1. Diocese of Leeds INSET 13 th February 2009 Community Cohesion

2. 9.30Opening Prayer 9.45The duty in context Towards a definition of CC Dimensions of CC s5 Inspection & CC 10.45Tea/Coffee 11.00Catholic Teaching & CC Auditing & planning for SEF 48 & Inspection 12.15MASS 12.45Lunch 1.45 Auditing & planning 3.00 Depart Overview

3. Hebrews 13: 2-3 ‘Continue to love each other, and remember always to welcome strangers, for by doing this, some people have entertained angels without knowing it. Keep in mind those who are in prison, as though you were in prison with them; and those who are being badly treated, since you too are in the one body.’

4. COMMUNITY COHESION What’s it all about? COMMUNITY COHESION What’s it all about?

5. Why a new duty for schools? Political decision following the riots in Burnley, Bradford and Oldham in 2001 which, among other factors, were the result of different ethnic groups leading ‘parallel lives’. Schools given new duty because they are the main institutions in which young people start to meet others and learn how to relate to them. School experiences will profoundly shape young people’s attitudes to others and the ability to form relationships throughout life.

6. From April 2007 section 48 inspections began to look at the provision for community cohesionFrom April 2007 section 48 inspections began to look at the provision for community cohesion Since September 2007 the governing bodies of all maintained schools in England have a legal duty to promote community cohesion.Since September 2007 the governing bodies of all maintained schools in England have a legal duty to promote community cohesion. From September 2008 schools are being judged on the impact of this duty as part of Ofsted section 5 & diocesan section 48 inspections.From September 2008 schools are being judged on the impact of this duty as part of Ofsted section 5 & diocesan section 48 inspections. This duty is linked to the effectiveness of the school’s provision – what it is doing about itThis duty is linked to the effectiveness of the school’s provision – what it is doing about it Catholic Schools and Community Cohesion: CES Guidance (2008)

7. Help Catholic schools reflect and review current practice in order to build on what they are already doing to promote community cohesion.Help Catholic schools reflect and review current practice in order to build on what they are already doing to promote community cohesion. Explore what community cohesion means in a Catholic contextExplore what community cohesion means in a Catholic context Illustrate through case studies how schools, in the light of their Christian mission, are already involved in serving community cohesionIllustrate through case studies how schools, in the light of their Christian mission, are already involved in serving community cohesion Provide exemplar frameworks for inspection and self evaluation to help schools assess current activities and prepare for external evaluation.Provide exemplar frameworks for inspection and self evaluation to help schools assess current activities and prepare for external evaluation. Catholic Schools and Community Cohesion: CES Guidance (2008)

8. What is community cohesion? ?

9. What is ‘community cohesion’? By community cohesion we mean working towards a society in which: 1.there is a common vision and sense of belonging 2.the diversity of people’s backgrounds and circumstances is appreciated and valued 3.similar life opportunities are available to all 4.strong and positive relationships exist and continue to be developed ‘Guidance on the duty to promote community cohesion’ DfCSF, 2007 DISCUSSION POINTS: Do these four statements apply in our school? In what ways? Pick one part & discuss how in place and in practice

10. Inspecting Community Cohesion – all dimensions Religious and non-religious Ethnicity and culture Socio-economic School Local Community UK Community The Global Community Teaching, Learning & Curriculum Equity & Excellence Engagement & extended services The school’s contribution can be grouped under these headings. The different geographical dimensions of “community” The different ‘strands’ of community

11. Three aspects to consider 1.Teaching, learning and curriculum Learning to live in a diverse society 2.Equity and excellence Ensuring inclusion and achievement for all 3.Engagement and extended services The school as a community hub

12. Promoting COMMUNITY COHESION EVERY CHILD MATTERS EQUITY & EXCELLENCE INCLUSION + PERSONALISED LEARNING ENGAGEMENT & EXTENDED SERVICES TEACHING, LEARNING & CURRICULUM How does it fit in?

13. Starting points: Every Child Matters Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being DISCUSSION POINTS: How will education emphasising cohesion help to meet each of these? Which are we doing well already? What aspects need improvement?

