1. The Duty on Schools Ghulam Abbas
Community Cohesion
The Duty on Schools
Ghulam Abbas

2. Why is it Important? Globalisation A Changing UK society
A shrinking world with technological advances
Faster economic and social growth
Increased migration
A Changing UK society
Increasing population and
Increasing diversity
Access to the Internet and increase in affordable air travel bring people closer together.
Last year 25m tourists to UK, 70m from UK to global destinations.
Faster growth shifting balance between nations – China and India
The world is currently experiencing the greatest levels of mass migration since after World War II
EU enlargement from 15 states in 1997 to 27 in 2007.
In 2005, an estimated 565k migrants arrived to live in the UK for at least a year.
UK population also increased by 375k in 2005.
In % of the UK population from BME groups a trend which likely to increase
UK has rich heritage of cultural and diversity. Many UK residents have roots elsewhere in the world.

3. Can we handle Diversity?
Divisions and tensions between communities and neighbourhoods
Demands to limit migration
Discrimination
Variance in opportunity and outcomes
Raise of extremist groups
Segregated communities, parallel lives - Riots in Burnley and Oldham in 2001
Calls to limit migration burden on public services and fair access
Still prevalent in society Equalities Review 2007 – 69% of people experienced some form of prejudice in the last 12 months
At current level it will be 2017 before Pakistani pupils close attainment gap in Eng and Ma, 2053 for Black African
BNP, extremism in the name of Islam

4. What is Community Cohesion?
Is a society where:
there is a common vision;
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 the workplace, in schools and in the wider community.

5. IS THIS ANYTHING REALLY NEW?
For Schools its about…
The community within and outside the school gates
Promoting equality, challenging prejudices
Preparing young people for the diverse and changing world outside
Raising achievement and fulfilling potential
IS THIS ANYTHING REALLY NEW?
Looking at the pupils, parents and wider community – what do you know about, what motivates them.
It estimated that by in 5 pupils in Uk will be from a ME background.
Cultural, religious stereotypes: EU migration is bad; MORI poll 56% unfair access to public services for certain groups; Islamaphobia.
How well are we preparing YP to face the fast changing world out there - some areas super-diversity – Haringey 120 countries represented
Residential patterns changing past migrants move out from the inner city to the suburbs
Deprivation still a strong influencer of cohesion – Citizenship Survey nearly 20% point difference in perception between the most affluent and most deprived wards.
Educational attainment at school a key driver in improving later life chances.
Isn’t what good schools doing already. Is the duty then a real burden or way of focusing on the needs of the whole child.

6. How schools could meet the duty?
Teaching, learning and curriculum
Equity and excellence
Engagement and extended services
Teaching, learning and curriculum Helping pupils to learn to understand others, to value diversity whilst also promoting shared values, to promote awareness of human rights and to apply and defend them, and to develop the skills of participation and responsible action. Use of the curriculum RE, citizenship, PSHE, History etc. fieldwork, school linking, EAL provision, Assemblies.
Milburn primary school, in Cumbria a small school White pupils has used video conferencing to link with other schools with different intakes in London broaden pupils experience. Also worked neighbouring primary schools together through drama, dance and music – different backgrounds
Equity and excellence To ensure equal opportunities for all to succeed at the highest level possible, striving to remove barriers to access and participation in learning and wider activities and working to eliminate variations in outcomes for different groups. For example, use of data, academic mentoring, strong focus on literacy out of hours learning, assessment for learning.
Preston Manor in Brent has achieved considerable success with African Caribbean pupils, by training staff; focus on literacy, pupil voice and reflecting African/Carribbean culture in all subjects.
Engagement and extended services To provide reasonable means for children, young people, their friends and families to interact with people from different backgrounds and build positive relations: including links with different schools and communities and the provision of extended services with opportunities for pupils, families and the wider community to take part in activities and receive services which build positive interaction and achievement for all groups. E.g. use of parenting courses, extended schools, Governing body.
High Storrs school in Sheffield – Pakistani pupils, Kashmir project, GB representative, employing staff from the local community and use of extended school to engage with parents.

7. Support and Useful Resources
Community Cohesion Guidance
Community Cohesion Regional Conferences
28 January 2008, Guildford
School Linking Programme
“Who do we think we are?” Week