Out of School Learning

Study Support & Out of School Learning Toolkit

This Toolkit is a developing document based on current good practice in schools and advice from Education Extra, New Opportunities Fund and DfES. It has been compiled by Joan Winter, Deputy Headteacher of 0aklands Community School in Southampton who was seconded to evaluate work on Study Support in the city, with additional inputs from 0lwen Greenwood, seconded Education 0fficer from Southampton. Moyra Blake will be providing information on ‘tap-ins schemes’ in West Berkshire. We would be all grateful for feedback and suggestions for further development. Contents

Study Support is Fun Study Support Raises Achievement

What is Study Support?

About Activities Ideas for activities Tap-in Programmes - examples from Southampton

The Benefits Prime Targets Possible Outcomes Recognition & Celebrating Achievement

Finding Leaders & Forming Partnerships The Co-ordinator’s role Involving the Whole School Community

Developing a Strategy Monitoring & Evaluation – and examples of proformas

Training & Staff Development Health and Safety Checklist

Contacts – local and national

Useful publications What is Study Support?

Study Support is learning activity outside normal lessons which young people take part in voluntarily. Study Support is, accordingly, an inclusive term embracing many activities with many names and many guises. Its purpose is to improve young people’s motivation, build their self- esteem and help them to become more effective learners. Above all it aims to raise achievement. It can contribute most when staff, children, parents and governors see it as a core part of the school’s provision.

It should:  be fun  engage the interest of young peoples  be different from school learning  be out of school time  be in addition to the National Curriculum  be an integral part of provision used consciously to motivate pupils  extend learning  raise achievement  raise standards in school

It could include:  homework clubs (facilities and support to do homework)  help with key skills, including literacy, numeracy and ICT  study clubs (linked to or extending curriculum subjects)  sports, games and adventurous outdoor activities  creative ventures (music, drama, dance, film and the full range of arts)  residential events - study weeks or weekends  space and support for coursework and exam revision  opportunities for volunteering activities in the school or community  opportunities to pursue particular interests (science, ICT, law, archaeology, languages)  mentoring by adults or other pupils  learning about learning (thinking skills, accelerated learning)  community activities (crime prevention initiatives, environment clubs)  family learning About Activities

Activities do not need to be glamorous and expensive. They can be very simple if presented in way that engages the interest of children by capturing their imagination.

The key is to understand the experience that pupils receive. Listen to their views and try to identify the features and characteristics of activities, which matter to them. For example a contemporary image, perhaps no uniform and popular music, or something that appeals to the personal identity they wish to achieve, perhaps something that they feel will impress their friends.

Consider challenging opportunities to extend children’s skills. This sometimes means that the adults in charge have to take risks and have high expectations of a pupil’s personal ability. For example trusting them to honour commitments and risking giving them responsibility for something that others are depending on. Consider the idea of citizenship activities.

Do not underestimate the value of role models. They can be very influential in helping pupils to develop a positive life plan and raise their personal aspirations. Role models may be young and contemporary, wise and caring or simply inspiring because they are good at and committed to what they do. Whatever they are they can capture a child’s imagination and weave magic that makes the difference and changes a child’s life. Ideas for Activities

Breakfast Clubs Learning element, leisure, social, literacy, numeracy etc.

Careers Careers Research Drop-in

Citizenship Campaigns eg litter or to challenge injustice Community Spirit eg bringing people together Environmental community involvement projects Environmental Improvement Event Organisation Human rights eg vigil or to support an individual Magazine School links, local, national and international - visits, post & email Work for others

Creative Arts Workshop Ballet Workshop Christmas Crafts Creative Activities Club Creative Activities connecting Art Students with school Creative Arts Project – eg feature in the community - sculpture Floral Fun Global Rock Dance Group

Enrichment Study Book-it (Book Club) DT Club Extending & developing special skills: eg sport / creative, performing & expressive arts First Aid French Club Geography Club Health Club History Club Integrated Student Care and Learning Language and other core skills Maths Club Maths Magical Mystery Tour Mind benders Club – problem solving Reading Clubs Reading Event – Stories of the World Revision - GCSE Easter Revision Programme Robot Wars Rover Challenge School curriculum enhancement: eg literacy, numeracy, ICT; exam revision Science Science Club Spanish Club Special educational needs targeted activities Statistics Workshop Study Extension Programmes Study Support Workshops Team Building Skills Wildlife Group Work Experience Writing Club Young Enterprise Young Investigators - Science Club

