Agenda item

We received an update regarding the Teachers Voice Survey undertaken by WASACRE.

The Teachers Voice Survey explored how practitioners across Wales have engaged with the new Curriculum for Wales and the introduction of Religion, Values and Ethics (RVE). Although the survey received only 87 responses, which is relatively low for a national survey, it still provided valuable insights into the experiences of teachers responsible for RVE. Overall, respondents were positive about the greater professional autonomy provided by the new curriculum. Around 70% appreciated the flexibility to decide what and how they taught, while around half valued the learner-centred approach. However, many teachers also reported challenges relating to learner progression and curriculum content, indicating that while they welcomed autonomy, they would also appreciate clearer guidance and additional professional learning opportunities.

Teachers generally expressed confidence in delivering RVE. Over 71% felt confident planning and teaching RVE within an integrated curriculum model, and nearly 84% were confident in their school's approach to curriculum design. Around 77% felt confident teaching both religious and non-religious philosophical convictions and delivering RVE in an objective, critical and pluralistic manner. Additionally, 75% were confident in their understanding of the legal requirements surrounding RVE. Significantly, every respondent agreed that RVE is an important part of the curriculum, while 69% felt that the subject was valued within their school. Most schools also reported having a shared curriculum vision and opportunities to experiment with different teaching approaches.

Despite these positive findings, the survey highlighted several barriers. While almost 80% described their schools as collaborative environments, RVE teachers often worked alone when planning lessons. Over 70% believed they would benefit from greater opportunities to collaborate both within and beyond their own schools. The main obstacles identified were limited time, funding, resources and difficulties accessing professional learning opportunities. Teachers reported bringing strong subject knowledge, personal commitment and a learner-centred focus to their work, but many wanted more support in translating the curriculum vision into practical classroom teaching and progression planning.

Members reflected on how these findings mirrored wider concerns about teacher support, progression and training. Potential solutions were discussed, including strengthening local collaboration networks, increasing engagement with headteachers, and creating more opportunities for teachers to share effective practice. Existing support mechanisms, such as consortium network meetings and online resource-sharing platforms, were acknowledged, but concerns remained about teachers having sufficient time to access them. It was suggested making greater use of school cluster meetings, developing local Monmouthshire networks and showcasing examples of successful RVE practice from schools to provide practical models for others.

A recurring theme was the need for clearer signposting to resources and guidance. SAC Teacher representatives noted that although many materials are available through platforms such as Hwb, locating suitable resources can be time-consuming.

The Committee concluded that stronger communication with headteachers would be crucial in raising the profile of RVE, encouraging staff release for training and collaboration, and reinforcing schools' legal responsibilities. An action was agreed to draft a communication from SAC to Monmouthshire headteachers, highlighting the survey findings, professional learning opportunities, and key guidance on RVE and collective worship.