The schools linking project. We achieve this through our approach to. Year 5 – St Paul Miki. The school should monitor and evaluate how effectively its policies contribute to promoting community cohesion.
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. 1] Protected characteristics apply to age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. The Prevent duty gives rise to important considerations for schools in relation to their work to promote community cohesion. In addition, schools themselves create communities – for example, the networks formed by schools of the same or different faiths, or by schools that are part of the Excellence Cluster or Academic Council. The 'community' has varying dimensions for schools. SLN provides training and continuing professional development (CPD) programmes. For example, they link to the school's ethos, to issues related to behaviour, wellbeing and safety, and to the school's relationship with parents and the wider community. By default these cookies are disabled, but you can choose to. Through our curriculum planning, bringing visitors into the school, making visits to other communities, listening to our 'pupil voice', working closely with parents in learning partnerships etc. • Supporting parents with difficulties. Looked After Children Policy. In addition, primary schools often develop their own networks of communities by working in clusters for a specific project or as feeders to a larger secondary school. Catholic Social Teaching. Sustainability in action.
Just as each school is different, each school's contribution to community cohesion will be different and will need to develop by reflecting: - the nature of the school's population – whether it serves pupils drawn predominantly from one or a small number of faiths, ethnic or socio-economic groups or from a broader cross-section of the population, or whether it selects by ability from across a wider area. 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. Sharing facilities also provides a means for pupils to interact, as do opportunities for meaningful intercultural activities such as sport and drama. The Schools Linking Network (SLN) provides guidance and support to schools on equality, diversity, identity and community cohesion.
Used to prevent cross site request forgery. However, the NASUWT remains clear that the existence of the Prevent duty must not be used as a pretext for neglect of schools' responsibilities with regard to community cohesion. By default and whilst you can block or delete them by changing your browser settings, some. The Equality Act 2010.
The role of schools here is crucial in creating opportunities for pupils to achieve their academic potential and by developing thinking and tolerant adults. 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. The booklet examines the problem of homophobia in schools and outlines strategies to prevent homophobia and create a positive culture in schools. This includes case studies of work that schools have done to address community cohesion. Establish links and partnerships with other schools locally, nationally and internationally. Have a clear plan outlining how the school will take forward its work on community cohesion. This is part of the developing leadership and management role within the Ofsted inspection regime.
The school might want to use some of the resources and sources of support listed at the end of this booklet to establish how this might be done most effectively. There is a strong recognition of the contribution of those who have lived in an area for a long time and also those who are newly arrived, with a specific focus on what they have in common rather than differences. Opportunities for discussing issues of identity and diversity will be integrated across the curriculum. The lead partners were Oldham Athletic FC, and the police and fire services who organised and hosted a variety of sporting- and art-based activities, which invited schools from very different cultural and economic backgrounds to work together. Policy on Teaching & Learning.
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