Is Religious Education still essential in today’s classrooms—or is it quietly disappearing, just when society might need it most?
That was the question behind a recent meeting of Wandsworth’s Standing Advisory Council on Religious Education (SACRE). And while the discussion focused on local schools, it touched on national debates about curriculum, cohesion, and how we prepare children to live in a diverse and often divided world.
Despite being a compulsory subject up to age 18, Religious Education (RE) appears to be slipping off the radar. According to Wandsworth SACRE’s own review, only three out of 27 Ofsted inspection reports in the borough last year made any mention of RE—and even then, only briefly.
The concern among SACRE members is clear: if RE is fading from classrooms, what are children missing out on?
“Because it was not compulsory, the girls had to choose the subject and therefore had a genuine interest and achieved good grades,” said Ms Ruhena Bakhsh, RE teacher at Burntwood School, where around a third of students still take the subject at GCSE. She credits student enthusiasm and the school’s two specialist RE teachers for making the difference.
Many schools lack the staffing, time, or senior leadership backing to give RE focused attention. And while Wandsworth’s GCSE results in the subject are still above the national average, SACRE members worry about the longer-term picture—especially in a climate of increasing misinformation, religious intolerance, and cultural tension.
That’s one reason why the group wrote earlier this year to the Department for Education (DfE), calling for stronger accountability and investment in RE. Their letter raised concerns over the shortage of qualified RE teachers, the patchy delivery of the subject in schools, and the risk of RE being treated as an afterthought.
The government’s response, delivered by Schools Minister Catherine McKinnell MP, struck a more optimistic tone. She confirmed that RE will be included in a major national Curriculum and Assessment Review, and pointed to a new £10,000 bursary for RE teacher training. Still, SACRE members remained cautious: a national framework may improve consistency, they said, but could risk overlooking local diversity and context, currently reflected in Wandsworth’s own agreed syllabus.
Beyond the classroom, RE is alive and well
Last November, during Interfaith Week, SACRE helped organise Faith Direct, an event bringing together 88 students and 10 representatives from different faiths and worldviews for face-to-face conversation and Q&A. Pupils asked questions, challenged assumptions, and came away with a richer understanding of what belief—and difference—actually looks like.
“It was fascinating to hear the pupils’ questions,” said Rev. Susan Bolen, who attended the event for the first time. Teachers reported that students particularly appreciated learning about different Christian and Islamic denominations, not just the surface-level similarities between faiths.
The meeting also discussed common barriers to Religious Education: time pressures on teachers, lack of leadership support, and challenges in securing guest speakers or faith reps to visit schools. Some educators argued that interfaith work is often squeezed out by other initiatives, and called for it to be more deeply embedded across the curriculum—not confined to a single themed week.
So where does that leave RE? And where does it leave us?
Wandsworth’s SACRE is clear in its view that RE, when done well, is not just about theology—it’s about empathy, dialogue, and giving young people the tools to understand others and themselves. It’s about helping students ask the big questions, not just memorise answers. And in a world facing social fragmentation, it may be more necessary than ever.
What Do You Think?
We’re interested in your thoughts on this topic:
- Should Religious Education remain a core part of school life?
- Could better RE help reduce division, misinformation and intolerance?
- Should it evolve to include broader worldviews, including non-religious perspectives?
- Have your children experienced meaningful RE—or has it been missing?
Some campaigners have suggested renaming the subject “Religion and Worldviews”, to reflect modern society. Others argue we just need to support teachers properly, invest in subject leadership, and raise expectations.
What’s your view? Email letters@putney.news or leave a comment below. If there is a good level of debate we’ll publish a summary. Because in the end, education isn’t just about grades—it’s about how we live together.
