Children proactive as "peacemakers" through Community Cohesion with a passion to sustain and develop local, national and global partnerships.

Why this is leading practice

Headteachers from the two schools, Marland Hill Primary and Brimrod Primary School, have seen a need to look in depth at the community to tackle issues of vandalism, racism, drugs and to instil in the children a respect for their community. Project brings two groups of Year 6 children together, some very challenging with good role models, to discuss ways of improving their community. It involves powerful ‘pupil voice’ presentations to police and councillors. Joint outdoor pursuits sessions are organised, children become purposely involved in achieving key skills. Outstanding Ofsted 2008 ‘Community Cohesion a Major strength of the school’. Headteacher (Marland) established writer and has led inset locally and Nationally.

Impact to date

• The project has begun to make inroads into tackling the major issues of vandalism, racism and drugs.
• It is affecting the perception of respect for the community within the young people who attend the schools.
• The work gives a `voice` to those involved in the project which is used to speak to the police and local councillors.
• Children in Year 6 become very confident and articulate about expressing their views and determined to make peace and harmony in their local community.
• As a result of the project there are very few incidents of racism and in most terms nil in both schools.
• Police agreed to improve the local park to support childrens’ play areas as a result of the project in the school.

Rationale / Start Point

Initially a Year 6 transition project which has had a profound effect on bringing two diverse schools together in terms of friendships, support and partnerships. The local project is about tackling crime, racism and prejudice. Further whole school developments link with national and global projects; similarities, differences and developing languages being the focus.

Key Strategies

• Identifying specific areas of need
• Identifying young people who are able to carry the work forward
• Close links with the community
• Creating an atmosphere of respect within the schools and out into the community
• Developing young people with communication skills, the ability to articulate their views and the confidence to challenge local community leaders
• Creating the opportunities for social and ethnic harmony to develop within the schools and out into the community
• Head Teachers take a lead role in Community Cohesion across both schools and lead lessons.
• There is a great deal of `sharing good practice` with other schools both locally and nationally.

Sustainability and Further Development

• The issues within the schools and their communities are ongoing.
• The project is not a `quick fix` option and so will need to be sustained over a good length of time.
• The Head Teachers are fundamental to the work in the current climate. Ensuring that other leaders are developed to maintain the mantel of responsibility.
• The schools aim to continue the good practice already established and to see development as a natural effect of the work.