July 2011
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Ministry Division
Church House
Great Smith Street
London SW1P 3AZ
Tel: 020 7898 1412
Fax: 020 7898 1421
Published 2011 by the Ministry Division of the Archbishops’ Council
Copyright © The Archbishops’ Council 2011
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St Stephen’s House, Oxford
Ins pector’s follow-up Report on the February 2011 Response from St Stephen’s
House to the Recommendations of the October 2010 Report of the Inspectors
July 2011
INTRODUCTION
The inspection of St
Stephen’s House took place in November 2008 and the Report was published in March 2009. Following an appeal by the college, the original report was amended in line with the Appeal Panel’s recommendations in October 2010.
The inspection process was then resumed and the House Council approved a
Response to the amended Inspection Report at its meeting on February 4 th 2011.
The Senior Inspector visited Oxford on May 23 rd 2011 to follow up the College’s
Response. In addition to that response, he had available to him the
‘Report of the curriculum approval visit to the Oxford Colleges ’. He had a meeting with the
Principal, and was able over lunch to have a good conversation with the Vice
Principal and Charles Marriott Director of Pastoral Studies, who had been appointed since the inspection took place.
Because of the lapse of time since the inspection, this follow-up report provides comment on the actions taken, rather than on a previously agreed action plan. The recommendations are in bold , the college’s response and actions taken in italics and the senior inspector’s comments in normal type.
Recommendation 1
We recommend that the House Council: i. develop a vision of how the institution can make a gift of its wider aims and objectives to the Church of England and the mission of God. ii. through its members develop and align a strategy for the institution to realise the vision (paras 20 and 52)
The House Council has clearly defined strategic objectives to fulfil its responsibilities under the Trust Deed:

The provision of ordination training in the Catholic tradition for the Church of England and the Anglican Communion

The recruitment and retention of academic staff able to provide formation, learning and research to the standard required in a Permanent Private
Hall of the University of Oxford
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
The recruitment of graduate students in theology and education to complement the core purpose of the Trust

The maintenance and refurbishment of the collegiate buildings to enhance revenue generation and forward the academic purposes of the Trust
The capacity of the Council to fulfil these recommendations has been strengthened by the recruitment of new Council members, including the Bishops of Pontefract and Whitby, who will bring experience from across the Catholic
Movement, and of particular facets of its life through which potential ordinands now often emerge, such as Year for God or work as a Parish Assistant.
These objectives have been achieved in the last two years by:
 The complete renewal of the college’s interface with potential ordinands through the prospectus, the website, the college blog, and Facebook.
This has been done but more importantly is being actively used to communicate with potential candidates, pastoral tutors etc.

The validation of a joint part-time and mixed-mode Training Pathway with
Wycliffe Hall from 2011.
The framework is now in place and validated. Wycliffe have 4 or 5 potential candidates, though it is uncertain as yet which of the two routes they will pursue.
There are still one or two practical issues to be negotiated and the Principal feels that a start in 2012 is probably more realistic than in 2011. He also feels that St
Stephen’s House is likely to be the junior party, but the key thing is that the proposals are in position. They provide flexibility and the possibility of accommodating in a properly formal way some people who are already in the system and for whom one of these possible routes is most appropriate. The overall aim is one of providing a portfolio of routes.

The encouragement of a strong research agenda in collaboration with the
Faculty of Theology through publication and college associations for researchers
This area of the College’s life has developed since the inspection. The association with the two research centres of the Oxford Centre for Animal Ethics and the Christian-Muslim Study Centre (housed at the College) which existed at the time of the inspection has continued with Professor Andrew Linzey and Dr
John Chesworth as Senior Research Fellows.
Within the College’s own research activity, Dr Lydia Schumacher, a post-doctoral research fellow has just been awarded one of the three post-doctoral British
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Academy Research Fellowships won by members of the Theology Faculty this year.
There are a number of post-graduate students on non-ministerial courses:
Graduate Diploma in Theology (2), MSt in Theology (1), MSt in Study of
Religions (5 including one Mufti and one Imam), MSc in Education (3), MPhil in
Theology(1), DPhil in Theology (4), DPhil in Oriental Studies (1), DPhil in
Education (2). Only one of these students is an ordinand.
