Diocese of Leeds Diocese of Leeds INSET 13INSET 13thth February 2009 February 2009

Community Community CohesionCohesion

• 9.30 Opening Prayer• 9.45 The duty in context

Towards a definition of CC

Dimensions of CC s5 Inspection & CC

• 10.45 Tea/Coffee• 11.00 Catholic Teaching & CC

Auditing & planning for SEF 48 & Inspection

• 12.15 MASS• 12.45 Lunch• 1.45 Auditing & planning• 3.00 Depart

OverviewOverview

Hebrews 13: 2-3

‘‘Continue to love each other, and rememberContinue to love each other, and remember

always to welcome strangers, for by doingalways to welcome strangers, for by doing

this, some people have entertained angelsthis, some people have entertained angels

without knowing it. Keep in mind those who without knowing it. Keep in mind those who

are in prison, as though you were in prisonare in prison, as though you were in prison

with them; and those who are being badlywith them; and those who are being badly

treated, since you too are in the one body.’treated, since you too are in the one body.’

COMMUNITY COHESIONCOMMUNITY COHESION

What’s it all about?What’s it all about?

Why a new duty for schools?Why a new duty for schools?

Political decision following the riots in Burnley, BradfordPolitical decision following the riots in Burnley, Bradfordand Oldham in 2001 which, among other factors, were theand Oldham in 2001 which, among other factors, were theresult of different ethnic groups leading ‘parallel lives’.result of different ethnic groups leading ‘parallel lives’.

Schools given new duty because they are the mainSchools given new duty because they are the maininstitutions in which young people start to meet others and institutions in which young people start to meet others and learn how to relate to them.learn how to relate to them.

School experiences will profoundly shape youngSchool experiences will profoundly shape youngpeople’s attitudes to others and the ability to formpeople’s attitudes to others and the ability to formrelationships throughout life.relationships throughout life.

• From April 2007 section 48 From April 2007 section 48 inspections began to look at the inspections began to look at the provision for community cohesionprovision for community cohesion

• Since September 2007 the governing Since September 2007 the governing bodies of all maintained schools in bodies of all maintained schools in England have a legal duty to promote England have a legal duty to promote community cohesion.community cohesion.

• From September 2008 schools are From September 2008 schools are being judged on the impact of this being judged on the impact of this duty as part of Ofsted section 5 & duty as part of Ofsted section 5 & diocesan section 48 inspections.diocesan section 48 inspections.

• This duty is linked to the This duty is linked to the effectiveness of the school’s effectiveness of the school’s provision – what it is doing about itprovision – what it is doing about it

Catholic Schools and Community Cohesion: Catholic Schools and Community Cohesion: CES Guidance (2008)CES Guidance (2008)

• HelpHelp Catholic schools reflect and review current Catholic schools reflect and review current practice in order to build on what they are already practice in order to build on what they are already doing to promote community cohesion.doing to promote community cohesion.

• ExploreExplore what community cohesion means in a what community cohesion means in a Catholic contextCatholic context

• IllustrateIllustrate through case studies how schools, in through case studies how schools, in the light of their Christian mission, are already the light of their Christian mission, are already involved in serving community cohesioninvolved in serving community cohesion

• ProvideProvide exemplar frameworks for inspection and exemplar frameworks for inspection and self evaluation to help schools assess current self evaluation to help schools assess current activities and prepare for external evaluation.activities and prepare for external evaluation.

Catholic Schools and Community Cohesion: Catholic Schools and Community Cohesion: CES Guidance (2008)CES Guidance (2008)

What is community cohesion?What is community cohesion?

??

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

Inspecting Community Cohesion – all dimensions

Religious and non-religious

Ethnicity and culture

Socio-eco

nomic

School

Local Community

UK Community

The Global Community Teach

ing

, L

earnin

g &

C

urric

ulu

m

Eq

uity &

E

xcellen

ce

En

gag

emen

t &

extend

ed services

The school’s contribution can be grouped under these headings.

The different geographical dimensions of “community”

The different ‘strands’ of community

Three aspects to considerThree aspects to consider

1. Teaching, learning and curriculumLearning to live in a diverse society

2. Equity and excellenceEnsuring inclusion and achievement for all

3. Engagement and extended servicesThe school as a community hub

TEACHING, LEARNING &CURRICULUM

TEACHING, LEARNING &CURRICULUM

ENGAGEMENT &EXTENDEDSERVICES

ENGAGEMENT &EXTENDEDSERVICES

INCLUSION +PERSONALISED

LEARNING

INCLUSION +PERSONALISED

LEARNING

EQUITY &EXCELLENCEEQUITY &

EXCELLENCE

EVERY CHILDMATTERS

EVERY CHILDMATTERS

PromotingCOMMUNITYCOHESION

PromotingCOMMUNITYCOHESION

How does it fit in?

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?

Teaching, Learning & Curriculum

Equity & Excellence

Engagement & Extended Services

• 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

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

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

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

Inspecting community cohesion: in summary

– Leaders understand the dutyLeaders understand the duty

– Sound knowledge of school and local community needsSound knowledge of school and local community needs

– Relevant strategy to meet needsRelevant strategy to meet needs

– School promotes understanding and meaningful interactionSchool promotes understanding and meaningful interaction

– Accurate understanding of impact of its work and how it Accurate understanding of impact of its work and how it

might improvemight improve

– All groups are integrated into life of school/communityAll groups are integrated into life of school/community

– Learners demonstrate understanding, appreciation and trustLearners demonstrate understanding, appreciation and trust

Catholic teaching & Community cohesion

““Know thyself”Know thyself”

A coherent Catholic self-understanding is the A coherent Catholic self-understanding is the foundation on which a Catholic school can foster foundation on which a Catholic school can foster community cohesion and make a distinctive community cohesion and make a distinctive contribution to society.contribution to society.

