Extended Schools Programme Annual Report 2012/13

Extended

Schools

Programme

Annual Report

2012/13

CONTENTS PAGE

Page number

Extended Schools’ background 3 1 Purpose and context 4 2 Methodology 6 3 Summary of main findings from 2012-13 8 4 Partnership working 12 5 Indicators of effective practice in Extended Schools 15 6 Evaluation and key recommendations 22 Appendices (i) Evidence of positive outcomes of the Extended 28 Schools Programme – Case Study Examples (ii) ELB Clusters 47 (iii) Extended Schools External Providers 62

EXTENDED SCHOOLS’ BACKGROUND

The Extended Schools’ Programme in Northern Ireland has been an integral component of the Department of Education’s vision to ensure that every learner fulfils his or her full potential since 2006. The programme enables schools to target school improvement strategies which influence the families and communities that surround them so that a more holistic approach can be taken to improved achievement and attainment for children and young people at every stage of their development.

The origins of the Extended Schools’ programme can be traced to the ‘Every Child Matters’ (ECM) agenda, which in Northern Ireland became the ‘Our Children, Our Young People, Our Pledge’ strategy which was co-ordinated by the Office of the First Minister and the Deputy First Minister, (OFMDFM). The aim of the strategy as launched by the Secretary of State in March 2006 was:

To reduce underachievement and improve the life chances of children and young people by enhancing their educational development and fostering health, well-being and social inclusion through the integrated delivery of the support and services necessary to ensure every child has the best start in life.

The Extended Schools’ programme is one of the most prominent strategies contributing to this aim and over the past 7 years has seen over £80million of investment in activities and services for children and young people in identified schools. The Department of Education allocated £11.754million to the regional Extended Schools programme for 2012-2013

A core aim of the Extended Schools’ programme is to provide schools with the flexibility to design creative responses to barriers to learning, in order to raise standards of achievement. The Extended Schools programme provides a unique opportunity to enhance collaboration between school, home and community so that the school can extend its ability to positively influence the children and young people in its care.

1. PURPOSE AND CONTEXT

1.1 The Purpose of this report is to:

 Provide an overview, analysis and evaluation of the Extended Schools’ Programme across Northern Ireland (NI) for the year 2012-2013.  Identify indicators of effective practice in Extended Schools  Demonstrate robust accountability systems and procedures for the delivery of the extended schools programme in line with agreed Department of Education for Northern Ireland (DENI) requirements  Provide DENI with recommendations for the future operation of the programme.

1.2 Programme for Government (PfG)

The key commitments of the Programme for Government (PfG) are:

 to increase the overall proportion of young people who achieve at least 5 GCSEs at A*-C or equivalent including GCSEs in Maths and English by the time they leave school to 66% by 2015  to increase the proportion of young people from disadvantaged backgrounds who achieve at least 5 GCSs at A*-C or equivalent including GCSEs in Maths and English to 49% by 2015.

1.3 Every School a Good School (ESaGS)

The DENI policy ‘Every School a Good School’ (2009) outlines the Department’s core strategy to bring about school improvement. It is premised upon four ‘key characteristics’ against which schools can self-evaluate in terms of their performance, namely;

1. Child Centred Provision 2. High Quality Teaching and Learning 3. Effective Leadership 4. A School Connected to its Community

Within the PfG, DENI has placed an increasing emphasis on raising pupil outcomes and in accordance with that aim; the intention has been to align Extended Schools’ practice as closely as possible with the expectations which the policy espouses.

1.4 Count, Read, Succeed (CRS)

The Count Read Succeed policy focuses specifically on the aforementioned pupil outcomes in Literacy and Numeracy. In recognition of the relevance for young people in terms of life chances and opportunities, there has been an increasing emphasis on Extended Schools’ provision, to ensure that Literacy and Numeracy outcomes are included as part of the core rationale when schools are deciding on priorities and undertaking the action planning process. This report, and indeed the report of subsequent years, will therefore seek to identify how increased attainment in Literacy and Numeracy can be further enhanced through the contribution of the Extended Schools’ Programme.

1.5 School Development Planning (SDP)

Schools have a statutory requirement to draw up a School Development Plan which sets out the embodiment of school ethos and practice, while at the same time clearly defining school priorities and identification of the needs of the young people. It is therefore of key importance that a significant initiative such as Extended Schools is aligned with the school’s philosophy and planning. While each school will have their own targets and objectives, Extended Schools serves as a key contributory means of bringing these about.

The report will therefore increasingly seek to emphasise the importance of ensuring that Extended Schools is central to School Development planning, and indeed highlight were this is being achieved in best practice.

1.6 Targeting Social Need (TSN)

There is an increasing recognition that it is necessary for schools to positively engage with their local communities in order to maximise pupil outcomes and to address other societal issues. Extended Schools provides a significant opportunity for schools to work with a variety of external agencies, notably from the voluntary and community sectors to progress work and bring about mutually beneficial outcomes, primarily for school aged children in a given area of disadvantage.

2. METHODOLOGY

2.1 The report draws together information gathered from the annual reports submitted by Extended Schools and their clusters across the five Education and Library Boards. These reports are submitted by each school and cluster in April. The annual report comprises school context data, activity monitoring reports and summative self-evaluation of the programme in each school and cluster.

2.2 Schools complete three monitoring reports for each activity per year. The reports cover the periods April-August, September-December and January- March. The monitoring report requires schools and clusters to record the status of each activity as, planned, delayed or completed. Participation numbers and perceived impact are also recorded. Schools must also reflect and comment on what has been achieved to date and to outline what adjustments may be made moving forward. Finally, they indicate how they will monitor the outcomes of the activity as they progress.

2.3 Once all monitoring reports are completed at the end of March, the schools have a further six weeks in which to complete an annual report. The Northern Ireland Extended Schools Information System (NIESIS) provides schools with an online self-evaluation template through which to reflect, review and report on the impact and outcomes from their Extended Schools’ programme for the past year.

2.4 Following the submission of all annual reports the Extended Schools’ Co- ordinators in each board review the reports and analyse the data provided. The outcome of this review and analysis forms the basis for this Extended Schools’ Regional Annual Report.

2.5 Throughout the year each Education and Library Board (ELB) provides a range of support to the Extended Schools in their area. In 2012/2013 all 473 Extended Schools received a monitoring visit which involved an ELB officer working with the school to review the progress and impact of their programme. In addition new schools and schools with new Principals or co-ordinators received additional support to ensure that they were able to deliver programmes. In- service training was provided by the ELB co-ordinators at the RTU Summer School through a two day course entitled “Developing a School Connected to its Community”. ELB Co-ordinators also regularly attended cluster school meetings to support collaborative planning, monitoring and evaluating of cluster programmes.

2.6 Regionally there are four Project Management Boards (PMB’s) which oversee the operation of the programme in each ELB. The Southern and Western ELB’s operate a joint PMB to oversee activity across their areas. The PMB’s are comprised of ELB officers, representatives of other employing authorities, Council for Catholic Maintained Schools (CCMS), Northern Ireland Council for 6

Integrated Education (NICIE) and Comhairle na Gaelscolaiochta (CnaG), representatives from the Department for Social Development, the Department of Employment and Learning and representatives from the voluntary and community sector. The PMBs assess and ratify the action plans submitted by schools and clusters. Each PMB will meet at least four times per year.

3. SUMMARY OF MAIN FINDINGS FROM 2012-2013

3.1 High Level Outcomes (HLO) Schools are required to map their activities against the five high level outcomes identified in the OFMDFM policy document “Our Children, Our Young People – Our Pledge” (2006). Most activities will target more than one High Level Outcome.

 Over one third of activities (35% - 3445 activities) focus on the HLO of Enjoying Learning & Achieving.  Activities focused on Being Healthy account for a further 21% (2013).  Living in Safety and Stability comprises 12% (1189) of all activities whilst  Experiencing Economic and Environmental Well-Being is recorded at 10% (954) of all activities.  The final outcome of Contributing Positively to Community and Society reflects 22% (2151) of all activities.

Fig 3.1 Activities focusing on High Level Outcomes 2012-2013

Contributing Postively to Community & Society Being Healthy 22% 21%

Experiencing Economic & Environmental Well Being 10%

Enjoying Learning & Living in Safety & Achieving Stability 35% 12%

These figures reflect little change on the previous few years indicating a stable programme due to schools continuing with successful programmes.

3.2 Participation Participation in Extended School activities is monitored three times per year. Schools and clusters are asked to record the average attendance at each activity during the monitoring period for pupil, parent and community participants.

Table 3.2a – Participation 2012-2013 Pupils Parents Community Monitoring Period 1 (Apr12-Aug12) 76,226 12,458 5,695 Monitoring Period 2 (Sept12-Dec12) 114,615 20,463 9,906 Monitoring Period 3 (Jan13-Mar13) 133,990 27,774 46,954 Average Attendance 108,277 20,232 20,852

The overall average attendance figures for 2012-13 demonstrate that when compared to 2011-12 participation figures:

 pupil participation increased by 21% (+27,430 participants)  parental participation increased by 41% (+11,372 participants)  community participation increased by 7% (+1,536 participants)

The significant increase in parental participation can be attributed to the additional allocation of resources to Extended Schools’ clusters in 2012-13 specifically to target parental involvement. The additional funds provided to support the development of Irish Language has also contributed to the increase in participation numbers across all three areas.

3.3 Categories Extended School activities are identified within specific categories as demonstrated in the following graph (Fig 3.3a). This enables schools to design programmes that have breadth, rather than being too focused on one activity type. The range of activities allows for differentiation to suit the needs of the learner. For example, while some programs are firmly focused on Maths/English others provide more pastoral support so children are more emotionally receptive to learning.

Pupils learned new skills and developed in confidence and self-esteem. Children were involved in more physical activities, therefore improving their fitness levels. Children's mental and emotional well-being was fostered through counselling services. (BELB)

Fig 3.3a Activities by Category 2012-2013

500 476

450

400 366 346 333 350 297 300 278

250 224 215 216 207 190 200 182 172 180 143 150 131 91 97 91 100 67 37 36 50

Music

Literacy

First First Aid

Cookery

Numeracy

ScienceClub

Drama/Dance

BreakfastClub

HealthyEating

LanguageClub

ICT& Key Skills

HomeworkClub

Art/Craft Desgin

Health& Fitness

Summer Scheme

Parenting/Family

CommunityLinks

SpecialistClubs/Skills

SportSkills &Sporting

YouthActivities & Skills Recycling/Eco Activities

ExtendedSchools Co-Ord

As shown in Fig 3.3a, during 2012-2013 activities focused on developing literacy dominated with 476 action plans listed. Health and Fitness (366), Parenting/Family (333) and Specialist Clubs/Skills (346) continued to be popular foci for Extended Schools’ activities. It is also worth noting that 91 summer schemes operated through Extended Schools’ resourcing in 2012- 2013, this is an increase from 77 summer schemes in 2011-2012.

As a result of the additional funding for parental engagement there has been an increase of 18% in the number of action plans focusing on parenting and family activities when compared to 2011/12. Schools continue to focus their programmes on reducing underachievement as evidenced by the rising number of action plans targeted at improving literacy and numeracy. There are 42% more literacy based programmes and 41% more numeracy based programmes when compared to 2011/12. A number of these programmes will also involve a parental element and will reflect Irish language development.

3.4 Time of Day Analysis of the time of day, (Fig 3.4a) during which activities are taking place shows very little change from previous years. There has been a small reduction 10

in the number of activities taking place directly after school (-2%) with a corresponding increase seen in the provision of services. A service is a targeted, short-term intervention provided by a qualified professional during the school day. Examples would include Speech Therapy or Counselling. Services are not provided by existing school staff, but by external professionals. There was also a 1% decrease in break-time activities with a corresponding 1% increase on providing support for parents (adults) during the school day. This will have contributed, in part, to the significant increase in parental involvement in 2012-2013. Fig 3.4a Activities by Time of Day 2012-2013

Service Weekend Lunchtime 7% 2% 5% Holiday Evening 3% 9%

Day (Adults) 7%

Breaktime After School 2% 59% Before School 6%

4 PARTNERSHIP WORKING

4.1 Cluster Working

4.1.1 Since its launch in 2006, a major part of the Extended Schools’ Programme has been the formation and development of clusters; schools working in partnership to address the needs of their pupils and communities. Previous DENI funded programmes provided schools with experience of working together and this programme has built on this, supporting schools to create cross-phase, cross-sector and interagency partnerships. An additional 15% cluster allocation allows schools to enhance cluster relationships and work in partnership to deliver a more extensive range of activities across schools and communities.

