INTEGRATION AND COHESION CASE STUDIES On behalf of the Commission on Integration and Cohesion © Crown Copyright 2007 If you require further copies please contact: PO Box 236 Wetherby West Yorkshire LS23 7NB Tel: 0870 1226 236 Fax: 0870 1226 237 Textphone: 0870 1207 405 E-mail: [email protected] June 2007 Product Code: 07 ELMAT 04655/b Contents Introduction 1. SCHOOLS AND EDUCATION 2. EMPLOYMENT 3. PUBLIC AND RESIDENTIAL AREAS 4. CULTURE, SPORT AND THE ARTS 5. YOUNG PEOPLE 6. WOMEN 7. OLDER PEOPLE 8. INTER-FAITH 9. INTEGRATING NEW ARRIVALS 10. ESOL AND LANGUAGE PROVISION 11. CITIZENSHIP 12. SHARED CIVIC VALUES AND PRIDE 13. TACKLING INEQUALITY 14. MEDIA AND MYTH BUSTING 15. STRATEGIC APPROACHES BY LOCAL AUTHORITIES 16. “HOW NOT TO DO IT” 2 COMMISSION ON INTEGRATION AND COHESION: SELECTION OF CASE STUDIES INTRODUCTIONFOREWORD 3 Introduction This document is being produced alongside the Final Report of the Commission on Integration and Cohesion: “Our Shared Future”. It presents a selection of the projects we have heard about and seen, which are offered as a companion piece to the local messages in our report. Where possible, we have reviewed these case studies with people in Government Offices, Local Authorities and in communities, to ensure that what we are presenting genuinely represents good practice. We hope they will be a useful input for people across the country looking for ideas for how to take our recommendations forward. Different types of areas face different types of challenges. But what we have learnt is that challenge often drives creativity. These case studies have therefore been selected for their innovation, and the variety of solutions they showcase. They are not offered as the only option to building integration and cohesion, but are offered as inspiration for proactive leadership and action to create integrated and cohesive communities – where everyone is welcome, has a stake in a shared future, knows their rights and responsibilities, and is an active citizen. Many of the projects encompass several principles that we espouse in our final report, but we have found that there were some common factors to case studies demonstrating good practice. These include: l Projects that encourage shared activities, with a common goal that brings people together whatever their background l Projects delivered by creative and effective partnerships, of Local Authorities and Third Sector organisations, or of employers and communities themselves l Practical solutions that capture the imagination of local communities, tailored to fit local challenges 4 COMMISSION ON INTEGRATION AND COHESION: SELECTION OF GOOD LOCAL AND PRACTICAL CASE STUDIES l Groups and events that enable meaningful contact across groups, facilitated by trusted local figures. Obviously, there will be initiatives and organisations that are making significant contributions to achieving integrated and cohesive communities that we may have missed, but these examples give a flavour of what is going on – including how to do it, and why it works. In addition, we have attempted to gain a sense of ‘how not to do it’, and have featured some anonymous case studies where things have gone wrong, and why. This is just a small selection of the information we have collected over the Commission’s existence. Going forward, our website (http://www.integrationandcohesion.org.uk) will be updated to continue shared learning. If you have additional case studies you would like to share, send an email to [email protected]. Darra Singh, Chair of the Commission on Integration and Cohesion COMMISSION ON INTEGRATION AND COHESION: SELECTIONSCHOOLS OF AND CASE EDUCATION STUDIES 5 1 Schools and education 6 COMMISSION ON INTEGRATION AND COHESION: SELECTION OF GOOD LOCAL AND PRACTICAL CASE STUDIES Schools and education CIC focus Education, schools, school linking Area Bradford (Yorkshire and Humber) Name of Schools Linking Project project Description Bradford Schools Linking Project provides opportunities for children, their families and carers, from different ethnic, cultural, social and religious backgrounds, (who might not normally meet, because they live and attend schools in different areas of the district) to work and play together. The project focuses on increasing children’s knowledge and understanding about the diverse nature of Bradford’s communities. It creates a platform for interaction that encourages children, their families and carers to develop good relationships and respect the differences between people. It achieves this through providing a programme of shared learning experiences throughout the year which celebrate diversity, dispel stereotypes and remove barriers which cause racism, and which promote a cohesive community. What is the The project