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YFC Schools Resources is managed by British Youth for Christ - Registered Charity No. 263446, SC039297 and is also a company limited by guarantee (No. 00988200). For more information, please visit www.yfc.co.uk.

Education Update

Notes on Extended Schools

Notes on Extended Schools from Staff Training June 2006

Session 1 – The Context

Every child matters – 10 minutes
The context for the government’s programme of extended schools is every child matters. The outcome of all children’s and youth work (including education) should meet the criteria laid down by the government,

i.e. Safe
Enjoy and achieve
Economic well being
Positive contribution to society


How do we define safe? – safe from bullying, a safe home environment, safe in terms of awareness of any dangers – drink, drugs, traffic etc, safe in terms of wise practise in walking home etc.

Healthy? – again an awareness of drugs and drink, education and provision of healthy eating options, sport and fitness.

Enjoying and achieving – children and young people should enjoy life and achieve things. Not just exam certificates – but other areas of achievement – such as doing something new. There should be room for joy in life and it should be a time for the creation of happy memories.

Economic well being – basically as a child grows they should be in such a position as to be able to gain useful employment that pays well.

Positive contribution – giving something back, maybe through fund raising, or community projects, work overseas, volunteering etc.

Complete the form and see how well it meets the outcomes of every child matters. Share with one or two others.

The Government Proposals – 15 minutes
• An extended school prospectus was published last academic year which stated that one way to make sure the outcomes of every child matters happened was through the development of schools.
• The timetable was that by the end of the next academic year half of all secondary schools and one third of all primary schools will be fully extended. All schools will need to be fully extended by the end of academic year 2009/10.
• The process of becoming an extended school is therefore starting for many in September 2006. In order to become fully extended the school will need to be able to make a core offer of services – core being a key word.

The Core Offer:
• wrap around child care – 8 – 6, 48 weeks of the year
• parental support
• swift and easy referral
• full programme of study support
• community access.

Prior to becoming fully extended schools need to undertake a major consultation.

e.g. Redmoor
There will need to be a survey of existing provision within the local community along the lines of the core offer.
There will need to be a full community survey of local needs.
There will need to be a consultation and exploration of working with community partners.
There will need to be a gaps analysis.

There will finally be a signposting exercise followed by a consultation on proposed programmes before embarking on a programme and finding the school fully extended.

Will look at the detail of the core offer in session 2 then in greater detail still at aspects of that offer in sessions 3 and 4.

Funding and Partnerships – 10 minutes
Originally there was going to be millions available to make this happen. Now there aren’t. Each school will be given a sum for extended schools and also guidance on fundraising. But more than anything partnerships are recommended with community groups who have access to more funding channels. Also the issue of children’s centres links in with funding.

Children’s centres for pre school are to be located in areas around schools. These will be a home for all kinds of children’s and youth work services including health, social services, educational psychology etc. They will form a natural link with an extended school and any organisation working with an extended school may therefore have access to the greater funds available through children’s centres e.g. in family support work.

Questions – 5 minutes

Session 2 – The Core Offer

EXERCISE – 10 minutes
List the work you do as a centre and tie it in to school. Draw a circle with school in the middle then write down around it the things you do – if it is relevant then it will be near if not relevant it will be far away. Hopefully at the end we will see how much of what we do is a perfect fit for meeting the needs of your school.

The Core Offer – 10 minutes

• Wrap around child care

What the government wants is to release parents for work by having breakfast and after school meal provision available along with child care/activities for a range of ages. In effect the government has seen this as impossible and in the last week have talked about access to professional child care being available – signposted by the school. The breakfast and tea time provision is still pushed however as it ties in with healthy lifestyle and activities that could raise achievement.

• Parental support

This is a key area. It involves training for parents in areas of concern e.g. drugs, sex etc. it may include the creation of parental support groups or access to the same, it may include learning sessions parents and children. It will include greater support for parents on transfer. For many schools it has meant looking at the appointment of workers linked with a family of schools working directly with families.