14. Teaching, Learning & Curriculum Equity & Excellence Engagement & Extended Services

15. SEF & Inspection can be built around three key questions: What does the school know about the communities it serves? How has it used that knowledge to promote community cohesion and serve the needs of its users? How does it know whether its strategy is successful? Inspecting community cohesion

16. Schools are likely to be in 3 types of circumstance: 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

17. Inspecting community cohesion Typically, inspectors may look at data from the SEF, RAISEonline (+ other) to identify issues about e.g. ethnicity, deprivation, attendance of groups, other indicators Engage with school leaders about their understanding, strategies and evaluation of impact

18. Inspecting community cohesion Typically, inspectors may examine evidence on curriculum - e.g. strengths/weaknesses – skills/confidence in teaching ‘difficult/uncomfortable topics’ – ideally by observation. examine evidence on equity and excellence – e.g. initiatives to promote achievement of groups and supporting data; participation rates; attendance at parents meetings (& who is/is not represented); governing body (likewise) observe learners/staff working, playing, socialising – ethos and engagement – analysis of racist incidents; makeup of exclusions. Does reality match with school’s perception? critical: talk with learners – attitudes, behaviour, meaningful interaction

19. Inspecting community cohesion: in summary –Leaders understand the duty –Sound knowledge of school and local community needs –Relevant strategy to meet needs –School promotes understanding and meaningful interaction –Accurate understanding of impact of its work and how it might improve –All groups are integrated into life of school/community –Learners demonstrate understanding, appreciation and trust

20. Catholic teaching & Community cohesion “Know thyself” A coherent Catholic self-understanding is the foundation on which a Catholic school can foster community cohesion and make a distinctive contribution to society. An internally clear and coherent Catholic self- understanding enables a confident and outward looking spirit in the service of the common good. An internally clear and coherent Catholic self- understanding enables a confident and outward looking spirit in the service of the common good.

21. Catholic schools are communities of faith comprising staff and pupils from diverse backgrounds, founded on the teaching of Christ and expressed in the Sermon on the Mount and in the virtues of faith, hope and love.Catholic schools are communities of faith comprising staff and pupils from diverse backgrounds, founded on the teaching of Christ and expressed in the Sermon on the Mount and in the virtues of faith, hope and love. The Catholic life of the school - its shared faith - with the knowledge that every person has been uniquely created by God, underpins Catholic schools as they try to be cohesive communities.The Catholic life of the school - its shared faith - with the knowledge that every person has been uniquely created by God, underpins Catholic schools as they try to be cohesive communities. Schools will endeavour to express this implicitly and explicitly in all that they do.Schools will endeavour to express this implicitly and explicitly in all that they do. It will be evident in the treatment of the entire workforce and reflected in the mission statement and in: school policies; curriculum and pastoral arrangements; admissions policy; involvement in local and wider communities; accessibility of information about the school, engagement with parents and local parishes.It will be evident in the treatment of the entire workforce and reflected in the mission statement and in: school policies; curriculum and pastoral arrangements; admissions policy; involvement in local and wider communities; accessibility of information about the school, engagement with parents and local parishes. Catholic teaching & Community cohesion

22. “Being in the image of God, the human individual possesses the dignity of a person, who is not just something but someone.” (CCC 357).“Being in the image of God, the human individual possesses the dignity of a person, who is not just something but someone.” (CCC 357). We emphasise the respect and dignity of the human person rather than the individual. As persons we belong to one another. The emphasis in individualism is that we are essentially separate. Our sense of community is not one of a collective of individuals, but a community of mutually dependent persons (the body of Christ)We emphasise the respect and dignity of the human person rather than the individual. As persons we belong to one another. The emphasis in individualism is that we are essentially separate. Our sense of community is not one of a collective of individuals, but a community of mutually dependent persons (the body of Christ) For the Catholic community, there can be nothing optional about striving for a cohesive societyFor the Catholic community, there can be nothing optional about striving for a cohesive society Catholic teaching & Community cohesion

23. ‘The Common Good in Education’ (1) The dignity of the human person & the social dimension of faith “Christ challenges us to see his presence in our … We believe each person possesses neighbour … We believe each person possesses a basic dignity that comes from, not from any a basic dignity that comes from God, not from any human quality or accomplishment, not from race, or gender, age or economic status … An insight of Christian faith in the Trinity is the knowledge that the desire to belong to a human society is … Communities are brought into being God-given … Communities are brought into being by the participation of men and women, responding to the divine impulse towards social relationships – essentially, the impulse to love and to be loved – which was implanted by the God who created them.” (p.6)

24. Implications of ‘the dignity of the human person’ Appropriate curriculum provision for all Personalised learning Respecting difference, valuing diversity & promoting concern for the common good of the school community, of society and the whole human family Promoting spiritual & moral development of staff & pupils Offering personal support to all those in need – staff, pupils, governors, parents Involving parents & wider community in life of school

25. ‘The Common Good in Education’ (2) Subsidiarity & Solidarity “ Subsidiarity means decisions being taken as close to the grass roots as good [leadership & management] allows. Solidarity means we are all responsible for each other … Solidarity means the willingness to see others as another ‘self’”. (p. 9)

26. Implications of ‘Subsidiarity & Solidarity’ Resources are used to improve the quality of education for all pupils Establishing structures to encourage solidarity between schools and across sector Involving individuals and groups in decision making Integrating those on the margin: ‘hard to reach’

