Extended Schools: Building on experience
The following documents support the DCSF (formerly DfES) publication:
Extended schools: building on experience (PDF file, 1.11 MB)
Key resources and documents are available from:
http://www.teachernet.gov.uk/extendedschools
Planning and funding extended schools: a guide for schools, local authorities and their partner organisations. DfES 2006
‘Ultimately, the sustainability of the activities and opportunities offered through extended schools depends on how effectively they meet the needs and aspirations of their users – children and young people, their families, and the wider community – so it is vital to involve them all fully in planning right from the start.’
http://publications.teachernet.gov.uk/default.aspx?PageFunction
=productdetails&PageMode=publications&ProductId=DFES-
0472-2006&
Every Child Matters website
A personalised approach to supporting children means:
- tailoring learning to the needs, interests and aspirations of each individual
- tackling barriers to learning and allowing each child to achieve their potential
High educational standards and well-being go hand in hand. Pupils can't learn and thrive if they don't feel safe, or if health problems are allowed to create barriers. Conversely, doing well in education is the most effective route out of poverty and disaffection. Early intervention is the most effective way to deal with difficulties before they escalate.
http://www.everychildmatters.gov.uk/ete/personalised
learning/
Extended Schools: a Guide for Governors I
‘Delivering a coherent vision for schools will depend on effective governing bodies, responsible and accountable for strategic decisions about schools and their future. The extended schools policy delivers life chances for all – the potential for enhanced wellbeing, achievement and standards. This possibility is too pressing for us to ignore.’
http://publications.teachernet.gov.uk/default.aspx?PageFunction
=productdetails&PageMode=publications&ProductId=NRT%2f0
103%2f2006&
Neighbourhood Management and Extended Services in and around Schools DCLG 2006
‘…we are also determined that high quality services, made as accessible as possible and accountable to the communities that need them, will be available to all. This is not something which schools can or should achieve alone’.
http://www.neighbourhood.gov.uk/publications.asp?did=1812
Extended services in schools and children’s centres. OfSTED 2006 (Ref 2609)
Extended services were most effective when the senior leadership and management team in schools and children’s centres was committed totally to providing extended services and a shared vision for the five outcomes for children, and for improved standards. In particular, these leadership teams have very clear plans, the best of which integrated extended services into the setting’s overall improvement plan. They had a good understanding of issues relating to affordability and sustainability. Effective leaders and managers coordinated and facilitated the planned delivery of services and enabled others to move the provision forward
http://www.ofsted.gov.uk/portal/site/Internet/menuitem.eace
3f09a603f6d9c3172a8a08c08a0c/?vgnextoid=dbd8f5d0c07
3d010VgnVCM1000003507640aRCRD
Guidance for Specialist Schools 2007
How your school will be working towards the development of the core offer of extended services should be integral to the community element of your SDP.
http://www.standards.dfes.gov.uk/specialistschools/word/
PartOne.doc?version=1
Universities of Manchester and Newcastle Research Reports 2005-7
Prof Alan Dyson et al:
‘In very broad terms, schools saw full service status as a means of addressing some of the out-of-school difficulties faced by their pupils. These difficulties have long had significant impacts on pupils’ achievement, but schools’ capacity to reduce those impacts has hitherto been limited.’ (2005)
‘Full Service Extended Schools were impacting positively on the attainment of their pupils – particularly those facing difficulties. They were also having a range of other impacts on outcomes for pupils, including engagement with learning, family stability and enhanced life chances.’ (2007)
RR680/RB680 (2005)
http://www.dfes.gov.uk/research/data/uploadfiles/RB680.pdf
http://www.dfes.gov.uk/research/data/uploadfiles/RR680.pdf
RR795/RB795 (2006)
http://www.dfes.gov.uk/research/data/uploadfiles/RB795.pdf
http://www.dfes.gov.uk/research/data/uploadfiles/RR795.pdf
RR852/RB852 (2007)
http://www.dfes.gov.uk/research/data/uploadfiles/RB852.pdf
http://www.dfes.gov.uk/research/data/uploadfiles/RR852.pdf
Study Support – a national framework for extending learning opportunities
‘That is why we have put Study Support centre stage in the core offer for schools providing extended services. In supporting every school, by 2010, to offer these services, we will ensure that all children have access to Study Support activities such as homework clubs, sports, music tuition, dance and drama, arts and crafts, chess or karate, visits to museums and galleries or learning a foreign or community language.’ (Alan Johnson)
http://www.standards.dfes.gov.uk/studysupport/816987/
817959/study_support_framework.pdf
Physical Education, School Sport and Club Links Strategy (PESSCL) and Youth Sport Trust
By 2008 we want the percentage of school children who spend a minimum of two hours per week on high quality PE and school sport within and beyond the curriculum to be 85%. Our work was further enhanced in December 2004 when the Prime Minister announced a new ambition to offer all children at least four hours of sport every week – at least two hours curriculum PE and an additional two to three hours beyond the school day.
