Religious education in England is at a turning point. For decades it has been compulsory, but not part of the national curriculum, leading to inconsistent provision and wide variations in quality. The recent curriculum and assessment review made a landmark recommendation: that RE should finally be added to the national curriculum to secure high-quality provision for every child in every school. This moment represents what subject leaders describe as the most important opportunity in decades. For us, this decision means greater clarity for schools on what should be taught within RE from a substantive point of view, alongside greater understanding of what RE is as a discipline. World-views approach It will also likely mean the welcoming of a “world-views” approach, a development that truly enables pupils to engage in meaningful discussion about how religion and its traditions have shaped the world. We are committed to delivering RE as both a rigorous academic subject and a core part of pupils’ personal development. At its best, religious education is more than a school subject. It is a space where pupils explore how people make meaning, shape identity, build community and live ethically. Ofsted has recognised it as “intellectually challenging and personally enriching”, helping pupils to develop respect, empathy and critical thinking – all essential in modern Britain. Our pupils live in a world where religion, worldviews and belief systems influence everything from local community life to global politics. They deserve a rigorous curriculum that equips them with literacy in these areas. RE is the only subject where this is made explicit. As a trust, we believe it is vital we are at the forefront of changes and improvements in RE so pupils are able to understand these complex issues and navigate them with curiosity and understanding. The review states plainly that RE should become part of the national curriculum, while acknowledging that many pupils are taught by non-specialists. We have addressed this by ensuring that a well-researched, high-quality, world-views based common curriculum is embedded in our trust, with full support and high-quality professional support for non-specialist teachers. Task and finish group The review also proposes a sector-led task and finish group to develop national content, involving faith groups, secular voices, teachers and subject experts. This is crucial: it means RE will not be centralised without teacher expertise and provides a unique opportunity to shape a coherent, modern curriculum. Our commitment to high-quality RE goes beyond the subject itself. It is rooted in the belief that the subject contributes significantly to pupils’ holistic social, moral, spiritual and cultural development. Curriculum reforms will sharpen pupils’ knowledge of observations of faith, for example during Advent or Ramadan, and will have implications for how such real-life events are supported, understood and celebrated in each of our schools. We already support vibrant, co-curricular visits to a diverse range of places of worship and see raising the importance of RE as fresh impetus to ensure this. The potential inclusion of RE in the national curriculum would strengthen our statutory duties rather than complicate them. However, the curriculum is only ever as strong as the teachers who deliver it, and with the acknowledged shortage of RE specialists, our collective strength matters. By working together, specialists alongside non-specialists, primary and secondary, we can ensure that every teacher feels confident and every pupil experiences excellent RE. This is a chance for all to collaborate to create an RE that is ambitious, inclusive, and truly prepares young people for life in modern Britain.