Themes chosen for worship are is a limited acknowledgement of the The backgrounds of pupils are Themes chosen for worship include responsive to the religious diversity diversity of pupil backgrounds in selecting largely ignored in acts of Collective the spiritual aspirations of all pupils. among pupils. themes for worship. Worship Inclusivity Prayer opportunities are planned in a Attendance by other adults manner that attracts and facilitates associated with the pupils and by Other adults associated with the attendance by other adults associated Adults associated with the school are school is facilitated and encouraged school are rarely invited to pray with the pupils and school and invited to attend and some do respond. For and response to this invitation is with the school or response to response to this invitation is primary schools this will include parents. these invitations is poor mostly good. For primary schools outstanding. For primary schools this stakeholders Attendance this will include parents. will include parents/carers. Class teachers, pastoral tutors and the Class teachers, pastoral tutors and teachers, pastoral tutors and the chaplain accept responsibility for leading the chaplain are skilled in helping chaplain are highly skilled in helping are unskilled in leading prayer prayer and involve pupils in its delivery but pupils to plan and deliver quality pupils to plan and deliver quality little time is spent on innovation and and some demonstrate a lack of worship. They have a good skill worship. They have a thorough and encouraging pupils’ leadership. Staff understanding of the purpose of interest comprehensive understanding of the Staff understanding of the purpose and variety of Collective Worship and of the purpose of Collective Worship and the Collective Worship is limited. various forms it can take. wide variety of forms it can take. Relevant staff lack an Relevant staff have an excellent Relevant staff have a good understanding of liturgical forms, Whilst relevant support pupils in their understanding of the Church’s understanding of the Church’s varieties of worship styles and experiences of the Church’s liturgical life, liturgical heritage, its rites and liturgical heritage, its rites and experiences and have very little they have a limited understanding of the seasons and are passionate about seasons and ensure that pupils have understanding of the Church’s Church’s liturgical heritage, its rites and ensuring that pupils have high quality good experiences of the Church’s Liturgical expertise liturgical heritage, its rites and seasons. experiences of the Church’s liturgical liturgical life. seasons life. CW2 The quality of Collective Worship provided by the school Schedule Key phrases from the descriptors Main strengths and weaknesses Evidence Grade sub-judgement
Inclusivity Themes chosen for worship include the spiritual aspirations of all pupils. Themes chosen for worship are responsive to the religious diversity among pupils. is a limited acknowledgement of the diversity of pupil backgrounds in selecting themes for worship. The backgrounds of pupils are largely ignored in acts of Collective Worship Attendance by stakeholders Prayer opportunities are planned in a manner that attracts and facilitates attendance by other adults associated with the pupils and school and response to this invitation is outstanding. For primary schools this will include parents/carers. Attendance by other adults associated with the pupils and school is facilitated and encouraged and response to this invitation is mostly good. For primary schools this will include parents. Adults associated with the school are invited to attend and some do respond. For primary schools this will include parents. Other adults associated with the school are rarely invited to pray with the school or response to these invitations is poor Staff skill teachers, pastoral tutors and the chaplain are highly skilled in helping pupils to plan and deliver quality worship. They have a thorough and comprehensive understanding of the purpose of Collective Worship and the wide variety of forms it can take. Class teachers, pastoral tutors and the chaplain are skilled in helping pupils to plan and deliver quality worship. They have a good understanding of the purpose of Collective Worship and of the various forms it can take. Class teachers, pastoral tutors and the chaplain accept responsibility for leading prayer and involve pupils in its delivery but little time is spent on innovation and encouraging pupils’ leadership. Staff understanding of the purpose and variety of Collective Worship is limited. are unskilled in leading prayer and some demonstrate a lack of interest Liturgical expertise Relevant staff have an excellent understanding of the Church’s liturgical heritage, its rites and seasons and are passionate about ensuring that pupils have high quality experiences of the Church’s liturgical life. Relevant staff have a good understanding of the Church’s liturgical heritage, its rites and seasons and ensure that pupils have good experiences of the Church’s liturgical life. Whilst relevant support pupils in their experiences of the Church’s liturgical life, they have a limited understanding of the Church’s liturgical heritage, its rites and seasons. Relevant staff lack an understanding of liturgical forms, varieties of worship styles and experiences and have very little understanding of the Church’s liturgical heritage, its rites and seasons CW2 The quality of Collective Worship provided by the school Schedule sub-judgement Key phrases from the descriptors Main strengths and weaknesses Evidence Grade
Diocesan%20Self%20Evaluation%20Form%20Toolkit%20September%202015.docx