http://www.youthsporttrust.org/page/pesscl/index.html
The Secondary National Strategy
The Secondary National Strategy for school improvement is part of the Government’s major reform programme for transforming secondary education to enable children and young people to attend and enjoy school, achieve personal and social development and raise educational standards in line with the Every Child Matters agenda.
http://www.standards.dfes.gov.uk/secondary/about/
The Primary National Strategy
This vision is for a sector where high standards are obtained through a rich, varied and exciting curriculum which develops children in a range of ways.
http://www.standards.dfes.gov.uk/primary/about/
Children’s National Service Framework
The Children's NSF is a 10-year programme intended to stimulate long-term and sustained improvement in children's health. Setting standards for health and social services for children, young people and pregnant women, the NSF aims to ensure fair, high quality and integrated health and social care from pregnancy, right through to adulthood.
At the heart of the Children's NSF is a fundamental change in thinking about health and social care services. It is intended to lead to a cultural shift, resulting in services being designed and delivered around the needs of children and families. The Children's NSF is aimed at everyone who comes into contact with, or delivers services to children, young people or pregnant women.
http://www.dh.gov.uk/en/PolicyAndGuidance/HealthAndSocial
CareTopics/ChildrenServices/ChildrenServicesInformation/
DH_4089111
Family Literacy, Language and Numeracy (FLLN)
The Family Literacy, Language and Numeracy initiative was set up to raise the literacy, language and numeracy skills of parents and children, and to increase parents' support for their children's literacy, language and numeracy development. We recently published Family Literacy, Language and Numeracy: a guide for policy makers, which sets out our strategy and explains how family learning links with Skills for Life.
http://www.dfes.gov.uk/readwriteplus/Family_Learning
Play strategies
SkillsActive has released a guide on playwork in extended schools. The leaflet is aimed at strategic planners, introducing the benefits of play and playwork to the schools’ community and play’s contributions to the core extended schools offer. The guide highlights the difference between educational and playwork approaches and emphasises the importance of free play. Links are also made to Every Child Matters, Ofsted inspections and other current strategies.
http://www.skillsactive.com/resources/publications/
Playwork_extendedschools.pdf
Targeted Youth Support
Targeted youth support is delivered collaboratively through a range of services, including: education welfare, behaviour support, Connexions, youth services, social services, drugs and alcohol, sexual health, mental health, housing support, school nurses, youth offending services; and through Positive Activities for Young People, the Young People's Development Programme, Positive Futures, youth inclusion programmes, and the Teenage Pregnancy Strategy.
http://www.everychildmatters.gov.uk/deliveringservices/
targetedyouthsupport/whatis/
Integrated Working
Integrated working focuses on enabling and encouraging professionals to work together and to adopt common processes to deliver frontline services, coordinated and built around the needs of children and young people.
http://www.everychildmatters.gov.uk/deliveringservices/
integratedworking/
Contact Point
ContactPoint was previously known by the working title of the 'information sharing index'. It will be the quick way for a practitioner to find out who else is working with the same child or young person, making it easier to deliver more coordinated support.
