Leicestershire’s Extended Schools Development 2005/6 Good Practice Guide Contents

Contents 1 Barwell Church of Junior School ...... 4 2 Battling Brook Community Primary School ...... 5 3 The ...... 6 4 Birch Wood (Melton Area Special School) ...... 7 5 ...... 8 6 Croft Church of England Primary ...... 9 7 Community College ...... 10 8 Ibstock Community College ...... 11-13 9 Limehurst High School ...... 14 bk Longslade Family Partnership ...... 15 bl ...... 16 Key to Schools ...... 17-18 bm Rawlins Community College ...... 19 bn Redmoor High School ...... 20 bo Roundhill Community College ...... 21 bp Shepshed High School ...... 22 bq Thomas Estley Community College ...... 23 br Welland Park Community College ...... 24 bs William Bradford Community College ...... 25 bt Woodbrook Vale High School ...... 26 ck Wreake Valley Community College ...... 27-28 Food for Thought ...... 29-31

Extended Services: Extended Success 2 Introduction

Dear Colleague, I am delighted to present you with the fi rst Good Practice Guide for Extended Services in Schools. The extended services agenda is a challenging but exciting one; the guide is fi lled with practical case studies that will alleviate the concerns you have about extra workloads and resources. It contains contact details for the schools that took part For map and key see in the extended services pilots so that you can access their experiences fi rst hand. pages 16-17 This new agenda is about supporting and building on your core business, namely the achievement of the children and young people of Leicestershire, by ensuring that there are opportunities for them to enjoy a rich, high quality, and safe learning environment outside of the school day. I hope that this guide will inspire you and your teams and look forward to seeing Melton the development of other high quality extended services in schools. 9 Mowbray Loughborough 4 15 12 19 Coalville 20 8 Markfi eld 10 Ibstock 14 5 Yours sincerely 7

3 18 1 2 6 Wigston 13 Gareth Williams Hinckley Director of Children and 16 Market Young People’s Service Harborough Lutterworth 17 11

Extended Services: Extended Success 3 1 Barwell Church of England Junior School Increased Range of Activities

What we wanted to do: What we did: What difference it made: • Provide additional activities • Range of activities extended to include Dance, Rugby, • Pupil enjoyment and motivation increased without cost to parents additional sports; cooking; additional computer clubs • ICT skills improved; children enthusiastic about a wider • Extend range of extended school • Numbers attending increased – over 50% of pupils now range of sports activities available on site attend at least one additional activity each week • Some vulnerable children have benefi ted from all clubs, • Increase number of • Breakfast club has been running since October 05 including Breakfast Club pupils attending extended – average 20 pupils • Improved sense of worth and value for Learning school activities • Homework Clubs for Y3/4 and Y5/6 run weekly Support Assistants and improved total remuneration • Run a Breakfast Club throughout the year; 20-40 pupils attending each club has been welcome. • Run Homework Club for • Learning Support Staff and local sports coaches employed children in all year groups to deliver clubs • Provide additional employment • All activities (except Breakfast) free. opportunities for Learning Support Staff.

C<@:

Extended Services: Extended Success 4 2 Battling Brook Community Primary School Early Bird Club

What we wanted to do: What we did: What difference it made: • Provide before school care for • Consulted parents/carers • Improved provision for primary age children • Revamped area of school to provide self contained unit working parents • Provide range of enrichment/ • Purchased resources for activities • Demonstrated an improvement in targeted phonics group reinforcement activities. • Publicised the new provision • Increased numbers of children involved in physical exercise. • Consulted children as to activities they preferred • Targeted groups of under-performing pupils • Setup range of activities; Aerobics, Table Tennis, Phonics Workshop, ICT Sessions, Drama, Drum Lessons, Pre-school Basketball.

C<@:

Extended Services: Extended Success 5 3 The Beauchamp College Student Volunteering and Mentoring Project

What we wanted to do: What we did: What difference it made: • Develop a volunteer programme • Held a meeting with a number of local voluntary and • The Right to Read programme is a very positive to benefi t the local community statutory agencies, including: experience for everyone involved. The children really and give Beauchamp students - Voluntary Action for and Wigston enjoy the one to one attention, and students might take a broader experience than up the challenge of a child-based career - Right to Read just study. • The children with Right to Read partners made greater - Youth Work progress than most children without partners, several - Age Concern children making outstanding progress. - Sports Activities - Family of schools • Discussions were held with Year 12 students and a Vice Principal about the benefi ts of volunteering • Expression of Interest forms were completed by interested students and Stakeholders gave talks to them • CBR forms were processed by Voluntary Action for .

