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Loughton Manor First School promotes the spiritual, moral, cultural, emotional, mental and physical development of our pupils and the wider school community. It prepares our pupils for the opportunities, responsibilities and experiences of later life. Our school is already a thriving, cohesive community, but it also has a vital part to play in building a more cohesive society.
We wish to show that through our ethos and curriculum our school promotes a common sense of identity and supports diversity, showing our pupils how different communities can be united by common experiences and values.
Community from our school’s perspective
For our school, the term ‘community’ has a number of dimensions including:
In addition, the school itself creates communities – for example, the networks formed by schools in development groups, such as our Denbigh partnership, at a local level, and on a global scale where we actively seek opportunities to work with international visitors and make links with educational establishments abroad.
Our vision at Loughton Manor First School is to recognise and celebrate the diversity within our catchment area and welcome the contributions which different groups and individuals make to the community. A key commitment of our school is to build and promote community cohesion within the school and wider community. Community cohesion incorporates and goes beyond the concept of racial equality and social inclusion. A cohesive community is one where:
Loughton Manor First School provides education for all children, acknowledging that the society within which we live is enriched by diversity. We strive to ensure that the culture and ethos of the school reflects the diversity of all members of the school community, where everyone is equally valued and treats one another with respect and fairness. Pupils are provided with the opportunity to experience, understand and celebrate diversity.
We believe that all pupils, employees, parents, Governors and members of our local and global community should be treated with dignity and respect at all times.
The health, well-being and cohesion of our local community are highly important to us as a school. By valuing diversity, we lead the way in outstanding practice and set an example for others to join us.
Teaching, Learning and the Curriculum
Promoting community cohesion through teaching, learning and the curriculum is at the heart of our school. We ensure that we provide:
Equality and Excellence
We strive to ensure that all our pupils achieve their potential, irrespective of ethnic, socio-economic, disabilities or other differences. It is a clear focus for our school and is an important aspect of promoting community cohesion. We are committed to narrowing, and ultimately closing, the gap between the progress and attainment of children from different backgrounds and their peers. Our school progress tracking systems help us to evaluate progress of different groups of children and to tackle underperformance by any particular child, irrespective of their learning needs.
Examples from our school include:
(See appendix 1 – Community Cohesion Whole School Audit for details of our work and commitment in promoting Community Cohesion)
Engagement and Ethos
We currently work in partnership with other schools in the Denbigh family. We develop links locally and further afield. The means of developing the relationship may be through exchange visits or more likely through the internet. Sharing facilities also provides a means for pupils to interact, as do opportunities for meaningful intercultural activities such as sport, music and drama. Good partnership activities with the local and wider community include:
Examples of our engagement are listed as Appendix 3.
Our aims and objectives
Links with other school policies; e.g.
Monitoring and Evaluation
Monitoring and evaluation of the implementation and effectiveness of our Community Cohesion Policy will occur through aspects of the policy being identified as a focus area within our M & E Schedule under its heading of Community Links (see Monitoring and Evaluation Policy).
Roles and Responsibilities
The Inclusion Manager together with the Headteacher and the Governing Body’s Environment Committee is responsible for the review of the policy. The Inclusion Manager will keep abreast of current legislation and best practice regarding Community Cohesion, and communicate these ideas to the school staff.
Appendix 1: Community Cohesion Whole School Audit
Appendix 3: List of examples of engagement