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Parish Boundary and Map. · Equity and excellence: removing barriers to access and participation, offering equal opportunities to all our pupils to succeed at the highest level possible. By community cohesion, we mean 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. Preventing and Tackling Islamophobia. All schools, whatever the mix of pupils they serve, are responsible for equipping those pupils to live and thrive alongside people from many different backgrounds. Promoting community cohesion. However, there are also substantial risks involved in establishing such links. MONITORING THIS POLICY. Equity and Excellence.
Catholic Social Teaching. For some schools with diverse pupil populations, existing activities and work aimed at supporting pupils from different ethnic or socio-economic backgrounds to learn with, from and about each other, will already be contributing towards community cohesion. What is community cohesion? Provides links to sources of information, publications and resources that might help schools to promote community cohesion. Governing Body Structure. Sustainability and our curriculum.
They might also offer information and advice that informs how community cohesion is addressed within the School Improvement Plan. Two key projects were initiated to try to create a common vision and a sense of belonging for all communities in the local area. Governors' Code of Conduct. The school should monitor and evaluate how effectively its policies contribute to promoting community cohesion. Therefore, action to eliminate discrimination and advance equality should be an integral part of work to promote community cohesion. Monitoring of the achievement of pupils from varying groups is important in making sure that these policies are effective. We should continue to focus on securing high standards of attainment for all pupils from all ethnic backgrounds and of different socio-economic statuses, ensuring that pupils are treated with respect and supported to achieve their full potential.
How We Teach Phonics. We also have a statement which outlines our commitment to community cohesion: The reference to equality of access with progress to equality of outcome across society is important. Privacy Notice Regarding Pupils/Parents/Carers. The NASUWT rejects this interpretation and is very clear that racist and fascist groups should not have the right to express such views. It will be important to establish how the school might use these existing policies, procedures and systems to support its work to address community cohesion through the curriculum. Forms for new pupil entry.
Schools that have an integrated information management system will be better placed to monitor and track these issues. Unity in the community project. The school should have a plan for taking its work on community cohesion forward. Please see our action plan for further information.
The school will need to be able to show how it has identified and taken action to meet the needs of particular groups of learners through the use of school level data. Equalities legislation means that schools are required to collect and publish information about pupils and other 'service' users, including information about inequalities. We strive to foster excellent and valued relationships between governors, staff, parents and their children and all agencies, community and local groups.
They are also required to prepare and publish specific and measurable equality objectives. Anti-Radicalisation Policy. The curriculum should provide opportunities for pupils to gain experiences that will help to develop this understanding. Behaviour & Anti-Bullying Policy. Financial Benchmarking. By default and whilst you can block or delete them by changing your browser settings, some. • Collaborative working on projects. These include the individual school community and the community within which the school is located, as well as the UK and global communities. Pupils might be encouraged to think critically about issues affecting the community or society and become involved in social or political matters to challenge local, national or international policies and practice.
A commonly agreed understanding is that everyone in an area is working towards an equitable society, in which there is a common vision, a sense of belonging and all people have similar life chances. Our school has good links with other schools and organisations in order to give our pupils the opportunity to mix with and learn with, from and about those from different backgrounds. This project has been successful in widening the experiences of pupils and developing a greater understanding of other communities. This project was to counteract segregation in primary schools and to build on key community services and institutions. Year 3 – St Bernadette. British Council - School and teacher resources. They also focus on providing opportunities for people to interact, work together, develop positive relationships and make a contribution to their community.
Information, advice and guidance on the Prevent duty in England and Wales. 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. Useful websites for children. Year 6 – St Juan Diego.
Further information from the NASUWT on the Prevent duty and the ways in which schools develop positive approaches to the curriculum in the context of Prevent can be accessed at Curriculum design and planning. This is most likely to happen if teachers and support staff are actively engaged in the discussions and decisions about community policy and practice. Its website includes case studies and resources. The staff and pupil populations of some schools reflect this diversity, allowing pupils to mix with those from different backgrounds. Establish links and partnerships with other schools locally, nationally and internationally. The QCDA no longer exists but information from their website can be downloaded from the National Archive. It will be important to consider how different subjects or departments could use the learning experiences that are led by another department or relate to other areas of the curriculum. Identify external sources of practical help and support. For example, links and partnerships can provide opportunities to pool ideas and resources, including knowledge and expertise. Communities from applying. Our school has a thriving, cohesive community but it also has a vital part to play in building a more cohesive society.
Schools can use the website to find links to other schools. Home School Agreement. It will also need to examine other information such as that relating to the curriculum. Dave Weston considers this question in the context of an increasingly diverse country.
A common approach to planning that is brief, simple to use and recognises that teachers should be trusted to exercise professional judgement is vital. Year 4 – St Kateri Tekakwitha. The school should consult and involve recognised school workforce unions in discussions and decisions about work within the community. It must be delivered locally through creating strong networks, based on principles of trust, and respect for local diversity, and nurturing a sense of belonging and confidence in our local community. This should help to minimise the risk of 'initiatives overload' and avoid excessive workload.