religious Education in our schools.

Yours sincerely,

Aliya Azim MBE, Interfaith Co-ordinator of the Al-Khoei Foundation, Al-Khoei Foundation

Nancy Benham MBE, Deputy Chair of Trustees, The Rock Foundation

Revd Canon Dr Sarah Brush, Vice-Principal of Ripon College Cuddesdon and Trustee of St Christopher’s Educational Trust

Dr Andrew Fowler, Chair, St Hild and St Bede Trust

Revd Mary Hawes, Trustee, St Christopher’s Educational Trust

H M Henderson, Chair of the Board of Trustees, Farmington Trust Ltd

John Hind, Director of Education and Leadership., The Rank Foundation Ltd.

Sarah Holmes, Chair of Trustees, St Christopher’s Educational Trust

Derek Holloway, Chair of Trustees, All Saints Educational Foundation

Derek Humphrey, Secretary, Hockerill Educational Foundation

Ian Jones, Director, St Peter’s Saltley Trust

Dr Peter Kent, Chair of Trustees, St Peter’s Saltley Trust

Jonathan Leigh, Chair of Governors, Sarum St Michael Educational Charity

Andy Malcolm, Trustee, St Christopher’s

Chris Martin, Director, St Luke’s College Foundation

Derek McAuley, Chair of Trustees, The Hibbert Trust

Suzannah O’Brien, Director, The Bishop Radford Trust

Peter Sweeney, Director of Education, Roman Catholic Diocese of Westminster

Lady Susie Sainsbury, Chair, Jerusalem Trust

Rev’d Prof David Wilkinson, Chair of Religious sub-committee, Sir Halley Stewart Trust

Dr Kathryn Wright, Chief Executive, Culham St Gabriel’s Trust

Dr Linda Whitworth, Chair of Trustees, Culham St Gabriel’s Trust

Diane Wood, Governor, Sarum St Michael Trust and former Head of Religious Studies at South Wiltshire Grammar School

For media and other enquiries please contact hannah@cstg.org.uk

[1] https://questions-statements.parliament.uk/written-questions/detail/2023-01-06/117942

All Saints Educational Trust is recruiting a new Charity Manager.

This is a senior leadership role with responsibility for overseeing the Trust’s grant giving and operations, supporting Religious Education and Home Economics education across the UK and beyond. The post is offered on a part time basis of three or four days a week and is based in London with hybrid working.

Full details, including responsibilities, salary and how to apply, are available in the Candidate Information Pack which you can download below.

Eastside People is supporting All Saints Educational Trust with this recruitment. If you would like to discuss the role or have any questions before applying, please contact Lucinda Shaw at lucinda@eastsidepeople.org.

The closing date for applications is Monday 2 February.

The Curriculum and Assessment Review’s recommendation to embed Religious Education (RE) in a new national curriculum marks a watershed moment for education. Culham St Gabriel’s Trust celebrates this bold step toward equity, coherence, and justice. Over the last few years, we’ve championed a statutory national benchmark for RE- one that guarantees every pupil, in every school, access to high-quality, inclusive, and meaningful learning about religion and worldviews.

Why This Matters

I have often used this scenario in our advocacy over the last year…

Imagine being a 14-year-old student deciding whether to do RE as a GCSE option. Your experience of the subject has been fragmented – repeating content due to curriculum variations between local areas, missing key topics as you moved schools, or being taught by non-specialist teachers. You’re curious about how people live and view the world, but you feel unprepared and uncertain. This is the reality for many pupils across England.

The current system, with many different agreed syllabi and inconsistent provision, has led to widespread inequity. Some pupils receive rich, engaging RE; others receive none. This disparity is not just unfair – it’s educationally and socially unjust.

The report says:

‘Provision for RE is many schools is not good enough and does not prepare pupils adequately for life beyond school’ p. 108

The Case for Change

The Curriculum and Assessment Review recommendation affirms what those of us working this this field have long known: the status quo is untenable. At the recent Confederation of School Trusts Annual Conference 95% of those voting in our informal poll agreed that RE should go into a new National Curriculum. This included chief executives, headteachers, trustees, curriculum leads, inclusion leads, journalists, Diocesan Directors of Education and Year 10 pupils. This should encourage both the review panel, and the government as recommendations are taken forward. I believe the education world strongly supports this move as it will:

• Restore Equity: All pupils deserve access to a coherent and inclusive RE curriculum, regardless of their school’s governance or location.
• Ensure Consistent Standards: A national benchmark will help raise expectations, improve outcomes, and support accountability.
• Improve Provision: Schools will be required to allocate appropriate time and resources to RE, ensuring it is no longer sidelined.
• Modernise Content: A religion and worldviews approach will reflect the lived experiences of diverse communities, moving beyond outdated paradigms.

A Vision for the Future

The Curriculum and Assessment Review recommend a staged process, building on the National Content Standard for RE in England (2023) which could serve as the foundation for this new curriculum. I wholeheartedly support this approach. It offers a framework on which to develop further consensus and unite the education community. I am delighted that the report recommends Dr Vanessa Ogden chair a Task and Finish Group to lead this next stage.

This is a once-in-a-generation opportunity. I urge the religion and worldviews community-educators, faith and belief groups and policymakers – to come together for the common good. Let us work through the challenges together, be open to compromise where needed, take a humble approach and listen to one another.  I hope that we can build a curriculum that reflects the richness of human belief and experience, and ensures every child receives the education they deserve.

Six reasons why RE should be in a new National Curriculum https://www.cstg.org.uk/campaigns/religion-and-worldviews/

Culham St Gabriel’s warmly welcomes the Curriculum and Assessment Review’s bold recommendation to embed Religious Education (RE) within a new national curriculum through a staged process. This marks a pivotal moment for education in England. We are proud to have championed this change throughout the last year through our advocacy and submission of evidence.

The Report states:

‘The Review believes that RE should be moved to the national curriculum to improve access to high-quality provision and prevent further diminishment… We believe a staged approach to reform is the most appropriate way forward’. P.109

We believe this move is essential to ensuring every pupil, in every school, receives equitable access to high-quality RE. It’s a vital step toward a more inclusive and informed society.

As this transformative vision takes shape through dialogue and negotiation with stakeholders, Culham St Gabriel’s stands ready to support policymakers and officials with our expertise and resources. We are committed to helping realise this once-in-a-generation opportunity. We strongly support the next steps and future approach set out in the report which seeks to create consensus, building on what has already been achieved through the establishing of the National Content Standard for RE in England.

We welcome the report’s recommendation that Dr Vanessa Ogden chairs a task and finish group to build on the constructive and collaborative work already undertaken as part of the review.

Our vision is clear: a broad-based, critical and reflective religion and worldviews education that fosters respect, understanding and openness. This recommendation brings us closer than ever to making this vision a reality.

Kathryn Wright, Chief Executive
Linda Whitworth, Chair of Trustees

To read more about our reasoning regarding RE taking its place in a National Curriculum  please see: https://www.cstg.org.uk/campaigns/religion-and-worldviews/

For further information about our position contact Kathryn Wright, CEO, Culham St Gabriel’s Trust ceo@cstg.org.uk