The impact of branding an educational institution Methodist. Final report. October School of Business and Social Sciences Roehampton University

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1 The impact f branding an educatinal institutin Methdist Final reprt Octber 2008 Schl f Business and Scial Sciences Rehamptn University Cmmissined by the Educatin Office f the Methdist Church and funded by the Suthlands Methdist Centre 1

2 Rehamptn University Schl f Business and Scial Sciences Suthlands Cllege Rehamptn University 80 Rehamptn Lane Lndn SW15 5SL Research team: Alisn O Shea Crnelia Wilsn Janne Sibthrpe Edward Cllins E.Cllins@rehamptn.ac.uk Alisn O Shea, Crnelia Wilsn and Janne Sibthrpe are Research Officers in the Scial Research Centre in the Schl f Business and Scial Sciences. Edward Cllins is Lecturer in Marketing and Management in the schl. Acknwledgements We are grateful t the Suthlands Methdist Centre fr the funding and supprt they have given the prject. We wuld als like t thank the steering grup; Peter Briggs, Brian Drury, Jenny Impey, Lis Luden, Lisa Nlan, Kathleen Richardsn and Graham Russell fr their supprt and guidance. We are indebted t the Methdist schls which participated in the survey; we wuld like t thank the Headteachers, 2

3 teaching staff, gvernrs, chaplains, ministers, parents and pupils wh gave their time s generusly. Executive summary This reprt presents the findings f a study int the brand Methdist in schls with a Methdist fundatin. The Schl f Business and Scial Sciences, Suthlands Cllege, Rehamptn University carried ut the study between September 2007 and September The aim was t assess the impact f the brand Methdist within an educatinal institutin. There are 64 primary state-maintained schls and 14 independent schls acrss England and Wales with a Methdist fundatin. This study lks at eleven Methdist schls, drawing n the views and experiences f students, parents f students, staff, gvernrs, and assciated chaplains/ministers in the primary, statemaintained sectr, the independent, secndary sectr and the Higher Educatin sectr. The study fcuses n hw imprtant the Methdist identity is - what it means t be invlved in Methdist-based educatin, what Methdist schls stand fr and what, if anything, is different abut Methdist schls. A key finding is that parents d nt chse the schl fr being Methdist. In cases where the religius fundatin f a schl is imprtant t parents, it is the schl s Christian identity rather than its Methdist character that matters. This is true fr the majrity f teaching staff als. Retrspectively, after becming invlved in the schl, hwever, its Methdist character is viewed as an additinal benefit, in part, because Methdism is seen as calm, infrmal and inclusive. Being a Christian schl and pssessing these features is ne f the reasns that families frm ther faith backgrunds chse the Methdist schl. Parents, in the main, chse the schl fr its gd reputatin and tend t assciate gd reputatin with a church schl. Its church schl identity is a majr reasn why parents, in particular, in the primary state sectr chse the Methdist schl. The term gd reputatin encmpasses academic achievements, discipline, the teaching f mrals and values, respnse t children s individual learning and emtinal needs, expectatins f gd behaviur and being kind t thers, and a caring envirnment. These features cntribute t the verall eths f schls, but 3

4 questins remain unanswered as t whether they are distinctively Methdist r whether they are als characteristics f schls that are nn-religius r nn- Methdist. Indeed, Methdist schls are largely seen as being n different t ther Christian schls. Pastral care, in particular, is viewed as ne f the mst imprtant features f Methdist schls. It is the chaplains and ministers wh are directly assciated with pastral care. The presence and wrk f chaplains and ministers is seen as being central t the way in which the schl functins; they are highly valued acrss all grups f participants - nt nly fr prviding pastral care and fr the spiritual aspect f the schl, but als fr their energy, enthusiasm and invlvement in the schl as a whle. The study yielded a mix f respnses abut whether the schl s Methdist identity shuld be mre prminent. One viewpint is that a strnger Methdist brand wuld put families ff chsing the schl - they appreciate its less strict and all inclusive apprach. It is widely believed that a mre prnunced Methdist identity wuld cntradict everything Methdism stands fr. But anther viewpint is that the Methdist brand shuld be strnger in schls nt least because f its histric link t educatin. It shuld establish a clearer identity - having a Methdist fundatin is smething t be celebrated and shared. Frm a branding perspective, the findings f this study verall highlight that Methdist is nt a strng brand within the cntext f Methdist educatin. Schls have a strng and psitive brand but it is nt Methdism; the brand is embedded in the Christian identity f schls. The Christian fundatin f schls is, withut dubt, highly valued. Whilst Methdist schls may nt have a clear, identifiable brand, the psitive attributes f schls - bth tangible and intangible - shw ptential t build a mre visible Methdist schl brand. 4

