EducareM · Welcome and formation

New to working in a Catholic school

Every role matters. Your contribution belongs within a shared mission.

Whether this is your first job in a school, you bring years of experience from another setting, or you are joining a new Catholic school community, this page is for you. Teachers, teaching assistants, office teams, pastoral staff, technicians, catering, cleaning and site teams, chaplains and leaders all help children and young people flourish.

You may be Catholic, belong to another faith, or have no religious faith. Bring your experience, your questions and your willingness to learn. Your school should explain its Catholic mission, the expectations of your particular role and the support available to you.

You do not have to know everything on day one

Experienced in another setting?

Your professional knowledge is valuable. Start by asking how this school’s Catholic mission shapes its priorities, relationships, curriculum and routines. Learn its local systems rather than assuming they match your previous workplace.

Ask: “What would you most like me to understand about this community?”

New to schools altogether?

Ask for a named colleague, a tour, clear instructions and time to practise unfamiliar routines. Learn who can help with safeguarding, behaviour, emergencies, confidential information and your day-to-day responsibilities.

Ask: “Who should I go to when I am unsure?”

Safety comes first. Before working with pupils, know the designated safeguarding lead (DSL), how to report a concern, and what to do if someone is in immediate danger. If a child shares a concern, listen calmly, do not promise secrecy, record their words accurately and report promptly through the school’s procedure. Do not investigate yourself. Know the separate route for concerns about an adult, including the headteacher. Read the safeguarding guidance your school assigns to your role, alongside its child protection policy. Keeping children safe in education.

What makes a Catholic school Catholic?

A Catholic school understands education through faith in Jesus Christ: each person has God-given dignity, learning is a search for truth, and education helps people grow in wisdom, love and service. It seeks the flourishing of the whole person and the good of the wider community.

Its Catholic identity belongs to the whole school: its purpose, curriculum, prayer, relationships, leadership and everyday decisions. It should be recognisable in how people are welcomed, taught, protected, challenged and cared for.

Distinctive in all things?

Let the Catholic mission inform every part of school life. This does not mean every task must look different from good practice elsewhere. Many commitments are shared with other schools. The distinctiveness lies in the school’s Christian understanding of why they matter, and in a coherent pattern of choices that expresses that understanding.

Teach mathematics accurately. Prepare food safely. Keep records carefully. Then ask: are we recognising each person’s dignity, serving the common good, including those who face barriers and using resources responsibly? Catholic identity gives ordinary work a shared purpose; it does not replace professional expertise.

Dignity and belonging

Learn names. Avoid humiliating language. Notice the pupil, parent or colleague who feels invisible. Make adjustments that allow people to participate. A person’s worth does not depend on attainment, behaviour, income, faith or usefulness.

Truth and high expectations

Take learning and professional standards seriously. Be accurate, honest and fair. Offer support without lowering ambition. Encourage questions and thoughtful engagement with knowledge, faith and other beliefs.

Justice and the common good

Consider who benefits from a decision and who might be left out. Pay attention to poverty, disability and hidden costs. Service includes addressing unfairness as well as raising money.

Hope, care and responsibility

Help people make a fresh start while maintaining safe boundaries and accountability. Care for shared spaces and the environment. Forgiveness never requires concealing harm or pressuring someone to reconcile.

Explore the Church’s vision in The Catholic School, Gravissimum educationis and the Bishops’ Conference’s introduction to Catholic Social Teaching.

Why the 1944 settlement matters — and what applies today

The Education Act 1944 was a key milestone in the partnership between Church and state. Its voluntary-aided arrangements enabled Catholic schools to participate in state-funded education while retaining their religious character. The historical provisions addressed governance, religious instruction and staffing.

This helps explain why a Catholic school is more than a school with a religious name. Its identity is connected to its foundation, its relationship with the bishop and diocese, and arrangements for religious education, worship, governance and certain appointments.

Historical foundation, current responsibilities. The 1944 Act is not a complete statement of today’s rules. Current arrangements depend on later legislation and whether the school is maintained, an academy or independent, as well as its governing documents and applicable agreements. Admissions and employment provisions are specific: do not assume they apply identically to every school or every post.

For your induction, ask: “What type of school are we? Who is our employer? Which diocese are we in? What does supporting the Catholic character mean in my role?” Your school or diocesan education team should explain the relevant expectations and any contractual questions.