Staff members have contributed to a number of publications in the last year: ‘For the Parish: a Critique of Fresh Expressions’, by Andrew Davison and Alison
Milbank 2010, ‘On Christian Priesthood’ by Robin Ward 2011, and ‘Divine
Illuminat ion: The History and Future of Augustine’s Theory of Knowledge’ by
Lydia Shumacker 2011. Damian Feeney has contributed a chapter to ‘Fresh
Expressions and Catholic Social Justice Teaching’, the third book in the ‘Ancient
Faith, Future Mission’ series being published by Canterbury Press under the joint editorship of Ian Mobsby and Graham Cray.

Solid and increasing recruitment of graduate students with the recommendation by the University that the college make more formal its association with the Department of Education
The increasing variety of graduate students is evident from the preceding paragraphs. In relation in particular to PGCE students, of which there are currently 15, the Principal stated that the University welcomes the arrangement.
The House is seen to provide a better environment. Students know that they do not have to abandon their rooms during the vacations, there is good parking, and they do not have to contend with other students who do not have to get up and teach the following morning. The University also welcomes the advantages which flow from teacher training taking place in a vocational context. The House is keen to build on this relationship. That the Vice Principal has a teaching qualification and his wife is a Primary School Headteacher are seen as providing potential opportunities for future development.

Continued systematic refurbishment of the buildings, including a significant appeal project to support the cost of maintaining S John’s
Church. Revenue generation led largely by premises refurbishment has resulted in the first annual turnover in excess of £1 million in a normal business year
The continuation of the process of refurbishment now means that 25 out of 50 rooms are now en-suite. 75% of income last year was non-academic generated.
The Principal sees this as a means of containment against fee rises. Diversity of use and occupation also complements the vocational elements of the SSH life. A few days before the senior inspector’s visit there had been the launch of a project
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to develop the St John’s Church as a concert venue – a further example of maximising the potential of the College’s assets.

Vigorous advocacy of vocational training in the University setting which has secured a very favourable fee settlement for the Oxford PPHs and increased participation by the Theology Faculty Board in the oversight of the vocational qualifications offered in the Halls
At the time of the inspection the implications of the recent Review of the Oxford
PPHs were still under discussion. The Principal believes that the outcomes of those discussions have been largely beneficial. Most of the proposals with which the
House disagreed have been rejected. The recommendation in the Review that the
Faculty of Theology draw to itself full responsibility for the delivery and supervision of course associated with the BTh and other University qualifications has been adopted.
Consequently, the BTh Supervisory Committee is now the coordinating body for the outworking of academic curriculum, taking over the role previously exercised by
OPTET. The Principal is aware that there are advantages and disadvantages in drawing nearer to the University. As Chair of the BTh Supervisory Committee he is keen to continue the vigorous advocacy of vocational training in the University setting.
Fully Satisfactory
. The College’s actions effectively build on the various assets they possess, their presence within the network of the Catholic tradition within the Church of England, their location within the University of Oxford and the opportunities for the recruitment of research graduates and raising the profile of vocational training within the University, and making most of the buildings in the context of East Oxford.
Recommendation 2
We recommend to the staff and Principal that the developing programme of lectures and conferences is built on for the benefit of the wider church and region. (para 21)
The college continues to develop this work, both in the provision of conferences organised by members of staff and by attracting external academic conferences and seminars because of the high standard of its refurbished facilities.
Most of the events in the last year have been around the production of publications, notably, ‘For the Parish’ by Andrew Davison and Alison Milbank, referred to above. They plan is to extend this activity in the future. Members of the staff have participated in external conferences and events. Damian Feeney participates annually in the ‘Leading your Church into Growth’ Conference. Lucy
Gardner took part in the ‘Building Bridges Seminar sponsored by the Archbishop of Canterbury to promote Christian-Muslim dialogue.
Satisfactory. The action taken has already been productive and provides a
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model for further similar activities.
Recommendation 3
We recommend that the staff in co-operation with the other members of
OPTET seek further ways in which the existing collaborative work on the
BTh can be extended. (para 39)
OPTET no longer has any academic responsibilities for the delivery of the BTh and its related qualifications, which have been transferred to the BTh Supervisory
Committee. The college continues to participate in the encouragement of collaborative work between the institutions offering these qualifications, most recently throug h the Principal’s chairmanship of the BTh Supervisory Committee.