The Application of Science in Sport

What we wanted to do: What we did: What difference it made: • Develop a programme of study • Target young people aged 9-14 who had a talent in their • 100% student attendance for the 10 day project that would support gifted and chosen sport • Students fi tness, confi dence, self esteem and team talented young people in the • Recruited 36 young people from Leicestershire schools building skills grew enormously importance of Science outside of • Provide a non-residential two week course during the • Greater clarity and understanding the practical skills development summer holidays 2005 of the mental and physical of their sport • 50% of the courses delivered on-site and 50% delivered requirements for elite • Develop a generic course at Loughborough University, Worcester University and Lea athletes and performance consisting of fi tness testing and Green Outdoor Pursuits Centre, Derbyshire • Fun and enjoyment was improvements, diet, nutrition, achieved. All students C<@:

Extended Services: Extended Success 6 4 Birch Wood (Melton Area Special School) Extended School Provision

What we wanted to do: What we did: What difference it made: • Set up an after school club for • Rewrote the bid and worked with MENCAP and Menphys • The Right to Read programme is a very positive 2 age groups of pupils in school Children’s charities to provide: experience for everyone involved. The children really (8-12 and 13-19) - 13 pupils opportunity to access 5 hours at the present enjoy the one to one attention, and students might • Employ staff from within the MENCAP youth club instead of 2.5 hours take up the challenge of a child-based career school to manage the clubs - The provision is straight from school and pupils • The children with Right to Read partners made greater • Offer additional places to Social cook their evening meal and access leisure activities progress than most children without partners, several Services for respite placements. in the community children making outstanding progress. The project was launched and - Facilitated access to summer playschemes by unfortunately there was not training staff so that more pupils with complex needs suffi cient interest to make the can be included scheme viable. - Parental support workshops - Providing individual support for youngsters in integrated activity e.g. trampolining, scouts - Saturday fun day provision. Learning Mentor

What we wanted to do: What we did: What difference it made: • Interview and appoint a • Appointed learning mentor with experience of working in • Improved communication and understanding across the Learning Support Assistant from the fi eld campus regarding the use of study support the campus group of schools • Informed schools on campus what the new service was • Increased student confi dence in group work • Enable new mentor to have and how to access it and empowered them to take responsibility for some initial training into • Compiled and sent out referral forms themselves and their actions techniques etc e.g. “how good it is to go to • Held individual mentoring sessions, once a week to help anger management” • Set up cross campus learning maximise students’ potential in school mentor provision • Improved some • Held small group sessions based on social skills, students behaviour. • Offer a range of provision and behaviour management and building self esteem

support across the continuum C<@:

Extended Services: Extended Success 7 5 Brookvale High School Extended Schools Pilot Project

What we wanted to do: What we did: What difference it made: • To forge closer home school • Introduced a termly informal open discussion forum for • Our involvement in this pilot project has facilitated greater links in order to support parents / carers, parent governors and staff collaboration between Brookvale and Groby Community students’ learning • Developed the school website to ensure that parents College and the sharing of good practice with South • We also wanted to work very have 24hour access to up to date information about Charnwood and 20B primaries closely with Groby Community the school • All the above measures have helped the school to College on this project and to • Organised a termly focus evening for parents/carers on become more “parent / carer friendly”, and we believe share our experiences with other specifi c topics – “Living with Teenagers”, Preparation for that our home school partnership is now much stronger local schools. SATs and Transfer to the College, and Drugs Education as a result. • Ran a ‘Living with Teenagers’ seven week course for targeted parents / carers. The course leaders were trained, and supported through the course by “Fun and Families”, and this course will now be offered annually at Brookvale • Appointed a Family Liaison Worker to join our Inclusion Team for the year.

