EvalPro

1:1:4:1

The school is presented as a community of faith engaged in learning

C

1:1:4:2

School mission focuses on helping pupils to see God as their Father who loves them all

C

1:1:4:3

The vision emphasises helping pupils to know Jesus Christ, Son and Redeemer

C

1:1:4:4

The vision emphasises helping pupils to relate to the Holy Spirit as Inspirer

C

1:1:4:5

The vision links school aims to the Christian vision of the role of schools

C

1:1:4:6

The vision promotes love of self and each other as God’s children

C

1:1:5:1

The school aims to demonstrate how God’s loving presence is reflected in daily life

C

1:1:5:2

School aims recognise the challenge of living for God in an imperfect world

C

1:1:5:3

God’s permanent love for us, despite sin and personal circumstances is stressed

C

1:1:5:4

God’s presence in the school in all its stresses and difficulties is emphasised

C

1:1:5:5

In schools where the Blessed Sacrament is reserved, Christ’s presence is stressed

C

1:1:5:6

All are encouraged to be aware of the presence of Mary, Christ’s maternal teacher

C

1:1:6:1

All policies are consciously measured against the Christian mission of the school

C

1:1:6:2

Commitment to Christian principles, especially to the underprivileged, is stressed

C

1:1:6:3

The school’s organisational and administrative processes support its spiritual aims

C

1:1:6:4

Secondary departments ensure policies and practices reflect the Christian mission

C

1:1:6:5

Staff are expected to show by example their commitment to the school's Christian aims

C

1:1:6:6

Freedom of belief for staff or pupils who are not Christian is respected in school aims

C

1:1:7:1

Education is presented as learning to know and love God through His world

C

1:1:7:2

Desire for knowledge is recognised as a God-given characteristic of human nature

C

1:1:7:3

Human knowledge is recognised as finite and capable of completion only in God

C

1:1:7:4

God is recognised as being the source and end of all knowledge

C

1:1:7:5

Learning is recognised as insufficient without faith in God as its source and ultimate goal

C

1:1:7:6

The requirement that learning should be used for God’s greater glory is recognised

C

1:1:8:1

Academic excellence is pursued while excessive competitiveness is discouraged

C

1:1:8:2

Spiritual and religious development are given priority among school aims

C

1:1:8:3

Aims include social involvement and the formation of a Christian conscience

C

1:1:8:4

Cross-curricular subjects have relevance in the spiritual growth of the whole person

C

1:1:8:5

Extracurricular activities include a spiritual dimension as part of a broad education

C

1:1:8:6

Learning how to continue to learn and grow spiritually is recognised as a school priority

C

1:1:9:1

The school is promoted as a community of faith in which God is present and active

C

1:1:9:2

The school community of faith explicitly includes staff, pupils, parents and parish

C

1:1:9:3

Staff and pupils are encouraged to reflect God’s presence by attitude and example

C

1:1:9:4

The chaplain is enabled to participate in the formation of the school’s Christian mission

C

1:1:9:5

The School Board identifies with and promotes the school’s Christian character

C

1:1:9:6

Staff present the Christian educational vision when dealing with external agencies

C

2:1:2:7

Expectations in relation to the spiritual development of pupils is assessed

C

2:1:2:8

Expectations in relation to the moral development of pupils is assessed

C

2:1:4:12

Areas for religious observance (eg oratory / chapel) are assessed for suitability and maintenance

C

2:2:1:2

Baptism statistics are obtained from local parishes

C

2:2:4:3

Contact with parishes in the catchment area are assessed

C

3:1:4:4

The curriculum supports the school's aims for spiritual development

C

3:1:4:5

The curriculum supports the school's aims for moral development

C

3:1:10:1

The curriculum reflects the school’s role in orientating culture to the message of salvation

C

3:1:10:2

The curriculum reflects the relevance of Christian faith to contemporary life and culture

C

3:1:10:3

The curriculum is recognised as a contribution to the Church’s evangelising mission

