Chaplaincy Report Secondary schools

Chaplaincy in Catholic
Secondary Schools
in Scotland
a report of the
Catholic Education Commission - Scotland

TABLE OF CONTENTS
SECTIONS
page
1 Introduction ...............................................................................................................................................................2
2 Summary of recommendations...................................................................................................................................3
3 The role of the school Chaplain in a secondary school ................................................................................................4
4 Chaplaincy as a whole-school responsibility................................................................................................................9
5 Planning a pastoral and liturgical calendar................................................................................................................11
6 Training for Chaplains and Chaplaincy Teams ...........................................................................................................12
7 Support for all pupils ................................................................................................................................................14
APPENDICES
1 List of Liturgical & Pastoral Events for inclusion in school calendar ............................................................................16
2 Bibliography.............................................................................................................................................................17
3 A Diocesan Handbook for Secondary School Chaplains.............................................................................................18
4 A Charter for Catholic Schools ..................................................................................................................................19
ACKNOWLEDGEMENT
The working group acknowledges with thanks the support of Catholic secondary schools in the preparation of this report.
In particular, we are grateful to colleagues in those schools which supplied copies of their own school papers, many of
which have helped to shape the contents of this report.
© Scottish Catholic Education Service
Published by the Scottish Catholic Education Service on behalf of the Catholic Education Commission
January 2009
This text may be freely reproduced in whole or in part for non-commercial education purposes, provided that any
extracts quoted are reproduced verbatim without adaptation, and on condition that the source and date are noted.
Chaplaincy in Catholic Secondary Schools in Scotland
1

1 Introduction
This report has been produced by a working group established by the Catholic Education Commission for Scotland.
1.1 GROUP MEMBERSHIP
Anthony Finn, (Chair) formerly Senior Manager, Fife Council; now Chief Executive, GTC Scotland
William Liston, RE Adviser, Diocese of Motherwell
Very Rev. Kenneth McCaffrey, Vicar-General, Diocese of Dunkeld
John McGachey, DHT, Cardinal Newman High School
Michael McGrath, Director, Scottish Catholic Education Service
Martin McMahon, PT Religious Education, Taylor High School
Anne Marie Rough, PT Pupil Support, St Columba’s High School, Dunfermline
John Russell, Lay Chaplain, St Andrew’s and St Bride’s High School, East Kilbride
1.2 REMIT AND RATIONALE
The group was given the following remit:
i. developing guidelines for Dioceses on supporting Chaplaincy services in secondary schools
ii. developing guidelines for secondary schools on the provision of Chaplaincy services
iii. developing resources for secondary schools for prayer and liturgical celebration
iv. developing CPD provision for secondary school Chaplaincy Teams
v. keeping a watching brief on LTS support for Religious Observance.
The group agreed to concentrate initially on items i and ii of this remit and to use its responsibility for the remaining three
items to inform the contents of the report.
1.3 MODUS OPERANDI
The group met regularly to consider the principles which could be recommended to schools and dioceses. In particular,
the group:
a. carried out a survey of Chaplaincy practice and support across all Catholic secondary schools in Scotland
b. considered good practice from the survey and from the experience of members of the group
c. identified principles which were important to the support of Chaplaincy
d. considered documents which had been produced by schools or dioceses in the past or recent past
e. recognised the significance of the Charter for Catholic Schools in the development of an appropriate ethos for
Chaplaincy in Catholic schools
f. took account of issues which they considered to be relevant to this report including:
i current levels of recruitment to the priesthood and the implications of these for the support which the Church can
offer to schools
ii workload issues for teachers
iii the changing population of Catholic schools in the early 21st century
iv patterns of practice of the Catholic faith
v Chaplaincy as a whole-school responsibility
vi how to ensure that the support needs of Chaplains and Chaplaincy Teams are met.
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Chaplaincy in Catholic Secondary Schools in Scotland

