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D I O C E S E O F L E E D S

Diocesan Board for Inspections

C A N O N 8 0 6A N D

S E C T I O N 4 8 I N S P E C T I O N S :

T H E C A T H O L I C L I F E O F T H E S C H O O LA N D R E L I G I O U S E D U C A T I O N

GUIDANCE FOR INSPECTORS

2Diocese of Leeds DBI Guidance for Inspectors March 2015

Contents

INTRODUCTION 2 - 3Introduction 2Inspectors Code of Conduct 3Behaviour towards inspectors 4The approach to inspection 4

PRE- INSPECTION 4-5The time available for inspection 4Pre-inspection contact with the school 4Using the school’s SEF48 5Preparation of the PIA 5

THE INSPECTION 6-10The range and balance of evidence 6Relationships with the school’s senior management 6 Completing evidence forms 7 Lesson observations 7Conducting joint lesson observations 8Inspecting curriculum provision 8Conducting interviews 8-10Evaluating overall effectiveness 10Providing oral feedback to the school 10

THE REPORT 10-11Writing and publishing the report 10Record of the inspection: the evidence base 11Handling concerns and complaints during the inspection 11

APPENDIX A 12-14

APPENDIX B 15

APPENDIX C 16

Note: This guidance should be read in conjunction with the following documents: the Self-Evaluation Form “S48 SEF”, the “S48 Schedule and Grade Descriptors” and “Report Writing”.


INTRODUCTION

The arrangements for Canon 806 and Section 48 Inspections together with monitoring visits, enable the Church to assess systematically the work of Catholic schools. They also provide an opportunity to support, challenge, evaluate and promote this vital work in the mission of the Church.

The purpose of inspection / monitoring visit is to assist the school in its continuing work of self-evaluation through the identification of particular strengths, of areas requiring further improvement, and of progress made since the last inspection.

The S48 inspection / monitoring provides parents/carers and the diocese with information about the school’s quality of its Catholic Life, Collective Worship and Religious Education. The S48 and Canon 806 complements Section 5 inspections but deals with aspects fundamental to Catholic schools which are not inspected in the S5 inspection.

This guidance is designed to assist inspectors of schools in their work. Schools can use it to see how inspections will be conducted and may find it helpful when carrying out their self-evaluation. Inspectors structure their examination of the provision to accord with the Diocesan S48 and Canon 806 Inspection Schedule and grade descriptors and the guidance contained in this handbook. All inspection documents and additional Diocesan resources are published on the website.

This guidance sets out the process of inspection, indicating the main principles, stages and approaches in the inspection of schools.

Inspectors Code of Conduct Evaluate objectively, be impartial and inspect without fear or favour evaluate provision in line with the S48 framework and Diocesan guidelines base all evaluations on clear and robust evidence have no connection with the school which could undermine the objectivity report honestly and clearly, ensuring that judgements are fair, reliable and accurate carry out the work with integrity, treating all those met with courtesy, respect

and sensitivity maintain purposeful and productive dialogue with those being inspected and

communicate judgements clearly and frankly respect the confidentiality of information, particularly about individuals and their work respond appropriately to reasonable requests take prompt and appropriate action on any safeguarding or health and safety issues at the end of the inspection present an oral report to the Chair of Governors,

Headteacher, SLT, and RE Coordinator/Head of Department draft the written report in the order of the inspection schedule, in a clear and

comprehensive style (as per guidance) appropriate to its wide readership send a draft copy of the report to the S48 Co-ordinator within 5 days of the inspection

and be available for discussion of the draft copy.


Behaviour towards inspectors There is an expectation that school staff will be courteous and helpful to inspectors with

whom they have contact.

The approach to inspection

The main features of a Canon 806 and S48 inspection are set out below:

The school’s self-evaluation, as summarised in its SEF48 or other school documentation, is a central part of the inspection;

Inspection approaches will be flexible in the light of emerging evidence; Judgements about standards and the progress that pupils make over time, are based on

the triangulation of evidence using the school’s performance data, observation, work scrutiny and pupil interviews;

The quality of teaching is judged taking all factors into account; The quality of the school’s leadership and management is at the heart of this approach to inspection; There is a strong interaction between the inspector and the school’s leadership and

management in investigating the school’s effectiveness; Inspections are designed to have an important impact on school improvement.