5 1. Intrductin There is a range f church schls acrss England and Wales with different denminatinal fundatins. Many schls were funded frm the reign f Elizabeth I nwards; schls fr the wrking classes were mainly funded by the churches in the 19th century, generally in village lcatins and in lng established inner city areas. These church schls frmed the large majrity f the schls until the Frster Act f 1870 created schl bards which pened schls paid fr by lcal rates, thus the "Dual System" was created. Despite the many changes in the educatin service since 1870, church schls have cntinued t ccupy an imprtant psitin within the educatin system. 1 Methdist schls have a lng traditin within the UK educatinal sectr in bth state-maintained primary schls and independent schls. Methdism was a mvement that arse ut f the Church f England, led by preacher Jhn Wesley in the 18 th century. Educatin has always been an imprtant aspect f Methdism. Fr Jazeb Bunting, ne f the leading vices in Methdism: Educatin withut religin is nt educatin. I think that a[n] educatin which lks nly at the secular interests f an individual, which lks nly at his cnditin as a member f civil sciety, and des nt lk n him as a man having an immrtal sul is nt educatin 2 The first Methdist independent schl was funded in 1748, and the first Methdist day schl in the early 19 th century. Tday there are 64 Methdist primary statemaintained schls and 14 independent schls. 3 The Educatin ffice f the Methdist Church cmmissined the Schl f Business and Scial Sciences, Suthlands Cllege, Rehamptn University, t carry ut an 1 Lankshear, D.W. (1994) p 15, A Shared Visin: Educatin in Church Schls, Lndn: Church Huse Publishing 2 Bunting, J. in Best, G.M. Shared Aims: A celebratin f Methdism s invlvement in educatin t mark the centenary f the Methdist Bard f Management and the tercentenary f Jhn Wesley s birth 3 5

6 independent study investigating the brand Methdist within Methdist based educatin. A brand is a set f attributes by which a particular prduct r service may be identified. It may be cnsidered a cllectin f perceptins in the mind f the cnsumer. 4 A brand cmprises fur key elements: attributes (tangible and intangible); benefits; values and persnality. 5 The distinctive factrs within the fur elements are what make a brand stand ut amngst ther, similar brands. In ther wrds, every brand is unique: A brand is a prduct, service r rganisatin made distinctive by its psitining relative t the cmpetitin and by its persnality, a unique cmbinatin f functinal attributes and symblic values 6 The verall bjective f this study is t examine the impact f branding an educatinal institutin Methdist amngst students, parents f current students, staff, gvernrs, and assciated chaplains/ministers in the primary, state-maintained sectr, the independent, secndary sectr and the Higher Educatin sectr, namely Suthlands Cllege. The study sets ut t establish hw significant a part Methdist plays in peple s perceptins f Methdist schls, and whether their perceptins are essentially psitive r negative. In s ding, the study investigates what it means t be invlved in Methdist-based educatin, what Methdist schls stand fr and what, if anything, is different abut Methdist schls. 4 Bates, C. 5 Brassingtn and Pettitt (2007) Essentials f Marketing 2nd Editin Prentice Hall 6 Hankinsn,G and Cwking, P. (1993) Branding in Actin: Cases and Strategies fr Prfitable Brand Management: McGraw-Hill 6

7 2. Prfile f schls with a Methdist fundatin There are in ttal 78 Methdist schls in Great Britain. These schls admit children frm n faith backgrund as well as children frm Christian and ther faith backgrunds. Acrss all schls nly the minrity f families are practising Christians; very few are Methdists. Primary state-maintained schls: Sme schls have remained slely Methdist and many are a result f ecumenical partnerships. Schls vary in size frm small rural schls with fewer than 50 pupils, t large city-centre schls. All Methdist primary state-maintained schls serve the lcal cmmunity and have a strng Christian eths. Schls are supprted by lcal circuits and churches thrugh the appintment f Methdist Fundatin Gvernrs, ministers with pastral charge, vlunteer classrm assistants, and fund raising. Methdist primary state-maintained schls are either Vluntary-aided (VA) r Vluntary-cntrlled (VC). Vluntary-aided schls - VA schls have the strngest Methdist influence. - Anyne can apply fr a place - The gverning bdy emplys staff and sets the admissin criteria - Apprach t teaching religius educatin is in accrdance with the trust deed - Buildings and land are usually wned by the faith rganisatin - The gverning bdy cntributes t building and maintenance csts. Vluntary-cntrlled schls - Anyne can apply fr a place - VC schls are run by the lcal authrity; - The lcal authrity emplys staff and sets admissin criteria - Apprach t teaching religius educatin is in accrdance with the LEA s lcal Standing Advisry Cuncil fr Religius Educatin (SACRE) syllabus - Buildings and land are usually wned by the faith rganisatin - The faith rganisatin als appints sme f the members f the gverning bdy. 7

8 Independent schls: Mst f the furteen Methdist independent schls in England were funded in the 19 th century. The aim was t prvide an independent educatin in an envirnment with a strng Christian eths. The first tw schls were intended fr the children f Methdist ministers. Schls are bth single-sex and c-ed, take day pupils and barders, and take pupils frm aged fur t eighteen years ld. 8

9 3. Research methd This reprt presents findings frm the research carried ut frm September 2007 t September 2008 n schls with a Methdist fundatin acrss England. This is a qualitative study cmprising semi-structured interviews and fcus grups with schls staff, chaplains and ministers, gvernrs and parents. The research was designed t prvide an initial steer n the impact f branding an educatinal institutin Methdist in primary, state-maintained, Methdist schls, independent secndary Methdist schls, and Suthlands Cllege, Rehamptn University, which has a Methdist fundatin. Schls fr the study were selected by the Methdist Steering Grup n the basis f specific characteristics in rder t ensure a relatively balanced representatin. The sample cmprised a ttal f eleven Methdist schls - including pilt schls - frm acrss the independent sectr and the primary state-maintained sectr, and Suthlands Cllege. Within the independent sectr five schls were selected allwing fr sme representatin f gegraphical lcatin; f day and barding schls; and f schls with and withut lcal cmpetitin. Within the primary statemaintained sectr six schls were selected allwing fr sme representatin f gegraphical lcatin; f Methdist/Methdist-Anglican schls; and f VA and VC schls. The eleven selected schls were initially cntacted by the steering grup and invited t take part in the study. Subsequently the Scial Research Centre (SRC) made fllw-up telephne calls and s intrducing the study, utlining what wuld be required in taking part and arranging fr the researchers t carry ut interviews and fcus grups in schls. Fr their reference the research prpsal fr the study was frwarded t each participating schl. Althugh there was sme verlap, interview and fcus grup questins were individually designed fr each categry f participants: Headteachers, teaching staff, gvernrs, chaplains/ministers, parents and pupils. Schedules fr interviews and fcus grups were structured arund the research bjectives and the questins laid ut in the Methdist branding research prpsal. A pilt study cmprised ne independent schl and tw primary state-maintained schls. Findings and 9