Summary of
Recommendations
2
Recommendation 1:
Recommendation 2:
Recommendation 3:
Recommendation 4:
Recommendation 5:
Recommendation 6:
Recommendation 7:
Recommendation 8:
Recommendation 9:
Schools should be able to benefit from the support of a priest wherever possible. To achieve this
aim, Dioceses are advised to nominate a priest to work in liaison with specified schools in their
area. (Page 4)
Each school should establish a Chaplaincy Team which will work with the Chaplain(s) and other
staff to promote the religious and pastoral life of the school community. (Page 5)
Within each deanery there should be regular opportunities to consider how schools and parishes
can support each other in their work in the community. (Page 5)
The Chaplaincy Team has a responsibility to offer support which is relevant to the school, its staff
and its pupils in its given context, which may vary significantly from school to school. (page 7)
Each school should use Sections 3.5 to 3.9 of this report as guidelines for the work of the School
Chaplain and Chaplaincy Team. (page 7)
Each school, in partnership with the local deanery, should use these guidelines to agree a plan
which will allow the Chaplaincy Team to have access to the resources and support which it needs.
(page 8)
Each school should, through the SMT link, work closely with the Chaplaincy Team to ensure that
there is a shared understanding of the responsibilities of the school in areas such as Child
Protection and legal accountability to parents and others. (page 8)
Every member of the school community should share in the benefits of the school’s ethos and
should consider carefully how to contribute to its promotion and development. (page 9)
Schools should give consideration to the advice offered in Section 4.5 of this report in planning
the role of the Chaplain in supporting Religious Education across the school. (page 10)
Recommendation 10: Dioceses should consider the value of providing a Diocesan Handbook on School Chaplaincy.
(page 10)
Recommendation 11: Each school should devise an annual calendar which takes account of all known pastoral and
liturgical events and should incorporate this calendar within the school’s annual planning process.
(page 11)
Recommendation 12: A coherent programme of training suitable to the needs of Chaplains and Chaplaincy Teams
should be provided. This should include pre-service training, in service support and specific
training to meet known needs as Chaplaincy programmes develop. (page 12)
Recommendation 13: A national programme of training and development for seminarians and for priest Chaplains
should be built up, with a view to ensuring consistency and coherence in the preparation of
priests for School Chaplaincy. Similar provision should be available for lay and associate Chaplains
working in schools. This programme should be supplemented regularly by training for Chaplains
in each diocese and by the provision of national training events for Chaplains. (page 13)
Recommendation 14: Schools should consider how best they might support the training of Chaplains and Chaplaincy
Teams. A member of the school Senior Management Team should be responsible for the
oversight of this area and for ensuring that Chaplaincy Team members are aware of the
opportunities open to them. The school should also allocate time for the promotion of Chaplaincy
as part of its annual school programme. (page 13)
Recommendation 15: The Chaplaincy Team should extend an invitation to all pupils to contribute to and benefit from
the ethos and community life of the school. (page 14)
Chaplaincy in Catholic Secondary Schools in Scotland
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3
The role of the school
Chaplain in a secondary school
3.1 PREAMBLE
Every Catholic school seeks to promote the religious, spiritual, and moral education of young people. Schools are
supported in emphasising this aim by the expectations which they share with parents and clergy.
Together, schools, parents and parishes have the responsibility of giving all members of the school community an
experience of Christian living – in relationships, in care for the individual and, above all, in the shared expression of faith.
In addition, schools are required to provide for all members of their community the opportunity to grow in knowledge
and love of Jesus and in understanding of the teachings of the Church.
The School Chaplain has a central role in nourishing this community of faith.
3.2 FORMS OF SCHOOL CHAPLAINCY
3.2.1 PRIEST CHAPLAINS:
Traditionally, the Chaplain is present in most Catholic schools because he is a priest. It is in the context of his ministerial
priesthood that all his work – pastoral, spiritual, sacramental and liturgical – must be seen. His ministry is essentially one of
service to everyone in the school and to other individuals and communities which the school serves. This he does by
servicing the various needs of the individual and of the group, by being an evangelist and an example of the Christian
way of life, by encouraging us to Christian prayer and action, by advising individuals on matters of faith and Christian
living, and by acting as a bridge between school and home, and between school and parish.
Recommendation 1:
Schools should be able to benefit from the support of a priest wherever possible. To achieve
this aim, Dioceses are advised to nominate a priest to work in liaison with specified schools
in their area.
3.2.2. RELIGIOUS OR LAY CHAPLAINS:
In a few schools, the Chaplain is a non-ordained member of a religious order or a lay person. As the number of Permanent
Deacons increases, they may also begin to undertake or contribute to Chaplaincy work.
Many aspects of the work of the Chaplain in these cases are similar to that of a priest Chaplain (with the obvious
difference that a priest is able to undertake sacramental responsibilities and provide a specific vocational focus). However,
these Chaplains also bring with them their own vocational experience, including life-experience and skills which
complement the priestly vocation and offer a different dimension to the school. This can be of value to them in coordinating
the work of the priests who support the school.
Good Chaplains bring many individual qualities and strengths to a school community. They set a strong example of faith
to pupils and staff; they are tolerant, compassionate and resilient; they are able to listen with sympathy and to offer
constructive advice; they have good organisational skills; they can engage easily with young people and understand their
interests; and they work closely and cooperatively with headteachers and their staff.
Where Dioceses intend to develop strategies for the recruitment, training and support of some lay Chaplains in schools, it
would be helpful if Dioceses staff could involve Head Teachers in discussions, prior to appointments being made to
individual schools.
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Chaplaincy in Catholic Secondary Schools in Scotland

