Community Cohesion
Introduction
Globalisation and increasing diversity mean that children and young people today are more likely, over the course of their lifetimes, to come into contact with, be educated and work with individuals from a different race, faith, culture or socio-economic background.
If we want a cohesive and successful society then it is important that we help children understand and appreciate diversity, so that all children can succeed and fulfil their potential and become responsible, active citizens in the future.
The introduction of the statutory duty on schools to promote community cohesion from September 2007 recognises the good work that many schools are already doing to encourage community cohesion, and aims to achieve a situation whereby all children understand others, value diversity, have a sense of shared values and have real and positive relationships with people from different backgrounds.
Governors are responsible for meeting the duty, and should work with the Head Teacher to ensure the school is complying with the duty. Governors have a key role in supporting the school to improve its effectiveness in promoting community cohesion, particularly through their knowledge of the local community and partners.
Since September 2008, Ofsted have been inspecting the community cohesion duty. Ofsted has worked closely with the DCSF and other stakeholders to develop inspection guidence and this is available from www.ofsted.co.uk
What this means for schools
Please remember that so far as Ofsted is concerned, schools must show a firm commitment to Equality and Diversity issues in order to address Community Cohesion successfully. This means that you must have:
- An Equality and Diversity Policy addressing the six strands/priorities
- A Disability Equality Scheme and 3 year Action Plan
- A Gender Equality scheme and 3 year Action Plan
- A curriculum which addresses cultural diversity and promotes race equality
- A system for recording, reporting and investigating all bullying incidents
- Regular training for staff about the 6 Equality and Diversity strands/priorities
- Regular learning which takes place outside the classroom
Please also remember the importance of making regular use of visitors and vists which reflect our diverse society.
Inspection:
Outcomes for learners - inspectors will evaluate:
• Significant variations in the attainment of different groups of learners
• How learners develop personal and social skills including, as appropriate, spiritual, moral and cultural aspects
• How far learners say they feel safe
• How well learners make a positive contribution to their community
• How far learners are involved in additional community based development activities and projects
• How far learners develop skills, knowledge and understanding relevant to community cohesion and sustainable development
• How far learners' development of advocacy and representative skills can enhance their ability to contribute to their communities and learning environments
• To be outstanding: "narrow the gap between groups .... , children feel safe and are highly supportive of each other"
• To be good: "strong positive contribution to the life of their institution and the wider community"
Quality of provision - inspectors will evaluate:
• Partnerships with schools, employers, community groups and others that lead to tangible benefits for learners
• Provision .... relevant to local communities .. promotes social inclusion and sustainable development
• Help given to increase self-esteem and become better citizens
• In lesson observations - teachers "use activities that motivate and engage all learners whatever their age, ability and cultural background"
• How effectively staff use materials and teaching methods that are sensitive to and promote equality of opportunity and good race relations
• How well staff plan sessions to take account of fully meeting the needs of different groups of learners
• How staff maximise opportunities in sessions and within all learning contexts to promote equality of opportunity and awareness of cultural and linguistic diversity
• The extent to which enrichment contributes to ... personal spiritual moral social and cultural development
• The extent to which the range and content of learning programmes / services are relevant to local communities .....
• To be outstanding: "Programmes and activities are highly effective and may be innovative in meeting learners' needs and those of the wider community"
Leadership and Management - inspectors will evaluate how far the school/college:
• Promotes and implements national and local priorities and initiatives relevant to learners, employers and local communities
• Takes action to identify and respond appropriately to users' welfare concerns
• Actively promotes equality and diversity, tackles discrimination and narrows the achievement gap
• Actively promotes Equality and Diversity (E&D)
• Assesses impact of E&D
• Offers effective training for E&D
• Uses data to analyse and improve engagement and performance of different groups of learners
• Involves learners in decision making
• Reinforces preparation for living and working in a a multi-racial society through their programme, in tutorials and at reviews
Relevant downloads from the last Diocesan Schools Conference:
Bishop Martin's Keynote Speech on Community Cohesion - A Christian rationale
Shalom in the Community - Alison Farnell