Teachernet, Do we need a community cohesion policy?

Do we need a community cohesion policy?

Under the duty to promote community cohesion there is no legal requirement to produce a separate plan or policy. It is for schools to decide upon the best way to ensure that the duty is being fulfilled and that areas that need development are being addressed. An integrated approach to equalities and cohesion, which is focussed on outcomes, will assist schools in seeing these two areas as complementary, closely linked and essential to raising standards.

Equalities and cohesion duties
Schools are currently subject to seven general duties related to equalities and cohesion in the following areas:

community cohesion
gender (sex and reassignment)
age
race
disability
religion or belief
sexual orientation

Making equalities work more coherent
Some schools have adopted single equality policies/plans to ensure consistent and coherent practice across all of these strands. Two conferences were hosted by DCSF during February 2008 to support local authorities and schools in their work to create single equality policies. These conferences offered schools a framework of principles to consider. The principles seek to harmonise, and level up, the three duties to promote equalities and the duty to promote community cohesion. A sample policy narrative, applying the principles, was also offered.

The DCSF Single Equality Scheme provides one model of how the three duties to promote equalities might be integrated. The DCSF Equality Impact Assessment (EQUIAs) Workbook offers support in looking at how to enhance equality. It also offers advice on integrating the community cohesion duty with the duties to promote equalities.

Equalities legislation: A New Equalities Landscape
In most schools, the equalities duties are considered as fundamental to developing the Every Child Matters outcomes and making progress on the Children's Plan. Effective equalities work also strengthens schools' ability to raise standards and meet their wider organisational and national policy requirements on inclusion and personalisation of the curriculum.

Under existing law, schools have duties to promote ethnicity, gender and disability equality. These duties apply to all aspects of school life including the admission and treatment of pupils and staff and also what is in the curriculum. The duties variously require schools to:

promote equality of opportunity
promote good relations
promote positive attitudes
eliminate harassment
eliminate unlawful discrimination.

Each of the duties has different requirements to satisfy legal obligations. With regard to the school's appointment and treatment of its workforce, additional legislation applies to sexual orientation (including gender reassignment) and age.

The Equalities and Human Rights Commission
A new national body oversees the implementation of equalities legislation. The Equalities and Human Rights Commission (EHRC) was set up in October 2007 following a merger between the former Commission for Racial Equality (CRE), Equal Opportunities Commission (EOC) and Disability Rights Commission (DRC). Its remit covers gender, race, religion, age, sexual orientation and disability. The EHRC is charged with addressing the causes and effects of inequalities, prejudice and discrimination, promoting and protecting human rights and dignity across Britain. The EHRC enforces existing equality duties and is exploring moves towards a new Single Equality Act which will streamline existing legislation. It will shortly be publishing some web-based examples of effective duties practice, including schools-based examples.

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Last updated: 01 October 2008