1. Practical Guidelines to Support the Provision, Monitoring and Evaluation of
Collective Worship for Church of England Schools
“To worship is to quicken the conscience by the holiness of God, to feed the mind
with the truth of God, to purge the imagination by the beauty of God, to open the
heart to the love of God and to devote the will to the purpose of God”.
William Temple (1881-1894)
Collective Worship and the Law
Church schools in the diocese must fulfil two legal requirements for Collective
Worship:
• A daily Act of Worship for all pupils
• Collective worship in Church schools must be in accordance with the school’s
trust deed.
A Daily Act of Worship for All Pupils
The legal requirement for Church schools ensures that every child in the school is
entitled to an opportunity for daily worship.
“The arrangements for the required collective worship may, in respect
of each school day, provide for a single act of worship for all pupils or
for separate acts of worship for pupils in different age groups or in
different school groups.”
The School Standards and Framework Act 1998
The 1996 Education Act gave parents the legal right to withdraw their children from
collective worship. This is upheld under the 1998 Act. Governors must therefore
ensure that this is clearly stated in the school prospectus and the school’s worship
policy document. (It is hoped that governors of Church schools will phrase their
statement on the rights of withdrawal carefully so as to indicate a desire that children
will take part in worship as the worship will be an integral and vital part of the school
day).
Schools must note that withdrawing pupils from Collective Worship for whatever
reason is a breach of the law. If it is necessary to withdraw children in order to
accommodate, for example, peripatetic music lessons, those pupils must also be
provided with an opportunity to worship at some stage in the day.
Collective Worship should be in accordance with the school’s Trust Deed
Parents must be made aware that the school is a Church school and as such
Collective Worship will be based upon the foundations and principles of the Church
of England. The governing body should be made aware of their legal responsibilities
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2. and be clear of their statutory responsibility to uphold the Christian foundation of the
school. This responsibility to uphold the Christian ethos and foundation of the school
should also be made clear to staff on their appointment.
Diocesan expectations
Worship in our Church schools should:
• be clearly outlined in the school prospectus and documentation
• reflect the schools’ Trust Deed
• reflect the Ethos Statement and/or Mission Statement of the school
• be clearly planned
• be appropriate to the ages, aptitudes and backgrounds of the pupils
• offer opportunities to worship God
• be inclusive and an occasion where each individual’s integrity is respected
• offer opportunities for pupils’ spiritual, moral, social and cultural development
• reflect some of the practices and traditions of the local church
• be regularly monitored and evaluated
• reflect the aims of the school
• underpin the Christian values and ethos of the school
• celebrate the values and worth of the school community
• be an opportunity for pupils to reflect on human existence
• help children explore and develop their own spirituality
• enable children to explore and evaluate their own beliefs
• be attended by all staff including support staff where possible
• offer opportunities to share worship with parents, governors and members of the
local community
• celebrate special occasions in the Churches year and the life of the community
• show appreciation for the God given gifts and talents of the school community.
Responsibility for Collective Worship
The governors hold overall responsibility for ensuring that the legal requirements for
worship are met. In a small school the headteacher may wish to take on the
responsibility for organising and planning the worship. In a larger school this might
be delegated to a member of staff or a group of staff, and governors who make up a
worshipping community. Clergy might also be encouraged to be involved in the
planning and preparation of school worship as this will ensure continuity between
the worship in the school and in the parish or parishes. It must however be made
clear to all staff and clergy who lead collective worship that they should do so in a
way that ensures that all present can take part with integrity.
Documentation
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3. Governors should ensure that the school provides the following documentation:
• A clear statement on Collective Worship in the school prospectus which makes
clear the Christian foundation of the school and includes the parents legal right to
withdraw their children
• A clear and concise policy statement on Collective Worship which includes the
following:
The school’s ethos statement
The school’s aims and principles
The school’s commitment to worship
The school’s commitment to pupils’ spiritual, moral, social and cultural
development
How the school’s worship will reflect the school’s Trust Deed and its Anglican
heritage
The arrangements and practice within the school
Where and when the worship takes place
The links made with the local churches and the clergy
The educational value of worship and the possible links made with other areas of
the curriculum
Advice to visitors and clergy when leading collective worship in a church school
• Detailed planning documents stating the themes to be covered each year or term
• Documents which show evidence of regular monitoring and evaluation of
practice.
The Timing of Collective Worship
Collective Worship should be given a special period in the school day; a time when
various groups within the school can meet together for prayer and reflection.
• Collective Worship can take place at any time and in any groupings
Schools might consider a variety of groupings throughout the week
• Worship can take place in a variety of settings; for example - In the school hall, in
a class, outside, in the local church or church hall.