CES: history of Catholic education · 1944 Act as enacted — historical text · DfE: religious character and school types · CES: employment guidance and model contracts

The national inspection and safeguarding links on this page relate to England. Catholic resources from CES and the Bishops’ Conference serve England and Wales; schools in Wales should use their Welsh statutory guidance and inspection arrangements.

How does the Catholic mission connect with my work?

These are practical reflection prompts, not additional job descriptions. Your responsibilities, training and authority should be clear. No one should be expected to take on specialist work without the necessary preparation.

Teachers, early years practitioners and curriculum teams

Plan ambitious, accessible learning. Respect the integrity of each subject and help pupils consider meaning, ethical questions and the use of knowledge where appropriate. In primary and secondary settings, learn how RE, prayer and the wider curriculum fit together. Assess what pupils know and can do; do not grade their personal faith.

Reflect: Who is being helped to flourish, and whose learning needs closer attention?

Teaching assistants, SEND, pastoral and lunchtime teams

Your patient presence can make belonging tangible. Support independence, communication and participation. Apply agreed behaviour approaches calmly; protect dignity when someone struggles. Share concerns through the right channels and maintain professional boundaries.

Reflect: Does this support build confidence and agency as well as meeting today’s need?

Reception, administration, finance and HR

A welcome at reception can shape a family’s experience of the school. Communicate clearly and sensitively. Handle information securely, money responsibly and difficult conversations respectfully. Notice language barriers, access needs and the impact of costs on families.

Reflect: Is our process both fair and humane?

Site, cleaning, catering and transport teams

Safe, clean, welcoming spaces and thoughtfully prepared meals express care. Follow safety, food hygiene, allergy and supervision procedures relevant to your role. Report hazards and concerns promptly. Reduce waste and care for resources without compromising safety.

Reflect: What does this environment communicate about the people who use it?

Technicians, IT, libraries and specialist support

Help pupils and colleagues access the tools they need. Support safe technology use, accessibility and responsible stewardship. Treat requests with patience and follow agreed arrangements for online safety, equipment and information security.

Reflect: Who might be excluded by the way this service works?

Chaplains, leaders and those with formation responsibilities

Explain the mission in language people can understand. Model service, listen to colleagues and provide appropriate formation. Make prayer accessible and well prepared. Work with the headteacher, RE team, diocese and parish within your responsibilities.

Reflect: Are people supported to understand the mission and contribute honestly?

Supply staff, volunteers, agency colleagues and contractors

Ask for induction proportionate to your role and contact with pupils. Know safeguarding, boundaries, emergency arrangements and your named contact. Respect the school’s prayer and routines, and ask for explanations when something is unfamiliar.

Reflect: What do I need to know before I begin today?

Prayer, religious education and unfamiliar words

Prayer and liturgy

You may encounter classroom prayer, assemblies, quiet reflection, liturgies and Mass. Ask a colleague or chaplain to explain the purpose, words and gestures. Do not assume everyone has the same knowledge or faith.

Discuss your role and participation expectations sensitively with your school. Respect for conscience matters; you should not be asked to pretend to hold beliefs you do not hold. If you are unsure about receiving Communion, ask the priest or chaplain for guidance.

Prayer and Liturgy Directory

Religious education

RE is central to Catholic education and is a curriculum subject with its own knowledge and skills. It develops understanding of Catholic faith and includes learning about other religions. Learning about belief and nurturing faith are related, but pupils’ personal belief is not an attainment measure.

If you teach or support RE, ask which diocesan curriculum, resources and assessment guidance your school uses.

Religious Education Directory

A short guide to words you may hear

Diocese: a local part of the Church led by a bishop; its education team supports Catholic schools.
Parish: a local Catholic community, usually served by a parish priest.
Gospel: the good news of Jesus Christ; also the four biblical accounts of his life, teaching, death and resurrection.
Liturgy: the Church’s public worship. Mass is the celebration of the Eucharist.
Sacrament: an effective sign of God’s grace, celebrated within the Church.
Patron or charism: a school’s patron saint or a particular spiritual tradition that helps shape its identity.
Vocation: a calling; in school life, an invitation to use your gifts in service.
Common good: conditions that enable people and communities to flourish together.
Preferential option for the poor: giving particular attention to people experiencing poverty or exclusion.

Ask about your school’s patron, founding story and mission statement. They can make its identity much easier to understand.

