Community Cohesion Policy

Transcription

1 Community Cohesion Policy Agreed: June 2011 Reviewed: January 2016 Review date: Nov

2 Bickley Primary School Community Cohesion Policy Making a Difference Community cohesion is about how we live together and dealing with difference. Definition of Community Cohesion working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community (Department of Communities, Families and Children Guidance on the duty to promote community cohesion in schools 2007 Alan Johnson, Secretary of State for Education and Skills, speaking in Parliament on 2 November Based on the Government and the Local Government Association s definition first published in Guidance on Community Cohesion, LGA, 2002 and resulting from the Cantle Report in 2001.) Community cohesion lies at the heart of what makes a strong and safe community. It must be delivered locally through creating strong networks, based on principles of trust, and respect for local diversity, and nurturing a sense of belonging and confidence in local people. Effectively delivering community cohesion also tackles the fractures in society which may lead to conflict and ensures that the gains that communities bring are a source of strength to local areas. (Shared Future, the final report of the Commission on Integration and Cohesion, June 2007.) Common Vision The report by the Commission on Integration and Cohesion suggests the importance of shared futures, a cohesive community as one where: There is a clearly defined and widely shared sense of the contribution of different individuals and different communities to a future vision for a neighbourhood, city, region or country. This recognises the contribution made by individuals within any community and the fact that people will naturally hold different ambitions, aspirations, beliefs and life experiences. But importantly, it places a strong emphasis on how they will also share important characteristics and experiences with those from their own and different communities. (Shared Future, the final report of the Commission on Integration and Cohesion, June 2007.) Sense of Belonging The Commission provides a helpful definition of sense of belonging as: There is a strong sense of an individual s rights and responsibilities when living in a particular place people know what everyone expects of them, and what they can expect in turn. There is a strong sense of trust in institutions locally to act fairly in arbitrating between different interests and for their role and justifications to be subject to public scrutiny. (Shared Future, the final report of the Commission on Integration and Cohesion, June 2007.) 2

3 Life Opportunities The Commission s report also underlines the importance of equality both the importance of tackling inequality gaps, but also the importance of making this social change visible to all communities, communicating fair treatment at all times. Schools role here is crucial: by creating opportunities for pupils achievement and enabling every child and young person to achieve their potential, schools make a significant contribution to long term community cohesion. Barriers to Community Cohesion There may be mistrust of different groups, particularly of those new to the local community; a perception that local authorities are giving others special treatment; and a lack of spaces for meaningful interaction. Cohesion is therefore about how to avoid the corrosive effects of intolerance and harassment: how to build a mutual civility among different groups, and to ensure respect for diversity alongside a commitment to common and shared bonds Community from a School s Perspective For schools, the term community has a number of dimensions including: the school community the children and young people it serves, their parents, carers and families, the school s staff and governing body, and community users of the school s facilities and services; the community within which the school is located the school in its geographical community and the people who live or work in that area. This applies not just to the immediate neighbourhood but also to the city or local authority area within which a school is located; the UK community all schools are by definition part of this community; and the global community formed by EU and international links. In addition, schools themselves create communities the networks formed by similar or different types of schools, by schools that are part of the specialist schools network, or by schools that work collaboratively in clusters or in other models of partnership. Our Vision Our vision recognises and celebrates the diversity within Bromley and the as part of the Greater London Area and welcomes the contributions which different groups and individuals make to the community. Differences between groups of people can cause misunderstanding and friction. Bickley Primary School is committed to building and promoting community cohesion within the school and wider community. Community cohesion incorporates and goes beyond the concept of race equality and social inclusion. A cohesive community is one where:- there is a common vision and a sense of belonging for all communities the diversity of people s different backgrounds and circumstances are appreciated and positively valued those from different backgrounds have similar life opportunities strong and positive relationships are being developed between people from different backgrounds in the workplace, in schools and within neighbourhoods 3