10 methdlgy were reviewed and alteratins t interview schedules were nt required, therefre findings frm the pilt study are included in the verall prject. Tw researchers carried ut visits t schls between Nvember 2007 and June In each primary state-maintained schl, interviews and fcus grups were cmpleted in ne day. In ne independent schl that was relatively lcal t Rehamptn University, the visit was als cmpleted in ne day. In fur independent schls, where mre travelling was invlved, the research was spread ver a perid f tw days. In each schl, individual interviews tk place with the Head, chaplain/minister and at least ne schl gvernr. Fcus grups were cnducted with teaching staff and with parents. In each independent schl a third fcus grup tk place with pupils frm year ten upwards. In tw primary state-maintained schls a third fcus grup tk place with children frm the schl cuncil. Fcus grups cmprised between five and twelve participants; participants were selected by schls. In Suthlands Cllege interviews were carried ut with senir management, teaching staff and the chaplain. A fcus grup was cnducted with seven Suthlands students in their first, secnd and third years f study. Handwritten ntes were taken during interviews and fcus grups and, where permissible, vice recrdings als. Analyses f interviews and fcus grups were carried ut thrugh a prcess f cding data int categries by theme. 10

11 4. Results This study lks at Methdist schls frm tw sectrs: primary state-maintained and independent. Despite the fundamental differences between these sectrs, much f the data yielded frm the same questins are cmparable. Likewise, data frm Suthlands Cllege participants are cmparable t schls. But sme respnses d vary by schl sectr, and these differences are highlighted accrdingly. Variatins in data that we might have expected t cme acrss amngst primary statemaintained schls depending n their VA r VC status, hwever, are nt s apparent. Where VA and VC schls d differ, this tends, instead, t be related t the sciecnmic factrs f the areas in which the schls are lcated. There are n meaningful differences in participants perceptins between Methdist and Methdist-Anglican schls. The fllwing sectins present ur research findings. Firstly we lk at the ways in which Methdism is visible in schls. We then investigate the srts f things that teachers and parents were lking fr in a schl and whether its Methdist character had any bearing n their decisin-making. This leads n t parents subsequent views f the Methdist schl, and what Methdism means amngst different grups f participants. We g n t lk at the characteristics f Methdist schls and the types f features that are valued, and then cnsider what Methdist educatin stands fr - what, if anything, it ffers that is different t ther schls. Finally we examine participants views n whether the Methdist identity f schls shuld be made mre prminent. 4.1 Hw visible is Methdism in schls? The Christian character f schls is visible in different ways. Mst visually evident in the majrity f schls in ur sample, is the presence f a chapel r church - if nt n the same grunds as the schl then nearby. Schls use chapels/churches t varying extents. Schl chapels in independent schls tend t be used mre frequently, fr example, fr assemblies, thugh ften whle-schl assemblies may take place in a larger venue due t the high number f pupils attending. Schl chapels are als used acrss learning in ther ways, fr example fr music and 11

12 drama activities. Acrss bth schl sectrs pupils attend the chapel r lcal church fr assemblies, special services, wrship and special Christian festivals. Fr many schls, badges n pupils blazers symblise the Christian character f the schl. The visibility f Methdism in schls varies quite widely. Fr sme it is part f the name r lg - name-bards utside display the Methdist identity f the schl, either by Methdist frming part f the schl s name r by being present within the wider descriptin f the schl. The Methdist identity f ther schls is cnsiderably less visible. Schl receptin areas display symbls f Christianity and, specifically, Methdism bth t view and t tuch; this is particularly the case in primary state-maintained schls. Symbls ften include pictures and ther wall hangings, crafts pupils have made, infrmatin abut activities the schl has been invlved in, news and frthcming events, the schl s missin statement, histrical infrmatin abut Jhn Wesley, and Wesleyan artefacts. Wesley is a prminent feature f learning acrss bth schl sectrs, fr example, acknwledged during assemblies and wrship, and schls celebratin f Wesley Funders Day. Schl prspectuses and websites display the Methdist identity f schls, albeit t varying levels f prminence. When prspective parents visit schls fr the first time, Heads emphasise the Christian eths f the schl and specifically that the schl has a Methdist fundatin. 4.2 What were peple lking fr in a schl? We aimed t establish if the Methdist identity had any bearing n parents decisins t bring their children t the schl and n teachers applying fr a pst. What srts f things abut a schl are imprtant t parents and teachers? Were parents aware f the schl s Methdist identity befre chsing it? Hw much f a factr was it in their decisin-making? Questins asked f teachers abut what was imprtant t them when lking fr a teaching pst generated mixed respnses. Mst teachers had nt applied t teach at the schl slely because it was a church schl, althugh in many cases this was a cntributry factr. Fr nly the minrity f teachers, being a church schl was ne 12