PRE- INSPECTION

The time available for inspection

The inspection will be conducted by an individual inspector for primary and two inspectors for a secondary school.

The time spent in a school is not usually more than 1½ days in Primary schools and 2 days in Secondary schools which includes `feedback time.’

Pre-inspection contact with the school

The Diocesan S48 Officer contacts an Inspector or Inspectors to check availability and time frame for an inspection. Where two inspectors are working on an inspection, they will agree the dates of the inspection;

The nominated inspector/lead inspector will make telephone contact with the school (Headteacher or if n/a then the DHT or most senior staff), two days before the planned inspection, to notify the school of the inspection; ask for named documents to be emailed; and arrange a suitable time for a longer conversation to take place later that day. The inspector also contacts a Diocesan Officer to request information on the outcome of any recent visits to the school by Diocesan Officers including CPD and support.

The Inspector requests the following documents be emailed to him/her that day: The school’s S48 SEF or alternative school self-evaluation information including judgements; The School Development Plan;The School staffing list and responsibilities;Class/RE timetables to organise lesson observations and timings of school day (including information on times of Collective Worship);Details of any planned disruption to the timetable during the inspection days.

The Inspector should notify the Head that s/he will want a meeting with the Chair of Governors during the inspection together with, if possible, the governor responsible for


RE, and a meeting with a representative group of parents/carers. The Inspector could indicate that s/he would be willing to hold these meetings at lunchtime or after school on the first day of the inspection if that was more convenient for the people involved.

The inspector will usually be in contact with the Head, or nominated contact, on a further occasion or occasions to finalise the programme for the inspection and request documentation to be made available in school during the inspection.

The inspector should not, however, visit a school before an inspection begins.

Using the school’s SEF48

The SEF48, as the summary of a school’s process of self-evaluation, is at the heart of the inspection arrangements and provides crucial evidence in evaluating how effective the school is in providing Catholic Education. It should be read in conjunction with the School Development Plan. These documents should indicate how the school has addressed areas for improvement identified in the last S48 inspection or monitoring visit.

When compiling the Pre-Inspection Analysis, the inspector will evaluate the school’s view of itself as expressed in the SEF48 and explore the extent to which this is compatible with the evidence quoted and the grade descriptors in the Schedule. Issues for inspection will arise from important inconsistencies between the SEF48’s conclusions and the evidence, and also from significant matters that the SEF48 seems to have omitted. The SEF should identify areas of strength and the Inspector might want to sample aspects of good or outstanding practice identified in the SEF.

The conclusions in the SEF48, in the light of the pre-inspection analysis, should be discussed at the first meeting with the Headteacher, RE Co-ordinator/Head of the Department. Inspectors should also ask about the self-evaluation process and how it led to the writing of the SEF48, and ascertain the extent of involvement of governors (who have final responsibility for it).

In meetings between the Headteacher, RE Co-ordinator/Head of Department and the Inspector, there should be discussion of the conclusions in the SEF48 in the light of the gathering inspection evidence.

The SEF48 should be regularly referred to in order to see whether inspection evidence reflects its conclusions.

If a school has not completed a SEF48, inspectors should follow the headings in the evaluation schedule, using whatever evaluation records the school possesses and giving the school adequate opportunity to provide evidence. The fact that a school has not completed a SEF48 does not mean that its self-evaluation is unsatisfactory as long as the school can evidence robust and accurate self-evaluation.

Preparation of the Pre-Inspection Analysis

The PIA is an aide-memoire for the Inspector only. It should be a succinct analysis that will focus the inspection. An intelligible note form will suffice.

The first part of the PIA is a summary of main inspection issues. They should not number more than 5 or 6.

The PIA, together with the SEF48, will form the central part of the initial meeting with the Headteacher, RE Co-ordinator/Head of Department..


THE INSPECTION

Inspectors must show their identity badges on arrival at the school and ensure that the headteacher (or other senior member of staff) has been informed of their arrival.

