Community Cohesion Policy Primary School Of Management - Where The Action Happens Crossword

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Community Cohesion Policy Primary School.Com

Equality of access, equality of outcome, rights and responsibilities are whole school issues, not simply matters for the curriculum. This might include looking at how the curriculum could be used to challenge pupils' stereotypes and encourage them to think about non-traditional educational and career paths. Therefore, we carry out lots of activities to ensure that children are exposed to different cultures and types of community. Schools need to operate across each of these dimensions, but can begin by focusing on their contribution to the local community. In areas where the community is less diverse, schools will need to explore and secure opportunities to enable pupils to interact with people from other backgrounds. In addition, schools will want to consider the duty to promote well-being as some of the work and activities that support community cohesion can also contribute towards the 'Every Child Matters' outcomes of 'Making a positive contribution', 'Enjoy and achieve' and 'Achieving economic well-being'. Sources of further information and support. Dave Weston considers this question in the context of an increasingly diverse country. Ensure that pupils, parents and staff are aware of their responsibilities, as well as their rights, in this area. Those responsible for designing the curriculum will need to ensure that the curriculum addresses these issues in relation to the school community and society more generally. Variations in outcomes for different groups; · Effective policies and practices in place to deal with incidents of prejudice, bullying andharassment; · Ensuring that admissions policy and practice do not deter parents from particular. Alan Johnson (then secretary of state for education) said in 2006 that community cohesion is based on 'a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community. Governors and staffs are responsible for preparing the pupils to live and prosper alongside people from many different backgrounds.

It is important to identify who will lead on different areas of work and clarify areas that are the responsibility of all staff or groups of staff. School to school: · Partnership arrangements to share good practice and offer pupils the opportunity to meet and learn from other young people from different backgrounds; · Links built into existing schemes of work and grounded in the curriculum with pupils working together on a joint project or activity. If staff do not have the skills, knowledge and confidence to challenge discrimination and explore issues relating to equality, diversity and community cohesion, this will undermine the school's work to promote community cohesion. Engagement and extended services.

Community Cohesion Policy Primary School In Cape Town

There is also a danger that the relationship between the schools is unequal with the school in England, being seen as the source of knowledge, expertise and money. Remember that the primary school is only one part of a local community and that its impact maybe limited – many other agencies have responsibilities in this area. As part of a diverse and ever-changing society, we want our children to become great citizens and future leaders. The school should consider how links with external organisations and the wider community might be utilised. Make sure that the SEF and SDP indicates positive community activities and evaluates successful school initiatives in this area. Whether the school is contributing to community cohesion will depend on the purpose and nature of these links; for example, whether they provide opportunities for interaction between pupils from different backgrounds (especially in respect of ethnic, religious and socio-economic diversity), whether the relationships are mutually supportive, and whether the links lead to work that benefits pupils in each school and/or the wider community. An effective approach to dealing with incidents of prejudice, bullying and cultural misunderstandings is crucial. Community from a school's perspective. Purpose of the policy.

Establish what the school is already doing and how effectively this contributes to community cohesion. Community cohesion and the Prevent strategy. Can schools realistically play a part in creating cohesion in their community? This includes case studies of work that schools have done to address community cohesion.

Community Cohesion Policy Primary School Of Art

The necessary cookies set on this website are as follows: Website CMS. School leaders will also need to ensure that teachers have the time to work collaboratively and cooperatively when they plan, prepare and assess. From September 2007 all schools had a new duty to promote 'community cohesion'. The school should consider how external services and partnerships might help it to develop their relationships with families and the wider community. These include the individual school community and the community within which the school is located, as well as the UK and global communities. 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. Year 4 – St Kateri Tekakwitha. · Ensuring that recruitment of staff and staffing policies promote community cohesion and social equity. These six facets provide a useful framework that schools can use to develop their work to promote community cohesion, although the NASUWT believes that two of the facets require qualification.

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. This could be a useful focus for individual planning and review as part of teacher and headteacher performance management. Year 6 – St Alphonsa. Whistleblowing Policy. Functionality such as being able to log in to the website will not work if you do this. Year 3 – St Bernadette. The resources listed below include web-based material and guidance documents that can be downloaded from the relevant websites. Establish links and partnerships with other schools locally, nationally and internationally. Maintaining strong links and multi-agency working between the school and other local agencies, such as the youth support service, the police and social care and health professionals. School to parents and the community: Good partnership activities with the local and wider community might include: - Working together with community representatives, for example through mentoring schemes or bringing community representatives into school to work with the pupils, ensuring that the pupil voice is heard and able to effect change. For other schools where the pupil population is less diverse or predominantly of one faith, socio-economic or ethnic group more will need to be done to provide opportunities for interaction between pupils from different backgrounds. By default these cookies are disabled, but you can choose to. The school could include curriculum enrichment activities, such as the visual arts, music, dance, theatre and costume design or visits to places of worship, to provide opportunities for pupils to gain some knowledge of other cultures and backgrounds and enable them to meet people from different backgrounds. Identify external sources of practical help and support.

For example, there is a danger that the links could reinforce pupils' perceptions and stereotypes about people in poorer countries. The school should deploy appropriately qualified support staff to collect and analyse data and, where possible, use technology to support collection and analyses. Unicef's Rights Respecting Schools Award (RRSA) recognises achievement in putting the United Nations Convention on the Rights of the Child (CRC) at the heart of a school's planning, policies, practice and ethos.

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