A manageable start: day one, week one, first term

Day one: feel safe and know your people

Meet your line manager and named induction colleague.
Know the DSL, reporting route and procedure for concerns about adults.
Learn emergency, first aid, access and visitor arrangements.
Understand your duties, boundaries and the routines you will use immediately.
Know where to find essential policies and how to ask for help.

Week one: understand the community

Discuss the mission statement and how it connects to your role.
Learn about the school’s patron, diocese, parish and trust where applicable.
Have prayer and liturgy routines explained.
Read the behaviour, equality, SEND, confidentiality and staff conduct guidance relevant to you.
Check your understanding of your contract and role expectations with your employer.

First term: review and grow

Arrange a check-in: What is going well? What remains unfamiliar? What training would help? Ask for role-specific CPD and an introduction to Catholic ethos. Find out how staff wellbeing and professional support work. You should have opportunities to ask questions throughout induction, not just receive a folder.

A useful conversation starter: “Show me one everyday decision where our Catholic mission makes a difference.”

Understanding the frameworks without losing the purpose

The Catholic Schools Inspectorate framework considers Catholic life and mission, religious education, and prayer and liturgy. Your contribution may sit in any of these areas, but specialist responsibilities vary by role.

Ofsted inspects state-funded schools in England using its education framework and school toolkit. Catholic inspection and Ofsted have different responsibilities. The whole school’s work includes safeguarding, inclusion, learning and wellbeing; staff should understand the parts relevant to them.

These frameworks can help you understand expectations. The daily purpose remains excellent education and the flourishing of each person. Catholic ethos reaches beyond preparation for inspection.

CSI: school resources and current framework · Ofsted: education inspection framework · Ofsted: school inspection toolkit

For independent schools, check which inspectorate applies: ISI framework or Ofsted independent-school toolkit.

The essentials: where to find out more

Begin with your own school’s induction and policies. Use these national sources to deepen your understanding; you do not need to read every document at once.

Start with	What it helps you understand
Your school’s induction pack	Local contacts, safeguarding, conduct, emergencies, mission, role expectations and support. Ask your induction colleague for access.
Keeping children safe in education	England’s statutory safeguarding guidance. Your school should identify the reading and training required for your role.
Catholic Education Service (CES)	National Catholic education resources, guidance and the Church–state partnership.
Find your diocesan education team	Local formation, advice, curriculum guidance and Catholic school support.
Catholic Bishops’ Conference of England and Wales	The wider Church, its teaching, prayer and public life.
Catholic Social Teaching and CAFOD education resources	Dignity, justice, solidarity, care for creation and practical resources for schools.
CES employment guidance and Bishops’ Memorandum	Model contracts and Catholic staffing expectations. Ask your employer about your actual post and contract.
Vatican: The Catholic School	A deeper account of the purpose and identity of Catholic education.
Vatican: Laudato si’	Care for our common home and the connection between human wellbeing and the environment.
CES relationships and sex education resources	For colleagues whose responsibilities include this area, alongside the applicable statutory guidance and school policy.

Learning and support that fit your role

Start locally

Ask your school, trust or diocesan education team about induction into Catholic ethos for all staff. Agree training that fits your work: safeguarding, SEND, behaviour, first aid, food safety, online safety or other relevant responsibilities.

Find diocesan support

Explore with EducareM

Use the programme diary to explore formation and development opportunities. Ask which events fit your role and experience, including opportunities for reflection and accompaniment.

EducareM programme diary

Develop your Catholic understanding

The Catholic Certificate in Religious Studies (CCRS) offers structured study of Catholic faith. It may be useful for your development; it is not presented here as a universal requirement for every member of staff.

CCRS information and centres

Learn for specific responsibilities

If you teach RE or help lead prayer, seek diocesan training using the relevant directories. If leadership is part of your role or next step, explore the middle leadership page and discuss appropriate formation with your line manager.

Middle Leadership with purpose

You are part of the mission

You do not need to arrive with every answer. You need a clear welcome, appropriate training and people who will walk alongside you.

Whatever your role, ask: Who needs my attention today? How can my work help this person flourish? What do I need to learn, and who can help?

These questions turn a mission statement into everyday service.

Course resources

Download the slides

New to Working in a Catholic School · 13 October 2026

Download the course slides as a PDF to revisit the questions, reflections and learning from the day, and to support your continuing formation in your school community.

Download the course slides (PDF)

Prefer to read online? Open the slides in a new tab.