Diocese of Leeds SCHOOL SELF-EVALUATION CHANGES TO SEF 48 AND INSPECTION COMMUNITY COHESION

Education and Inspections Act 2006 E & I Act Section 33 (6) Schools have a duty to promote community cohesion Section 154 The Chief Inspector of Schools should report on “the contribution made by the school to community cohesion” Department of Education and Formation of Bishops’ Conference community cohesion s48 inspection September 2007

Changes to SEF 48 and Inspection What Is Community Cohesion?

Theological Underpinning for Community Cohesion “God created man in his own image, in the image of God He created him, male and female he created them.” Genesis 1:27 “Being in the image of God, the human individual possesses the dignity of a person, who is not just something but someone.” CCC. 357

What does our Faith bring to cohesion? Gives a glimpse of the commonality of human origins and destiny Offers understanding of the truth of the human person – who we are and how we are to live Personhood rests in relationships, in community, not in mere individualism Clarifies the sources of the virtues that society values and teaches respect for others (Archbishop Vincent)

Catholic approach to community cohesion Significance of Catholic principle of the dignity of all human beings – equality of all – how, and the extent to which, this is made real in the school. Integration of pupils from different ethnic, religious or cultural groups into the community Extent to which the spiritual and faith dimensions of a community or cultural group are investigated and understood Provision of patterns of moral reasoning to inform pupils’ choices ‘Person’ not ‘Individual’: focus on the idea of a community of which pupils are members rather than on tolerance and individualism

Catholic approach to community cohesion (2) Parents coming together to promote cross- cultural contact and community cohesion within the school Development of a “religious literacy” which embraces other faiths Understanding of the Church, both local and universal, as a community and its relationship with the world Church and inter-faith dialogue as experienced in the school

Definition: DfCSF guidance for schools 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

Community Cohesion - Response from Catholic Bishops’ Conference “there are institutions in society that play a significant role in promoting integration and cohesion, without being acknowledged, because that is not their primary function. We do believe the Catholic Church is one of those institutions.” “our response, therefore concentrates on the role of the Catholic Church in supporting migrant, ethnic minority and other marginalised groups and helping them to integrate into society. Specific issues raised in the document: The Catholic Church’s commitment to social cohesion and the common good Integration- addressing inequality and different histories of marginalised groups The Catholic Church in England – a support for people in transition ( ) The role of parishes, schools, chaplaincies and Catholic organisations Relations with people of other faiths Broad-based community organising (a model of good practice) A vision for the future- an inclusive concept of secular society Commission on Integration & Cohesion: Response to a Consultation Catholic Bishops’ Conference of England and Wales

Community Cohesion- Response from Catholic Bishops’ Conference “There are 1,723 Catholic primary schools and 352 Catholic secondary schools in England. The percentage of ethnic minorities in both Catholic primary schools and Catholic secondary schools is above the national average overall. In addition, the schools contribute to a true social mix with pupils typically travelling to school from a variety of neighbourhoods.” “The makeup of ethnic minority populations in Catholic schools is slightly different from other schools: Catholic schools have a higher percentage of Black pupils and a lower percentage of Asian pupils than other schools on average, and higher percentages of Irish, White other, Gypsy & Traveller and mixed heritage children. Catholic schools give priority to Catholic children and consequently Asian pupils, who are often from Muslim, Hindu and Sikh communities, are under-represented overall in Catholic schools.” “Pupils from other denominational, faith or non-faith backgrounds are welcome in, and make an important contribution to the vast majority of schools which are not oversubscribed with Catholic applicants.” “Staff members in Catholic schools represent not only the Catholic faith but other world faiths and none. They also reflect changing migrant communities.” Commission on Integration & Cohesion: Response to a Consultation Catholic Bishops’ Conference of England and Wales

Community Cohesion- Archdiocese of Birmingham Diocesan Schools’ Commission Be a service to society ….. The fourth key reason why Catholic Church provides schools is to contribute to the creation of a society that is highly educated, skilled and cultured. For this reason the Church emphasises the contribution that Catholic schools make to the common good of society and its culture. Although Catholic schools are provided first and foremost for baptised Catholic children, they are also very much a public good whose benefits enhance the whole community. Catholic schools are established to facilitate the right of Catholic parents to choose a Catholic education for their child. In this sense, Catholic schools, “…like State schools, fulfil a public role, for their presence guarantees cultural and educational pluralism and, above all, the freedom and right of families to see that their children receive the sort of education they wish for them.” This is a significant factor in contributing to social cohesion where the rights of the parents are respected and educational diversity is maintained and valued. Ethnic and racial diversity is, and always has been, a feature of the Catholic Church’s trans-national identity and membership. Such diversity has found unity in common religious faith. It is shared core values, which are rooted in religious faith, that contribute to authentic social cohesion. In a multi-faith society, shared core values that promote respect for the rights and dignity of every human person are essential for social cohesion. Thus, “In Catholic schools, the teaching of religion must help students to arrive at a personal position in religious matters that is consistent and respectful of the positions of others, so contributing to their growth and to a more complete understanding of reality.” Christ At The Centre” Archdiocese of Birmingham: Diocesan Schools’ Commission

