27 November 2009
Secondary schools with a religious foundation contribute significantly and substantially more to the promotion of community cohesion and the provision of equality of opportunity for students than other schools, according to the results of an academic study of recent Ofsted inspection data.
Analysis of the sample of independent inspection reports suggests that secondary-level ‘faith schools’ (of all faiths and denominations, taken as a group) received average grades more than 11 per cent higher than ‘community schools’ for their promotion of community cohesion, and outperformed such schools by almost nine per cent for their effectiveness in tackling inequality.
The research, by a recognised expert on the evaluation of school performance, is published today alongside a set of case studies of Church of England schools which have pioneered programmes that reach out well beyond the school gates to help foster good relations across their local community.
Since September 2008, the schools inspectorate has assessed schools on their effectiveness in promoting community cohesion and the extent to which they support equality of opportunity and tackle discrimination.
A study by Professor David Jesson of the University of York, commissioned by the Church of England, looked at the reports of 400 secondary schools inspected between March and June 2009 and 700 primary schools inspected in June this year.
The data for primary schools, serving relatively small cohorts of pupils, suggested faith schools perform just as well as community schools based on the average grade received for promoting community cohesion. Grades are awarded on a scale of 1 (outstanding) to 4 (inadequate), with both types of school averaging 2.2 at primary level.
However, the data for secondary schools indicates “clear evidence that Faith schools were awarded substantially higher inspection gradings for promoting community cohesion than Community schools,” according to Professor Jesson. The data shows that the mean average of grades given to secondary schools with a religious foundation is 1.86, compared to 2.31 for community schools.
In his research paper, Professor Jesson comments: “This finding is particularly relevant to the debate about schools’ contribution to community cohesion – and runs completely counter to those who have argued that because faith schools have a distinctive culture reflecting their faith orientation and are responsible for their admissions that they are ‘divisive’ and so contribute to greater segregation amongst their communities. This is clearly not supported by this most recent Ofsted inspection evidence.”
In reaching their judgements on a school’s performance in promoting community cohesion, Ofsted’s inspectors look for evidence that schools have undertaken an analysis of their school population and locality and then created an action plan focused on engaging with under-represented groups outside the school and between different groups within the school itself.
Ofsted also looks for evidence that schools have strategies for promoting participation by learners in all the opportunities that the school provides and strategies for tackling any discriminatory behaviour between groups of learners. Comparing the data on grades awarded for this part of the inspection between different types of secondary school, Professor Jesson writes: “Here again the contrast between Faith schools and Community schools is clear. Faith schools achieve higher gradings on this aspect of their contribution to their pupils and their community.” Community schools received a mean average of 2.03, while schools with a religious foundation received a higher average of 1.68.
The Revd Janina Ainsworth, Chief Education Officer for the Church of England, comments in her introduction to the report: “Schools with a religious foundation have a particular role in modelling how faith and belief can be explored and expressed in ways that bring communities together rather than driving them apart. They can minimise the risks of isolating communities for whom religious belief and practice are core parts of their identity and behaviour. In Church of England schools that means taking all faith seriously and placing a high premium on dialogue, seeking the common ground as well as understanding and respecting difference.
“Schools contribute most actively towards nurturing a shared sense of belonging across communities when they are clear about their own distinctive values and how that grounds their engagement with other groups at local, national and global levels. Promoting community cohesion is not about diluting what we believe to create a pallid mush of ‘niceness’.
“Our Christian foundation places the strongest obligation onto Church of England schools to help children form relationships of mutual care and affection with people from every creed and background. For church schools, community cohesion is more than ticking a box for the government. It is about acting out the values articulated in the school’s mission statement in ways that serve and strengthen our human relationship with our neighbours.”
The report, Strong schools for strong communities: Reviewing the impact of Church of England schools in promoting community cohesion, is available for download here.