Guidance on religious observance in schools

4. Meaning of religious observance

4.1. Religious observance, also called ‘time for reflection’, is defined in this guidance as: "community acts which aim to promote the spiritual development of all members of the school's community and express and celebrate the shared values of the school community".

4.2. Religious observance is a whole-school activity involving the wider school community and may involve staff, pupils, parents, representatives of faith and belief groups and communities. This might take the form of specific activities such as assemblies, or in denominational schools may also be woven throughout the school day.

4.3. The precise form will be determined by each school's policy within the education authority's guidance, but might include opportunities for class, year, stage or whole-school religious observance as well as involvement by pupils and others, including school partners such as school chaplains and faith, belief or community leaders, in planning and presentation.

4.4. Under the 1980 Act, as amended by the 2026 Act, parents can withdraw their child from religious observance, but they cannot withdraw their child from religious and moral education or RERC. Therefore, it is particularly important to be clear about what type of activities would be considered religious observance (and can be withdrawn from), and which activities are not religious observance and cannot be withdrawn from.

4.5. For example, pupils might learn about religious or non-religious stories from a range of traditions and beliefs as part of religious and moral education or RERC, or might study or perform religious music as part of expressive arts. Neither of these activities would be considered religious observance. Likewise, visits from faith or belief representatives or visits to places of worship might take place for the purposes of learning about different faiths or beliefs and would not be considered religious observance.

4.6.     Schools and education authorities should determine, taking into account this guidance, whether an activity constitutes religious observance or not, so that where appropriate, pupils can be withdrawn from these activities. In many cases, whether or not an activity is considered religious observance will depend on why and how it is conducted, and this will look different in non-denominational  and denominational schools.

4.7. Meaning of religious observance: Non-denominational schools

4.7.1.  In non-denominational schools religious observance should include opportunities to express and celebrate the shared values of the school community. Religious observance might be led by staff, pupils or members of the wider school community, including faith or community leaders. Where particular faiths or occasions feature as part of religious observance, schools should ensure that the overall programme reflects a range of faiths, beliefs and occasions, including non-religious occasions.

4.7.2. Community acts of silent reflection or mindfulness might take place as part of religious observance. These can provide opportunities for pupils to practise their own faith or belief but should be inclusive of those of all faiths and none. Religious and non-religious readings, and communal singing might also feature in religious observance, though schools should ensure that a range of readings and songs, from a range of beliefs, are used. Schools should ensure that pupils are not asked to express or affirm a particular religious belief through these readings or songs.

4.8. Meaning of religious observance: Denominational schools

4.8.1. In denominational schools experiences which include active worship or faith practice would be considered religious observance, including prayers or religious services. However other activities may also be considered religious observance. These might include any activities which ask pupils to express or accept a particular religious belief, or to accept something as indisputably true which is generally considered a matter of personal or religious belief.