2. The school’s buildings and physical environment are welcoming for the diversity of pupils and the wider school community. Social Responsibility
3. The school’s resources are representative of the diversity of the learners and their families.

Social Responsibility

2. A clear commitment exists to promoting equality of opportunity, high quality learning, a concern for individual pupils and a respect for diversity. Equality
3. The school’s resources are representative of the diversity of the learners, their families and the wider community. Social Responsibility

4. All pupils are able to experience success and a full range of achievements within and beyond school are celebrated.

Equality

4. The school nurtures emotional intelligence, self-esteem, self-respect, self-awareness and empathy within all pupils and staff. Faith & Values

5. Opportunities are created and barriers to learning are overcome for e.g ;

-vulnerable pupils

-children with SEN

-newcomer pupils

-those gifted in academic and other fields. Equality

5. Pupils are given opportunities to share aspects of their religious, social or cultural background, ethnicity, gender or sexual orientation and feel safe to do so. Equality
6. There is an emphasis on developing pupil self-awareness in order to support better understanding of others. Equality
7. The school provides a structured transition/induction process for pupils based on the Integrated ethos and where necessary, introducing the concept of Integrated Education. Social Responsibility
8. The school provides a range of informal and extra-curricular enrichment activities which reflect the needs and backgrounds of all pupils. Social Responsibility

6. Pupils feel secure and confident in expressing all aspects of their identity including social or cultural background, religion, ability, ethnicity, gender and sexual orientation. Equality
7. The school is responsive to contemporary issues and ensures pupils are confident to ask questions and engage with these in a way which is respectful, inclusive, and promotes learning. Equality

9. Sacramental preparation for pupils of the Catholic faith is provided in school including opportunities for the school to learn about why this is important for those pupils. Faith & Values
10. Pupils have opportunities to explore the ideas, beliefs, practices of the major world religions and humanist philosophies, learning with and from each other. Faith & Values
11. The school explains the purpose and teaching of RE to parents and students in order to encourage participation in RE as a means of developing diversity and mutual understanding in the school community. Faith & Values

8. The school works to create an environment where people from Catholic and Protestant traditions, of all faiths and none, are respected, acknowledged and accepted as valued members of the school community. Faith & Values
9. Catholic, Protestant and other pupils have opportunities to collectively explore their shared, and diverse, beliefs and traditions. Faith & Values

12. Pupils recognise biased behaviours and attitudes and are aware that their school exists as a challenge to these.

Equality

10. Pupils are encouraged and supported to develop empathy and be activists and up-standers alongside others within school, locally and globally. Social Responsibility

11. Pupils know what to do when they or others experience prejudice, discrimination or bullying and are confident that they will receive appropriate and effective support. Equality

13. Pupils are supported to develop a sense of responsibility and a belief that they can make a difference, and to contribute at local and global levels. Social Responsibility

14. Pupils are encouraged and equipped to develop and exercise their leadership capabilities, particularly in the area of Social Responsibility. Social Responsibility

17. Pupils are encouraged to identify how conflict can arise and develop positive strategies to respond well to interpersonal conflict situations. Faith & Values

18. Pupils are supported to respond appropriately to events/incidents and potentially contentious issues which arise within the local community and wider society. Equality

17. The school overtly teaches resolution strategies to support pupils in disputes/conflicts. Faith & Values
18. Pupils are well prepared for their next stage of education and the diverse world of life and work through their knowledge, understanding and skills in reconciliation. Social Responsibility
19. The school deals sensitively with and plans for local, national and international events, days or occasions which are recognised as being of significance to different groupings within the school community or which may be considered contentious. Equality

1. Teachers are committed and enthusiastic, enjoying a positive relationship with their pupils and with other school-based staff and are dedicated to improving learning within an intentional integrated setting.  Equality

1. The school ensures that staff have regular opportunities to engage in shared self-reflection and professional dialogue related to teaching in an Integrated setting. Equality
2. Teachers provide learning opportunities which support pupils to challenge sectarianism, as well as other forms of prejudice and discrimination. Social Responsibility

4. The school has a system in place to support families who have a child needing help in terms of e.g:

-behaviours

-attendance

-participation

-well-being. Parental Involvement

5. Parents and pupils feel welcome and secure in approaching the principal and staff. Parental Involvement

6. There is planning for effective Integration throughout the curriculum and teachers are aware of educational outcomes that contribute

to reconciliation through the development of children’s skills and capabilities, attitudes and dispositions. Equality

7. There is a structured induction programme for teachers, support staff and governors new to the school ethos. Staff understand and are supported to contribute to the school’s Integrated ethos and practice. Faith & Values
8. School staff have professional development opportunities linked to religious and cultural practices and other aspects of identity which are different from their own. Faith & Values

7. The school provides regular opportunities for staff to revisit the Integrated ethos in regard to their teaching and practice. Equality
8. There are pastoral support structures established for staff members. Faith & Values

9. Rigorous self-evaluation is carried out by teachers and the whole school, leading to sustained self- improvement in delivering Integrated Education. Social Responsibility
10. There is a culture of valuing pupil voice in the self-evaluation processes used by teachers in delivering Integrated Education. Equality

11. Staff members are supported to work constructively to resolve conflict and explore and manage challenging issues impacting on the classroom and school community. Faith & Values

