You are here: / News

Christian ethos and education

/in /by

With the publication of the Ulster University / UNESCO Education Centre’s latest Briefing Report, ‘School ethos in Northern Ireland’, the following statement was issued by the Transferor Representatives’ Council.

Dr Andy Brown, Chair of the Transferor Representatives’ Council (TRC), said, “When it comes to the vision for the future of education in Northern Ireland there is an ongoing and important debate and this report is just one of a number of contributions to that. As transferor churches we also welcome the opportunity to be a part of that significant discussion. We agree that a changing society requires a system of education which promotes social justice and is inclusive and respectful of difference. This is not incompatible with the values of a Christian ethos, which underpin the majority of schools in Northern Ireland.

“There are aspects of the report which TRC would welcome, such as the desire for a root and branch review of the curriculum, especially the high-stakes nature of testing, and indeed TRC has been advocating for such a review in the RE curriculum. However in dismissing the Christian ethos of schools, which is guaranteed in legislation, elements of the report do not seem to recognise the history of our education system, nor reflect the realities as they pertain across local communities.

“The report’s vision for a community-based education system resonates with what already exists in so many of our villages and towns across Northern Ireland, where local schools are at the centre of and reflect the local community. Controlled schools, which are open to all faiths and none, provide high quality education for children and young people to enable them to learn, develop and grow together, within the ethos of non-denominational Christian values and principles.”

Referring to the recent national response to the death of Queen Elizabeth II, Dr Brown concluded by saying, “This week has reminded us of the Christian foundations on which our society is built and demonstrated to us all the strength which so many take from this. Like the vast majority of our schools, we celebrate the values of a non-denominational ethos, which underpin the education system in Northern Ireland.”

RE and collective worship

/in /by

Following the High Court’s decision on the challenge to teaching arrangements for religious education and collective worship in controlled primary schools in Northern Ireland by Mr Justice Colton, the Transferor Representatives’ Council issued the following statement.

“The teaching of RE and collective worship in controlled primary schools is an important matter. Mr Justice Colton indicated today that he would allow the parties time to reflect on his judgement and indeed, ‘invited further submissions from counsel prior to making a final order.’

“While the transferring churches are not direct parties to this case, nonetheless, as this is an important and significant issue we will also be reflecting on today’s decision over the coming weeks, and any subsequent final order that Mr Justice Colton may make. We will also need to take the time to discuss the matter as churches together.”

Transferor representatives meet with Education Minister

/in /by

Church of Ireland, Presbyterian and Methodist representatives, from the Transferor Representatives’ Council, along with the Controlled Schools’ Support Council, met with Education Minister Michelle McIlveen MLA yesterday, Wednesday (29th June).

Transferor representatives Andrew Brown, Peter Hamill and Rosemary Rainey with Minister McIlveen and Mark Baker (Chief Executive of the Controlled Schools’ Support Council), at second left.

A range of issues across the controlled education sector in Northern Ireland were discussed.  The three Churches transferred most of their schools into state control – hence the terms ‘transferor’ and ‘controlled’ – in return for assurances regarding the Christian ethos of schools and a continued role in their governance.

The controlled sector is the largest education sector accounting for 49% of all Northern Ireland’s schools, including 63 nursery schools, 380 primary schools and 69 post-primary schools. Controlled schools are open to children of all faiths and none, which brings a rich diversity and inclusive ethos reflecting the many different communities which they serve in today’s society.

Controlled schools are #OpenToAll

/in /by

The controlled sector is the largest education sector in Northern Ireland accounting for 49% of all schools, including 63 nursery schools, 380 primary schools and 69 post–primary schools. Controlled schools are open to all faiths and none which brings a rich diversity and inclusive ethos.

Controlled schools below share their examples of being #OpenToAll.