4 Bickley Primary School provides education for all, acknowledging that the society within which we live is enriched by diversity. We strive to ensure that the culture and ethos of the school reflects the diversity of all members of the school community, where everyone is equally valued and treats one another with respect and fairness. Pupils are provided with the opportunity to experience, understand and celebrate diversity. Bickley Primary School is committed to providing a secure environment for pupils, where children feel safe and are kept safe. All adults at Bickley primary School recognise that safeguarding is everyone s responsibility irrespective of the role they undertake or whether their role has direct contact or responsibility for children or not. In adhering to PREVENT policy, and the procedures therein, staff and visitors will contribute to Bickley Primary school s delivery of the outcomes to all children, as set out in s10 (2) of the Children Act This Preventing Extremism and Radicalisation Safeguarding Policy is one element within our overall school arrangements to Safeguard and Promote the Welfare of all Children in line with our statutory duties set out at s175 of the Education Act Our school s Preventing Extremism and Radicalisation Safeguarding Policy also draws upon the guidance contained in the London Child Protection Procedures and DfE Guidance Keeping Children Safe in Education, 2014 ; and specifically DCSF Resources Learning Together to be Safe, Prevent: Resources Guide, Tackling Extremism in the UK, DfE s Teaching Approaches that help Build Resilience to Extremism among Young People and Peter Clarke s Report of July We will work towards eliminating all discrimination, on the grounds of race, gender, gender reassignment, disability, sexuality (including sexual orientation), age, religion and belief. We believe that all pupils, employees, stakeholders and members of our local and global community should be treated with dignity and respect at all times and we will not tolerate bullying, harassment or victimisation of any groups or individuals. Our Values We believe it is important that each person feels a valued member of our school community. We promote respect and consideration for others and equality of opportunity. We as members of Society believe that our own individual rights must be balanced with the freedom of others. We promote the rule of law. We believe it is important that we do all we can to enable all people to lead secure and fulfilled lives. We promote hopefulness, compassion and responsibility We must all work to overcome disadvantage as it is a major barrier between communities, especially where it is experienced more by one group than another. We believe racism and prejudice undermine community cohesion and must be confronted. We value partnerships with parents, Governors and the wider community are realise they are essential to promote equality, diversity and community cohesion. We want our pupils to:- have a sense of identity, belonging and self-worth, to understand that this is also important for others, and that (s)he has a vital role to play in contributing towards this. Be able to think deeply and for him/herself about what matters, and to make informed life choices. to be aware that there are fundamental human values, based on the worth of each individual, which are shared by people, regardless of different religious or cultural backgrounds; that recognising and upholding these shared values is essential for the health of our own society and the world community. 4

5 The health, well-being and cohesion of our local community is important to us. By valuing and championing diversity, we lead the way in good practice and set an example for others to join us. That is why we have developed this policy and action plan to ensure that we create an environment where everyone is respected and treated equally. Our Strategic Aims and Objectives We aim to:- 1. build community cohesion by promoting equality of opportunity and inclusion for different groups of pupils within a school. We will focus on inequalities and a strong respect for diversity, in promoting shared values and encouraging pupils to actively engage with others to understand what they all hold in common. 2. equip pupils to live and thrive alongside people from many different backgrounds, by supporting pupils from different ethnic or socioeconomic backgrounds to learn with, from and about each other, and by providing opportunities for interaction between children and young people from different backgrounds. 3. to develop an understanding of action that can take place within the school itself, the geographical community or the wider national and global communities. We aim to meet these objectives through:- - Self Evaluation and assessment of the impact of our community cohesion programme - the audit of Community Cohesion Standards for schools framework ( Appendix 1) - review and development of the School Improvement Plan. - the involvement of stakeholders in action planning for effective community cohesion. - promotion of good community relations by the Governing Body - training in promoting community cohesion - provision a diverse, enriched, enjoyable curriculum. Bickley Primary aims to promote community cohesion through;- Teaching, Learning and Curriculum We aim to help children and young people to learn to understand others, to value diversity whilst also promoting shared values, to promote awareness of human rights and to apply and defend them, and to develop the skills of participation and responsible action By:- Being an effective self evaluating school with a high standard of teaching, learning and curriculum provision that supports high standards of attainment, promotes shared values and builds pupils understanding of the diversity that surrounds them, recognising similarities and appreciating different cultures, religions or beliefs, ethnicities and socio-economic backgrounds. Having high expectations of success, with all pupils expected and encouraged by teachers and parents to achieve their potential. Providing opportunities to discuss issues of identity and diversity and these are integrated across the whole curriculum. Promoting shared values, valuing differences and challenging prejudice, discrimination and stereotyping through explicit lesson in Citizenship, Religious Education and Personal, Social and Health Education including SEAL project. 5

