Dáil Éireann Debate, Wednesday - 18 April 2018
96. Deputy Róisín Shortall asked the Minister for Education and Skills the definition of a multidenominational ethos used by his Department; the steps he is taking to ensure the ethos of all multidenominational schools is reflective of the school community as a whole and not dominated by the majority; and if he will make a statement on the matter. [16967/18]
Amharc ar fhreagraIt is the patron body of a school which determines the ethos or characteristic spirit of the school, in accordance with Section 15 of the Education Act 1998, which provides that a board of management shall uphold, and be accountable to the patron for so upholding, the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school. The Education (Admission to Schools) Bill 2016 seeks to introduce a new requirement for a school to set out the characteristic spirit and general objectives of the school in their admission policy.
A patronage process is run after it has been decided, based on demographic exercises, that a new school is required. This patronage process is open to all patron bodies and prospective patrons. The preferences of parents of children who reside in the school planning areas concerned for each patron, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process.
The Forum on Patronage and Pluralism in the Primary School Sector recognised that there are factors affecting diversity in all primary schools. A follow-up paper to the Forum Report entitled Forum on Patronage and Pluralism in the Primary Sector: Progress to Date and Future Directions was published in 2014. The paper outlines good practice and options for promoting diversity in all schools regardless of whether or not the school has a highly diverse student population. This was informed by a public consultation held in 2013 that asked parents, in particular, to submit their views on how primary schools can make all children feel included and involved. This included issues such as how best to accommodate students of various belief systems and traditions and how schools have developed and implemented policies on marking religious celebrations and the display of religious symbols in the school.
The paper is not prescriptive on how schools should address issues of diversity and inclusivity, but instead it encourages school authorities to engage in consultation with stakeholders and to review their policies and practices on an ongoing basis to ensure that they remain suitable for the school population that they serve. It recognises that each school should arrive at solutions that suit its own particular context. It also notes that this is an evolving situation and that practices may evolve over time as circumstances change. The paper expressly welcomes feedback and views on this matter.
The paper also outlines the results of the public consultation and encourages school authorities to take time to consider their policies and practices and to review whether they are taking the steps necessary to welcome all pupils and make them feel included.
