Stockwell Primary School and Camden extended schools case studies Cheryl Lim Widening Participation Project Support Officer and Associate Lecturer Hopieann Platt, Stockwell School Gaynor Gardner, Student Ambassador - PowerPoint PPT Presentation

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Stockwell Primary School and Camden extended schools case studies Cheryl Lim Widening Participation Project Support Officer and Associate Lecturer Hopieann Platt, Stockwell School Gaynor Gardner, Student Ambassador

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Title: Stockwell Primary School and Camden extended schools case studies Cheryl Lim Widening Participation Project Support Officer and Associate Lecturer Hopieann Platt, Stockwell School Gaynor Gardner, Student Ambassador


1
Stockwell Primary School and Camden extended
schools case studiesCheryl LimWidening
Participation Project Support Officer and
Associate Lecturer Hopieann Platt, Stockwell
SchoolGaynor Gardner, Student Ambassador
2
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Stockwell Case study
  • My role - objectives and priorities
  • Background to the case study
  • Case study
  • Building relationships with partners
  • Pre-course advice
  • On-course support
  • Course completion and celebration
  • Lessons learnt
  • How we are building on this experience

4
Background
  • Linking London Lifelong Learning funded project
  • Extended schools provide family learning and
    adult learning services. Partnership with the OU
    meets the objectives of both the school and the
    OU.
  • School had funding to develop staff
  • Three potential groups of OU students were
    identified with different development needs
  • Staff, Teaching Assistants and childminders

5
Pre-course advice
  • Information sessions
  • Short taster sessions
  • Use of Student Ambassadors

6
Pre-course advice
The childminders were particularly encouraged by
the experiences of the Open University student
ambassador. Some of the childminders had not
embarked on any formal studies for years. They
were quite nervous about having to up skill their
qualifications.
7
Openings programme
  • 20 week part-time starter courses which include a
    study skills component
  • Understanding management
  • Understanding children
  • In addition to usual telephone tutorials students
    were offered face-to-face sessions
  • helped me to have a clear understanding of the
    aspects of the course and to overcome my
    worries.

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Lessons learnt
  • Importance of individual Information Advice and
    Guidance (IAG)
  • Supportive environment learning champion,
    informal study groups
  • Importance of face-to-face sessions for groups
    that have low self confidence
  • Support/co-ordination from the region

10
Some statistics
  • 54 of the students were from a Black and
    Minority Ethnic (BME) background
  • 41 from the lowest socio-economic quartile
  • 41 had no previous HE level qualification
  • 75 successfully completed compared to 49
    nationally (for same Openings courses)

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Building on past successful outreach work
  • Information and taster events held for parents at
    Stockwell school
  • Recruitment of parents onto Openings starter
    courses and other Level 1 programmes in 2009
  • Outreach work with other London schools and other
    community groups
  • Long term partnerships
  • Supported Outreach model

14
Six Stage Open University outreach model
  • Stage 1 Find and build relationship with partner
    organisation
  • Stage 2 Information, awareness raising,
    confidence building and preparation for
    further study information session(s) and
    taster session
  • Stage 3 Commitment (and registration)
  • Stage 4 On course support
  • Stage 5 Completion and celebration
  • Stage 6 Progression

15
Working with Extended Schools coordinators
  • Working with schools in different ways
  • Brokerage role with individual schools
  • Organise sessions with a cluster of schools
  • Events arranged by schools for multiple agencies
  • OU events at schools
  • Piggy back onto school events e.g. coffee
    morning
  • School sends leaflets out to parents and carers
  • School promotes OU session
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