Definition and Reasonable Numbers
Information on how Integrated education is defined in law
Definition of Integrated Education
The Integrated Education Act 2022 defines Integrated Education as the education together, in a school, of
• those of different religious belief, including reasonable numbers of both Protestant and Roman Catholic children or young persons
• those who are experiencing socio economic deprivation and those who are not
• those of different abilities
In practice, this means more than the presence of different groups within a school. Integrated Education is delivered through a whole school ethos that promotes inclusion, equality and respect for diversity.
Schools are expected to provide a learning environment where pupils from different backgrounds are educated together and where that diversity is reflected in the life and work of the school.
Understanding Reasonable Numbers
The requirement for reasonable numbers is central to the statutory definition of Integrated Education and is a key consideration in decisions on school transformation and development proposals.
Legislation requires that a school seeking to become integrated must be likely to provide Integrated Education, including educating reasonable numbers of Protestant and Roman Catholic pupils together.
The concept does not operate as a fixed quota. However, it does require a meaningful and substantial representation from both communities. As set out historically and reaffirmed in policy, Integrated schools must demonstrate a genuine mix of pupils from Protestant and Roman Catholic backgrounds.
Departmental Approach
The Department’s approach, as set out in the Written Ministerial Statement on reasonable numbers (available here) , provides clarity on how this requirement is applied in practice.
This reflects the principle that transformation should result in genuine integration rather than a change in designation alone.
How Reasonable Numbers Are Applied
The assessment of reasonable numbers informs a range of Departmental decisions, including:
• consideration of Development Proposals for transforming schools
• approval of transformation to Integrated status
• planning for new provision where demand is identified
• monitoring of progress over time
In each case, the Department considers both the projected enrolment mix and the school’s ability to sustain and build that balance.
Evidence indicates that not all schools that have transformed to Integrated status currently demonstrate a balanced intake consistent with the statutory definition. The Department therefore places particular emphasis on assessing the likelihood that proposals will result in sustained and meaningful integration
Relationship to Demand and Planning
Reasonable numbers should be considered within the Department’s broader approach to understanding demand and planning school provision.
Evidence on parental demand is used to identify where Integrated provision may be appropriate.
In all cases, the Department must be satisfied that proposals arising from identified demand will meet the statutory definition of Integrated Education in practice.
This approach ensures that parental preference is taken into account while maintaining a clear focus on the statutory aim of educating pupils together in a genuinely mixed environment.
Further information
For more detail on how evidence is gathered and used, see;
• Understanding Demand
• Transforming to Integrated Education
• Strategy and Vision