Time for Reflection: A Guide to School Chaplaincy and Spiritual Development

Time for Reflection

A Guide to School Chaplaincy and Spiritual Development

Steve Younger

First published in 2018 by

SAINT ANDREW PRESS

121 George Street

Edinburgh EH2 4YN

Copyright © Steve Younger 2018

ISBN 978 0 7152 0992 9

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or information storage and retrieval system, without permission in writing from the publisher. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out or otherwise circulated without the publisher’s prior consent.

The opinions expressed in this book are those of the author and do not necessarily reflect those of the publisher.

The right of Steve Younger to be identified as author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library.

Typeset by Regent Typesetting Ltd

Printed and bound in the United Kingdom by CPI Group (UK) Ltd

Contents

Introduction

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

The Chaplain/Chaplaincy Team Agreement

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

No proselytism and no denominationalism

Supporting the school in its delivery and evaluation of Time for Reflection/Religious Observance

Supporting the school, where appropriate, in delivering the content of the Curriculum for Excellence

Providing pastoral support, particularly in crises

Regular review and informing parents

2. Chaplaincy in Practice: How does School Chaplaincy Look in Practice? What Roles do Chaplains Currently Fill in Our Schools?

Participation in school trips

Crisis support

Supporting school community events

Providing pastoral care and support for staff, pupils and their families where appropriate

Assisting the school to develop the RO calendar of events

Leading or helping pupil groups with a particular religious, moral or citizenship interest

Providing links between school and local community

Visiting classes at the invitation of teachers or headteacher to complement the curriculum

Any other activity agreed between the headteacher and the chaplain

3. Towards a Theology of School Chaplaincy

4. The Heart of Time for Reflection (Religious Observance): The Sensings

1 Sensing mystery

2 Sensing values

3 Sensing meaningfulness

4 Sensing a changed quality of awareness

5 Sensing ‘otherness’

6 Sensing challenge

5. A Closer Look at the Sensings: A Renaming and Extension of the Sensings

Why a renaming of the sensings?

A missing sensing: sensing stillness

A missing sensing: sensing community

1 TfR/RO as creating a beneficial group identity or ethos for the school community

2 TfR/RO as building pupil capacity as responsible citizens able to take their place in the wider community beyond the school gates

3 TfR/RO as enabling individual and group resilience in the face of crisis

4 TfR/RO as sharing emotional and spiritual experiences that could enrich the lives of all the participants

5 TfR/RO as acquisition and exploration of values together in a safe and protected environment

6. What the Children and Young People Think of Time for Reflection; and Getting Feedback from Them

‘Don’t make it a policed endurance test’

‘Don’t make it so boring’

‘Don’t tell us what to think’

‘Let us ask our big questions. Help us find some answers’

‘Don’t exclude us. Let us have a say. Let us help you’

Getting feedback from pupils

7. Placing Time for Reflection within the Curriculum for Excellence

8. Rethinking Time for Reflection

Creating ‘space’ as a metaphor for TfR/RO

‘Exploration’ as a metaphor for TfR/RO

‘Questioning’ as a metaphor for TfR/RO

9. Frequently Asked Questions

The question (would-be) chaplains ask most often: ‘How do I get into my local school?’

Is it OK to pray and sing hymns in a non-denominational school?

What about TfR/RO with Additional Support Needs pupils?

What should a chaplain do if their school is failing to meet the statutory TfR requirements?

Can a chaplain use the Bible and Biblical material in Time for Reflection events?

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

Introduction

To the point of writing this sentence I have been a school chaplain in the non-denominational sector of Scottish education for thirty-six years. I have thoroughly enjoyed it and continue to engage in it with real enthusiasm and a sense of privilege that virtually every school day I get to do something that I love. I spend up to half my working week term-time in chaplaincy and love engaging in it, talking about it, teaching about it and sharing about it. I recently completed my doctorate on ‘Religious Observance and Spiritual Development within the Curriculum for Excellence’, part of my preparation for writing this book. But the pressing motivation for this guide to school chaplaincy came just before starting my PhD while speaking at a denominational day conference for chaplains and youth workers. It was a delight to see a packed room of eighty people, all currently serving as school chaplains. I had really been looking forward to spending a day with a group who shared the same role. I was introduced by the chair, stood up to speak, and before I’d said a word I was interrupted by a man sitting right at the back who said loudly, ‘Are you going to be talking about resources for chaplains because if you’re not then don’t waste my time. I want something I can take off the shelf five minutes before a school assembly and use.’ He seemed oblivious to the stunned reaction from everyone else in the room. I managed to hold my tongue for five seconds and not blurt out my immediate thoughts in response. I think I finally said something along the lines that I would ‘not be speaking about resources but about understanding the educational context of chaplaincy, and about the importance of having a clear vision and purpose for what we are doing as chaplains in school’. His response was to put his head down and ignore us for the rest of the session. He may have actually gone to sleep but I’m not sure. He was the first to leave as soon as the seminar ended. I wish I had done more to find out his name at the time as I now realise I owe him a huge debt of gratitude. Without the motivation of his interruption and the provocation of his words ringing in my ears since then I might never have got round to completing the doctorate or writing this book.

