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Extended Schools Programme Annual Report 2011/12 Page 42 Extended Schools Annual Report 2011/12 Extended Schools Programme Annual Report 2011/12 Contents Page No Introduction and Context 2 Overview of the ELB Extended Schools Programme 2011-12 3 Baseline Auditing 5 Analysis of Extended Schools Programme 6 Self Evaluation of Programme 13 Partnerships and Engagement with Community, Voluntary and Statutory Sectors 21 Dissemination of Good Practice 23 Extended Schools Clusters 24 ELB Implementation 26 Recommendations 28 Appendix 1 – Allocations Appendix 2 – External providers Appendix 3 - Clusters 1.0 Introduction and Context 1.1 The Extended Schools Programme was launched in March 2006 and is viewed as a core element of the Children and Young Peoples Funding Package. This programme makes a very significant contribution to the Government’s 10 year Strategy for Children and Young People in Northern Ireland. 1.2 This report encompasses information, data and evaluation of the Extended Schools Programme across the five Education and Library Boards. The report provides an analysis of the 2011 – 2012 programme delivered by schools across Northern Ireland. This is the sixth year of operation of the Extended Schools Programme. 1.3 ‘Every School a Good School’ (ESaGS) – the School Improvement Strategy published in April 2008 requires all schools to raise the quality of provision and improve pupil outcomes. The Extended Schools Programme contributes significantly to the strategies utilised by schools to meet the four core elements of the ESaGS policy. Extended Schools funding enables schools to support children and their families to overcome barriers to learning and to reach their full potential. This funding has allowed schools to provide a range of programmes that “…Reduce Underachievement, Improve the Life Chances of Children and Young People and Foster Health and Well Being and Social Inclusion”. 1.4 Schools benefit significantly by working together in clusters and in partnership with a range of statutory, voluntary and community based organisations. The programmes offered aim to motivate children, young people and their families to realise their full potential. 1.5 In order to achieve the best possible outcomes for children and young people the Extended Schools Programme must be an integral part of school life and its school improvement processes. Combined with good leadership and vision by the senior management team, a significant number of schools are reducing barriers to learning for their pupils, families and their communities. 2.0 Overview of the ELB Extended Schools Programme 2011-2012 2.1 In 2011/2012 a total of 476 schools from all education sectors qualified for the programme across the 5 Education and Library Boards and 55 schools exited the programme. The total budget was £9,635,837 (See Appendix 1). 2.2 This Annual Report is based on information collated from the schools’ action plans their annual reports and Board Officers’ monitoring visits. 2.3 Action Plans 2.4 In 2011/2012 schools continued to review, develop and deliver successful programmes focused on the core aims of reducing educational underachievement and improving the life chances of children and young people. 2.5 A total of 3,494 action plans were submitted by schools and clusters. These were subsequently assessed and ratified by the Extended Schools Project Management Boards. 2.6 The chart below provides analysis of the range of action plans grouped by categories across NI schools. Action Plans by Category 2011/12 400 355 350 336 304 298 300 273 250 250 219 207 205 190 191 180 200 168 150 128 133 105 101 92 100 77 77 39 50 21 0 Music Literacy First Aid First Cookery Numeracy Science Club Science Drama/Dance Healthy Eating Healthy Breakfast Club Breakfast Language Club Language Art/Craft Desgin Art/Craft Club Homework ICT & Key Skills Key & ICT Health & Fitness & Health Parenting/Family Community Links Community Summer Scheme Summer Specialist Clubs/Skills Specialist Sport & Sporting Skills Sporting & Sport Youth Activities & Skills & Activities Youth Recycling/Eco Activities Recycling/Eco Extended Schools Co-Ord Schools Extended 2.7 Of the 3,494 activities and services categorised across 476 schools after-school provision accounts for the majority of programmes provided. It is significant that literacy provision now accounts for the second highest individual category. The number of literacy activities has increased by 12% last year. Numeracy programmes have also shown an increase of 15% on last year. This demonstrates that schools are utilising their funding to target curriculum needs to support children experiencing barriers to learning. 2.8 The spread of programmes across a number of categories indicates that schools continue to offer a wide range of services to meet the needs of pupils, their families and the wider community. For example, there were 273 Parenting/Family programmes and a total of 191 Community Links Programmes offered. As in previous years, there were a high number of health and fitness and sport and coaching programmes. 