1. Community @ Charlton 26/1/11

5. Charlton School before BSF

6. Charlton School after BSF

8. The Vision “We are made for togetherness…To exist in a tender network of interdependence” Archbishop Desmond Tutu Archbishop Desmond Tutu

9. Building Social Capital Partnership working with local public services, the community and other schools is integrated into the vision, management plans and day to day workings of the School. Partnership working with local public services, the community and other schools is integrated into the vision, management plans and day to day workings of the School. Support for families is seen as central to better educational outcomes Support for families is seen as central to better educational outcomes The concept of Community goes wider than children and parents The concept of Community goes wider than children and parents The school is seen as a community resource by staff, pupils, governors and local people The school is seen as a community resource by staff, pupils, governors and local people Community engagement is promoted as important for all staff Community engagement is promoted as important for all staff There are high expectations and aspirations for pupils and the local community alike There are high expectations and aspirations for pupils and the local community alike The School is responsive to Community concerns. The School is responsive to Community concerns. Audit Commission-More than the sun Audit Commission-More than the sun

10. Community Engagement Early Successes with Network Partners Early Successes with Network Partners SSAT SSAT SDG2 Cluster SDG2 Cluster Keelelink Keelelink Kidscape Kidscape Aim Higher Aim Higher FE institutions FE institutions Telford culture zone Telford culture zone Find Your talent Find Your talent Creative Partnerships Creative Partnerships Fruitful Schools Fruitful Schools Lifelong Learning Lifelong Learning Community police Community police Connexions Connexions Primary Health Trust Primary Health Trust

22. Community Cohesion How does a school develop an understanding of the religious, ethnic and socio-economic characteristics of its community in a local, national and global context. How does a school develop an understanding of the religious, ethnic and socio-economic characteristics of its community in a local, national and global context. Has the school taken an appropriate set of planned actions based on an analysis of its context and has it evaluated the impact of its work? Has the school taken an appropriate set of planned actions based on an analysis of its context and has it evaluated the impact of its work? To what extent has the schools actions had a positive impact on community cohesion within the school and beyond? To what extent has the schools actions had a positive impact on community cohesion within the school and beyond?

24. Community leadership mobilises, encourages, connects and supports people to take action and make a collective difference to children, young people and families DFES INSPIRATION John West Burnham Education for Social Justice Schools and Communities