27. ‘The Common Good in Education’ (3) Morality in the market place “Christian teaching that the service of others is of greater value than the service of self is sure to seem at odds with the ethos of a capitalist economy.” (p. 12)

28. Implications of ‘morality in the market place’ Supporting teachers in their vocation to serve young children Promoting excellence as part of vocation Accepting responsibility for the education of all, particularly the most disadvantaged Working in partnership with other schools on, for example, staff development, in order to improve the quality of education for all Encouraging parish communities to support & promote the work of schools in deprived areas

29. ‘The Common Good in Education’ (4) The world of work “The Catholic Church has always deplored the treatment of employment as nothing more than a form of commercial contract. This leads to a sense of alienation between the worker and his or her labour… Work is more than a way of making a living: it is a vocation, a participation in God’s creative activity. When properly organised and respectful of the humanity of the worker, it is also a source of fulfilment and satisfaction.” (p. 18)

30. Implications of ‘the world of work’ Ensuring all staff are valued for their contribution to the work of the school Promoting a sense of dignity & self worth among all staff Supporting the professional & spiritual development of all staff Involving chaplaincy in the support of staff as well as pupils Ensuring the school is run according to Gospel, not market, values

31. Archbishop Vincent Nichols (Chairman of the CES) Speaking to a Conference for Foundation Governors, 27 September 2008 “All and each of these aspects of faith are the foundations of the life of a Catholic school. A shared understanding of these matters and the vision to which they give rise gives our schools their coherence.”

32. 5. Catholic schools are collaborative Catholic schools actively promote strong and positive links with the wider community, involving the diocese, deaneries, parishes, local authorities, families and other schools. Given that parents, or those who act in their place, are the primary educators of their children, links between the home, the school, and the parish are especially significant. Good communication is fostered so that all relationships in the school community and beyond are based on mutual respect and honesty. Working in partnerships and local clusters which benefit the schools is encouraged and facilitates an outward looking school. Faith is put into practice through charitable works and loving service towards others. The school’s Catholic identity requires that it fulfils the Gospel imperative to see and seek Christ in others. Office for Education & Schools Schools of Discipleship

33. 6. Catholic schools are essential Catholic schools are central to local faith communities. They actively promote social cohesion, engendering a sense of belonging for all, through the articulation of a common vision. The diversity and uniqueness of people’s backgrounds and circumstances is appreciated and all children are given opportunities to succeed. High moral and academic expectations are the result of purposeful leadership and governance and good practice is shared within the school and wider community. Where standards in a school are causing concern, the school’s Catholicity is at risk. This is because the promotion of excellent education for the children in our care is a tangible indication of the value we place on realising each child’s gifts and talents. The challenge is therefore to ensure that leadership, teaching and learning, at all levels, is effective so that every school is a centre of excellence making a positive contribution to the local, national and global community. Catholic schools are places where every child matters and where safety, well-being, enjoyment, tolerance, respect and dignity are reflected in all aspects of school life. Pupils are cherished for who they are, as much as for what they achieve, and all achievement is recognised and celebrated. Office for Education & Schools Schools of Discipleship

34. Archbishop Vincent Nichols (Chairman of the CES) Speaking to a Conference for Foundation Governors, 27 September 2008 Speaking of the Church’s mission in education: “The means which we use today, as you well know, are essentially about partnerships. Catholic schools are not simply run by the Church. They are supported and run in partnership with local authorities, with central government and, of course, with parents and parish. So they are essentially a shared enterprise. This means that much of what we do is an expression of these partnerships and therefore of points at which different interests come together, hopefully to support a common purpose.”

35. Archbishop Vincent Nichols (Chairman of the CES) Speaking to a Conference for Foundation Governors, 27 September 2008 It is important that we demonstrate and celebrate what we achieve: How well our schools work in themselves, with people from different backgrounds and cultures How well we work within our local neighbourhood and in cooperation with others schools How well we work for the common good through wider partnerships and Catholic networks How well we work in caring for the environment and the wider world

36. Archbishop Vincent Nichols (Chairman of the CES) Speaking to a Conference for Foundation Governors, 27 September 2008 “Precisely because our schools have a positive vision of the purpose of human life and of the need for people to work respectfully and positively together for a common good, and because our schools live by that vision day by day, then they are positive contributors to the future harmony of our society.”

37. Audit & Planning for SEF 48 & Inspection leadership at all levels 1.How effectively leadership at all levels promotes the school’s contribution to community cohesion. inclusive 2. The inclusive nature of the provision for prayer, Collective Worship and liturgical life of the school. RE 3. How far the RE curriculum promotes community cohesion.