Time for Reflection

A Guide to School Chaplaincy and Spiritual Development

Steve Younger

• Publisher: Saint Andrew Press
• Year: 2018
• Print ISBN: 9780715209929
• eBook ISBN: 9780715209943
• Topic: Theology & Religion
• Subtopic: Religion

Time for Reflection is a comprehensive handbook for school chaplains and all with responsibility for ensuring the spiritual development of children and young people. It offers clear and essential guidance on a wide variety of topics. In addition, busy chaplains will welcome the range of tried and tested ideas for assemblies and other acts of religious observance, and the directory of online resources for chaplaincy ministry. Framed within Scotland's Curriculum for Excellence, and grounded in academic research, new and experienced chaplains everywhere will find Time for Reflection an invaluable guide.

1. The Role of the Chaplain in Scotland’s Non-denominational Schools and an Agreed Code of Conduct

So what is a ‘school chaplain’? What do they do? There is no standard ‘job description’ for a school chaplain and there is wide variation in existing practice. Some of Scotland’s independent schools, faith-based schools and universities have very specific chaplaincy remits and contracts, but the 90 per cent of Scottish schools that are non-denominational have no standard practice or contract. The following outline is therefore a suggestion of agreed parameters – a basic ‘job description’ if you like. I offer it as a set of fundamental guidelines for chaplaincy in the non-denominational setting. It is advisable for both parties (chaplains and schools) to have this agreement in writing and to formally sign and date any agreement to abide by this description. This makes the remit and role of the chaplain clear for all parties. A brief summary of the agreed role and details of the chaplain’s identity and contact details can also be made available to parents and be included in the school’s handbook. The job description offered here is given in bare outline and is followed by more detailed notes.

Because there is no standard model or contract for school chaplaincy, it needs to be stated that any attempt to create one cannot possibly cover every set of circumstances or every situation or every school/chaplain relationship. Chaplaincy is a classic incarnational relationship ministry. There is a long tradition of school chaplaincy but surprisingly little guidance or uniformity. Yet a clear understanding of the parameters and expectations would certainly be helpful. The Church of Scotland (Church and Society Council) has a useful leaflet on ‘The Role of the School Chaplain’ as a guide to good practice included in their Education Representatives Handbook.1 It provides a sample template and a model example of a chaplaincy ‘agreement’ from Monifieth High School. Several local authority Education Committees have good guidelines for chaplains in non-denominational schools too: notably South Lanarkshire Council,2 Argyll and Bute Council,3 Scottish Borders Council,4 Fife,5 Glasgow City Council,6 Midlothian,7 and the Comhairle Nan Eilean Siar.8 The following section summarises and combines their insights into a suggested format for a basic ‘agreement’ which is then expanded in greater detail. This is followed by a chapter that explores some of the ways in which chaplains currently actively serve within Scotland’s schools. It might give you some ideas and a clearer perception of the role of chaplain.

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The Chaplain/Chaplaincy Team Agreement

The Chaplain

• is appointed and given access to the School solely at the discretion and invitation of the Headteacher
• operates under the direction of the Headteacher at all times
• is required to provide proof of membership of the PVG scheme
• will receive copies and (where necessary) training in school policies on Child Protection, Equality, and Diversity
• is not permitted to proselytise or to promote sectarianism or denominationalism
• will, in consultation with the Headteacher, primarily support the School in its delivery and evaluation of TfR/RO
• will, in consultation with the Headteacher, support the School where appropriate in delivering the content of the Curriculum for Excellence (in accordance with Education Scotland guidance on the use of Religious Artefacts and on Faith Visitors)
• will, in consultation with the Headteacher, support the whole School community pastorally
• will be reviewed annually and fully evaluated every three years.

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The above agreement is a scaffold or framework. Reflect: do you currently have any form of agreed ‘contract’ or guidelines? How does it compare to the above? What do you think is missing from the above outline? How do you feel about it and react to it?

Here’s my thinking behind each of these points:

The appointment of a chaplain and the input of any faith-representative or faith-based group is solely at the invitation of the headteacher

Unless a school’s Local Authority Education Policy mandates it, the decision to have a chaplain in a school at all (‘chaplains’ and ‘chaplaincy team’ should also be understood here) is solely at the discretion of the headteacher. The selection and appointment of a chaplain is also at the discretion of the headteacher and is therefore by invitation only in non-denominational schools in Scotland (the situation is different within Roman Catholic establishments). Despite a widespread assumption, there is no parish ‘right’ of chaplaincy and no obligation by precedent – a school having had a chaplain in the past is insufficient reason for any party to claim a right to supply a chaplain in the present. The headteacher is responsible for the composition of any chaplaincy team: an existing chaplain cannot just add in or invite along or involve anyone they want. A chaplain is normally sought by a school from the clergy and staff of local places of worship or from identifiable local faith/belief groups. Any appointment should of course be representative of the local community and of the faith group the person represents. A faith-based chaplain should be in good standing within their own faith community, and their appointment supported by their local or denominational leadership. Chaplains need not be ordained clergy but may be drawn from other offices or employees of local faith groups (e.g. youth workers, family and community workers) or of recognised para-faith organisations (e.g. Scripture Union Scotland, Urban Saints, The Message, Romance Academy). Regardless of where a chaplain comes from,

Headteachers must ensure that there is an affinity for working with children and young adults and a commitment to the values and practices of the school. (Scottish Borders RO Policy)

Chaplains are essentially visitors and are not staff members, but headteachers and local authorities may consider issuing them with the appropriate corporate ID badges. A school may consider allowing the chaplain access to staffrooms and bases at appropriate times, particularly if it has been agreed that the chaplain has a pastoral role to the whole school community, but is certainly not obliged to do so. All chaplains must have their PVG certification. It is not the school’s responsibility to arrange this certification though their local authority policy may require completion of an ‘Existing PVG’ notification and/or a written return to the education officer with responsibility for TfR/RO. Chaplains shall abide by all school policies too: child protection policies and procedures, equality and diversity policies, etc. Chaplains should be willing to accept any reasonable training request that a headteacher makes if it is pertinent to their potential work with the children and young people in a school.