13 f the mst imprtant aspects - and these were teachers wh were described themselves as practising Christians. But a ntewrthy finding was that, where being a church schl mattered, it was the Christian identity generally f the schl rather than its Methdist character that had influenced decisins taken t teach there. There were many ther cnsideratins fr teaching at the schl, including lcality and reputatin. But mst frequently expressed by teachers was the schl s eths - the caring, welcming, friendly atmsphere that had been the mst salient and appealing feature. It [the schl] immediately felt right, it was the atmsphere, the eths It was difficult fr teachers t be certain f whether the Christian character f the schl is what underpins the schl s eths r whether ther features, fr example in primary state-maintained schls, the small size f the schl, r its lcatin (village lcatin in sme cases), culd be determining factrs. Mst, hwever, share the view that the schl s attributes are, t sme extent, linked t its Christian fundatin. I didn t expect it t make a difference being a church schl but actually I think it des, I think the children get smething extra ut f it, and I d t The vast majrity, including thse wh believe their decisin t teach in the schl had nt been influenced by its Christian fundatin, reflect that this aspect f its identity is a valuable asset; being a church schl is beneficial t the children, and has enhanced their wn wrk/teaching experience. Parents chse a schl fr a number f reasns and, acrss bth sectrs, their children s happiness and being cared fr in schl is f highest cncern. One parent was keen t pint ut, As a parent the mst imprtant thing is it s a caring schl - nt that it s a church schl, but yu expect caring in a church schl Parents reprted, n the whle, being aware f the schl s Methdist fundatin befre chsing it althugh in the vast majrity f cases, like teachers, this was nt an influential factr in their decisin-making. 13

14 We see nce again that in cases where the religius fundatin f a schl is imprtant, it is the schl s Christian fundatin rather than its Methdist character that matters t parents. Respnses frm parents abut the imprtance f the schl having a Christian fundatin varied smewhat between the state-maintained and independent sectrs. Fr the majrity f state schl parents wh tk part in the study, being a church schl had been an imprtant part in their chice f schl whether r nt they cnsidered themselves religius. Parents reprt that this is because f the gd reputatin church schls have, a pint we return t belw. We knew it had a gd reputatin, we knew ther children wh have cme here and dne well and been really happy Many parents cnsider themselves frtunate if the Methdist schl is the nly lcal r nearest schl and therefre a natural chice. Other parents wh live in areas where they have mre than ne chice f schl favur the Methdist schl ver thers, again, because f its gd reputatin. We culd have chsen anther lcal schl - in fact ne nearer t where we live, but we wanted this ne and we were lucky enugh t get ur daughter in here While Methdist state schls serve the lcal cmmunity, lcal in sme schls includes families frm further afield than the immediate vicinity. This is especially the case in village lcatins and in areas where the demgraphic makeup is predminately white and middleclass. All the children frm the village cme here, but s t d children frm neighburing villages because parents wuld rather bring their children t a church schl In ther state schls, especially thse lcated in less affluent areas, being lcal r n the drstep and therefre cnvenient, is the main reasn parents send their children t the schl. It was pinted ut by Heads f schls that the fact that it is a church schl is nt imprtant t many f these parents: 14

15 Fr sme f ur parents it s a case f being the nearest schl, they can walk here, r the children can bring themselves t schl It s f n cnsequence t sme parents that it s a church schl, it s being the nearest schl that matters The schl s gd reputatin was the mst frequently given reasn fr chsing it acrss bth the state and independent sectrs. Fr parents and fr teaching staff, gd reputatin encmpasses a variety f qualities, nt nly academic achievements but als discipline, the teaching f mrals and values, respnse t children s individual learning and emtinal needs, expectatins f gd behaviur and being kind t thers, and a caring envirnment in which children s wellbeing is at the fre. Questins were raised abut what part the Christian fundatin f the schl might play in these qualities that make up its gd reputatin. Fr sme parents f children in the state sectr, the terms gd reputatin and church schl c-exist - a church schl has a gd reputatin because f the qualities mentined abve that it pssesses. Parents stressed thugh, that this is nt t say nn-church schls cannt and d nt have a gd reputatin, but the Methdist church schl fr many parents ffers smething different. Other primary state-maintained schl parents feel that while the church identity is imprtant t the schl s gd reputatin, ther characteristics may als play a part, such as the small size f the schl, its lcatin, and the quality f staff. Being a church schl is, n the whle, less imprtant t parents f children in the independent sectr than t state schl parents. The Christian fundatin f the schl is, fr independent schl parents, nnetheless valued and cnsidered an added bnus. This was especially the case fr parents wh described themselves as practising Christians. But verall it is the schl s independent status which was the tp pririty fr mst parents when chsing a schl - nt that it has a church fundatin. As mentined abve, having a gd reputatin and all that this encmpasses is f high imprtance t parents. Linked t the schl s gd reputatin is the belief that independent schls can ffer mre in the way f facilities and pprtunities fr children - mre effectively meeting individual needs - than state schls. It desn t matter if yur child isn t hugely academic, they re encuraged in what they re gd at and interested in - whether it s music, sprts, drama 15

