Aims

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					Engaging your Community
           in
Sustainable Development
How does it feel ?
                     Aims
• Consider individual and national contexts-
  key drivers and benefits
• Think about quality and purpose of different
  types of community engagement
• Identify priorities, barriers and opportunities
• Plan ways ahead
                   Focus
 Working with parents, carers and the school
 community to develop joint capacity to
 improve children’s lives through :

• Identifying shared values, concerns and
  priorities
• Developing a shared understanding of key
  issues; shared vision and aspirations
• Building commitment to work together with
  common purpose
Why should we do it ?
 drivers and benefits
    DCSF Sustainable Schools’
          Framework
• Schools are hubs of sustainability within their
  communities.

• Schools lead by example.

• Promoting sustainable development in
  partnership with stakeholders helps build
  trust, enhances school’s local influence and
  increases parental involvement in school.
  S3: Sustainable School Evaluation
  •Outstanding grade implies community development
  and dissemination beyond the school.

• Understanding the needs of stakeholders and
  involving them in decision making is a prerequisite for
  sustainable development. It is also good for the
  school in terms of building trust and harnessing the
  enthusiasm of others for school and community
  improvement. Section 2: views of learners,
  parents/carers. the community and other
  stakeholders
  Ofsted Inspection Framework 2009
A focus on outcomes for pupils:
•    Five Every Child Matters outcomes*
•    Behaviour
•    Attendance

Leadership and Management judgements include:
•   The effectiveness of the school’s engagement with parents
•   The effectiveness with which the school promotes community
    cohesion*

Quality of Provision includes
•     The extent to which the curriculum meets pupils needs,
     including, where relevant, through partnerships.
 Learning for Sustainability: From the
Pupils’ Perspective- Chris Gayford 2009


• Standards of achievement, behaviour and attendance
  were also high relative to the standard expected
  measures.

• Unsurprisingly, the greatest gains are usually found
  where there is close agreement between the school
  and homes about the importance of learning for
  sustainability and these issues are discussed and
  practised in both.
      What are your school’s
    particular drivers ? (context)
•   Local opportunities- e.g. regeneration
•   Children’s Wellbeing issues
•   Community and local needs e.g. cohesion
•   School Improvement priority
•   Profile of school (and children)
•   Harnessing local interests and expertise
Which of these do you think
  are priorities for your
      community ?
           School Priority   Not School
                             Priority
Comm
Priority



Not
Comm
Priority
What kind of engagement do
  you want to achieve?
 information giving
                                       awareness raising

                           dialogue
     consultation

                                      shared learning

participation
                      partnership
S3 judgements for views of learners, parents/carers.
the community and other stakeholders.

 Getting      Satisfactory Good           Outstanding
 started
We have a           Parents and carers   Parents and           Communication
mechanism in        participate fully    carers/ the local     with parents and
place for           in out decision      community play        carers/ the local
involving parents   making/ the local    an active role in     community tells
and carers/ the     community has        supporting our        them what is
local community     and important        work on               happening in
in many aspects     influence on our     sustainable           school.
of decision         decision making.     development.
making. We          We consult them      They cooperate
regularly solicit   specifically about   with and in some
their views about   our work on          cases work
a range of school   sustainable          directly with
issues.             development in       pupils and staff in
                    order to better      improving our
                    understand their     sustainability
                    needs                practices
Getting             Satisfactory Good                        Outstanding
Started
Communication       We have a           Parents and carers   Parents and
with parents and    mechanism in        participate fully    carers/ the local
carers/ the local   place for           in out decision      community play
community tells     involving parents   making/ the local    an active role in
them what is        and carers/ the     community has        supporting our
happening in        local community     and important        work on
school.             in many aspects     influence on our     sustainable
                    of decision         decision making.     development.
                    making. We          We consult them      They cooperate
                    regularly solicit   specifically about   with and in some
                    their views about   our work on          cases work
                    a range of school   sustainable          directly with
                    issues.             development in       pupils and staff in
                                        order to better      improving our
                                        understand their     sustainability
                                        needs                practices
              What is Partnership?


Imagine that you have achieved real partnership with your
community and are working together to improve the lives
of your children now and for the future : what does that
partnership feel like ?

What are the key features and principles?
 How can partnerships be developed?
 ‘What Works’ in Community Cohesion? DCLG and
 Commission on Integration and Cohesion 2007

Developing a sense of commonality between different groups
is key for supporting trust, respect and positive relationships.
In particular, approaches that work on tangible and real-life
issues seem to work best……local groups focussing on
improving the local area and services are found to be
especially effective for building a sense of shared concerns.

A sense of shared values as abstract concepts is not seen
as an especially effective approach to supporting cohesion-
things that are tangible and meaningful in day to day life are
more often cited as effective.
  Guidance from S3

 •Many local people care deeply about their
 community and environment and have much to
 contribute to the formation of a sustainable school.


•Our Recommendation is that schools listen to their
stakeholders and involve them in decision making in
ways that balance the schools immediate interests
with its broader role of promoting sustainable
development locally and beyond.
Issues    School     Not School Priority
addressed priority

Comm                 Parents Action Group :
Priority             Addressed wellbeing issues identified by
                     parents

                     Intended outcomes:
                     •Begin to address sustainability
                     •Break down barriers and build trust
                     •Identify shared values and aspirations
                     •Set precedents and expectations for
                     parental involvement and leadership
                     (Don’t mention the S word!)
Not
Comm
Priority
  What are the links between sustainable
    schools and children’s wellbeing?
• Purchasing and            • Enjoy and
  Waste                       Achieve
• Energy and Water          • Be Healthy
• Inclusion and             • Stay Safe
  Participation
                            • Make a
• Global Dimension            Positive
• Food and Drink              Contribution
• Buildings and             • Achieve
  Grounds
                              Economic
• Travel and traffic          Wellbeing
• Local Wellbeing
Issues      School priority              Not School
Addressed
                                         priority
Comm
Priority

Not         Climate Change Campaign

Comm
            Intended Outcomes:
Priority    •Raising Awareness
            •Learning from each other
            and developing shared
            understanding
            •Building joint commitment
help



hooks

focus
      Some lessons learned
• Think about your approach- what will work for
  your community?
• Know your community- what are key barriers
  and opportunities for engagement ?
• Make sure you have credibility : lead by
  example.
• Learn to let go - trust works both ways!
• Manage expectations: ensure that work is
  explicitly valued and outcomes agreed.
    The journey continues…
• Staff, children and parents now talk about
  ‘sustainability’ with some common
  understanding and value.
• Sustainable summer fair led by parents action
  group with children and staff
• Cultural change- expectations
• Gearing up for Copenhagen
          Thinking Ahead
• What?
• Who?
• How?
      Resources and Further
          Information
• S3: Sustainable Schools Self Evaluation
  www.teachernet.gov.uk/sustainableschools
• Guidance on Duty to promote Community Cohesion-
  DCSF 2007
  www.teachernet.gov.uk/wholeschool/Communitycohesion/
• Ofsted Framework for Inspections 2009
  www.ofsted.gov.uk
• Revised ECM Outcomes
  www.dcsf.gov.uk/everychildmatters/about/aims/outcomes
• Every Child’s Future Matters www.sd-
  commission.org.uk/publications/.../ECFM_report.pdf