Family Learning Family member joins OOS courses with pupil - could be a grandparent Family member joins OOS courses with pupil - design technology Family member joins OOS courses with pupil - learning support - special needs Family member joins OOS courses with pupil - transition preparation Health schools agenda - Cooking for Kids Reading involving parents in developing informal reading strategies to try at home Residential activities Share Project - teachers show parents how to help children with a study project then parents help children Sport, health and fitness - Possible partnership primary and secondary

Games Board Games Chess Club Draughts Club

Homework Club With facilities and study support SMART Study Ideas for Activities

ICT Computer Club Cyber Café ICT Club ICT Drop-in - with staff support ICT opportunity to gain RSA, CLAIT, GCSE in IT etc. Internet Club

Holiday Multi-activities programme Holiday Schools Playscheme - Holiday Revision - GCSE Easter Revision Programme Literacy and numeracy

Mentoring Schemes Peer mentoring Cross age tutoring Employees from local businesses

Play Junior Club Learning activities alongside an Out of School Play Care Club Activities organised by local church Playscheme - Holiday

Performing Arts Brass Ensemble Choir Crash Bang Wallop Club Dance Drama Club Fun Dance High Note Jinx Keyboards Learning an instrument Music Club Musical theatre Orchestra Performing Arts Project Puppet Club Singing Steel Band String Ensemble Ideas for Activities

Talent show Theatre Technical Crew Theatre trips often linked to clubs or production Ultimate Harmony Wind Band Wind Ensemble Youth Theatre

Personal Challenge Pupils organise and run citizenship activity Pupils organise and run out of school activities

Residentials and trips

Special Schools Inclusive activities eg drama, sport, music

Sport Badminton Basketball Cricket Cross country Cycling proficiency Diving taster Fishing Club Football Gym Club Healthy Horizons - Family Sports Scheme Hockey Martial Arts - Tai Chi Karate Kung Fu Multi sports Netball Rounders Rugby Sailing Short tennis Sports clubs Swimming lessons Table tennis Tennis Trampoline club Volleyball Wind surfing Tap-in Programmes

Many schools buy in other organisations that offer activities to supplement their study support programme. The capacity of these organisations to respond varies. They may have their own aims to fulfil that do not correspond with those of the school applying. This list is just a start. Please send Moyra Blake details of any you have used that may be of interest to other schools.

Programme Contact Art and Craft Club Outreach 023 8058 2887 Sandrine Maugy 77 Manor Farm Rd, Bittern Park SO18 1NR Avon Tyrrell Activity & Residential Centre 014 2567 2347 New Forest Basketball Solent Stars Countryside Education Trust Tel 015 9061 2401 Fax 015 9061 2405 Environmental Study Programmes [email protected] Duke of Edinburgh Awards 023 8022 5858 SCC Youth Service Fairthorne Manor Tel 014 8978 5228 Fax 014 8979 8936 Outdoor Play & Activities Jenny Hine www.Fairthorne.co.uk Football Saints Study Centre Libraries – Reading & Homework Your local library Paper Works (Craft Workshops) 023 8055 0159 14 Sherbourne Rd., Highfield SO17 3RJ www.paper-works.co.uk Some colleges run schemes Your local FE / HE College Sport Your local sports clubs Story Sac Workshop 023 8083 2216 Emma Child Storyteller Chris Bennett 023 8055 3145 [email protected] SWAC 023 8022 5525 John Thorne Southampton Water Activities Centre Floating Bridge Road SO14 3FL www.swac.co.uk [email protected] Theatre in a Bag - Perform stories & work 023 8055 3145 Chris & Sarah through drama & literacy 023 8077 0936 Rob & Lisa Tops Scheme (Sport) Local Authority - Sports Development Wood Mill Outdoor Centre 023 8055 5993 Phillip Quill Woodmil Lane, Swaythling SO18 2JR www.woodmill.co.uk Youth 023 8022 5858 SCC - Youth Service The Benefits

Pupils can benefit from activities that build their confidence, increase their motivation and help them to acquire the good learning habits that lead to independent lifelong learning.

