Equity and excellence
The definition of community cohesion emphasises that similar life opportunities
should be available to all regardless of background. For the school to be
effective in promoting cohesion it must ensure that all its members experience
the school as an equitable community. Work to improve equalities, to eliminate
barriers to learning, to close achievement gaps, and to sustain an expectation
of excellence for all are central to the promotion of cohesion.
Tracking attainment and closing gaps
Despite considerable progress in raising standards of pupil achievement, attainment levels remain varied for different groups and these continue to restrict life opportunities and undermine community cohesion. Schools will be aware of their underachieving groups and will be working to narrow attainment gaps. Much research, including the 'Diversity and Citizenship Curriculum Review' has highlighted the particular issues around belonging and 'identity-uncertainty' that may affect attainment of young people.
The personalisation of learning at all ages is central to this work, and at Key Stage 3 the increased flexibility of the National Curriculum is encouraging many schools to be more adventurous with curriculum alternatives to motivate and engage potentially vulnerable learners. These approaches are allowing more attention at an earlier stage to be directed at young people who may face a number of barriers.
Extensive guidance on Personalised Learning, inclusion and ethnic minority achievement is available on the QCA and DCSF websites.
Equalities work
Work to combat discrimination and promote positive relationships between different ethnic groups has been a legal duty for some time and is well established in most schools as is work to eliminate gender discrimination and ensure access for people with disabilities. Other groups, however, also experience prejudice and discrimination which impairs their learning. Divisions and conflicts can emerge around issues including religion, social class, ethnicity, sexuality, family circumstances or lifestyle. Some schools find that combining equalities into a single policy and action area allows more effective management, monitoring and staff training.
Working towards a more cohesive school and community involves a broader set of positive measures to create a sense of belonging and a wide recognition of human rights, which goes beyond the minimum requirements of equalities legislation.
Multi-factor disadvantage
Many young people face more than one barrier to achieving their potential. New arrivals may face asylum and language issues as well as being socially isolated, gender and socio-economic factors may overlap whilst in other circumstances faith, ethnicity, gender, age or socio economic status may be barriers. Careful consideration of the situations and motivations of students who see themselves as marginal can inform the school's intervention strategies to minimise the effects of multiple disadvantage.
Monitoring disciplinary incidents
Establishing a safe learning community for all school members is fundamental to Every Child Matters. Existing duties require all schools to have effective behaviour and discipline policies to deal with prejudice, discrimination, bullying and harassment. Schools should be monitoring whether pupils from particular groups are more likely to be excluded or disciplined than others. Research suggests there are serious disparities between the exclusions of different ethnic groups and where this is the case, school leaders should be considering how to address this.
Related sites and downloads
Last updated: 29 September 2008
