My name is Jennifer Valentine, an Independent PR consultant. This opinion piece examines the role of faith schools in England through personal experience, alongside Ofsted expectations and equality considerations. I argue for reform and improved post-school support rather than abolition (debated in “Schools Week, 2024).
The stated purpose of Catholic education, for example, is admirable. Faith schools aim to form the whole child — academically, physically, intellectually, spiritually, emotionally, and socially. As articulated within Christian education philosophy, Catholic schooling seeks to develop the whole person, recognising that human values find fulfilment and unity. Religious Education sits at the core of this mission, with schools existing to help parents, priests, and teachers pass on the blessings of faith to new generations so they may better understand a deeper communion with the school’s spiritual founders and the Church.
The admissions structures of many faith schools can complicate aspiration. Unlike selective schools that prioritise academic aptitude, faith schools often rely on religious criteria for entry. While this can preserve ethos, it also raises questions about inclusion, diversity, and broader educational outcomes.
During my own schooling, I obtained certificates in Religious Studies and Social Ethics. While personally enriching, these qualifications were not always valued in the labour market unless one pursued a vocation aligned with those disciplines, such as social work or ministry. Conversely, theatre studies and sport — areas in which I excelled — were sometimes dismissed by leadership as “distractions” that could affect performance in more traditional subjects such as mathematics or biology, which led to routes into stable professions like banking or nursing. Even participation in the Duke of Edinburgh Award (through gymnastics) was framed as peripheral rather than developmental.
Ofsted’s statutory role is to ensure all children in England receive a good education through robust and impartial inspection. Any concerns raised are not solely unique to faith schools, because inspections carried out contribute to a wider scrutiny of educational governance for all students.
Public debate on faith schools has intensified. Campaign groups such as “No More Faith Schools” argue that public funding for religious schools may contribute to social division. Critics claim that faith-based education can negatively impact social cohesion, potentially segregating children along social, ethnic, or religious lines and limiting choice and equality. Supporters, however, maintain that such schools provide moral grounding, community identity, and strong pastoral care.
Another area of debate involves curriculum autonomy. Some advocates argue that faith schools should retain the right to opt out of teaching content contrary to their religious ethos, particularly in relation to sexuality, contraception, and abortion. Critics counter that comprehensive Relationships and Sex Education, introduced from Year 7, is essential to safeguarding young people’s health, rights, and informed decision-making.
The issue may not be the existence of faith schools themselves. The structures in place should do more to support pupils beyond the classroom. Stronger career guidance, broader academic pathways, and inclusive engagement with contemporary social realities could help bridge the divide between spiritual formation and modern employability. This could then allow faith schools to retain their ethos while equipping students for modern Britain.
