The Rt Hon Alan Johnson

Secretary of State for Education and Skills

Department for Education and Skills

Sanctuary Buildings

Westminster

London

SW1P 3BT

2^nd October 2006

Dear Mr Johnson

Catholic schools contribute considerably to social cohesion.  I am also aware, however, that it is a timely moment at which to make this important aspect of the work of Catholic schools more widely known and transparent.

I am, therefore pleased to share with you our intention, as a community, to revise our S48/50 inspection frameworks to ensure that judgements about the contribution Catholic schools and sixth form colleges make to social cohesion are placed in the public domain.

Catholic education promotes inclusion both within and beyond schools.  The new frameworks will ensure that inspection reports make clear the racial, ethnic and social make-up of our student bodies and set out how our schools contribute to the personal and social development of pupils, some of whom are in the most socially disadvantaged areas of England and Wales. 

Catholic schools are among the most ethnically and socially diverse in the country.  We already encourage our schools to work with other schools (including those serving other faith communities and those with no faith affiliation) to promote social cohesion.  For example, the Catholic Education Service, in partnership with the twenty-two Catholic dioceses of England and Wales, has supported Catholic schools and sixth form colleges in the establishment of relationships with other institutions and work-place providers to support both the extended schools initiative and 14-19 Implementation Plan. 

We will pilot our new inspection arrangements over the next few months.  From January 2007, they will cover all S48/50 inspections. Possible indicators include:

• Proportion of Catholics and of minority ethnic groups in the Catholic school (pupils and staff)
• Extent to which the needs of children of other faiths or none  are met by the school
• The school’s ethos, how it supports all students and how they experience the values of the Gospel and teachings of the Church in practice
• Involvement of the school in the wider community and its links with other schools, whether of other denomination, faith or none
• Citizenship education in the school
• Curriculum issues – social and cultural development; preparation for life in a  multicultural society; stewardship of the environment
• Applying the Catholic teachings on the dignity of all human beings, equal to one another, and the extent to which this is made real in the school
• The welcome and integration of immigrants/asylum seekers/different ethnic groups into the community
• Extent to which the spiritual and faith dimensions of a community or cultural group are explored and understood and an appreciation of the traditions of others
• Provision of a pattern of moral reasoning to inform pupils’ decisions
• Focus on the idea of a community in  which pupils are appreciated as members and participants rather than one focused only  on tolerance and individualism
• Service to others in word and deed
• Understanding of the Church, both local and universal, as a community and in its relationship with the world
• Church and inter-faith dialogue as experienced through the school

We will share this development with other colleagues who have responsibilities for schools with a religious character, maintained and independent.  We hope that they will share our aspiration to promote social cohesion and draw on our experience in the development of their own S48/50 frameworks.

In conclusion, as I have said previously in writing on ‘Why I Keep Faith In Our Schools’:  

“Social cohesion needs to be based on the recognition of the following three observable characteristics of human nature:  fundamentally we are meant to live in community, not as isolated individuals; secondly we are, by nature, spiritual beings; thirdly our spiritual nature finds fulfilment in religious belief.  Education which recognises and serves these characteristics is rounded and sound.  In these ways, ‘faith schools’ actually serve social cohesion properly understood and are a force for good in our society”.[i]

I look forward to continuing to work with other partners from faith groups and beyond so that we all educate in ways that nurture love for our fellow human beings, and promote the understanding and skills necessary to live harmoniously in mutual appreciation.

Yours sincerely

The Most Reverend Vincent Nichols

Archbishop of Birmingham