http://www.everychildmatters.gov.uk/deliveringservices/
contactpoint/
Third Sector Strategy and Action Plan (published 25 June 2007)
This publication looks at how the Department has worked with voluntary organisations to support people in education, and outlines its plans for future collaboration
http://www.dfes.gov.uk/publications/pdf/7138-DfES-3rdSecS
&APlan.pdf
Teenage Pregnancy
Guidance has been produced for extended schools on how to offer sexual health advice to pupils.
http://www.teachernet.gov.uk/docbank/index.cfm?id=10789
Extended Schools and Health Services
A guide for schools produced by the Department of Health and Care Services
http://www.teachernet.gov.uk/docbank/index.cfm?id=10789
Teaching and Learning in 2020
The report presents a vision for personalising teaching and learning for children and young people aged 5 to 16 and makes recommendations for the delivery of that vision. The Review has drawn upon a wide range of evidence and practice in reaching its conclusions and is expected to be influential in personalising learning over the coming years.
: ‘… a society in which:
- a child’s chances of success are not related to his or her socio-economic background, gender or ethnicity
- education services are designed around the needs of each child, with the expectation that all learners achieve high standards
- schools draw in parents as their child’s co-educators, engaging them and increasing their capacity to support their child’s learning
- schools cannot be held solely responsible for ‘closing the gap’
- schools in communities damaged by generations of underachievement, unemployment and social fragmentation rightly expect other agencies to help them tackle systemic barriers to raising the aspirations of children, parents and teachers’
http://www.teachernet.gov.uk/docbank/index.cfm?id=10783
HM Treasury review of children and young people’s policy 2007
The framework in which public services operate could place more emphasis than it does currently on rewarding or incentivising support which is preventative; in particular:
- more could be done to build children’s resilience to poor outcomes in key areas, including enhancing educational attainment and building social and emotional skills
- parents and communities are vital to create a supportive environment in which children and young people can develop; more can be done to build their capacity to fulfil this role.
http://www.hm-treasury.gov.uk/media/B/B/cyp_policyreview
090107.pdf
More than the Sum (Audit Commission)
…strategic leadership by the council and local strategic partnership which:
- articulates a vision, acknowledging the interdependency of successful public services and successful schools and seeing schools at the heart of the community
- sets out through the community strategy and the children and young people’s plan how schools and other local public services are to work together to achieve mutually agreed objectives; and
- monitors progress and challenges services which are failing to support schools and pupil outcomes
Example of emerging practice: Reccy Ranger Streets Sport Project
A partnership between Shrewsbury and Atcham Borough Council and a voluntary organisation Through the Doorway to Healthy Living is supported by Shropshire County Council to provide a mobile play and sporting service for young people aged 4- 16 years in Shrewsbury.
The Reccy Ranger provides opportunities for children and young people as after school activities on schools sites (Varied Menu of Activities) and delivers play opportunities on green spaces around the area after school and during holiday periods. The project is funded by the Big Lottery, the Borough Council and the County Council.
The Local Authority also provides support through an assigned Childcare Development Officer whose role it is to support the development of high quality policies and procedures including working towards National Day Care Standards for Open Access Play Schemes. The Reccy Ranger has also sought registration with Ofsted for each school site that is used and been issued with exemption certificates in each case.
Young people, parents and school staff provide positive feedback with regard to the Reccy Ranger. One school is using the methods of the project to run an additional after school club to accommodate the demand for play opportunities.
The schools see the Reccy Ranger Street Sports Project as a positive resource for children that help to develop a variety of skills and particularly makes a link between how the play skills used in school can be transferred into play in the community. The Project often finds that children who attend the sessions in schools often access the provision in the out of school setting.
Young people have said the project helps them to develop new skills and makes community play areas a safer place to be.
http://www.safetypartnership.org.uk/v2/index.php?id=21
