Trinity School Collective Worship DOCUMENT REVIEW GOVERNOR APPROVAL DATE: 20 October 2015 COMMITTEE RESPONSIBLE: Education NEXT REVIEW DATE: 1 October 2017
Draw near to God, and he will draw near to you James 4:8 Collective Worship Introduction Philosophy Trinity is a Christian faith designated school. Worship is therefore a central part of the school day as it gives us the opportunity to come together as a school community to worship and praise God for all that he has done in Christ and to be empowered by the Holy Spirit. It is also an expression of our Christian values. It is attended by all students and staff and all visitors in school are encouraged to join in worship. At Trinity we recognise that Collective Worship provides significant opportunities for our students Spiritual, Moral, Social and Cultural development. Aims It is our aim at Trinity that worship:- involves a real encounter with the living God is centered on Jesus Christ as Lord and Saviour contributes to the spiritual, social, moral and cultural development of each child supports the social and emotional aspects of pupils learning (SEAL) promotes community cohesion gives expression to, and reaffirms and practises the values of the school community allows reflection and response to the fundamental questions of life and those things that are of eternal concern and value to human beings celebrates and gives thanks for the achievements within the school, local and international community and occasions of significance, including festivals fosters and enables a concern for the needs of others, and a recognition of the vulnerability of self and of others provides members of the school community with the opportunity to praise and reach out to God provides members of the school community with the opportunity to experience stillness and quiet provides members of the school community with the opportunity to respond to Christian language and to Biblical material provides members of the school community with the opportunity to experience a variety of forms of prayer and meditation. These might include praise, seeking forgiveness, asking on behalf of self and others or quiet reflection helps students to begin to understand the nature and purpose of worship provides a foundation for a mature understanding and practice of worship in the future Consultation: Staff Were consulted via email and comments taken into account in the formulation of the policy. Pupils Pupils were consulted with during the formulation of this policy via the school council. Parents Were consulted via email and comments taken into account in the formulation of the policy. 2
Governors All governors were provided with draft copies of the document for review and comment. Principles/values: This policy is based on our commitment to our values particularly: Christian: everything in the school will be based on our Christian values - not just assemblies and RE but also teaching and learning, pastoral care and how we treat each other on the sports field and in the classroom High achieving: we will expect the best from all in our school community and help them to flourish through a rigorous but personalised approach which affirms everyone s individual gifts and talents Nurturing: the small size of our school, coupled with our tutor system and chaplaincy provision, will allow us to know each pupil well. We want to ensure that the whole young person academic, spiritual, social, creative and physical is developing well and being cared for Serving: we will encourage all involved in our school - students, families, teaching and nonteaching staff - to serve others within the school, in the local community and beyond. Procedures and practice Legal Status of Collective Worship All acts of worship are in accordance with the school's Trust Documents and reflect the Christian status of the school. To provide students with variety in their experience of worship, acts of worship may take the form of a whole school act of worship for all pupils or separate acts of worship for students in family groups. Collective Worship is normally held at the beginning of the day but especially in Family Groups may form a part of other times together. The responsibility for arranging school worship in our school rests with the Headteacher who after consultation with the governing body has appointed the Chaplain with the responsibility for coordinating Collective Worship in the school. Acts of Collective Worship at Trinity take into account the students ages, aptitudes and family backgrounds. The school recognises that there is a difference between Acts of Collective Worship and the assembly of students. On some occasions assembly may precede or follow an Act of Collective Worship. When this happens the transition from Assembly to worship will be marked in some suitable way e.g. the lighting of a candle. Inclusion The school recognises and values the diversity of experience and belief of the Trinity Community. Worship is, by its very nature, an inclusive activity that reflects the essential spirituality of human beings. To ensure that all feel valued and part of worship a variety of 3
Christian songs are used from the range of Christian traditions represented in the school. In addition representatives from these traditions regularly lead worship. A variety of multicultural material is also drawn upon encouraging engagement, tolerance and understanding. However, we respect the right of parents to withdraw their children from Collective Worship. This school expects that withdrawal will only be made following parental discussion with the Headteacher followed by written confirmation of withdrawal. This right of withdrawal does not extend to assemblies. Planning, Recording and Evaluation Collective worship will be treated like any other part of the curriculum when it comes to matters of planning, delivery, resourcing and evaluation. The content and methodology of Collective Worship should be varied and there should be evidence of this in planning. Each week there is a theme for Collective Worship. These are published at the beginning of the term and a reminder is included in the weekly learning bulletin. It is expected that those leading worship that week will