Some schools which transform to integrated ‘not achieving diversity numbers’

Some Northern Ireland schools which transform to become officially integrated are not achieving diversity targets, Paul Givan has said.

In a written statement to the Assembly, the Stormont Education Minister set out his department’s approach to “reasonable numbers” in the sector.

Mr Givan said there is a general requirement in legislation that a school seeking to transform to integrated status is likely to provide integrated education to pupils of mixed backgrounds and abilities.

He said his department’s policy is that a new integrated school should attract 30% of its pupils from the minority community in the area where it is situated.

Existing schools transforming to integrated status should have at least 10% of their first-year intake drawn from the minority tradition, aiming to achieve at least 30% in the longer term, he added.

In his statement, Mr Givan said of the six post-primary schools that have transformed to integrated, one which did so in 2022 has gone from 4%-6% in terms of minority representation.

He said in four of the six transformations, one dating back as far as 1998, the 20% minority pupils has not yet been achieved, while one school which transformed more than 25 years ago has not yet reached the year one target of 10% of minority tradition pupils.

He added that none of the schools have come close to the integrated school aspiration of 40% Protestant pupils, 40% Catholic pupils and 20% other.

Mr Givan said his position paper provides “clarity and consistency for schools and communities considering transformation”.

He said it also “reaffirms the importance of balanced representation from both Protestant and Catholic communities”.

“This approach to ‘reasonable numbers’ is grounded in the founding principles of Integrated Education and supported by research, which emphasises the importance of equal status and representation in fostering positive intergroup relations,” he said.

“It ensures that Integrated Education continues to deliver on its founding promise—bringing children together in a spirit of equality, respect, and shared learning.”

Responding, the Integrated Education Fund (IEF) criticised an “overly rigid approach to reasonable numbers which fails to consider the unique circumstances facing each school should be avoided”.

“Whilst reasonable numbers of Protestant and Catholic children are important to Integrated Education, so too are those of different cultures and religious beliefs and of none, as well as pupils of all abilities and diverse socio-economic backgrounds,” they said.

“An Integrated ethos is also paramount, as is the composition of Boards of Governors.

“Unfortunately, the position paper refers little to this significant aspect of Integrated Education, instead focusing almost solely on the percentages/numbers of Protestants and Catholic pupils alone.”

The IEF said it recognises that increasing minority enrolments can be a challenge for some schools, but that the paper “fails to take into consideration the different contexts facing each school in terms of demographics, locality and size”.

“Some schools start the process having very few, if any, children from a particular faith,” they said.

“This is the reality of an education system where less than 2% of children enrolled in Catholic Maintained schools identify as Protestant and less than 9% of children attending a Controlled school identify as Catholic.”

The IEF also criticised the paper as not including “numerous examples where transformation has been a resounding success”.

“According to Department of Education school census data, an overwhelming majority of schools experience an increase in minority enrolment during the transformation process,” they said.

“Rather than criticising transforming schools, perhaps the minister could do more to ‘encourage, facilitate and support’ them on their journey of integration, consistent with demonstrable overwhelming parental demand, which is of course his legal duty.”