6 Activities enriched through fieldwork, visits, for example to places of worship, and meetings with members of different communities. Providing support for pupils for whom English is an additional language (EAL) and those identified With additional needs (SEN), and specific support for their teaching staff, to remove barriers to effective learning, enabling the pupils to be integrated and achieve the highest possible level in English. Assemblies which involve members of the local and wider community and promote the engagement of learners and shared understanding, as well as a school s ethos and values. Encouragement for learners to value diversity and develop a better understanding of UK society, by challenging assumptions and creating an open climate to address sensitive and controversial issues, through discussions, forums, and school council meetings. Partnership with pupils on the development of whole school policies, guidelines and effective approaches to deal with incidents of prejudice, bullying and harassment. Equity and Excellence We endeavour to ensure equal opportunities for all to succeed at the highest level possible, striving to remove barriers to access and participation in learning and wider activities and working to eliminate variations in outcomes for different groups. By:- Focusing on securing high standards of attainment for all pupils from all ethnic backgrounds, and of different socio-economic statuses, abilities and interests, ensuring that pupils are treated with respect and supported to achieve their full potential. Evaluating progress and attainment by analysing assessment results to keep track of the relative performance of different groups and to tackle underperformance by any particular group or the reintegration of excluded or self-excluded pupils into a school. Having systems to deal with incidents of prejudice, discrimination, bullying and harassment. Monitoring all pupils from particular groups are more likely to be excluded or disciplined than others should be accompanied by appropriate behaviour and discipline policies in place to deal with this, and pupils should be involved in evaluating the success of a school in implementing these policies. Complying with the Local Authority Admissions Policy and being proactive in encouraging all to provide social equity. Engagement and Extended Services School to School: We benefit from partnership with other schools:- enabling us to share good practice and expertise and to offer pupils the opportunity to meet and learn from and with other young people from different backgrounds, both locally or further afield, as well an links internationally. raising motivation levels and stimulating the interest of pupils, parents and governors. Providing meaningful links between people from different groups helps to break down stereotypes and prejudice. We achieve this through: use of the internet, shared use of facilities also provides opportunities for meaningful intercultural activities such as sport, drama, music, festivals, also through volunteering activities and school trips. 6

7 Parents and the Community The school promotes partnership activities with pupils, parents and the local and wider community By:- Working together with community representatives, for example mentoring schemes both pupil and adult and by bringing community representatives into school to work with the pupils or to support learning by leading assemblies. Local engagement through links with community groups and organisations, enabling them to play a role in the school and encouraging pupils to make a positive contribution in the local area Ensuring that the pupil voice is heard and able to effect change: by involvement of pupils in the governance and organisation of the school through school councils. Maintaining strong links and multi-agency working between the school and other local agencies, such as the youth support service, the police, different religious groups and social care and health professionals. Developing links with work placed learning providers and other employers. (Local secondary placements, college and university training.) Engagement with parents through curriculum evenings, teaching and learning activities such as parent and child courses, and family worker. Extended Services The school works in partnership with the Local Authority and local Stakeholders to provide extended services for children, young people, their friends and families to interact with people from different backgrounds and build positive relations and opportunities, such as study support; Access to childcare, parenting support; swift and easy referral to specialist health and social care services; and opening up their facilities to the wider community. We promote this by:- Consultation with pupils, parents, families and the wider community about the activities and services they provide to ensure they meet the needs of all groups. Working in clusters with other schools. Working with local voluntary and community groups to build stronger relationships with the community, increase the range of activities and services they can offer, and gain expertise in working with different groups who are already established in their area. Embedding services and activities to their school improvement plan. Support for all parents through providing information and advice to meet the needs of different groups. Audit and Monitoring as Part of the Self Evaluation Process Annually we consider how different aspects of the school s work support integration and community cohesion. we consider where there may be scope to improve existing work through a more explicit focus on the impact of activities on community cohesion. We consider where evidence of work on community cohesion also contributes to key aspects of Race Equality, ECM, and Education for Inclusion. This evidence informs the schools SEF. Evaluating Schools Contribution to Community Cohesion As part of the self evaluation process we at Bickley Primary School annually audit our contribution to community cohesion through the outcome indicators. 7

