Faiths and further education - Church of England

Faiths and Further Education:A HandbookAnnex H:Valuing Chaplaincy:A Principal’s ViewMarion PlantMarion Plant is Principal of North Warwickshire and HinckleyCollege, a large college in the Midlands that had one of the firstfull-time chaplaincies in the FE sector.The Reverend NaomiNixon is in her second year as chaplain to this richly diversecommunity.Why a Chaplaincy?Everything in FE is now more than ever quantified and measured –audits, inspections, LSC reviews etc. From this point of view, theprincipal has to be very clear about the value added by thechaplaincy. From a deeper perspective, it is essential, in thisinstrumental age, for the college to demonstrate to students andthe wider community its commitment to non-instrumental values,to treating students as whole people, whatever their age, andrecognising the importance of faith in students’ lives.This was from the beginning an ecumenical initiative, but wasdesigned, developed and funded from college resources.There areno external constraints – the college pays the salary, but the role ispart-funded by the chaplain being a 0.5 teacher, teaching a YouthWork course for adults wishing to work with young people.Thechaplaincy has a student and staff focus, with different activitiesand meetings and worship opportunities for both staff andstudents.There is a student liaison team at the college that meets regularlyand in which the chaplain plays a full part, delivering all the usualcounselling and other services. But the chaplain contributes anadditional dimension, based on pastoral experience and trainingwhich focuses on the spiritual dimension of issues and deals withproblems as they arise.Above all, the chaplaincy is sponsored byand supported by the principal, so plays a full part in collegestructures, and all the formal parts of the college’s activities,presentations, meetings, festivals, etc.‘Holy loitering’ is the key to the informal process – the chaplain is afamiliar presence throughout the college; at the canteen/officeareas, in Student Services (where confidential appointments can bemade), in the worship area/prayer rooms, on both sites as well as inher office and in the staff room.Visibility is the key to success.Learning and success ratesThe chaplain also acts as a catalyst to learning – this reflectsevidence in Whole People Matter (Turner and Kimber, 2003) whichreminds us of the holistic nature of student learning and the needfor development of all aspects of a student’s personality, includingspiritual, ethical, social and cultural needs.Learning best takes place when all parts are being developed.Therefore, if the chaplaincy is working well, there can be increasedsuccess rates!CultureLearning communities should be optimistic places, where all feelequally valued, and feel the college is committed to them.Thismeans:• valuing students – through student services (the Student Union isalso involved in the Chaplaincy Support Group)• valuing staff (institutional core values – chaplain available to staff– including support staff); weekly communion services mainlyattended by staff• social inclusion (removing barriers to success) – multi-faithprayer room which different faiths are happy to share and use atdifferent times. Chaplain is available to help specific faith groups(such as Muslims, especially during Ramadan) and for otherfestivals – or to act as a ‘signpost’ to other faith communityleaders• chaplaincy as focal point of the community in times of crisis –sickness (staff or student); accidents; tragedies (e.g. studentdeath, community shock, external events such as the impact ofthe London bombings or the Asian tsunami)• helping staff connect faith and work.RetentionThere is a positive impact of chaplaincy working with excluded or‘difficult’ groups, creating links to families and faith communities,developing mentoring etc. Retention rates are steadily improving.Involvement in enrichment activities is also important.Inspection• particularly important given new criteria around the Children Act,and Ofsted’s concern with spiritual and moral welfare, collegeethos, the student as ‘whole person’• learners’ spiritual, moral, social and cultural development –this is a statutory duty for 14–16, but there is also a moral dutyof care for all students (including adults, many of whom take upadult learning as a result of crisis or change in their lives, and mayneed support)