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Religious Observance – Policy and Guidance for Schools
  1. INTRODUCTION

Primary, Secondary and Special schools in Aberdeenshire have been following guidance on Religious Observance that was issued by the then Scottish Office Education Department (SOED) in a circular to schools and education authorities, known as SOED Circular 6/91. SOED Circular 6/91 was issued in order that schools could address certain provisions within the Education (Scotland) Act 1980. The 1980 Act itself reiterates obligations under legislation, which date back to 1872.

Her Majesty’s Inspectorate of Education (HMIE) published a report entitled “Standards and Quality in Secondary Schools: Religious and Moral Education 1995 – 2000”. The report, although primarily concerned with religious and moral education, did refer specifically to religious observance. The report identified HM inspectors’ concerns that many non-denominational secondary schools were failing to provide the required time for religious observance as outlined in SOED Circular 6/91. However, the foreword to the report raised the question of the continuing appropriateness of current advice on religious observance.

Subsequent to the publication of the HMIE report, the then Minister for Education, Europe and External Affairs, Jack McConnell, established a review group to consider the current guidelines on religious observance and to make recommendations for the future. The review group published “The Report of the Religious Observance Review Group” in 2004. The report contains a number of recommendations for schools and local authorities.

In response to the publication of the report referred to above, the Scottish Executive Education Department (SEED) issued a circular to all Directors of Education, known as “Circular 1/2005 Provision of Religious Observance in Scottish Schools”. This circular replaces the arrangements for Religious Observance set out in Circular 6/91 and applies to all Primary, Secondary and Special schools.

In response to these developments, Aberdeenshire Education & Recreation Committee agreed that a short-life working group would be formed. This group was charged with the responsibility of determining how the service would respond to both the outcome of the Review Group and to Circular 1/2005. The Policy and Guidelines in this paper are the result of the work of this group.

  1. POLICY

The group unanimously agreed that the content of Circular 1/2005 clearly articulates both the spirit of the report published by the Religious Observance Review Group and also the expectations that SEED have of how schools and the Local Authority should respond.

The group also agreed that Paragraphs 1-20 of Circular 1/2005 should be adopted as Aberdeenshire Policy. The Circular will be issued to all Head Teachers.

The new policy provides a number of distinctive changes to both the meaning and practice of Religious Observance.

  • The working definition and aims of Religious Observance should be ‘community acts which aim to promote the spiritual development of all members of the school community and express the shared values of the school community’. This definition significantly alters traditional approaches to Religious Observance.
  • Religious Observance should be an activity for all members of the school community.
  • It is of central importance that all pupils and staff can participate with integrity in forms of Religious Observance without compromise to their personal faith stances.
  • The report of the Review Group provides an opportunity for the school community to explore and agree upon shared values and to express and celebrate what the school community is proud of and good at.
  • The role of Chaplains and other Faith Group Leaders becomes increasingly significant and changes accordingly.
  • In Aberdeenshire schools it is considered that there is a diversity of beliefs and practices and therefore the “focus of worship” may not be assumed and should not be a part of the formal activity of the school. The appropriate context for an organised act of worship is within the informal curriculum as part of a range of activities offered for example by religions, groups, chaplains and other religious leaders.

3. Guidance For Schools

Head Teachers and staff are required to review their current policy and provision of Religious Observance in light of the recent developments outlined above. Whilst doing so, a number of factors need to be considered and this section gives advice and information for schools in order that progress can be made.

  • Quality Indicators

Learning & Teaching Scotland (LTS) have a seconded Development Officer for Religious Observance. The Development Officer is currently working on linkages between How Good Is Our School 2 (HGIOS 2) and Religious Observance as described in the review group report. This work will be distributed to schools as soon as it is completed. Meanwhile, if Head Teachers are looking to conduct a broad audit of Religious Observance using QI’s then the suggested areas for examination are

  • 4.1 Pastoral care
  • 4.2 Personal and social development
  • 5.1 Climate and relationships
  • 5.2 Expectations and promoting achievement
  • 5.3 Equality and fairness
  • 7.1 Aims and policy making

It is anticipated that the materials being produced by LTS will give schools more detailed guidance in order that a closer audit of provision can be conducted.

  • Frequency

Both the Review Group and SEED acknowledge that it is the quality of Religious Observance that will have an impact on the school community rather than the frequency of such occasions. This needs to be balanced, however, against the possible lack of impact that very infrequent opportunities may present.

There is a benchmark, therefore, of at least 6 opportunities for Religious Observance to be provided by schools each year. This is in addition to the traditional celebrations that occur in the life of the school. The school community should be involved in making decisions about the frequency of Religious Observance.

  • Style

As stated previously, the scope of what is considered a Religious Observance experience has been significantly altered. Religious Observance is now accepted as an educational activity, defined as a “community acts which aim to promote the spiritual development of all members of the school community and express and celebrate the shared values of the school community”

Parental Right to Withdraw

Parents have the right to withdraw their children from participation in Religious Observance. The policy implications for this are clearly articulated in Paragraphs 13-15 of the new policy.

  • Chaplains and other Faith Group Leaders

The role of Chaplains and other Faith Group Leaders will develop over the next few years. The range of activities that Chaplains and other Faith Group Leaders engage in will vary, but may include curricular, pastoral, spiritual support in times of crises and as part of school celebrations. The context for chaplaincy visit will also vary, from scheduled assembly/Religious Observance events to ad hoc visits. Chaplains and other Faith Group Leaders can also contribute to the wider development of the school through participation in school committees and helping with school activities such as events, visits, excursions etc.

  • Disclosure

Advice on the Disclosure Scotland requirements for Chaplains and other Faith Group Leaders is continued in Aberdeenshire Council Disclosure Team Newsletter No. 4, which was issued to all establishments on 4 February 2006.

In line with all other ‘childcare’ positions, school chaplains must be checked against the appropriate lists to ensure they are not disqualified from working with children before being appointed. As we are not employing Chaplains and other Faith Group Leaders, the responsibility for carrying out these checks lies with the Church rather than with ourselves.

  • Network Development

As with most policy changes, tackling development and implementation is often helped by collegiate working between schools within a Network. This type of activity affords the opportunity to show good practice and to develop a commonality of experience for pupils. Networks are encouraged to use this approach.

  • Support Materials

As previously mentioned, LTS have seconded a Development Officer for Religious Observance. It is anticipated that guidance for QA and Audit will be launched during the summer term 2006, along with a variety of support materials for schools. All of these will be available through a link on the LTS website and training events will be organised by LTS to provide support on the use of these materials.