3.3 CHAPLAINCY TEAMS
Whether the school has a priest Chaplain or a lay Chaplain, the effectiveness of a school Chaplaincy will depend on the
availability of appropriate support, including the help of volunteers, within and across the school.
Increasingly, pressures of time and resources have led to an expectation that both priest Chaplains and lay Chaplains will
be assisted in schools by a Chaplaincy Team which draws its members from the school and from the wider parish
community. This development is recommended to schools and Dioceses as a positive means of sustaining and developing
Chaplaincy at a time when there is a shortage of priests and also workload issues for teachers.
Each school should consider how best it can develop its own Chaplaincy Team, drawing wherever possible on various
members of the school (teaching staff, non-teaching staff and pupils) and on the wider community. Some schools have
separate liturgy and pastoral formation teams but experience suggests that it may be better to bring these together into
one team.
Recommendation 2:
Each school should establish a Chaplaincy Team which will work with the Chaplain(s) and
other staff to promote the religious and pastoral life of the school community.
3.4 THE CHAPLAIN AND THE LOCAL CHURCH
It is important that high priority is given to the link between the school and its local deanery and the individual parishes
which comprise it. This may be done in a number of ways, e.g.:
a. making plans for local clergy to visit the school to meet and to celebrate Mass with pupils and staff
b. consulting local clergy about the needs of individual pupils
c. supporting local clergy in parish liturgies for youth
d. maintaining regular contact with Vocations Directors
e. maintaining contact with Diocesan Youth Officers.
Recommendation 3:
Within each deanery, there should be regular opportunities to consider how schools and
parishes can support each other in their work in the community.
Chaplaincy in Catholic Secondary Schools in Scotland
5

3.5 CHAPLAINCY ACTIVITIES
The following specific activities may be appropriate to the Chaplain’s work:
a. making contact with and getting to know pupils
b. being available to counsel pupils and staff
c. visiting pupils in their own homes (This can be particularly beneficial at times of family bereavement or crisis.
However, courtesy clearly requires that local parishes be made aware of such visits.)
d. assisting in the RE programme by meeting pupils for instruction, discussion and prayer
e. helping in preparing for and celebrating (or assisting in the celebration of) the Eucharist
f. helping in preparing for and celebrating (or assisting in the celebration of) the Sacrament of Reconciliation
g. organising spiritual development opportunities for pupils
h. encouraging and taking part in other appropriate activities, e.g. vigils, penitential services, spiritual retreats, prayer
groups, pro-life groups, charities, community service etc.
i. meeting pupils at their leisure time or in extra-curricular activities
j. visiting P7 pupils as part of their induction programme
k. assisting in the planning and celebration of rites of passage such as Induction Masses and Leavers’ Masses
l. assisting, where required, in the preparation of individual pupils for the Sacraments of Initiation.
3.6 CHAPLAINCY AND PRACTICE OF THE FAITH
Pupils attending Catholic schools are drawn from a number of parishes associated with the community which the school
serves. While many will have attended associated Catholic primaries, others will have attended non-denominational
schools before enrolling in a Catholic secondary. For many pupils, therefore, familiarity with the life of the parish, or even
with the liturgical life of the Church, may be limited. Indeed it may be that, for many pupils, the school provides their only
experience of belonging to a faith community.
The school, the Chaplain and local parishes should work closely to ensure that pupils are given a good understanding of
the importance of a spiritual life, together with an opportunity to engage in meaningful practice of the faith. Good
practice suggests that pupils will benefit most from opportunities to practice their Catholic faith which are:
• enjoyable
• participative
• relevant to their needs and interests
• open and inclusive.
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Chaplaincy in Catholic Secondary Schools in Scotland