8 Date of Policy: June 2011 Date of Review: January 2016 Ratified by Governors:.. Documents Supporting and referred to in this Policy DCSF, July 2007, Guidance on the duty to promote community cohesion Home Office/DCSF, Sept 2004, Community Cohesion Education Standards for Schools MEA/Equalities/community cohesion/duty on schools/community cohesion outcome indicators for schools /August 2007 Shared Future, the final report of the Commission on Integration and Cohesion, June

9 Appendix 1 Outcome Indicators for Schools Contribution to Community Cohesion 1 Incorporating the Community Cohesion Education Standards for Schools 2 The role of the school in promoting community cohesion 1 All schools whatever its intake and wherever it is located are responsible for educating children and young people who will live and work in a country which is diverse in terms of cultures, religions or beliefs, ethnicities and social backgrounds. equipping those pupils to live and thrive alongside people from many different backgrounds. providing opportunities for their pupils to mix with and learn with, from and about those from different backgrounds. Schools contribution to community cohesion falls within three areas specifically: Teaching, learning and curriculum Equity and excellence Engagement and extended services A set of community cohesion education standards 2 have been drawn up against the following aims: Closing the attainment and achievement gap Developing common values of citizenship based on dialogue, mutual respect and acceptance of diversity Contributing to building good community relations and challenge all types of discrimination and inequality Removing the barriers to access, participation, progression, attainment and achievement. Audit and Monitoring as part of the Self Evaluation Process Annually We consider how different aspects of the school s work support integration and community cohesion. We consider where there may be scope to improve existing work through a more explicit focus on the impact of activities on community cohesion. We consider where evidence of work on community cohesion also contributes to key aspects of Race Equality, ECM, and Education for Inclusion. This evidence informs the schools SEF. Evaluating Schools Contribution to Community Cohesion As part of the self evaluation process we at Bickley Primary School annually audit our contribution to community cohesion through the outcome indicators (see Table 1) and the standards for Community Cohesion (Table 2). 9

