Race Equality and Community Cohesion From the governors’ perspective Lancashire Governor Services

Aims of session To ensure governors are aware of their statutory responsibilities To provide an overview of race equality and community cohesion issues in education To provide a framework for governors to evaluate school practice

Race Equality - The Importance of Language Political correctness – friend or foe? Making the trivial important or making the important trivial?

Race Equality – I am … Identities are varied, complex, dynamic, emotionally charged and individual We see and interpret the world through the lens of our identity Each lens is individual, although we can make some assumptions about shared perspectives, shared cultural references etc. When we talk about diversity, we are all in the picture

Race Equality – Diversity in Lancashire Irish immigration The pull of the textile industry Post war settlement Universities Economic migration The EU Refugees and asylum seekers Travellers

1976 Race Relations Act defined direct and indirect discrimination and provided a legal framework for challenging both 1993 Murder of Stephen Lawrence 1999 McPherson report on the inquiry into the murder of Stephen Lawrence 2000 Race Relations (Amendment) Act proactive legislation aimed at challenging institutional racism Race Relations Legislation

Race Equality – Institutional racism “The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin which can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantages minority ethnic people.” ( McPherson Report, 1999 )

Race Relations (Amendment) Act 2000 Imposes a statutory duty on all public institutions to: Eliminate unlawful discrimination Promote equality of opportunity Promote good relations between different racial groups

Education Act 2002 The governing body of a school must not discriminate against: A child seeking admission to the school Existing pupils Job applicants Existing members of staff The provision of goods, facilities and services to the public.

Race Equality – Duties for schools Policy Arrangements for implementation Monitor the impact Evaluate the impact Publish the results of assessment and monitoring of impact

What does Race Equality look like? Policies and action plan Data analysis and responses, including support for bilingual pupils Curriculum and resources Proactive practice Parents and the community Institutional change

Race Equality – Lancashire’s response Race incident reporting Model Race Equality policy sent to all schools Race Equality Charter Training and support Projects

Racist Incidents in Schools Racism is endemic in our society Any child can be the victim of racism All pupils need to feel secure and safe from harassment Pupils who feel safe and secure are more likely to achieve School can provide an alternative environment for all pupils

Racist Incidents in Schools Do all staff and governors agree on what constitutes a racist incident in your specific school context? Do you have a clearly defined procedure for dealing with and reporting racist incidents? Is everyone in the school aware of this procedure, including welfare staff, pupils and parents? Are there opportunities for training and for further exploration of strategies for dealing with racist incidents? Is a section on dealing with racist incidents included in induction procedures for new staff and governors?

COMMUNITY COHESION Questions on your mind Your questions may include ‘ How do we go about promoting this ‘duty’?’ ‘What does community cohesion look like?’ ‘What are the implications for our school?’ ‘As a governor, how will I know?’

Intended learning outcomes By the end of this session you should:  command a greater understanding of this new duty to promote community cohesion within your school  be clearer in your mind as to the actions you and your Governing Body now need to take to ensure community cohesion lies at the heart of overall school effectiveness

What is ‘community cohesion’? ‘By community cohesion we mean working towards a society in which: * there is a common vision and sense of belonging by all communities * the diversity of people’s backgrounds and circumstances is appreciated and valued * similar life opportunities are available to all, and * strong and positive relationships exist and continue.’ Cohesive communities have: a common vision a sense of belonging equality Source: ‘Guidance on the duty to promote community cohesion’ (2007) London: DCSF

What does community cohesion look like? No ‘one size fits all’ Schools: –build on understanding of own immediate community –with appropriate skills, address issues of identity and diversity Unique starting point Journeys vary Common outcome: ‘all young people equipped as citizens in an increasingly mobile and rapidly changing world’ Source: A Kotler, 2008

Children’s Plan expectations Published in December 2007, it seeks a situation whereby children and young people: - understand others; value diversity; apply and defend human rights; skilled in participation and responsible action - fulfil their potential; succeed at highest level possible, with no barriers to access & participation; no variation between outcomes for different groups - have real & positive relationships with people from different backgrounds; feel part of a community (at local, national & international level) Source: ‘The Children’s Plan: Building Brighter Futures’ (2007) London: DCSF/TSO

Where do we fit in? Defining ‘community’ Also implies communities created by schools through collaboration Potential ‘friction’ issues inside communities and nationally too Way forward: Link ‘CC’ with equalities agenda Interpret ‘cohesion’ widely School Extended Services Local County National International

How do schools contribute to community cohesion’ (‘CC’)? In three main ways: 1.Teaching, learning & curriculum 2. Equity & excellence 3. Engagement & extended services

Ensuring the ‘Duty’ is met (1) No simple answer Extent to which your governing body is already representative of the community it serves In the short-term… request Head Teacher report on school’s approach to promoting community cohesion (i.e. what’s in place and what’s planned) review evidence within SEF check school’s readiness for Ofsted Inspection identify specific ‘actions’ needed to move work forward

Ensuring the ‘Duty’ is met (2) In the longer-term… participate in wider ‘CC’ strategies review school’s vision, ethos and values ensure good quality evidence used to inform planning and evaluation ensure policy consistency in line with ‘CC’ review Governing Body composition review Race Equality policy ensure adequate reporting arrangements In groups: discuss how to take these ideas forward – what will be your next steps as a governing body?

External assessment Ofsted inspectors now asking ‘How well does the school contribute to community cohesion? Questions focus in on school’s effectiveness in… 1. …identifying what needs to be done to promote ‘CC’, taking account of community served by it 2. …engaging pupils in its own community – focus in on hard-to-reach groups e.g. EAL, socially deprived, vulnerable, isolated (in rural communities) 3. …contributing to community cohesion within community it is located 4. …developing learners’ understanding of UK community and other communities (e.g. in Europe, globally) 5. …knowing extent to which school’s strategy successful

Drawing to a close… Any questions? Review your next steps – identify your immediate priority/ies Complete course evaluation return, thank-you If interested, follow up the various reference leads

Next Steps….