• The 1998 Education Act allows schools, on special occasions, to hold their daily
Act of Worship elsewhere than in the school.
Collective Worship which reflects the Anglican Heritage and the School’s Trust Deed
Collective Worship in our church schools must reflect Church of England principles
and the Anglican heritage on which the school is founded.
The Anglican heritage encapsulates a richness of tradition and practice in its worship.
It is hoped that over the course of a year some of this richness will be reflected in
both policies and practice of the schools. There is general agreement that worship
should be an educational activity offering opportunities for spiritual, moral, social
and cultural development. As with any effective lesson the teacher should employ a
variety of teaching styles that engage and challenge.
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4. Collective worship should therefore include some of the following ingredients:
• The use of the Bible as a source book for inspiration and learning. (Schools
should however make every effort to ensure that the story or passage chosen will
need more challenging texts while the younger pupils will enjoy listening to a
story).
• Reflecting upon Christian symbols and their use in worship
• A visual focus for prayer and reflection. For example a thought provoking image
or a special table with a cloth and a visual symbol
• Lighting candles as a visual focus for prayer and worship
• The opportunity to reflect on key religious artefacts from the Christian and other
religious traditions
• Observing the religious cycle of the Christian year For example, Advent, Christmas
and Easter
• Observing Saints days and other key Holy days.
• Participating in the regularity and set order of Anglican worship. This recognises
the central significance of the Eucharist while acknowledging the variety of other
forms of worship, which may be decided locally in order to match as far as
possible pupils’ experience in school and church.
• An opportunity for prayer and or for quiet reflection. This might include prayers
that the pupils have written themselves as well as the identification of a
collection of prayers that governors and staff fell pupils should have encountered
before they leave school. For example, The Lord’s Prayer, The grace
• Providing opportunities for pupils to discover the value of meditation and silence
• Using traditional Christian responses and greetings. For example ‘Peace be with
you’
• A talk or a story
• The reading of a short passage from scripture
• Introductory music to create a worshipful atmosphere. This also gives an
opportunity to develop pupils’ awareness of music from other cultures
• The singing of hymns and or appropriate songs. Making a list of traditional hymns
that pupils should have encountered before they leave the school. This is also
part of pupils’ cultural heritage. (Schools are reminded that a hymn practice on
its own does not constitute a daily act of worship.)
• Using poetry, music and art to provoke a thoughtful response. Using video,
television clips or slide presentations. It should be remembered that Christianity
is a worldwide faith and this can be reflected in the material selected and used.
• Drama and role play
• The use of dance to allow pupils to explore their own feelings
• Topical issues of a school, local, national or international nature that relate to
Christian values
• Newspaper articles that promote a thoughtful response.
The Planning of Collective Worship
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5. Good planning should underpin Collective worship in the same way that it will
underpin all learning in the school.
Long term planning
This should be clearly linked in to the ethos and aims of the school. Whether yearly
or biannual, the themes should be well balanced and take account of the Church’s
year as well as the school year. The long term planning should also include the
groupings for worship – whole school, key stage, year group or class. Consideration
should also be given to leadership, visitors, the times of worship and the venue.
Medium term planning
This will include:
• the names of those responsible
• a breakdown of the weekly themes
• a list of readings, books or stories to be used
• possible hymns/music
• visitors taking part or leading worship
Short term planning
This will be the detailed planning produced by those responsible for those leading the
worship.
Evaluation of Collective Worship
Following the planning of worship; the evaluation and recording, needs to be an
integral part of the process. Worship can be evaluated by those leading the worship,
other staff, the pupils for whom the worship is intended or members of the
governing body. Feedback from any of these groups will help to improve the quality
of worship offered to the pupils.
Monitoring of Collective Worship
The monitoring of the planning and provision of worship should be carried out on a
regular basis. The foundation governors have a key role in this process to ensure that
the legal requirements are met and that the worship offered to the pupils is of the
highest quality. It is important that the following areas are monitored regularly:
• The centrality of worship in the life of the school
• That there is a clear policy which is agreed by governors
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6. • That the agreed policy is being implemented
• That all staff are aware of the legal requirements for Church schools
• That worship takes place on a daily basis
• The school’s ‘Trust Deed’ is upheld
• That staff appointed are prepared to support the Christian ethos of the school in
terms of Collective Worship
• The planning of worship reflects the ‘Trust Deed’
• The themes are well balanced throughout the year
• The regular provision of worship
• Links with the local parish and community
• That finances are available to develop the school worship
• That resources are available to support the worship
If the school uses the terms ‘assembly’ or ‘hymn practice’ it is important that these
clearly include an act of worship.
