GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Our Schools

Banbury Region

Banstead Region

Berkshire & Hampshire Region

Caterham Region

Crawley Region

Didcot Region

Epsom Region

London Boroughs

Redhill Region

Sunbury & Camberley Region

In accordance with the Education Reform Act (1988) every maintained school in England must provide a basic curriculum (RE, sex education and the National Curriculum). This includes provision for RE for all registered pupils at the school (including students in post-sixteen provision within schools), except for those withdrawn by their parents (or withdrawing themselves if they are aged 18 or over) in accordance with Schedule 19 to the School Standards and Framework Act 1998. (Religious Education in English Schools: Non-statutory guidance 2010) In this Agreed Syllabus, the term ‘pupils’ refers to children up to the end of KS4, and ‘students’ to those in sixth form. As in the 1944 Education Act (30 RE), teachers’ rights are safeguarded, should they wish to withdraw from the teaching of RE. 

Since 1944, all maintained schools must deliver their RE curriculum in line with the locally Agreed Syllabus. A school in a Federation would normally continue to deliver RE based on their previous designation.  

The locally Agreed Syllabus must be consistent with Section 375 (3) of the Education Act 1996 which requires the syllabus to reflect that the religious traditions of Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principle religious represented in Great Britain.  

Surrey Agreed Syllabus for Religious Education 2017-2022 

”It helps us to understand how to respect people, help them be who they are or want to be. It explains how it all works.” Year 6 pupil

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Curriculum Intentions

We understand that the role of Religious Education gives children an opportunity to reflect on and learn from faiths and beliefs of those around them. We aim to provide opportunities for children in our school to study the beliefs and practises people base their lives on, so that we can encourage respect for those around us. We believe that the teaching of R.E. should develop positive attitudes towards others and enhance pupils’ own spiritual and moral development in an environment where children can grow without prejudice. It should incorporate community cohesion and global interaction, preparing children to enter an ever-changing world. 

In accordance to the ‘Agreed Syllabus for Religious Education in Surrey Schools,’ our aims are to enable pupils to; 

  • demonstrate an appreciation of the nature of religion and belief and the important contribution of religious and spiritual insights and values to the individual’s search for meaning in life, whilst acknowledging that this may also come from a non-religious perspective 

  • develop knowledge and understanding of Christianity, and of the other principal religions and beliefs represented in Great Britain, both through their history and their contemporary diverse expressions  

  • develop interest in and enthusiasm for the study of religion & beliefs and enhance their own spiritual, moral, social and cultural development 

  • develop the ability to make reasoned, informed and creative responses to religious and moral issues 

  • recognise the influence of beliefs, values and traditions on the individual, on culture and on communities throughout the world

“We learn more about religion… we interpreted what happened at Easter as the Roman warrior, Jesus, Mary and Sarah.” Year 4 pupil

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Curriculum Implementation

At Hammond Junior School, we teach and assess using ‘The Agreed Syllabus of Religious Education in Surrey Schools.’ The syllabus is reviewed every five years. We are currently planning from the 2017-2022 revised version.  

This Agreed Syllabus takes into account:

  • legal requirements

  • local and national factors

  • the age, aptitude, ability and experience of pupils, whether they come from religious or secular backgrounds

  • the views of the local community, including parents

  • educational rigour and challenge

“learning about different religion so we can understand about other people's beliefs” Year 5 pupil

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Curriculum Impact

In KS1, pupils will have explored aspects of Christianity and been introduced to Judaism and Islam, through encountering and responding to a range of stories, artefacts and other religious materials, such as art & music, and through meeting people from different faith communities through carefully planned visits, or by having visitors in to school. The KS2 units of work build on these experiences.

During key stage 2, pupils will extend their knowledge of Christianity, Judaism and Islam, and be introduced to aspects of Hinduism, Sikhism and Buddhism, recognising the impact of religion and belief locally (including within their own school), nationally and globally. Through the Additional Study Units for KS2, pupils will also begin to consider moral, ethical and philosophical issues, and in certain units, also encounter non-religious belief systems such as Humanism. During KS2, pupils will further develop important subject-specific and cross-curricular skills, which are further expanded within the support materials for each unit of study. Where possible, pupils will be encouraged to make links between different aspects of their learning in RE, utilising higher level thinking skills and creating opportunities for greater progress and challenge in RE.

By the end of Year 4 (Lower KS2), most pupils will be able to:

  • investigate and connect features of religions and beliefs

  • make links between beliefs, stories and practices

  • identify similarities and differences between religions and beliefs

  • describe and suggest meanings for symbols and other forms of expression

  • identify the impact of beliefs and practices on people’s lives

  • identify what influences and inspires them, and why

  • compare their own ideas and feelings about what pupils think is important

  • make links between what they and other people think about God and

  • about what is important in life, giving reasons for beliefs, attitudes and

  • actions

  • ask significant questions about religions and beliefs, comparing ideas as

  • appropriate the end of upper KS2 (year 6), most pupils will be able to:

  • explore, gather, select, and organise ideas about religion and belief

  • investigate and describe similarities and differences within and between religions and beliefs

  • comment on connections between questions, beliefs, values and

  • practices, drawing on key texts when appropriate

  • suggest meanings for a range of forms of expression, using appropriate vocabulary

  • describe the impact of beliefs and practices on individuals, groups and communities, locally, nationally and globally

  • investigate and describe how sources of inspiration and influence make a difference to themselves and others

  • apply ideas and reflections to issues raised by religion and belief in the context of their own and others’ lives

  • suggest what might happen as a result of their own and others’ attitudes and actions

  • suggest answers to some questions raised by the study of religions and beliefs


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“ It is important because we learn about the Easter story; why Jesus died and God’s story” Year 3 pupil

Lead: Mr Oliver Sibley


Coverage Documents

RE Coverage Lower KS2

RE Coverage Upper KS2

Progression Document

RE Progression