1.0 Introduction

There is an increasing concern in the state of community cohesion within schools in England. Following the announcement of the Brexit referendum results and recent terrorist attacks in the UK mainland, police recorded over nine hundred hate crimes in or around school and colleges, 71% of which were racially motivated (City Council, 2018; Virdee, 2017; Bulman, 2018; Camden, 2017).

England has experienced unprecedented growth in Black and Global communities over the past sixty years. BGM student population has continued to increase annually in secondary schools in England, with an increase from 29.1% in 2017 to 30.3% in 2018 (DfE, 2018). Despite this, many schools still fail to be culturally inclusive, still adopting a ‘colour-blind’ approach (Lumby, 2016) that directly impacts BAME groups. This is detrimental towards fostering an inclusive environment and constructive community cohesion. Therefore, it is important for schools to adopt a strategic approach to address the underlying issues related to inclusion and community cohesion (Jones, 2013).

Community cohesion discourse was once a strategic government initiative that was institutionalised through policies and within schools in England, with the aim of integrating host and migrant communities as discussed by Jones, (2013). In 2011, schools’ contribution towards community cohesion was removed from Ofsted assessment framework, however, schools still have the duty to promote the policy (DfE, 2011). With the lack of framework, schools are left in a precarious position, trying to establish cohesive environments in multicultural settings.

Previous research suggests that schools need to intervene and promote a culture of inclusivity and social mixing to develop community cohesion within a school context (Lumby, 2016; Holden, 2013; Morris, 2011; Runnymede, 2018). To date, only a few studies (Rhamie, 2012; Hemming, 2011; Keddie, 2014), have attempted to investigate topics relating to community cohesion within a secondary school context. Therefore, this study offers some important insights into the dynamics of community cohesion in a multicultural inner-city secondary school and aims to contribute towards to this area of research. This dissertation is concerned with how, on a micro-level, schools implement and prioritise local policies related to community cohesion. It also investigates student perceptions regarding community cohesion within the school, with attention paid to pupil interaction and inclusion.

1.1 Research Context and Focus

So we might as well find a new place for you now. Something a little bigger, maybe Something with a bed He smiled again as he dangled the carrot in front of me.

And forthwith in the same stede 4630 He preide hem that thei wolde se, 210-260 certification braindumps And schewede hem in what degre His fader and hise brethren bothe, Whiche, 210-260 certification braindumps as he seide, weren wrothe, Him hadde beten and reviled, For evere and out of Rome exiled.

Gillenormand fancied that he detected a faint frown 210-260 certification braindumps on the part of Marius, who, in truth, as we must 300-135 certification exam admit, was no longer listening to him, and who was thinking far more of Cosette than of 1793.

The moon shed her peerless rays through the little 210-260 certification braindumps window and lighted his work, and showed him what remained to be done.

The same 210-260 certification braindumps cry, in words not very different, came from both of us, that the other was come in compliment to say farewell, and then we perceived in a flash we were to ship together.

This discretion of conduct had 300-135 certification exam inured to his credit. None the less, he had set two men to chattering the porter, in the convent, and he knew the singularities of their parlor, and the grave digger, at the cemetery, and he was acquainted with the peculiarities of their sepulture in this way, he possessed a double light on 300-135 certification exam the subject of these nuns, one as to 210-260 certification braindumps their life, the other as to their death.

You look clothed to me too damn 210-260 certification braindumps clothed for my taste. That s the point.

Will you come back with me to the house I 300-135 certification exam 210-260 certification braindumps left my bag.

Tirian looked in the direction where the Tarkaan 210-260 certification braindumps had pointed.

Huzza he 210-260 certification braindumps cried. I have it I have it It s Thomas Higgs. That 300-135 certification exam s the name It came upon me like a flash. Write it down, lad, write it down Someone knocked at the door.

And now, on their 300-135 certification exam quitting Utgard, 300-135 certification exam the 210-260 certification braindumps chief Jotun, escorting them politely a little way, said to Thor You are beaten then yet be not so much ashamed there was deception of appearance in it.

Laure showed all of them to Niema, while Ronsard trailed behind, bewildered and bemused at being made to feel unnecessary.

A 300-135 certification exam couple of clicks and then Soraya Salaam She sounded excited.

Now I warn you, Uncle Andrew, don t come one step nearer, we ll just vanish.

That eye of 300-135 certification exam hers, that voice stirred every antipathy I had. Shakingfrom head to foot, thrilled with ungovernable excitement, I continued I am glad you are no relation of mine I will 300-135 certification exam never call youaunt again so long as I live.

