Calls for National Plan as a quarter of a million students take GCSE Religious Studies
RE is the most neglected subject in terms of resources per student say subject leaders in appeal to new Education Secretary
The number of students taking full course Religious Studies in England and Wales at GCSE has remained stable at 233,288 following a 0.5% rise in entries from 2023 making it one of the most widely studied humanities at GCSE.
223,034 students took RS GCSE (full course) in England, an increase of 0.3%. In Wales 10,254 students took the subject, an increase of 6.4%. For the third year running, the number of students taking a GCSE short course rose in England, this year by 9.5% to 20,627. In Wales however, entries fell by 27.1% to 2,201.
This is despite an ongoing challenge in recruiting specialist teachers amidst a gulf in government funding. Recruitment targets were missed in 11 of the last 12 years during which time school workforce data show that 51% of those teaching RE mainly teach another subject and also that the number of teachers of RE has remained roughly the same since 2011, despite the number of entries growing.
The Religious Education Council of England and Wales (REC) and the National Association for Teachers of RE (NATRE) have now called on the new Education Secretary, Bridget Phillipson MP, to introduce a National Plan for RE that provides a fair allocation of resources and prioritises the subject as part of Labour’s plans to recruit more specialist teachers.
RE has recently seen a restoration of the teacher training bursary, but a shortage of specialism in schools remains a challenge given the long-term growth of the subject. The number of those recorded as teaching RE has remained roughly the same since 2011 at 16,200, while those delivering Geography and History lessons has risen by 1,700.[1]
Deborah Weston OBE, Chair of the RE Policy Unit, said:
“Poor quality, tokenistic RE taught by non-specialists without subject training, has a knock on effect on not just our communities, but the depth and quality of a young person’s education. Properly taught, GCSE RS provides invaluable academic and life skills that enables young people to think meaningfully about life’s big questions in relation to their own beliefs and those of others. On average, pupils studying the subject at GCSE do significantly better on the Attainment 8 school performance measure, with disadvantaged pupils scoring a full 9 points higher than those who do not take GCSE RS.[2]
“If the Labour government is serious about breaking down barriers to opportunities, a national plan for RE that provides a fairer allocation of resources is vital. It would build on the brilliant RE practice that already exists, deliver a new generation of specialist teachers and ensure all students receive their entitlement to an academically rigorous programme of RE.”
Katie Freeman, Chair of the National Association for Teachers of RE (NATRE), said:
“These results are a testament to the incredible hard work of RE teachers up and down the country. RE teachers are a vital asset to their schools, their community, and most importantly the young people who they inspire and educate.”
But with the burden growing on specialist RE teachers, there is a limit to what the teaching community can do. To safeguard the subject and its future, the new Labour government must provide a fairer allocation of resources to the subject, prioritise RE in its plans to recruit specialist teachers, and give young people the head start in life they deserve.”
Sarah Lane Cawte, Chair of the REC, said:
“Now is the time for action to safeguard the subject and meet the demand for high-quality RE in our schools and communities. The Religious Education Council recently launched a suite of resources including a National Content Standard, advocating a contemporary approach to the subject and offering a benchmark of quality to help schools deliver academic, personally enriching, and inspiring RE. A national plan would support schools in rolling this out, extend the teacher training bursary, and deliver ongoing specialist support to existing and aspiring teachers.”
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Notes for editors:
Religious Education Council of England and Wales
Established in 1973, the Religious Education Council of England and Wales (REC) brings together over 60 national organisations. These comprise academic and professional associations specialising in religious education, as well as individual religion and belief organisations representative of the range of communities found nationally.
The Religious Education Council of England and Wales
National Association of Teachers of Religious Education (NATRE)
NATRE is the subject teacher association for RE professionals in primary and secondary schools and higher education, providing a representative voice at national level and publications and courses to promote professional development. NATRE’s Executive consists of a majority of serving teachers from primary and secondary schools who are elected for a three-year term of service.
RE Policy Unit
The RE Policy Unit is a strategic partnership between the National Association of Teachers of RE (NATRE), the Religious Education Council (REC), and RE Today.
The REPU has three objectives:
- To enhance public understanding of RE and its value to young people and wider society
- To raise the status of RE with Heads, Senior Leaders, and School Governors
- To influence the development of public policy to encourage and support high quality RE
[1] https://www.natre.org.uk/uploads/Additional%20Documents/Who_teaches-RE-in-English-schools_infographic.pdf
[2] Source: Written Answers - Department for Education: Religion: GCSE