relate their worship to this theme and that Tutors will reinforce this in reflections in family group time. The themes chosen are broad enough to allow all those leading worship to approach the theme from their own perspective. This will mean that by the end of the week the students will have had the opportunity to reflect on the theme from a variety of viewpoints. This pattern is flexible and on occasions it is recognised that worship leaders may feel that they need to respond to local or national events. SLT, visitors and staff are regularly asked to evaluate worship using the proforma and guidance attached to this document. These evaluations and records of the worship conducted are collated by the worship co-ordinator. A Worship Committee meets once a term led by the Chaplain. These meetings are an opportunity to review and evaluate the last term s Acts of Collective Worship and to plan themes for the next term. The school seeks to involve students in the evaluation of collective worship. Members of the School Council regularly seek the views of their classmates and report these to the Trinity council. One of the school s foundation governors has a role in monitoring Collective worship at the school. Concluding notes Other documents and appendices: Appendix A: Evaluation of Worship 4
Appendix B: Guidance for Evaluation Appendix C: Evaluation Questions for Staff and Governors 5
Appendix A: Evaluation of Worship Observation framework Not all sections of this form will apply to each act of worship. Date Time... Groups Present: (Houses, Family Group, Whole School, Year Group etc) It may be helpful to grade your observations in each section on the following scale, though this would not be appropriate for every aspect. 1) Outstanding 2) Good 3) Requires Improvement 4) Inadequate Theme Atmosphere Spiritual Dimension Pupil Involvement Additional Points Overall, how would you rate this act of worship? 1) Outstanding 2) Good 3) Requires improvement 4) Inadequate 6
Appendix B: Guidance for evaluation Theme Was the purpose of the act of worship clear to all present? Was the theme developed effectively? Were visual aids or different elements used in presentation? Were they of good quality? Was worship integral to the school day? Was the act of worship conducted at an appropriate pace? Atmosphere Was there a sense of order on entering/leaving? Was there a relaxed, secure atmosphere? Did the leader contribute to the atmosphere with language, attitude and tone? Was there a sense of respect for individuals? Was there openness, or compulsion, in invitations to pray or sing? Spiritual and moral dimension Could this act of collective worship have contributed to the spiritual and moral development of individuals? Were there opportunities for prayer/reflection/quiet? How were they used? Pupil/student involvement How wide was the age range? Was the delivery appropriate for the interests, background, ability and age range of pupils? Were the pupils engaged and well motivated? 7
Appendix C: Evaluation Questions for Governors and Staff Is the policy for Collective Worship being followed? How is the worship organised? Does the school have a named person responsible for Collective Worship alongside the Head Teacher? Is there a governor with responsibility for Collective Worship? Does the school prospectus clearly reflect the legal position of Collective Worship? Does the school prospectus refer to the school s Trust Deed? Does the prospectus and other school documentation reflect the value that the school and the governing body place on Collective Worship? Is the Collective Worship clearly planned? Is there a budget set aside for Collective Worship? Is the worship professionally resourced? Have the staff received in-service training on Collective Worship? Does the Collective Worship offered in the school underpin the school s Christian ethos? Is the Collective Worship provided underpinned by Christian values? Is the Collective Worship regularly monitored and evaluated? Does the worship take place in a variety of groupings? Are the staff present for Collective Worship? Are the support staff present for Collective Worship? Are there opportunities for governors and parents to be present for worship? Are there opportunities for individual class worship within the classrooms? Does the worship allow the pupils to encounter some of the wide range of art, music and artefacts within the Christian tradition? Does the quality and provision of Collective Worship offer opportunities for pupils spiritual development? Does the worship offer opportunities for pupils cultural and multi-cultural development? Does the worship give opportunities for the pupils to explore the worldwide Christian Church? Does the worship provide pupils with an opportunity to worship God? Does the worship take place in an environment conducive to worship? Does the worship offer pupils opportunities to encounter the more challenging experiences of life and death? Does the worship provide opportunities for the pupils to share and reflect upon things that are significant and meaningful to them? Does the worship provide experiences that are relevant to the pupils ages, aptitudes and family backgrounds? Does the worship give time for silent reflection and an exploration of inner space? Does the worship link into other areas of the school curriculum eg. PSHE and circle time? Do the classrooms have a sacred space or a table set aside with a cloth and a candle as a vehicle for prayer and reflection? Have the school considered other vehicles for prayer and reflection eg an anonymous prayer box? Are pupils, governors, clergy or other visitors involved in leading Collective Worship? 8
Does the governing body provide guidance for visitors who lead worship? Does the school celebrate the communion? Has the governing body discussed the possibility of a school Communion? Are there regular acts of worship for staff, including a Communion? What links does the school how with local churches? Does the school have links with other faith communities? Is provision made for the spiritual development of those pupils from other faiths? Does the worship celebrate all that is good and express thankfulness and joy at simply being alive? 9