- Published in The Pastoral Review, March/April 2006
The Catholic Education Service (CES) is an agency of the Bishops Conference of England and Wales and a member of the Bishops’ Department for Catholic Education and Formation and the Department to Support Evangelisation. The CES’ mission is to promote and support Catholic education. Perversely, the CES’ work is least likely to be noticeable beyond diocesan officers and the Bishops’ Conference when all is going well in Catholic education nationally; a success in which the CES will have played a big part. Its profile is highest when having to fight on behalf of Catholic education – whether in schools, colleges, or the community– because such education is under attack; a not infrequent occurrence in the present climate. The current public discussion, commonly referred to as the ‘Faith Schools Debate’, is an example of this. What is less easy for our community to know about is the constant and myriad ways in which the CES works on behalf of the Bishops with Government, their agencies, and others to realise nationally the Church’s interests in education, so that our colleagues in dioceses, colleges and elsewhere can continue the excellence that is typical of Catholic education in its many forms.
The CES has its roots in the Catholic Poor School Committee (the Committee), founded in 1847. At this time of the restoration of the hierarchy the work of the Committee focused on primary education and there was an expectation among the clergy that where finances would not permit the building of both a church and a school, building a school should take precedence serving as the focal point and place of worship for the local Catholic community until a church could also be built. The Secondary Education Council was added and in 1905 the Catholic Education Council (CEC) for England and Wales was established.
The Committee was vigilant in ensuring that the receipt of public monies for Catholic education should not compromise the distinctive nature of Catholic education, and particularly the religious education being provided in their schools. Archive material shows meticulous negotiations between the Chairman of the Committee and various Government officers to make suitable arrangements for staffing, and safeguarding religious education. In December 1848, Her Majesty’s first Inspector for Roman Catholic schools was appointed, and members of the Committee were assiduous in pointing out the agreement that they could veto the nomination of Catholic inspectors[i].
The Committee described its work as falling under two headings; firstly, in relation to Government and the Parliamentary grant for education; secondly, in relation to measures for the support and improvement of Catholic education. This is not so very different from the core of the work undertaken by the CEC and subsequently the CES.
The constitution and objects of the CEC described it as being:
‘The central body for all Catholic primary and secondary educational purposes, recognised by the Government as the body beneath the hierarchy representing Catholic educational institutions with the Department of Education and Science.’
The CEC’s work was summarised in three parts. First, its advisory activity to the hierarchy on all matters affecting Catholic schools and colleges. Second, its representative responsibilities in the area of national policy-making to Government. Third, it was charged to act as ‘a bureau of information and advice on matters educational both to Catholic bodies and to individual Catholics.’
Although the responsibilities did not change with the CEC’s development into the CES in 1991, the ways in which these would be achieved did change and continue to evolve in order to respond to contemporary needs.
The development from CEC to CES came about as the result of a review of the structures required to support Catholic education, called by the Bishops’ Conference in 1987 and chaired by the Rt. Rev. Hugh Lindsay, Bishop of Hexham and Newcastle.
A Changing Political Landscape and More Bureaucracy
It is interesting to reflect on the similarities that exist from the work of the Committee in the 1840s to the CES in the 21st Century. The remit to represent the Church’s interests in education to Government and national bodies, advice to Bishops on the formulation of their policies in education, and a responsibility to support their implementation, as well as being a place of specialist advice on Catholic education continues. What has changed dramatically is the complexity of education as a policy area seen, for example, in the proliferation of additional official bodies, including the Learning and Skills Councils, the Higher Education Funding Council, Ofsted and Estyn, the National College for School Leadership and the General Teaching Council to name but a few. Arguably, education has a much higher political profile than in previous years.
Educational opportunities are no longer seen as confined to the years of statutory schooling followed by higher education for a few; life-long education is a reality for many in the secular sense and there is a great passion and much discussion about adult formation and education within the Church. Issues of entitlement and equity feature more prominently and this has seen other denominations and faiths call for the same rights and provision of schooling as those afforded to the Catholic Church and the Church of England. The CES meets regularly with ecumenical partners, and other faith providers of schools as part of its work as a member of Churches Joint Education Policy Committee.
Schools Firstly and Foremost?
