Consultation for the Forum on Patronage and Pluralism in the Primary - PDF document

Consultation for the Forum on Patronage and Pluralism in the Primary Sector Respondent’s Details Name Margaret Mary Healy Position (if applicable) Education Officer Organisation (if applicable) Presentation Sisters (S.E. Province) Address Presentation Education Office 346 Orwell Park Close Templeogue Dublin 6W Telephone Email Date 6 June 2011 Is this response a personal view or is it made on behalf of your organisation? Personal [ ] On behalf of organisation [ x ] Written submissions may be in English or Irish. It is intended to place the submissions on the internet Information in relation to this submission may be made available to any person who makes a request under the Freedom of Information Act, 1997 and 2003. SUBMISSION TO THE FORUM ON PATRONAGE AND PLURALISM IN THE

PRIMARY SECTOR Presentation Sisters welcome this opportunity to contribute to the current debate. We have a long history of involvement in the provision of education at primary and post-primary levels. Many of our schools date back to the early 19 th century. Traditionally, Presentation Primary Schools have had a particular care of those who are marginalised for whatever reason. Over many decades these primary schools have been inclusive in their intake and have welcomed students from disadvantaged backgrounds, from the traveller community and from other countries as well as students with special educational needs. As the number of people from different cultural backgrounds arriving on our shores began to increase early in the last decade, schools began to explore ways in which these newcomer children could be supported in their learning while attending primary and post-primary schools. A Survey conducted in February 2002 in 33 Dublin-based primary schools, under Catholic patronage and religious trusteeship, showed there were 235 students from 49 different countries attending these schools. Schools were found to be very welcoming of these new students. Their presence was seen as having a positive influence in the creation of a harmonious, diverse cultural atmosphere. Schools benefited in many ways from the integration of these students. Arising from this initial survey, six seminars were held on a national basis to enable schools to identify needs and issues, to share experiences and good practice and to outline resources and supports available. Following these seminars the schools continued this dialogue on diversity. Minister Quinn, speaking at the Launch of the Forum on Patronage and Pluralism in the Primary Sector, noted that “One of the strengths of the Irish primary system has been that the local primary school has been very inclusive of all the students within its community.” It is our experience that Presentation Primary Schools have been inclusive and very respectful of diversity over the years. Looking at the combined student enrolment patterns in Presentation Primary Schools (S.E.) since 2005 we note: School Year International Students as a Percentage of Total Student Enrolment 2005-2006 6.5% 2006-2007 10.5% 2007-2008 13.4% 2008-2009 15.5% 2009-2010 15.4% 2010-2011 17.8%

A Survey of 14 Presentation Primary Schools conducted in February 2008 revealed: Total International Students from Students Note : These three sub- Number of Students the Traveller with Special categories combined Students Community Educational accounted for 22.1% of the Needs total student enrolment in 4,390 673 (15.5%) 84 (1.9%) 212 (4.8%) these 14 schools in 2008. These international students came from 55 different countries and 20 different religions (including Catholic, Christian, Muslim, Orthodox, None). At the time of the survey the percentage of international students enrolled in these 14 schools ranged from 2% (a school in a rural setting) to 34% (a school in an urban setting). In three adjacent schools in an urban setting, 32% of the combined student population were international students coming from 30 different countries and 16 different religions. In another urban school, 29% of the student population were international students coming from 28 different countries and 10 different religions. In that school, 52% of the Junior Infants were international students. In another primary school in an urban setting, children from the traveller community made up 10.2% of the student population in 2007/2008. It is worth noting that 28.6% of these 14 schools are DEIS schools. This survey clearly indicates the level of diversity within Presentation Primary Schools. Many of our Presentation Primary Schools have chosen “Celebrating Diversity” or a similar intercultural theme as their chosen topic for participation in our annual Challenge to Change Project , a development education project. This project has been running in our primary and post- primary schools since 2001. Statistics for the current school year show the trend outlined above continues in our Presentation Primary Schools: Total International Students from Students with Note : These three sub- Number of Students the Traveller Special categories combined Students Community Educational accounted for 22.5% of Needs the total student enrolment in these 14 4,363 770 (17.6%) 76 (1.7%) 134 (3.1%) schools in 2010/2011. Despite recent cut-backs in teaching and other resources it is our experience that Presentation Primary Schools continue to cater for all students including those with special educational needs,

those who require support with English language provision and those from the traveller community. Presentation Primary Schools reflect the diversity within the population they serve and work to promote a positive attitude towards the social inclusion of minority groups. In addressing the various emerging issues, the Forum should be mindful of the following points: • The terms “multi-denominational”, “inter-denominational”, “non-denominational”, “denominational” need to be clearly defined • There is no such thing as a value neutral education. All schools, whatever their origin or patronage, give expression to a particular ethos by their choices, actions and priorities. • Catholic schools are caring and inclusive communities • Faith schools exist in almost all countries • Change in educational policy should be thought through carefully • Parental choice should be respected • Supports should be put in place to ensure as wide an audience as possible, especially parents, is involved in the discussions. • It is vital that parents are supported and fully informed so that they understand clearly what is being asked of them at all stages • Options need to be clearly articulated so that all are making an informed choice • Any change in patronage of a given school must be negotiated locally • School governance structures, such as patronage and Boards of Management, should be clearly explained so that they are widely understood by all • When considering parental choice, account should be taken of parents of children not yet enrolled in schools as well as parents of children currently enrolled The opportunity to contribute to this debate is much appreciated. Thank you. Margaret Mary Healy On behalf of Presentation Sisters (S.E. Province) 6 June 2011