extended'schoolscontinyou'org'uk

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Extended Schools ConferenceSandown Park
Surrey28 April 2005

• The National Context
• Phil Dickinson
• Extended Schools Support Service

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• An extended school is a school that 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, it aims to help meet not
  only the schools objectives but also to share in
  helping to meet the wider needs of children,
  young people, families and their community.

DfES 2004
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• An extended school is a school that 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, it aims to help meet not
  only the schools objectives but also to share in
  helping to meet the wider needs of children,
  young people, families and their community.

DfES 2004
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Why extended schools are essential?
Learning
MaslowsHierarchy
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Education
Childrens Services
Building Schools of the future
Every Child Matters
Five Year Strategy
Children Act
Space for Sports and Arts
Childrens Trusts
Specialist Schools
Workforce remodelling
Academies
OfSTED Framework
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Health
Regeneration
National Service Framework
Neighbourhood Renewal
Health White Paper
Return to work
National Healthy Schools Standards
Childcare provision for working parents
Reduction of health inequalities
Eradication of poverty
Teenage conception reduction
Crime reduction
Health, fitness and lifestyle
Community Cohesion
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Every Child Matters Outcomes
for Children

• Staying Safe being protected from harm and
  neglect
• Being Healthy enjoying good physical and mental
  health and living a healthy lifestyle
• Achieving and Enjoying getting the most out of
  life and developing the skills of adulthood
• Gaining Economic Well-being not being prevented
  by economic disadvantage from achieving their
  full potential in life
• Making a Positive Contribution being involved
  with the community and society and not engaging
  in anti-social or offending behaviour

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Extended Schools
Every Child Matters
Childrens Centres
SureStart Local Programmes
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Five Year Strategy

• 44 of children living in poverty do not live in
  recognised areas of deprivation
• All schools are extended schools community
  schools healthy schools inclusive schools and
  enterprising schools
• Every child gets the best possible start in life
  with integrated services focussed on the needs
  of parents and children, not chopped up according
  to the provider
• Services for children do not fit neatly into
  institutional and policy silos
• The learner is a partner in learning, not a
  passive recipient

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Every school to offer Primary
Secondary

• Study support
• Widespread community use of facilities
• Family learning
• more full service schools

• Study support
• Parenting support opportunities
• increasing numbers providing dawn to dusk wrap
  around care
• more full service schools

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Bowling Alone

• social capital in a state not poverty or
  demographic characteristics per se drives test
  scores
• Even communities with many material and cultural
  advantages do a poor job of educating their kids
  if the adults in those communities dont connect
  with one another
• Student learning is influenced not only by what
  happens in school and at home, but also by social
  networks, norms and trust in the school and the
  wider community
• Robert D .Putnam
  Bowling Alone

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Route 128

• Silicon Valleys major U.S competitor, the route
  128 corridor outside Boston, did not develop such
  inter-firm social capital. Rather, it maintained
  traditional norms of corporate hierarchy,
  secrecy, self-sufficiency, and territoriality.
  Route 128s Ill succeed on my own philosophy
  is largely responsible for its poor performance
  relative to Silicon Valleys
• Putnam
  

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Percentage of children aged eleven to fifteen
agreeing that Most of the students in my class
are kind and helpful.

• Switzerland 81
• Sweden 77
• Germany 76
• Denmark 73
• France 54
• United States 53
• Russia 46
• England 43
• Richard Layard Happiness - Lessons from a New
  Science
• 
  2005

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MORE THgtN
Parental Involvement
Health and Social Care
Parenting Support
Learning Centres- the heart of the community
Lifelong Learning
ICT
Sports and Arts
Childcare
Study Support
www.haygroup.co.uk/Sectors/Education/
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Does it make a difference?

• Yes!

Professor Alan Dyson April 2004
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but not necessarily!

• Improving readiness to learn raising pupil
  achievement
• Improving culture of communities so that there is
  a greater value on learning building social
  capital

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DfES Study Support Framework
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Parent/Carer Involvement

•   Parental involvement in the form of at-home
  good parenting has a significant positive effect
  on childrens achievement and adjustment even
  after all other factors shaping attainment have
  been taken out of the equation. In the primary
  age range the impact caused by different levels
  of parental involvement is much bigger than
  differences associated with variations in the
  quality of schools. The scale of impact is
  evident across all social classes and all ethnic
  groups
• Desforges and Aboucher (2003) The Impact of
  Parental Involvement, Parental Support and Family
  Education on Pupil Achievement and Adjustment

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The Critical Importance of Parents
Prof Charles Desforges
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Health, Social Care and Inclusion

• The Student Centre, Chamberlayne Park School,
  Southampton
• Place2Be, Hoo St Warburg, Medway
• Working with the traveller community, Hailsham
  Community College, East Sussex
• The Quiet Place, Paulsgrove Primary, Portsmouth
• Redcoats, George Greens School, Tower Hamlets

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Childcare and Lifelong Learning

• Childminders Network - Woodthorpe Community
  Primary School, York
• After School Express day nursery Childrens
  Centre - Lea Manor High School, Luton
• Adult and Community Learning Centre and Creche
  Slough and Eton CE School

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Issues and Challenges - for schools

• Leadership and governance
• Capacity physical and human
• The standards agenda
• Consultation and needs analysis
• Duplication of services/signposting
• Building successful partnerships
• Workforce reform
• Inclusion and community cohesion
• Sustainability
• Balancing customer care and site security
• Risk taking
• Evaluation and measuring success

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Issues and Challenges for Local Authorities

• Making sense of complexity
• Whose strategy?
• Whose money?
• LA restructuring for multi agency working
• School autonomy and collaborative working
• Commissioning services for children and young
  people
• Community cohesion/regeneration
• Inclusivity
• Leadership, management, accountability,
  evaluation

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Back to the Future

• It is perfectly true, as philosophers say,
  that life must be understood backwards. But they
  forget the other proposition, that it must be
  lived forwards.
• Soren Kierkegaard. 1843
• Children and young people are important. They
  are the living message we send to a time we will
  not see
• Professor Al Aynsley-Green in his foreword to
  the National Service Framework for Children,
  Young People and Maternity Services. October
  2004