C

3:1:10:4

The curriculum is planned to assist development and catechesis of the whole person

C

3:1:10:5

Curriculum content and delivery recognises Christ’s presence in school

C

3:1:10:6

The curriculum is examined to identify any aspect inimical to God’s message

C

3:1:11:1

Political issues including war and terrorism are considered from a Christian viewpoint

C

3:1:11:2

Issues such as abortion, euthanasia and suicide are treated from a Christian viewpoint

C

3:1:11:3

Textbooks and material in other media (including library) reflect and support Christian values

C

3:1:11:4

Attitudes and values found in subject content are considered from a Christian viewpoint

C

3:1:11:5

Curricular materials support the integration of the Christian dimension in each subject

C

3:1:11:6

The curriculum is designed to support pupils’ religious and spiritual development

C

3:1:12:1

The school has prepared a policy statement on curriculum planning in a Christian school

C

3:1:12:2

The policy includes Christian educational philosophy, national and Board of Management aims

C

3:1:12:3

The Christian dimension of curriculum is discussed with Board of Management and parents

C

3:1:12:4

Curriculum policy incorporates advice from Christian national and local / diocesan centres

C

3:1:12:5

The curriculum policy states specifically that all subjects have God as their focus

C

3:1:12:6

The curriculum policy outlines how the Christian values permeate each subject

C

3:1:13:1

Texts for linguistic and literary study include Christian spiritual and secular writers

C

3:1:13:2

Themes in literature are considered from a Christian spiritual point of view

C

3:1:13:3

Studies of media include a spiritual and Christian dimension

C

3:1:13:4

Pupils are encouraged to include spiritual themes in their own writing

C

3:1:13:5

Pupils are invited to explore issues in discussion from a Christian point of view

C

3:1:13:6

Areas of experience in foreign language courses include spiritual / Christian themes

C

3:1:14:1

Mathematics and science are presented as showing the order and beauty of God

C

3:1:14:2

Pupils are assisted in understanding the relationship between science and faith

C

3:1:14:3

Creation and Earth’s place in the Universe are presented in context of Christian faith

C

3:1:14:4

Controversial scientific issues are explored in the context of Christian ethics

C

3:1:14:5

The values of accuracy, truth and honesty in scientific investigation are instilled

C

3:1:14:6

The values of accuracy, truth and honesty in the use of statistical data are instilled

C

3:1:15:1

Historical study contributes to pupils’ understanding of God’s loving plan for man

C

3:1:15:2

History contributes to pupils’ understanding of the history of the Christian Church

C

3:1:15:3

Controversial issues such as the Reformation are treated in a balanced manner

C

3:1:15:4

Geographical skills (eg map work) support religious studies across the curriculum

C

3:1:15:5

Geography includes the places of spiritual importance throughout the world

C

3:1:15:6

Issues such as population and land use are treated from a spiritual and ethical standpoint

C

3:1:16:1

Pupils are taught how man has expressed his relationship with God through art

C

3:1:16:2

Pupils are given an appreciation of the masterpieces of Christian religious art

C

3:1:16:3

Pupils contribute to the religious and spiritual life of the school through art

C

3:1:16:4

Pupils are taught appreciation of the contribution of music to spiritual life

C

3:1:16:5

Pupils are taught to appreciate and perform Christian liturgical music

C

3:1:16:6

Pupils are encouraged to develop their artistic and musical talents for the glory of God

C

3:1:16:7

In PE pupils are encouraged to see their bodies as gifts from God and treat them accordingly

C

3:1:16:8

PE focuses on every pupil developing to maximum potential, whatever the limitatations

C

3:1:17:1

Health and sex education ( including AIDS ) conform to Christian moral teaching

C

3:1:17:2

Health and sex education include curricular, pastoral and spiritual dimensions

C

3:1:17:3

Sex education policy supports the role of parents in education on sexual matters

C

3:1:17:4

Sex education is developed jointly with parents, chaplain and parishes

C

3:1:17:5

Staff teaching health and sex education know and present the Church’s teaching

C

3:1:17:6

External Christian agencies dealing with AIDS and birth control are invited to assist