Records of worship should be kept and should be detailed enough to show the
variety of experiences that take place as well as the involvement of pupils. They need
to check that all legal requirements are being met. Schools have a variety of
strategies for doing this and it is worthwhile planning this into your annual
monitoring calendar each year. Some schools keep photographic records which are
displayed in their Hall (see example below); these can then be used as a focus for
group discussions with pupils. Other schools have set up groups using the ideas in
‘Lighting the Candle’. They can take responsibility for surveying pupils. In other
schools a Foundation governor has interviewed a cross-section of pupils.
Discussion could include:
• Review of content and methodology including the suitability for age, aptitude and
ability, variety of styles, groupings and leadership
• Links to the curriculum and classroom experience
• Resources and budget
• INSET needs – your Diocesan Education Officer can support this
The key questions to explore are:
• How important is the worship in the life of the school and how is this
demonstrated?
• How positive are the attitudes to Collective worship?
• To what extent do learners and staff of all faiths derive inspiration, spiritual
growth and affirmation from worship?
• How well does collective worship develop learners understanding of Anglican
Faith and practice?
Foundation Governors have a responsibility to support the collective worship in the
school. It is important to have a link governor who supports both the school’s
planning and monitoring of collective worship. Visits to the school should be reported
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7. to Governors meetings and Collective Worship should be regularly discussed as part
of the Governor’s annual monitoring cycle.
For many schools whole school acts of worship are easier to monitor than class ones.
The quality of these is often picked up in SIAS inspections. Class Acts of Worship
should be carefully planned and at their best give pupils more opportunity for
participation and discussion.
It may be useful for coordinators to talk to a group of children in each class as part of
their monitoring cycle. In one school governors have been given the times of all acts
of worship in the school and have agreed that were possible their school visits should
also coincide with attending an act of worship. Governors are then encouraged to jot
notes on post-it-notes recording good reactions, contributions etc of any child. These
are given to the teacher after the session and feed into the evaluation cycle.
One cluster of schools in the same Mission Community sent a questionnaire to all
pupils and parents at the same time. They worked collaboratively collating their
results and completing their toolkits (see example).
Again your Diocesan Education Officer is able to offer further support, ideas and
guidance when needed.
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8. Questions about Collective Worship for the Staff and Governing Body
• Is there a clear policy document for Collective Worship?
• Does the school policy relate to the school’s Ethos and/or Mission Statement?
• 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 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 staff present for Collective Worship?
• Are 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 pattern of worship reflect the broad spectrum of the Anglican tradition
and Christian heritage?
• 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?
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9. • 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 e.g. 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 e.g. an
anonymous prayer box?
• Are pupils, governors, clergy or other visitors involved in leading Collective
Worship?
• Does the governing body provide guidance for visitors who lead worship?
• Does the school celebrate the Eucharist?
• Has the governing body discussed the possibility of a school Eucharist?
• Are there regular acts of worship for staff, including a Eucharist?
• Does the school have any links with other Christian denominations?
• Does the worship celebrate all that is good and express thankfulness and joy at
simply being alive?
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10. Example of Medium Planning/Record of School Acts of Worship
Theme:
Leader Whole Content Pupil Resources Cross-
School/ (Including Bible ref, Involvement curricular
KS/ Song, links
Class Prayer choice)
Monday
Tuesday
Wednesday
Thursday
Friday
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11. Example of Short-term Collective Worship Plan
Date: Theme:
Group Whole School Class Year Other
Introduction
music
Opening Hymn
Story or Talk
Visual Focus
Children’s
Activity
Prayer/Reflection
Closing Hymn
Ending Music
Evaluation Assessment:
1. Excellent
2. Good
3. Appropriate
4. Inappropriate
5. Poor
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12. Example of an Observation framework to assess the quality of a specific act of
collective worship.
(Not all sections of this form will apply to each act of worship).
Groups Present:
(Whole School/ Key Stage/Year/Class 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. Excell 3. Good 5. Inappr
ent 4. Appro opriat
2. Very priate e
Good 6. Poor
Date: Time: Leader:
Theme
Purpose and Development
• 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 and leaving?
• Were candles, flowers, a cross or other visual focus used?
• Was there a relaxed, secure atmosphere?
• Did the leader contribute to the atmosphere with language, attitude and tone?
• Is there a distinction between the assembly and an act of worship?
Spiritual 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?
Integrity
• Was there a sense of respect for individuals?
• Was there openness, or compulsion, in invitations to pray or sing?
• Did the occasion engender ease or discomfort among the participants?
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13. Sound, Silence, Visual Art
• Was there a balance of music, speech and silence?
• How great a part did non-verbal communication play?
• Was visual art used or children’s creative work shown and celebrated?
• Were the words of songs or hymns appropriate for the pupils and the theme?
