Four primary schools vow to continue integration journeys after Givan rejects bids

Four primary schools—including two in the wider Love Ballymena coverage area—have vowed to continue building inclusive school communities after Education Minister Paul Givan rejected their applications for integrated status.

Larne and Inver Primary School and Killowen Primary School in Coleraine were refused alongside Ballyhenry Primary School in Glengormley and Downshire Primary School in Hillsborough.

The four ministerial decisions were dated Sunday 30 August, immediately before the beginning of the new academic year.

Each school had held a parental ballot which backed transformation, while the Education Authority, Northern Ireland Council for Integrated Education and Integrated Education Fund supported the proposals.

Transformation is the process through which an existing school formally changes to integrated status.

‘This decision cannot define who we are’

Killowen Primary School principal Arlene Moon said the Coleraine school remained determined to continue its plans.

“The Minister’s decision does not change our determination - we will continue to progress our Transformation plans, working closely together to realise this vision and ensure a bright, inclusive future for all our children.

“There may be those who think integration is only a name, but for us, integration isn’t a name. It’s who we are. We belong, we believe, we learn together. This decision cannot define who we are or divide what lies at the heart of our school. That heart belongs to our children, our families and our community.”

The school’s application was refused after Givan concluded it had not demonstrated that it was likely to attract what the law describes as “reasonable numbers” of both Protestant and Roman Catholic pupils.

Larne school ‘disappointed’ by refusal

Larne and Inver Primary School had proposed transforming to controlled integrated status from the beginning of September 2026.

Principal Kirk Patterson said:

“The staff and school community of Larne and Inver Primary School are disappointed in the Education Minister’s decision not to approve our application to transform to Integrated status.

“Despite our disappointment, our school remains fully committed to the continuation of our intentionally, inclusive ethos.”

The rejection meant the proposed change did not take effect at the beginning of the new school year.

The school will continue operating within the controlled sector, although its leadership says its commitment to an inclusive ethos will remain.

Four schools backed by parental ballots

Ballyhenry Primary School principal Lynn Knocker said the decision was particularly difficult because of the work undertaken across the school community.

“This decision is particularly difficult given the commitment, dedication and hard work invested by our pupils, parents, staff, governors and wider community over many years in working towards this goal.

“Throughout this journey, our school community has engaged positively and thoughtfully with the process, driven by a shared vision for the future of Ballyhenry.”

Downshire Primary School principal Lisa Scott said the refusal would not change the identity or values of the Hillsborough school.

“Today’s decision does not alter who we are. Downshire Primary has always sought to be a place where difference is welcomed, where every child belongs, and where families from all faith traditions and none are valued equally.

“That commitment was not created by an application, and it will not be diminished by its refusal.”

Why the applications were rejected

Under Northern Ireland law, the Department of Education must encourage, facilitate and support the development of integrated education.

However, it may approve a transformation proposal only when satisfied that the school would be likely to provide integrated education—including “reasonable numbers” of Protestant and Roman Catholic children.

Givan has argued that formal designation alone does not create integration and that schools should first establish evidence of sustained cultural and demographic change.

A Department of Education position paper published on 1 September reported that 31 of 33 transformed schools—93.9%—had a minority-tradition population below 25% in 2025/26.

Across all 71 integrated primary and post-primary schools examined, 48—67.6%—recorded a fall in the percentage of pupils from the minority religion between 2024/25 and 2025/26. The remaining 23 recorded an increase.

Those percentages do not, by themselves, show that the number of minority-tradition pupils fell. A group’s actual headcount could increase while its share of total enrolment declines because other groups have grown more quickly.

Integrated Education Fund challenges approach

Integrated Education Fund chief executive Paul Caskey OBE said the organisation was “extremely disappointed” for the four communities.

“The Minister is relying on his own interpretation of the requirement for ‘reasonable numbers’ of Catholic and Protestant pupils, a criterion contained within the legal definition of an Integrated school, as grounds for refusing proposals for Integrated status,” he said.

“The legislation also, of course, makes clear that Integrated Education is about much more than just pupil numbers.

“Integrated Education is about fostering respect, inclusion and meaningful interaction between children from different faiths, cultures, identities and backgrounds. It is reflected not only in pupil enrolment but also in a school’s ethos, governance and daily life.”

Mr Caskey said the IEF remained proud of the parents, staff, governors and communities which had worked throughout the transformation process and would continue supporting their integration journeys.

Dispute over measuring integration

The refusals expose a wider disagreement about how integration should be assessed.

The Department’s position is that educating meaningful numbers of children from the two main traditions is a defining legal feature of integrated education.

Supporters of the four schools argue that integration cannot be measured through Protestant and Catholic enrolment figures alone and must also consider ethos, governance, inclusion and engagement involving children from other religions, cultures and identities.

The Department has itself acknowledged that its current religion data does not always provide a sufficiently clear picture of pupils’ community backgrounds.

It intends to develop a separate monitoring question recording community background as Protestant, Roman Catholic or Other/None, but has not confirmed when the change will be introduced.

Questions over meeting parental demand

The Department is also introducing a structured three-year support programme intended to help schools develop relationships, community confidence and participation from both traditions before applying for integrated status.

NICIE and the IEF fear the approach could create further barriers for schools and have questioned how demand will be met in communities where applications are refused.

The organisations said:

“Parental demand for Integrated Education cannot be ignored. The Department of Education has a legal duty to not only measure demand, but it must also aim to meet that demand.

“This statement would indicate further barriers preventing schools from transforming to Integrated status. The question must be asked of the Department, how exactly do they intend to meet parental demand in these areas?”

For the four affected schools, integrated status has been refused—but their stated commitment to inclusion has not ended. The unresolved issue for parents is whether the schools can submit stronger proposals in future and what practical support the Department will provide to help them satisfy the legal test.