3.0 Baseline Auditing 3.1 Schools continue to provide school data, community data and anecdotal data, as a way of identifying the needs of young people and their families. School data should clearly demonstrate the need for a particular activity or service by providing data, such as, reading test scores (e.g. NFER), external examination results, attendance or behaviour problems to support the Action Plan. 3.2 Community data includes information from the N.I. Neighbourhood Information System www.nisra.gov.uk/ninis and local community evidence which supports the need for their programme. 3.3 Anecdotal data includes feedback from pupils, families, school staff and the local community which highlights current problems, issues or concerns. Extended Schools funding is used to support interventions based on the needs analysis and evidence gathered. 4.0 Analysis of Extended Schools Programme 4.1 School Development Planning 4.2 As the Extended Schools Programme continues to develop, schools demonstrate an understanding of the importance of targeting extended schools activities/services to address areas of school improvement highlighted in their school development plans. 4.3 Underpinning this is a culture change in how the Extended Schools Programme is viewed within schools – there has been a shift away from the perception of the Extended Schools Programme as “a short term funding scheme for funding activities” to a clear understanding of Extended Schools Programme as a long term strategy to assist with the raising of standards through targeted need. An increasing number of schools are demonstrating the link between Extended Schools and other key Department of Education policies including Every School a Good School; Count, Read, Succeed. Schools are also making good use of the ETI Together Towards Improvement tool. 4.4 The chart below illustrates that 97% of schools report that the Extended Schools Programme has had a significant (75%) or some impact (22%) on their school development planning processes. This compares to 74% and 24% respectively in 10/11. A very small number of schools (3%) reported that the Extended Schools Programme had little impact on School Development. The Education and Library Boards will continue to support these schools to review and strengthen the links between Extended Schools and School Development Planning. Impact On School Development Planning 2011/12 Significant Impact 3% 22% Some Impact Little Impact 75% 4.5 Progress continues to be made in integrating Extended Schools into School Development Planning, but a challenge still remains to ensure that Extended Schools strategies support school improvement process. In order to do this Extended Schools Programme should be encouraged to ensure: - Extended Schools activities are integrated fully into the School Development Plan (SDP). - There is a clear understanding throughout the school as to why particular extended school activities and services are being provided and how they contribute to the overall SDP. - The Extended Schools co-ordinator is part of the Senior Management Team or has regular access to the leadership of the school. - Regular communication to all staff on the progress and development of the Extended Schools Programme. “The main aim of our School 4.6 ELB Extended Schools officers will continue Development Plan is to improve the to work with schools to ensure the Extended quality of teaching and learning Schools Programme is fully embedded in taking into consideration each pupils’ the School Development Planning Process. individual education needs. Our It is also important that Extended Schools Extended Schools Programme helps officers work closely with CASS officers to us to do this through the Home ensure that schools are supported to align School Liaison and Social Skills their Extended Schools Programmes with Programme which help individual their School Development priorities. needs.” 4.7 High Level Outcomes 4.8 The Extended Schools Programme aims to impact on 5 High Level Outcomes (HLOs) identified in the Children and Young Peoples Strategy (NI). When submitting action plans each school (and cluster) must specify which of the HLO’s each activity/programme is addressing. 4.9 All schools continue to address a minimum of 2 of the High Level Outcomes with the significant majority addressing at least 3 HLO’s and some schools addressing all 5. The chart below provides a breakdown of how the 5 HLO’s have been targeted across schools during 2011-12. Activities focusing on High Level Outcomes 2011/12 Contributing Being Healthy Postively to 22% Community & Society 22% Experiencing Economic & Enjoying Learning Environmental Living in Safety & Well Being & Achieving Stability 36% 9% 11% 4.10 As in previous years the key focus remains on “Enjoying, Learning and Achieving” which reflects the emphasis placed on the Extended Schools Programme as a means to target underachievement. This HLO is linked closely to the indicator “High Quality Teaching and Learning” within “Every School a Good School”. 4.11 “Being Healthy” also continues to be one of the main HLO’s which schools address.
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