So what you hold in your hands now is a book about understanding the educational context for chaplaincy and about spiritual development in our non-denominational schools, and for reflecting on what exactly we are supposed to be doing as ‘school chaplains’. I hope you will feel it reflects the level of professionalism and excellence that school chaplains should strive for in chaplaincy. I hope it will give you – whether you are a chaplain or the senior manager in a school responsible for liaising with your school’s chaplain(s) – inspiration and vision. The book is a mixture of academic research on chaplaincy and spiritual development; of reflection on chaplaincy; and of practical suggestions for a greater vision of chaplaincy. Every so often you’ll find a box, sometimes with a picture, where I’d invite you to pause for a while and reflect on your own experience of chaplaincy. The line drawings are my own and represent the periodic reflections on the things I’ve experienced and come across and that have given me time to reflect on chaplaincy. Oh – and as a concession to our friend who just wanted ‘resources’, I end with a section of Curriculum for Excellence compliant exemplar material for both assemblies and larger Time for Reflection events. You will find lots of useful ideas there. I sincerely hope though that you will find absolutely nothing there or in the text of this book that you could take off the shelf five minutes before a school assembly and use.

I would love to have your comments and observation and thoughts on school chaplaincy. I would love to share your enthusiasm for chaplaincy and to hear about your own ‘best practice’ examples and your favourite/best TfR/RO events. If I can help with any queries and questions I will also do my best to respond: highblantyresteve@outlook.com.

A word about initials: it is tedious for me to type (and you to read) a number of phrases that will crop up again and again. So here’s a quick summary of the commonest ones:

CfE: Curriculum for Excellence

HGIOS4: ‘How Good is Our School’ (now in its fourth incarnation)

RME: Religious and Moral Education

RO: Religious Observance

RORG: Report of the ‘Religious Observance Review Group’

TfR: Time for Reflection

And a note of sincere thanks is necessary too. There is nothing that is new under the sun and many of my friends and colleagues who read this book, especially if they dip into the Time for Reflection assembly ideas and event outlines in the closing chapters, will recognise things that we have generated, worked on and created together. They might even, quite rightly, feel that they were the true originators and major contributors of some of these. So it needs to be acknowledged that the best ideas you find in this book are the co-creations of far better spirits and finer minds than mine and that the flaws you spot are my sole responsibility. Heartfelt thanks then to the past and present members of the Calderside Learning Community Chaplaincy Team. I am particularly grateful for the enriching experiences of having worked with the founding team of Peter Johnston, David Burt, Karen Harbison and Jen Robertson.

Finally, I dedicate this book to my wife without whom I would be an un-moderated social disaster incapable of dressing in matching clothes, of arriving anywhere on time, and of sustaining a coherent and effective ministry, as well as being seriously malnourished.

Bridge to Nowhere

Time for Reflection 1

OK. So it’s a made-up picture. It’s the line-drawing equivalent of being photoshopped. The bridge exists and you’ll find plenty of pictures of it online. But it’s an optical illusion: it’s not really a bridge to nothing and nowhere. It’s just that the other end curves and dips and from some photographic angles it just can’t be seen. The moon exists too (just check out your window tonight). But it never looks that large from earth without a pair of binoculars or a telescope. But the images together were my reaction to a question I was asked and a statement that was offered which I now pass on to you: ‘What’s Religious Observance (Time for Reflection) all about? Where’s it supposed to go? Isn’t this just some vague shooting for the moon?’

Take some time to reflect. What are you aiming at with school chaplaincy? Where are you headed? Who’s on the journey with you? What are you aiming at? What’s it all about?

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.

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.

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