4.1.2 In the 2012-2013 year 473 schools participated in over 90 Extended Schools cluster as follows:

ELB Total number of No of Clusters per Board Extended School per Board BELB 127 21 NEELB 55 14 SEELB 68 19 SELB 87 25 WELB 136 23 TOTAL 473 102

4.1.3 Schools recognise the benefits that participating in clusters, working in partnership with other schools and external agencies, brings not only for themselves, but for the wider community. Schools continue to report the benefits of working in clusters and this is evident from the 2012/13 cluster annual reports. Some of the comments include:

The decision of the Cluster Principals to buy into the Accelerated Reader Programme was inspirational. This Programme has succeeded in doing something which schools have been aspiring towards - it can motivate boys to read books for enjoyment and learning! (SEELB)

The development of a cluster website, ‘Count and Succeed’ which is currently being updated, is a significant step for the programme. Led by an ICT/Numeracy expert from Lisnagarvey High School, the website will be linked to the websites of the primary schools. (SEELB)

4.2 Parental Involvement

4.2.1 For the 2012-2013 year, additional funding was secured to provide additional support for parents. This aligned with the DENI, “Get Involved” campaign to increase parental involvement in the learning experiences of their children. The Extended Schools’ programme provides an excellent platform on which to develop programmes which enable parents to work in partnership with their child’s school. Each Extended Schools’ cluster was provided with an additional 15% funding to specifically target parental programmes. This doubled the funding available to all Extended Schools clusters.

4.2.2 The most immediate outcome from this additional funding was an increase in the number of programmes targeted at parents and families. This increased from 273 action plans in 2011-2012 to 333 action plans (+50) in 2012-2013. In addition, the participation figures, show a significant increase, with 11,372 (+41%) more parents being involved in Extended School activities in 2012- 2013 when compared with the previous year.

4.2.3 Whilst parents have been involved in Extended Schools’ activities from the outset of the programme this additional funding provided schools with the opportunity to specifically focus on their needs. The successful outcomes of these programmes are evidenced in the comments made by schools in their cluster annual reports. Comments included:

Parents gained from one to one work with the family worker as well as parenting classes, sessions improving bonding between mother and daughter and a variety of support programmes for parents including, the nurturing programme, Incredible Years Programme. (NEELB)

Parents were shown how their pupils learning experiences and skills were being enhanced. They commented on the improvement in self- esteem and attitudes shown to other religious and cultural backgrounds. (SELB)

Parents have definitely become more involved in school life and are taking up numerous opportunities to participate in enhancing learning and parenting skills. (BELB)

Our Parents are totally involved in the counselling service. All parents have commented on how the services have positively impacted on their family environment. (SEELB)

Parents are benefiting by having the opportunity to enrol in classes that will improve their qualifications and update their skills therefore improving employment opportunities. They are also content to see their children benefiting from extended school activities. (WELB)

The parents had opportunities to learn alongside their children, develop their own skills and observe and enjoy their children's achievements. (SELB)

4.3 Irish Medium Extended Schools Funding

4.3.1 In 2012/13 DENI provided additional funding for Extended School clusters to support the development of the Irish Language. The objectives of the programme were:

a) To support post-primary pupils in years 9-12 to achieve 5+ GCSEs at A*-C including Irish, with a particular focus on pupils entitled to Free School Meals or from areas of disadvantage; b) To develop parents’ Irish language skills to enable them to better support their children’s learning and to promote, within schools and communities, the importance of education and a culture of aspiration and expectations; c) To contribute to the Líofa 2015 aim of encouraging 5000 people to sign up to becoming fluent in Irish by 2015

4.3.2 Clusters bid for this additional funding and in 2012/13 a total of 29 clusters were successful. Clusters delivered a wide range of programmes for pupils, families and the wider community and reported many benefits. Some of the benefits reported were:

The Culture Club was a great success and the feedback from parents was very complimentary. The idea allowed the development of Irish Language through a series of workshops. (WELB)

The two day residential was a superb opportunity for 54 children to immerse themselves in a Gaeltacht setting. (SELB)

Parent Irish language classes have been a resounding success with parents enjoying learning the Irish Language but also feeling that it is really benefitting them in the home to support their child's learning. (BELB)

The opportunity for children from P7 to visit the Gaeltacht area and experience an intensive Irish language programme within an Irish speaking area was tremendous. There were so many positive outcomes; language development by speaking the language. (WELB)

5 INDICATORS OF EFFECTIVE PRACTICE IN EXTENDED SCHOOLS

5.1 School Improvement through Extended Schools

The Extended Schools’ programme continues to support School Improvement priorities by providing resourcing to enable schools serving socially deprived communities to offer learning experiences and engagement beyond statutory curriculum provision. The ES programme impacts on many lives, and there is a significant challenge in attempting to capture the contribution of Extended Schools against the range of other programmes currently active in schools. The impact of this programme is most clearly visible when mapped and evaluated against the four key characteristics of the Every School a Good School policy.

5.2 Child Centred Provision

The Extended Schools’ programme continues to provide improved access for children, young people and their families to a range of specialist programmes which support and enhance their academic, physical and emotional well-being. It has also developed flexible and creative initiatives to help support learning and healthy lifestyles. The programme has also enhanced pupils’ confidence and self-esteem which will benefit children in all aspects of their lives. Where effective practice exists the Extended Schools’ programme has:

 Reduced underachievement  Enhanced literacy, numeracy and ICT skills  Developed learning communities  Improved life chances of pupils  Increased positive attitude to learning  Increased motivation

Counselling service/family support worker has been invaluable in helping to break down barriers to learning in our school. (SEELB)

The Reading Partnership programme has certainly played a very important part in enhancing the learning, self-esteem and confidence of our pupils. Pupils have benefited from the one to one help and have shown excellent progress in their literacy work. (SELB)

Schools and clusters use information from evaluation and monitoring forms and annual reports to measure the impact of existing activities which will inform and develop future programmes of support. Increasingly, schools use information gathered from parents and pupils to inform future provision. In areas of good practice schools use this information in conjunction with their School Development Plan to identify priorities.

School data is used effectively to identify underachievement and target pupils, especially those from disadvantaged communities. Schools develop effective 15

interventions to meet the additional educational needs of pupils and help them overcome barriers to learning. Strong links have also developed between the Extended Schools’ programme and Pastoral Care systems within schools.

The positive behaviour management programme has allowed the College to focus on elements of good behaviour. It is a programme that all staff and pupils, through the school council, have bought into and are involved in delivering. (WELB)

Our Nurture Group is a key feature of our provision in the school. It enables pupils who present at school with social, emotional and behavioural difficulties to access the curriculum and develop skills to cope in class. Parents are also encouraged to participate. (NEELB)

The Extended Schools’ Programme has also provided opportunities for parents to become involved in innovative activities which allow them to develop skills which will help them support their child’s learning.

The Parent Cluster Group offers a range of courses for parents and includes a child care facility while parents attend courses. The courses are for personal development, how to help their children at school and parental skills. (BELB)

Families and Schools Together (FAST) is an award-winning project that supports parents to improve their children's learning and development at home, so they can reach their full potential at school. FAST has shown some amazing results. (WELB)

Evidence from Annual Reports suggest that The Extended Schools’ Programme has had a positive impact in developing and supporting healthy schools, with a commitment to supporting health pupils who are better able to learn and develop.

We are pleased with the impact and success of our Healthy Lifestyle policy. Healthy Break Scheme has had an excellent uptake, 95% of pupils participating and the calm atmosphere in the school is evident with no fizzy drinks or sugar snacks. (SEELB)

Our Heartstart Programme has again proved very popular with pupils and parents - providing a much needed lifeline to our local community. No one knows when or where they might need these vital skills but at least through this training we'll always be prepared. (SELB)

5.3 High quality teaching and learning

High Quality Teaching and Learning

Not least through Every School a Good School (DENI, 2009), there would be an accepted recognition that high quality teaching and learning is a basic requirement for bringing about appropriately high levels of attainment and indeed in addressing underachievement. Moreover, there is an increasing awareness that this principle applies not only to the formal classroom setting, but to all learning contexts, including those which are informal or based in the community.

This has a particular relevance for Extended Schools, which by its nature involves a wide variety of learning situations, both school-based and otherwise.

Bearing this in mind, current provision and evaluative processes can be used to identify characteristics of Extended Schools’ practice which serve to bring about successful outcomes for the various stakeholders involved. These may be summarised thus;

 As with many school based educational processes, a clear correlation between identified need, as detailed in the School Development Plan, and Extended Schools’ provision is essential. An awareness of how programmes relate to the School Development Plan is to be encouraged for every teacher and indeed for the various categories of leaders and support staff involved in delivery.

The programme allows the school to be creative in reaching out to parents and creating opportunities for children which directly impact on the SDP targets. (SEELB)

 Clear links between Extended Schools’ provision and the school curriculum are to be viewed as highly beneficial. Indeed the work undertaken through Extended Schools should add to, support and reinforce what is being learned through the teaching of the curriculum in a more formal sense.

Teachers feel that the ES programme offers better opportunities to engage with parents to support the learning of the children in their class. Informal parent and child sessions have given teachers and parents the opportunity to develop closer relationships. (BELB)

 Planning and delivery of Extended Schools’ programmes should include a process whereby a baseline position can be established, and this in turn allows appropriate measurement of attainment and performance. Moreover, this will allow schools to reflect on processes and outcomes from previous years to further inform on-going progression.

Opportunities for children to engage in small group work or one to one sessions as in Paired Reading had a positive impact on children's performance as indicated 17

in internal data. Children also participated in creative activities which helped them to develop social skills. (SELB)

 Schools should seek to adopt a range of teaching and learning methodologies which are innovative, reflective of need, including those pertaining to age and ability, are flexible, and include the views and opinions of the young people themselves. In doing so, it is hoped that talents and abilities and creativities of all varieties can be identified and developed, bringing benefits to as wide a range of children as possible.

The College is able to offer a broad range of learning and recreational experiences that support students and families. STEM club has, for example, encouraged a number of girls to take more interest in this area, breaking down traditional stereotypes. (WELB)

5.4 Effective Leadership

Effective School Leadership and Management plays a key role in ensuring that the Extended Schools’ Programme continues to impact positively on pupils, parents and the wider community. During 2012/13 school principals and staff have continued to develop their Extended School provision in response to a range of factors inside and outside the school in order to maximise the benefits of the programme.

Where effective practice exists across schools involved in the Extended Schools’ Programme there are a number of common leadership and management characteristics that have been identified.

The Governors, Principal and school staff share a clear vision for the Extended Schools’ Programme. The Principal and SMT recognise how Extended Schools leads to improvement and is therefore much more than an initiative to provide extra-curricular activities. For example, Schools have provided evidence that their Extended Schools’ programme has had a positive impact on the standards of pupils receiving support during 2012/13.

For 2012/13 95% of schools indicated they had at least some evidence that the Extended Schools' Programme has contributed to improved academic achievement including literacy and numeracy with 85% of schools indicating they had at least one piece of quantitative data as evidence.

As well as school staff having a clear understanding of the programme there is a collective awareness across the community. In 2012/13 principals and/or Extended Schools’ co-ordinators allocated a significant proportion of time to attend a range of interagency and partnership groups to ensure strong partnership links are forged.

The Principal is a Director of the local SureStart and Children and Young People's Services (BCYPS) and the school works closely with these organisations as well as with the usual statutory agencies which impact on the children of the local area. (NEELB)

Extended School’ activities have a clear and direct link to School Development priorities and are therefore embedded in the School Development Plan. In the case of clusters, groups of schools, in consultation with the wider community, identify common development areas based on a collective analysis of local need.

When submitting plans at the beginning of the year each school must specify how each activity links to the School Development Plan. At the end of the year the schools are then asked to specify in their Annual Reports how their Extended Schools’ Programme has impacted on the School Development Plan.

Analysis of the school Annual Reports for 2012/13 shows that 98% of schools indicated that Extended Schools had “some” or “significant” impact on School Development priorities.

Where Extended Schools is embedded in the ethos of the school a Principal takes practical steps to ensure that Extended Schools remain part of the ongoing school development agenda. Examples from schools include:

 Ensuring that Extended Schools is part of the school development planning process and training programme.  Allocating time for Extended School Co-ordinators to provide regular updates at staff meetings.  Ensuring that the Extended Schools Action Plans and Annual Reports are available for all staff to read and is also used to help inform the school development planning process.  Allowing planning time for key staff to ensure that the relevant level of consultation takes place to inform development.

The Extended Schools’ Programme has also provided an opportunity for staff development. This includes the appointment of Extended Schools’ Co- ordinators where appropriate, staff representation on cluster groups and partnership groups and there are also many examples of training being provided so that an Extended Schools’ Programme can then be sustained without the need to continually pay external organisations for delivery.

Reponses from Extended Schools’ Annual Reports shows that 93% of schools indicated they had evidence that the Extended Schools’ programme has enhanced the capacity of staff to provide a range of new sustainable activities for pupils, families and the local community.

Participation in the Extended Schools’ Programme has empowered staff to recognise that many factors contribute to children achieving their full potential and that these are not all delivered within the classroom setting. (WELB)

Classroom assistants and teachers have been involved in programmes which are sustainable. Classroom assistants have been mentored to assist in mathematics clubs. One Classroom Assistant used her knowledge of hockey to coach an after school club. (SEELB)

Anecdotal feedback suggests that Board of Governor’s information on Extended Schools is patchy. In examples of good practice The Extended Schools’ Programme regularly appears on the Board of Governor’s agenda and at least once in the year the Principal or Extended Schools’ Co-ordinator will make a presentation to the BOG. In these cases the completed school Annual Report forms the basis of this presentation.

