extended'schoolscontinyou'org'uk

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Extended Schools from Cutty Sark to Airbus?

• Jenny Hathaway
• The Extended Schools Support Service
• North East Development Officer

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Extended Services in and through schools from
Cutty Sark to Airbus?

• Jenny Hathaway
• The Extended Schools Support Service
• North East Development Officer

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(No Transcript)
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Three Key Questions
Why are you doing it?
What are you doing?
How do you know its having an impact on
standards?
Any pitfalls?
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Three Key Questions
Why are you doing it?
What are you doing?
How do you know its having an impact on
standards?
Any pitfalls?
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Local authority timeline for extended schools
2005-2010
2005
2006
2008
2010

• 2005
• Development of Integrated Inspection Framework

• Mid-2006
• Children and Young Peoples Plans in all
  authorities
• Safeguarding Children

• 2006
• Most authorities have Childrens Trusts
  arrangements in place
• Most authorities have a Director of Childrens
  Services
• A lead member for Childrens Services in most
  authorities

• 2008
• Wraparound affordable childcare in at least half
  of all primary schools
• One third of all secondary schools open 8am-6pm,
  all year round and offering activities
• All authorities have Childrens Trusts
  arrangements
• All authorities have a Director of Childrens
  Services
• A lead member for Childrens Services in all
  authorities

• 2010
• Wraparound affordable childcare available for all
  parents of primary aged children
• All secondary schools open 8am-6pm, all year
  round and offering activities
• All 3-4 year olds receiving 15 hours of free
  early years education, 38 weeks of the year

Source NRT
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The core offer for parents/carers and
familiesto be in or accessed through all
schools by 2010
Quality childcare
A varied menu of
Multi-agency behaviour support teams
Core offer
All year round 8am-6pm
Parental consultation and involvement
on site or through local providers
study support activities
Community access
Parenting support
Swift and easy referral
Community access
Community-based health and social care services
to specialised support services
including family learning
including adult learning
Source NRT
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Three Key Questions
Why are you doing it?
What are you doing?
How do you know its having an impact on
standards?
Any pitfalls?
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The drivers
Teacher workload
Extended services and activities in and around
schools
Best use of resources
Basic needs of every child
Tackling worklessness
Engaging parents
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Inputs and Outputs
Improving Achievement
Five Outcomes for Children
Meeting Community Needs
Extended SchoolCore offer and beyond
Better services for children and families
Greater parental involvement
Supporting each others targets
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Extended Schools
Every Child Matters
Childrens Centres
SureStart Local Programmes
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Its not down to chance
Continuity of anti-social behaviour from age 5 to
17. Source Scott 2002
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Why now?
Every Child Matters
Personalised learning
Lack of impact on bottom 10
Teacher workload workforce reform
The planets are in order!
Childrens Trusts
Plateau of results and attainment
680m
BSF,Academies,Primary Schools
Changing view of health(PCT)
Tackling Crime (YOT etc.)
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Why now?
Every Child Matters
Personalised learning
Lack of impact on bottom 10
Teacher workload workforce reform
Local Area Agreements
The planets are in order!
PESSCL Strategy
TLRs
Childrens Trusts
Plateau of results and attainment
680m
BSF,Academies,Primary Schools
Changing view of health(PCT)
Tackling crime/safety (YOT etc.)
New inspection framework
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Why now?
Every Child Matters
Personalised learning
Lack of impact on bottom 10
Teacher workload workforce reform
Community Sector
Others are ready to help
Childrens Trusts
Voluntary Sector
Plateau of results and attainment
BSF,Academies,Primary Schools
Changing view of health(PCT)
Tackling Crime (YOT etc.)
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Funding? Where is it?
Other
Specialist SchoolsChildrens TrustsLSC (adult
learning)Family LearningPESSCL
StrategySureStartChildrens CentresRegeneration
Big Lottery PlayPersonalised learningetc.
SureStart Grant (LEA)
Standards Fund (LEA)
Direct to schools
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Fragmented funding, multiple assessments and
gatekeepers
3billion
LEA special educational needs
EWS
CAMHS
YOT
PCT
Childrens Fund
Youth Service
Childpsycho-logist
Edwelfareofficer
Youthworkers
Healthvisitor
Statement of SEN
Children in need
At risk register
Conductdisorder
Risks to parents
ASSET

extended.schools_at_continyou.org.uk www.continyou.or
g.uk
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Three Key Questions
Why are you doing it?
What are you doing?
How do you know its having an impact on
standards?
Any pitfalls?
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Does it make a difference?

• Yes!

Professor Alan Dyson April 2004September 29th
2005
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Does it make a difference?

• but not necessarily!

• Improving readiness to learn (every day!)
• Improving the ability of the community to value
  and support learning

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Three Key Questions
Why are you doing it?
What are you doing?
How do you know its having an impact on
standards?
Any pitfalls?
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Possible trip-wires?
Poor leadership/management or poor standards
Lack of consideration of impact no evidence
No link to governing body run by stakeholders
or voluntary group
Build capacity, linked to senior leadership -
EARLY
Use the theory of change and check evidence often
Early consideration of structures lines of
accountability
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Keeping in touch with what others are doing

• A quarterly full-colour magazine
• Practical advice sheets
• Free membership of maths and reading club
  networks
• Conference discounts
• A subscribers award

through our networks
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(No Transcript)
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Extended Services in and through schools the
local picture
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By 2010 all schools will be required to have the
core offer in place
TDA Development (formerly NRT) are working with
all Local Authorities to ensure they have the
capacity to reach this target
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Each Local Authority has an ESRA (Extended
Schools Remodelling Adviser)There are also
Extended Schools Remodelling Consultants (ESRC)
Currently all Local Authorities are working
towards the interim target of 2500 schools being
ready to deliver the core offer by September 2006
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This acceleration is being achieved by the
delivery of a series of 4 workshops to selected
schools in most areas schools are being
encouraged to work in clusters thus sharing
workload and funding
It is crucial that the Voluntary and Community
Sector are represented at this level the way in
is through the ESRA.
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The agenda is huge, schools cannot and must not
go it alone.
It is not just about funding it is about true
partnership working
Collaborative working is essential but will not
necessarily come easily to schools who are not
used to working in this way with other agencies
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This is the way forward BUT it wont happen
overnight.How can you ensure that you are at
the table and part of a real collaborative
partnership?