3.7 THE CHAPLAIN AND THE MODERN CATHOLIC SCHOOL
The student body in the modern Catholic school can include significant numbers of young people from different faiths
and different ideological backgrounds. Given this context, it is essential that arrangements for Chaplaincy take account of
the needs of all children who attend Catholic schools.
It would be inappropriate for a Chaplaincy Team to make assumptions about the faith commitment of staff or pupils, or
about the extent of their involvement in the life of the Catholic Church, or even of other churches. Instead, the
Chaplaincy Team should set out to engage with the whole community of the school and to develop its pastoral and
liturgical life appropriately.
The general needs of this wider community are assumed in Section 3.5 above. However, in some schools, it may be
necessary to consider these needs in greater detail.
Recommendation 4:
The Chaplaincy Team has a responsibility to offer support which is relevant to the school, its
staff and its pupils in its given context, which may vary significantly from school to school.
3.8 THE CHAPLAIN AND STAFF
Good relationships are essential to the success of the Chaplain’s work and are fostered by a spirit of co-operation and by a
sense of shared responsibility. The Chaplain can contribute by:
a. acting as an advisory member of relevant staff committees
b. keeping members of staff informed about matters of faith
c. offering advice or guidance on questions which arise within the RE programme
d. being available, where appropriate, to offer advice to classroom teachers about relevant Church teaching
e. offering support to staff at times of grief and/or of family crisis
f. offering pastoral advice and acting as spiritual adviser to members of staff
g. advising on the liturgy, preparing teachers to lead liturgy and encouraging all staff to play their full part in school
worship
h. organising spiritual development opportunities for staff (e.g., initiatives to encourage spiritual growth, prayer
experiences and liturgical events)
i. keeping in close contact with staff and particularly with the SMT, with RE staff and with Pupil Support staff.
3.9 THE CHAPLAIN AND PARENTS
Parents bear the primary responsibility for the education of their children. The Chaplain can help them to discharge that
responsibility by:
a. fostering good relationships between home, school and parish
b. supporting meetings of parents about religious education
c. creating opportunities for parents to participate in liturgical celebrations at the school.
In addition, the Chaplain may offer pastoral support to parents, especially at times of bereavement and/or of family crisis.
Recommendation 5:
Each school should use Sections 3.5 to 3.9 of this report as guidelines for the work of the
School Chaplain and Chaplaincy Team.
Chaplaincy in Catholic Secondary Schools in Scotland
7

3.10 SUPPORT FOR THE CHAPLAIN
All members of the school community need support and Chaplains are entitled to be supported in a number of ways:
a. A member of the Senior Management Team (SMT) should be given the responsibility of liaising with the Chaplain, thus
ensuring that this role is clearly defined, that the Chaplain has access to information and appropriate resources, and is
given support in discharging his duties.
b. For Chaplains to fulfil their role, there needs to be effective communication with SMT, the Pupil Support and RE
Departments. The SMT liaison member should agree with the Chaplain the arrangements that will facilitate
communication with such groups within the school.
c. Chaplains should have access to a room or other suitable space that will afford the privacy which is necessary for their
pastoral work.
d. Chaplains should be able to seek support from the school for the purchase of resources needed for the Chaplaincy and
for other costs consistent with the role of School Chaplain. The arrangements for this should be worked out in each
school and may include access to:
i. a specific allocation from the School Fund
ii. funds gathered annually from each parish on a per capita basis
iii. such other funds as may be provided from time to time by the relevant Diocese
iv. training opportunities which are relevant to the work of the Chaplain and Chaplaincy Team.
Recommendation 6:
Each school, in partnership with the local deanery, should agree a plan which will allow the
Chaplaincy Team to have access to the resources and support which it needs.
3.11 THE CHAPLAIN AND SCHOOL ETHOS
Chaplains will encourage all pupils to respect and show care for others. The nature of the post is very closely linked to the
development and promotion of a positive school ethos. Since Chaplains have a pastoral responsibility for the individual,
they should not therefore be expected to be involved in the handling of cases of pupil indiscipline.
3.12 THE CHAPLAIN AND CONFIDENTIALITY
A key element in the Chaplain’s work will be the quality of relationships with other members of the school community.
From time to time, this will bring the Chaplain (and members of the Chaplaincy Team) into areas of work which are
confidential or highly sensitive. It is important that Chaplains are aware of the importance of these areas and that they
have a good understanding of the implications of Council policies on Child Protection. Members of Chaplaincy Teams
should respect these policies and priest Chaplains should be alert to the need to distinguish between their confessional
role as priests and the role of the school and its staff as corporate parents.
Recommendation 7:
Each school should, through the SMT link, work closely with the Chaplaincy Team to ensure
that there is a shared understanding of the responsibilities of the school in areas such as
Child Protection and legal accountability to parents and others.
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Chaplaincy in Catholic Secondary Schools in Scotland