In a small number of cases Extended School co-ordinators can find they are isolated in school. The Extended Schools’ Programme is viewed within the school as a separate funded programme that is the sole responsibility of the ES Co-ordinator and Extended Schools is not integrated fully into the School Development Planning process.

5.5 Schools Connected to their Communities

It has long been known that children and young people experiencing socio- economic disadvantage tend, as a group, to do less well than their more advantaged peers across a wide range of educational, health, social and economic indicators. (Bradshaw, 2011). Indeed, in England a survey of evidence from The Schools’ Analysis and Research Division concluded that “deprivation can have a large and pervasive impact on educational attainment” (P6, DfCS, 2009).

Although the link between socio-economic disadvantage and poor outcomes is well-documented, it seems improbable that one ‘causes’ the other in a simple way. Instead it seems that there is a complex set of mediating factors which link these two. There is some evidence that greater collaboration between Extended Schools’ provision and local community groups is starting to develop and schools and communities are beginning to explore these complex factors.

As co-funders of the Bishop Street Youth Club Summer Scheme, we believe our Extended Schools' Programme has contributed much to the community as it is available to all children in the area and their parents. It also has helped reduce anti- social behaviour. (WELB)

In some areas schools and communities are beginning to develop more strategic approaches in response to local characteristics and good links are 20

beginning to be developed between Neighbourhood Renewal Partnership Boards, their Education Sub-Committees and Extended Schools’ Cluster groups. One positive development in some areas has been greatly improved relationships between Extended School cluster groups and local community groups.

Useful conversations have begun to take place in NRAs which have enabled teachers and community workers to have a better understanding of the complex relationship between social deprivation and poor educational outcomes. These conversations have led to the development of new and exciting programmes utilizing innovative approaches to engaging with those parents who are least likely to access services.

There is also some evidence that other educational initiatives such as Achieving Derry – Bright Futures and Achieving Belfast, are beginning to impact and influence these responses in a positive way.

6 EVALUATION AND KEY RECOMMENDATIONS

6.1 The Evidence Base The following evaluation and key recommendations are based on information gathered from:

 annual reports from 473 individual schools  annual reports from 92 Extended School clusters  annual reports from 29 Irish Medium clusters  monitoring visits to all 473 schools by Board officers  project management meetings and  minutes of inter Board planning meetings

Since the previous annual report Extended School action plans continue to demonstrate evidence of a wide range of activities under the five high level outcomes. At Government level, there is a need to highlight the continued relevance of ‘Our Children, Our Young People, Our Pledge’ (OFMDFM) policy in order to ensure that schools can make the links between these High Level Outcomes and other policies such as ESAGS. As well as targeting underachieving children in socially deprived areas there is also a need at policy level to consider the interface between local providers and agencies and schools supporting families. This in turn will require continuous professional development for staff to help them make the connections and capitalise on provision in the interests of children and families.

6.2 Engagement with other regional initiatives and funding streams. There is little evidence at present to suggest that Extended Schools are engaging with or are being influenced by a wider range of regional initiatives and policies such as the Children and Young Peoples Strategic Partnership, Outcomes Groups, Locality Planning Teams, Delivering Social Change initiatives or Social Investment Fund programmes. There is a lot of potential in greater coordination and collaboration between various government departments to ensure greater cohesion. At present this potential is being missed.

A review of the various funding streams impacting on schools and local communities needs to be carried out in an effort to avoid duplication, ensure value for money and promote best practice on the ground though joined up planning, resourcing and delivery. Such alignment will necessitate agreed monitoring and evaluation procedures in respect to key stakeholders.

6.3 Links to School Development Planning There is increasing evidence that schools are aligning the actions in their respective, School Development Plans and associated action plans more closely with Extended School plans. However, schools need to demonstrate a stronger focus on evaluation of the outcomes and identify areas for improvement in order to meet the needs of the learner and raise standards in line with the key performance targets set by DENI in the Programme for Government. Forward planning has been hindered by a ‘year on year’ approach to funding which prevents long term planning in line with the SDP. 22

A wide range of high quality activities take place across NI representing 4375 action plans but there is still a need to make better use of quantitative and qualitative data in order to identify pupils most in need of additional support. Baseline information in action plans highlights improved consultation with young people and key stakeholders. Schools now need to make a more rigorous assessment of action plans against outcomes and ultimately against performance data.

6.4 Targeting FSM Pupils It is only in honing efforts on named pupils that standards will be raised. This is particularly important for pupils on Free School Meals (FSM) often associated with areas of high deprivation. While there is growing evidence in schools of engagement with the concept of an Extended School, in some schools this has not permeated to all staff and consequently the ‘wrap around’ support for some children is not realised to the full. The Special Educational Needs Co-ordinator (SENCO) has a key role to play in mapping main stream provision with Extended School provision for identified pupils and monitoring progress. The growing trend in condoned or unexplained absence among some pupils should also be an area for more innovative responses. The interface from primary to post primary can be a particularly difficult transition for children and evidence would suggest that for some their learning actually regresses. Extended School summer schemes and summer term linked school programmes can go a long way to bridging this gap and ensuring a smoother transition. Future planning in this area will require ‘buy in’ at Council level with increased access to leisure facilities and sports coaches. It will also require a concerted and well planned mapping of current provision in geographical areas and identification of gaps so children most disadvantaged have equality of opportunity.

In order to meet the DE target of 42% of pupils on FSM achieving 5 A*-C GCSEs including English and Maths (2012-13) schools need to ensure staff are aware of which children relate to this target and monitor and evaluate the provision. They need to ensure that children can avail of community services as well. It is noticeable that these children on FSM attend schools for approximately eight months of the year and for the remainder of the year there is no school provision for breakfast or lunch. This is particularly evident when these children attend summer schemes. At policy level, consideration needs to be given to supporting children and families in school holiday periods when resources in the home are stretched more than ever.

In the best practice, officers found schools had rigorous processes in place to identify and name pupils. They ensured parents were fully involved, holding face to face meetings to discuss concerns and offering support for parents to help them re-engage with learning. In attempts to engage ‘hard to reach’ parents, a number of schools/clusters engaged the services of the local voluntary or community sector to support parents whose own experience of school life were often negative. This work has the potential to demonstrate even greater impact; however, schools will need to monitor progress closely taking into account the diversity of circumstances facing parents.

6.5 Meeting Challenges in Rural Areas In rural areas the opportunity to work collaboratively has been most advantageous for school leaders and pupils. At primary level it has allowed for inter-school programmes and the sharing of expertise. In post primary schools however, home to school transport and geographical distance impacts on pupils’ ability to avail of a range of services such as, breakfast, after school mentoring and support, sporting activities or technology access.

Some schools and clusters have attempted creative solutions to address rurality by engaging the services of the community sector to deliver programmes in more remote areas so pupils have access in their own locality. Others have loaned technical hardware to students for use at home but access has been dependent of Broadband width which is often patchy in more rural areas.

There is a need for the Department of Education to ‘rural proof’ the Extended Schools’ Programme so these young people are not disadvantaged further. Whilst FSM are an indicator of deprivation, the impact of rurality on access to support and services needs to be considered in the Extended Schools’ formula. Home to school travel should be given serious consideration in relation to post primary schools. There remains a number of key issues for schools in the development and operation of clusters. The allocation of funding on a yearly basis restricts the development of long-term projects and the ability to collaborate effectively with other funding streams. This has limited the ability of schools to develop wider cluster arrangements with their local community.

6.6 Developing Partnership Working In addressing the impact of deprivation on learners’ schools need to work more closely with local providers in an atmosphere of trust and respect. Officers report that this demands an understanding of the constraints within which each works and the accountability mechanisms each is required to put in place to suits the needs of their respective management systems. It cannot be overstated the time and effort required bringing about this mutual respect and appreciation of the skills set each brings to the table. In recent years, Principals have become increasingly aware of the many organisations outside the school, able and willing to support the physical, social and emotional needs of pupils and families. Access to qualitative local community data through collaborative working has promoted professional debate and initiated programmes tailored to the needs of individual families.

In highly effective clusters, meetings are well organised; a calendar of monthly meetings is agreed at the start of the year, a chair and minute taker are appointed annually, minutes are timely and agendas are agreed in advance. They know the key players in the community and they work closely with their Neighbourhood Renewal Area (NRA) Strategy Managers. Meetings are inter-agency, with a mix of statutory, community, voluntary and other partnerships represented. The Principals attend with their respective Extended School Co-ordinator. The system regionally would benefit from a sharing of this effective practice though local and regional in service training and/or NEELB TV footage. 24

Working as part of a cluster has afforded the opportunity to share experiences and utilising support from identified groups. This, alongside other strategies, has in turn provided a degree of quality assurance within the system. There have been some very successful programmes in NRAs developed through the additional funding allocated to clusters to support family learning. Schools have been able to pool their resources collectively and procure area wide services such as speech and language therapists or counselling for children and families. This collaborative approach has in turn supported capacity building and professional development among leadership in school.

6.7 IME Clusters In addition to core budgets for clusters, the release of additional funding for Parental Engagement and promotion of literacy through Irish Medium Education (IME) has resulted in additional administrative pressures for the lead school. Cluster budgets have significantly increased bringing extra financial management responsibilities as well as additional monitoring and evaluation requirements. While Extended Schools demonstrate significant growth in parental engagement, this key area remains a challenge for many schools.

The release of funding for Irish Medium Education brought with it a need to be sensitive to issues of inclusion and equality. The potential benefits were not immediately apparent to schools from all sectors. In some Boards this led to the formation of a number of new clusters, specifically for this element of the Extended Schools’ programme. The programme has the potential to engage the participation of more extended schools for whom the development of the Irish language is not currently a priority.

6.8 Implications for School Leaders Extended School status requires Principals and Senior Management to consider associated resources alongside other funding streams made available to schools. This includes, for example, Extended School core budget, cluster core budget, cluster parent support budget, Irish Medium budget and the planned Community Education Initiative Programme, not to mention, NRA programmes and a range of other funds. Schools need to further consider how all of these resources can be best utilised to address deprivation and remove barriers to learning. To this end they need to map the inter-connectivity of action plans at school and cluster level and consider resulting activities in a much more coherent way. This school and inter school/community connectivity will require school leaders to think outside the box, to take risks in finding solutions and to share best practice with key stakeholders. It also has implications for the training of new Principals. Those new to the post may not fully appreciate the central role a school plays in its community and how that role can be advanced to suit the needs of all learners.

As with all budgets, schools are accountable for spend. If a school is the ‘lead school’ in a cluster they may find themselves accountable for several budgets. As action plans 25

at school and cluster level have reduced from a wide variety of activities to more focused ones which meet the needs of the learner, costs per plan can exceed procurement thresholds. Those budget holders and all members of the cluster must be satisfied that proper purchasing and procurement systems are in place.

In the past year there have been a number of amalgamations of schools, especially in the primary sector. This brings together two budgets for consideration. Such schools need to ensure timely spend as Extended School monies are located in their respective budgets and could be treated as part of the overall schools budget. This is more essential where one school is managing the cluster budgets.

6.10 The NIESIS System The NIESIS system (Northern Ireland Extended Schools Information System) of on line action planning, monitoring and evaluation has greatly reduced the bureaucracy on Extended Schools. Staff delivering on specific action plans throughout the year should be responsible for monitoring and evaluating that plan. Quite often the coordinator in a school or the lead school for a cluster has been tasked with the duty. Since those delivering a programme are best placed to comment on it they should be required to complete the reporting requirements and make recommendations for improvement in association with the school/cluster. This is particularly true when activities take place in a community setting. School based staff are not best placed to make the associated report.

If consideration could be given to funding guaranteed for three years, then action planning, monitoring and reporting via NIESIS could be significantly reduced within a three year cycle thus reducing bureaucracy on schools.

The NIESIS system will continue to be used as a searchable database to actively contribute to research and good practice guidance. Such uses include data responses to Assembly Questions, University research, Local Council and NRA enquiries. There is a need to review the functionality of the system with further consideration given to the self-evaluation section. Current funding arrangements allow for maintenance of NIESIS. However, consideration should be given to additional resources for further analysis, development and updating of the system particularly to reflect the need to gather data for the additional parental engagement and Irish Medium programmes.

6.11 The Role of Boards of Governors Schools use the NIESIS system to generate reports including the annual report in April. The majority of schools present this annual report alongside a financial report to their respective Board of Governors. This good practice is to be commended. Whilst Governors delegate the day to day management and practical delivery of services to Principals and others, it is the BOG who have the ultimate responsibility for deciding if additional activities should be offered beyond the school day and how premises, transport or other resources should be used. Many schools offer their facilities for community use which aligns with DE guidelines, ‘Community use of School Premises: A Guidance Toolkit for Schools’ and Sport NI’s, ‘Your School, Your Club’ publication 26

and the criteria for sustainable schools set out in the Salisbury Report (2009). It would be beneficial for BOGs to have further training on the purpose and impact of the Extended Schools’ Programme.

