4. Community Cohesion is about... Identity Belonging Shared vision and values Equality Respect for Diversity Trust (in each other and in institutions) Empathy Self-esteem Human rights

5. Equality CohesionDiversity Robin Richardson, “Holding Together – Equalities, Difference and Cohesion” (2009)

6. Community Cohesion is closely related to work that schools are already doing on... Inclusion Equality of opportunity Reducing prejudice and promoting respect for diversity Global citizenship Spiritual, moral, social and cultural development Social and emotional aspects of learning (SEAL) Every Child Matters Anti-bullying measures and ensuring pupils’ safety

7. How does the government define Community Cohesion? Common vision of society Shared values Sense of belonging Similar life opportunities available to all Strong, positive relationships in the workplace, schools and wider community “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.” DCSF Guidance to Schools 2008

8. Defining ‘sense of belonging’: Strong sense of an individual’s rights and responsibilities Strong sense of trust in institutions locally to act fairly in arbitrating between different interests

9. ‘Life opportunities’ are about: Tackling equality gaps Making this visible to all, communicating fair treatment

10. Schools are expected to promote: Equality of opportunity (narrowing achievement gaps) Inclusion for all different groups of pupils Respect for diversity Shared values and common vision of society Active engagement with others to understand what they all hold in common

11. Across the dimensions of..... the school community the community within which the school is located the UK community the global community

12. Through three strands (which ought to be seven): Faith Ethnicity and culture Socio-economic factors Gender Differing abilities Age Sexual identity

13. Key elements: Equality of opportunity Inclusion for different groups of pupils Respect for diversity Shared values Active engagement with others to understand what they all hold in common Across the dimensions of: the school community the community within which the school is located the UK community the global community Through three strands: Faith Ethnicity and culture Socio- economic factors (NB those other four)

14. Embedded in the school through... Teaching, Learning and Curriculum Equity and Excellence Engagement and Partnership with the wider community (‘extended schools’)

15. “For those schools where the pupil population is less diverse or predominantly of one socio-economic, ethnic, religious or non-religious background, more will need to be done to provide opportunities for interaction between children and young people from different backgrounds.” DCSF guidance to schools

16. The new Ofsted SEF and Evaluation Schedule on Community Cohesion (Leadership and Management) Inspectors should evaluate: the extent to which the school has developed an understanding of the religious, ethnic and socio- economic characteristics of its community in a local, national and global context the extent to which the school has taken an appropriate set of planned actions based on an analysis of its context and is evaluating the impact of its work the extent to which the school’s actions have a positive impact on community cohesion within the school and beyond.

17. Outline guidance Inspectors should take account of: the quality of the school’s analysis of its context the extent to which leaders and managers have placed due emphasis on each of the three strands of religion, ethnicity and the socio-economic dimension in shaping the school’s response to its analysis the extent to which the school has taken appropriate actions to contribute to community cohesion within the school and beyond the quality, and use made, of the school’s evaluation of its work across the three strands evidence of the impact of the school’s work on outcomes, for instance in the quality of the pupils’ spiritual, moral, social and cultural development evidence of the impact of the school’s work in the local community.

18. ‘As a minimum, schools must have contrasted the school community with local and national communities.’ Ofsted guidance to inspectors on Community Cohesion

19. Ofsted’s description of ‘Outstanding’ provision for promoting community cohesion: “The school acts vigorously and successfully, using information from an incisive analysis of its religious, ethnic and socio-economic context at local and national levels to focus its exceptional contribution to community cohesion. It evaluates its work rigorously in order to build on its many strengths. The school’s actions have a markedly beneficial impact on community cohesion within its local community and beyond. The school community is highly cohesive and the pupils have a strong understanding of what is required to maintain this state.”

20. What is outstanding practice likely to involve? Promotion of strong shared values that embrace and apply to the school, local, national and global dimensions e.g. human rights Qualitative and quantitative evidence gathered and analysed of pupils’ positive attitudes and values Successful work to eliminate different achievement outcomes for different groups (by social class, ethnicity and gender, etc.) All pupils feeling a strong sense of belonging with their school; feeling safe, valued and that ‘It’s OK to be different’

21. What is outstanding practice likely to involve? Provision of opportunities for pupils to interact with people from different backgrounds from their own, and build positive relationships High levels of pupil participation and ‘voice’ in the life of the school for pupils of all backgrounds and abilities Pupils developing effective skills in handling disagreements and conflicts The school shows strong respect for the identities and mixed loyalties of all parents and other carers, and all pupils and staff

22. What is outstanding practice likely to involve? Strong home-school links and active engagement with the school’s local neighbourhood with exchange and discourse across different groups Curriculum, assembly programme and resources that positively reflect local, British and global diversity (‘different voices’) and commonality Children enabled to recognise and challenge negative myths and stereotypes about people and places An emphasis on human rights and justice across the world (rather than pity and overemphasis on charity)

23. Sensible tactics Keep an updated Community Cohesion folder with: Your information and analysis of your school and local community populations Your action plan for promoting Community Cohesion Your evidence of the impact of what you have done Pupil performance evidence on ‘narrowing the gap’ Examples of practice through the curriculum and assemblies Evidence from any special events Evidence of the school’s involvement in its local community NB ensure that children are centrally involved in implementing the evaluation process

24. Putting things in a wider context....

25. “The problems in rich countries are not caused by the society not being rich enough (or even by being too rich) but by the scale of material differences between people within each society being too big. What matters is where we stand in relation to others in our own society”. Wilkinson and Pickett (2009)

29. In a ‘Rights-Respecting School’ the values and language of the UN Convention on the Rights of the Child are central to the ethos

30. What might be your next steps? Carrying out a review of what you are already doing and drawing up an action plan Ensuring that your Governing Body is clear about its duty to promote Community Cohesion Establishing ways of actively involving all children in how you promote and evaluate CC in your school Ensuring that you have all possible information required to have a secure picture of the background of all children in the school Reviewing the shared values that your school currently promotes and developing as a Rights Respecting School based on the UN Convention on the Rights of the Child Exploring ways to provide opportunities for your children to engage with people of different backgrounds and from different parts of the UK and the wider world