Community Cohesion Policy Primary School — Air Duct Cleaning Highlands Ranch Co | Vent Cleaning

The school environment must be one where prejudice, bullying and harassment are not tolerated; where incidents are dealt with promptly, consistently and fairly; and where equality, justice and tolerance are both promoted and practised across the school. There are many benefits from linking and working collaboratively and cooperatively with other schools. The primary headteacher can help as a catalyst, but should not be expected to be the driving force in creating community cohesion. The impact of this project is difficult to evaluate in the short term, but there were definite improvements in understanding and hopefully long-term attitudinal changes. For schools, the term 'community' has a number of dimensions including: - the school community – the pupils it serves, their families and the school's staff; - the community within which the school is located – the school in its geographical community and the people who live or work in that area; - the community of Britain - all schools are by definition part of this community; - The global community – formed by EU and international links. This could involve pupils within the school or from another school or schools. British Council - School and teacher resources.

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Promoting community cohesion is about much more than eliminating discrimination, advancing equality and fostering good relations between groups. Dave Weston considers this question in the context of an increasingly diverse country. 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'. In areas where the community is less diverse, schools will need to explore and secure opportunities to enable pupils to interact with people from other backgrounds. Promoting community cohesion should be a strategic management responsibility. The staff and pupil populations of some schools reflect this diversity, allowing pupils to mix with those from different backgrounds.

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. It will also need to examine other information such as that relating to the curriculum. Purpose of the policy. It may need to provide time and opportunities for teachers from different areas to work together to plan lessons jointly. The website also includes links to resources produced by other organisations that promote global learning. Looked After Children Policy.

There is a strong sense of an individual's rights and responsibilities when living in a particular place – 'everyone knows what is expected of them and what they can expect in turn'. 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. The necessary cookies set on this website are as follows: Website CMS. Admissions Policy For Entry to Main School 2023/24. 2] Section 38, Education and Inspections Act 2006. However, communities will not be cohesive where discrimination and inequalities exist.

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We need to ensure that we: · Provide opportunities for interaction between pupils from different backgrounds. Those responsible for designing the curriculum will need to ensure that the curriculum addresses these issues in relation to the school community and society more generally. The school's data systems should enable the school to collect data, set equality objectives, and monitor and evaluate the impact of these objectives in eliminating inequalities, advancing equality for different groups of pupils and staff and promoting community cohesion. · Engagement and extended services: providing opportunities for children, young people and their families to interact with others from different backgrounds.

Our school admissions criteria emphasises the importance of admission arrangements that promote community cohesion and social equity. Cookies are used to help distinguish between humans and bots on contact forms on this. Supplementary Form Nursery. Identify external sources of practical help and support.

There are strong and positive relationships between people from differing backgrounds in the schools, the workplace and other institutions within a local area. Year 6 – St Juan Diego. Therefore, all staff should receive support and training, and have access to development opportunities to enable them to gain the necessary knowledge, skills and confidence. For example, they link to the school's ethos, to issues related to behaviour, wellbeing and safety, and to the school's relationship with parents and the wider community. What is community cohesion? Please make your choice! The British Council School and teacher resources global learning website contains resources that have been produced by schools that have participated in British Council programmes. We need to redouble our efforts to monitor incidents of prejudice, bullying and harassment. Opportunities for discussing issues of identity and diversity will be integrated across the curriculum. The school should record incidents of prejudice-related harassment and bullying so that issues and trends can be identified. This should help to minimise the risk of 'initiatives overload' and avoid excessive workload.

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There is a strong recognition of the contribution of those who have lived in an area for a long time and also those who are newly arrived, with a specific focus on what they have in common rather than differences. Establish links and partnerships with other schools locally, nationally and internationally. Our Equality Objectives 2022/23. There is a duty for schools to promote community cohesion under the Education and Inspections Act 2006. The school will then need to establish what more should be done to close gaps, address issues and promote community cohesion. The school should consult and involve recognised school workforce unions in discussions and decisions about work within the community. The Schools Linking Network (SLN) provides guidance and support to schools on equality, diversity, identity and community cohesion. Approaches taken at Belvidere School. School leaders will need to ensure that arrangements are in place to maintain links with others and to enable teachers to both work effectively with and support their colleagues. The school will need to consider how the curriculum can provide opportunities for pupils to gain experience and participate in learning that develops their knowledge and understanding of the contribution of different cultures and societies.

Charging and Remission Policy. It will also be important to consider whether actions to eliminate discrimination, promote equality and promote community cohesion are being identified and addressed appropriately through the main planning and decision-making arrangement. Equalities legislation means that schools are required to collect and publish information about pupils and other 'service' users, including information about inequalities. A school will not be able to contribute effectively to community cohesion if its pupils or staff experience harassment, bullying or discrimination. The NASUWT rejects this interpretation and is very clear that racist and fascist groups should not have the right to express such views. Financial Benchmarking. A booklet which explores the problem of Islamophobia and provides advice and guidance on what schools and colleges can do to tackle it. Sustainability and our curriculum. Two key projects were initiated to try to create a common vision and a sense of belonging for all communities in the local area. For example, they might lobby councillors or politicians about the need for change, locally, nationally or internationally, about issues that they or the local community have identified.

If the school is to promote community cohesion effectively, the values and principles that underpin community cohesion need to be embedded through all areas of school life. 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. Supplementary Form Reception. Community cohesion lies at the heart of what makes a strong and safe community. A focus on securing high standards of attainment for all pupils, regardless of ethnic or socio-economic background will support true equality of opportunity and achievement. This includes practical guidance on curriculum design, practical activities and case studies to illustrate how schools have approached community cohesion. Preventing and Tackling Islamophobia.

To diminish the difference for disadvantaged pupils in relation to attainment and progress, including tackling the impact of the pandemic. There are a variety of working definitions of what is meant by community cohesion. The school tracking systems will enable us to evaluate progress of different groups and to tackle underperformance by any particular group. Whistleblowing Policy. The NASUWT believes that 'liberal values' must be defined within a framework of equality and respect. Learning and teaching. The aim of this policy is to outline the key role that School has to play in promoting community cohesion and define the various approaches the school will take in order to realise these aims.

This is part of the developing leadership and management role within the Ofsted inspection regime. It is important that schools are welcoming to parents from every social and economic group with fair admission arrangements that promote diversity and social equity. Therefore, we carry out lots of activities to ensure that children are exposed to different cultures and types of community. Can schools realistically play a part in creating cohesion in their community?

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