Written evidence from the Council of Catholic
Maintained Schools
1. INTRODUCTION
1.1 This introduction and its appendices
are intended to provide the Committee with a brief background
to the establishment of CCMS, an outline of its key roles and
responsibilities, a focus on its principal activities in Raising
Standards and outline of its approach to Education for the 21st
Century primarily through an emphasis on New Arrangements for
Post-Primary Education.
1.2 CCMS was formed under the 1989 Education
Order in response to a concerns regarding the standards achieved
by pupils in Catholic Maintained schools, the management of such
schools, particularly with respect to appointments, and the quality
of the buildings.
1.3 The Council has responsibilities for
the effective management and control of Catholic Maintained schools
through the Boards of Governors. It is the employer of teachers
but devolves the appointment of non-prescribed post-holders to
Boards of Governors. It acts on behalf of Trustees in respect
of the planning and procurement of buildings. The Council also
acts as an advocate for the Catholic Maintained sector as well
as developing policy and influencing the Department of Education
and other education partners in the development of policies. CCMS
is primarily a strategic body which employs "light touch"
approaches in its management through influence.
2. RAISING STANDARDS
2.1 The Council has deemed the raising of
educational and related standards as its primary function. In
1993, CCMS, through the establishment of a working party which
took evidence from leading education, industry, business, academic
and social interests, developed a strategic framework to raise
standards in Catholic Maintained Schools (Appendix 1 not printed).
The key dimensions of that strategy were as follows:
(a) To address weak management through processes
which, on occasion, go beyond support to challenge and intervention.
(b) To encourage schools to analyse underperformance
in pastoral as well as academic domains, and implement strategies
for improvement.
(c) To appoint high quality leaders to principal,
vice principal and SMT posts.
(d) To secure a "fit for purpose"
school stock which enhances learning experiences and promotes
respect.
(e) To influence education policies including
those impacting on funding and social deprivation.
(f) To influence and initiate programmes
of support for schools encountering challenging circumstances.
2.2 Department statistics and independent
research have shown, over the last 12 years, that the Council's
strategy and influence has raised the levels of performance in
Catholic schools to exceed comparable sectors despite a ten to
twelve percent higher level of social deprivation. Department
analysis of the School Support Programme has shown that Catholic
Maintained schools have generally achieved greater levels of improvement
and have maintained these. CCMS does not have responsibilities
for the Catholic Voluntary sector but it is evident that the influence
of enhanced standards in primary education has assisted improved
performance in Catholic Voluntary schools.
2.3 It is mainly the leadership and management
of individual schools which deliver improved standards. CCMS through
its core responsibilities has facilitated and influenced this
process.
2.4 The Council believes that the aforementioned
strategies and the influence of the ethos of Catholic education
have combined to raise standards in Catholic Maintained schools
and promote a greater openness to embracing and managing change.
3. POST-PRIMARY
ARRANGEMENTS
3.1 The Council is committed to the proposed
changes in the curriculum, the revised arrangement for post-primary
education, the review of the 14-19 phase of education, the development
of E-Learning, the review of Teacher Education and the aspirations
of "A Shared Future". It has concerns, however, that
there is neither a connectivity between education and Northern
Ireland economic policies nor a coherent implementation strategy
to manage all of these proposed developments.
3.2 The Council has contributed significantly
to the development of thinking and practice in relation to new
non-selective post-primary arrangements (see appendices 2 and
5 (not printed)). It does so, not from any ideological perspective
but from the pragmatic position that all children will benefit
from motivating learning experiences which are responsive to their
learning style and pace and which encourage success. Equality
of access to curriculum choice will lead to higher achievements,
a more positive attitude to learning and ultimately to a more
prosperous economy and a better social environment. Its policy
is to promote local solutions generated through an informed consultative
process based on the PRINCE II methodologies. The Council has
developed a range of possible outcomes which are available to
inform the process. Issues such as differentiation, class organisation
and course choice are matters for the schools. It fully acknowledges
that viable curricular choice cannot be provided economically
without co-operation and collaboration by all providers and that
with a continuing demographic decline this will become more obvious
over time.
3.3 It is important to engage all those
with an interest in future post-primary arrangements in constructive
discussions which will lead to a range of fit for purpose local
arrangements. Demographic decline and the building of a shared
future will inevitably lead to greater levels of co-operation
and collaboration over time. It is important that this process
is developed by responding to practical need rather than philosophical
aspirations. Appendix 6 (not printed) addresses some of the practical
realities and profiles some possible structural models for future
provision. The positive engagement of all interested parties will
unearth many more.
4. GENERAL ISSUES
4.1 The Council would have a concern that
its resources are insufficient to keep pace with developments
in other sectors and that, despite the extent of surplus places
the Department has not initiated an "invest to save"
strategy.
4.2 CCMS is committed to contributing to
the Common Good through its willingness to embrace the principles
of "Building Peace Shaping the Future" and "A Shared
Future" (Appendix 7 (not printed)). It recognises that in
the existing demographic context greater co-operation based on
a recognition and embracing of diversity is essential.
Mr D J Flanagan
17 November 2005
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