6.12 ELB Support Structures The reduction in staffing levels in ELBs has meant fewer opportunities to provide in- service courses. Consequently, ELB officers would wish to facilitate the sharing of good practice through ICT such as Equella, Fronter and Elluminate. This will require school based and community leaders having access, not only to relevant hardware and software, but to training in their use. Pupils need to be able to access their C2K folders in community settings.

Many schools and clusters have well established links with the Youth Service and pupils benefit from the group work skill they can offer. The Youth Service also supports a range of skills development programmes in residential settings. The DE ‘Priorities for Youth’ strategy will further enhance such collaboration but teachers and community leaders need to learn from this skill base and grow capacity at local level. The on-line monitoring structure within NIESIS has been reduced from four to three times per year as it was recognised few activities took place over the summer months except for summer schemes. The ELBs continue to work together to streamline and manage reporting and evaluation arrangements for schools.

6.13 Engagement with External Providers Over the life of the Extended Schools’ programme, effective services have been delivered in school or other social settings and a bank of well tried and tested providers have been drawn up. Appendix (iii) highlights the range of agencies and organisations engaged with schools as part of the Extended Schools’ Programme. Quality assurance is the responsibility of a school utilising any of these services. As stated earlier recommendations from other schools in the cluster gives some measure of quality but schools must carry out their own relevant checks and be satisfied the service aligns with their school policies.

6.14 Conclusion When the Extended Schools’ Programme was first introduced it was seen in many schools as a bolt on to mainstream education. Seven years later it is increasingly evident that it has become ‘a way of working’ essential to the success of a school trying to tackle the impact of deprivation. Extended Schools enhance the learning opportunities of children whose learning is at risk due to a number of factors, most of which lie beyond the school gate. Schools can no longer go it alone but are ever more dependent on their community to raise standards and enhance the life chances of these young people in challenging economic times.

Appendix 1

Case Study A: Twinbrook and Lagmore Cluster (TACT)

Background

The eight schools in the Twinbrook and Lagmore “TACT” Cluster are within the Colin Area of the SEELB. This area is a Neighbourhood Renewal Area and contains wards that are in the 20 most disadvantaged wards in Northern Ireland. Across the Post Primary School, six Primary Schools and one Nursery School within the cluster there is a range in the levels of need – one school has a FSME of 83% while another school has a lower FSME of 19%.

Identified Need

After holding a number of planning meetings the cluster schools identified “community literacy” as a common theme. As well as providing additional support for underachieving pupils the cluster identified a need to promote the importance of reading and literacy among parents and the wider community.

Programme

The cluster implemented a range of programmes during 2012-13 with a focus on literacy. One such programme that was very successful was the introduction of the Accelerated Reader Programme. The cluster decided to operate a staged approach to implementation. Initially one school in the cluster agreed to take the lead in implementing the programme for their pupils and parents and then provided progress feedback at regular cluster meetings. All 6 primary schools and the post primary school in the cluster then successfully implemented the programme.

Outcome/Evidence of Impact

The decision to implement the Accelerated Reader Programme was inspirational. This Programme has succeeded in doing something which schools have been aspiring towards – it can motivate boys to read books for enjoyment and learning! The competitive element of Accelerated Reader appeals to all pupils but in particular; the boys and the motivational prizes inspire all pupils to reach their targets. The Accelerated Reader Programme helped to enthuse pupils and their parents about reading. Each individual school provided evidence of the impact of the programme to the Cluster Co-ordinator. Examples include:

 “Our school has 77 pupils participating in the programme. The current P7 classes have improved punctuation by 15% with an 18% improvement in Authorial Technique. Our current P5 classes have made significant improvements in Retrieval Skills (20%) Inference (30%) and Punctuation (48%)  Our school has 238 pupils registered on the system. Boys in particular have particularly benefitted. A sample of targeted boys were baseline tested in September and again in February and there was an improvement in Reading Scores ranging from 6 months to 1 year and 3 months.  One of the cluster schools is an Irish Medium School. This school noted the programme was particularly beneficial for Yr4 pupils (the Year the pupils begin English). 80% of the class improved their Reading Age by over a year and many by much more. One pupil said, “I love reading now. The Accelerated Reader Programme is brilliant; it is far more exciting than just reading books the old way as it was boring. Now, we pick our own books and they are never too hard or too easy.”  The post primary school in the cluster undertook a fundraising drive which enabled the school to refurbish a classroom as an Accelerated Reader Room. Playwright Martin Lynch was invited along to officially open the room.

Case Study B: Castle Tower Special School

Background

This school is the largest Special School in Northern Ireland. It caters for a wide catchment area from Portrush, Larne, Antrim and Cookstown to Cushendall. The FSM entitlement for 2012-2013 was 37.31%. We cater for pupils in 3 campuses with the following diverse and complex needs SLD/MLD/PMLD/SEBD aged 3 -19 and are currently awaiting a new school build (anticipated completion Easter 2017).

Identified Need

The school caters for pupils who experience learning difficulties. Many of these pupils have either additional physical, medical or behavioural problems. Their families need a great deal of support from school to help them deal with their children’s difficulties. Some parents are reluctant to communicate with school for various reasons and therefore do not engage fully in their children’s learning.

Programme

With Extended Schools funding, a family support worker (FSW) was commissioned through Action for Children to work on a part time basis providing family support services to pupils/carers of identified pupils. This programme has been running successfully in the school since Extended Schools funding became available. A total of 11 families, some with more than 1 child, were supported in 12/13 year, with an individual report being produced on each child. Monthly meetings were held in school, attended by the Director of pastoral care, the FSW and their line manager. The purpose of these meetings was to make new referrals and make decisions about the closure of cases, give and receive up-dates on current cases, discuss the delivery of support programmes with the families involved and ensure ongoing communication between the school and FSW. A formal contract between the school and Action for Children was drawn up. Programmes and activities included; preparing a family tree and involving as many family members as possible, visits to the Dog’s Trust for obedience sessions, trips to cafes and learning a musical instrument. One pupil has taken on a rescue dog and now looks after it full time and another pupil has now learnt to play the guitar.

Outcome/Evidence of Impact

Pupils’ attendance and engagement has improved. There has been a greater level of communication between home and school. The need for more consistency in how parents/carers deal with their children has been addressed. New skills were developed (including coping strategies) to enable parents to communicate effectively with their child, school and other agencies. Parents confidence and self-esteem has improved and they feel more positive about Castle Tower. Staff have also been made more aware of the home circumstances of the pupils. The pupils are visibly happier and more confident in school as a result of this intervention. 30

Parents and pupils have made comments about the FSW like “we love to see the Family Support Worker coming. He is friendly and helpful and he makes us all feel special”, “I have loved seeing the Family Support Worker and learning to play the guitar. He is cool.”

Case Study C: Cortamlet Primary School

Background

Cortamlet Primary School is a Controlled school just outside the County Armagh village of Newtownhamilton. In the school year 2012/13 it had an enrolment of 93.

The school has 21.35 % of children who are entitled to Free School Meals, while 66.67% of pupils would reside in areas which are deemed to be in the 30% of lowest Council Wards by Education or MDM

Identified Need

The school is in a rural area and access to extracurricular activities outside of school would be very limited due to transport issues. The school works hard to provide a wide range of Extended Schools activities to meet the need of pupils and families in their local community. In 2012/13 their school development plan focused on raising standards in literacy and numeracy and also providing more opportunities for pupils to take part in drama and music activities.

Programme

The school designed a range of Extended Schools activities to address the needs of their pupils and to impact positively on the implementation of their school development plan.

These activities included:  Reading Partnership  Alta Maths  Drama Club  Lexia  ICT

Outcome / Evidence of Impact

At the end of the 2012/13 year, the school reported that, literacy end of Key Stage results show that those achieving level 2 and above has stayed at 100%. At the end of Key stage 2 those achieving level 4 and above has increased from 88.89% to 100%. In the area of maths at the end of Key Stage 1 those achieving level 2 and above has remained at 100%. At the end of Key Stage 2 those achieving level 4 and above has increased from 88.88% to 100%.

In addition to this attendance figures have increased from 94.1% to 94.9% from the same period in the previous year. Although extended schools cannot take full responsibility for these improvements, it is clear that the activities have contributed to these increases.

Case Study D: St Joseph’s PS, Bessbrook

Background

St Joseph’s Primary School is a Maintained school located in the small rural village of Bessbrook in County Armagh. In the school year 2012/13 it had an enrolment of 317. The school has 41.5 % of children who are entitled to Free School Meals, while 72.22% of pupils would reside in areas which are deemed to be in the 30% of lowest Council Wards by Education or MDM.

Identified Need

The school is in a rural area and access to extracurricular activities outside of school would be very limited due to transport and costs issues. The school works hard to provide a wide range of Extended Schools activities to meet the need of pupils and families in their local community. As well as their individual school programme the school is also an active member of the Bessbook and IMES Bessbrook clusters. In 2012/13 their Extended Schools programme worked to address the aims of their school development plan which primarily focuses on challenging underachievement within school and the community.

Programme

In 2012/13 the school successfully delivered 15 different activities through their individual programme, as well as a further 5 activities through the IMES and cluster programmes.

These activities included:  Reading Partnership  Numeracy recovery  Art club  Fitness Friday  Digital story telling  Homework Club  Film Club

Outcome / Evidence of Impact

At the end of the 2012/13 year, the school reported that as a result of the Reading Partnership Programme 100% of targeted pupils increased their reading ages. These increases ranged from plus 4 months to plus 2 years and 9 months. In addition to this the school reports that a recent audit highlighted that the current number of children on IEPs/SEN register in Primary 7 has reduced. Having tracked pupils’ participation in extended schools activities over the past number of years the

school attributes a large part of this to their participation in the range of targeted extended schools activities.

Case Study E: Waterside Extended School Cluster

Background:

The Waterside extended school cluster consists of three post primary, nine primary and two nursery schools. The cluster covers a wide geographical area within the Derry City council area ranging from Newbuildings in the south, to Lettershandowney in the East to Springtown in the West. The cluster serves the Waterside Neighbourhood Renewal area and although mainly urban contains several rural schools.

Up until relatively recently the cluster worked largely in isolation with the main emphasis on individual internal school improvement programmes. Three years ago the cluster appointed one of its post primary schools as a ‘lead school’ and a new cluster coordinator from the lead school was appointed. Around the same time the cluster invited several members from the Waterside Neighbourhood Partnership Board (NRPB) to join the cluster.

Identified Need

The Waterside NRPB in response set up an education subcommittee and invited representatives from the cluster to assist them in identifying priorities and areas for development. The WELBs Partnership Officer for Achieving Derry – Bright Futures attended both the cluster groups and the education subcommittee.

Over the past number of years the extended schools cluster, neighbourhood renewal education subcommittee and Achieving Derry have worked seamlessly together identifying key priorities for children in the Waterside area. There developed a growing recognition that in many cases teachers and schools were responding to the ‘symptoms’ of educational underachievement rather than the root causes and that no one sector had all the answers.

Programme

Both the extended schools clusters and the NRA education subcommittee took as their starting point a ‘rich picture’ approach in putting together a broad profile of the Waterside area. They looked at a wide range of data from DSD outcome reports, Western Outcomes data, as well as WELB and school educational data. The extended school cluster identified early intervention and family support as priority areas. Cluster money was used to develop a community led ‘Talking to our babies’ programme and support the development of a ‘Family Support Hub’ in conjunction with Action for Children. At the same time the NRA education subcommittee identified ‘educational transition’ as a priority area and are currently developing programmes to support the following key transition points. 35

 Home to school  Primary to Post Primary  Key stage 3 to Key Stage 4

Outcome / Evidence of Impact:

Already teachers, community workers and most importantly children and parents are seeing the benefits of closer collaboration. As the Neighbourhood Renewal Strategy Manager said

“The community is delighted with the progress we are making. We are now much more knowledgeable about the work of schools and some of the challenges they face. We are also much clearer about how we can support children and families so that collectively we can improve the life chances of our children and young people.”

Neighbourhood Renewal Strategy Manager

The cluster coordinator also values the benefits of partnership working:

“I don’t think I fully appreciated the fantastic resource that communities bring to the task of challenging educational underachievement and supporting the work of schools. I now see on a daily basis how the wider community can support children and young people and their families, particularly those from socially deprived communities, in overcoming some of the challenges they face”.

Case Study F: Holy Cross Boys Primary School

Background

Holy Cross Boys’ Primary School is a long established all Boys Primary School situated in the Ardoyne area of North Belfast. It has an enrolment figure of 416 pupils and 78% of its pupils are entitled to free school meals and it ranks amongst the highest 2% of the most socio economic deprived schools in Northern Ireland.

Identified Need

Mental health and suicide issues have featured prominently in the media in recent years, and statistics pertaining to crime illustrate a community severely under strain. The NISRA (2010) rates Ardoyne as amongst the top 5% of the overall most deprived areas in Northern Ireland, particularly with regard to income deprivation, employment, health and qualifications of parents. The school is in an area of interface conflict.

