1. have a syllabus that includes periods in which open, philosophical discussion of important moral, cultural, political and religious question takes place. These sessions should be run by educators with some training in running a philosophical discussion. Safeguards should be put in place to ensure that pupils are not subtly (or not-so-subtly) psychologically pressured into not asking certain sorts of question or making certain sorts of point (e.g. about religion).
2. present their pupils with a broad range of different political, moral and religious beliefs and arguments. It’s important alternative points of view are not caricatured or demolished as mere straw men. One way to avoid this is to allow pupils to hear these alternative points of view from those that hold them. Students should get at least some chance actively to engage in discussion with those from other faiths. And also, I should stress, with those of no faith. While many religious schools have few qualms about exposing their pupils to those from other faiths, they often get very nervous indeed about handing them over to an atheist for half an hour (as I know from personal experience)
3. where religious education is given, include at least some basic philosophy of religion. This should include some discussion of the classic arguments both for and against the existence of God. Any child that leaves school having received a ‘religious education’ in which all objections to their faith have been airbrushed out has, in truth, been indoctrinated, not educated.
Plenty of educators, including many religious educators, will be comfortable with these suggestions. Plenty of religious schools already educate in accordance with at least some of them. But of course, many will reject them.