10 Table 1 Outcome Indicators TEACHING, LEARNING and CURRICULUM 1 Outcome Indicators Standards 2 Teachers planning addresses the cultural and linguistic needs of pupils (language demands analysed, additional support provided - learning resources/human, EAL strategies employed, encouraging the use of first language in the classroom to help learning). Learning environment reflects and celebrates diversity. School has appropriate system in place to monitor and track progress of EAL pupils in terms of their English language development needs across the curriculum. (Fluency level). Adjustments are made to all assessment procedures to enable pupils to attain at the highest level possible. For example, where appropriate, Interpreters/ translators are provided to support EAL learners during national tests. Opportunities exist across all curriculum subjects for pupils to value difference and challenge prejudice, discrimination and stereotyping. inter-cultural activities enhance pupils understanding of community and diversity through: fieldwork, visits to places of worship, meetings with members of different communities, joint projects with schools through international links or links with schools that differ in profile. Learners from different backgrounds benefit from regular opportunities to work together to promote dialogue, mutual respect and acceptance of diversity Assessment arrangements enable all pupils to attain at the highest level possible and do not put any group of pupils at a substantial disadvantage. Curriculum content contributes to an appreciation of cultural diversity, and challenges prejudice, bias and stereotype. The mainstream curriculum provides pupils with opportunities to learn about and become involved in the life of their communities. EQUITY and EXCELLENCE 1 Outcome Indicators Standards 2 School celebrates/acknowledges the variety of achievement All staff have an equal opportunity for of its learners including accreditation gained in community promotion to all levels within the school. languages. Behaviour and discipline policies and No discriminatory patterns in admissions, achievement, rate procedures reflect the commitment to of progress, use of exclusions and other sanctions by developing mutual respect and acceptance of ethnicity, EAL, gender, SEN and FSM. diversity. Clear targets are set of groups for closing the attainment gap. The school excludes the minimum number of No discriminatory patterns in promotion and retention. pupils with no significant differences in Systems in place to assist teaching support staff to train for exclusion rates between different social or QTS or other professional qualifications. ethnic groups. Action taken to ensure parental understanding of school All pupils have access to the full curriculum information and effective communication with parents and and no one group is over-represented in community. (e.g. translated welcome packs/school vocational routes or disapplied from the prospectus). National Curriculum. No discriminatory pattern in use of school resources including All staff and governors have the knowledge participation in after-school activities. and understanding to promote good community relations and challenge discrimination. The staff profile represents the diversity of British society. The governing body represents the diversity of British society. All pupils, parents and community members have equal access to education and training provision in the local area. 10

11 ENGAGEMENT and EXTENDED SERVICES 1 Outcome Indicators Standards 2 School has identified local community-based organisations and agencies and enables them to play a role in the school. The school contributes to capacity building within the community. School organises and participates in regular inter-cultural events aimed at promoting good community relations. All staff and governors have the knowledge and understanding to Pupil voice is heard and pupils are involved in evaluating how well the school is building community cohesion. provide opportunities to develop common values of citizenship based on dialogue, Successful engagement with parents through curriculum mutual respect and acceptance of diversity. evenings, teaching and learning activities, and family liaison work is evidenced in patterns of attendance and The school takes positive steps to promote good community relations. participation. Partnership arrangements are conducted in Activities and services provided through extended services meet the needs of pupils, parents, and the wider community as evidenced by participation across communities. line with the school s equality policies. 11

12 Bickley Primary Self Evaluation and Action Plan Community Cohesion Education Standards for Schools The standards are framed by four strategic aims and their related objectives: I. Close the attainment and achievement gap. Assessment arrangements enable all pupils to attain at the highest level possible and do not put any group of pupils at a substantial disadvantage. All staff have an equal opportunity for career development within the school. The school contributes to capacity building within the community. II. Develop common values of citizenship based on dialogue, mutual respect and acceptance of diversity. Curriculum content contributes to an appreciation of cultural diversity, and challenges prejudice, bias and stereotype. The mainstream curriculum provides pupils with opportunities to learn about and become involved in the life of their communities. The Behaviour policy and procedures reflect the commitment to developing mutual respect and acceptance of diversity. All staff and governors have the knowledge and understanding to provide opportunities to develop common values of citizenship based on dialogue, mutual respect and acceptance of diversity. III. IV. Contribute to building good community relations and challenge all types of discrimination and inequality. The school works with the Local Authority and other providers to train its staff and governors on their responsibilities under relevant legislation. All staff and governors have the knowledge and understanding to promote good community relations and challenge discrimination. The school takes positive steps to promote good community relations. Partnership arrangements are conducted in line with the school s equality policies. Remove the barriers to access, participation, progression, attainment and achievement. The criteria and terms of offering a place at school, or placement at a college or work-based learning reflect the local catchment area or produce a broad intake that is representative of the community and that complies with legislation on equal opportunities and school admissions (including specific provisions for faith schools). The school excludes the minimum number of pupils with no significant differences in exclusion rates between different social or ethnic groups. All pupils have access to the National Curriculum. The governing body reflects the communities it serves. All pupils, parents and community members have equal access to education and training provision in the local area. 12