The range and balance of evidence

During the inspection, most of the time on site will be spent in gathering first-hand evidence:-

i. Lesson observations – include a range of year groups and ability groups but this should not place a burden on any one teacher;

ii. Collective Worship - attending Acts of Worship/Liturgies - class-based, year group or whole school;

iii. Interviews with Head/SLT, RE Co-ordinator/Head of Department, Chaplain, staff and others in the school;

iv. Interview with the Chair of Governors, or a nominated alternative; v. Tracking school processes, such as self-evaluation, school development planning,

professional development;vi. Work scrutiny - analysing samples of RE work – during lesson observations and

samples requested and made available for the inspector;vii. Reviewing RE curriculum documents and handbook;viii.Conversation with pupils – during lesson observations, in arranged interviews or

in groups e.g. Chaplaincy group;ix. Analysing records relating to pupils’ progress; x. Meeting with parents/carers;xi. Reading or viewing material which supports the school’s self-evaluation.

The above list is not exhaustive but neither should an inspector feel that all of

the above must be included. A basic principle of gathering first-hand evidence is fitness for purpose. Inspectors should ask: what is needed to investigate particular issues or assertions made by the school? Once a matter has been resolved, there is no need to pursue it further. The inspections are intended to be ‘smart’ – that is, tightly focused and efficient. That said, they must also ensure that the judgements are valid and securely based upon the evidence collected.

The inspector must consider the typicality of lessons or Collective Worship observed. This can be done in lesson observations by looking at Schemes of Work and planning, scrutinising pupil work and talking to pupils, teachers and teaching assistants. In relation to Collective Worship, in addition to observation and looking at documentation, talking to pupils, staff and governors is important.

Relationships with the Headteacher, RE Co-ordinator /Head of Department

It is important, as far as possible, that inspectors conduct inspections in ways that interact with schools and involve them in the process of evaluation. They thus should actively find ways to develop a co-operative approach.

The inspector should offer to meet briefly with all staff at the start of the inspection, where this is possible.

An initial meeting with the Headteacher, RE Co-ordinator / Head of Department to go through the issues in the PIA will help the staff in the school to have a fuller understanding of the direction of the inspection and will give all of them an early


opportunity to indicate where they think decisive evidence about the school’s performance is to be found.

It is important to have an early discussion on standards and achievement. At every stage, and particularly where the judgements of the senior team and inspector

differ, the senior team should be given every opportunity to provide additional evidence to support their views.

The offer of joint lesson observations, or joint scrutiny of work, is another way of building a sense of shared evaluation of the school.

The openness of the inspector and the general quality of the dialogue with staff will normally help to give the school confidence in the inspection process.

Completing evidence forms

Evidence Forms are generally handwritten and should be used to record all activities undertaken during the inspection.

EFs must be used for discrete events, such as a lesson observation or to record a meeting with pupils for example or parents/carers. They can also be ‘open’ or ‘running’ EFs where, for example, a particular theme is pursued across a number of lessons and discussions, and the EFs are then stapled together to give a ‘trail’. (Appendix A)

They must be used for recording the main points of discussion when feeding back to senior management and for synthesising the evidence that underpins all important judgements.

Inspectors attending Acts of Worship and Liturgies should use the relevant evidence form (Appendix B)

Lesson Observations

The key objectives of lesson observations are to inform the evaluation of the overall quality of teaching over time and its contribution to learning and achievement, the extent to which the RE curriculum promotes learning, the response to and participation in Collective Worship and to assess the behaviour of pupils.

When an inspector carries out a lesson observation, s/he should not grade the quality of teaching for that individual session or indeed the overall quality of the lesson. Where there is sufficient evidence, the inspector will grade the other key judgements.

Inspectors must not advocate a particular method of planning, teaching or assessment. They will not look for preferred methodology but must record aspects of teaching and learning that they consider are effective and identify ways in which teaching and learning can be improved.

Through lesson observations and subsequent discussions with senior staff and teachers, inspectors should ensure that they:

Judge the accuracy of teachers’ and leaders’ evaluation of the quality of teaching and learning

Gather evidence about how well individual pupils and particular groups of pupils are learning, gaining knowledge and understanding, and making progress, including those who have special educational needs, those who are disadvantaged and the most able

Collect sufficient evidence to support detailed and specific recommendations about any improvements needed to outcomes, provision and leadership and management.

