Fishergate Primary School in York given School of Sanctuary award – BBC

Report on Fishergate Primary School’s Contribution to Sustainable Development Goals through ‘School of Sanctuary’ Status

Executive Summary: Alignment with Global Goals

Fishergate Primary School in York has been awarded ‘School of Sanctuary’ status, a recognition that directly aligns with several key United Nations Sustainable Development Goals (SDGs). As the first primary school in the city to achieve this, its efforts provide a significant local model for advancing SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions). The initiative focuses on creating a safe, inclusive, and welcoming environment for families seeking sanctuary, thereby embedding principles of global citizenship and sustainable community development into its core educational framework.

Initiatives Supporting SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities)

The school has implemented a series of targeted actions to ensure inclusive and equitable quality education for all, with a particular focus on reducing inequalities for vulnerable populations such as refugees and asylum seekers.

• Inclusive Policies: The school streamlined its admissions process to better support families for whom English is a second language, directly addressing barriers to education and contributing to Target 10.3 of ensuring equal opportunity.
• Welcoming Environment: By actively hosting and supporting children from refugee and asylum-seeking families, the school fosters an environment where all learners can thrive, a cornerstone of SDG 4.
• Community Integration: The school’s leadership, including Headteacher Tina Clarke and Deputy Headteacher Dani Rees, has emphasized the rewards of a multicultural and multilingual community, promoting the social inclusion mandated by SDG 10.

Promoting SDG 16 (Peace, Justice, and Strong Institutions) Through Curriculum and Engagement

A central component of the ‘School of Sanctuary’ initiative involves educating pupils about diversity, inclusion, and the challenges faced by displaced people, which is fundamental to building peaceful and inclusive societies (SDG 16).

1. Cultural Education Projects: Pupils engaged in projects exploring a variety of cultures and the importance of diversity. Activities included learning about the experiences of refugees during Refugee Week and sampling different national dishes, fostering intercultural understanding.
2. Observance of Global Events: The school formally recognised events such as Black History Month to broaden pupils’ awareness and respect for different backgrounds.
3. Pupil Empowerment: Students were actively involved in the appraisal process, with pupils like Theo, aged 10, presenting their case to the appraisal team. This participation builds strong, inclusive institutional practices from the ground up.

Outcomes and Impact Assessment

The successful accreditation reflects a comprehensive, whole-school commitment to the principles of sanctuary and sustainable development. The impact is evident in feedback from stakeholders and the school’s reinforced institutional identity.

• Official Recognition: The Schools of Sanctuary appraisal team commended the institution as “a model example of a school going above and beyond to support their learners and community.”
• Student Perspective: Pupils expressed enthusiasm for the programme, indicating a successful integration of its values into the student experience.
• Sustained Commitment: The award remains in place for three years, requiring the school to maintain its high standards and continue its work towards these SDGs through a renewal application process. Headteacher Tina Clarke affirmed that this accreditation reflects the school’s core value of being “genuinely inclusive.”

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article focuses on Fishergate Primary School, an educational institution. It highlights the school’s efforts to educate its pupils about diversity, different cultures, and the challenges faced by refugees. This directly relates to providing a quality, inclusive, and globally aware education.
2. SDG 10: Reduced Inequalities
   • The core theme is the school’s work to support “families seeking sanctuary” and children from “refugee or asylum seeking families.” By creating a welcoming environment and streamlining processes for non-native English speakers, the school is actively working to reduce the inequalities and barriers these vulnerable groups face.
3. SDG 16: Peace, Justice and Strong Institutions
   • The school is recognized for fostering “a safe and inclusive school environment.” By becoming a “School of Sanctuary,” it acts as a strong, inclusive local institution that promotes peace, tolerance, and justice for all members of its community, regardless of their background.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 4 (Quality Education):
   • Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”
     • This target is directly addressed through the school’s “projects that explored diversity and different cultures.” The article mentions pupils are “well informed about the challenges of leaving your home” and celebrate events like “Black History Month” and “Refugee Week,” which fosters global citizenship and appreciation for cultural diversity.
2. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.”
     • The school’s entire initiative is aimed at the social inclusion of refugee and asylum-seeking families. The headteacher states, “any young person and their family, from any background, can look forward to being welcomed and supported within our school community,” which perfectly aligns with this target.
3. Under SDG 16 (Peace, Justice and Strong Institutions):
   • Target 16.7: “Ensure responsive, inclusive, participatory and representative decision-making at all levels.”
     • The school, as an institution, demonstrates its commitment to being inclusive. The article notes that achieving the status was a “joint school effort” and that pupils like Theo “spoke to the School of Sanctuary appraisal team to convince them they had reached the requirements,” showing participatory involvement.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For Target 4.7:
   • The article implies an indicator through the implementation of specific educational programs and events. The existence of “projects exploring other cultures” and the formal recognition of “Black History Month” and “Refugee Week” serve as measurable actions demonstrating that education for global citizenship and cultural diversity is part of the curriculum.
2. For Target 10.2:
   • A clear indicator is the school’s policy change to improve practices. The article states that staff worked to “streamline the admissions process for families with English as a second language.” This is a concrete, measurable improvement in institutional practice to ensure inclusion. The fact that the school has “hosted a number of children from refugee or asylum seeking families” is also an indicator of successful inclusion.
3. For Target 16.7:
   • The primary indicator is the achievement of the “School of Sanctuary status” itself. This is an external accreditation that certifies the school as a safe, welcoming, and inclusive institution based on a formal appraisal. The feedback from the appraisal team, calling the school “a model example,” serves as a qualitative indicator of its success.

4. Table of SDGs, Targets, and Indicators

Source: bbc.co.uk