The Priority areas identified were

 to raise standards and achievement of pupils and  to develop the confidence and self-esteem of parents in order that they would feel empowered to support their children’s education

Programme

The Extended School’s Programme at Holy Cross Boys’ is a prominent feature within the School Development Plan and is entrenched in the culture and environment of the school community and the extended community. The programme is incorporated into the school action plans each year and involves some cross community working.

The school delivered a range of programmes to include:

 Summer Scheme for 30 pupils supporting them with numeracy and literacy through the use of varying teaching strategies including the use of an integrated learning system, Success maker and a computer system called Classroom Performance System (C.P.S).  Homework clubs – to support numeracy and literacy  Parent Support – to include cross community learning – NVQ Level 3 for Parents, ICT parent classes, first aid and health awareness for parents (Cross community).  Peer Mentoring in Partnership with Ardoyne Youth Club.

Outcome / Evidence of Impact

Through the summer scheme and homework classes the school improved the numeracy and literacy standards;

 The NFER P7 class average scores in PinE increased from 111.3 to 114.2 (+2.9) and the PinM increased from 111.7 to 115.7 (+4.0) in the academic year.  At End KS2 Results (Aus) for 2013; KS2 pupils improved to 72% this year from 68% in 2010 in English – an increase of (+4.0%)

The benefits of the Extended Schools Programme for pupils was evident in statistics with regard to attendance; class exits; suspensions; detentions and points gained through the internal House System for P4-P7.

From the baseline when Extended Schools started; the statistics show that attendance levels for the whole school have increased from 95% to 96%. Class exits decreased from 124 to 44; detentions decreased from 39 to 13 (22-13 from last year); suspensions decreased from 18 to 5.

The internal positive discipline procedures in the form of House System points for P4-7 also indicated improved average scores for pupils from 60%-73% during this period. Pupils were given opportunities to participate in a wide range of sports, mentoring, ICT and homework support. These activities were well attended and contributed to the overall improvement in achievement and development of confidence and self esteem in both pupils and parents.

Case Study G: St Brigid’s Primary School, Downpatrick

Background

St Brigid’s Primary School, Downpatrick has an enrolment of 240 pupils. A significant number are drawn from the Downpatrick Neighbourhood Renewal Area. The Free School Meal Entitlement (FSME) is 31%.

Identified need

The school is a relatively new addition to the Extended School programme joining the programme in 2011/12. The School Development Plan was used as the main reference point for identifying Extended Schools priorities. Two of the priority areas were:  Pupils underachieving in literacy. These pupils were identified using analysis of NFER scores.  A school has a number of children with ASD. Teachers reported that these pupils had particular difficulty in completing homework. Parental feedback indicated that completion of homework at home was a major issue.

Programmes

To address the identified need above the school introduced a range of after school provision.

After School Reading Partnership: The school used NFER/Suffolk Reading and NRIT data to identify underachievers from P2-P5. A total of 56 pupils (3 cohorts of 18 pupils) received after school support for 3 days per week.

Homework club focussing on ASD pupils: Although this started out as a Homework Club open to all the school analysis of needs during the year and parents feedback led the school to focussing more on providing support for pupils with needs associated with Autistic Spectrum Disorder (ASD). Pupils from St Brigid’s Primary School Two EAL children were also encouraged to attend attending after school provision the Homework Club as parents found it difficult to provide support.

Outcome / Evidence of Impact

After School Reading Partnership: All 56 pupils offered the opportunity to attend after school completed the after school programme. The reading ages of pupils completing the Reading Partnership programme improved by a range of 8 months to 2 years and 10 months.

Homework club focussing on ASD pupils: Teachers observed an improvement in the completion rate and quality of homework for targeted children. Feedback from parents was very positive and in particular parents indicated that the level of conflict at home over schoolwork reduced considerably. The school went on to develop an ASD parents support programme which was extended to partner schools in the local Downpatrick Extended Schools Cluster.

Case Study H: Belfast Girls Model (Specialist ICT)

Background

Belfast Girls Model is a secondary school situated in North Belfast. It has an enrolment figure of 890 and 43% 0f its pupils are entitled to free school meals .The majority of the pupils live in the Shankill area. NINIS data indicates that in Shankill Ward 1, 68.73% of the population aged 16-74 have no formal qualifications, and in Shankill Ward 2 the figure is higher at 72.75%. In North Belfast 59.74% of the population aged 16 years achieved 5+GCSE’s A*-C in 2008/2009.

Identified Need

All of the support provided by Girls Model through the Extended Schools Programme is based on an audit of need and is integrated into the School Development Plan. The school identified two key areas-  Improved Attainment – grade D students improving to become grade C students  Improved attendance – across cohorts and whole school impact

Delivery

 After School Learning Programme ( including examination and study support classes) and Easter revision classes  Range of After school Activity Programmes to develop skills and self-esteem – linked to Youth Services and Integrated Services  Holistic family approach -120 Home visits to meet with parents to support them with their child’s individual needs. Also in –house support services provided, in addition to signposting to external support services where necessary.

Impact /Outcomes

 Attendance figures for the cohort of young people targeted for the attainment support programme has improved by 13.5%. Overall school attendance for 2012/13 was 90.5%; an increase of 0.4% on 2011/2012  Improved grades at GCSE. For example 2012-13 21% of girls achieved 5+A*-C grades including English and Maths ) compared to 16% in 2011/`12  Using evaluations completed by the young people 83% of those who attended classes and activities feel they have developed in confidence and self-esteem.  School is working with 22 Partner Organisations from both the community and statutory sector.  Liaison with Partnership Boards to support development of Family Hubs.  Links established with other funding streams has enabled additional funding to be used in school to support young people and their families

Case Study I: Outer North Extended Schools’ Cluster for Irish Medium Education

Outer North NRA Cluster includes three large post primary schools, 5 primary schools and a nursery school. The group also includes a number of local community and voluntary groups working closely with Greater Shantallow Area Partnership (GSAP) and Outer North Neighbourhood Renewal Partnership (ONNP).

Almost £10,000 was allocated to the group for four programmes to support the development of literacy through the medium of Irish Language. These included:

Focus Location Enrolment Outcome Group Adults 4 Community 10 beginners in Parents’ Irish language skills were based locations each setting developed thus enabling them to and 10 better support their children’s Intermediate learning and to promote, within the level in one local schools and communities, the setting – importance of education and a (50 adults) culture of aspiration and expectations. Adults Two Post 10 Intermediate Parents’ Irish language skills were Primary School level developed thus enabling them to schools 10 Higher Level better support their children’s delivering: (20 adults) learning and to promote, within Intermediate schools and communities, the Irish, Higher importance of education and a Level Irish. culture of aspiration and (beginner Irish expectations. There was an was sign increased use of Irish in posted to communities and parents were community more confident in helping children settings with Irish at home, etc. Children 3 Post Primary 20 pupils per Some 60 post primary pupils were schools after school supported in years 9-12 to achieve school clubs (60 pupils) 5+ GCSEs at A*-C including Irish, with a particular focus on pupils entitled to Free School Meals or from areas of disadvantage. Performance outcomes reflected the success of this programme. Children 5 primary 15 pupils per This program aimed to raise schools school awareness and develop the use of (75 pupils) Irish language in Primary school

pupils and further develop skills among students already learning the Irish Language. It contributed to raising standards of literacy for pupils educated through the medium of Irish at KS2 and developed confidence for other pupils in using Irish as a language.

Case Study J: Good Shepherd Nursery School

Good Shepherd Nursery School is situated in the Poleglass area of West Belfast. The area is in the ten most disadvantaged areas in Northern Ireland.

Identified Need

The school has a high number of young single parents who require additional help to support their children through the nursery year and prepare them for primary school education. The school has a long history of working closely with parents however the complex and varied nature of the needs of the pupils and parents of the area means that developing links with parents is always a school development priority.

Programme

The school uses Extended Schools funding to part fund a Parent Co-ordinator in the school. The first step each year is for the Principal and Parent Co-ordinator to assess the needs of parents before deciding what support to offer. At the beginning of the 12-13 school year this process was carried out as children where settling into the nursery school. As a result of this needs analysis the school offered a number of different support programmes and services which ranged from short “taster” programmes designed to encourage parents to participate in school life right through to more structured accredited courses. Examples included:

 Encouraging and supporting parents to use the parents library  Themed coffee mornings  Helping parents to use “language bags” at home  Drop In facility for parents  Mother and Toddler sessions to support parents with younger children  Incredible Years Programme

Outcome / Evidence of Impact

School staff have observed that parents participating in the life of the school grow in confidence throughout the year and are more able to support their children’s development. Parents are able to make use of practical resources to support their children – for example children whose parents were supported at home using play resources and language bags were observed to have made good progress.

The school emphasises the importance of celebrating the involvement of parent. For example, display boards of activities are placed in the parents’ room to encourage other parents to get involved. Six parents at Good Shepherd Nursery School completed the Incredible Years Course. The school held a graduation ceremony for those parents who completed this accredited course.

Case Study K: St. Olcan’s Primary School, Armoy

Background

St. Olcan’s Primary School is a Maintained school in the County Antrim village of Armoy. In the school year 2012/13 it had an enrolment of 60.

The school has 17 % of children who are entitled to Free School Meals, while 60.4% of them would reside in areas which are deemed to be in the 30% of lowest Council Wards by MDM

Identified Need

The school is in a rural area and could be viewed as having a relatively small enrolment figure. Smaller numbers of children can, in some circumstances, limit the breadth of experiences which a school can provide. However, this school works hard to provide full delivery of the Northern Ireland curriculum and additionally so to provide their children with access to a range of enriching educational programmes and activities outside of the classroom. Together these combine to create very good academic and pastoral provision. The Extended Schools programme contributes significantly to this enhancement and augmentation.

Programme

The school has designed a range of Extended Schools activities, well balanced between those which focus on academic progress and those which relate to more holistic development.

Among the academically focused programmes are those which involve ‘Accelerated Reader’, ‘Fun Maths’ and indeed ICT.

Other areas include a Breakfast Club, Art and Craft, Healthy Cookery, Spanish and Irish Language

Outcome / Evidence of Impact

This school was inspected by ETI in June 2013, receiving a overall outcome descriptor of ‘Very Good’, with the Pastoral Care provision being described as ‘Outstanding’. As part of the process, ETI made the following observation,

“The children staff and parents benefit from a wide range of good quality social, cultural and educational experiences as a result of the Extended Schools provision and the well-established cross-community partnerships”.

The Inspection noted that “Children make good progress in English and Mathematics which is in line with or surpassing expectations”. From the most recent figures, a 45

commendable 75% of children attained Level 4 or above in both Literacy and Numeracy.

As ever, the Extended Schools activities, both Pastoral and specifically Academic can be viewed as making a significant contribution to the overall picture of successful and well-motivated children.

Appendix (ii)

LIST OF SCHOOLS WORKING IN CLUSTES PER BOARD

A2-1 WELB Clusters 2012-2013

Fermanagh 1 Outer North 1 Moat PS Culmore PS Newtonbutler(2) PS Galliagh NS St Mary’s PS Hollybush PS St Ronan’s PS St Brigid’s College Bunscoil an Traonaigh St Columb’s College St Comhghall’s College (L) St Paul’s PS, Slievemore St Theresa’s PS, Lenamore Thornhill College (L)

Fermanagh 2 Outer North 2 Elmbrook School Belmont School Erne School Foyleview School (L) St Mary’s College (Irvinestown) (L) Greenhaw PS Willowbridge School St Patrick’s PS, Pennyburn St Paul’s PS Belmont NS

Limavady 1 Outer North 3 Drumachose Primary School (L) Bunscoil Cholmcille Drumrane PS Carnhill NS Faughanvale PS St Brigid’s PS, Carnhill Limavady Nursery School Steelstown PS (L) Roevalley Int School Rossmar School Termoncanice PS St Anthony’s PS

Limavady 2 Outer West St Canice’s Primary School, Feeney (L) Gaelscoil na Daroige St John’s PS, Dernaflaw Groarty PS St Mary’s PS, Gortnaghey Holy Family PS St Canice’s PS, Dungiven L’Derry Model PS St Patrick’s College Rosemount PS (L) St Peter’s & St Paul’s PS St Anne’s PS St Eithne’s PS The Academy NS Omagh 1 Strabane 1 Arvalee School & Resource Centre Ardstraw PS Christ the King PS Ardstraw Jubilee PS Denamona PS Newtownstewart Model PS Sacred Heart College St Patrick’s PS (L) St Lawrence’s PS (L)

Omagh 3 Strabane 2 Dean Maguirc College (L) Loughash PS Drumduff PS St Joseph’s PS, Glenmornan St Brigid’s PS, Mountfield St Brigid’s PS, Cranagh St Teresa’s PS, Loughmacrory Bready Jubilee PS St Columbkille’s PS Strabane Academy (L) St Peter’s PS

