Extended Services Pp Slides April 2012

7/31/2019 Extended Services Pp Slides April 2012

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Funding Extended Services2012 - 2013

Nick Holt

[email protected]

[email protected] 1


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Course overview

Review your school programme(15 mins)

Big picture whats happening in education?

(15 mins)

Charging Policies that dont cost your parents(60 mins)

Break

Family learning, parent skills and IIV(30 mins)

Generating Finances

Course overview

Review your school programme(15 mins)


(15 mins)

Charging Policies that dont cost your parents(60 mins)

Break

Family learning, parent skills and IIV(30 mins)

Generating [email protected] 2


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Extended Schools resources

[email protected] 3Optimus Education Ltd


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Education White Paper November2010

We will rely on schools to work together

...to create an environment where every child

can experience new and exciting opportunities

through extended services...


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Section 1Page 2


Developing the extended schools manager role around

social enterprise

Pupil Premium - an opportunity but also a red herring

The academies agenda

Why a school needs to start thinking seriously aboutquality assurance


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Page 3 How academies extend theschool day

1. Staff contracted to work additional hourweekly

2. Payment of 1,500 p.a. = 3 hours of

additional activities weekly; 2 academic/1 enrichment

3. Use of external inclusion grants

4. Post funded but not running costs5. Youth work post funded to run after sch

provision

6. Learning mentors organise additionalactivities [email protected] 6


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Page 2- 3Emerging education policy

DfE Schools System StructuralReform Plan:

Pupil Premium to focus on the poorestchildren

1.Smaller class sizes

2.More one-to-one and small group tuition3.Longer school days

4.More extra-curricular activities

[email protected] 7


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Pupil Premium

The Sutton Trust is administrating the 125m

Education Endowment Fund on behalf of the DfE

The Sutton Trusts Pupil Premium Tool Kit is aresearch review of 20 intervention strategies to invest

the Pupil Premium.

From September 2012 schools will be required toreport how they are spending the Pupil Premium


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Page 3 - US Charter schools and freeschools

[email protected] 9

Charter schools extend the school year by

up to 25%:

School from 8:30 5:00 every day

Homework 5:00 6:00 pm

Sports 6:00 7:00 pm

Saturday 9:30 12:30 pm

Summer three weeks summer school

Staffing:Teachers and unqualified instructors i.e.

graduates who work for accommodation

and an allowance


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Page 4Quality in Study Support

Provides quality assurance kite mark andframework for after school clubs and extendedservices

Builds capacity through Local Critical Friendtraining

Provides CPD to school managers FoundationDegree points and M Level points

Provides audit evidence for the impact of the Pupil

Premium


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Page 4How quality assurance brings it all

together Quality assurance provides a compelling case foryour schools extended services

Quality in Study Support(QiSS) supports

schools to show the link between extendedservices and achievement

QA promotes involvement with external partners,

student leadership

QiSS provides a job description and CPD for theextended school manager


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A change management process

based on quality assurance


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The QiSS model

1. Cost: 380 per school (240 for 1 2 form entryschools) for administration

2. Schools share the cost of a Chair for anaccreditation event (625 per day)

3. QiSS provides a critical friend to support school incompiling a summary of evidence and portfolio,usually over a three month period

4. An accreditation event brings together schools tosubmit their evidence for recognition

5. Schools can achieve emerged, established oradvanced status


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The QiSS kite mark

To achieve the QiSS Study Support kite mark,schools self audit against the Extending LearningOpportunities themes:

http://www.canterbury.ac.uk/education/quality-in-study-support/docs/slides/ELO.pdf

To achieve the QiSS Extended Schools accreditation

status, schools self audit against the QualityDevelopment Framework themes:

www.canterbury.ac.uk/education/quality-in-study-suppor
http://www.canterbury.ac.uk/education/quality-in-study-support/docs/slides/QualityDevelopmentFramework.pdfhttp://www.canterbury.ac.uk/education/quality-in-study-support/docs/slides/QualityDevelopmentFramework.pdf


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Page 5 Section 2how your clubs can be self-

funding

25,000+ for primary, secondary school and academies

clubs via tax credits, child care vouchers, Gift Aid.