Community Cohesion- CES Response “We now face the important task of ensuring that what our schools do to promote community cohesion is clearly visible, and that we work to ensure that our schools are at the forefront of good practice. There can be no doubt that this accords with our mission but I also recognise that community cohesion is a complex concept and there may be circumstances in which it feels quite challenging.” Oona Stannard, CES, November 2006

Community Cohesion- CES Response Schools are likely to fall into three sets of circumstances:  Those schools that are of themselves very diverse communities socially, racially and in terms of faith  Those schools that may be located in or close to areas of considerable diversity but which are of themselves a less diverse community  Schools in areas where there has traditionally been less diversity, particularly of race and religion and where that state may remain or there may be significant pockets of change

Community Cohesion- DfES: “Building Cohesive Communities” “Education has a key part to play in building community cohesion based on tolerance, respect and understanding. The Government’s overarching commitment to education, and raising school standards, has already had real effect on the ground. The Secretary of State for Education (has) signalled the government’s approach. The key messages, which are at the centre of policy in this area, were: inclusiveness at the heart of the faith school policy; partnership arrangements between schools; schools as a community resource; narrowing the achievement gap between different ethnic groups; promoting community cohesion through post-16 education and training; and more ethnic minority head teachers, teachers, governors and support staff in schools.” “Building Cohesive Communities: A Report of the Ministerial Group on Public Order and Community Cohesion” December 2001

Defining Community Cohesion - Key Components from DfES: “Building Cohesive Communities” Tolerance, Respect and Understanding Inclusiveness at the heart of school policy Partnership arrangements between schools Schools as a Community resource Narrowing the achievement gap between different ethnic groups More ethnic minority Head teachers, teachers, governors and support staff Government Agenda

Community Cohesion – Towards A Definition “ Every governing body plays its part in a cohesive community by ensuring that those from different backgrounds have similar life opportunities, are appreciated, positively valued and have a sense of belonging within that community.” David Milliband: ”Do The Right Thing” DfES

Community Cohesion- Towards A Definition Implications To Consider:  Finding ways of reaching out beyond the immediate school community (pupils, staff, parents, carers)  Professional development of staff  Curriculum support/resources needs  Twinning/exchange opportunities  Opportunities within the extended schools agenda

Community Cohesion:SEF48 6. How effectively does the school/college promote community cohesion? How effectively leadership at all levels in the school/college promotes community cohesion The inclusive nature of the provision for prayer, Collective Worship and the liturgical life of the school How far the Religious Education curriculum promotes community cohesion

Community Cohesion- key aspects SEF 48 Mission Statement Policies- Admissions and Recruitment Prayer, Collective Worship and Liturgical Life Inclusion Contribution to the wider Catholic community Leadership Religious Education Curriculum

How effectively does the school/college promote community cohesion? MISSION STATEMENT/POLICIES 1. The school mission statement and the process by which it was developed and is monitored and reviewed promote community cohesion. 2. The school’s policies and practices, including admission and recruitment policies, promote community cohesion. LEADERSHIP 3. The Headteacher / Chair of Governors attend Local Authority briefings and keep in contact with significant local issues/initiatives. 4. The school’s self evaluation processes include an evaluation of the school’s contribution to developing community cohesion both within the school and in the local and the wider Catholic community. 5. The school is a welcoming community in all aspects of its daily life. 6. Respect features in all relationships within school. 7. The school fosters open relationships with parents/carers and other agencies. 8. The composition of the teaching and support staff (including any contract staff) reflects the composition of the pupil school community and that of the area served by the school.

How effectively does the school promote community cohesion? CONTRIBUTION TO THE WIDER CATHOLIC COMMUNITY 9. The school contributes positively to local parish and wider diocesan life and worship. INCLUSION 10. Pupils have the opportunity to be involved in all appropriate school activities. 11.The curriculum includes teaching about the challenges to society where community cohesion is lacking. 12. The school collaborates with local Catholic schools and schools of other faith traditions and schools with no religious character. 13. The school contributes to the life of the local community and to national and international events/initiatives/opportunities. 14. The school works in partnership with parents and carers.

How effectively does the school promote community cohesion? PRAYER, COLLECTIVE WORSHIP and LITURGICAL LIFE 15. The provision for prayer, collective worship and the liturgical life of the school is inclusive. 16. The school seeks to include all staff and pupils in its corporate life of worship. RELIGIOUS EDUCATION CURRICULUM 17. The Religious Education curriculum promotes community cohesion. 18. In each Key Stage the school’s planning and practice demonstrate that the Religious Education curriculum teaches Catholic Christian concern for all, irrespective of, for example, gender, ethnicity and faith. 19. The breadth and balance of the school’s curriculum enhances teaching about the benefits of community cohesion.

Action Planning: Community Cohesion COMMUNITY COHESION MISSION STATEMENT/ POLICIES LEADERSHIPCONTRIBUT- ION TO THE WIDER CATHOLIC COMMUNITY INCLUSIONPRAYER, COLLECTIVE WORSHIP AND LITURGICAL LIFE RELIGIOUS EDUCATION CURRICULUM Outreach beyond the immediate school community Professional development of staff Curriculum support/ resources needs Twinning/ exchange Extended schools’ agenda