.There is no requirement to see full lessons, but it may be helpful to see some if, for instance, the inspector needs a fuller picture of provision for different groups of pupils.

Generally, half-hour visits to lessons will be appropriate and allow time to look at pupils’ books/work and talk to individual pupils. But there will also be occasions, in both primary and secondary schools, when shorter visits are beneficial, to compare, say, provision for


sets of pupils all timetabled at the same time. Brief 10 minute visits across a range of lessons might be helpful to track particular issues.

Conducting joint lesson observations and feedback to teachers

Joint lesson observations with Headteacher, RE Co-ordinator/Head of Department or member of SLT, enable inspectors to evaluate the management’s judgements about teaching. They allow the school to be involved, and provide evidence on the quality of teaching and the school’s judgements. Subsequent discussion with the teacher can also throw light on how effectively managers use the evidence of observation to bring about improvement.

With the exception of joint observations where feedback is given by the headteacher or other member of staff, inspectors must offer feedback to teachers. In many cases, it maybe more effective for inspectors to provide an evaluation of strengths and areas for improvement to teachers at programmed times. Therefore feedback may, at the discretion of inspectors, take a variety of forms such as one to one, with groups of observed teachers, or to whole staff groups.

When giving feedback to teachers following lesson observations, inspectors should notprovide an overall grade for the lesson or for the quality of teaching – numerically or in words. If asked, inspectors should provide feedback on the strengths and weaknesses of what they have observed. Inspectors must ensure this feedback does not constitute a view about whether the teacher is a “good” teacher or otherwise, or indeed whether the quality of teaching itself was “good” or otherwise, as neither of these will be graded. The feedback given is provided in confidence and staff should be clearly advised that it may not be used by the school for performance management purposes.

An EF should be written up in the usual way - making sure that an evaluation reflects the joint observation.

The joint observation should not be part of a disciplinary procedure for the teacher concerned. That is why it is important to try to avoid what is likely to be a poor lesson, and to ensure that the teacher is happy for the joint observation to occur. No teacher on capability should be observed during the inspection.

Inspecting Curriculum Provision

Inspectors should ensure that the curriculum complies with the requirements of the Bishops’ Conference in terms of content and subject time allocated. If the school currently allocates less than 10% timetable time to RE, the reasons for this must be discussed with the head and Chair of Governors and plans to increase the time reviewed..

The RE curriculum should be discussed with the RE Co-ordinator/Head of Department to ensure consistency with diocesan requirements and investigate how it is monitored and resourced.

Inspectors may identify the contribution the RE curriculum makes to the spiritual and moral development of pupils. Evidence should be located in curriculum plans and pupils’ work but can also form part of the discussion with staff and pupils.

Conducting interviews

Interviews provide an important source of evidence. Prompts are provided for inspectors but questions should be relevant to the key areas identified in the PIA, emerging issues and/or to check the school’s own self-evaluation. Interviews should be recorded on EFs.


HeadteacherThe inspector should usually meet with the Headteacher at the start of the inspection in order to discuss the SEF and the areas of focus identified in the PIA and gain his/her perspective. Further dialogue will take place during the inspection either with Headteacher or nominated SLT link. A key area to be explored will be how Catholic Life is planned, developed and evaluated. In exploring this aspect, evidence should be indicate how long monitoring and evaluation has taken place, who is involved, action taken as a result of the evaluation and impact of changes made.See prompt sheet and school evaluation toolkit for possible aspects to be explored.

Chair of GovernorsAn interview should take place with either the Chair of governors or another governor representative who can discuss how governors monitor and evaluate the Catholic Life of the school and Religious Education and oversee improvement. The inspector should explore how the Headteacher is held to account as leader and manager of a Catholic school and how governors ensure that the school complies with the requirements of the Bishops’ Conference and the diocese.See prompt sheet and school evaluation toolkit for possible aspects to be explored.