Benefits for pupils

 Raised confidence, self-esteem and motivation

 Raised academic achievement

 Promotes a more positive attitude towards school and teachers

 A supportive environment for study

 An opportunity to make new friends

 An opportunity to have time with adults in addition to teachers & parents

 The opportunity to develop new skills

Prime Targets

Pupils at risk of disaffection / disengagement from school

Those who have not experienced much success

Underachievers who have not found their potential

Those in need of emotional and social stability in their lives (a life line) Possible Outcomes

 Confidence and self esteem

 Engagement in and sustained motivation for learning

 Emotional literacy

 Development of positive attitudes and values

 Skills in, for example, communication, literacy, numeracy and ICT

 Recognising and developing further special skills and talents eg singing

 Development of personal, physical and social skills

 Enjoyment of, and longer term commitment to, learning through the transfer of enthusiasm of professionals from a wider range of specialists who are not necessarily teachers

 Setting higher aspirations for themselves

 Perception of citizenship and community interest in, and contribution to, their future

 Extending learning and raising achievement

 Improved standards in school

 Involvement of the pupils family in some way Recognition & Celebrating Achievement

A pupil’s participation and success in Study Support needs to be celebrated alongside those of the school day. This will boost pupils’ sense of achievement and create an atmosphere in which the whole school community sees study support as important. Equally important, pupils can record and reflect on their study support activity and achievements and plan how to build on them using their National Record of Achievement.

 Notice boards

 Displays - Use of photographs

 Assemblies

 Show and tell

 Praise/recognition from the teacher

 Opportunities for exhibition, performance or celebration

 Additional qualifications

 Certificates and stickers

 Award schemes Finding Leaders & Forming Partnerships

It is recognised that there is a need to avoid puting extra pressure on schools. The Government is therefore encouraging schools who wish to appoint people other than existing school staff to lead and co-ordinate activities.

Finding leaders to work at the end of the school day or before school starts can be difficult. Leaders could be:  teachers  LSA’s  people with skills who live in the local community  students  older children if an adult is present

Some schools have formed partnerships to benefit from local volunteers or buy into activities offered by an organisation. Partnerships could be:  with local organisations eg church - businesses - sport groups  with your local college - art, sport, teacher training etc  local authority eg Play Services, Sports Development, Youth Service  organised groups eg Brownies  commercial organisations eg craft workshops, dance and drama  local clubs eg sports clubs

Some schools have joined with other schools to:  make partnership links financially viable  joint activities eg to aid transition at Key Stage 3  use the skills of older pupils to support younger pupils The Co-ordinator

The appointment of a school co-ordinator will help to ensure that provision is well-planned and effective and reaches all pupils who can benefit.

Schools adopt different models for the role of co-ordinator.

 Teacher with time or a responsibility point

 LSA

 Local person with relevant skills

 Headteacher

 Deputy Head

 Governors

In all cases funding is needed to cover the time spent on this work.

It is essential that the co-ordinator is in a position to influence the curriculum and raise teachers awareness about how to establish Out of School Learning / Study Support as a core part of provision. The co- ordinator needs time to relate to priority target pupils, and the adults concerned with them, to ensure that their Out of School Learning experience leads to achievement which is recognised and celebrated. Out Of School Hours Learning Co-ordinator Suggested job description

1. To lead Out of School Hours learning activities, with the primary role of overseeing and managing the school based programme

2. To carry out an initial audit, and ensure this is updated annually

3. To work closely with senior managers to ensure the study support programme supports and enhances the school’s improvement plan; to liaise and work collaboratively with school staff

4. To identify and plan new activities in liaison with other staff and the senior management team, following consultation with providers, staff, parents and pupils

5. To identify pupils, and in particular target groups of children, who would most benefit from participation in activities, in liaison with other staff; and ensure they are encouraged to attend

6. To ensure all activities are delivered in line with school policies and good practice in Health & Safety and Equal Opportunities

7. To locate, appoint and manage tutors and group leaders

8. To support tutors, group leaders and volunteers, parents and other staff in running activities, and to consider their training needs

9. To manage the school budget for study support, including pursuing opportunities for further funding

10. To keep records, collect registers and undertake monitoring of activities; to make such returns to the LEA, funders, etc as are required

11. To ensure that the achievements of pupils in out of school hours activities are recognised within the school’s rewards and incentives policy and procedures; and that the programme overall retains a high positive profile Involving the Whole School Community

Study Support can contribute most where managers, staff parents/carers and pupils see it as a core part of the school’s provision. This is equally true when provision is developed jointly with other providers and likely to mean that study support:

 features in the school development plan, prospectus and annual report

 is discussed in governors and senior management team meetings

 is the responsibility of a designated member of the senior management team and middle managers

 is an integral part of provision and use it consciously to motivate pupils

 is recognised as a way of improving pupils motivation, attitudes and attendance, and, raising academic standards Developing a Strategy

Study Support will thrive where consciousness is raised about how children can benefit and what part the school and parents can play. A good way to start is to initiate a debate where everyone concerned including teachers, non-teaching staff, governors, parents and pupils contribute. Through this, new ideas will arise, interested people will be identified and opportunities for activities will be recognised.