Access external funding for school clubs, without passing

the charges onto parents

Primary and secondary school case studies


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Page 11figure 1: Apple TreePrimary Schools

Summer Term Clubs

School profile: 2 form entry primary school

40% fsm eligibility

85% of pupils attend at least 1 weekly activity

Mixed provision some free, some charge

HLTA co-ordinates the programme.

In the current economic climate, the school co-ordinator mayhave to fund their own post.

[email protected] 17


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Page 10Developing a mixed economy ofprovision

ENRICHMENT 1. Charging parents2. School core budget3. Teachers4. Volunteers5. Demonstrating wider school effectiveness

6.Taken in lieu of7.Continuing professional development

ENABLING 8. Performance management

EXTENDING 9. Distributed leadership



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Page 7FAQs re promoting WTC take up, childcare vouchers, Gift Aid

Since September 2008, parents can claim for ooshlprovision as child careSee: Working Tax Credit Help with the costs of childcare

Provision takes place on school premises solely for pupilsattending the school

Both parents working at least 16 hours per week

HMRC Ready Reckoner enables parents to establish

eligibility and call Claim line to claim the child care elementof Working Tax Credit

Parents are able to use schools OFSTED registrationnumber to claim.



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Primary school case studies

Beech Primary School: vma/play centre(page 5)

Chestnut Primary Sch: Learning Club(page 9)

Elm Primary School: play provision(page 9)

Fir Tree Junior School: breakfast club( a e 9)



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Page 13Secondary school case studies

Fir Tree Girls Sch Make Space club

Holly Academy Music enrichment

Elm Secondary Sch Rm1


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Page 8Approaches to consulting pupils andparents

Working well/so-so/ not so good

Identifying barriers to access = barriers to learning

What key questions should be included in a survey tomaximise take-up, buy-in?



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Section 3Page 15

Family learning and parenting skills

3,000+ for your schools family learning programme

Parenting skills developing your In-House

Parent Support Advisor

Investing in Volunteers:

how a school volunteer policy works



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Page 15Pilot your parents work through afamily learning course

43% of Londoners lack a level 2 qualification

LAs typically set aside 10% of adult learning budget foroutreach work i.e. Schools engaging parents

Staff can build up experience through running short

courses i.e. Family Learning month; adult learners week



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Page 16

Barriers to delivering family learning courses

accommodation

costs

assessment



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Page 17WFL assessment and individual learnerplans

Recognising and rewarding progressand achievement

1.Course aims

2.Initial assessment

3.Setting challenging learning objectives

4.Formative assessment5.Summative assessment

6.Individual learning plan page 20



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Page 21Figure 5: WFL application form

1. Accommodation

2. Recruitment

3. Creche

4. Next steps

5. Evaluation

6. Aims

7. Outline

8. Targeted number

9. Business plan



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Page 22How to develop the family learning co-ordinator role

Generate income through short courses

Family Learning month

Adult Learners week Keeping up with the kids

Train staff through PTLLS page 29



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Pages 23 - 7Examples of WFL courses

creative writing and art page 25

Family literacy and creative writing page26

Helping my child with reading and writing

page 27

ICT for beginners - page 28



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Page 29Developing your staff capacity

When a PTLLS qualification is required

PTLLS fast track training course outline

Certificate (CTTLS) and Diploma (DTLLS)


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Summary

Taking family learning forward in yourschool:

a) Identify a priority group for your school

a) Look at the ideas for adult learners week(page 22) and choose an appropriate one

a) Identify how the activity could beassessed through RARPA (pages 17 - 18)



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Section 4

Page 30: Generating financesand

resources The Parent ambassador programme (Canons cluster)

Investing in Volunteers: St Peters volunteer policy

Business apprenticeships

Lets Transfer of Control Agreements (appendix 2)

