PROMOTING POSITIVE OPPORTUNITIES FOR ALL
BRIGHSTONE C.E.
PRIMARY SCHOOL
Community Cohesion Policy
Date Agreed: 9th June, 2015
Review Date: June 2017
Signed: ________________________________________________
Chairman Board of Governors
BRIGHSTONE CE AIDED PRIMARY SCHOOL
Approved
11th October 2011
9th June, 2015
Prepared
By
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Date
Issued
Revision
No.
Community Cohesion Policy
AJ
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FGB
FGB
Comments
New Policy
Our Vision for Community Cohesion:
Brighstone Primary School provides an education for all, acknowledging that the
society within which we believe is enriched by diversity. We strive to ensure that the
culture and ethos of the school reflects the diversity of all members of the school
community, where everyone is equally valued and treats one another with respect
and fairness, regardless of age, disability, ethnicity, gender, religion, belief or faith
and sexual orientation. Children are provided with the opportunity to experience,
understand and celebrate diversity. We believe that all children, stakeholders and
members of our local and global community should be treated with dignity and
respect at all times and we will not tolerate bullying, harassment or victimisation of
any groups of individuals.
We, at Brighstone Primary School, expect all members of the school community and
visitors to support our commitment to promoting equalities and meeting the
requirements of the Equality Act 2010. We will provide training, guidance and
information to enable them to do this.
Rationale:
“We passionately believe that it is the duty of all schools to address issues of ‘how
we live together’ and dealing with difference however controversial and difficult they
might sometimes seem.’
(The Diversity and Citizenship Curriculum Review, February 2007)
There is a duty for schools to promote Community Cohesion under the Education
and Inspections Act 2006. There is a duty for schools to promote Community
Cohesion. Community Cohesion lies at the heart of what makes a strong and safe
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 local people. Effectively delivering community cohesion also
tackles the fractures in society and extremism and radicalisation which may lead to
conflict and ensures that the gains that communities bring are a source of strength
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to local areas. Schools are central to breaking down barriers between young people
and must help create cohesive communities.
Definitions
a)
Community Cohesion
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 circumstances is appreciated and valued; a
society in which similar life opportunities are available to all; and a society in which
strong and positive relationships exist and continue to be developed in the
workplace, in schools and in the wider community.
Community cohesion is to have common vision and civic pride, valued and
celebrated diversity, equal life chances for all and strong relations between different
communities.
b)
Community
For schools, the term ‘community’ has a number of dimensions including:
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the school community – the children and young people it serves, their
parents, carers and families, the school’s staff and governing body, and
community users of the school’s facilities and services;
the community within which the school is located – the school in its
geographical community and the people who live or work in that area. This
applies not just to the immediate neighbourhood but also to the city or local
authority area within which a school is located;
the UK community - all schools are by definition part of this community; and
the global community – formed by EU and international links.
In addition, schools themselves create communities – for example, the networks
formed by similar or different types of schools, by schools that are part of the
specialist schools network, or by schools that work collaboratively in clusters or in
other models of partnership. Such partnerships include extended services for a local
community, links with other schools regionally, nationally or internationally, and
formal and informal structures to develop faith or foundation characteristics of a
school.
Guiding principles
In fulfilling the legal obligations referred, we are guided by seven principles.
Principle 1: All learners are of equal value
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We see all learners and potential learners as of equal value:
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whether or not they are disabled
whatever their ethnicity, culture, religious affiliation, sexual orientation,
national origin or national status
whichever their gender.
Principle 2: We recognise and respect diversity
Treating people equally does not necessarily involve treating them all the same. Our
policies, procedures and activities must not discriminate, but are differentiated, as
appropriate, to take account of differences of life-experience, outlook and
background, and in the kinds of barrier and disadvantage which people may face, in
relation to:
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disability, so that reasonable adjustments are made
ethnicity, so that different cultural backgrounds and experiences of prejudice
are recognised
gender, so that the different needs and experiences of girls and boys, women
and men are recognised.
Principle 3: We foster positive attitudes and relationships, and a shared
sense of cohesion and belonging
We intend that our policies, procedures and activities should promote:
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positive attitudes towards people with a disability, good relations between
people with a disability with special educational needs and people without a
disability, and an absence of harassment of people with a disability
positive interaction, good relations and dialogue between groups and
communities different from each other in terms of ethnicity, culture, religious
denomination, national origin or national status, and an absence of prejudicerelated bullying and incidents
mutual respect and good relations between boys and girls, women and men,
and an absence of sexual harassment
Principle 4: Staff recruitment, retention and development
Policies and procedures should benefit all employees and potential employees, for
example in recruitment and promotion, and in continuing professional development:
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whether or not they have a disability
whatever their ethnicity, culture, religious denomination, national origin or
national status
whichever their gender
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Principle 5: We aim to reduce and remove inequalities and barriers that
already exist
In addition to avoiding or minimising possible negative impacts, we take
opportunities to maximise positive impacts by reducing and removing inequalities
and barriers that may already exist between:
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people with and without disabilities
people of different ethnic, cultural and religious backgrounds
girls and boys, women and men.
