Understanding Schools Rationale for Extended Service Understanding Schools Rationale for Extended Service Delivery through a Theory of Change MethodologyDelivery through a Theory of Change Methodology

Nicola Kassam, PhD EducationNicola Kassam, PhD Education

Research QuestionsResearch Questions1. What are schools trying to achieve through the extended school provision?2. What are schools doing to try to achieve this? 3. What evidence is there that this is being achieved?4. What evidence is there that the extended role of schools can have an

impact on social and educational disadvantage?

Theory of ChangeTheory of ChangeFor the purposes of this study, school provision of extended services is seen as a form of purposeful action. This implies a theory of how the world is and how particular actions will produce particular outcomes in that world. By exploring the field in this manner, researchers can work with leaders of initiatives to draw out these theories and identify evidence to test whether actions are leading to outcomes in the way predicted by the theory. This is known as a ‘Theory of Change (ToC)’ approach (Connell & Kubisch, 1998). The study will adopt a ToC methodology. A ToC will identify school rationales in terms of the anticipated outcomes for ES delivery and the steps that schools assume will lead to specific outcomes. The study will take the form of three linked case studies (Yin, 2003) of schools’ ES activity, developing a ToC for each school’s ES activity and monitoring the impacts of that activity over a period of time against the school’s Theory. The ToC approach will allow the school, to clearly specify steps that are required for individuals/groups to move from the current situation that the school wishes to address through a series of steps to achieve an anticipated outcome. An example of an enrichment ToC can be seen below.

RationaleRationaleBy 2010 all mainstream schools will be delivering By 2010 all mainstream schools will be delivering Extended Services (ES). These services are expected Extended Services (ES). These services are expected ““to help meet the needs of [the school’s] pupils, their to help meet the needs of [the school’s] pupils, their families and the wider communityfamilies and the wider community'” (DfES, 2005). It '” (DfES, 2005). It would appear that attempts are being made to broaden would appear that attempts are being made to broaden the school role beyond its traditional ‘academic’ focus. the school role beyond its traditional ‘academic’ focus. Such an ‘extended’ role is familiar to the English Such an ‘extended’ role is familiar to the English education system (Ball, 1998). However, this recent education system (Ball, 1998). However, this recent development is beginning to reveal variations in the development is beginning to reveal variations in the interpretation of the rationale for what are now called interpretation of the rationale for what are now called Extended Services. Over a 10 year period the Extended Services. Over a 10 year period the rationales proposed for the extended role of schools rationales proposed for the extended role of schools have changed many times. From ‘building learning have changed many times. From ‘building learning communities’ (DfEE 1999), inclusion (NRT, 2006), to communities’ (DfEE 1999), inclusion (NRT, 2006), to achievement and attainment (DCSF 2008); the achievement and attainment (DCSF 2008); the principal drivers have been interpreted differently, by principal drivers have been interpreted differently, by various related parties. This variation has lead to various related parties. This variation has lead to ambiguity as to what, precisely, the extended school ambiguity as to what, precisely, the extended school role is for. For some time there have been indications role is for. For some time there have been indications that schools are responding to the ambiguity of policy that schools are responding to the ambiguity of policy guidance by generating different aims and rationales guidance by generating different aims and rationales for themselves, and by focusing on different outcomes for themselves, and by focusing on different outcomes (Dyson et al., 2002).(Dyson et al., 2002).

A Model of an Enrichment Theory Of ChangeA Model of an Enrichment Theory Of Change

An Example of the Intermediate Steps of an Enrichment Theory of ChangeAn Example of the Intermediate Steps of an Enrichment Theory of Change

Nicola.Kassam@postgrad.manchester.ac.ukNicola.Kassam@postgrad.manchester.ac.uk