16 Academic achievement is imprtant t parents but their child s emtinal wellbeing and reaching their full ptential are f highest cncern. Questins were raised abut the cmpetitin between the Methdist schl and ther independent schls that parents might have cnsidered. If independent schls in general prvide mre in the way f facilities and pprtunities fr children, had parents cnsidered ther independent schls as well as the Methdist ne? Why had they chsen the Methdist schl? The vast majrity f parents reprted having cnsidered a range f ptins available t them. Fr sme, cst was a factr - fees at the Methdist schl were mre affrdable than ther independent schls they had lked at. Anther aspect was that ther independent schls place high emphasis n academic results which, fr sme parents, wuld nt be apprpriate fr their child wh wuld struggle in such an academically driven envirnment. It was the case fr sme parents that the Methdist schl had been an insurance ptin. That is, their child had nt passed exams t secure a place at mre prestigius r academic independent/selective schls, and the Methdist schl was a safety net alternative t the schl f their first chice. But parents wh tk this psitin were keen t emphasise hw happy their child was at the Methdist schl - that it had been the right chice. Hwever, fr thse parents fr whm the Methdist schl had been their first chice, there was sme resentment that the schl had the insurance ptin reputatin, the implicatin being that their child culd nt have been ffered a place at a mre esteemed schl. In sme cases, the schl had been used by previus generatins in families, s there was an emtinal r nstalgic attachment. Recmmendatin was als a factr - many parents knew f ther children wh had attended the schl and been happy and achieved well. But parents were keen t stress that they had felt the Methdist schl was different t ther independent schls, r had smething extra, a pint we investigate further belw. Smewhat linked t the different aspect f the schl, thugh, was the belief f sme parents that their child s individual educatinal and/r emtinal needs wuld be mre effectively met. 4.3 Hw d parents feel, in hindsight, abut their chice f schl? 16

17 Having gained sme sense f parents feelings abut the Methdist schl that had affected their decisin in chsing it fr their child, parents acrss bth sectrs were then encuraged t speak abut hw they perceive the schl nw, given their and their children s first hand experience. The vast majrity f parents wh tk part in all fcus grups reprted hw satisfied they were with the schl in a number f ways. The features they had spken abut which, fr them, make up the schl s gd reputatin were referred back t, including discipline, teaching mrals and values, caring envirnment, meeting individual needs, expectatins f gd behaviur and being kind t thers. Parents described the schl in terms f its family centred apprach, cascading help, and its hlistic apprach twards my child s educatin. The mst frequent cmment was hw happy their child was at the schl; their child s happiness was clearly f utmst imprtance t parents. But there was uncertainty ver whether their child s happiness at the schl was a direct result f it being a church schl. Fr parents f independent schl children, the questin was raised f hw much the schl s independent status is accuntable fr their child s happiness. In ther wrds, is it abut being a church schl r being an independent schl? Overall parents cnsidered it was prbably bth. But parents frm acrss bth sectrs tended t raise the same pints abut the schl s Christian eths which, fr them, played at least sme part in their child s happy schl experience. Parents reflected n the psitive rle they believe the Christian character f the schl plays in the verall schl envirnment. Thse fr whm initially the Christian fundatin had been f little imprtance spke abut the benefits they subsequently believe the religius fundatin f the schl prvides: the schl makes children aware f thers and their needs and prblems they re s well lked after here - my daughter wh has special needs is taken great care f, nt just by teachers but ther children are s kind twards her - I m nt sure it wuld ve been like that in anther schl Parents als cmmented specifically n the Methdist character f the schl; it appears they assciate and value the sfter apprach f Methdism. 17

18 there s a gentle emphasis n religin here, and a strng emphasis n caring we ve realised that the schl being Methdist is an added benefit - it s nt vertly religius it s nt in yur face kind f thing like sme church schls are. 4.4 Characteristics f a Methdist schl: What des Methdist mean? What d peple value abut Methdist schls? Traditinally the Methdist church is assciated with being a mre liberal church relative t ther Christian denminatins. A natinal study f Methdist cngregatins carried ut by Suthlands Cllege in 2005 fund that the Methdist church is utward-lking, cmmunity minded, inclusive and nn-hierarchal. Methdist cngregatin members place imprtance n penness t diversity, scial justice, tlerance, pastral care and invlvement in vluntary activities. It seems that similar perceptins f Methdism are visible and valued in schls. Participants acrss all grups were asked what Methdist means t them. Sme participants expressed uncertainty abut what it stands fr, what it means. Many spke abut Methdist in terms f being a Christian denminatin but mre easyging, grunded, sensible, calm. But many participants tended t describe Methdism in the cntext f the same characteristics as thse fund in the natinal study. This was especially the case fr schl staff, gvernrs and chaplains and ministers. Methdism was widely viewed as ding frmal things infrmally, and less frmal while still preaching cre Christian values. Many parents and pupils referred t the inclusiveness f Methdism. Other types f assciatins - sme cmplete ppsites - were als expressed including Methdists being teettal, ld, yung, frmal, infrmal, vibrant, dull, and hymn-singing. It was imprtant t try and discver in greater depth during the study the ways in which Methdist schls might be perceived as being different t ther types f schls. What are the different and extra things abut Methdist schls that are valued - hw can they be explained? We were interested in hearing the views f 18

