The Catholic State-Integrated School
Catholic state-integrated schools are state schools, not private or independent institutions. They are part of New Zealand’s public education system and receive government funding, but retain their special character, which sets them apart.
There are three key distinguishing features of Catholic state-integrated schools:
- Catholic Special Character
The Catholic special character of the school is central to its identity and operations. It influences enrolment policies, staffing decisions, and the delivery of the curriculum, particularly through religious education and the integration of a Catholic worldview based values across the learning environment. - Proprietor Ownership and Shared Responsibilities
The school’s land and buildings are owned by the Proprietor, who is typically the Bishop of the diocese, a religious order, or a Trust Board. While the Proprietor retains ownership, the responsibility for maintenance, insurance, and health and safety obligations is shared with the school board, as outlined in the school’s Integration Agreement. - Governance and Proprietor Appointments
Each school is governed by a School Board, in line with the Education and Training Act 2020. The Proprietor has the right to appoint up to four members to the board. These appointees help ensure that the Catholic special character is maintained in the school’s governance and strategic direction.
The founding principles of integration
When the Proprietors of Catholic schools integrated their schools with the state system of education, they entered into a partnership with the Crown. The partnership is based on six fundamental principles:
- The right to teach, develop and implement the Catholic programme in Christian faith and living, and to follow those religious customs that are normal in the Catholic school.
- The right to administer staff appointments and arrange that staff composition recognises the Catholic special character of the school.
- The right to enrol firstly, the children of Catholic parents and secondly, the children of other parents who seek a Christian environment for the education of their children.
- The right to extend existing schools and build new ones to meet the demands of legitimate expansion and proven need, including schools with special purposes (e.g., to cater for special educational, physical or emotional needs).
- The right to own the land, school buildings, ancillary educational buildings and facilities that make up the Catholic school system.
- The right of the Catholic community to make a tangible financial contribution through fees towards the cost of maintaining its schools.
Each school has an integration agreement
Each school has its own Integration Agreement. A school becomes integrated into the state education system when the Proprietor and the Minister of Education approve the school’s agreement to integrate (the Integration Agreement). This agreement establishes a partnership between the Proprietor and the Crown. This is a legally binding agreement and imposes obligations on the proprietor and school board.
The Integration Agreement:
- defines the school’s Special Character
- sets out the rights of the Proprietor in relation to the operation of the school
- prescribes the religious instruction and observances that are to be part of the school programme
- specifies the lands and buildings that are to be managed and maintained by the board
- sets out special requirements and appointment procedures for certain key positions
- determines the maximum roll and the maximum percentage of non-preference students who may be enrolled
- provides for the charging of attendance dues up to a maximum amount approved by the Minister of Education
- requires the Proprietor to ensure the buildings and any chattels that are owned or held in trust by the Proprietor
- provides for the appointment of a chaplain (paid for by the proprietor)
- sets out the rights of the Proprietor to have access to the school
- sets out other matters agreed to between the Proprietor and the Minister.
Proprietor, Crown and School Board: Building effective relationships
The partnership between the Crown, the Proprietor, and the School Board is foundational to how state-integrated schools operate.
State-integrated schools operate within a model that recognises the distinct yet interdependent roles of the Crown, the Proprietor, and the Board. This is a binding partnership which is demonstrated in this diagram.
Each party has defined rights and responsibilities, and all work collaboratively to support the educational success and overall wellbeing of our tamariki.
The Proprietor typically owns the land and buildings and is often the founding body of the school, responsible for defining its core purpose, values, and special character. The Proprietor and the Crown formalise their relationship through a legally binding document known as the Integration Agreement, which outlines the commitments and responsibilities of both parties.
Key points to note are:
- The reason for the school’s existence is set out in the special character definition in the Integration Agreement. It is everyone’s role around the board table to maintain and preserve this special character as defined in the Integration Agreement.
- The school board and proprietor work together to honour the agreements and commitments signed up to with the Crown.
- The partnership and the binding Integration Agreement are the fundamental elements that make state-integrated schools unique.
- The Integration Agreement is a binding agreement that can only be amended if both parties agree (Crown and Proprietor). If there is an amendment to the Integration Agreement, this will be made via a supplement agreement.
If you haven’t read your Integration Agreement, take 10 minutes at your next board meeting to read and discuss it together. Find your agreement and any supplementary agreements here.
Effective governance begins with well-defined roles and responsibilities, and clear parameters around how these relationships will work
Cancellation of an integration agreement and school closure
Cancellation conditions and requirements are found in Schedule 6, Cl 11 of the Education and Training Act 2020.
The process for a proprietor wishing to cancel an integration agreement is different from a cancellation by mutual agreement between the Minister and proprietor (under Schedule 6 Clause 14 of the Education and Training Act 2020) which is the usual practice.
Cancellation by Proprietor
There are two reasons for which a proprietor can cancel an integration agreement:
- Clause 13(1)(a)(i) the special character of the state integrated school has been or is likely to be jeopardised; or
- Clause 13(1)(a)(ii) the Minister or any board is not carrying out their functions and obligations under the Education and Training Act 2020 (the Act) or the integration agreement.
Please see the cancellation guidelines on the APIS website for details of the process.
Resources and Appendices
Please contact NZCEO for an example Integration Agreement
Education and Training Act 2020
Schedule 6, State Integrated Schools