For other schools where the pupil population is less diverse or predominantly of one faith, socio-economic or ethnic group more will need to be done to provide opportunities for interaction between pupils from different backgrounds. This should not require complex arrangements for consultation. For example, links and partnerships can provide opportunities to pool ideas and resources, including knowledge and expertise. Enabling pupils to meet and talk to people from different backgrounds provides a useful starting point for building trust and common understanding, but pupils are unlikely to build trust and gain a common understanding from simply meeting and talking with others. Admissions Policy For Entry to Main School 2023/24. The school might want to use some of the resources and sources of support listed at the end of this booklet to establish how this might be done most effectively. Cookies that are not necessary to make the website work, but which enable additional. The school will need to examine data on the attainment and progress of different groups of pupils, the number and nature of any bullying and prejudice-related incidents and pupil behaviour, including rates of exclusion. The location of the school – for instance whether it serves a rural or urban area and the level of ethnic, faith and socio-economic diversity in that area. A primary school's contribution to community cohesion can be considered in three main areas: Teaching and learning An effective school will have high standards of teaching and a curriculum provision that supports high standards of attainment, promotes common values that emphasise the understanding of the diversity of cultures, ethnicities and socio-economic backgrounds. External bodies may also have a role to play in supporting the school's work. This is part of the developing leadership and management role within the Ofsted inspection regime. Parish Boundary and Map.
The leadership of the Oldham LA was important in getting these projects started and in recent years many other areas have initiated similar programmes. Community Cohesion Policy (2021). MONITORING THIS POLICY. School to parents and the community: Good partnership activities with the local and wider community might include: - Working together with community representatives, for example through mentoring schemes or bringing community representatives into school to work with the pupils, ensuring that the pupil voice is heard and able to effect change. They also focus on providing opportunities for people to interact, work together, develop positive relationships and make a contribution to their community. These include the individual school community and the community within which the school is located, as well as the UK and global communities. Community cohesion will look different in varying parts of the country and therefore there is no ideal model. Provision of extended services, and in particular bringing parents together from different backgrounds through parenting and family support and community use of facilities for activities that take place out of school hours, including adult and family learning, ICT and English for speakers of other languages (ESOL) classes. The schools should ensure that they identify and draw on the particular interests, knowledge and expertise of staff. It will be important to consider how different subjects or departments could use the learning experiences that are led by another department or relate to other areas of the curriculum. Year 5 – St Josephine Bakhita. Useful websites for children. As migration and economic change alter the shape of our increasingly diverse local communities, it is more important than ever that all schools play a full part in promoting community cohesion.
All schools serve varying communities and are responsible for educating children who will live and work in a country which is becoming more diverse in terms of culture, faith, ethnicity and social backgrounds. Ensure that all teachers and support staff have access to relevant training, professional development and support Teachers and support staff may have particular skills, expertise and interests that will help a school to promote community cohesion. However, the NASUWT believes that equality of outcome will only be achieved if individuals and communities are empowered.
· Ensuring that recruitment of staff and staffing policies promote community cohesion and social equity. Calculations Policy. The Prevent duty gives rise to important considerations for schools in relation to their work to promote community cohesion. This may seem 'another' area of responsibility for the headteacher, but this responsibility must be kept in perspective and a work-life balance maintained. Schools have a critical contribution to make to community cohesion and many schools will have established approaches to promote this. What is the 'community' for schools? The curriculum will play a critical role in raising pupils' awareness of the school's policies and procedures and their rights and responsibilities in relation to such policies. Nursery Admission Policy for 2023-24. The school will need to ensure that relationships between link or partner schools are mutually beneficial and achieve equity. Unions have a critical role to play in empowering both individuals and groups and the NASUWT is committed to supporting teachers and school leaders to promote community cohesion. Year 3 – St Francis Assisi. Governors and staffs are responsible for preparing the pupils to live and prosper alongside people from many different backgrounds.
Visits can provide opportunities for pupils to meet and interact with people from different cultures and backgrounds. The school should develop this role, but only as a part of its key function of high-quality teaching and learning. We believe that it is the duty of all schools to address issues of 'how we live together' and 'dealing with difference' however controversial and difficult they might sometimes seem. It is vital that all schools in the link/partnership contribute equally to discussions and decisions about the purpose and nature of the relationship and the educational and other benefits to be gained from the relationship. However, communities will not be cohesive where discrimination and inequalities exist. Effectively delivering community cohesion also tackles the fractures in a society which can lead to conflict, and ensures that the gains that cohesive communities bring are a source of strength to local areas. Further, they emphasise the importance of a common vision, shared values based on democracy, equality, diversity, tolerance, fairness and justice and creating a sense of belonging. We also need to consider where there may be scope to improve their existing work through a more explicit focus on the impact of their activities on community cohesion.
However, schools that are driven by divisions are less likely to perform well. The school should consider how links with external organisations and the wider community might be utilised. One of the general conditions of grant for every academy is that 'the school will be at the heart of its community, promoting community cohesion and sharing facilities with other schools and the wider community'. Schools can use the website to find links to other schools. How We Teach Phonics. · Take stock of what has worked so far, for us and other schools and consider the scope for a more explicit focus on the impact of our activities on community cohesion. • Supporting parents with difficulties. Arrangements For The Admission Of Pupils With Disabilities. By default these cookies are disabled, but you can choose to.
This advice: - outlines the requirements placed on schools; - sets out a framework that schools can use to develop and review their work on community cohesion; and. Reception – St Joseph. Some schools address community cohesion through the Rights Respecting Schools Award or through work on the global dimension or sustainability. The 'community' has varying dimensions for schools. Anti-Radicalisation Policy. In the light of the new duty we need to consider how different aspects of our work already support integration and community harmony; to take stock of what has worked well so far. A school will not be able to contribute effectively to community cohesion if its pupils or staff experience harassment, bullying or discrimination. This project was to counteract segregation in primary schools and to build on key community services and institutions. Those from different backgrounds have similar life chances and access to services. Please make your choice! We need to ensure that we: · Provide opportunities for interaction between pupils from different backgrounds.