Skip the NI Direct Bar
Skip to content

TACOT:IE - Formal Integrated Schools - New Schools

Formal Integrated Schools

d. New Schools

40. While it is argued that the transformation alternative should be considered in every case, it is accepted that there will be circumstances where the creation of a viable new school is the only appropriate way of meeting parental preference for integrated education. It was noted that, to date, no new integrated school approved for grant- aided status had failed to reach full viability and it was agreed that a suitably challenging first year intake requirement is an appropriate approval criterion. The group considered whether the first year intake figure should be reduced in rural areas and noted in particular that the availability of grant-aid was an important trigger for increased interest from parents. It was 'concluded, on balance, that the existing intake requirements for new schools should remain unchanged ie

  • primary schools must have an intake of 25 and a projected long term enrolment of 150/175;
  • secondary schools must have an intake of 80 and a projected long term enrolment of 400.

While it was agreed that no change would be justified to the denominational balance criteria, a possible exception to the intake requirements in areas where there is a small percentage of the Protestant or Catholic community was discussed. One suggestion was that the long-term enrolment figure for primary schools could be reduced to 140, ie a P1 intake figure of 20 rather than 25 and the long-term enrolment figure for secondary schools could be reduced to 300, ie a year 8 intake figure of 60 rather than 80. No agreement was, however, reached.

41. The majority view was that the existing long-term requirement of at least 30% of the minority in the school enrolment was essential to enable effective integration to take place and an argument could indeed be mounted for a 40% ideal figure. In reaching this view it was noted that a number of existing integrated schools were finding it difficult to achieve the minimum balance. It was recognised in particular that the balance requirement was difficult to achieve in areas where there is a high proportion of one community

Demand
A planned approach
Transformation
New schools
Pre-school
Post-16 provision
Grammar provision