C

3:1:18:1

Religious education is acknowledged as being central to the work of the school

C

3:1:18:2

The religious education programme is based on a fusion of faith and knowledge

C

3:1:18:3

Faith centres on God the loving Father, Jesus our Redeemer and on the Holy Spirit

C

3:1:18:4

Faith in Jesus Christ is given the key position in the religious education programme

C

3:1:18:5

Mary, Virgin Mother of Jesus, is a key figure in the religious education programme

C

3:1:18:6

Catechesis in Catholic schools is based on The Catechism of the Catholic Church

C

3:1:19:1

Pupils are encouraged to join prayer groups and other spiritual associations

C

3:1:19:2

Pupils take an active part in liturgical activities such as choirs and, in Catholic schools, Mass

C

3:1:19:3

Pupils are encouraged to join groups dedicated to Christian action (eg LIFE, Christian Aid)

C

3:1:19:4

Pupils are encouraged to join associations supporting Christian missionary activities

C

3:1:19:5

Pupils are encouraged to join groups helping the poor, the lonely, the disabled

C

3:1:19:6

Pupils are encouraged to join retreats and events organised by religious institutions

C

3:2:1:6

Aims include physical, aesthetic,social,spiritual, intellectual and moral development

C

3:2:3:10

Heads of departments ensure non-specialist teachers are supported if undertaking RE work

C

4:3:13:1

Pupils study Christian social teaching on working life in RE and social education

C

4:3:13:2

Religious education and social education include moral / ethical issues in work situations

C

4:3:13:3

The school emphasises the opportunity to live a life of holiness in daily work

C

4:3:13:4

The school encourages pupils to consider whether they have a religious vocation

C

4:3:13:5

The school encourages pupils to discern their Christian vocation in life

C

4:3:13:6

The school liaises with appropriate Christian professional associations

C

4:4:11:1

The chaplain, or chaplaincy team, operate as an integral feature of the school

C

4:4:11:2

The chaplain prepares a range of spiritual activities for staff, pupils and parents

C

4:4:11:3

The chaplain visits classes and participates in school activities

C

4:4:11:4

The chaplain spends time with staff and pupils, fostering an atmosphere of trust

C

4:4:11:5

The chaplain gives assistance and advice in religious education ( RE )

C

4:4:11:6

The chaplain arranges regular Mass and Confession / Reconciliation in Catholic schools

C

4:6:6:1

The school recognises that spiritual development through education is the main reason for its existence

C

4:6:6:2

The school aims clearly state the importance of spiritual development

C

4:6:6:3

Spriritual development is recognised as an aim in each subject of the curriculum

C

4:6:6:4

Every effort is made to provide religious education of the highest quality

C

4:6:6:5

The school consciously encourages pupils to adopt an active spiritual life

C

4:6:6:6

The spiritual ethos includes close contact with parents and associated parishes

C

4:6:7:1

The actions of staff and pupils show support of the Gospel values guiding the school

C

4:6:7:2

Discipline policy is presented as a guide to Christian living; not simply as restrictive rules

C

4:6:7:3

Staff display Christian beliefs and principles in their example of Christian living

C

4:6:7:4

All the work of the school is recognised as a dedication of love for God

C

4:6:7:5

Displays of pupils’ work and other displays reflect the Christian ethos of the school

C

4:6:7:6

Staff and pupils of other faiths are valued as members of the school community

C

4:6:8:1

Prayer is encouraged for spiritual growth in love for God by staff, pupils and parents

C

4:6:8:2

The Sacraments and the liturgical calendar are focal points in school life

C

4:6:8:3

Retreats or similar activities are organised regularly for both staff and pupils

C

4:6:8:4

Prayer is a daily activity, for example at assemblies and at the beginning of classes