19 peple with different types f invlvement acrss bth sectrs f Methdist schls, and seeing hw their views might vary. Hwever, there were n meaningful differences between the perspectives f different grups f participants. Sme features f Methdist schls that were cnsidered different r extra were mre tangible than thers, fr example the chapel/church n r near schl premises. The chapel r church has a visual and a spiritual presence which is highly valued. It s wnderful having a chapel, it gives meaning, shw f belief, that extra cmfrt, care Many parents and schl staff talked abut the chapel r church as a key representatin f the schl s Christian identity and the atmsphere that it creates - spiritual, serene, calmness, tgetherness, cmmunity feel. Participants tend t place cnsiderable value n the activities that take place in the chapel r church - acts f wrship, special services and the celebratin f religius festivals. But the meaningfulness f the schl chapel t pupils ften cntinues lng after they have left the schl. Many frmer independent schl pupils return t the schl chapel t be married. It was difficult ften fr participants t say what makes a Methdist schl different t any ther. The pint was stressed, mst ften by Heads, gvernrs and chaplains, that Methdist schls are n different t ther Christian schls. Frm bth schl sectrs and acrss all grups, participants tended t describe the features f their schl that make up its identity in respnse t the questins laid ut abve. References were frequently made t the general eths f the schl. Many characteristics were repeatedly identified t describe the Methdist schl eths: Friendliness, welcming, family atmsphere Teaching f Christian values Pastral care Inclusiveness and penness t diversity Lving, caring, tlerance Being kind and thughtful Shwing understanding twards thers 19

20 Teaching and caring fr children in respnse t their individual learning and emtinal needs Discipline - children are well behaved While participants emphasise the psitive eths f schls, their perceptins raise further questins abut whether these qualities are distinctively Methdist r whether they are als characteristics f ther schls that are nn-methdist r nndenminatinal; as nted abve it was widely believed Methdist schls are n different t ther Christian schls. There were n verall clear answers, thugh, partly because many participants had little experience f ther schls with which t draw cmparisns. There was als sme cncern ver nt wanting t discriminate against ther schls by suggesting that nly church schls pssess these qualities. It was pinted ut that these are als features f many nn-church schls. One schl staff member explained that it is nt necessarily simply a matter f the Methdist cde, rather the human cde, which, in her experience, had als been evident in nn-church schls. Other participants felt that these qualities were at least partly due t being a church - thugh nt Methdist - schl and referred back t the less tangible features f the Methdist schl when expressing the value f its Christian fundatin. The mst recurring theme that emerged frm fcus grup data were references made t the pastral care in schls. Pastral care was repeatedly emphasised by participants acrss all grups as being a prminent and valued feature, cnsidered a crucial aspect t children s happiness and verall wellbeing. it s ne f the mst imprtant things abut the schl. I knw that if my child has any difficulties r prblems f any kind there s always help and supprt here fr her nthing s t much truble here, peple put themselves ut - they want t help and care in any way they can It seems that pastral care is extended t all peple invlved in the schl, thugh, nt just its pupils. Bth staff and parents feel cared fr and spke appreciatively f the kindness and supprt that is simply there fr anyne wh needs it. 20

21 It is the chaplains and ministers wh are directly linked with the pastral care in schls. Their presence and wrk verall is seen as being central t the way in which the schl functins, and is highly valued acrss all grups. Heads, fr example, spke f the supprt they receive frm the schl chaplain r minister; ther staff and parents als expressed their appreciatin fr having a chaplain r minister cnnected t the schl, many ffering persnal narratives f ccasins when they have turned t them in times f need and received unending supprt. Pupils frm independent schls wh tk part in fcus grups were keen t express appreciatin fr the care and supprt available t them in their respective schls and, withut exceptin, each grup spke f the benefits f having a chaplain attached t the schl. Sme cmments made by pupils frm independent schls included: It s great having a chaplain here - yu knw there s always smene yu can turn t if yu need t. He s really helped lads f us with prblems we ve had - and it desn t matter if yur prblems are schl r hme r persnal nes, yu can speak t him abut anything knwing that he ll help and supprt yu He s s cl! S much fun, yu knw, nt stuffy like yu d think they might be. He gets invlved with all srts f things in schl, nt just int prayers and all that srt f stuff Chaplains and ministers are highly valued by pupils, parents and schl staff nt nly fr prviding pastral care and fr the spiritual aspect f the schl, but als fr their energy, enthusiasm and invlvement in the schl as a whle - in essence all that their rle encmpasses, a feature we return t belw. Teaching staff, t, are viewed verall by parents, pupils, Heads, gvernrs, chaplains and ministers as prviding a level f care that reaches beynd the expectatins f their teaching rles. Such care and supprt fr pupils tended t be linked back t the caring eths f schls. Prviding pastral care and supprt t the whle schl was cnsidered by chaplains and ministers as ne f their key rles, and was pinted ut as distinctive abut Methdism hpefully. But their rle in the schl encmpasses a range f respnsibilities including: 21

