Dáil Éireann Debate, Thursday - 9 February 2017
99. Deputy Carol Nolan asked the Minister for Education and Skills if his Department has undertaken an analysis of the community national school model in terms of inclusion, particularly in terms of those children of minority faith and none at times of religious instruction; and if he will make a statement on the matter. [6466/17]
Amharc ar fhreagra100. Deputy Carol Nolan asked the Minister for Education and Skills the safeguards in place in the community national school model to ensure that children of minority faiths and none are treated in an inclusive manner during religious instruction; if there is an opt out procedure in place for children whose parents do not wish them to receive religious instruction; if any guidelines or best practice model have been developed and documented as a result of the community national school pilot project; the evidence upon which his Department has considered the further extension of the model; and if he will make a statement on the matter. [6467/17]
Amharc ar fhreagraI propose to take Questions Nos. 99 and 100 together.
Community National Schools were introduced in 2008 in response to the increasing demand for parental choice in the patronage of primary schools. The schools are multi-denominational, and they allow for belief nurturing during the school day. The Community National School (CNS) model was initially piloted in two schools. Since then it has expanded with a total of eleven new Community National Schools, located in four ETB areas across the country (Dublin and Dun Laoghaire, Cork, Kildare and Wicklow, and Louth and Meath), being established in line with the patronage selection process operated by my Department. Patronage of all the schools formally transferred from the Minister to the relevant ETB in 2016.
Community National Schools are multidenominational, and aim to accommodate parents who wish to have their children learn about different faiths and beliefs while at the same time nurturing children in their own beliefs. The schools do not prioritise any particular religion or belief.
The ‘Goodness Me, Goodness You’ (GMGY) curriculum is the patron’s programme that underpins the characteristic spirit of CNS schools, and is being developed by the National Council for Curriculum and Assessment (NCCA). GMGY is a common programme suitable for pupils of all faiths and beliefs and none. Children learn together about the same themes and the schools communicate with parents so that families can talk at home about the different themes from their own faith and belief perspective. The GMGY programme has evolved since the establishment of the schools, taking account of feedback from teachers, parents, pupils and faith and belief leaders.
Parents can opt for their child to receive belief-specific teaching for a time during the school year and may request additional supports around specific rites of passage. This approach is open to parents and pupils of all religions and beliefs and none. The approach that a school takes to belief-specific teaching and rites of passage may be different in each Community National School, depending on the needs of the school community and the practices of local belief communities.
Article 44 of the Constitution and Section 30 of the Education Act 1998, which apply to all recognised schools, provide that parents have a right to have their children opt out of religion classes if they so wish. The manner in which any school ensures that the right to opt out of religion classes is upheld is a matter for the school concerned. Each individual school determines the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as, for example, available space and supervision requirements.
The Education (Admission to Schools) Bill 2016, which completed second stage in the Dáil in November, includes a specific requirement that school enrolment policies must include details of the school’s arrangements for any students who do not wish to attend religious instruction. This is an important measure which will help ensure transparency from the outset as to how a school will uphold the rights of parents in this regard.
The operation of Community National Schools, like all other recognised schools, is subject to ongoing inspection and evaluation. My Department's school inspectorate inspects the schools on an ongoing basis and this has included a Whole School Evaluation in certain cases. The findings of such Whole School Evaluations are published on my Department's website. In addition, the schools all engage in school self-evaluation, the findings of which are published on school websites.