The recent review of the Theology Faculty by the University noted this collaboration and encouraged its extension as far as possible, given the constraints of post-holder commitments and the responsibility of individual colleges for providing undergraduate tuition. This is in hand across the sector.
The major advantage of the new role of the BTh Supervisory Committee and the
Principal’s chairmanship of it is that it draws the theological colleges closer to the university encouraging university ownership of, and greater acceptance of vocational courses. The disadvantage is that it could increase the separation between the academic study and the formational and ecumenical development of students
– an issue addressed in the follow-up report on OPTET. The Principal spoke of the meetings of Pastoral Theology teachers having a regular input into the Supervisory Committee, and of the need to work carefully to ensure that the
Pastoral Theology Teachers are recognised as Theology Faculty members.
There is a commitment to collaborative work between the institutions – shared placements and follow-up reflection and shared learning. But there is a balance to be held between the need for arrangements which enable both the development of students in their own particular tradition on the one hand, and exposure to one another’s and the benefits of shared learning on the other.
The University would like to see more joint teaching
– more classwork and more tutorial teaching. But there are issues of balance here too between the benefits which could accrue from such joint working and honouring the different methods of teaching which reflect the distinctive ethos of the different institutions. In terms of the desire to have a commonality across the institutions, the Principal emphasised the importance of the common examining.
Satisfactory. The College is aware of the importance of continuing dialogue within the institutions of OPTET and between them and the University on how best to hold the balances of interests.
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Recommendation 6
We recommend the earliest possible appointment of an ordained woman to the core tutorial staff so as to ensure conformity with the Church of
England guidelines for colleges and courses training women for ordination.
(para 57)
There has been one staff vacancy to be filled since the Inspection Report: the post of Vice-Principal and Charles Marriott Director of Pastoral Studies in 2009.
An advertisement was placed in the Church press which made clear that the post was open to ordained women and the college attached a full statement of its equal opportunities policy to the job description circulated to interested candidates. Eighteen male candidates and four female candidates expressed interest in the post; eight male candidates applied of whom four were short-listed; the current Vice-Principal was appointed from this short-list.
The current staffing is three full-time people – Principal, Vice Principal and
Director Pastoral Studies, and Senior Tutor
– plus one part-time Tutor in
Doctrine. The Old Testament teaching is being done on a tutorial basis by
Deborah Rooke, from Regents Park College. The Principal said that he cannot justify a further full-time appointment at the moment with only 20 students. The present Tutor in Doctrine, Ms Lucy Gardner, has been recommended for ordination training and should in due course be ordained priest in 2013. In the meantime one of the Visiting Tutors, Elaine Bardwell celebrates on one occasion each week.
Partially satisfactory. Although the recommendation has not been met, clearly an attempt was properly made and there is a commitment to meet the underlying requirement for and ordained woman role model in both the short and longer term.
Recommendation 7
We recommend that the House Council ensures that the grievance and appeal procedures are legally defensible. (para 58)
These procedures have been reviewed in collaboration with our provider of
Personnel services and are sound.
Fully satisfactory.
Recommendation 8
We recommend that the House explores the breadth of Anglo Catholic worship and spirituality as well as other traditions of Anglicanism. (para 73)
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The college has removed the group Mass responsibility from the context of its own community life and transferred it to that of the group placement. This will entail the participation of all students in the preparation and celebration of liturgical worship outside the college setting in a variety of different pastoral and mission situations.
The review of pastoral placements, and the more specific matching of student formational need to context, has enabled the college to use local parochial placements to enhance awareness of other Anglican traditions.
The introduction of the pastoral aud it at the beginning of each student’s course has been an important step. The emphasis of the audit has been primarily on pastoral skills, though also enabled prior learning to be taken into account. This has enabled a much more conscious selection of local parochial placements to fit an individual’s needs for breadth of experience.
Satisfactory. These actions should enable the further fulfilment of the recommendation.