has improved dialogue, interaction and joint cohesion working between schools and families and has led to the outcome? formation of sustained cross-cultural relationships. Schools have developed more inclusive ways of working. Pupils’ awareness of identity, diversity and citizenship issues is raised and their attitudes to difference and others are positively influenced. Additionally, they improve important skills, especially in communication and interaction. Key success The project has developed a good infrastructure at factors local authority level. It has led to significant professional development for school staff. If done badly, i.e. without clear guidance and support, intensive interaction of this nature can entrench negative attitudes, therefore professional development for staff and support infrastructure is essential in order to achieve a successful, embedded, district-wide strategy. Contact [email protected] email SCHOOLS AND EDUCATION 7 School twinning in Kirklees – The initial project, which brought together pupils from two completely contrasting school environments (Spring Grove, a majority Asian primary school in urban Huddersfield, and Netherthong, a majority White primary school in the rural Holmfirth Valley) was so successful that the twinning programme was developed considerably and rolled out across Kirklees. Selected pupils engage in a process of interaction where they are encouraged to identify and reflect on the similarities and differences which they have with pupils from the other school, and relationships are formed where children have shared interests. A degree of sustainability is ensured by continuing the twinning programme throughout Years Two to Five. School twining between Newham and Cornwall – Links were created between Brampton Manor School in Newham and Launceston College, Cornwall, two schools from contrasting areas with dissimilar populations, through a range of partnership activities. These activities included sharing good practice across senior management teams, exchange visits by senior students, and Brampton Moor staff, accompanied by two year ten pupils, explored Launceston’s PSHE programme. Pupils from both schools have also come together through performing arts and dance. In Leicester, a twinning programme took place between Sacred Heart Catholic Primary School and Bridge Junior (80% of whose pupils were Muslim children). A performance group worked in each school and ran workshops with a section of targeted pupils. A performance took place in the evening for the parents of pupils from both schools, creating an opportunity for interaction that would not have occurred otherwise. Between visits, each school developed curriculum work on identity, which entailed pupils exploring their parents’ and grandparents’ experiences. Regular Saturday morning sessions were held jointly for pupils from both schools. Both schools reported positive relationships between pupils and parents at both schools, who were interacting with each other for the first time. A twinning programme between two secondary schools, St Paul’s (Catholic) and Moat (largely Muslim), also took place in Leicester. It began with familiarisation exercises and took place over a period of several months. The key focus was the development of media skills that enabled the students jointly to produce a presentation. The culmination was a major event attended by councillors, parents etc. that explored themes of prejudice, discrimination etc. Pupils reported that the experience of working jointly with students from the other school had a major impact on their outlook on life and several of the friendships continued after the formal sessions. 8 COMMISSION ON INTEGRATION AND COHESION: SELECTION OF GOOD LOCAL AND PRACTICAL CASE STUDIES CIC focus Interaction in schools, neighbourhoods; English for integration Area Tameside (North West) Name of All Saints High School Polish Summer School project Description All Saints High School in Dukinfield, Tameside, organised an Anglo-Polish summer school to support newly arrived Polish pupils at Key Stage Three. The scheme created a platform for integration between English pupils with the new arrivals. The presence of English pupils provided support for Polish pupils to develop their language skills and facilitated their access to school life. Activities focused on language development and communication and included elements of geography, history, traditional tales and drama. A small amount of funding was provided by the local Authority, (£200) and the initiative was supported by flexible use of resources from the Ethnic Minority Achievement Team. What is the By being inclusive to English and Polish pupils, the approach cohesion aided integration, and promoted wider cultural