The chaplain works under the direction of the school and remains at all times a privileged guest within the school. The headteacher reserves the right at all times to ask the chaplain to leave or to prevent access to the school and does not need to give a reason for doing so. While under the direction of the headteacher, no chaplain should be expected to compromise on their faith and beliefs. When visiting classes and small groups (perhaps as part of an RME or PSE class), a member of the school’s teaching staff must always be present. In larger gatherings such as year group or whole school assemblies where TfR/RO events are being presented there should still be sufficient staff numbers present to comply with normal operating procedures. It is not appropriate to count a chaplain as part of any adult/child ratio for the purpose of releasing staff members for other duties. Where a chaplain (or a faith-based organisation) is in a class as part of the school’s delivery of RME or TfR/RO they must be aware of and abide by the Education Scotland guidelines on visiting faith representatives. It may also be appropriate for the school to inform parents in advance if a person of faith is taking part in delivering any part of the curriculum so that they can, if they wish, exercise their right to withdraw their child.

Where a chaplain is delivering an extra-curricular activity within school premises or under the auspices of the school (such as for a Scripture Union Scotland group) at which there are no staff members present then the written permission of parents must have been obtained in advance. It is the chaplain’s responsibility to obtain this and not that of the school. Parents and carers must be kept informed of activity in such a group and it is good practice for the chaplain to keep a register of those pupils who attend and to give a copy of this to the school. Copies of all material used and the content of any programme presented should be given to the school in advance to ensure that it is appropriate and is in line with the Curriculum for Excellence. Where a school is hosting any individual or organisation that works with its pupils, even if extra-curricular or after-school, a Local Authority may require additional vetting or conditions.9

No proselytism and no denominationalism

Any attempt to use a TfR/RO event to evangelise or seek to convert an audience within a non-denominational school from one faith or philosophy to another is neither appropriate nor permissible. Headteachers and chaplains alike need to be aware and mindful of the differences between school and faith contexts. A chaplain’s functions and duties within a church or masjid setting, for instance, may be different to what is acceptable within a school setting. Chaplains should not disrespect or denigrate any other faith or belief system nor discriminate against anyone on the grounds of their race, gender, faith or any other factor. Chaplains may not take a sectarian stance at any time. Chaplaincy in general has a long tradition of respect and service for everybody, regardless of their denomination or beliefs. Education chaplaincy is no different in that regard. Todd notes approvingly of army chaplains,

… their commitment to an ‘all-souls ministry’, so that each chaplain has a commitment to minister to any soldier, irrespective of that soldier’s beliefs, albeit from within a Christian model of pastoral care. (Todd 2011: 93)

Chaplaincy within an educational institution should likewise be seen as an ‘all-souls ministry’. As many school communities are now characterised by a rich variety of beliefs, practices, faiths and philosophies, it is important that chaplains attempt to create TfR events that are inclusive. While chaplains themselves should be able to lead TfR events with integrity and without compromising their own faith-stance, and while there are clear policy statements that Scotland has a long Christian tradition that can be drawn on, it is important that every person participating can also feel that they are doing so without compulsion or compromise and with integrity.

Combining inclusiveness and integrity is best achieved if a chaplaincy team can be formed that is representative of both the school community and the wider local community. An ecumenical and multi-faith chaplaincy team is desirable as long as this accurately reflects the community – there is no need for any ‘tokenism’ or for feeling that a team cannot function unless it has a representative of every major faith and belief system. It may be that a school’s context has a high level of homogeneity and therefore the members of the chaplaincy team are all of the same faith or of the same Christian denomination. This should not imply the favouring of one faith or denomination nor lead to the exclusion of smaller or minority groups. No chaplain should use such a situation to promote their personal beliefs or their own denominational biases. While each chaplain can draw on the rich resource...

Table of contents

• Copyright information
• Contents
• Introduction
• 1. The Role of the Chaplain in Scotland’s Non-denominational Schools and an Agreed Code of Conduct
• 2. Chaplaincy in Practice: How does School Chaplaincy Look in Practice? What Roles do Chaplains Currently Fill in Our Schools?
• 3. Towards a Theology of School Chaplaincy
• 4. The Heart of Time for Reflection (Religious Observance): The Sensings
• 5. A Closer Look at the Sensings: A Renaming and Extension of the Sensings
• 6. What the Children and Young People Think of Time for Reflection; and Getting Feedback from Them
• 7. Placing Time for Reflection within the Curriculum for Excellence
• 8. Rethinking Time for Reflection
• 9. Frequently Asked Questions
• 10. Time for Reflection: Exemplar Assemblies
• 1 Keywords and concepts from other cultures and times
• 2 What kind of a world do we want to live in? One that builds walls or doors?
• 3 Exploring values
• 4 Changing your world – one step at a time
• 5 Sensing mystery
• 6 Words
• 11. Time for Reflection: Exemplar Events
• 1 Challenging perceptions about faith
• 2 Lifepaths – for secondary schools
• 3 Rights Respecting Award Scheme
• 4 Bubblegum ’n’ Fluff – a seasonal event themed around Christmas for primary 5 or 6 pupils
• 12. Internet Resources for Chaplains
• Bibliography