School procurement


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Page 30a school volunteer policy

St Peter-in-Thanet Church of England JuniorSchool

1. Volunteer policy in place, identifying the benefits to theparticipant and the school

2. Resources, management, staff time and money areavailable to support volunteers

3. Participants reflect the diversity of the local community4. Appropriate roles of value to the participant5. Protection from physical, emotional, financial harm

6. Fair, efficient, consistent recruitment procedures7. Induction and training provided for the volunteer role8. Periodic supervision and appropriate level of support

provided9. The school recognises the value of participants

contributions [email protected] 33


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Page 31Apprenticeships - Schooladministration roles

South London Business 9 monthplacements

School pays 114 (+ VAT) x 36 weeks =4,104

Minimum wage (36 weeks) = 7,308

Maple Junior School case study: a schooloffice uses an apprentice to manage thebreakfast and after school clubsprogramme


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Examples of premises hire

local sports clubs, performing arts groups

after school child care and holidayschemes

weekend activities faith groups,supplementary schools

car boot sales to farmers markets

adult education

Transfer of control agreements (TOCAs) page 38



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Page 38-43: TOCAs, legal issuesetc

Duty of care of the school as theoccupier

Practical approaches to hiring out

DDA accessibility

Example of a hire agreement



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Page 45 Examples of incomegeneration

Tiffin School raises 1400 every fortnightthrough its car boot sale. Differentdepartments or clubs run each session.

London Farmers Markets operates in 16schools. Each stall is charged 30 for thepitch, with an average of 25 stalls per

fortnightly market, raising 1,200 incomeper month for the school.

http://www.e13lc.newham.gov.uk/http://www.learning-exchange.org.uk/files/e13learningcommunityjourneytocharitablestatus


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Page 32 consortia procurement

The E13 Cluster, Newham, has set up its owncharitable body, to employ a full time Consortiummanager.

http://www.learning-exchange.org.uk/files/e13learning

www.e13lc.newham.gov.uk

Barclays Procurement has identified that the 8

schools in the cluster could save 10% across theschools in supply cover, and has drawn up a PPQand tendering process that has gone out toLondon supply agencies.


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Page 32role of Cost and Purchase

Management specialists

Assessment of essential business costs

Identifying and reporting on savingopportunities

Realising the savings

Managing business costs into the future



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External procurement services

Specialist consultants will review aschool's service contracts, comparing theirvalue for money against other similar

schools or other service sectors.

Schools are no different from otherorganisations in that they have to spendmoney on communications, energy, water,waste management, catering, cleaningand other business consumables.



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External procurement services

Auditel is currently working with 160schools and colleges, providing anoutsourced procurement service.

Contact: [email protected]

01784 473354

mailto:[email protected]:[email protected]


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Page 32 Telferscot Primary School


PSA shop

Christmas Trees and tree decorations,handmade soaps and lip balms

jams, chutneys and cakes

Abel and Cole organic fruit and vegetable boxes

curry order serviceFriday Pop up Cafe

Promise auction - Beer, Bangers and Bid auction


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Page 46 Tiffin School


Friends of Tiffin Music

Tiffin Parents rugby association

Tiffin School Boats Club


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Developing social enterprise

Emerging Established Advanced

Full cost recovery Company limited byguarantee

Registered company

Part time post Full time manager Managementcommittee

Voluntary - PTA Income targets Traded services

Link governor Co-opted governor Governors taskgroup

Company limited byshare

Social enterprise Public interestcompany


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Opportunities savings, efficiencies,traded services

Specialism outreach CPD hub Training school

Power rangers Eco-driver Eco-school

Enterprise learning(PFEG)

Business/enterprisespecialism

Whole school ethos

Workexperience/volunteers/ JCP

Apprenticeships/interns

AOTS inmanagement roles

In-schoolprocurement savings

Federationpurchasing

LA purchasing

Premises lets Communityamenities

Sharing premises -TOCAs

Play centre/breakfast club

Child care across theneighbourhood

On-site nursery/youth club


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Social enterprise case studies

Oak Special School page 34

Pinewood Primary School page 34

Poplar Academy page 34

Pear Tree School page 34E13 Learning Community page 33

Ashley Primary School page 46

Maple Junior School page 31

Is the school at emerged, established or advancedpractice?