Recommendation 9
We recommend that the review of educational design and delivery
(Recommendation 11): i. give serious consideration to a review of the task, tuition, location and management of these small groups
This recommendation has been implemented by the reform of the group system to remove the greater part of the domestic and household duties previously involved and the introduction of group placement projects which entail supervised missional activity outside the college context. The existing formational role of the groups has been retained, but with closer attention given by both the tutor and group members to the way in which this relates to fulfilling the learning outcomes, as enabled by the consolidation of the learning outcomes with the educational programme set out in the response to recommendation 11.
Fully satisfactory. This reform of the group system is much to be welcomed, particularly the introduction of the group placement projects and their outward facing character. There is greater clarity about the purpose of the group meetings and their role within the life of the college. (See comment on Recommendation
14 ). ii. and develop a structured programme of in-service training for staff to enable them to fulfil the wide range of academic and tutorial roles. (para
79)
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A programme has been established to ensure that members of the academic staff receive regular in-service training to support the range of academic and tutorial roles they are required to fulfil. These training sessions take place at the beginning of each vacation and are usually led by external practitioners. Training sessions since the Inspection have covered the following: groups and group dynamics; dyslexia and dyspraxia; website administration; implementation of the revised group placement system; reporting & learning outcomes; using the
University’s VLE (WebLearn) for teaching and learning.
Satisfactory. It is encouraging to hear of these training opportunities and the commitment to continue to develop them within the University’s VLE (WebLearn ).
Recommendation 10
We recommend that the House develops a structured approach to pastoral care which provides greater clarity for all concerned about the responsibility of the Group tutor, and potential conflicts of interest. (para
85)
The college has in place the management of the formational process which through group tutor interviews and agreed assessments records and encourages the progress of candidates through the appropriate learning outcomes. The college is not convinced that the argument proposed for a change of group tutor yearly is sound, but will continue to review this. The role of the group tutor is set out clearly in the college handbook, and ordinand students also have access to the protection offered by the University code on harassment and bullying.
The college strongly encourages the use of appropriate spiritual direction by all ordination candidates and assists them in providing this, either by recommending experienced directors locally or through the provision of in-house spiritual direction. The pastoral care which these directors are able to offer is inevitably confidential to the candidates in question and so not readily quantifiable by the college staff. However, the college considers that at present this system is preferable to the appointment of a chaplain, especially given the concern expressed that some of the spiritual direction provided was perceived as too local.
Partially satisfactory. This issue has been carefully considered and it is important that it will be kept under review.
Recommendation 11
We recommend that the staff engage in a structured review of the educational design and management of all the whole courses – academic and formational
– to establish a more effective process for overview and review. (para 96)
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The college initiated a review of its education design and management as part of its participation in the Curriculum Validation exercise.
The college now has a consolidated scheme which relates all the learning outcomes to the individual validated routes, and so enables clear communication of when and how ordination candidates fulfil these outcomes as their course progresses. The scheme also enables staff members to participate more effectively in curriculum planning and development, both internally and through their participation in the University committees which oversee the qualifications taught. Educational development and review are integral to the agenda of the staff meeting, in particular the residential staff meeting in the summer vacation.
The Academic Secretary holds a complete record of student academic performance, both in individual student files and in a central academic folder accessible to all members of the academic staff, to facilitate the regular overview of student progress which takes place termly in the staff meeting and in academi c collections. Staff members now train on the University’s VLE
(WebLearn) which is now sufficiently advanced as a delivery system for the college to adopt across the curriculum from Michaelmas 2011. This will provide a central reference point on curriculum delivery and assessment for all members of the college.
Fully satisfactory. The consolidated scheme provides the kind of framework for which the inspectors were looking. It provides everyone with a map of how different aspects of the student’s course fit together, are related to the college’s wider provision, and meet the learning outcomes.
The curriculum approval report highlighted the ‘typical pathways for ordinands document by category of student’ as a piece of best practice by the college. It also encouraged the college to put the student course handbooks on line to enable the clear links between academic and formational guidance to be seen so that students can more readily see where their own course fits within the college’s wider provision.