12. There is high staff morale and positive working relationships are developed and maintained within the school. Equality

11. The school facilitates specific training for teachers delivering on themes relating to managing controversial issues and conflict resolution. Equality

12. The school provides opportunities for staff to develop an antibias approach to teaching and learning. Equality

13. There is an agreed staff professional learning policy that supports SLT to identify and implement relevant development opportunities for all staff. Equality

14. The school endorses and implements an anti-bias approach across all aspects of teaching and learning. Equality

13. The school is an active member of its local cluster group/Area Learning Community. Social Responsibility
14. The school nurtures good relations with local, and system-wide Integrated schools. Social Responsibility
15. The school avails of opportunities to assess and adapt practice from other schools to their own Integrated context. Social Responsibility

15. The school is a full and active member of NICIE and the community of integrated schools. Social Responsibility
16. The school has contributed to the development of the Integrated ethos by sharing own practice within a school-based partnership/Integrated sector. Social Responsibility

1. The School Development Plan includes a reference to inclusion and diversity or, in the case of a Transformation, reflects the school's aspiration to become Integrated. Equality

1. The School Development Plan makes overt reference to Integrated Education. Equality
2. Where appropriate the Transformation Action Plan/Integrated Action Plan is regularly monitored and is annually reviewed and evaluated. Equality

1. The Integrated ethos is explicit throughout all aspects of the School Development Plan. Equality
2. School development planning processes are used to evaluate stakeholders’ view of the school’s Integrated ethos. Equality

5. In relation to the school's Integrated ethos and curriculum, the governors are actively engaged in;
   • setting the strategic direction of the school
   • self-evaluation
   • exercising a challenge function. Equality
6. The Board of Governors annually subscribe to the Statement of Principles for Integrated Education. Equality

5. Integrated Education informs the development of school processes, policy and practice. Equality
6. The objectives of Integrated Education are reflected through the school’s approach to Pastoral Care. Faith & Values

7. There are mechanisms within Senior Leadership Team and Middle Leadership Team to ensure coherence in the delivery of Integrated Education across all aspects of the school including policy, process and practice. Equality
8. All aspects of Pastoral Care are designed to promote diversity, build self- esteem and encourage achievement of all kinds. Equality

7. The school actively builds capacity amongst staff and governors to address those areas of Integrated Education practice which prove complex and challenging. Equality

8. There is collective ownership for the outcomes and quality of Integrated provision within the school. Equality

9. The school prioritises Integrated Education at a senior strategic level and invests the appropriate resources necessary to support that priority. Equality
10. Principal and Senior Leadership Team empower other members of the staff to exercise their leadership capabilities, particulaly in regard to Integrated Education. Social Responsibility
11. The committment of staff members to the Integrated ethos of the school is sustained and developed. Equality

11. The school’s Admissions Criteria make clear reference to Integration and reflect the aspiration for community balance. Equality

12. The Governing body is fully constituted in line with the school’s Scheme of Management and efforts are made to secure community balance. Equality

14. Steps are taken to monitor, work towards and sustain a reasonable balance of pupils from Protestant and Catholic backgrounds across the whole school community. Equality
15. The school is strongly proactive in seeking community balance within its Board of Governors. Equality
16. Steps are taken by the school to promote the recruitment of staff from a range of community and cultural backgrounds. Equality

1. Parents, carers and the wider local community are fully informed about the school’s commitment to Integrated Education and, in the case of a Transforming school, its proposal to become Integrated. Parental Involvement

1. Parents and carers are engaged in the review of outcomes linked to integrated education to inform further development.

Parental Involvement

2. Parents are informed about opportunities to support the school (e.g school governance, parent associations) and are fully aware of the role they can play in the life of the school.

Parental Involvement

3. The school actively provides opportunities for families representing all sections of the school community to share aspects of their culture and tradition. Parental Involvement

1. Parents/ carers/ families are made aware of the school’s commitment to ensuring a balance between the two main traditions, Catholic and Protestant, in the school community. Parental Involvement
2. The support and contribution of parents is seen and valued as integral to the success of the school. Parental Involvement

4. There is an induction process for parents/carers/ families that enables them to have a clear understanding of what Integration means in practice, including explicit reference to the intentionality of focus in relation to identity and diversity. Parental Involvement
5. The school uses community engagement effectively to promote Integrated Education and there is regular sharing and celebration of the outcomes of Integrated Education. Equality

3. The school responds to issues raised from diverse community voices to inform future planning for Integrated Education. Social Responsibility
4. The school takes active steps to inform parents and equip them to deal with issues raised within the school or wider communty. Parental Involvement

6. The local community makes use of the school and there is ongoing community access to schools’ resources and activities in order to promote Integrated Education and community cohesion. Social Responsibility
7. The school provides opportunities for pupils to actively engage with their local community, improving their understanding of civic society and encouraging positive contribution. Social Responsibility

5. The school is promoted as a shared civic space within the local community. Social Responsibility
6. The school is actively engaged in connecting with organisations and activities within the local, national and global community. Social Responsibility
7. Pupils are supported to develop a sense of responsibility alongside a belief that they can make a difference, and to contribute at local and global levels. Social Responsibility
8. Students are supported to understand and appreciate the interdependence between humanity and the rest of the natural world. There are whole school and year group-focused practical initiatives which promote environmental protection, conservation and restoration. Social Responsibility