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The school's data systems should enable the school to collect data, set equality objectives, and monitor and evaluate the impact of these objectives in eliminating inequalities, advancing equality for different groups of pupils and staff and promoting community cohesion. As a result, the key principles seem to include a commitment to ensure that there is respect between differing groups, good communication between all partners, an emphasis on common factors, and an ownership of the educational process and its place in supporting the development of a cohesive society. It should enable them to meet and work with people from backgrounds that are different from their own. From September 2007 all schools had a new duty to promote 'community cohesion'. It will be important to consider what the evidence says about the school and the cohesiveness of the school community.

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Community Cohesion Policy Primary School Ireland

The QCDA no longer exists but information from their website can be downloaded from the National Archive. Effectively delivering community cohesion also tackles the fractures in a society which can lead to conflict, and ensures that the gains that cohesive communities bring are a source of strength to local areas. Governors' Code of Conduct. 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. An effective school will have a high standard of teaching and curriculum provision that supports high standards of attainment, promotes common values and builds pupils' understanding of the diversity that surrounds them, recognising similarities and appreciating different cultures, faiths, ethnicities and socio-economic backgrounds. This should not require complex arrangements for consultation. The school should consider whether its approach to curriculum design enables teachers to plan and prepare appropriate learning experiences. The schools should ensure that they identify and draw on the particular interests, knowledge and expertise of staff. For example, links and partnerships can provide opportunities to pool ideas and resources, including knowledge and expertise. Used to prevent cross site request forgery. Community cohesion will look different in varying parts of the country and therefore there is no ideal model.

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The school should monitor and evaluate how effectively its policies contribute to promoting community cohesion. Equity and excellence – to ensure equal opportunities for all to succeed at the highest level possible, removing barriers to access and participation in learning and wider activities and eliminating variations in outcomes for different groups. There is an understanding that local organisations and institutions will act fairly between different interests. The Equality Act 2010 provides protection against discrimination to those with a protected characteristic. Further, they emphasise the importance of a common vision, shared values based on democracy, equality, diversity, tolerance, fairness and justice and creating a sense of belonging. Broadly, schools' contribution to community cohesion can be grouped under the three following headings: - Teaching, learning and curriculum – to teach pupils to understand others, to promote common values and to value diversity, to promote awareness of human rights and of the responsibility to uphold and defend them, and to develop the skills of participation and responsible action. The Schools Linking Network (SLN) provides guidance and support to schools on equality, diversity, identity and community cohesion.

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Year 2 – St Veronica. Our cookies ensure you get the best experience on our website. Sources of further information and support. Most schools are already carrying out the role of being a key player in every local community. The impact of this project is difficult to evaluate in the short term, but there were definite improvements in understanding and hopefully long-term attitudinal changes. Engagement and ethos – to provide a means for children, young people and their families to interact with people from different backgrounds and build positive relations, including links with different schools and communities locally, across the country and internationally. Schools should look at the work they are doing to eliminate discrimination and promote equality of opportunity as this work is likely to be relevant to work to promote community cohesion. · Analysing and comparing of data with other similar data nationwide; this would facilitate our understanding of success and areas for development for our school in the overall field of Community Cohesion. Cookies that are not necessary to make the website work, but which enable additional. Establish what the school is already doing and how effectively this contributes to community cohesion. Interacting with others, building trust and respect and active citizenship. Maintained schools must promote community cohesion. In conclusion Primary schools are important agents in promoting community cohesion; they are often the only venue in some rural communities and sometimes the haven of stability in some inner-city areas.

Policy Objectives Cohesion Policy

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. Cookies are used to help distinguish between humans and bots on contact forms on this. Have a clear plan outlining how the school will take forward its work on community cohesion. The school should have a plan for taking its work on community cohesion forward. 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. · Consider how aspects of our work already supports integration and community harmony. Offer school support and facilities to appropriate outside groups to develop community cohesion, but this should 'support' and not replace, the key focus of the school in improving teaching and learning. Monitoring of the achievement of pupils from varying groups is important in making sure that these policies are effective. If the school is to promote community cohesion effectively, the values and principles that underpin community cohesion need to be embedded through all areas of school life. Please see our action plan for further information. The website also includes links to resources produced by other organisations that promote global learning. However, definitions focus on the relationship between the individual, their community and wider society. However, there are also substantial risks involved in establishing such links.

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There is no one agreed definition of community cohesion. Make sure that the SEF and SDP indicates positive community activities and evaluates successful school initiatives in this area.

Community Cohesion Policy Primary School Definition

Home School Agreement. School leaders will need to ensure that arrangements are in place to maintain links with others and to enable teachers to both work effectively with and support their colleagues. 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. 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.

Community Cohesion Policy Primary School In Nigeria

Learning and teaching. There is a strong sense of an individual's rights and responsibilities when living in a particular place – 'everyone knows what is expected of them and what they can expect in turn'. · There is a common vision and sense of belonging by all communities; · The diversity of people's backgrounds and circumstances is appreciated and valued; · Similar life opportunities are available to all; · Strong and positive relationships exist and continue to be developed in schools, in the workplace and in the wider community. The staff and pupil populations of some schools reflect this diversity, allowing pupils to mix with those from different backgrounds. One aspect of this programme was a specific range of activities for its primary schools. 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. Therefore, they should be incorporated into school policies, procedures and systems. Behaviour & Anti-Bullying Policy.

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