• Was the use of live or recorded music appropriate?
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?
Staff
• Were teachers present (how many?) or was this seen as non-contact time?
Were they involved or spectators?
Parents, Governors, Visitors, Clergy
• Were any parents, governors or visitors present?
• If so, what role did they play?
• Were links with the local church referred to?
• If a visitor led the worship: was it evident that the briefing has been adequate?
• Was the visitor introduced properly?
• Was the visitor’s contribution appropriate in content?
• Were the concepts and language used appropriate to the children present?
Close
• Was the timing good?
• Did the occasion clarify and affirm the values for which the school stands?
• Did it offer pupils/adults something to think about and take into the life of the
school?
Additional points for future development
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14. Overall, how would you rate this act of worship?
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15. Example of a School Acts of Worship Record
Theme: Praising God! Times to Celebrate God’s Love!
Hymns & Music Readings – these were read by children
Prayers – children were encouraged others to pray
Praise Him On The spontaneously
Trumpet, Recorder & The service, led by the Headteacher, began with pupils
Harp! reflecting on times when they wanted to say “thank
you.”
Thank you Lord for All The concept of Christians wanting to thank God for his
Your Love. love and care was introduced together with ways of
expressing thanks and joy through music.
A “band” of pupils was formed to accompany the 2
hymns chosen – with an emphasis on volume and
enjoyment!
A quiet prayer time focused upon repentance for not
saying thank you to God, requests for help in being
positive and thankful in our lives and thanks to God for
the happiness Praise brings.
Evaluation – Adults & Children
A very joyful (if not completely tuneful) noise was made by the accompanying
band and the rest of the school sang with substantial vigour (not to be outdone)!
The concept of thanks and praise was enjoyably demonstrated as witnessed by the
band who asked, “Can we do that again?”
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16. Example of a Pupil Questionnaire for the Evaluation of
Collective Worship
Is the length of our worship: About right/ Too long/ Too
short
Which things do you like best in worship?
Stories/Drama/Dance/Poems/Prayers written by
pupils/Prayers written by adults/Opportunities for
spontaneous prayer/Music/Singing/Quiet time/Don’t
mind
Why?
Which type of worship do you like best?
Whole school/Key Stage/Year Group/Class
worship/Having a visitor/Going to church
Why?
Do you like it best when?
Adults lead worship/Children lead worship/A visitor leads
worship/The priest/vicar leads worship/There is a mixture
of leaders (pupils and adults)
If you were able to change our worship what would you
do?
What time of day should we have worship?
First thing in the morning/Later in the morning/Early in
the afternoon/Last thing in the afternoon/Different times
on different days
Is there anything else you would like to say?
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17. 17

18. Sample Collective Worship Survey
(This survey was carried out simultaneously by a cluster
of schools within the same Mission Community).
The schools are all interested in your views and will use
them to improve and develop the quality of collective
worship. We thank you for the time and thought you give
when answering our questions. This survey will be
completed by children, parents, staff, governors and the
wider community that each school serves.
1.
Agree
Disagree
AgreeStrongly
Collective Worship is a special part of the day.
Mostly Agree
2.
One of my favourite memories of Collective Worship is …
3.
Disagree
Agree
AgreeStrongly
All members of the school community should be involved in
Mostly Agree
Collective Worship.
4.
What does worship mean to you?
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19. 5.
Disagree
Agree
AgreeStrongly
Children should plan and lead Collective Worship
Mostly Agree
6.
Disagree
Agree
AgreeStrongly
Collective Worship always has prayers.
Mostly Agree
7.
Agree
Disagree
AgreeStrongly
Collective Worship always has a Bible story.
Mostly Agree
8.
Disagree
Agree
Collective worship always has music and/or song. AgreeStrongly
Mostly Agree
9.
How do you feel during Collective Worship?
10.
Do you feel the way you feel during Collective Worship at
other times during the school day?
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20. 11.
Who would you like to invite to Collective Worship other
than the people who already attend?
12.
What is the best time of day for Collective Worship?
13.
Agree
Disagree
AgreeStrongly
I know more than 10 hymns.
Mostly Agree
14.
Disagree
Agree
AgreeStrongly
I can talk to God at any time not just during Collective
Mostly Agree
Worship.
15.
What is special about a Church School?
16.
Do you think Collective Worship always has to be in the
same place, if not, have you any suggestions about other
places where Collective Worship could be held?
If you have anything else you would like to say about Collective Worship please write
your thoughts, ideas and reflections in this space.
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21. Please circle the description that fits you best:-
Member of
Child Parent village
Member of Governor community
school staff
Thank you so much for completing this survey, we really
appreciate the time and thought you have given.
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