22 Being a visible church presence n site Shwing and teaching everyne in the schl the imprtance and value f the Christian faith T preserve and prmte the spiritual fundatin f the schl Taking religius wrship/services/assemblies Preaching in lcal churches Charity and cmmittee wrk Supprting schl Heads - listening and sharing ideas Peer mentring Cunselling Teaching Chaplains and ministers view building and sustaining links between the schl and the lcal church, and between the schl and the wider cmmunity, a very imprtant part f their wrk. Links between the schl and church can be varied and include the schl using the church fr festivals and special schl services; functins/interest grups held n church premises fr families; and in state primary schls, cngregatin members ging int schls giving extra help with reading, crafts and ther activities. Schls links with the wider cmmunity include, fr example, carl singing in care hmes fr the elderly; staging lcal music and drama events; and invlvement in activities t supprt/fundraise fr lcal charities, and fr glbal prjects thrugh Wrld AIMS What des a Methdist educatin stand fr? What, if anything, d Methdist schls ffer that nn-church schls d nt? The study sught the views, in particular, f schl staff, chaplains, ministers and gvernrs t cnsider what a Methdist educatin means and what added benefits it might prvide. As befre, participants referred back t the qualities used t describe the Methdist schl eths and spke abut the Methdist church as having liberal rts, a scial fcus, inclusive thelgy and that Methdism seeks t be allembracing - flexible, pen and accepting. It was repeatedly emphasised that the 7 Wrld AIMS prvides advice, supprt and resurces fr schls with a Methdist fundatin. It exists t supprt schls in develping a whle schl apprach twards glbal citizenship at curricular, extra-curricular and plicy levels (The Methdist Church Wrld AIMS Prject, 22

23 schl was first and fremst a Christian schl with Christian values and eths. There was sme difficulty expressing what is different specifically abut Methdist schls, but participants ffered views n what they perceive is different abut a church schl. These include: Assemblies, cllective wrship, special festivals Christian curriculum Qualitatively different frm a cunty schl - a caring that is underpinned by faith Supprt in crucial, difficult mments thrugh care and prayer Singing Christian hymns and sngs Christian teaching, thugh nt frced Speaking abut Christian teaching, ne chaplain pinted ut that the riginal purpse f the schl was nt t educate Christians, but t give a Christian educatin t all r, in essence, t prmte the Christian faith. The spiritual aspect was cited as ne f the key differences between the Methdist church schl and a nndenminatinal schl. It is the view f the chaplain wh emphasised this pint that educatin is nt cmplete withut a spiritual dimensin. Other staff members stressed that children s learning within a Christian envirnment is an imprtant part f their educatin. Hwever, neither the academic nr the spiritual aspects f a schl, singly, is believed t be the mst vital part f a child s educatin. It is the whle package - a hlistic apprach f a Methdist schl that takes int accunt the emtinal, spiritual and academic elements f teaching and learning - that is imprtant. This was a view eched by many participants acrss the study. Speaking abut the schl s cmmitment t supprting individual children s emtinal and/r learning needs, and discvering and building n their strengths, ne gvernr stressed: every child is gifted and talented and we are cncerned with helping them discver and reach their ptential - in whatever directin that might be The hlistic apprach als takes int accunt the child s family. One Head summed up the views f many by emphasising the imprtance f invlving and caring fr whle families within the schl. Thrugh having clse links with parents and an understanding f their hme life, fr example, each child s individual needs and ptential can be better reached. Anther view expressed was that nn-church 23

24 primary state schls can be preccupied with results/statistics thrugh which children are seen as perfrmers, whereas a church schl will find the uniqueness abut a child. Heads, gvernrs, teaching staff, chaplains and ministers were asked abut the schl s added value - what they hped pupils wuld take with them frm having attended the Methdist schl. Respnses were cnsistent, that pupils wuld: reach their maximum ptential in whatever that might be turn ut gd citizens be cnfident and live by Christian values care abut thers and abut the wrld 4.6 Shuld the Methdist identity f schls be mre prminent? Participants ffered - r were asked - their views n whether the Methdist brand shuld be made mre f in schls. Hw strng r weak is the Methdist brand? Wuld a mre prnunced Methdist identity t schls be a gd thing? Hw des the strength f the Methdist brand and its impact cmpare with ther denminatinal church schls, fr example, Cathlic schls? These questins yielded a mix f respnses - many f which were cmplex - and again, frm a crss-sectin f grups. Hwever, it was the case that mst participants tended t be against their schl adpting a strnger Methdist identity fr reasns we return t belw. This was especially the view f Heads, gvernrs, teachers, chaplains and ministers. Many participants, especially parents, were uncertain f what might be invlved in creating a strnger Methdist identity and asked questins f their wn, including hw wuld the schl be made mre Methdist? and is this smething that is likely t happen? Participants reflected n their perceptins f ther church schls, bth in the lcal area and/r in general, and the strength f their identity as a cmparisn t the Methdist schl. Mst frequently referred t were Cathlic schls. Many participants spke abut the high levels f strictness in schls in terms f expectatins placed n whle families t actively practice the Cathlic religin. Nt t d s wuld invariably mean children wuld nt be ffered a place in the schl. 24