This will also lead to a process through which:  Study Support will be seen as an integral part of learning provision  pupil’s achievements will be recognised and celebrated in school  change will occur in pupils perception of themselves and their ability to achieve  teachers and parents will recognise this change and raise their expectations of individual pupils  higher achievement and raised expectations will lead to higher standards in school  for some pupils it could be a lifeline to break a cycle of negative learning experiences

Develop a strategy, which considers:  consulting with & involving the community, governors, local established organisations, parents, staff including non teaching staff, pupils  pupils needs and desires  desired outcomes for pupils  resources including people and opportunities in and out of the school  progression for individuals  the role of Study Support as part of the total provision of the school  development planning  involving pupils in planning and decision making  involving parents/carers in activities  recognising and celebrating pupils achievement Develop a programme which:  is f u n  is different from school day learning (eg if a classroom is used it should provide something additional to day time environment)  plugs into current trends and interests of young people  where possible, engages the family in some element of the activity

Consider:  How the programme is marketed (Its how the children perceive it that matters)  The requirement for insurance, health, safety and emergency procedures and ensure that all staff are fully aware and training is available. Codes of practice may be needed 10.6.  Out of School Learning at the point of transition especially between primary and secondary to “ease into” the new environment  The need for guidance on progression and continuity to extend and broaden experience

Priorities There are priorities in the strategic planning behind study support funding and schools will have there own priorities.  Inclusion  Raising Standards in school  Involving the family to support a pupils learning  Working with Partners  Avoiding pressure on teaching staff  GCSE results  Boys underachievement  Ethnic minority under achievement  Transition especially at Key Stage 3  Sustainability Monitoring & Evaluation

Monitoring and evaluation offer the opportunity to find out how effective the study support activity is in terms of impact on:  pupils attitude to the school and learning, behaviour and relationships  their attendance  their achievements

Audit current provision  What is on offer  Which groups of pupils participate

Find out what pupils want  Programme development to include what pupils want  Timing to enable maximum access  Ways to promote activities to those who do not take part

Evaluate the effects  Test results  Observation by teachers  Self evaluation  Pupils demonstrating newly acquired skills in the classroom and at home

The more school staff and parents are involved in the process of evaluation the more effective study support will be in raising achievement. Evaluation is linked with recognition of achievement. It raises the expectation of teachers, parents and study support staff about individual pupils and consequently the expectation pupils have of themselves.

Expectation has a profound effect on the way pupils perceive themselves. It makes a difference to their personal identity, confidence and motivation to learn. Out of School Learning Audit / Planning Sheet

Name of Group targeted / Name of organisers Day Time Weeks Activity / Strategy attracted or organisation

Study support activities planning sheet Activity Target Learning Success Venue, Costs staff Costs Costs Monitoring and Evaluation group, obj crite r ages, ect ria e numbers ive s s o u r c e s

Study Support Personal Achievement Record

Name Activity

Activity Skills Good Basic skill Few skills Notes

Personal Skills / Targets Good Improved Improved a Notes Could be set in discussion with study little support staff, teacher or/and parent Confidence Feeling good about myself Attitude to school Motivation to learn “Sticking at it” to succeed Working well in school How I treat others How I behave in school Being well organised

Test results Attendance (in activity &/or school)

Class Teacher Observation

Parent Observation TRAINING AND STAFF DEVELOPMENT – for staff and helpers (from DfEE Code of Practice)

First steps:

 Identify the training issues, potential costs  Arrange a staff induction programme  When and how can training needs be met?  Are there any suitable existing training programmes? Check out current providers

Once underway:

 Are publications and articles on study support available for tutors? (eg Education Extra)  How will good local and national practice be shared? Can tutors visit other study support sessions?  Tutors and helpers mentor new colleagues  Training sessions with other schools / partner agencies  Is there an accreditation scheme for volunteers ?

Contact : Personnel, Training & Admin. Services 0l635 5l9200 Health and Safety Checklist - including medical / police clearance of adults

To ensure the health and safety of pupils, tutors and helpers, schools need to check that study support arrangements include the following aspects and that all involved are aware of how they should respond in particular circumstances.

