CCT 5 Feedback sheet.

Name  Mark Perryman                                               Tutor Brian Sanderson

Community Cohesion

The Education and Inspections Act 2006 introduced a duty on all maintained schools in England to promote community cohesion and on Ofsted, to report on the contributions made in this area.

According to Guidance on the duty to promote community cohesion  July 2007

schools contribution to community cohesion can be grouped under the three following headings:

  1.  Identify your placement schools current practice or planned development in response to this duty.
  2. For one of the above, explain how it will impact on your teaching.

To be submitted by 4th April 2010. Word length: 750 words 

This task may help to develop evidence towards the following standard(s): 

Q10. Q19.

Comprehension and Analysis


Instructions for the task have been followed.

A sound grasp of subject matter is shown with major key points established

There is a good attempt at application of knowledge and concepts



The task has been structured appropriately

The task is generally well written with adequate spelling, punctuation and grammar.


A well written assignment although you do not really address the issue of how this will ‘impact on your teaching?


As the governments guidance states, the term community has many dimensions.  It includes the school community, the local community, and the national and international community.  My placement school has generated a very strong sense of community within the school, by using ‘vertical mentor groups.  These consist of approximately 20 pupils, from a mix of years 7 to 11, consisting of a variety of ages, interests and backgrounds.  This group meets together each morning, providing ample opportunity for pupils to learn to understand and value each other, both their differences and their shared values.

Weekly assemblies and a variety of activities and competitions are held throughout the year, organised by the four ‘colleges into which the school population is divided.  These are ideal occasions for pupils to learn to appreciate one another in the school community.

Within the local community, the school has exceptionally strong links with its feeder primary schools.  For example, the schools specialist status enables it to run a weekly video link to local primary schools, where they are taught extension work in maths and year 7 pupils are actively involved in visiting the primary schools to help the transition into KS3.

The school is committed to providing a personalised and appropriate learning environment for all their pupils and the work of the Personalised Learning Centre (PLC) is paramount.  They offer a facility for pupils who can benefit from individual attention; from those who need occasional support to those who would be unable to attend school without the care and nurturing they provide.

On an international level, the school is keen to promote a stronger understanding of cultures different to our own.  In particular, the schools status as a ‘Confucius classroom allows pupils to start to learn mandarin in year 8, and opportunities to travel to China and places such as Nepal and the USA exist to allow staff and pupils to interact with their peers from other cultures.  The core ethos of the school is international, aiming to be known around the world as an outstanding place of learning; the result of which is that members of the school have a strong awareness of those who do not share their cultural background.

The idea of equity and excellence is crucial to successful teaching---all pupils have the right to be educated in ways that are adapted to their individual needs.  Such differentiation can take many forms: providing differing levels of support or resources, setting a different task, expecting a different outcome, or setting a group activity with different roles for each pupil.  The underlying theme, however, is that no pupil should be disadvantaged by ones teaching.  All pupils abilities should be maximised---this is the core of equity and excellence.

Many pupils have specific difficulties that restrict their access to learning.  This may be a learning disability like dyslexia, a hearing or visual impairment, or a social or behavioural difficulty.  Such pupils should have an Individual Education Profile (IEP) that informs teachers about the pupils needs and strategies for dealing with those needs.  Such information should be taken into account during the planning of every lesson to avoid disadvantage.

While the pupils discussed above have specific needs, others have more general needs.  For example, they may be working at a higher or lower level than their peers and may plateau or struggle without help.  While ability grouping can alleviate this issue to a certain extent, it is important to take account of the diversity that exists in all groups due to differing rates of maturity.  In my teaching, I usually set differentiated learning targets so that pupils can make progress and succeed whatever their prior knowledge or understanding.  Where possible, I make use of other differentiation strategies in partnership with assessment for learning to provide an appropriate challenge for each pupil.

In summary, my placement school appears particularly strong with respect to promoting community cohesion.  They have well designed systems in place to encourage pupils to interact outside their peer groups within both the school and global communities, alongside an emphasis on improving access to learning for all pupils.  The impact on my own teaching, particularly with regards to “Equity and excellence is characterised by two principles, the practicalities of which have been briefly discussed previously.  Firstly to make every effort to avoid disadvantaging any vulnerable pupils, and secondly to provide pupils with the opportunity to shine.  With these principles in mind, I hope to be able to do my bit for the promotion of community cohesion.