• Study support

A full range of activities available throughout the school and school holidays including sport, it, the arts etc. it will be the subject of an ofsted inspection. This topic will be covered in detail in session 3

• Swift and easy referral

The original concept was for families of schools to allow space in their building for social workers, health workers etc to hold regular surgeries and be easily accessed by the public. However this is not happening at present. A basic minimum for a school in this area is now to have close links with the local authority through a named individual, signposts to appropriate services, a common assessment framework for a range of problems etc. However in some areas the youth service are taking on this role and being the means by which children are helped /referred. Similarly the police.

• Community access

Full access to a range of opportunities for all ages in the school. Basically the school becomes a community centre. Again this will be subject to ofsted inspection. What is key here are the programmes offered come out of a clear understanding of local community needs. Full surveys and consultations are expected. Note the terfund resource – express community being rewritten for churches to offer to do this on behalf of schools.

EXERCISE – 30 minutes
Responding to this is not just about YFC. It is a whole church issue. In small groups look at the core offer and plot out what the church as a whole and YFC in particular could offer in each of the five areas. Feedback.

Session 3 - Study Support

What is Study Support? – 10 minutes
It is a learning activity outside normal lessons which young people take part in voluntarily. Study support is accordingly an inclusive term embracing many activities with many different names and guises. Its purpose is to improve young people’s motivation, build their self esteem and help them become effective learners. Above all it raises achievement.’

The government has published the stated aims of study support and they are these:

• to provide access to school resources for completing homework and coursework
• to improve students literacy, numeracy, ICT and life skills
• to build students confidence
• to introduce different learning styles
• to broaden students horizons
• to give students opportunities to gain extra qualifications
• to develop a sense of respect
• to develop a sense of responsibility
• to develop a students ability to co-operate
• to involve the local community in a child’s education
• to allow students to make a contribution to the local community

Management of Study Support
How this is to be managed is very much up to each school but an example of excellence in Birmingham has a management structure as follows:

Senior Manager

Trainees Youth Workers Librarian Study Support Team Curriculum Specialists

Parents, 6th Formers

Community Reps,
Governors, Youth Workers

The newly published study support code of practise states that active partnerships are the key to long term sustainability in terms of study support.

EXERCISE - 40 minutes
Create a daily club that fits these requirements that YFC/local church could offer with integrity to a school. Create a half term programme and explain who it would be staffed by and how it would be run. Have an estimate of costs – how would it be funded?


Session 4

Evaluating and Inspecting – 10 minutes
Ofsted have been commissioned to inspect extended schools. They will do so asking three questions:

• How does what the school does affect the outcomes of every child matters?
• How does what the school offers raise standards?
• How does what the school does affect the student’s personal development?

There are four areas in which measurable progress will be sought:

1 Getting results – there will need to be evidence that things are getting better

EXERCISE – How could you show improvement in self confidence, communication, trust and team work as well as academic improvement?

2 Measuring the difference – sadly numbers do matter. Attendance at groups needs to be shown to be rising. Anecdotal evidence needs to show appreciation for everything that’s happening. Students and staff need to be surveyed throughout the year.

3 Growth in quality – how do you ensure the continued quality on a week by week basis of what you produce?


Note that there is now a quality mark schools will be expecting from providers.

4 A return on investment – does the programme break even?

Partnerships – 5 minutes
So is YFC wanted? Is the church wanted? The answer is clear. It is yes. In every single publication relating to extended schools – churches and religious groups are listed as desirable partners. Some of the suggestions in which churches could help are:

• Mentoring particularly in areas of literacy
• Transition from primary to secondary
• After school groups and holiday clubs
• Links between generations

Increasingly these partnerships are being formalised in the form of a contract – often with some form of payment.

EXERCISE – 15 minutes
With all that is now known – do we want to work in extended schools?

In pairs discuss how you might work with local churches and what changes you might need to make in order for things to happen.

Open Q & A

Nigel Roberts
British YFC Schools Resource Manager
June 2006