Botanic Primary School is just one example of a diverse controlled school. Paul Bell, Principal, comments, “Botanic Primary School is a multi–cultural school that traditionally accepts children from all communities. The diversity present within the school is reflected in our ‘International School Award’ from the British Council and our recent School of Sanctuary Award. We welcome this diversity and believe that it adds to the positive ethos of our school.”

Culmore Primary School makes a promise to every child through the school ethos. Clare McMenamin, Principal, said, “We will strive to respect the experiences, knowledge and cultural diversity that every child brings to school. At Culmore we celebrate all faiths and are actively involved in a shared education partnership. This programme has enabled the school to enrich the learning experiences of each child in their care by giving them the opportunity to learn alongside children from other backgrounds.”

DH Christie Memorial Primary School, Joanna Coulter, Vice Principal, commented, “Our school makes no differences; we invite applications from any child and commit to providing the very best educational experience that we can for any child who comes our way. One very telling example of this is the recent provision of a third specialist education provision on site for pupils with very complex learning needs. We believe that everyone deserves a chance and that we much always explore how to meet a child’s needs.”

Dungannon Primary School, Bryan Martin, Governor, highlights the many different nationalities within the school, adding, “’Dungannon is one of the most multi-cultural towns in Northern Ireland; the diversity within the school is clear with several different nationalities in the school family. We have children with a wide variety of learning needs, and these children have opportunities to be integrated with mainstream classes on a daily basis. We have children of different religions, and we have demonstrated our ability to cater for different needs with sensitivity and respect.”

In controlled schools, inclusivity is demonstrated in a strong school ethos.

Largymore Primary School, Gillian Dunlop, Principal, commented, “Largymore is proud of its tradition of mutual respect and inclusion, welcoming children of all faiths and denominations. We enjoy a positive, warm, friendly ethos which is strengthened by committed and enthusiastic staff and Governors who work in partnership with very supportive parents.”

Limavady High School, Darren Mornin, Principal, reflects on serving the needs of the local community added, “Limavady High School is most definitely open to all the school is diverse and inclusive in nature and reflects the community it serves which is very mixed. We have pupils of different nationalities in our school family and have a wide variety of children who have many different learning needs.”

Lisneal College has worked with St. Mary’s College and St. Cecilia’s College to create a strong shared education partnership. Michael Allen, Principal, added, “Lisneal College actively promotes inclusion in every aspect of school life and encourages respect, tolerance and the celebration of diversity in all relationships across school. The shared education partnership between Lisneal College, St. Cecilia’s College and St. Mary’s College, Londonderry, has embraced cultural differences. The three schools have worked diligently in creating a shared education programme for pupils to overcome cultural divisions.”

Millington Primary School, Heather Murray, Principal, stated, “At Millington, we celebrate the diverse cultures that are found within our student and staff population and in our wider community. In our school alone, 30% of our pupils represent an amazing 24 countries and speak 17 different languages! Our students can develop an understanding of the perspectives of children from different backgrounds and learn to function in a multi-cultural, multi–ethnic environment, therefore preparing them for the diverse world in which we live.”

Controlled schools have a positive shared ethos which contributes significantly to the success of the sector, offering quality education, excellent pastoral care and a commitment to the well–being of every child.

Education workshop goes ‘Beyond the Stereotype’

/in , /by

A lively discussion involving around 50 representatives from churches, schools and a range of other key organisations with a role in education took place in Portadown, on Friday (25th March) with a view to helping our children and young people to reach their full potential.

Attendees at the TRC’s workshop in Seagoe Parish Centre.

The workshop at Seagoe Parish Centre was hosted by the Transferor Representatives’ Council – representing the Church of Ireland, Presbyterian Church and Methodist Churches in relation to education in Northern Ireland – and focused on a new research report from Stranmillis University College, Beyond the Stereotype: Approaches to Educational Under(Achievement) in the Controlled Sector in Northern Ireland.