C

4:6:8:5

Teachers support their work by praying together, for example before staff meetings

C

4:6:8:6

The school responds with prayer to occasions of celebration, sadness or uncertainty

C

4:6:9:1

Pastoral care staff assist pupils in the Christian response to their personal problems

C

4:6:9:2

Pastoral care staff know where to obtain expert Christian advice when required

C

4:6:9:3

Pastoral care staff have links with Christian agencies which can offer help to pupils

C

4:6:9:4

Pastoral care staff maintain close and formal links with the school chaplain

C

4:6:9:5

Personal and social education presents the Christian view on moral / ethical issues

C

4:6:9:6

Personal guidance is offered in the context of love, reconciliation and healing

C

5:2:7:1

Policy on posts restricted to Catholics is agreed with the Church and Board of Management

C

5:2:7:2

Any restrictions are stated clearly in advertisements and job descriptions

C

5:2:7:3

Appointment to senior posts takes account of the Christian ethos of the school

C

5:2:7:4

Past experience in schools with a Christian ethos is appropriately weighted in selection

C

5:2:7:5

Established procedures for approval of Catholic candidates are implemented for all posts

C

5:2:7:6

There is a policy for appointing to senior posts when no suitable Catholic is available

C

5:2:8:1

For Catholic schools, the permeation of Christian values is stated in all recruitment advertising

C

5:2:8:2

Where possible and educationally justifiable, the school recruits teachers with Christian values

C

5:2:8:3

Where Christians are unavailable, teachers sympathetic to the school’s aims are chosen

C

5:2:8:4

Questions on the nature of the Christian school are raised during selection interviews

C

5:2:8:5

Induction of new staff includes the school’s Christian character in theory and practice

C

5:2:8:6

Staff who are not Christian are welcomed and encouraged to participate fully in school life

C

5:6:8:1

In Catholic schools, contribution to the school’s Christian ethos forms part of review

C

5:6:8:2

Review includes any support requested by teachers for their own spiritual development

C

5:6:8:3

Development for leadership in the Catholic school forms part of review in Catholic schools

C

5:6:8:4

Contribution to Religious Education ( RE ) forms part of review where relevant

C

5:6:8:5

Contribution to the Christian dimension of the curriculum forms part of review

C

5:6:8:6

Review in conducted in the context of Christian respect and charity

C

5:6:9:1

There is a policy statement on the role of staff development in a Christian school

C

5:6:9:2

Staff development includes the whole-school role of the teacher in a Christian school

C

5:6:9:3

Staff development includes the permeation of spiritual issues in curricular subjects

C

5:6:9:4

Staff development includes in-service training in religious education methodology

C

5:6:9:5

In-service includes updating on encyclicals, diocesan documents and RE materials

C

5:6:9:6

Staff development includes liaison and co-operation with other Christian schools

C

6:1:1:6

Pupils, staff and parents are enabled to participate in acts of worship in the school

C

6:1:10:1

The school supports the prime role of the family in the spiritual upbringing of pupils

C

6:1:10:2

Parents are involved in the school’s spiritual life (eg through liturgical activities)

C

6:1:10:3

Parents participate in RE through meetings to discuss the programme

C

6:1:10:4

The format and content of RE is discussed with parents, teachers, chaplain and pupils

C

6:1:10:5

Parents receive advice on fostering the spiritual development of their children at home

C

6:1:10:6

Parents are fully informed and consulted about sex / health education programmes

C

6:1:11:1

The school supports the prime role of the family in the moral upbringing of pupils

C

6:1:11:2

Parents are encouraged to participate in the development of pupils’ Christian moral values

C

6:1:11:3

Moral issues such as abortion and contraception are discussed with parents and parish

C

6:1:11:4

Parents are encouraged to participate in school campaigns on moral / ethical issues

C

6:1:11:5

Parents are encouraged to discuss moral matters with the chaplain or pastoral care staff