These and many other factors have meant that the CES has had to stretch out to extend its reach and influence. In the past negotiations with Government would have been largely contained to the Department responsible for education. Nowadays other Government Departments and the European Union play a significant role. Current examples include the employment interests of the DTI, the Home Office remit on citizenship, equality, race and religion, and the Office Of The Deputy Prime Minister and its social cohesion work. The establishment of the Welsh Assembly adds a further layer and set of bodies with whom the CES must negotiate.
The Importance of Diocesan Colleagues and Other Partners
The CES is sometimes accused of being preoccupied with schools and focusing most of its resources on this area. To some extent this is a fair criticism and unsurprising given that we have nearly 2,500 Catholic schools in England and Wales, with the parents of over 800,000 young people successfully obtaining a place in our schools. In turn, nearly 40,000 teaching staff are employed. Overall, this represents hundreds of millions of pounds worth of capital investment shared by Church and State and similarly high levels of Government revenue funding. Catholic schools are conspicuously successful, out-performing other maintained schools in terms, for example, of achievement and pupil behaviour. David Blunkett, when Secretary of State for Education and Skills, was reported as saying that he wished he could bottle the ethos of Catholic schools. Such success is not only important for developing the God given talents of those pupils, but also for what they in turn will be able to contribute to wider society. Catholic schools are an important sign of witness in our society. They are also very obvious places of evangelisation, reaching out to many who may have little, other experience of Church. Some of our schools enrol virtually 100% baptised Catholics whilst others have places available to welcome those of other denominations, faiths or none. Our schools are also ethnically diverse communities, a fact recently acknowledged by the Chairman of the Commission for Racial Equality.
“Data from OFSTED shows that when we look at the ethnic mix of schools, Catholic schools tend to be far more mixed than local authority schools. A healthy mix might be a school with a proportion of ethnic minority pupils somewhere between 5% and 40% - where these children neither predominate, nor are they isolated.
Among state schools, about a quarter (25.6%) fall into this group. But among Catholic schools, a third (32.5%) would fit this description. So the passion being spent on arguments about whether we need more or fewer faith schools is, in my view, misspent. We really need to worry about whether we are heading for the USA-style semi-voluntary segregation in the mainstream system. That would be a grim prospect.” [ii][
It is surely imperative, therefore, to view Catholic schools in England and Wales as a treasure to be safeguarded and resourced accordingly.
Good relationships and collaboration with diocesan colleagues are pivotal to the CES’s work. Without these the CES lacks essential intelligence and support, and would not be well placed to advise the Bishops or to implement their policies. It was critical, for example, to know the wishes of diocesan officers when the CES responded on behalf of the Bishops to the Government’s suggestion that interviews cease in cases of application for places in maintained Catholic schools. Dioceses represent very different local circumstances and they can, therefore, respond differently to opportunities to innovate. This has led to Federations of schools in some areas and the setting up of Joint schools, and Academies in others. The CES has contributed by offering expert objective advice and, in turn, the CES has used the feedback from dioceses so that their experiences inform policy advice to Bishops. Similar examples exist to show close working with dioceses and others on matters of Religious Education and Catechesis and Adult Education and Formation.
Working with dioceses takes place at many levels including the formal structures of Boards, Forums, Executive groups and Panels. Additionally working groups are set up as needed and recent examples include those on post 16 education, and on capital funding matters. The CES also hosts an annual Education and Theology conference, and an annual National Catholic Education conference as well as having initiated Parliamentary receptions to celebrate Catholic education. A very effective CES helpline on education is well used by dioceses, who also receive weekly advisory letters from the CES to Directors of Religious Education and to Diocesan Schools’ Commissioners. The CES responds to numerous statutory consultations on behalf of the Bishops and on significant matters involves diocesan officers in their drafting or agreement; these are then posted on the CES’ website. By working in these ways the CES hopes that all parties will have confidence in their strategic work with Government and National Agencies on behalf of the Bishops. Such holding of the ring by the CES ensures that Government officers and politicians are less able to divide and rule on matters of Catholic education.