Chaplaincy as a
whole-school responsibility
4
4.1 SHARED VISION
Where Chaplaincy functions effectively, there is a clear vision of its integral role within the school, together with a good
understanding of the opportunities and responsibilities which it brings to every member of the school community. This
shared vision can be seen in the everyday life of the school.
4.2 SCHOOL ETHOS
The active promotion of a strong Catholic ethos is a prerequisite to the success of a Catholic school and is a key influence
on the achievements of its pupils. A strong ethos depends on the degree of involvement of school staff in promoting the
life of the community. Chaplaincy is therefore at the centre of the life of the school.
4.3 STAFF PARTICIPATION AND SUPPORT
It is recognised that both teaching and non-teaching staff have many challenging and time-consuming tasks to undertake
in a modern Catholic school and it is therefore very much to their credit that so many colleagues are willing to make a
substantial contribution - not only to the religious education and formation of our young people but also to the pastoral
and liturgical life of the school.
The role of individual teachers in influencing the development of pupils should not be underestimated. It is self-evident
that good teachers contribute their subject expertise and their ability to inspire pupils to learn and to have high
expectations for the future. However, they also offer pupils their own personal example, including, where appropriate,
their faith witness. While the Chaplain will be available to support teachers in the school, all teachers will also have an
opportunity to play a part in supporting the Chaplain to fulfil the school’s faith mission. They will achieve this by the
manner in which they demonstrate Gospel values of love for their neighbour, show respect for the dignity of all and
participate in the liturgical and/or community life of the school. In short, students should be able to recognise authentic
human qualities in their teachers; and a teacher who has a clear vision of Christianity may be able to help young people
embrace this vision, and offer them the inspiration they need to put it into practice.
4.4 CHARTER FOR CATHOLIC SCHOOLS
The Charter for Catholic Schools provides a valuable definition of the ways in which a teacher in a Catholic school can
contribute to the pastoral and liturgical life of that school. While all aspects of the Charter are relevant, the following may
be particularly helpful in highlighting the expectation for teachers to support:
a. a commitment to the integrated education and formation of the whole person, in close partnership with parents as
the first educators of their children
b. an inclusive ethos which aims to honour the life, dignity and voice of each person, made in the image of God
c. a commitment to uphold the moral teaching, faith tradition and sacramental life of the Catholic Church
d. a commitment to communicate Catholic social teaching and thereby to promote social justice and opportunity for all
e. a commitment to ecumenical action and the unity of Christians
f. the promotion of respect for different beliefs and cultures and for inter-faith dialogue.
Recommendation 8:
Every member of the school community should share in the benefits of the school’s ethos
and should consider carefully how to contribute to its promotion and development.
Chaplaincy in Catholic Secondary Schools in Scotland
9

4.5 THE CHAPLAIN AND RELIGIOUS EDUCATION
The role of RE staff is, of course, quite different from the role of the Chaplain. There are many points where their roles are
similar; others where they may work together from different perspectives; and some where they will recognise that
priority would be allocated to one role rather than the other.
4.5.1
As part of the faith mission of the whole school, both the Chaplain and the RE department have particular roles to play in
presenting pupils with the opportunity to grow and develop in their faith. Given this background, a close working
relationship between them is likely to benefit all. Each has a part to play in the twin tasks of the religious education and
the faith formation of pupils.
4.5.2
The Religious Education department is also likely to have a close working relationship with the Chaplain through the
Chaplaincy Team. Their knowledge and expertise will enable a valuable contribution to be made to the pastoral and
liturgical life of the school.
4.5.3
In support of those who teach religious education, the Chaplain may:
• be invited into classes as an expert speaker in particular areas of the curriculum
• offer advice or guidance on questions which arise within the RE programme.
4.5.4
In support of spiritual formation the Chaplain may work closely with religious education staff in:
• organising and participating in retreats
• helping to prepare and participate in liturgy and para-liturgy
• advising or assisting teachers who are preparing pupils for responsibility within the Church community (e.g. as
Eucharistic ministers)
• becoming involved in various school activities such as events connected to charities.
4.5.5
Chaplains should not have a regular timetabled commitment to specific classes. However, they may choose to visit classes
after discussion with teachers, who will normally remain in class during these visits.
Recommendation 9:
Schools should give consideration to the advice offered in Section 4.5 of this report in
planning the role of the Chaplain in supporting religious education across the school.
4.6 SHARING GOOD PRACTICE IN CHAPLAINCY
Taking account of the varied and balanced provision which can be found in our schools, it is clear that there are examples
of very good practice in school Chaplaincy across Catholic schools in Scotland. As it is important that opportunities be
made to share this good practice, examples will be featured on the website of the Scottish Catholic Education Service.
Appendix 3 refers to a particularly well-worked example of good practice. This helpful handbook was developed for
schools in the Diocese of Motherwell and has been revised and updated to accompany this report.
Recommendation 10: Dioceses should consider the value of providing a Diocesan Handbook on School Chaplaincy.
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Chaplaincy in Catholic Secondary Schools in Scotland