An internally clear and coherent Catholic self-An internally clear and coherent Catholic self-understanding enables a confident and outward understanding enables a confident and outward looking spirit in the service of the common good.looking spirit in the service of the common good.

• Catholic schools are communities of faith comprising staff Catholic schools are communities of faith comprising staff and pupils from diverse backgrounds, founded on the and pupils from diverse backgrounds, founded on the teaching of Christteaching of Christ and expressed in the Sermon on the and expressed in the Sermon on the Mount and in the virtues of Mount and in the virtues of faith, hopefaith, hope and and love.love.

• The Catholic life of the school - The Catholic life of the school - its shared faithits shared faith - with the - with the knowledge that every person has been uniquely created by knowledge that every person has been uniquely created by God, underpins Catholic schools as they try to be cohesive God, underpins Catholic schools as they try to be cohesive communities.communities.

• Schools will endeavour to express this implicitly and Schools will endeavour to express this implicitly and explicitly in all that they do.explicitly in all that they do.

• It will be evident in the treatment of the entire workforce It will be evident in the treatment of the entire workforce and reflected in the mission statement and in: school and reflected in the mission statement and in: school policies; curriculum and pastoral arrangements; policies; curriculum and pastoral arrangements; admissions policy; involvement in local and wider admissions policy; involvement in local and wider communities; accessibility of information about the school, communities; accessibility of information about the school, engagement with parents and local parishes.engagement with parents and local parishes.

Catholic teaching & Community cohesion

• ““Being in the image of God, the human individual Being in the image of God, the human individual possesses the dignity of a possesses the dignity of a personperson, who is not just , who is not just something but someone.” (CCC 357).something but someone.” (CCC 357).

• We emphasise the respect and dignity of the human We emphasise the respect and dignity of the human person rather than the individual. As persons we person rather than the individual. As persons we belong to one another. The emphasis in belong to one another. The emphasis in individualism is that we are essentially separate. individualism is that we are essentially separate. Our sense of community is not one of a collective of Our sense of community is not one of a collective of individuals, but a community of individuals, but a community of mutually dependent mutually dependent persons (the body of Christ)persons (the body of Christ)

• For the Catholic community, there can be nothing For the Catholic community, there can be nothing optional about striving for a cohesive societyoptional about striving for a cohesive society

Catholic teaching & Community cohesion

‘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 ourChrist challenges us to see his presence in ourneighbour … We believe each person possesses… We believe each person possessesa basic dignity that comes from a basic dignity that comes from God, not from any, not from anyhuman quality or accomplishment, not from race,human quality or accomplishment, not from race,or gender, age or economic status … An insightor gender, age or economic status … An insightof Christian faith in the Trinity is the knowledgeof Christian faith in the Trinity is the knowledgethat the desire to belong to a human society isthat the desire to belong to a human society isGod-given … Communities are brought into being … Communities are brought into beingby the participation of men and women, responding toby the participation of men and women, responding tothe divine impulse towards social relationships –the divine impulse towards social relationships –essentially, the impulse to love and to be loved – essentially, the impulse to love and to be loved – which was implanted by the God who created them.” which was implanted by the God who created them.”

(p.6)(p.6)

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

‘The Common Good in Education’(2) Subsidiarity & Solidarity

“Subsidiarity means decisions being taken as close to the grass roots asgood [leadership & management] allows.Solidarity means we are all responsiblefor each other … Solidarity means thewillingness to see others as another‘self’”. (p. 9)

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’

‘The Common Good in Education’(3) Morality in the market place

“Christian teaching that the service ofothers is of greater value than theservice of self is sure to seem at oddswith the ethos of a capitalist economy.”

(p. 12)

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

‘The Common Good in Education’(4) The world of work

“The Catholic Church has always deploredthe treatment of employment as nothingmore than a form of commercial contract. This leads to a sense of alienation betweenthe worker and his or her labour… Work ismore than a way of making a living: it is avocation, a participation in God’s creativeactivity. When properly organised and respectful ofthe humanity of the worker, it is also a source offulfilment and satisfaction.” (p. 18)

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

Archbishop Vincent Nichols (Chairman of the CES) Speaking to a Conference for Foundation Governors,

27 September 2008

““All and each of these aspects of All and each of these aspects of faith are the foundations of the life faith are the foundations of the life of a Catholic school. A of a Catholic school. A shared shared understandingunderstanding of these matters of these matters and the and the visionvision to which they give to which they give rise gives our schools their rise gives our schools their coherencecoherence.”.”

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

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

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.”

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

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.”

Audit & Planning for SEF 48 & Inspection

1.How effectively leadership at all levelsleadership at all levels

promotes the school’s contribution to community

cohesion.

2. The inclusiveinclusive nature of the provision for prayer,

Collective Worship and liturgical life of the school.

3. How far the RERE curriculum promotes

community cohesion.