Which area for savings is being illustrated in the case

study?


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Share Family Learning


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Year 5 pupils are trained into

teams:

Marketing skills

Management skills

Sales skills

Stock control

Decision making

Primary School healthy tuck shops

d f


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Next steps and for moreinformation

For Quality in Extended Services, contact SueVardy

[email protected]

Visit the QiSS website atwww.canterbury.ac.uk/qiss

For a school audit of its overheads and contractsor an energy audit, [email protected]

For more about schools working in federation,

contact [email protected]


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CYP Strategic

group commissioning

model

Education

1.14 19 strategy

2.BEST3.Vulnerable Pupils

4.Youth Service

5.Connexions

6.Ed Business Partnership

7.Adult Education

8.EMAG team9.LAC Virtual School

10.Teen Pregnancy Team

11.Sure Start / Child care/

FIS

12.Work Force

Development

Council Business

Groups

1.Environment &

Planning2.Health & Social Care

3.Housing

4.Community & Living

5.Business & Enterprise

6.Leisure & Culture

7.Transport & Streets

Other stakeholders

1.PCT

2.Chamber of Commerce

3.Voluntary Action Leeds4.Higher Education widening participation

5.FE access courses/ outreach

6.Local community organisations

7.Housing associations

8.Apprenticeship brokers

9.Police; Fire Service and other emergency services


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Education

1. 14 19 strategy diploma lines2. BEST parenting skills i.e. Triple P3. Vulnerable Pupils Restorative Justice, TMHS

programme4. Youth Service Positive Activities for Young People

5. Connexions information, advice, careers6. Ed Business Partnership work experience, mentoring7. Adult Education family learning; ESOL courses8. EMAG team Minority Ethnic , Newly Arrived strategy9. LAC Virtual School personal budgets10. Teen Pregnancy Team Preparing for Young

Motherhood11. Sure Start / Child care/ FIS - training12. Work Force Development support work in schools,

Child care and Play NVQs


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Case study - education

PAYP worked with the LACunaccompanied minors team, to runa summer holiday careers week for

BME 14 17 year olds.The week was hosted by a local

supplementary school, working with

Aimhigher. Participants visited aUCL, a hospital, had advice sessionswith Connexions staff and developed

a personal plan

C il B i G


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Council Business Groups

1. Environment & Planning recycling to gardening clubs

2. Health & Social Care Looked after Young Refugee/asylum seekers

3. Housing estate based, outreach services

4. Community & Living Sports development

5. Business & Enterprise education business partnership

6. Leisure & Culture sports development

7. Transport & Streets bike training, school travel plans

Case study council business


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Case study council businessgroups

Parents were signposted to aCommunity Sports Leadership Award(CSLA) run at a local leisure centre.

To complete their NVQ portfolio, theyprovided 25 hours of coaching forlocal schools.

CRBs were paid for by the Council HRDepartment.

Oth t k h ld


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Other stakeholders

1. PCT CAMHS, school nurse, clinic in a box, S&LT

2. Chamber of Commerce mentors, reading buddies

3. Voluntary Action Leeds

4. Higher Education widening participation5. FE access courses/ outreach

6. Community organisations BME groups,supplementary schools

7. Housing associations estate based services

8. Apprenticeship brokers work experience

9. Police; Fire Service and other emergency services -mentoring

Case study other


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Case study otherstakeholders

Stoke Newington Secondary Schoolreceived 75,000 from the LA DrugsAction team (DAT) to remodel an

area of the school into a drop-incounselling centre. A further75,000 funded a two year project

development post.Daily counselling slots were provided

by Sub19 (DAT), CHYPS (Sexual

Documents

Extended Services Pp Slides April 2012