Chaplain

The inspector should clarify the role and responsibilities of the Chaplain in the school and lines of accountability. Evidence should be sought of the impact of his/her work on the Catholic Life of the school and in particular collective worship and liturgy.See prompt sheet for possible aspects to be explored.

Head of SixthInspectors should ask about provision for Sixth Formers including their involvement in the Catholic Life of the school and the Religious Education curriculum.

Religious Education Co-ordinator/Head of DepartmentAreas the inspector should explore include departmental planning and how he/she monitors and evaluates Religious Education in particular pupil progress and attainment; quality of teaching and learning; the curriculum; and pupils’ spiritual and moral development.See prompt sheet and school evaluation toolkit for possible aspects to be explored.

PupilsInspectors should talk to pupils in or out of lessons and focus on aspects including their learning in RE, their progress and enjoyment of the subject. Other key aspects to be explored would centre on their understanding of, and involvement in, the Catholic Life of the school. This should include their preparation of, and involvement in, Collective Worship.See prompt sheet for possible questions.

Parents/carersInspectors should seek the views of parents/carers. The school should be asked in advance to ask parents/carers if any would be willing to meet with the inspector to talk about their experience as a parent/carer of a pupil in the school. Religious Education should be a particular focus of the interview. If it is possible, it is helpful to speak to parents/carers who have children in different years across the school.See prompt sheet for possible questions.

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Diocese of Leeds DBI Guidance for Inspectors March 2015

Other interviewsDuring the inspection it might be possible for inspectors to talk to a small number of staff about their experience of working in a Catholic school. Discussion might include, for example, arrangements for induction, participation in Collective Worship, and understanding and impact of Catholic Life.It might be appropriate to interview members of staff responsible for aspects such as EPR, pastoral care or partnerships or to interview partners with whom the school works in order to explore the impact on RE or Catholic Life.

Evaluating Overall Effectiveness

The judgement on overall effectiveness should be the last one that is made since it takes account of all other evaluations of the school’s performance.

Inspectors should arrive at their judgement by weighing all of the judgements and their relative significance.

Providing oral feedback during and at the end of the inspection

It is most important that inspectors observe fully the principles of inspection and the code of conduct when providing feedback.

Feedback should be given to teachers whose lessons have been observed, if it is requested.as outlined.

Feedback on emerging inspection findings should be discussed with the Headteacher, RE Co-ordinator/Head of Department, at regular intervals throughout the inspection. This will give the senior team time to reflect on what the evidence is indicating and to provide more evidence if necessary.

Final provisional judgements should not be a total surprise to the Headteacher as feedback should reflect the dialogue that has been built up during the inspection.

It should also be made clear during the feedback that judgements shared are provisional and subject to quality assurance by the Diocese. Judgements are therefore indicative rather than final. This also gives inspectors an opportunity to reflect on evidence and ensure that grades awarded are fair and supported by evidence.

THE REPORT

When writing the report it is important to be succinct and evaluative. Inspectors should refer to “Report Writing Guidance” for detailed information on length of report and what should be included in each section of the report template. Inspectors should note the recommended number of words for each of the sections and ensure they follow the guidance.

It is important to acknowledge, in the report, how well the school knows itself. It is not necessary, however, unless presenting a particular argument, to refer to the school’s view of itself in each section. The quality of the school’s self-evaluation (not just its outcome in the form of the SEF48) should be clearly evaluated in the leadership and management sections of the report, with any weaknesses in the process or outcomes noted. It is important to make the report specific to the school inspected and not to be formulaic.

Publishing the report

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Within five working days following the end of the inspection, the inspector will first send the draft report to the S48 Co-ordinator for quality assurance. The Co-ordinator will read the report and discuss it with the inspector.

The inspector will then email the report, watermarked with “Draft”, to the Headteacher so he/she can check for factual accuracy. The inspector should request that the report be returned within 24 hours.

The inspector will deal with any amendments requested by the school and email the final report to the S48 Co-ordinator who will forward it to the proof reader on behalf of the DBI.

The report will be returned to the Co-ordinator who will email a copy to the school, the inspector(s) and the DBI (Fr. Timothy Swinglehurst, Angela Cox and Chris Devanny) within three school weeks of the end of the inspection.