Strabane 3 Barrack Street Boys (L) St Anne’s Primary School St Mary’s Cloughcor Strabane Controlled PS Strabane Academy Strabane 4 Strabane 5 Bridgehill PS Ballycolman Nursery School Castelderg High School (L) Gaelscoil Uí Dhocartaigh Drumlegagh PS Holy Cross College (L) Erganagh PS Knockavoe School and Resource Centre Killen PS St Mary’s PS (New School) Langfield PS St Mary’s Boys PS St Caireall’s PS St Mary’s Girls PS St Davog’s PS, Scraghey St Eugene’s High School St Joseph’s PS, Drumquin

Strabane 6 Strabane 7 Altishane PS Sion Mills PS (L) Donemana PS St Columba’s PS Evish PS (L) St Eugene’s PS St Patrick’s PS, Donemana St Theresa’s PS

Strabane 8 Triax 1 Edwards PS, Castlederg Balloughry PS St Francis of Assissi, Drumnabey Bligh’s Lane Nursery School St Patrick’s PS, Castlederg (L) Fountain PS Gaelscoil Eadain Mhoir (L) Holy Child PS Longtower PS Nazereth House PS St Eugene’s PS, Derry St John’s PS, Bligh’s Lane

Triax 2 Tyrone & Fermanagh Lumen Christi College Belleek PS St Cecilia’s College St Davog’s PS, Belleek St Joseph’s Boys’ School (L) St Dympna’s PS (L) St Mary’s College St Macartan’s PS St Peter’s High School

Waterside 1 Waterside 2 Ashlea PS Chapel Road PS Ebrington Controlled PS Good Shepherd PS Foyle College (L) Immaculate Conception College (L) Lisnagelvin PS Sacred Heart PS Glendermott PS St Oliver Plunkett PS Lisneal College Trench Road NS Mullabuoy PS Newbuildings PS Oakgrove Integrated College Oakgrove Integrated PS Strathfoyle NS

WELB Irish Medium Clusters 2012-13

IMES Fermanagh 1 IMES Limavady 2 Moat PS St Canice’s Primary School, Feeney (L) Newtonbutler(2) PS St John’s PS, Dernaflaw St Mary’s PS St Mary’s PS, Gortnaghey St Ronan’s PS St Canice’s PS, Dungiven Bunscoil an Traonaigh St Patrick’s College St Comhghall’s College (L) St Peter’s & St Paul’s PS

IMES Omagh 3 IMES Outer North 1 Dean Maguirc College (L) Culmore PS Drumduff PS Galliagh NS St Brigid’s PS, Mountfield Hollybush PS St Teresa’s PS, Loughmacrory St Brigid’s College St Columbkille’s PS St Columb’s College St Paul’s PS, Slievemore St Theresa’s PS, Lenamore Thornhill College (L)

IMES Outer North 3 IMES Outer West Bunscoil Cholmcille PS (L) Academy Nursery School Carnhill Nursery School Gaelscoil Na Daroige (L) Steelstown PS Londonderry Model PS Rosemount PS St Anne’s PS St Eithne’s PS

IMES Strabane 1 IMES Strabane 5 Ardstraw Jubilee PS Ballycolman PS Newtonstewart Model PS Gaelscoil Uí Dhochartaigh PS (L) St Patrick’s PS (L) Holy Cross College Knockavoe School and Resource Centre St Mary’s Strabane

IMES Triax 1 IMES Triax 2 Balloughry PS Lumen Christi College Bligh’s Lane Nursery School St Cecilia’s College Fountain Primary School St Joseph’s Boys High School (L) Gaelscoil Eadain Mhoir PS (L) St Mary’s College Holy Child PS St Peter’s High School Longtower PS Nazereth House PS St Eugene’s PS St John’s PS

IMES Tyrone & Fermanagh Cluster IMES Waterside 2 Belleek No.2 Primary School Chapel Road PS St Davog’s PS Good Shepherd PS St Dympna’s PS, Dromore (L) Immaculate Conception College (L) St Macartan’s PS Sacred Heart PS (Trench Rd) St Oliver Plunkett PS Trench Road Nursery School

A2-2 NEELB Clusters 2012-2013

Antrim Cluster Ballymena Cluster Ballycraigy PS Ballee HS Greystone PS Ballykeel PS Parkhall Int College Camphill PS Parkhall PS Castle Tower Special Rathenraw IPS Dunclug PS Riverside Special Harryville PS Round Tower IPS St Joseph’s NS St Joseph’s PS Steeple NS

Ballymoney Cluster Carrick Cluster Landhead PS Carrick Central PS Leaney PS Sunnylands NS St Brigid’s PS, Sunnylands PS Woodlawn PS Coleraine Cluster Glengormley Cluster Ballysally NS Earlview PS Ballysally PS Glengormley HS Coleraine College Hill Croft Special Harpurs Hill PS Earlview PS Killowen PS Millburn PS North Coast Int College Sandelford Special

Larne Cluster Maghera Cluster Larne & Inver PS St Mary’s PS, Maghera St Anthony’s NS St Brigid’s PS, Mayogall St Anthony’s PS St Brigid’s PS, Tirkane Moyle PS St John’s PS, Swatragh Linn PS Corran Integrated PS Roddensvale PS

Magherafelt Cluster Moyle Cluster Desertmartin PS Armoy PS Kilronan Special Ballycastle HS Knocknagin PS Ballycastle IPS Bushmills PS Dunseverick PS Gaelscoil An Chaistil St Olcan’s PS St Patrick’s & St Brigid’s PS William Pinkerton Memorial PS 51

Newtownabbey 1 Cluster Newtownabbey 2 Cluster Abbots Cross PS Edmund Rice College Jordanstown Special Hollybank PS King’s Park PS Monkstown Comm School Newtownabbey CHS Rathcoole PS Rosstulla Special Whitehouse PS IME Cluster Edmund Rice College Monkstown Community School Hollybank Primary School

A2-3 SEELB Clusters 2012-2013

Ardglass Cluster Ards Cluster

St Joseph’s PS, Killough Ballywalter PS St Mary’s PS, Dunsford (L) Millisle PS (L) St Nicholas’ PS, Ardglass Victoria PS, Ballyhalbert

Ballynahinch Cluster Beechlawn Cluster

Assumption GS* Anahilt PS* St Colman’s HS, Ballynahinch* Beechlawn Special St Patrick’s PS, Ballynahinch (L) Brookfield Special (L) Downshire PS* Friends’ Prep* Meadowbridge PS* Parkview Special

Bloomfield Cluster Colin – Tact Cluster

Bloomfield Road PS Christ the Redeemer PS Clandeboye PS Oakwood IPS* Kilcooley PS (L) Our Lady Queen of Peace PS St Malachy’s PS, Bangor St Colm’s HS (L) West Winds PS St Luke’s NS St Luke’s PS St Mark’s PS Scoil Na Fuiseoige

Downpatrick Poleglass Nursery Cluster

Convent of Mercy NS Good Shepherd NS De La Salle HS St Kieran’s NS Downpatrick PS (L) St Therese NS Our Lady & St Patrick’s Good Shepherd PS St Brigid’s PS St Kieran’s PS (L) St Colmcille’s NS St Colmcille’s PS St Mary’s HS Dundonald Cluster Killyleagh Cluster

Dundonald PS* Killyleagh PS Dundonald HS St Colmcille’s HS* Longstone Special St Mary’s PS, Killyleagh (L) Tullycarnet PS Brooklands PS (L) Tor Bank Special* 53

Newtownards Cluster Holy Trinity Cluster

Londonderry PS Holy Trinity NS (L) Newtownards Model PS (L) St Aloysius PS St Finian’s PS* St Joseph’s PS, Lisburn* Lisburn Centre Fort Hill Cluster Knockmore PS Lisburn Central PS (L) Fort Hill PS Lisnagarvey HS St Josephs PS* Old Warren PS Brownlee PS* Tonagh PS Barbour Nursery Largymore PS Newtownbreda Cluster Glastry Cluster Newtownbreda HS Glastry College Belvoir PS Kircubbin IPS* Knockbreda PS* Kirkistown PS* Portaferry IPS Portavogie PS

Dunmurry Cluster Ardmore Cluster Dunmurry PS* Ardmore House(L) Seymour Hill PS (L) Knockevin Special* St Colman’s PS* St Colman’s Ballynahinch *

SEELB Irish Medium Clusters – 2012/13

Colin Area IME Downpatrick Area IME

St Mark’s Primary School (L) Our Lady and St Patrick’s PS (L) Scoil Na Fuiseoige St Mary’s HS

* denotes schools not in receipt of Extended Schools funding for 2012/13 (L) denotes “Lead School” for cluster

A2-4 SELB Clusters 2012-2013

Lurgan Model PS Brownlow & Lurgan St Francis PS, Lurgan St Brendan's PS Ceara School Carrick PS St Paul's JHS Dickson PS Drumgor PS Brownlow Int College Tullygally PS St Anthony's PS Lismore Comprehensive

Portadown Cluster Gilford St John The Baptist PS St John's PS Gilford Hart Memorial PS Gilford PS Ballyoran PS Milltown PS St John The Baptist NS St Colman's (Bann) Presentation PS Millington NS Drumcree College Millington PS

Rathfriland Clonduff Iveagh PS St Patrick's PS St Mary's PS St Paul's Cabra St Patrick's PS Drumgreenagh St Colman's PS Annaclone

The Mourne Cluster The South Down Cluster St Colman's PS, Kilkeel Kilkeel PS Annalong PS St Colman's PS, Kilkeel St Mary's PS Glasdrumman Annalong PS St Mary's PS Glasdrumman Kilkeel HS Kilkeel NS

NAMES Bessbrook Area St Joseph's Boys HS St Paul's HS Bessbrook St Clare's Convent PS Bessbrook PS St Joseph's Convent PS St Malachy's PS Ballymoyer St Colman's Abbey PS St Brigid's PS, Drumilly Bunscoil an Iuir St Peter's PS, Cloughreagh Rathore St Joseph's PS, Meigh St Malachy's NS (Carnagat) St Malachy's PS, Camlough St Malachy's PS (Carnagat) St Joseph's PS (Bessbrook) St Patrick's PS (Newry) St Laurence O Toole's PS St Mary's HS, Newry

South Armagh The Fews Cluster St Joseph's HS St Michael's PS (Newtown) Anamar PS St Michael's PS (Clady) Clonalig PS St Francis of Assisi PS St Patrick's PS(Crossmaglen) Clea PS St Patrick's PS, Cullyhanna St Teresa's PS, Tullyherron St Brigid's PS, Glassdrummond St Oliver PS Carrickrovaddy St Mary's PS, Mullaghbawn

Kilkeel Cluster Armagh Kilkeel PS St Brigid's High School Kilkeel HS St Catherine's College Kilkeel NS Mt St Catherine's PS Armagh CBS PS St Malachy's PS, Armagh

Coalisland Area Cookstown & Area Primate Dixon PS Holy Trinity College St Mary's PS(Stewartstown) St Joseph's PS (Kileenan) St Joseph's College (Coalisland) St Mary's PS (Dunnamore) St Patrick's PS Annaghmore

Pomeroy & Area The Cairn Cluster St Mary's PS (Pomeroy) St Mary's PS, Stewartstown Donaghmore PS Ballytrea PS Queen Elizabeth II PS Stewartstown PS Sacred Heart PS Rock

Gaelscoil Cluster Newtownhamilton /Cortamlet Gaelscoil Ui Neill Newtownhamilton PS St Joseph's Grammar School Cortamlet PS Gaelscoil Aodha Rua Newtownhamilton High School

Cookstown Nurseries Moneymore Cookstown N School Moneymore PS Holy Trinity Nursery School St Patrick's PS, Moneymore Orritor Nursery School St Patrick's PS, The Loup Woods PS

Dungannon Moortown Cluster Edendork PS Derrychrin PS St Patrick's PS Dungannon St Peter's PS (Moortown) Sperrinview St Patrick's PS, Mullinahoe

Cookstown Cookstown PS Cookstown N School Phoenix PS

SELB Irish Medium Clusters 2012-13 Lurgan IME County Armagh Cluster IME Lurgan Model PS Christain Brother’s PS St Francis PS Lurgan St John the Baptist PS Ceara PS St Francis PS, Lurgan St Paul’s PS

NAMES IME Bessbrook Area IME St Joseph's Boys HS St Pauls HS Bessbrook St Clare’s Convent PS Bessbrook PS St Joseph’s Convent PS St Malachy’s PS B’moyer St Colman’s AbbeyPS St Brigid’s PS Drumilly Bunscoil an Iuir St Peter’s Ps Cloughreagh Rathmore St Joseph’s PS Meigh St Malachy’s NS St Malachy’s PS Camlough St Malachey’s PS Carnagat St Joseph’s PS Bessbrook St Patrick’s PS Newry St Laurence’s O Toole PS St Mary’s PS Newry South Armagh IME Armagh City Cluster IME St Joseph’s HS St Brigid’s HS Anamar PS St Catherine’s College Clonalig PS Mt St Catherine’s PS St Patrick’s PS Crossmaglen Armagh CBS PS St Patrick’s PS Cullyhanna St Malachy’s PS Armagh St Brigid’s PS Glassdrummond St Patrick’s PS Armagh St Oliver PS Carrickrovaddy St Mary’s PS Mullaghbawn

