Phil Arnold

1
Phil Arnold

• Reddish Vale Technology College
• Reddish Vale Co-operative Trust

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Reddish Vale Technology College some of the
challenges

• 82 live in area of deprivation - (24 FSM)
• Low expectations and aspirations - (28
  struggling families, twice national ave)
• Under performance to ability value added
  outcomes
• At risk behaviours counter culture
• Chaotic life styles family interactions
• Community cohesion -
• Mental health, teenage pregnancy, substance
  misuse
• Lack of engagement -
• Criminal activities -
• Social isolation -
• 21 SEN register -
• Only 85 of pupils continue into education or
  employment with training
• 1950s buildings BSF 2017
• Ceiling to raising standards 10 increase 5
  AC to 51 2007
• 5 AC 56 2008

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Raising Standards

• Targets 5 A -C Maths and English
• Progression targets of 2 levels
• Every Child Matters
• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being

4
Values make a difference

• Offering something different
• a social movement
• A personalised approach
• within a learning community
• We have Shared Values -
• We have a desire to put our Ethics into actions
  

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The Rochdale Pioneers
1844
honesty openness social responsibility
caring for others
Self-help Self-responsibility Democracy
Equality Equity Solidarity
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Community engagement?

• Professional
• Partnership
• Collaborative
• Co-operative

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Community Engagement
Professional intervention model - Australia
Families Matter gives parents a means of coming
together and discussing issues about the raising
and educating of children in a way that adds to
their own coping and parenting skills.
COMMONWEALTH DEPARTMENT OF HEALTH AND
AGEING AUSTRALIAN COUNCIL OF STATE SCHOOL
ORGANISATIONS AUSTRALIAN PARENTS COUNCIL
AUSTRALIAN PRINCIPALS ASSOCIATION
PROFESSIONAL DEVELOPMENT COUNCIL JULY 2006
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Community Engagement

• Partnership model - Canada
• The central focus and purpose of such
  partnerships is of course to create an effective,
  flexible framework of support to the positive
  personal development of young people Promoting
  their total well-being, resilience, social and
  emotional development. Their sense of self-worth,
  connectedness, belonging - with a positive
  outlook and sense of purpose in their lives.
• Rupert Macgregor (2006) Engaging With Parents,
  Families and Community The Why and How of
  Effective and Sustainable Partnerships.

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Community Engagement

• Collaborative model UK
• 14-19 The strongest schools and colleges in the
  country are being urged to export their formula
  for success and collaborate with weaker schools
  to bring standards up to the levels of the best.
• Schools Minister Andrew Adonis launched a
  prospectus today explaining how high performing
  schools, sixth-form and FE colleges can do even
  more for their communities by getting involved in
  academies and trusts.
• 15 January 2008 (DCSF)STRONG SCHOOLS AND
  COLLEGES URGED TO SHARE THEIR FORMULA FOR SUCCESS
  TO HELP WEAKER SCHOOLS

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Community Engagement

• Co-operative mode Stockholm
• It was not a difficult decision to create an
  organisation in which the pupils were heavily
  involved and had a very important part to play.
• Mats Kjellmer, Rector, Estetiska Gymnasium

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1833 the first Co-op school in Salford

• Ran in democratic lines (all decisions taken by
  teachers).
• There was little social distinction between
  teachers and students All took tea together on
  a Sunday afternoon.
• There was a Governor, 2 sectaries and 12 elected
  members (3 months term of office).

Robert Owen Prophet of the Poor (1971)  By
Sidney Pollard, Robert Owen, John Salt,
Associated University Press.
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International structure for 21st century
education and training

• Public sector -
• National/ international local
  collaborative networks All through
  school
• HEis FE
  Health Local
  Authority
• 
  (multi agency room)

3rd Sector - National/ international
local CVS networks school charity
work (Africa week KS 3 projects)
Private sector International PLC Partners -
Local SME business school based trading
(158 pupils or
38 on personalised learning programmes)
Co-operative Movement International partners -
Co-op national network of schools - school based
co-ops (Co-op Group Co-op College)
(social enterprise centre -
farm sports and leisure )
Global
Local
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What its like?
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Community outreach
Co-operative Community Farm
learning centre one
Reddish Vale Youth Co-operative (Sports and
Leisure)
Co-op Enterprise centre
Early Years Centre
learning centre two
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Links with the wider movement

• Overcome a culture of low expectations and
  aspirations, under performance to ability through
  self help and self responsibility
• Provide a counter culture to at risk behaviours
  that supports peoples interactions through the
  co-op ethical values
• Promotes community cohesion through membership
• Provides a different delivery platform for mental
  health, teenage pregnancy, substance misuse
  interventions through a co-op social enterprise
• Tackles directly a lack of engagement and
  feelings of social isolation through solidarity
  with the co-op movement

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Next moves

• We want something that promotes a international
  structure to 21st century education and training
  
• Builds in pathways to continue into education or
  employment with training and promotes local
  regeneration
• We want an inclusive model to continue to raising
  standard with the support of the community as
  owners of their community
• We want solidarity through an active network of
  schools so we can achieve the very best we can
  for our young people

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Phil

• p_arnold_at_reddish.stockport.sch.uk
• 0161 477 3544
• 07920 758 613
• www.reddish.stockport.sch.uk