The study, which was commissioned and funded by the TRC, aims to go ‘beyond the stereotype’ of the well-documented challenge of underachievement among Protestant working-class boys from disadvantaged inner-city communities, and to ‘cast the net wider’ to provide a broader and more representative picture.  Particular challenges in rural communities, which have not been reported extensively to date in previous studies, are identified with some school leaders speaking of the difficulty in motivating boys to work hard towards GCSEs.

Significantly, Beyond the Stereotype also finds that while pupils view educational achievement as largely related to success in external exams (such as GCSEs and A-levels), many school and community leaders (including employers) place greater value on a wider range of skills and abilities, and pupils’ mental and physical health, self-confidence, happiness and willingness to learn.

From left: Dr Noel Purdy, Stranmillis University College; Linsey Farrell, Department of Education; Dr Peter Hamill, TRC Secretary; Rosemary Rainey OBE, TRC Chair; and Archbishop John McDowell.

Dr Noel Purdy, who led the research through Stranmillis’ Centre for Research in Educational Underachievement, said: “We’ve certainly identified lots of challenges – there are big challenges facing controlled schools and indeed every school in Northern Ireland – but what we did see was a diverse, committed, community-orientated and innovative sector which is committed to maximising achievement for all children.  In other words, allowing all the children in schools to stand tall and achieve to their full potential.”

Panel discussion with (from left) Mark Baker, Controlled Schools’ Support Council; Robin McLaughlin OBE, Principal of Banbridge Academy; Rosemary Rainey OBE; Cindy Poots, Principal of Seagoe Primary School; and Dr Noel Purdy.

The TRC represents its member churches in all matters of education in the region, and oversees the appointment of over 1,500 governors to controlled schools.  The three churches transferred (hence the origin of transferors) their school buildings, pupils and staff into state control on the understanding that the Christian ethos of these schools would be maintained.

More information on the work of the Centre for Research in Educational Underachievement (CREU) can be found at www.stran.ac.uk/research/creu

Please see gallery below for more photos from the workshop.

Beyond the Stereotype

/in /by

New research explores views of educational success and underachievement

A significant new research report into educational underachievement in controlled schools – commissioned and funded by the Transferor Representatives’ Council – has been launched by Stranmillis University College.

Beyond the Stereotype is based on group interviews with principals, teachers and pupils in eight primary and post-primary schools in suburban, town and rural areas, and also with school governors and other leaders in those communities.  The study aims to go ‘beyond the stereotype’ of the well-documented challenge of underachievement among Protestant working class boys in inner-city areas, and to ‘cast the net wider’ to provide a broader and more representative picture.  It raises important questions about the purpose of education and how we measure success.

The study finds that while pupils view educational achievement as largely related to success in external exams (such as GCSE and A-levels), many school and community leaders (including employers) place greater value on a wider range of skills and abilities, and pupils’ mental and physical health, self-confidence, happiness and willingness to learn.

Particular challenges in rural communities, which have not been reported extensively to date in previous studies, are identified with some school leaders speaking of the difficulty in motivating boys to work hard towards GCSEs.  Disadvantage across generations and a lack of educational aspiration, often associated with inner-city working-class contexts, are also reportedly strong features of many farming communities.

Beyond the Stereotype also finds that schools lack support in terms of sourcing standardised tests for pupils, which are bought in from private companies in the absence of government-funded tests.  A resulting variety of approaches in testing at primary level mean that post-primary schools often test pupils within their first few days at their new school; this, in turn, adds to an impression among pupils that post-primary education is about tests and scores.

School leaders are doing “sterling work” in keeping education going throughout the pandemic with one positive consequence of this crisis being that “schools and families are often now better connected than ever before” due to the increased use of remote technology.

Many community leaders speak of their passion for supporting schools and helping local children to succeed.  A range of perspectives – supportive and critical – on the role of Protestant Churches in education is heard; the study affirms that where school leaders are open to church involvement (which cannot be assumed) and where a local church engages meaningfully, tangibly and unconditionally in its local school, “there is enormous potential to improve educational outcomes.”