Additional information for governors
Linking school and community
The duty to promote community cohesion permeates nearly all aspects of school
life, more than many other duties; it encourages links to be made with the
communities around the school. This, therefore, offers a particularly valuable
role for members of the governing body who by definition link the school to its
communities. Governors may be able to get involved in many aspects of the
community cohesion work of the school. This may include: internal and external
evaluation, helping to collect the views of parents and students, identifying
links with organizations and individuals outside the school who can help
enhance learning about diversity or taking a role in a working party to review
school practice and provision.
A written policy on cohension is not a legal requirement
The Education and Inspections Act 2006 does not require schools to write a
policy for the promotion of community cohesion. The way in which the law is
implemented within the school is left to the judgment of governing bodies.
Ofsted will form an opinion on the schools performance against the duty when
the school is next inspected.
School and community: Some questions for governors to discuss
The governing body could consider the vision for the school, looking at the
impact that the school has on the local community and helping to identify and
address problems that have a negative impact upon school ethos, behaviours and
performance.
Governors may wish to discuss these issues and could contribute to the school's action plan:
- What is the school's impact on the local community — whether they are exacerbating divisions or challenging them and breaking them down?
- Can the school serve a wider community and help to bring different students and parents together?
- Does the school engage with all sections of the parent body and promote ways of bringing them together, and are they represented on the governing body or included into special consultation meetings?
- How representative is the governing body of the local community and student body?
- What does the school do to create an ethos of inclusion, in which divisions and intolerance of others are unacceptable?
- How does the school actively promote understanding and dialogue between different groups, especially those that are disadvantaged or marginalised, for example by bringing in, or reaching out, to community and faith leaders?
- Has the school considered the local social problems which impact adversely upon the school and sought action by partners — for example do they have access to positive role models, programmes geared to working with new migrants, or tackling racism and stereotypes?
- How will the governing body carry these important issues forwards?
- Is the governing body aware of what the local authority may be doing to promote community cohesion locally and what support if any may be available to them?
Related document
Last updated: 29 September 2008