C

6:1:11:6

The school supports parents coping with serious moral issues at home, when invited

C

6:5:1:1

Priests or ministers from local parishes are involved in the general life of the school

C

6:5:1:2

Local priests or ministers are involved in RE and the spiritual life of the school

C

6:5:1:3

Links with parishes are formed to enable pupil involvement in liturgy and catechesis

C

6:5:1:4

Arrangements are made for Catholic school and parish involvement in Education Sunday

C

6:5:1:5

The school makes an active contribution to parish social and charitable activities

C

6:5:1:6

Schools work with parishes to encourage participation in Sunday observance

C

6:5:1:7

Primary schools link with parishes on First Communion, First Reconciliation and Confirmation

C

6:5:2:1

The school works closely with local and diocesan RE advisers / centres

C

6:5:2:2

The school works with such agencies as Christian Aid, CAFOD, SCIAF, LIFE and SPUC

C

6:5:2:3

Close links are forged with the hierarchy and religious orders to foster vocations

C

6:5:2:4

The school creates links with university and further education (FE) chaplaincies

C

6:5:2:5

The school has links with Christian youth agencies

C

6:5:2:6

The school liaises with national religious bodies

C

7:2:14:1

The school is promoted as a community of faith in which God is present and active

C

7:2:14:2

The school community of faith explicitly includes staff, pupils, parents and parish

C

7:2:14:3

Staff and pupils are encouraged to reflect God’s presence by attitude and example

C

7:2:14:4

The chaplain is enabled to participate in the formation of the school’s Christian mission

C

7:2:14:5

The School Board identifies with and promotes the school’s Christian character

C

7:2:14:6

Staff present the Christian educational vision when dealing with external agencies

C

7:3:11:1

The Christian aims and policies of the school are stated in the handbook

C

7:3:11:2

The handbook outlines how Christian aims are exemplified in the life of the school

C

7:3:11:3

The handbook shows how discipline and behaviour link to the vision of the Christian school

C

7:3:11:4

The partnership with parents and parishes in Christian formation are described

C

7:3:11:5

The school’s spiritual life (oratory, prayer, liturgy, Sacraments) is described

C

7:3:11:6

The Christian dimension in the curriculum, RE and sex / health education is described

C

7:9:11:1

Where possible, the school has an oratory for liturgy and private prayer

C

7:9:11:2

The oratory is designed and furnished according to liturgical norms

C

7:9:11:3

The oratory is attractively designed and conducive to prayer and reflection

C

7:9:11:4

The oratory is located where distraction by noise and activity will be minimised

C

7:9:11:5

The location of the oratory and the chaplain’s room is clearly signposted

C

7:9:11:6

Staff, pupils, parents and other visitors are encouraged to visit the oratory for prayer

C

7:12:11:1

There is a wide range of resources available for Religious Education and cross-curricular topics

C

7:12:11:2

Resources include books, Christian newspapers / magazines, posters, video and audio tapes, cds

C

7:12:11:3

Suitable Christian web sites on the Internet are identified and used

C

7:12:11:4

Pupils, parents and parishes are encouraged to contribute Christian resources

C

7:12:11:5

The chaplain is encouraged to advise and participate in the identification and selection of resources

C

7:12:11:6

A designated staff member is responsible for the inventory and management of Christian resources

C

7:12:12:1

A range of display items present the Christian ethos of the school

C

7:12:12:2

Display items include brochures and posters prepared by appropriate external Christian agencies

C

7:12:12:3

The school chaplain contributes to the presentation of Christian display material

C

7:12:12:4

Pupils contribute to the production and presentation of Christian display material

C

7:12:12:5

Special displays are linked to significant events in the liturgical calendar

C

7:12:12:6

Associated parishes are encouraged to contribute to displays

C

7:14:1:7

The Board has defined and implemented its role in upholding the spiritual values of the school

C

7:14:2:7

Where approriate, the Board maintains close contact with associated parishes and Church agencies

C