Many of the 210-260 certification braindumps Municipal Guards, on being wounded, in the Rue des Lombards, retreated.

He resolved to make an effort to secure some supper. He strolled out beyond the Salpetriere into deserted regions that is where windfalls are to be found where there is no one, one always finds something.

Ye may 300-135 certification exam set your weary spirit at rest, said he. I will never name your name, sir and it s my belief the Advocate is still so much to 210-260 certification braindumps be sympathised with that he doesnae ken of your existence.

Shouts and cries came from all directions. But from the harbour there came a low, rumbling roar which grew steadily louder and was already shaking the whole city.

Brujon seemed to 300-135 certification exam be stupefied by prison. 300-135 certification exam He could sometimes be seen standing by the hour together in front of the sutler s window in the Charlemagne yard, staring 210-260 certification braindumps like an idiot at the sordid list of prices which began with garlic, 62 centimes, and ended with cigar, 5 centimes.

Indeed, the jealous feeling was constantly excited, for Arthur is 210-260 certification braindumps devotion to his wife was greater than ever, in his delight at being with her again, and his solicitude to the weakness which Theodora could neither understand nor tolerate.

So do I, said Trufflehunter. But look behind you. 300-135 certification exam Crows and crockery muttered the Dwarf as soon as he had done so.

As the human race mounts upward, the deep layers emerge naturally from the zone of distress.

His face was flat, and the 300-135 certification exam nose seemed to have been depressed into it.

There were flowers everywhere. The house was no less fragrant than the church after the incense, roses.

And as they stepped 210-260 certification braindumps 300-135 certification exam out of the pool Polly cried out Oh look We ve brought the old horse with us too.

Coward Jamie screamed at Jared. She wouldn t hurt you to save her own life Why can t you leave her alone I heard the boxes shifting and felt Jamieishands on my arm.

Maddison hastily put the paper back in his pocket, and with a glance checked his son s gesture of protest.

The case study site is at Spirit Academy (anonymised name), a secondary school in the North of England. The area has one of the highest levels of social deprivation within the UK, where the number of households who claim benefits is 25% higher than the national average, suggesting low employment rates within the area. The demographics of the surrounding area is predominantly ‘white working-class’. This a social class group used as a descriptor to describe British White people from a working-class area (Tyler, 2015). The area had a 5% BGM population in 2001 which increased to 14% in the last census in 2011. This is forecasted to increase to 34% in 2021 (City Council, 2018).

In 2017/2018 there was a 61% increase in hate crime, with racially motivated offenses consistently accounting for most of hate crimes recorded (City Council, 2018). Consequently, Hate Crime has been enforced as a strategic priority within the surrounding area of Spirit Academy. During the same timeframe, there was an increased level of migration from Europe and a growth in the BAME learners that now equates to 32.1% in Primary schools and 29.1% in Secondary schools in England (DfE, 2017). This reflects the trend throughout Europe, where migrants are concentrated in schools with a high level of disadvantaged students (Lumby, 2016). Migrants are often sent to overcrowded, community housing (Finney, 2009) and developing migrant hotspots has become a trend within the UK. This corresponds with Spirit Academy and the surrounding area. During the time of writing, the school was undersubscribed based on the number of students on roll compared to the building capacity. As migrant places are offered, an increase can be seen in the number of migrant students from a range of backgrounds. The school now has a BAME population that is over 35% of the school population which has continued to increase every year.

The primary data will be collected through a case-study. This will be achieved by obtaining the perspectives of students regarding community cohesion within the school and how the SLT facilitates community cohesion within the school. This has been framed using the following research questions;

Q1 What are the perceptions of students regarding community cohesion within the school?

Q2 What is the school’s strategy to support community cohesion?

1.2 Personal Motivation

1.3 Structure

The overall structure of the dissertation takes the form of six chapters. The introductory chapter first gives a brief overview of the dissertation. Chapter two begins by laying out the theoretical dimensions of the research and investigates the complicated history of migration of different ethnicities into England that has led to the introduction of community cohesion policies. It also addresses government interventions introduced on a macro level that have ultimately impacted schools and learners on a micro level. Chapter three is concerned with the methodology employed in the study, by describing the instrumentation utilized when conducting the interviews and survey design along with emergent themes influencing the analysis. Chapter four analyses the results from the survey and interviews, addressing each research question in turn. Chapter five discusses the principal findings and the implications for future research into community cohesion. The final chapter summarises the research and reflects on the research aims and questions.