Gaelscoil Cluster IME Gaelscoil Ui Neill Gaelscoil Eoghin Gaelscoil Aodha Rua

A2-5 BELB Extended Schools Clusters 2012-2013

Shankill Cluster Little Voice Cluster Belfast Boys Model Edenderry NS (LV2) Belfast Girls Model (L) Arellian NS Black Mountain PS Our Lady’s NS (L) Cliftonville PS Holy Cross NS Edenbrooke PS Glenbank NS (LV1) Forth River PS Hope NS Glenwood PS Shaftesbury NS (L) Harmony PS Tudor Lodge NS Springfield PS Springhill PS Wheatfield PS Malvern PS

Greater North Belfast Cluster North Belfast Community Project Cluster/ Ballysillan PS Mercy Cluster Carr’s Glen PS (L) Holy Cross Boys’ Cavehill PS Holy Cross Girls’ Currie PS Mercy PS (L) Ligionel PS Our Lady of Mercy Lowwood PS Our Lady’s Girls PS Seaview PS Sacred Heart PS St Gemma’s St Vincent De Paul Oldpark NS

Holy Family Cluster De La Salle Cluster Holy Family PS (L) De La Salle Holy Family NS Holy Child PS Currie PS Holy Child NS Bunscoil Bheann Mhadagain St Genevieve’s High School (L) St Therese of Lisieux St John the Baptist PS Brefne NS St Oliver Plunkett PS Little Flower St Patricks College

Upper Springfield Cluster Greater Falls Cluster Bunscoil an tSleibhe Dhuibh Cathedral Nursery Gaelscoil na Mona Corpus Christi College Holy Trinity PS Colaiste Feirste Matt Talbot NS Gaelscoil an Lonnian St Aidan’s PS Gaelscoil na BhFal St Bernadette’s N.S St Clare’s Primary School St Bernadette’s PS (L) St Joseph’s Primary School St Gerards ERC St Louise’s College St Martin’s NS St Rose’s Dominican College(L) St Maria Goretti NS St Peter’s Primary School St Peter’s NS St Mary’s Primary School St Kevin’s Primary School St Paul’s Primary School St Dominic’s High School

Inner East Belfast Cluster Fane Street Cluster Avionel PS Donegall Rd PS (L) Knocknagoney PS Blythefield PS Ashfield Boys Fane St PS Ashfield Girls (L) Orangefield Ravenscroft NS

New Lodge Cluster Hazelwood Cluster Edmund Rice PS (L) Hazelwood College New Lodge NS Hazelwood PS Star of the Sea PS St Mary’s Star of the Sea Victoria NS Ballygolan PS Stanhope NS St Mary’s NS

CBS Cluster Special Schools Cluster CBS Fleming Fulton St Teresa’s NS (L) Glenveagh Special School St Teresa’s PS Park ERC St Marys CBGS Clarawood Special School Harberton Special School (L) Cedar Lodge Special School Mitchell House

St Joseph’s College Cluster Nettlefield Cluster St Joseph’s College (L) Nettlefield Primary School St Matthews PS Euston Street Primary School St Malachys PS Elmgrove Primary School (L) Holy Rosary Scoil an Drochid Rosetta PS Botanic PS Bunscoil Mhic Reachtain

BELB Irish Medium Clusters 2012-13

IMES Circle of Friends Cluster IMES Upper Springfield Cluster Bunscoil Bheann Mhadagain Gaelscoil na Mona Little Flower Girls Bunscoil an tSleibhe Duibh St Patrick’s College St Bernadette’s P.S (L) Holy Family P.S (L)

IMES Greater Falls (Primary) IMES Greater Falls (Post Primary) Gaelscoil na bhfal (L) Colaiste Feirste (L)

IMES St Joseph’s College St Joseph’s College (L) St Malachy’s Primary School St Matthew’s Primary School Bunscoil Mhic Reachtain P.S Scoil an Driochid Holy Rosary Primary School

Appendix III – Extended Schools External Providers 2012-13

Ababu Apple Abbey Villa FC Ardclinis Outdoor Adventure Centre ABC Music Company Ardmonagh Family Centre ABRSM Music Exams Ardoyne & Shankhill Health Partnership Academia Ardoyne GAA Club Achieving Belfast Ards Borough Council Achieving Derry Ark Farm Action Cancer Armagh City and District Council Action for Children Armagh City Football Club Action Mental Health Armagh County Board Coaching Action on Disability Armagh District Council Action on Hearing Loss Armagh Planetarium Action Renewables NI Army Action Youth Aromatherapist Active Communities Artemis Active Kids Artigarven Badminton Club Activities Ireland Arts Council NI ADAPT Artsekta Aerospace Artworks for Everyone Airtricity ASDAN Alliance Youth Ashton Centre Allison Baxter Design Ashton Community Trust Allset Music & Dance Ashtown Centre Alta Maths Atlantic Philanthropies Alta Maths Programme Atlas Adult Learning Centre Amanda Jump Jiggle and Jive Aurora Counselling Centre Amazing Brains Avoniel Leisure Centre Ambulance Service Awards for All AMMA Centre AWARE An Seirbhis Beili B&Q Andersonstown Leisure Centre Baby Signs Group Andersonstown School of Music Ballinderry Shamrocks GAC Andersonstown Traditional & Cultural Ballycastle Gardening Club Group Ballycastle Library Anne Mallon School of Irish Dancing Ballylaw Badminton Club Antrim Hills Ballymagroarty & Hazelbank Community Antrim Hockey Club Association AOD Theatre Company Ballymena United Football Club Ballymoney Borough Council Ballymur Football Club

Appendix III – Extended Schools External Providers 2012-13

Ballysally Community Belfast Trust Ballysally Presbyterian Church Belfast Youth Action Ballysillan Cross Community Group Belfast Zoo Ballysillan Leisure Centre Belmont House Balmoral Show BELONG Balor Development Community Arts Beyond Skin Group BFI Bangor Ju Jitsu Club BHSST Bank of Ireland Big Lottery Fund Banyan Theatre Company Big Telly Company Barazina Accelerated Reader Bike Club Bardic Educational Arts & Media Birmingham LEA Barnardos Bishop St Youth Club Barrontop Fun Farm Blaris Fold Basketball Association BMC Bat Conservation Trust BNCPPR BBH Forum Board of Governors BBHF BodyKneads Leisure Complex Be Safe Be Well Bogside and Brandywell Health Forum Be Your Best Foundation Bombardier Beam Creative Network Bombardier Aerospace NI Beauty Therapist Bounce Education Beeches Creche BouncinDJ Behaviour Therapists Bowling Alley BELB Boys' Brigade Belfast Activity Centre Bready Cricket Club Belfast Bus Company Breath of Hope Belfast Carers Bridge Centre, Killyleagh Belfast City Council Bright Futures Belfast Community Circus School Bright Stars Soccer Belfast Community Sports Development British Council Network British Gymnastics Association Belfast East Seniors Forum British Hearth Foundation Belfast Expo British Horse Society Belfast Exposed British Red Cross Belfast Health & Social Care Trust Brittons Coach Hire Belfast Inner East Project Brookmount Nursing Home Belfast Institute of Further Education Bruiser Theatre Company Belfast Metropolitan College Brunswick Bowling Belfast Play Resource Centre Bryson House Belfast School of Music 62

Appendix III – Extended Schools External Providers 2012-13

Bullying Forum Citizens Advice Bureau Bushmills Education Centre City Hall Business in the Community City of Culture C2K City of Derry Athletics Cahoots Theatre Company City of Derry Netball Club Cairde Cheathru na Gaeltachta City of Derry Swimming Club Calmil Housing CK Coaching CALMS Cliftonville Cricket Club Camerata Ireland Cliodhna's Academy CAMHS Cloon Garden Centre Camowen Partnership Clooney Estate Residents Association Canoe Association Club Francais CAPS Club Iomanaiochta Na Magha Careers Advisory Service Cnoc na Ros Carlingford Adventure Centre CODA Carlisle Health Centre Cohesion Carmichael Music Club Coleraine Borough Council Carrowmena Outdoor Centre Coleraine Football Club Carrs Glen Kitchens Colgan's CASS Colin Glen Conservation Group Castlereagh Borough Council Colin Neighbourhood Partnership Caterpillar Music Colmcille GAA Club Cavehill Bowling & Lawn Tennis Club Colour Me Beautiful CAW Comhalta Group CBSM Comhaltas CCEA Comhaltas Uladh CCG Community Dental Health Team CCMS Community Direct CEOP Community Empowerment Project Changing Faces Costume Hire Community Forum Childline Community group representatives Chill Community Groups Christian Aid Community Health Professionals Chrysalis Women's Centre Community Trusts Church Army Connecting Cultures Church Choir Connections Cids Team Conradh na Gaeilge Cinema Lifford Conservation Volunteers Cinemagic Contact NI CITB Contact Youth

Appendix III – Extended Schools External Providers 2012-13

Contact Youth Counselling Culturlann Ui Chanain ContinYou Cuman na nBunscoil Cook It Cumann Chonaitheoiri Phobail an tSean Cookstown District Council Talaimh Cookstown Hockey Club Cumann Gaelach Chnoc na Ros Cookstown in Harmony Cumann Mhic Reachtain Cookstown Leisure Centre Cumann na Gaeilge Cookstown Library Cumann nam Bunscol Cool FM Cumann spoirt Cool for School Photography Cumman Bhunscoil Cooley Castles Cyber Coach Copius Grant Application Support CYP Correlea Activity Centre Dairy Council Corrymeela Community Dairy Farm Cottage Nursing Home Dance United Northern Ireland Counselling 4 Youth DARD Counsellors Davy Music CR Impressions DE CRAIC Debutots Drama Craigavon Borough Council Delphi Outdoor Education Centre Craigavon Intercultural Programme DELTA Craigavon Interpretive Team Dental Agency Conservation Service Department of Culture, Arts & Leisure Craigavon Watersports & Ski Slop Department of Social Development Centres Derry City Council Cranagh Community Association Derry City Junior Soccer Academy Creagan le Cheile Derry Feis Creative Arts Theatre Group Derry GAA CRED Team DFA Cregagh Community Association Digital Derry Cregagh Parents and Toddlers Group Dina Dinosaur Treatment Programme Creggan County Park Disability Action Creggan Library Disability NI Creggan Pre School and Toddler Trust DIVERT CRIS Divert CRIS DIVERT Drugs and Alcohol Crossmaglen Rangers Football Club DJ Sportz Crusaders Football Club DOE Road Safety Scheme Culmore Football Club Dog Warden Cultural Exchange Group Donegal County Council Culturann doir 64

Appendix III – Extended Schools External Providers 2012-13

Donnelly's Hardware Store e-skills UK Down Lisburn Trust Faith Mission Centre Down Trust Falls Community Council Dramability Falls Community Council Dramabugs Falls Road Suicide Group Dromore Sports Complex Falls Womens Centre Drop In Centre Families First Drug & Alcohol Awareness Family Fund Drugs and Bullying Programme Family Partnerships Drumallis Convent Family Planning Association Dry Arch Centre FASA DSD FAST Duke of Edunburgh's Award Scheme FAST Duncairn New Lodge Health Partnership Faughanvale Stables Dundonald Ice Bowl Fermanagh District Council Dungannon United Youth Film Club NI Dungiven Comholtas Film Forever DW Gym Filmclub.org Dylan Quinn Dance Fintona Senior Citizens Group Dyslexia Centre Fire Service Eagsulacht grupai pobail eascoiri First Trust Bank aonaracha Fit Futures Early Education Consultancy Fit Kidz Early Years Integrated Services Fitness Dance with Laura eascoir aonarch ata ag tacu leis na Fivemiletown College Leisure Complex pleananna eagsula Flax Trust Easons East Belfast Community Development Fleadh Cheoil na hEireann Doire 2013 Agency Floral Boutique Echo Echo Dance Company Florencecourt House Eco Schools Fold and Transport Museum Eco Seeds Football Association Educate Me Football coaches Education City Foras na Gaeilge Education Psychology Service Foreglen Daycare Education Welfare Forward Steps EGSA Foyle College Elkan Foyle Contested Space Project Elmgrove Manor Foyle Golf Club Enniskillen Forum Foyle Parent and Friends Association Enterprise Ulster Foyle Parents and Friends Association 65