Planning a pastoral
and liturgical calendar
5
5.1 SCHOOL PLANNING
One key feature of the planning processes is the provision of a school calendar which lists significant events in the
school’s year. These might include dates for term holidays, in-service days, important meetings, deadlines for pupil
reports, important sporting and cultural activities. In a Catholic school it is normal practice for important liturgical events
to be recorded - liturgical seasons, feast days, pupil and staff retreats, parish events, liturgical services, Masses etc.
5.1.1
Some schools have developed a Liturgical / Pastoral Calendar which records such events in a format which supports
effective planning and preparation for these special occasions and celebrations. The development of such a calendar may
be of particular use to those colleagues who are directly involved in planning or participating in particular events: a
Chaplaincy Team, Religious Education staff, Senior Management etc.
5.1.2
However, there are also significant advantages in providing other members of the school community (including parents,
pupils and local primary schools) with ready access to calendar information on all school events, including pastoral
events. Such a comprehensive calendar counters the idea that the faith life of the school is only relevant to certain
groups. It reinforces the view that faith is embedded into the daily life and the planning of the school.
5.1.3
While it is for individual schools to devise calendar formats which meet their particular needs within their own local
contexts, it is crucial that every Catholic school includes significant dates and plans for events which connect with the
liturgical seasons of the Church (page 16). To support this, the SCES website provides a Liturgical Calendar which displays
the key seasons and feast days of the Catholic Church in Scotland. This will ensure that schools have ready access to
accurate information on such dates which can be incorporated into the school calendar.
Recommendation 11: Each school should devise an annual calendar which takes account of all known pastoral and
liturgical events and should incorporate this calendar within the school’s annual planning
process.
Chaplaincy in Catholic Secondary Schools in Scotland
11

6
Training for Chaplains
and Chaplaincy teams
6.1 TRAINING OPPORTUNITIES
Currently, there is a wide range of professional development opportunities for Chaplains and Chaplaincy Teams. This
includes:
a. specific courses such as that offered by the Archdiocese of St Andrews and Edinburgh, leading to a Certificate in
Chaplaincy Studies
b. pre-ordination training offered in seminaries
c. courses and meetings organised by different dioceses
d. support and training made available within schools.
6.1.1
Although current training oppportunities are helpful to Chaplains and Chaplaincy Teams, there is evidence of some
inconsistency across the country in their availability. Overall, CPD provision is often insufficient to the needs of Chaplains
who have different levels of experience in schools.
6.1.2
It is important that members of Chaplaincy Teams are aware of other opportunities which are available to them. For
example, there may be helpful courses available within the school itself and also within the local authority which they
could use to increase their knowledge of school life, curriculum and priorities.
6.1.3
Chaplains can also gain significantly from routine involvement in the life of the school. By regularly meeting staff and
pupils on an informal basis, by liaison with the RE department and by supporting school and community events and
activities, Chaplains can gain a better understanding of the school and its pupils.
6.1.4
Notwithstanding the above, it is now time to examine the needs of Chaplains, to consider what help and training they
may need to address the issues which they face in schools and to develop new development opportunities.
Recommendation 12: A coherent programme of training suitable to the needs of Chaplains and Chaplaincy Teams
should be made available. This should include pre-service training, in service support and
specific training to meet known needs of Chaplains and Chaplaincy Teams.
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Chaplaincy in Catholic Secondary Schools in Scotland