25 Christian religius practises are at the frefrnt f educatin in the Cathlic schl. Views twards the ways in which Cathlic schls are perceived t perate were bth psitive and negative. Sme participants spke in an ptimistic way abut the discipline and general apprach f the Cathlic schl. Others felt that such a rigrus system was nt a psitive aspect f the Cathlic schl s identity - that it perated n an exclusive, even divisive, basis. These participants pinted ut that, n the cntrary, the Methdist schl was nt s strict and was instead mre inclusive. One parent spke appreciatively f their child s schl, stating: this schl isn t selective - any child can cme here, they dn t have t be Methdist r even Christian Sme participants were uncertain as t whether a strnger Methdist brand wuld be a psitive r a negative feature fr schls; fr many f these participants a strnger Methdist identity culd have bth psitive and negative cnsequences rather than being simply a case f ne r the ther. Several schl staff members, particularly Heads, stressed the need t be cautius abut making their schl mre bviusly Methdist in case such actin wuld deter families using the schl and/r have an adverse affect n their attitudes twards the Christian faith. But sme cnsidered that there was pssibly sme scpe t manage this - the difficulty wuld be getting the right balance. The questin, then, f what peple understand by Methdist was ften raised when cntemplating hw current and future families might react t a strnger Methdist influence in schls. Other participants had clearer views n the matter. Many cncerns were expressed ver schls adpting a strnger Methdist identity. One perspective was that making the Methdist identity mre prminent wuld put families ff chsing the schl. A range f reasns why this culd happen were explred. Sme Heads - in particular frm primary state-maintained schls - stressed the imprtance f the allinclusive nature f their schl, in particular, reflecting the culturally diverse area f families frm different faith backgrunds. The schl shuld, and currently des, serve all parts f the lcal cmmunity, but taking n a mre prnunced Methdist identity might alienate lcal ethnic minrity families. It might als raise cncerns amngst lcal families in general wh (a) d nt chse the schl fr its Christian fundatin; r (b) value the schl s church fundatin but als appreciate its less strict and all inclusive apprach. 25

26 Fr many schls, thugh, it appears that ethnic minrity families ften favur the Methdist schl ver thers because and nt in spite - f its Christian fundatin. N ethnic minrity parents tk part in the study but schl staff members gave sme helpful feedback that they had cme acrss abut the reasns ethnic minrity parents chse the Methdist schl. Fr sme parents, unsurprisingly, it is the mst lcal schl t where they live, but thers actively chse the schl ver ther nn-church schls. One Headteacher pinted ut: the reasn parents [frm ther faith backgrunds] chse this schl is because they value the Christian eths - they d rather send their children t a church schl than a nn-faith schl It seems that parents frm ther faith backgrunds als value the family atmsphere, the pastral care, and the inclusiveness that participants thrughut the study tend t assciate with Methdist schls. Other staff members emphasised: We have mre Muslim children cming t the schl nw - they [parents] recgnise the shared values and the rigur in getting acrss thse values. They recgnise the caring discipline [ethnic minrity] parents believe that it s better fr their children t be educated within a Christian schl - they like the caring envirnment, the discipline, the respect and the actual practising f a religin - it desn t matter that it s nt their wn religin Muslims value the schl s eths, they are mixing in the cmmunity and getting a strng mral educatin fr their children - faith rubber stamps mrality Strng feelings were expressed by a crss sectin f participants wh stressed that if schls were made mre Methdist they wuld appear exclusive, which cntradicts everything Methdist stands fr. One participant spke passinately abut her views n this: Mre strngly Methdist culd be divisive. I wuld find it a bit distasteful - it wuld be a shame, it wuld spil what we have if cnditins were put in place, mre dgmatic 26

27 Anther participant prfundly summed up: The Methdist brand is weak, but that, in itself, is its strength Fewer participants believed that, withut dubt, a mre prminent Methdist identity t schls wuld be a psitive thing. Interestingly it was nt the case that the majrity f Christian participants, including chaplains/ministers, shared this view. But participants wh were in favur f a strnger Methdist identity were mstly thse wh cnsidered themselves Christians, and in sme cases, Methdists. It was emphasised that Methdism shuld be prud f what it stands fr and nt aplgetic; it has achieved much, and shuld be a mre bvius presence in schls. One participant felt strngly: yes, it s [the schl s] gt the title Methdist s it shuld emphasise it mre. It s a gd thing, a psitive thing References were made t ther denminatinal schls as a means f supprting this pint: Cathlics are clearer abut what they re ding. Methdism shuld redefine itself regarding its Methdist identity It was als stressed that the Methdist identity shuld be made mre f because Methdism sits cmfrtably with educatin. The Methdist church shuld use its attributes prudly in a way that shws We are Methdist therefre we are brad and inclusive. It was pinted ut that anther reasn a mre prminent Methdist identity wuld be f benefit is that while parents are aware the schl is a Christian schl with a Methdist fundatin, many d nt understand what exactly Methdist is - what it stands fr. 27

28 5. Branding and Methdist schls Frm a branding perspective, the findings f this study verall highlight that Methdist des nt have a strng brand within the cntext f Methdist educatin. Methdist schls have a strng and psitive brand but it is nt Methdism. The Methdist schl brand is abut being a church schl. The Christian fundatin t schls is, withut dubt, highly valued. There are many areas thrughut the study where a clear Methdist schl brand is nt apparent. Fr example, the general difficulty in establishing a cmmn definitin f what Methdist educatin is. Participants emphasise the qualities they value in the Methdist schl including fr example pastral care, inclusiveness and family atmsphere. But there was sme difficulty in teasing ut the individual, identifiable factrs that can explain these qualities, that is, what is due t the schl having a Methdist character, and what is due t ther factrs such as being independent, small in size, lcated in a village, and s n. There is sme ambiguity ver (a) what Methdism is, (b) what Methdist educatin is, and (c) whether and hw Methdist schls are different t ther schls, either church r nn-religius. By identifying the attributes f the Methdist schl it is pssible t see hw peple invlved in the schls perceive the brand. The different, identified characteristics f Methdist schls can be seen as functinal attributes (tangible) and symblic attributes (intangible). Functinal attributes Chapel/church Assemblies, cllective wrship, special festivals Literature and signage Pictures, and infrmatin n activities and special events Websites The presence, especially, f the chapel/church and the chaplain r minister are valued by parents, pupils and staff and are visibly what makes a church schl stand 28