For all we are told about Theresa May’s cautious nature, her recent approach to education certainly has the air of the renegade about it. Forthcoming Tory plans for our schools have a little bit for everyone to be either angry or enamoured by, with the possible return of grammar schools making the early running in the Look At How Very Outraged I Am education debate.
And yet, for all one might wish to advocate Catholic education, and the ethos and spirit which underpins it, one might yet sound a note of caution before embracing the idea that this should present the opportunity, let alone the desire, for a huge expansion in the Catholic school sector. The ideological case might be there – the pragmatic case, less so.
In a Catholic school, the Headteacher, Deputy Headteacher, and the Head of RE must be practising Catholics. This is a bare minimum – a skeletal requirement. In a school of 1,500 pupils and hundreds of staff and governors, three individuals on the teaching staff is not really very many. In addition, the Chair of Governors ought to be a practising Catholic, and the governing body must be composed of 51%+ foundation governors, all practising Catholics, appointed by the Bishop.
Which brings us to the meaning of ‘practising Catholic.’ This is defined (broadly) as being in union with the Church, both privately and publicly, on matters of faith and morals, and possessing a willingness to live by and profess the same – not a relative judgement, but an objective one. That is not to say applicants have to be perfect – how could it? – so the point is more about resolve than perfect attainment. And since one can never judge the depths of a soul, the only evidence used to ascertain whether or not someone is a practising Catholic is through the assessment of the ‘substantive life choices’ of the candidate.
But this can, and does, cause problems. Finding sufficient applicants with the skills and experience to become leaders is difficult enough; finding sufficient applicants who also meet the faith-based qualifying criteria all the more so. Indeed, in many places it is a challenge that cannot always be met. For those schools in desperate need of candidates to fill posts, this presents an obvious and understandable dilemma.
The result? A grey area, enabling a certain flexibility if one asks only certain questions and studiously avoids others. In other words, a certain amount of ‘playing the game’ emerges, and since eligibility is most easily demonstrated through external observance, through a collection of ‘substantive life choices’ that evidence a practising faith, so the Mass becomes the best place to display those qualificatory benchmarks. So that a sudden zeal, perhaps even conversion, presents itself immediately prior to an application, whilst a puzzling hiatus follows it. Our Lord, in the Blessed Sacrament, becomes a bauble on a CV.
This is why the free schools issue presents something of a headache. I am in favour of free schools and think Catholic ones present a wonderful opportunity for reform. But as an opportunity for expansion, they could prove an act of collective self-harm.
In short, we are already over-capacity. We already have real difficulty in training and attracting the individuals required to lead the schools we have. A whole host of new Catholic free schools would only dilute that pool still further, and further encourage institutions to exist in that grey area in its recruitment of candidates for leadership posts. Indeed, a rapidly decreasing pool of applicants might even encourage diocesan education services, and the Bishops’ Conference which directs them, to suggest the very same. So that our schools, already under such pressure to bend the knee to the secular, would be further incentivised to do so.
The impact would be to further erode the capacity to insist on that very thing which underpins our best and most authentic schools. Or, put another way: in our desperation to maintain and expand presence, we would have to dilute who we are and what we believe in order to do so, and thus become less than the very thing we were hoping to expand.
Catholic schools, on the whole, do an excellent job, precisely because of the Catholic educational philosophy and ethos which underpins them. It would be wrong to think that this could just be uprooted and planted elsewhere, with the effect assuredly replicated. Labelling a school as ‘Catholic’ means little: it is the spirit that enlivens that is everything. As Bishop Stock put it in his paper outlining the fundamentals of Catholic education, a Catholic school, to be authentically Catholic, must have ‘Christ at the Centre.’
We need to ask ourselves whether an expansion of the Catholic education sector would help or hinder that ambition.
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