Extended Services – The British Experience: Bringing the Comprehensive Approach to Scale

1. Extended Services – The British Experience: Bringing the Comprehensive Approach to Scale Julie Higson Director, Extended Services & Parental Support & Family Learning extended.schools@continyou.org.uk www.continyou.org.uk

2. We believe in the power of learning as a means of achieving social justice

3. Children & young people at the heart…

4. Towards support for Extended Schools – the English journey: Ofsted inspections Good teaching and learning – towards ‘outstanding’ 1993 Results plateau Teaching and learning isn’t the whole story! Workforce reform Teachers are not the whole story! 2004 ‘Every Child Matters’ Five outcomes for all children Children’s Trusts £££ 2008

5. Towards support for Extended Schools – the English journey: Heavy-handed check on all schools – focus on teaching and learning – league tables of results – now emphasis on self-evaluation Ofsted inspections After steep rises in attainment, many schools now unable to raise standards further through teaching and learning alone – whole child focus Results plateau Shortage of teachers leads to analysis of ‘other’ jobs teachers do which lead to overload. Change teams encourage wider participation Workforce reform ‘Tipping point’. Death of young child leads to complete reorganisation of children’s services in every local authority with focus on five key outcomes Every Child Matters Pooled budgets and commissioning for all services for children and families linked to local and regional priorities for action and delivery of the five outcomes Children’s Trusts

6. It’s about this: • Safe • Healthy • Enjoying & Achieving • Economically active • Positive contribution

7. Some explanations: The five outcomesof Every Child Matters against which all schools and all services for children are now judged The core offer of extended services through schools Community access & adult learning Swift & easy access to services Parenting support & family learning Varied activities(after school etc) Childcare

8. The Essence of Extended Schools ‘An extended school recognises that it cannot work alone in helping children and young people to achieve their potential, and therefore decides to work in partnership with other agencies that have an interest in outcomes for children and young people, and with the local community. In doing so, consistent with workforce reform and remodelling, it aims to help meet not only the school’s objectives but also to share in helping to meet the wider needs of children, young people, families and their community.’

9. In the context of the whole community Focus on the whole child Focus on achievement Towards a 3-dimensional view

10. Cluster priorities(School Improvement) Schools/Cluster Audit Neighbourhood priorities and targets existing provision SharedOutcomes new/potentialprovision Community Improved coordination and service provision Joint targets Partners/Stakeholders Consultation

11. Aims of the Extended Schools ProgrammeGovernment policy pledge and Department targets By 2010 the Government policy pledge is that all primary 25,000 23,000 and secondary schools will be providing access to the core offer 20,000 18,500 14,315or 65% schools 15,000 12,300 10,000 6,000 5,000 2,500 1,250 - End ofsummerterm '06 EndSep '06 EndSep '07 EndSep '08 EndSep '09 EndSep '10

12. Three key partners… and a lot of money- for schools and local authorities >£1.1bn 2008-11 £640m 2006-8

13. How do we work together? Huge resource. Mainly from industry. Know how to make things happen quickly. Little knowledge of education Small resource but masses of expertise in how to do it – and key knowledge of regeneration, health and parent support Small resource but considerable expertise in childcare and clubs for children out of school

14. Scaling up – the challenge Two new duties on schools (2007-8): The inspectors(accountability) To promotewell being Every local authority and now … To promote community cohesion Locality working for all … and joining up with Process and content Children’s Centres(for 0-5)

15. It makes a real difference! It makes a difference! At Key Stage 2 (KS2) and Key Stage 4 (KS4) progress in extended schools between 2005 and 2006 was double the rate of the national average. Key Stage 4 (age 16) Extended Schools: + 5% National average: + 2.5% Key Stage 2 (age 11) Extended Schools: + 0.5% National average: + 0.2%

16. The keys to success? We have evidence of improved test scores and achievement Joined up approaches and money to ensure capacity to change We have a government that has recognised that teaching and learning is not the whole story We have a challenge and coaching approach to drive progress

17. The world’s highest-performing education systems share three mutually reinforcing attributes: • high challenge: high expectations of pupils and fair evaluation of schools and other parts of the system • high support: enough resource and capacity-building to meet those high expectations • aligned incentives: incentives and consequences that induce schools and other parts of the system to meet expectations EXCELLENCE AND EQUITY: MAKING ENGLAND’S SCHOOLS SYSTEM WORLD CLASS DCSF-RBX-12-08 July 2008

18. Strengths identified in the English System include: • Devolution of resources to schools and three year budgets • A focus on turning round or closing failing schools • Intervening in poorly performing local authorities • Reform of teacher training and best practice marketing of teaching as a profession EXCELLENCE AND EQUITY: MAKING ENGLAND’S SCHOOLS SYSTEM WORLD CLASS DCSF-RBX-12-08 July 2008

19. From an international perspective The following policies are innovative but not yet proven: • The integration of children's services • Allowing good leaders to manage multiple schools • Implementing a conscious strategy for the whole school workforce rather than just teachers EXCELLENCE AND EQUITY: MAKING ENGLAND’S SCHOOLS SYSTEM WORLD CLASS DCSF-RBX-12-08 July 2008

20. However – the gap is widening… There is evidence that pupil performance retains a strong link to socio-economic background… In England: Pupils who are eligible for Free School Meals (FSM) are less than half as likely to get five or more good GCSEs at grades A* - C compared to children who are not eligible for FSM.

21. Comparative statistics

22. www.teachernet.gov.uk • www.dcsf.gov.uk • www.everychildmatters.gov.uk • www.tda.gov.uk • http://www.teachernet.gov.uk/search/index.cfm?contains=extended+services&submit=Search&mode=simple_results&type=simple&nxt=1&stRec=1&resultsOp=10&sortOp=score&summaryOp=show&notcontain= • http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RBX-12-08.pdf • http://www.teachernet.gov.uk/_doc/11665/RB852.pdf

23. Professor Alan Dyson (University of Manchester) Alan Dyson is Professor of Education in the University of Manchester where he co-directs the Centre for Equity in Education and leads work on education in urban contexts His research interests are in the relationship between social and educational inclusion and, particularly, on the relationship between education and other areas of public policy in urban contexts. He has undertaken a good deal of funded research sponsored by the Economic and Social Research Council, the Joseph Rowntree Foundation, government departments, local authorities and other public bodies. Recent studies include the national evaluation of full -service extended schools, a study of school governing bodies in disadvantaged areas and involvement in a review of the research evidence on the relationship between poverty and education. He has been a member of the government’s ministerial working group on Special Educational Needs, and of the National Education Research Forum, as well as working with a range of government and government agency task groups. Recent publications include Schools and Area Regeneration (Bristol, The Policy Press), Housing and Schooling (York, YPS) and School, Family, Community (Leicester, Youth Work Press). He led the production of the Open File on Inclusive Education for UNESCO.

24. Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it. Stories of Winnie-The-Pooh, AA Milne 1989 With thanks to