The Territory Covered

Schools* that reach out to their communities need a clear sense of the benefits of this approach both for themselves and for the broader community. To work effectively in this way schools must have clearly defined their concept of community.
1. The school* has a clearly defined concept of its community
2. The school has a clear understanding of the mutual benefits of reaching out to its community(ies)
3. There is an identified and visible set of value and beliefs that brings people in and encourages participation

*”The School” means all staff, pupils, parents and governors

The varying needs and contexts of schools should be reflected in development planning. Planning and provision should be based on a careful analysis of existing activity.
1. The school context and community needs should be reflected in development planning
2. Existing provision should be researched before new programmes are created and programmes should fill gaps rather than duplicate provision

The school plans through consultation with: pupils and staff in the school, parents/carers and the community. The school adapts according to changing needs and resources.
1. Planning is developed through consultation with pupils, school staff, parents/carers, governors, wider community and relevant agencies
2. Programmes and resources are adapted to changing needs to include collaboration with other schools, community groups, voluntary groups, services and business groups

The programme delivered responds to current need to help support the school and its community to share experiences, taste success, build confidence, engage with learning and gain support in healthy living.
1. The programme provides an appropriate balance between extended learning, leisure opportunities and support that will raise aspirations, achievement and quality of life
2. The programme make sense to the school and its community and the outcomes are clear

People are more likely to access opportunities provided by schools where they feel some involvement and ownership.
1. A wide range of people has been informed about the programme
2. A wide range of people feel they have been involved in influencing the programme

Strong partnerships are integral to schools working with their communities. Schools reaching out to their communities recognise the potential of wider collaboration to ensure long-term sustainability.
1. The school has involved partners in planning
2. Partners are fully involved in programme delivery
3. Measures are in place to sustain and strengthen partnership working

Schools will be successful in work with the community if they know clearly their starting point, have a sense of direction and can identify what outcomes have been achieved. To work effectively, schools must use evidence to evaluate impact with members of the community and partners.
1. The school has a clear sense of starting point, direction and desired outcomes
2. The school works with partners and community to evaluate impact