 Child protection

 Parental consent forms, attendance registers, notification of absence, ‘safe return home’ / ‘collection of pupils’ agreements

 First Aid and accident procedures / reporting

 Fire and emergency procedures

 Use of equipment eg electrical, science, food preparation

 Food hygiene where refreshments are available

 LEA’s guidance on Off-site activities / Safety in PE / Hazardous pursuits

 Security / safety of premises

 Insurance

Existing staff at the school and others who already work with children should already have had medical and police checks carried out but any new adult will need to be checked before being allowed to work with children.

Medical checks Police checks Contacts - Local and national sources of support and information -

Moyra Blake Lifelong Learning Officer, Avonbank House West Berkshire Council 0l635 5l9059 Recreation Services Sundial House, Carnegie Street, Newbury

Di Peplar Play Development Officer 01635 519385 Peter Bailey Active School Sports Dev, 01635 519804 Officer

Alison Goodall Recreation Dev. Officer 01635 519577 Nick Gorman Football in the Community 01635 519251 Officer Kay Willis (Business Support for setting up and 01635 519795 Support Officer, running Breakfast Clubs / EYDCP) After School clubs / Holiday Matthew Charters clubs (including access to (Out of School Clubs NOF funding) Development Officer) Janet Scott ( Early Provision of training for 01635 519063 Years Dev & Childcare childcare and support with Officer) costs Amanda Loaring West Berkshire Museums 01635 519534 (Heritage and Tourism Services Manager) Mike Parry Duke of Edinburgh Award 01635 519806 Scheme Steve French Outdoor Centres 0118 984 3162 Pangbourne Adventure Dolphin Centre Kevin Dennis (Youth Links with DoE Award Activity Manager) Scheme and waterborne activities 01635 519807

Kim Barraclough Children’s Information 0800 3289148 Centre

Sandra Jones New Opportunities Fund for Heron House, 322 High Out of School Hours Learning Holborn, London WCIV 7PW 020 7211 1821 www.nof.org.uk Education Extra Gives awards to school of up 17 Old Ford Road, Is a charitable to £1,000 to support out of London E2 9PL school activities organisation whose aim Tel 020 8709 9900 is to promote the Supports an annual national Fax 020 8709 9933 organisation of award for activities innovative activities Supports a good practice www.educationextra.org.uk out of school hours to network [email protected] help raise achievement Produces Extra Special and promote school publications to share good improvement. practice Initiates training, research and development projects Develops and makes links between schools and funding providers Kids’ Clubs Network Help, Advice & Information Bellerive House Play and Care for Quality Assurance Scheme 3 Muirfield Crescent, School Age Children London E14 9SZ Tel 020 7512 2100 www.kidsclubs.com

DfEE Study Support Help, Advice & Information Sanctuary Buildings, Great Team Smith Street, Westminster, London, SWIP 3PT 020 7925 5957 / 6654 www.standards/dfee.gov.uk/

Lyn Hargood Education Business 01635 32931 Partnership, Newbury College The Prince’s Trust l8 Park Square East, London, NWl 4LH : Tel 020 7543 1234 www.princes-trust.org.uk Fliss Harrison, Eleanor Community Services 01635 866773 Kidd (Thatcham), Ruth Librarians 01189 303207 Beadle (Theale) Childrens’ Librarian 01635 519900 USEFUL PUBLICATIONS

DFEE (Available from DfEE Publications Centre, Nottingham Tel: 0845 602 2260)

Extending Opportunity: a national framework for study support, 1999

LEA Briefing Pack : Extending Opportunity: a national framework for study support, 1999

Study Support : a Code of Practice for the Primary Sector, 1998

Study Support : a Code of Practice for the Secondary Sector, 1997

The Study Support Toolkit : Making it Work in Schools, 2000 (with additional, separate ‘introductory guides’ for primary and for secondary heads)

The Study Support Toolkit : The Trainer’s Pack, 2000

Schools Plus: Building Learning Communities, Improving the Learning Opportunities of Children and Young People from Disadvantaged Areas, 2000

OFSTED Website: www.ofsted.gov.uk

Family Learning a survey of current practice, 2000

EDUCATION EXTRA (Available from Education Extra : 020 8709 9900) A range of leaflets and briefing papers including:

Extra Class : Highlighting excellence in out-of-hours learning

Succeeding at Study Support – an evaluation of 12 models in primary and secondary schools

Study support in special schools – good practice in special circumstances

Extra Special Advice Sheet 69 “Evaluating the Impact”

Extra Special Advice Sheet 79 “Study Support: Ensuring Quality””