Recommendation 13
We recommend a structured programme of in-service training for staff to enable them to fulfil the wide range of academic and tutorial roles. (para
102)
See under Recommendation 9 (ii)
Recommendation 14
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We recommend that the staff produce a clear statement about the role of each placement within the educational programme, how they fit together, and how they relate to other aspects of the programme. (para 114)
The college has introduced an initial audit of pastoral skills and experience for each student at the beginning of their course which informs the choice of pastoral placements to be undertaken during training. Pastoral placements are assessed against the learning outcomes in group tutor reports, and systematic reflection on the placement experience takes place in scheduled group meetings during Hilary term. Candidates for the BTh and its related qualifications are also assessed academically in Mission and Ministry across a gathered field from all the participating institutions in the examinations of the University. The placement briefing day for the long summer placement identifies the formational goals to be achieved in this context.
A review of placements has taken place. As in the choice of parochial placements noted above (Recommendation 8), the initial audit of pastoral skills has sharpened up the choice of pastoral placements appropriate to the individual. It is also made clear that one of the key purposes of the group activity in the Hilary Term is systematic reflection on the placement experience.
The introduction of the group placement has given a clear missional focus to one of the aspects of the group life. Students are charged with preparing a liturgical or para-liturgical event in an external context. There has been Assembly work in the Oxford Academy and one of the other schools. There was an event to launch the local Deanery Mission Week, and the design of a parish liturgy in Jericho to mark the beginning of Lent.
An important shift in all the placement a ctivity has been from ‘observation’ to
‘participation’. It is clear that the range of possibilities for placement activity, both in the more traditional form and in new ways, both in Oxford and elsewhere is being actively considered. The facts that at the time of the follow-up visit the
House was providing one of the venues for an exhibition of paintings and sculpture by Oxfordshire Artists, advertised by posters at the entrance, and that two days previously had seen the launch of a project to develop the Church as a concert venue, are indicative of the House being much more consciously part of the wider East Oxford Community. This consciousness was reinforced in conversation which revealed an awareness of the changes taking place; the growing influence of Oxford Brookes University and thus the growing presence of students; the changing the nature of the community in other ways, bringing the end of an era for some of the small shop-keepers, and a growing gentrification of housing. All these factors provide material for contextual engagement and reflection. The House is also developing a relationship with the Jellicoe Society in East London. The Principal gave the Annual Lecture in 2010 at St Mary’s,
Cable Street. Their involvement in Community Organising in East London
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provides other opportunities for placements where the emphasis is on participation rather than just observation. (See Recommendation 17)
Fully satisfactory. Together with the response to Recommendation 12 increasing an understanding of how the various parts of the curriculum fit together, the response to this recommendation and recommendations 15 and 16 below, reflects a greater sense of being outward facing as an insititution within the context of East Oxford and the wider world.
Recommendation 15
We recommend far greater use of term-time parish placements i. To enable students to earth their theory in practice ii. To draw deeper attention to the development of ministry to complement their attention to priesthood. (para 116)
The college currently sends students on term-time placements to eight parishes in the city and diocese of Oxford, of widely diverse tradition and setting.
Following the recommendation of the Inspectors the college now pays close attention to matching the educational needs of the individual student arising from the initial Pastoral audit to the character of the parish, and to ensuring that each parish placement provides a clear opportunity to experience collaborative ministry.
Satisfactory. As already referred to above the initial pastoral audit plays an important role in fulfilling this recommendation.
Recommendation 16
We recommend that the House, staff and students, works more effectively at realising the potential which is available to them in the community of
Oxford in the prior experience of students, and that which arises from the community’s self-understanding. (para 117)
The college has reviewed the potential of its local setting for providing formational opportunities and notes that it currently provides local placements in one cathedral, eight parishes, six college chapels, six schools, one teaching hospital, one hospice, one prison, one military base and six agencies working to alleviate various community needs.
The college has introduced a pastoral audit for all ordination candidates at the beginning of training so as to realise the potential of prior experience in assessing the suitability of pastoral placements in the formational process.
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The college has introduced the group placement into the formational process, to enable the community’s self-understanding to be expressed in the context of collaborative missional activity.
The range of placement opportunities is encouraging, especially when taken together with the comments made above under Recommendation 14 in the context of an increasing awareness of wider possibilities for engagement in East
Oxford and East London.
The inspectors had expressed some hesitations about the value of placements in college chapels. The Principal, however, made the good point that such a context provided students with the very important and difficult challenge of how to make room for Christianity in a highly competitive and critical secular environment.
Satisfactory. Also see comments in previous two sections.