Appendix III – Extended Schools External Providers 2012-13

Foyle View Parents Support Group Greenhill Outdoor Education Centre FSCN Greenhill YMCA FSCN Greenisland Hockey Club Full Court Peace Basketball Greenlight Gateway Full Service Community Network Greenville Court Fun 4 All Grid Club Funtasia Drogheda GSAP GAA Ulster Council GSAP Gach grupa GTC Galaxy Gael Linn Hannahstown Credit Union Gaelphobal an Lorgain Happy Faces Drama Organisation Gaeltacht at Loch an Iuir Happy Puzzle Company Galaxy Coaching Harberry Training Galliagh Women's Group Harmony Gap Club Harpurs Hill Children and Family Centre Garden Centre Harpurs Hill Early Years Project Gartan Outdoor Adventure Centre HAZ and Roots of Empathy Canada Gasyard Centre Healing Through Remembering Gateway Church Health and Safety NI GEDA Health Board Giggles Day Care Centre Health Centre Girl Guides Health professionals Girls' Brigade Health Promotion Agency Glen Parent Youth Group Health Visitors Glen Ward Community Association Healthy Hearts in the West Glenbrook and Shankill SureStart Healthy Lives Glenside Adult Training Centre Healthy Living Centre Glentoran Football Club Healy Park Goody Training Solutions HeartStart UK Gortatole Outdoor Education Centre Heineman Bug Club Gortin Glen Forest Park Heinemann Maths Grand Opera House Henry Sports Grandparents Herb Farm Grants 4 Schools Highfield Community Centre Grassroots Football Highways to Health Greater high St Community Hill Walking for Schools Greater Shantallow Area Partnership Holy Child Parent Partnership Greencastle CEP Holy Trinity Youth Club Greencastle Observatory Hope Centre Greenfield Home Hope NW

Appendix III – Extended Schools External Providers 2012-13

Hopscotch Organisers Killowen Community Association Horticulture Experts Killowen Community Working Group House of Frazers Killowen Outdoor Pursuit Centre House of Sport Killowen PTA Housing Executive Killowen Residental Home Hulabaloo Kindermusik IFA Krafty Kidz Inclusion & Diversity Service Krafty Kidz Incredible Years Project L Moore Dance Studio Incredible Years Team Lagan Water Sports Centre Independent Coaches Laurelview Equestrian Centre Independent Counselling Service LCDI Institute of Advanced Driving LCM College Exam Board Instonians RFC LCM Music Exams Inter Estate Partnership Le Club Francais Intervention Project Leafair Community Centre Invista LEAP Ionad Uibh Eachach LEAP IRFU Leapdance Irish Dancing Coach Learn Differently Irish Street Community Centre Lefair Irwins Bakery Legal Island ISCYP Lego Education Academy iTeach Lenadoon Community Counselling ITTA Leonard School of Traditional Music Iur fm Let's Walk South Armagh J Smyth Martial Arts Lexia Learning Jigsaw Lexia UK Joey Dunlop Leisure Centre Liberty Consortium John Paul 2 Award Library Service JoJingles Life Education JT Artworks Life Start Jump, Jiggle and Jive Life Team Jumping Clay Life TV Junglecubs Lifeways Counselling Agency JustHost.com Lighthouse Kabosch Theatre Company Lights, Camera, Confidence Keep Her Knit Lights, Camera, Confidence Drama Kick Start Coaching Group Kilkeel Hockey Club Limavady Borough Council

Appendix III – Extended Schools External Providers 2012-13

Lime Tree Cookery School Mad Science Liofa 2015 MADS Lisburn City Council Maeve Clancy Music Lisburn Leisureplex Magee University Lisburn School of Music Magician Lisburn YMCA Magilligan Field Centre Lisnagelvin Leisure Centre Maiden City Soccer Lisnagelvin Swimming Pool Maiden Voyage Dance Company Little Hands Surestart Makaton Little People Big Noise Drama/Dance Make a Wish Group Mandarin Speakers Association Little People Playgroup Manor Garden Centre Live and Learn Marble Arch Caves Living & Learning Project Marie Curie Local Artists Mark Carmichael Music Local Bus Company Markets Development Centre Local Camogie Club Marks & Spencer Local Church Mary Fitzpatrick School of Drama Local companies Matheletics Local Dentist Maths Buddy Local GPs Maths Improvement NI Local Hurling Club McClean Musical Productions Local library McDonalds Local Opticians McGarrity School of Dance Local playgroups McIlroy Court Fold Local schools Meadowbank Sports Arena Local sports clubs Melmount Manor Local Storyteller Melvin Hall Local tutors Melvin Sports Complex Local Youth Club Mencap Londonderry Schools Football Menssana Association Microsoft Longlands Community Centre Middletown Centre for Autism Long's Supermarket Milk Marketing Board Lough's Agency Millenium Forum Loughside Boys FC Mind Gym Love for Life MK Audio LoveFilm Mobile Training Solutions Lurgan Riding for Disable Association Monkeynastix Lyric Theatre Mourne Mountains M&M Productions 68

Appendix III – Extended Schools External Providers 2012-13

Moyle District Council NEXUS Moyle Enterprise Centre NHS Moyle Young Defenders Flute Band NI Archery Society MPDA NI Athletics Mr Hulaballoo Children's Theatre Group NI Music Therapy Trust Muckamore Music Society NI Open College Network Muckamore Parish Development NI Sports Council Association (mpda) NI Youth Forum Multi Sensory Club NICCY Music Therapists NICE Music Tutors NICMAC Musical Pathways NIFA Musicworks NI NIHE Naiscoil Dhun Phadraig NINSA National Autistic Society NIPTA National Children's Bureau NISTR National Gymnastics Centre of Norman Whiteside Sports Facility Excellence North Belfast Alternatives National Literacy Trust North City Training National Navigation Award Scheme North Down Council National Trust North Down Hockey Club Navan Fort North Down Ju-Jitsu Federation Nazareth House North Star Basketball NBCLC North West Judo NEELB North West Volunteer Centre Neighbourhood Health Improvement Programme Northern Cheerleading NI Neighbourhood Renewal Northern Fire and Rescue Nelson Drive Action Group Northern Health Board Nerve Centre, Derry Northern Ireland Screen Netball NI Northgate New Buildings Football Club Northwest Counselling New Horizons NRC New Life NSPCC New Life Counselling Nurturing School Network New Lodge Arts NWCR Newhill Centre NWIFHE Newry and Mourne District Council NWIFHE Newry City Soccer Club NWRC Newry Library OCN Newry Swimming Pool O'Connell School of Dancing 69

Appendix III – Extended Schools External Providers 2012-13

Odyssey Perfect Fitness Office of First & Deputy First Minister PGL Office Support Phoenix and Highfield Action Group OFMDFM Phoenix Centre Oireachtas na Samhna 2012 Photographer OK Let's Walk Pilates Coach Olatch Trust PIPS Old Library Trust PIPS Old Library Trust Play & Leisure Services Ltd Oliver fruit suppliers Play Board Olympic Committee Play Percussion Omac Play Resource OMAC Playboard Omagh District Council Playtrail Open College Network Pobal Opera House Poetry Ireland Opportunity Youth Portadown Times Order of Malta Portavogie Rangers Football Club Organic Garden Company Positive Parties Oriel Indoor Bowling Club Prince's Trust OSM Recycling Priory Care Home Our Shared Vision Professional tutors Outer North Neighbourhood Partnership PSNI Oxford Island Rangers PSNI Ozone Indoor Tennis Centre PTA Ozone Leisure Centre Pure Health PACT Pushkin Trust PAPA Pyramid Club Parent Advice Centre QFT Theatre Parent volunteers Queen's University Parenting NI Radio Foyle Parents on the Go Radio na Gaeltachta Patrician Youth Club Rainbows Counselling PDQ Solutions Rath Celtair Folk Music Club Peaceful Schools International Ratheane Nursing Home Pearses GAC Rathmore 50 Plus Pearson Education Ravenlink Residents Group Peile an Phobail Read & Write Gold Peninsula Healthy Living Reddins Coach Hire Pennyburn Inclusive Play Trail Relax Kids

Appendix III – Extended Schools External Providers 2012-13

Renaissance Learning UK Ltd Sentinus Replay Theatre Company SEP RG Performing Arts School Shaftesbury Bowling & Recreation Club RG Theatre Company Shamrocks Hurling Club Roads Service Shankill Integrated Services Robinson Centre Shankill LIAG Rock Community Church Shankill Partnership Sports Team Rock School Shankill Project Youth Worker Roe Valley Arts & Cultural Centre Shankill Surestart Roots of Empathy Shankill Women's Centre Rosemount Youth Forum Shantallow Children's Support Group Royal Scottish Pipe Band Association Shantallow Community Arts Royal Victoria Hospital Shantallow Community Centre RSPB Shantallow Community Residents Rummage Charity Shop Association RVLC Shantallow Leisure Centre Safefood for Life Programme Shantallow Women's Group Sainsburys Shantallow Youth Centre Salto Share Centre SALTO Gymnastics Sheridan Stage School SANNAS Sherston Save the Children Sheskburn Community Centre School Dentist Shotokan Karate School Liberty Consortium SHSCT School Nurse Siamsa gael School of Music Sigersons School of Soccer Sign2Music Scottish National Opera Signersons GAA Club Scouts Silverdale Nursing Home SCRA Sion Mills Golf Club SCRA Sion Swifts Football Club Scrabo Hall Church Skeoge House SDC Active Communities Skipping Workshops NI Ltd Seabank Nursing Home Slieve Gullion Forest Park Seacourt Print Workshop SLIG Sean Kane Landscape Slimatherapy SEARCH Programme Slimming World SEELB Sloughan Glen Springs Segal House Smart Start Tuition SELB Smile Project

Appendix III – Extended Schools External Providers 2012-13

SNAG Providers STARS Programme Social Inclusion Programme Steelstown Gaelic Football Club Social Services STEM Aware SonShine Kenya Project Stewartstown Road Health Centre South Armagh Consortium Stormont Education Department South City Strabane Activity Centre South Eastern Trust Strabane Autistic Network Southern Health and Social Care Trust Strabane Community Project Southern ITEC Strabane Councili Spartans Athletics Strabane Cricket Club Special Olympics Ulster Strabane DC Active Communities Spectrum Centre Strabane District Council Speech & Language Therapist Strabane Ethnic Community Association Sport Opportunities Strabane Library Sport Skills Strabane Rugby Club Sportopps Stranmillis Belfast Sports Coach Stranmillis Theatre Sports Council NI Streamvale Farm Sportstastic Fitness Group Streetbeat Springfield House Streetwise Performance Ltd Springhill Community Centre Student Council Springhill House Student Enrichment Services Springtown Boxing Club SUNI Springwell Centre Supervalu SRC Surestart St Brecan's Youth Club Table Tennis Association St Canice GAC Table Tennis Ulster St Columba's Church Tacpac St Columb's Park House Tae Kwon Do Club St John's Ambulance Taghnevan Community Development St John's Business and Enterprise Association College Taghnevan Youth Club St Mary's Univeristy College Take 10 St Mary's Youth Club Take Ten Ltd St Michael's Youth Club Tar Istach St Patrick's Camogie Club Target Sports St Patrick's Hall Taughmonagh Community Forum St Peter's Residence Association Team Theme St Teresa's GAA Teen Boundaries UK St Vincent de Paul Templemore Sports Complex

Appendix III – Extended Schools External Providers 2012-13

Tesco Ulster Branch Irish Rugby Football Union Tesco Ulster Cancer Foundation Tesco Trail Ulster Council GAA Text 2 Parents Ulster Dairy Council The Alley Theatre, Strabane Ulster GAA The Big Picture Ulster Hall The Crescent Edlerflowers Ulster Museum The Gathering Drum Ulster Orchestra The Millennium Forum, Derry Ulster Project Portadown The Odyssey Ulster Rugby The Old Library Trust Ulster Scots Agency The Pines Residential home Ulster Table Tennis Association The Playtrail, Derry Ulster Wildlife Trust The Pod Ulsterbus Tours Tidy NI UNICEF Timber Tots University of Ulster Tiny NI Uplift Creative Movement Tir na nOg GAC Upper Andersonstown Community Forum Titanic Upper Ardoyne Community Partnership Todd's Leap Upper Springfield Development Agency Toe by Toe Urban Assault Tollymore Mountain Centre Urney Creations Tommy Jackson Soccer School USDT TOTH Soccer Coaches UUJ Touch Type Read Spell Programme UUJ Translink Valley Rangers Football Club Traveller Support VMS Consults Tree of Knowledge Voice & Piano Studio Trinity Housing Association Voices Ladies Group Trinity Music Exams VOYPIC tSleibhe Dhuibh Scoil na Mona W5 Tullycarnet Family Project W5 Tullymore Community Centre Wall2Wall Music Turnabout Education Wally and Wise TW Sports Waterside Community Partnership Tyrone GAA Waterside Hub City of Culture UEFA Waterside Neighbourhood Group Ulster American Folk Park Waterside Transition Project Ulster Aviation Society Waterstones Ulster Bank Waterworks Development Centre

Appendix III – Extended Schools External Providers 2012-13

WCC WorkNet Web Anywhere WPS Parents Association WELB Yeha Project West Belfast Area Project YENI Business West Belfast Partnership YES Project Western Health and Social Services YMCA Whistle Project Yoga Bugs Whiteabbey Gym Yoga Centre Whiterock Children's Centre Yoga Instructor Whiterock Family Centre Yoga Therapy Centre Whiterock Family Centre Young Enterprise Whiterock Leisure Centre Young Lyric Players WHSST Young People's Centre Wildlife Trust Your Sport Willowfield Parish Church Youth for Christ Willowfield Parish Community Association Youth Justice Women's Aid Youth Sport Women's Training Project Youth Workers Workers Education Association Zanshin NI Workforce Zumba coach