6.2 RANGE OF TRAINING OPPORTUNITIES
Training programmes for all Chaplaincy Teams might involve:
a. opportunities to reflect on the role and responsibilities of Chaplaincy Teams, as outlined elsewhere in this report
b. Child Protection issues as detailed in recommendation 7
c. an understanding of the broad operational aspects of schools and school life, including general awareness of the
curriculum, of the examination system and of teachers’ contracts
d. information relevant to the specific school in which Team members are working
e. awareness of, and opportunities to participate in, school and local authority CPD
f. opportunities to share and exchange good practice with other schools
g. opportunities for Team retreats
h. opportunities to take part in
i regular meetings of Chaplains in each diocese
ii Chaplaincy conferences organised by the Catholic Education Commission and supported by
national and diocesan officers.
6.2.1
The key components of a programme for priest Chaplains might be:
a. issues listed under 6.2 above
b. specific training for all students as part of their preparation for the priesthood, including at least one placement in a
school to find out about the role of Chaplains in schools
c. wherever possible, more specific training about the role of a priest Chaplain prior to, or as soon as possible after, his
appointment to a Chaplaincy post in a school. Part of this training can be delivered within the school itself, with other
support offered directly by the diocese.
6.2.2
It is clear that the responsibility for training and supporting Chaplains and Chaplaincy Teams is shared between schools,
dioceses, seminaries, Priests for Scotland and the Catholic Education Commission. Training should be progressive and
continuing, meeting the needs of those involved, while providing ongoing opportunities for updates of skills, knowledge
and information, wherever this is relevant.
Recommendation 13: A national programme of training and development for seminarians and for priest Chaplains
should be built up, with a view to ensuring consistency and coherence in the preparation of
priests for School Chaplaincy. Similar provision should be available for lay and associate
Chaplains working in schools. This programme should be supplemented regularly by training
for Chaplains in each diocese and by the provision of national training events for Chaplains.
Recommendation 14: Schools should consider how best they might support the training of Chaplains and
Chaplaincy Teams. A member of the school Senior Management Team should be responsible
for the oversight of this area and for ensuring that Chaplaincy Team members are aware of
the opportunities open to them. The school should also allocate time for the promotion of
Chaplaincy as part of its annual school programme.
Chaplaincy in Catholic Secondary Schools in Scotland
13

7Support for all pupils
7.1 WELCOME AND INCLUSION
It is important that all children attending Catholic schools should feel included and welcome. This is particularly
important in the case of those pupils who have limited knowledge of the Catholic Church and little experience of a
denominational school. All pupils should be encouraged to feel that they have much to contribute to a community which
welcomes their involvement and values their participation in the life of the school. Pupils who have a commitment to
another faith should be encouraged to contribute their own faith witness to the school community and offered
opportunities to share in the faith experience of the school.
The Chaplaincy Team has a key role to play in ensuring that all pupils feel included in the community life of the school.
Pupils of other faith traditions have a right to benefit from the support of the Chaplain and from the range of activities
(liturgical, pastoral and charitable), which the school and its Chaplaincy Team promotes.
Recommendation 15: The Chaplaincy Team should extend an invitation to all pupils to contribute to and benefit
from the ethos and community life of the school.
7.2 ILLUSTRATING INCLUSIVE PRACTICE
The paragraphs below provide an illustration of the approach of one Catholic secondary school in its efforts to be
inclusive.
7.2.1
Information is issued in January to parents who have expressed an interest in enrolling children. This pack includes the
School Handbook, the School Aims and a statement of how the school approaches its Faith Mission.
7.2.2
Parents of pupils from non-associated primaries are invited to a meeting and a tour of the school in February. During this
meeting, the school highlights that:
a. if the school is perceived as different from other schools, this is primarily because of its distinctive Catholic ethos which
is inclusive of all pupils
b. Catholic schools include all pupils in the promotion of Gospel values
c. all pupils will be encouraged and assisted to develop spiritually and will be included in events on the pastoral calendar
d. regular prayer and occasional Catholic services are a key part of school life, which help to promote respect for self and
others, pride in achievements and the belief that each person can be better
e. children who are not Catholic will normally be expected to be present when such events are timetabled for their class
or group. They will not be encouraged to participate beyond any point of their choosing.
7.2.3
The Stage DHT and a Guidance teacher visit each non-associated primary in May to speak to the P7 pupils whose parents
have chosen to enrol them in the school. The above points are repeated.
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Chaplaincy in Catholic Secondary Schools in Scotland

