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Extended Services
– The British Experience:
Bringing the Comprehensive Approach to Scale
Julie Higson Director, Extended Services & Parental Support & Family Learning
Towards support for Extended Schools – the English journey:
Ofsted inspections
Results plateau
Workforce reform
‘Every Child
Matters’
Children’s Trusts
1993
2008
2004
Good teaching and learning – towards ‘outstanding’
Teaching and learning isn’t the whole story!
Teachers are not the whole story!
Five outcomes for all children
£££
Towards support for Extended Schools – the English journey:
Ofsted inspections
Results plateau
Workforce reform
Every Child Matters
Children’s Trusts
Heavy-handed check on all schools – focus on teaching and learning – league tables of results – now emphasis on self-evaluation
After steep rises in attainment, many schools now unable to raise standards further through teaching and learning alone – whole child focus
Shortage of teachers leads to analysis of ‘other’ jobs teachers do which lead to overload. Change teams encourage wider participation
‘Tipping point’. Death of young child leads to complete reorganisation of children’s services in every local authority with focus on five key outcomes
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
It’s about this:
• Safe
• Healthy
• Enjoying & Achieving
• Economically active
• Positive contribution
Some explanations:The five outcomes of Every Child Matters against which all schools and all services for children are now judged
Varied activities
(after school etc)
ChildcareParenting support & family learning
Swift & easy access to services
Community access & adult learning
The core offer of extended services through 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.’
The Essence of Extended Schools
Focus on achievement
Focus on the whole child
In the context of the whole community
Towards a 3-dimensional view
Community
existing provision
new/potentialprovision
Cluster priorities(School Improvement)
SharedOutcomes
Neighbourhood priorities and targets
Joint targets
Partners/Stakeholders
Consultation
Audit
Improved coordination and service provision
Schools/Cluster
© 2006 TDA Development
Aims of the Extended Schools ProgrammeGovernment policy pledge and Department targets
2,500
6,000
12,300
18,500
23,000
-
5,000
10,000
15,000
20,000
25,000
EndSep '06
EndSep '07
EndSep '08
EndSep '09
EndSep '10
By 2010 the Government policy pledge is that all primaryand secondary schools will be providing access to the core offer
End ofsummer
term'06
1,250
14,315or 65% schools
Three key partners… and a lot of money - for schools and local authorities
>£1.1bn2008-11
£640m 2006-8
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
Scaling up – the challenge
The inspectors(accountability)
Every local authority
Locality working for all
Process and content
Two new duties on schools (2007-8):
To promote well being
To promote community cohesion
… and joining up with
Children’s Centres (for 0-5)
and now …
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 2 (age 11)
Extended Schools: + 0.5%
National average: + 0.2%
Key Stage 4 (age 16)
Extended Schools: + 5%
National average: + 2.5%
It makes a real difference!
The keys to success?
We have evidence of improved test scores and achievement
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
Joined up approaches and money to ensure
capacity to change
The world’s highest-performing educationsystems share three mutually reinforcingattributes:
• 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
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
From an international perspectiveThe following policies are innovativebut 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
However – the gap is widening…
There is evidence that pupil performance retains astrong 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 goodGCSEs at grades A* - C compared to children whoare not eligible for FSM.
Comparative statistics
UK USA
% of GDP spent on Education (2004)
3.8 3.7
Overall spend per child up to 16 years of age ($) (2004)
$57,584 $39,959(much more
post 16 in USA)
Ratio of pupils to staff (2004)
18.2 15.7
Number of students on roll
10million+ 50million+
Number of schools 23,000 88,000
• 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¬contain=
• http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RBX-12-08.pdf
• http://www.teachernet.gov.uk/_doc/11665/RB852.pdf
Professor Alan Dyson (University of Manchester) Alan Dyson is Professor of Education in the University ofManchester where he co-directs the Centre for Equity in Educationand leads work on education in urban contexts
His research interests are in the relationship between social andeducational inclusion and, particularly, on the relationship betweeneducation and other areas of public policy in urban contexts. He hasundertaken a good deal of funded research sponsored by theEconomic and Social Research Council, the Joseph RowntreeFoundation, government departments, local authorities and otherpublic bodies. Recent studies include the national evaluation of full-service extended schools, a study of school governing bodies indisadvantaged areas and involvement in a review of the researchevidence on the relationship between poverty and education. He hasbeen a member of the government’s ministerial working group onSpecial Educational Needs, and of the National Education ResearchForum, as well as working with a range of government andgovernment agency task groups.
Recent publications include Schools and Area Regeneration (Bristol, The PolicyPress), Housing and Schooling (York, YPS) and School, Family, Community(Leicester, Youth Work Press). He led the production of the Open File onInclusive Education for UNESCO.
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 1989With thanks to
