The overall provision for religious education is very good.

· Attainment at GCSE in both short and full courses

· Work is well matched to the attainment levels of all pupils

· The good quality of teaching

· Pupils’ commitment to their studies, especially in Years 10 an 11

· The leadership and management of the subject

· Greater emphasis on the development of literacy skills

193. Attainment at the end of Year 9 is consistent with the expectations of the Locally Agreed Syllabus. Pupils entering the school show a wide variation in their knowledge and understandingof religious beliefs. By the end of Year 9 students show a good understanding of how religion and beliefs affect everyday life and of Christian beliefs and practices. They produce good accounts of the life of Christ and show clear understanding of how He demonstrated His divinity through miracles. They understand very well how primitive religions evolved myths to support their knowledge of natural phenomena, and how societies such as the Aztecs turned those myths into ritual practices such as human sacrifice. They know how and why religious symbols evolved, as in the five ‘Ks’ that Sikhs adopt. In discussion many pupils, particularly the more able, show an ability to discuss and apply moral and ethical issues, which is not readily apparent in their written work.

194. Results in the GCSE examinations in 2001, taking short and full course entries together, were above the national average. For pupils gaining A* to C grades, girls’ results were significantly above the national average, and boys’ results were slightly above. These results represent a very significant improvement over the last four years. Pupils’ attainments at the end of Year 11 compare favourably with other subjects and add value to the school’s overall performance. Girls’ results are particularly influenced by their preparedness to produce extended writing.

195. By the end of Year 11, students’ attainments exceed the expectations of the Agreed Syllabus. They understand different arguments for the existence of God and use appropriate vocabulary. They show a good understanding of the nature of belief and how belief based on faith differs from that based on fact and can apply these ideas to Christianity. They learn about places of worship and can describe the architecture and furnishing of a Christian church. Higher attaining pupils understand Christian symbolism. Pupils, including those with special needs, understand well how different groups of Christians view social and moral issues such as contraception and abortion.

196. All students make good progress during Years 7 to 11. Students with special educational needs also make good progress. Pupils, including those for whom religious education is not a subject they particularly enjoy, work with a sense of purpose and take a pride in what they produce. Girls show greater confidence in their written work, although both girls and boys are equally prepared to make oral contributions to lessons. Although there are weaknesses in boys’ written work, they make good progress in the development and expression of ideas. The display of key words enables pupils to develop appropriate vocabulary and terminology. The pace of lessons and regular information about their progress help pupils to consolidate what they learn. A growing number of pupils are keen to undertake a full course GCSE at the end of Year 11 and to pursue their studies into the sixth form.

197. Teaching in religious education is good overall and in nearly half the lessons seen it was very good. No unsatisfactory teaching was seen. Particular strengths within teaching are the pace of lessons and the high expectations, which challenge pupils to produce good work. Pupils are always clear about the learning objectives for the lesson. In the best lessons, an enthusiastic and direct style encourages pupils to think and keeps them firmly focused on the lesson. In many lessons, time is divided between four or five well-structured activities, which helps to sustain pupils’ concentration. Pupils’ understanding is frequently assessed and reinforced, which enables them to consolidate their learning. Good class management helps pupils to settle down to work quickly, even when they arrive at the lesson in a noisy manner. Minor disruptions are handled sensitively. Work is well matched to the needs of lower attaining pupils through the teacher’s use of language and in some cases simplified worksheets are used. Some pupils with statements of special educational needs receive additional in-class support to help them to keep on task. Although work in books is marked regularly and encouragement given through written comments, inaccurate spellings are too frequently left uncorrected.

198. The curriculum fulfils Locally Agreed Syllabus requirements and closely follows the non-statutory national guidelines. The GCSE short course is taught to all pupils in Years 10 and 11 and an increasing number of pupils follow the full course. This enables the school to comply with statutory requirements and ensure equality of opportunity for all pupils. The time allocated to religious education, one hour per week, is sufficient to enable the new scheme of work to be taught effectively. Pupils’ experiences are enhanced by educational visits to the multi-faith centre in Derby. At present, however, there are too few opportunities for pupils to meet representatives of other faiths. The curriculum has been enriched with programmes of visits and with the use of ICT both to enhance presentation of pupils’ work and to research topics on the Internet.

199. The religious education department is very well managed. The recently appointed head of department has brought very real strengths in terms of curriculum planning, teaching expertise and, through his role as an experienced examiner, has a clear perception of what pupils need to do to achieve success. Schemes of work have been revised and enhanced with systematic assessment based on local and national expectations. Some very good resources have been developed, including differentiated worksheets, and the head of department ensures that these are used effectively. Particular care has been taken to analyse examination data and to track the progress of pupils in order to maximise pupils’ targets for achievement. The focus on raising standards is constant, for instance in the provision, which is being planned for gifted and talented pupils in Years 10 and 11. Most important of all is the head of department’s role in stimulating the quality of teaching through demonstrated expertise in a range of appropriate strategies, not merely within the religious education department but on a whole-school basis.

200. Progress since the last inspection has been very good. The department has carefully addressed each of the areas for improvement referred to in the last report, and provision for religious education has now become one of the strengths of the school.