Recommendation 17
We recommend that the House seeks a more concrete expression, in its worship, prayer and corporate life of God’s mission in his world. (para 119)
The college has reviewed the formational process to ensure that the initial teaching given on the appropriate composition of intercessions for public worship is reinforced throughout training by staff scrutiny and advice, in particular by the group tutor.
The college has in collaboration with the Common Room reviewed its commitment to corporate charitable activity, and as a consequence now participates actively in events such as Christian Aid week.
The college is actively collaborating in the work of the Jellicoe Society, which seeks to promote the study of contextual theology in Oxford and East London, and which in particular encourages Christian involvement in community organising and citizenship issues.
Fully satisfactory. The comments made in relation to Recommendations 14 apply here too. The general widening of horizons is to be welcomed.
Recommendation 18
We strongly recommend that the House’s Sunday worship be rescheduled to allow for the fullest possible engagement with term-time placements.
(para 120)
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The college considered this recommendation in its review of the existing programme of pastoral placements. It appreciates the force of the argument that parochial placements may require a Sunday morning commitment to be most effective, and individual students with special formational needs have in the past been allocated such placements. However, the college values the formational and pastoral ethos of its current Sunday practice and is reluctant to alter it at the moment. The college also notes the following from the Ripon College
Cuddesdon Inspection report: Feedback from students, both residential and nonresidential, was positive in the main, particularly regarding the range of community (non-church) placements and benefits of the long summer placement.
Sometimes the learning opportunities for residential students on Sunday placement are limited, but inspectors are aware of the constraints that college are working with. The college has therefore not rescheduled its Sunday worship, but will continue to review the situation.
The inspectors acknowledge the point made from the Ripon College report that
‘sometimes the learning opportunities for residential students on Sunday placements are limited’. It is also important to take into account the particularities of the context as they are developing for the House. The growing diversity of the college community as a whole, the growing consciousness of being part of the
East Oxford community, not least through the physical asset of St John’s Church, may indicate the importance of the House developing a worshipping community on a Sunday drawn from a wider constituency, and of which the ordinands are one part.
Partially satisfactory. Although the recommendation has not been met, clear arguments have been presented about why in the changing context of the
College’s life the recommended action would not be appropriate at this time.
Recommendation 19
We recommend that the House draws up an action plan within the six months of the receipt of the report, indicating how and when the recommendations are to be implemented. (para 136)
This recommendation has been superseded by the appeal process
Inspector
Whilst the appeal process has meant that the action plan was not drawn up according to the terms of this recommendation, nevertheless significant actions have been taken and the Principal and Staff are to be commended on the progress made and the evident greater sense of confidence in the future. There were three underlying concerns expressed in the recommendations of the initial report as amended by the appeal process. All have been addressed.
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The first was to encourage the House through its Council and staff to find ways of developing its potential, drawing on the Catholic tradition for the benefit of the wider church, maximising its presence in the University of Oxford, and engaging with the community of East Oxford. Each of those areas have been addressed, through the recruitment of new Council members from across the Catholic
Movement, through the growing presence of graduate students in both theology and religious studies and education and the consequent diversification of the community, through participation in research, conferences and the production of significant publications, through the more direct relationship with the University in the role of the BTh Supervisory Committee, through the joint proposals with
Wycliffe Hall, through a greater awareness of East Oxford (and East London) as an important context for learning through participation as well as observation. It is also important to say that all these developments are underpinned by a sustainable financial strategy. All give expression to a more outward facing developmental stance which is greatly to be welcomed.
The second was to seek more consciously to integrate the various aspects of the whole educational experience for the ordinands and to communicate it effectively to the students. The initial pastoral audit, the typical pathways for ordinands document, the consolidated scheme which relates all the learning outcomes to the individual validated routes, the greater clarity about, and continuing thought being given to, the role of the Groups and of placements within the whole programme, and the arrangements for review, all serve to address this area.
The third was to develop further the aspiration expressed in the comment in the
Inspection questionnaire that stress is laid on placement learning. The review of placements, the introduction of the group placement, the widening horizon for placement possibilities, and the more explicitly missional character which underpins the thinking, are all very encouraging.
The overall response to the recommendations has been satisfactory.
Ven Robert Langley, Senior Inspector
6 July 2011
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