Schools should publish the report to parents and carers and the report will be put on the Diocesan website. Summaries of the report judgements are submitted to the DBI.

The DBI will send a post-inspection questionnaire to the school inviting their comments on the inspection process.

Record of the inspection: the evidence base

The evidence base will consist of four types of documents completed by inspectors:i. PIAii. EFsiii. IJS iv. Report

In addition, the evidence base will include the SEF48 and any further data provided by the school.

It is vital that the inspector ensures that all judgements are supported by the evidence and that the way in which the inspection is conducted is beyond reproach.

The evidence base needs to be retained by the diocese for a period of twelve months.

Handling concerns and complaints during the inspection

If a school raises a concern during the course of an inspection, the inspector should consider it and come to a fair assessment of it. If the concern is found to be justified, the inspector should do what is possible to redress the problem. It is often easier to resolve issues on the spot and helps to avoid formal complaints later.

The inspector should communicate with the S48 Co-ordinator during the inspection should the need arise to discuss a concern or significant issue. If the school is dissatisfied with the inspector’s response to a concern raised or wishes to take the complaint further, the Headteacher should contact the S48 Co-ordinator.

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Appendix A DIOCESE OF LEEDS DBIEVIDENCE FORM SECTION 48 INSPECTIONS

Inspector School URN Observation time Observation type L A D O

Year group(s) Grouping MC SU SA SL O BO GI MI Present / NOR

Activity code Support teachers / assistants SEN T S EA

LT S Oth T S Inspector’s EF No

Focus (i.e. main purpose of the inspection activity) Context (lesson objective or description of activity)

Evidence:

Evaluation:

Time spent in this lesson (mins)

Use for grades if there is sufficient evidence:

OUTCOMES PROVISION LEADERSHIP & MANAGEMENT

Catholic Life Achieve and Enjoy CW Teaching of R.E and

purposeful learning R.E Curric. CW Development of Catholic Education

Particular evaluations related to Overall Effectiveness

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Evidence form codes

School URNRequired in all EFs This is the reference number allocated to a particular school inspection.

Observation typeRequired in all EFs Circle one of the codes shown:L for lesson observationsA for analysis of pupils’ workD for discussionsO for any other EFs.

Year group(s)Required in all EFs coded L and A For single year groups use:

GroupingRequired only in EFs coded LFor the class (not the task) circle:

Present/Number on rollRequired only in EFs coded LEnter:

in the first box, the num-ber of pupils present dur-ing the observation

in the second box, the total number on the roll of the class.

If there is a significant gender imbalance in the pupils on roll (or in those absent), this should be commented on in the context box.

NR

for Nursery classesfor Reception classes

MCSU

for a Mixed ability classfor a class Setted or streamed or banded by ability where pupils are in the Upper ability range within the school

E for 0-3 EYFS SA for a class Setted or streamed or banded by ability where pupils are in the Average ability range within the school

1–13

for classes in Year 1 –Year 13.

Where more than one year group is present, include the relevant codes for all the years and circle the one year group which provides the main focus for the observation.

SL for a class Setted or streamed or banded by ability where pupils are in the Lower ability range within the school

O for Other forms of organisation.

BO for a boys only class

GI for a girls only class

MI for a mixed gender class

Support teachers and Observation time

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assistantsRequired only in EFs coded

LEnter the number(s), additional to the teacher leading the lesson, of each type of support teacher/assistant who are present during the observation:SENteachers/assistants

who support pupils with special educational needs

EAL teachers/assistants who support pupils with English as an additional language

OTH any other teachers / assistants who provide Support.

Enter any support teachers in the first part of each box (T) and any assistants (S) in the second part.(Where support teachers are not present, leave blank rather than writing a zero.)

Required only in EFs coded LEnter an estimate of the time, in minutes, spent observing a particular class or activity.One EF may be used to record two or more observations of the same class or activity. In these cases enter the total observation time and note the split observation in the context box.

Inspector’s EF NumberRequired in all EFs Enter in this box a code which uniquely identifies the EF to an inspector and the observation, analysis, discussion or other event recorded. For example, Jane Smith’s twelfth EF might be numbered JS12.

