Ofsted inspectors have been making judgements on how well schools are fulfilling their duty to promote community cohesion as part of section 5 inspections since September 2008. According to Ofsted, 'the guidance [issued to inspectors] is more detailed than would normally be the case for a single judgement – this is because the work will be relatively new to both schools and inspectors. It is expected that in the future this guidance will be slimmed down and incorporated into Using the evaluation schedule – guidance for inspectors of schools.'
The guidance is contained in Issue 5 of Schools and Inspection, which can be accessed on the Ofsted website (choose either Word or PDF version) or by clicking on the relevant link at the foot of this page.
Her Majesty's Chief Inspector, Christine Gilbert, gave a presentation on the duty to promote community cohesion to headteachers in the Diocese of Westminster on 15th July 2008. Visit the following website or download the PowerPoint presentation by clicking on the link at the foot of this page.
It is interesting to note that the focus of the guidelines is on provision rather than outcome. The guidance also indicates that inspectors will talk to pupils to discover how much they know about their local community and the school’s promotion of community cohesion.
It is important that schools identify the needs of the community that they serve – not just in terms of the families within the school and the local Catholic parishes, but the wider local community:
“Just as each school is different, each school will make an important but different contribution to community cohesion. Each will therefore need to develop an approach reflecting:
- the nature of the school’s population – whether it serves pupils drawn predominantly from one or a small number of religions or beliefs, ethnic or socio-economic groups or from a broader cross-section of the population, or whether it selects by ability from across a wider area.
- the location of the school – for instance whether it serves a rural or urban area and the level of ethnic, socio-economic, religious or non-religious diversity in that area. An effective approach to community cohesion will consider these factors alongside the levels
of community where action can take place – within the school itself, the geographical community or the wider national and global communities – to determine the school’s contribution to community cohesion accordingly.”
Schools and Inspection (July 2008) pp.19-20
The guidance specifies that “community” refers to a number of different levels:
the school community;
the community in which the school is located;
the UK community;
the global community, formed by EU and international links.
In terms of the UK community, evidence will be drawn from citizenship, PSHE, religious education and SMSC provision, among other things.
For the Catholic community there can be nothing optional about striving for a cohesive society. The Second Vatican Council urged Catholics to read the signs of the times and to engage with the world around them. Such engagement is a catalyst for action for the Common Good of society in light of scripture and reflected in Catholic Social Teaching.
Catholic Schools and Community Cohesion: CES Guidance (2008) p.5
It is therefore self evident that any understanding of community and any associated provision must seek to support a wider circle than the local Catholic community. It is already common practice for Catholic schools and colleges to work with the wider community at these different levels identified by Ofsted and our schools will need to be ready to show the action they are taking and the links they continue to make.
If you have any queries please contact the CES e: general@cesew.org.uk t: 0207 901 1900.
