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Do you have any guidance on writing an action plan? We link to one local authority’s template for a community cohesion action plan, as well as sample plans from two primary schools. You will also find questions designed to prompt ideas and discussion when creating your own action plan.

Contents

1. 1  Action plan template from a local authority
2. 2  Sample school action plans
3. 3  Formulating an action plan: issues for discussion
4. 4  Additional sources and further reading

Action plan template from a local authority

What do you plan to do next to build cohesion in your school and within the communities you serve?

When the duty to promote community cohesion was introduced, Hillingdon Grid for Learning provided its schools with a blank action plan template to help them meet the new requirements.

The plan asks schools to consider:

• What community cohesion activities are already taking place in your school?

• Do any of them fit into the criteria for the new duty, as below?

They are then encouraged to answer two questions in relation to each of the three strands of the community cohesion duty: teaching, learning and curriculum; equality and excellence; engagement and ethos.

• What has worked so far?

• What do you plan to do next to build cohesion in your school and within the communities you serve?

Building an action plan for your school, Hillingdon Grid for Learning (Word doc file)
http://www.hillingdongrid.org/articleshow/cms/imagegallery/imagebank/Buidling%20a%20CC%20action%20plan%20-%20Icoco.doc

Sample school action plans

Olveston CofE Primary School is a voluntary controlled school in South Gloucestershire. It published its draft community cohesion action plan for 2007/08.

The plan sets out the school’s priorities for community cohesion and the actions it will take to implement these priorities. There is a timescale and projected cost for each action.

Community cohesion action plan, Olveston CofE Primary School (Adobe pdf file)
http://www.olvestonschool.co.uk/community_cohesion_action_plan.pdf

Almondsbury CofE Primary School is also in South Gloucestershire. Its plan begins with a general explanation of the community cohesion agenda. This outlines how the school will promote cohesion through teaching, learning and curriculum; equality and excellence; and engagement and ethos.

Under these three headings, the plan records current activities that support cohesion in the school, local, national and global communities. These are also set out on the school’s self-evaluation form.

The plan then uses two spider diagrams to illustrate the school’s future plans for the three areas. The diagrams pick out the school's current strengths, how it will develop each aspect, and how it will evaluate the impact of its actions. Staff members responsible for implementing the future plans are identified.

Community cohesion plan, Almondsbury Primary School (Adobe pdf file)
http://www.almondsburyprimary.ik.org/attachments/Community_Cohesion_Plan.pdf

Formulating an action plan: issues for discussion

Is the school exacerbating divisions or challenging them and breaking them down?

Teachernet provides information for governors on their duty to promote community cohesion. This includes a list of discussion questions that might inform the school's community cohesion action plan.

• What is the school's impact on the local community? Is the school exacerbating divisions or challenging them and breaking them down?
• Can the school serve a wider community and help bring different students and parents together?
• Does the school engage with all sections of the parent body and promote ways of bringing them together? Are they represented on the governing body and invited to special consultation meetings?
• Is the governing body representative of the local community and the student body?
• How does the school create an ethos of inclusion?
• How does the school actively promote understanding and dialogue between different groups, especially those that are disadvantaged or marginalised? For example, does the school reach out to the community and faith leaders?
• Has the school considered local social problems that impact adversely on the school? Has the school engaged with partners to address this? For example, do pupils have access to positive role models, programmes for new migrants or schemes that tackle racism and stereotypes?
• How will the governing body carry these issues forward?
• Is the governing body aware of the local authority’s work to promote local community cohesion? Is there support available for the school’s community cohesion initiatives?

Additional information for governors, Teachernet
http://www.teachernet.gov.uk/wholeschool/Communitycohesion/communitycohesionresourcepack/governors/additional/