Schools and area regeneration

There is growing interest in the role schools can play in contributing to area regeneration. Schools serving disadvantaged areas are encouraged to be outward looking, to engage with families and communities and to coordinate their efforts with those of other agencies. At the same time, however, schools are required to maintain a relentless focus on their 'core business' of teaching and learning in order to drive up pupils' attainments. This report explores the ways in which schools serving two economically and socially disadvantaged urban areas have attempted to resolve this dilemma. It focuses on the relationship between the schools and their respective communities and on outcomes in terms of individual and community development. Drawing on interviews with a wide range of 'stakeholders' and on school performance data, the report: builds up a picture of how staff and community members view the schools' involvement in regeneration; outlines different models of schools' roles in relation to regeneration; analyses the difficulties, successes and failures schools experience in taking on a wider role; and discusses the policy implications and makes recommendations for future policy and practice. The report has important messages for all professionals, community leaders and politicians serving disadvantaged areas. It will be of particular interest to headteachers, school governors, LEA officers, local authority regeneration officers and others who wish to explore the educational contribution to the neighbourhood renewal agenda.