7.2.4
The RE Department offers a 6-period introductory unit for all pupils which:
a. raises awareness of the multiplicity of faiths in the world, and of how many are represented in the school
b. examines the key beliefs of a number of faiths
c. outlines the key beliefs and rituals of the Catholic Church, and how these are lived in the everyday life of the school
d. examines how non-baptised children can participate in liturgy
e. examines how all children can benefit from the Catholic nature of the school
f. emphasises how the Catholic school can help all pupils develop their spirituality within the requirements of their own
faith and the context of the Catholic school.
7.2.5
The school encourages children who practise other faiths to develop their faith within the context of the Catholic
school by:
a. allowing absence from school when required (extended visits to another country; timetabled visits to the Mosque, etc)
within the guidelines supplied by the local authority
b. providing a suitable place for worship and – at key points of the year – agreeing controlled absence from individual
teaching periods for worship
c. encouraging respect among all children for people of all faiths
d. inviting speakers from other faiths or religious groups to address and work with all children
e. arranging visits by pupils to various places of worship, where they are met by faith representatives who explain key
beliefs and rituals
f. in Assemblies, highlighting key times in the calendar of other faiths and inviting pupils of other faiths to explain at
Assemblies how these times impact upon their lives.
Chaplaincy in Catholic Secondary Schools in Scotland
15

APPENDIX1
LIST OF LITURGICAL AND PASTORAL EVENTS suggested for inclusion in school calendar
A calendar of significant feast days can be found on the SCES website: www.sces.uk.com/pages/Calendar.html
Events printed in italics are offered as illustrative of the range of relevant activities.
August 15
August
August / September
September
September / October
October
November 1
November
November 30
December
January
February
February / March
March
April
May
June
June 29
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Feast of Assumption - Holy Day of Obligation
In-service Day Staff Mass
Inaugural / Welcome Mass
Vocations Awareness Week
Class / Year Retreats
Month of the Holy Rosary
Diocesan Mass for Teachers
Feast of All Saints - Holy Day of Obligation
Month of Holy Souls
Mass for deceased pupils and staff
In-service Day - Faith & Teaching session
Prayer Services
Feast of St Andrew
Season of Advent
Reconciliation services
Advent Charities
Staff prayer session
Christmas services
Prayers for Christian unity
Ecumenical service
Holocaust Memorial day
Catholic Education Week
Class / Year Retreats
Ash Wednesday
Season of Lent
Lenten services
Stations of the Cross
Lenten Charities
Holy Week services
Season of Eastertide
Examinations Mass
Class / Year Retreats
Month of devotion to Our Lady
Ascension Thursday - Holy Day of Obligation
Graduation Mass
Staff Reflection evening
P7 Induction/Enrolement Mass
Feast of SS Peter & Paul - Holy Day of Obligation
Chaplaincy in Catholic Secondary Schools in Scotland

APPENDIX2
BIBLIOGRAPHY
At the Heart of Education: School Chaplaincy and Pastoral Care, J. Norman, Veritas Pub., 2004
Chaplaincy: The Change and the Challenge, Bishops Conference of England and Wales, 1996
Consecrated Persons and their Mission in Schools, Congregation for Catholic Education, Vatican, 2002
Educating Together in Catholic Schools, Congregation for Catholic Education, Vatican, 2007
Faith and Learning, Catholic Education Commission, 1992
School Ethos and Chaplaincy, David O’Malley, Don Bosco Publications, 2008
Struggles in Faith: Essays, Michael Paul Gallacher, Twenty-Third Pub., 1990
The Chaplain: A Faith Presence in the School Community, Luke Monahan and Caroline Renehan, Columba Press, 1998
The Light of His Face; Spirituality for Catholic Teachers, J. Bollan, Veritas Pub., 2007
Wasting Time in School, Mary McKeone, St. Paul’s Publication, 1993
Chaplaincy in Catholic Secondary Schools in Scotland
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APPENDIX3
A DIOCESAN HANDBOOK FOR SECONDARY SCHOOL CHAPLAINS
The Diocese of Motherwell has developed a very useful handbook for school Chaplains in secondary schools, covering the
issues listed below. A complete copy of the handbook can be downloaded from the SCES website.
• Chaplaincy as a Ministry
• The School Community
• Induction
• Relationships with Pupils
• Goal setting and Accountability
• Creating a Safe Environment
• A Chaplaincy Team
• A Guide to the Religious Education Programme
• Training for School Chaplaincy
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Chaplaincy in Catholic Secondary Schools in Scotland

APPENDIX4
Chaplaincy in Catholic Secondary Schools in Scotland
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© Scottish Catholic Education Service 2009
Copies of this report may be obtained from:
Scottish Catholic Education Service
75 Craigpark, Glasgow G31 2HD
Tel: 0141 556 4727
Fax: 0141 551 8467
Email: mail@sces.uk.com
Web: www.sces.uk.com