What may seem conspicuously absent from these descriptions of CES activities is any mention of work directly with schools. This is because it is largely not the CES’ role. The support for individual schools, training and associated issues are local matters and, therefore, rightly the business of the diocese. However, the CES emails information to every school on a fortnightly basis, and has sent PowerPoint presentations on major events such as the Tsunami, and the death of the Pope, to support assemblies. Within its various research activities the CES undertakes on-line research amongst schools. Opportunities to visit schools helps CES staff to maintain their perspective on how policies are working on the ground and give first-hand evidence that illuminates lobbying and policy negotiations. Likewise working with members and Executives of the Catholic Association of Teachers in Schools and Colleges and of the Catholic Independent Schools Conference keeps the CES grounded and inspired. A dialogue is maintained with the Association of Catholic Chaplains in Education and the CES has supported them most recently through the funding of research and production of publications for Chaplains in education. Beyond schools the CES’ work is evident in many ways, although with less statutory investment. It involves, amongst other activities a Further and Higher Education Panel, collaboration with the Association of Catholic Sixth Form Colleges, national support for the Catholic Certificate of Religious Studies, hosting the National Project (Living and Sharing Our Faith), membership of the Council of Church Colleges and Universities trusteeship roles in Higher Education Colleges and, perhaps, most excitingly at present work in managing the ‘On The Way To Life’[iii][ project for the Bishops’ Conference. An international perspective is maintained, aiding comparisons, planning and advice.
Resources and Funding
Through effective strategic leadership on policy issues at national level the CES has been able to secure a great deal. Prominent examples include obtaining full funding for our secondary schools in the Government’s Building Schools for the Future initiative (BSF), reducing the Church’s capital contribution to its schools from 50% in 1944 to its present 10% (the rest being funded by Government), securing Government funding for post 16 religious education, retaining the right to reserve posts or give preference to Catholics in certain employment positions in the face of increasing anti-discrimination legislation, and successfully protecting the Church’s interests in the ‘Faith and Education’ Debate.
The funding to run the CES comes almost exclusively through an annual levy on each diocese which raises 85p per pupil. This enables the CES to be staffed by a Chief Executive and two full time Advisers plus three Managers covering Policy and Briefing, ICT and Administration. Additionally there are a number of part time advisers and consultants, un-paid associates, and an expert support staff. It is a sign of the times that two of the Advisers are qualified lawyers.
To make best use of the CES’ limited resources, fewer publications are being produced in hard copy and much greater emphasis is being placed on electronic communications. The CES publishes all its core documents including teacher application forms, Development Plan and Annual Reports on its website www.cesew.org.uk as well as new publications, information and expert advice. Visitors to the site are able to see the CES’ diary and get information about forthcoming events, for example, the CES’ National Catholic Education Conference at which Ruth Kelly, Secretary of State for Education and Skills will give the keynote address on 18th May 2006. To further assist diocesan colleagues, Headteachers and Principals, the CES emails a fortnightly bulletin summarising new items on the website. The site also provides a route into retrieving the Religious Education Inspections of individual schools. The CES is keen to publicise the site to Governors, teachers and other staff, as well as clergy, parents and those who may not be aware of its breadth and search potential. The goal of sharing intelligence as widely as possible underpins the CES’ work.
Looking to the Future
As 2006 progresses, the CES is identifying major issues and engaging in operational planning for the coming year. Amongst the key issues for future work will be the continued need to respond robustly to the ‘Faith Schools Debate’ and to counteract and challenge ignorance about Catholic education. Government consultations and emerging legislation will also be continuing priorities, as will, work on the White Paper; Higher Standards, Better Schools for All, and within this the careful consideration of the proposal to set up Trust Schools. Helping dioceses and others to engage with On The Way To Life and managing that process so that it really makes a difference is an ongoing imperative. Securing adequate numbers of well qualified future leaders for Catholic education is a very great challenge which in partnership with others must be addressed.
In 1848 the Catholic Poor Schools Committee wrote in their Annual Report that they had been ‘animated by the warm support so undeviatingly accorded by the Rt. Rev. the Vicars apostolic, and the generous manner in which the Bishops’ call has been responded to throughout the whole of England and Wales’. They went on to say that this animates the Committee ‘with confidence in the ultimate success of their work, - the enormous extent of which they would not conceal from themselves or others’ saying that ‘much as there remains to do, something has already been done’.
That realisation that much has been done but there remains much to do, is still with us as the driving force in the Catholic Education Service today.