Code for evidence forms coded A for the Early Years Foundation Stage

Early Years Foundation Stage

FD

Activity codes for use in evidence forms coded O (other) only

Collective worship CW Extra-curricular activities ExForm/class/registration time FT

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Appendix B Collective Worship EF (Primary)

Year Group(s): NOR: B G Tot Grouping:

Date: / / EF code/number: /

Principle Strengths Areas for development1. Acts of Worship engage all pupils and are based on sound educational, pastoral and liturgical principles.

2. Acts of Worship will prepare pupils for the liturgical life of the Church by giving honour and praise to God, promoting a relationship with God, and promoting understanding of the Church’s liturgical heritage, rites and seasons.

3. Acts of Worship will take intoaccount, as far as possible, the age,capabilities and backgrounds of the pupils including the variety of faith backgrounds.

4. Pupils will prepare and lead Acts of Worship with confidence and enthusiasm in a variety of gatherings.

5. Acts of Worship will be consistent with the rites and practices of the Catholic Church. Prayer will take one of the following forms: Adoration, Petition, Intercession,Thanksgiving, PraiseLiturgies will take the form ofGather, Word, Action, Mission.

6. The celebration of the Eucharist is the heart of Catholic school belief and celebration and will normally be celebrated with those pupils whose faith development has reached an appropriate stage.Key Points to consider in relation to the above six principles based on evidence available:KS1 √

o there is evidence that Acts of Worship and Assembly are distinctiveo prayer times throughout the dayo short, simple liturgies o occasional liturgies reflecting the Introductory Rites of the Mass and/or the Liturgy of the Wordo the occasional celebration of sacramental liturgieso a range of types of prayero a range of styles of celebrationo opportunities for pupils to take an active part in worship

KS2 (in addition to the above) √o occasional liturgies reflecting the Eucharistic Prayer and/or the Communion Rite

Forms of Prayer: Adoration: the prayer which blesses God for the goodness which has been shown to Humankind. Petition: the prayer which asks for forgiveness and which calls for the establishment of the

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Kingdom of God. Intercession: consists in asking on behalf of another. Thanksgiving: acknowledging the gifts which God has given. Praise: the prayer which praises God simply because God is. A P P E N D I X C C O L L E C T I V E W O R S H I P E F ( S E C O N D A R Y )

Year Group(s): NOR: B G Tot Grouping:

Date: / / EF code/number: /

Principle Strengths Areas for development1. Acts of Worship engage all pupils and are based on sound educational, pastoral and liturgical principles.

2. Acts of Worship will prepare pupils for the liturgical life of theChurch by giving honour and praise to God, promoting a relationship with God, and promoting understanding of the Church’s liturgical heritage, rites and seasons.

3. Acts of Worship will take intoaccount, as far as possible, the age,aptitudes and backgrounds of the pupils including the variety of faith backgrounds.

4. Pupils will prepare and lead Acts of Worship with confidence and enthusiasm in a variety of gatherings.

5. Acts of Worship will be consistent

with the rites and practices of the

Catholic Church. Prayer will take one of the following forms: Adoration, Petition, Intercession,Thanksgiving, PraiseLiturgies will take the form ofGather, Word, Action, Mission.

6. The celebration of the Eucharist, when appropriate, is seen as the heart of Catholic school belief and celebration.

Key Points to consider in relation to the above six principles based on evidence available: √

o there is evidence that Acts of Worship and Assembly are distinctive o

o short, simple liturgies and prayer times o

o occasional liturgies e.g. Harvest, Advent, Lent etc. o

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o the occasional celebration of sacramental liturgies o

o a range of types of prayer o

o a range of styles of celebration o

o opportunities for pupils to take an active part in worship o

o use of the environment is appropriate o

o there is evidence of the use of symbol o

o there is evidence of the use of music o

Forms of Prayer: Adoration: the prayer which blesses God for the goodness which has been shown to

Humankind. Petition: the prayer which asks for forgiveness and which calls for the establishment of the

Kingdom of God. Intercession: consists in asking on behalf of another. Thanksgiving: acknowledging the gifts

which God has given. Praise: the prayer which praises God simply because God is.

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