Principle 6: We consult widely
People affected by a policy or activity should be consulted and involved in the design
of new policies, and in the review of existing ones. We involve:
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people with and without disabilities
people from a range of ethnic, cultural and religious backgrounds
both women and men, and girls and boys.
Principle 7: Society as a whole should benefit
We intend that our policies and activities should benefit society as a whole, both
locally and nationally, by fostering greater social cohesion, and greater participation
in public life of
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people with and without disabilities
people of a wide range of ethnic, cultural and religious backgrounds
both women and men, girls and boys.
The curriculum
We keep each curriculum area under review in order to ensure that teaching and
learning reflect the 7 principles mentioned above.
Ethos and organisation
We ensure that the principles listed above apply also to the full range of our policies
and practices including those that are concerned with:
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learners' progress, attainment and assessment
learners' personal development, welfare and well-being
teaching styles and strategies
admissions and attendance
staff recruitment, retention and professional development
care, guidance and support
behaviour, discipline and exclusions
working in partnership with parents, carers and guardians
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working with the wider community.
Addressing prejudice and prejudice-related bullying
The school is opposed to all forms of prejudice which stand in the way of fulfilling
our legal duties:
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Prejudices around disability and Special Educational Needs
Prejudices around racism, xenophobia, including those that are directed
towards religious groups and communities, for example anti-Semitism and
Islamophobia and those that are directed against travellers, refugees and
people seeking asylum.
Prejudices reflecting sexism and homophobia
We take seriously our obligation to report regularly to the Local Authority about
numbers, types and seriousness of prejudice related incidents in our school and how
they are dealt with.
Protecting Children from Extremism and Radicalisation (Prevent Strategy
2011):
All schools are required by law to teach a broad and balanced curriculum which
promotes the spiritual, moral and cultural development of pupils and prepares them
for the opportunities, responsibilities and experiences of life. As a school we promote
community cohesion, a duty first introduced through the Education and Inspections
Act 2006.
At Brighstone, there are safeguards against biased or unbalanced teaching and the
promotion of partisan political or religious views in. The school will ensure that
practicable steps are taken to ensure that, where political or controversial issues are
brought to pupils’ attention, they are offered a balanced presentation of opposing
views. Under all circumstances the children will be protected from extremism and
radicalisation in line with the Child Protection and Safeguarding Policy.
Roles and responsibilities
The governing body is responsible for ensuring that the school complies with
legislation, and that this policy and its related procedures and strategies are
implemented.
The Chair of the Leadership, Management and Community Committee has a
watching brief regarding the implementation of this policy.
The Head Teacher is responsible for implementing the policy; for ensuring that all
staff are aware of their responsibilities and are given appropriate training and
support; and for taking appropriate action in any cases of unlawful discrimination.
All staff are expected to:
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promote an inclusive and collaborative ethos in their classroom
deal with any prejudice-related incidents that may occur
identify and challenge bias and stereotyping in the curriculum
support pupils in their class for whom English is an additional language
keep up-to-date with equalities legislation relevant to their work.
Information and resources
We ensure that the content of this policy is known to all staff and governors and, as
appropriate or at request, to all pupils and parents via the school website.
All staff and governors have access to a range of in-school resources which discuss
and explain concepts of equality, diversity and community cohesion in appropriate
detail. Further guidance can be given by the Head Teacher.
Religious observance
We respect the religious beliefs and practice of all staff, pupils and parents, and
comply with reasonable requests relating to religious observance and practice. All
parents are informed of their right to withdraw their child from RE and Collective
Worship in the school prospectus. This is also available on the school website
Staff development and training
We ensure that all staff, including support and administrative staff, receive
appropriate training and opportunities for professional development, both as
individuals and as groups or teams.
Monitoring and evaluation
We collect and use data relating to the implementation of this policy. In particular
we collect data for children with SEN, ethnicity, culture, language, religious
denomination, national origin, national status and gender. This policy is reviewed
annually.
To review good practice we make use of a range of auditing schedules.
This policy will apply to all children in the Early Years Foundation Stage and the
extended services (i.e. FAB) within our school.
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