C<@:

Extended Services: Extended Success 8 6 Croft Church of England Primary Study Support

What we wanted to do: What we did: What difference it made: • To further support the • Provided a working environment for year 6 & 7 pupils • Raised self confi dence of individuals development of after school • Provided ICT and multimedia resource for • Increased opportunity to access educational technology study skills and link this with research purposes • Improved individual attainment the School Improvement Plan • Provided ICT and multimedia resource for production of priority to improve ICT skills • Improved leisure time at home. homework projects • To raise levels of attainment • Provided extension opportunities in ICT areas and self esteem for the underachieving pupils by • Provided a lead professional to work with the group and a supporting their learning support member of staff. through home challenges and supportive risk taking.

C<@:

Extended Services: Extended Success 9 7 Groby Community College Engaging with Parents

What we wanted to do: What we did: What difference it made: • To engage and involve more • Introduced a termly informal open discussion forum for • The informal approach with parents and carers has parents/carers in learning and in parents and carers to address a range of issues raised enabled us to their children’s learning through by them - meet with the parents of some SEN students for the - Increased opportunities • Discussion forums for parents/carers of specifi c groups fi rst time for parents/carers to be of students were set up – identifi ed underachievers, SEN - engage with a small number of parents and address involved with, and have a students, new y10 students, new Post 16 students etc their concerns etc on a regular basis better understanding of their • Started development of college website - identify the needs of these parents children’s learning • Organised information sessions - develop further activity/sessions that meet the needs of - Increased opportunities for for students and parents/carers these parents e.g. stress management evening students and parents/carers on social behaviour, youth - develop Parent Forums to have opportunities to learn/ provision in the community and stress management develop new skills together • Increase opportunities for students and parents/carers to • Supported Brookvale’s ‘Living learn/develop new skills together • We also wanted to work very with Teenagers’ focus evening closely with Brookvale High with a view to running a seven week course • Increased participation in family learning across all age School on this project and to ranges from pre-school to retirement • Increased opportunities for students and parents/carers share our experiences with other to learn/develop new skills together – additional family • Increased involvement of parents/carers expected to local schools. language learning classes and regular family cycling improve examination performance activities • Greater collaboration between the college and Brookvale • Advertised a range of fi tness and language learning – enabling sharing of good practice with numerous opportunities for the Family Learning Week primary schools. • Organised a Family Fun French day • Organised a fi ve week holiday language course for families • Carried out an audit of opportunities available for young people in the local community and produced a booklet.

C<@:

Extended Services: Extended Success 10 8 Ibstock Community College Explore Professionals Networking at a Local Level

What we wanted to do: What we did: What difference it made: • Explore the networking of range • Reorganised the site to enable the new partnerships • New children’s centre built with partnership funding. of professionals at a local level arrangement and encompass adjustments to room • Established one of the fi rst after school clubs for older in preparation for children allocations as the college moved to a six day timetable children in the county services coming on line and • Refurbishment the old Nursery to develop a new • Refurbished and reorganised partnership space to enable act as an example of good Youth Centre partners to maximise their outcomes in the community practice for the development of • Refurbishing the old Youth Centre to become the a Children’s Centre. • Extending schools seminars held at High School Heads Community Centre which now houses most of the adult Conference and for area planning groups • Re-establish communication education team as well as affi liated activities and support for the new services • Supported an organisation through a period of change • The youth work team have a new dedicated building, while trying to retain as many allowing them more control over the space. projects as possible on site and There are a growing number of projects organised by develop new initiatives. the jointly appointed member of staff working on social inclusion agenda • The health visitors now run baby clinics on site as well as facilitated Parent Early Education Programme and are also about to start a breast feeding group. Working with parents in the Nursery as been incorporated as part of the technology bid, so teachers now have to engage with the Nursery parents at a very early stage which will aid breaking down barriers to accessing staff at the college • Partnership money was successfully secured and a 78 place Nursery was completed on the college site in 2005. It has a family learning room, doubling up as a after school club for 11 to 14 year olds, a computer room, a reception, adult toilets and two partnership offi ces. New staff have been appointed, policies and procedures written and by December 06, the project should break even • A Sure Start bid for an after school club for older children was secured, and due to Ibstock’s position on the index of deprivation, additional funding was gained to carry out a C<@:

Extended Services: Extended Success 11 8 Ibstock Community College Student Voice

What we wanted to do: What we did: What difference it made: • To develop the student Gifted and talented students have worked during registration, • PCT have highlighted the school as developing good voice through extended break and lunch times with the extended schools manager practice in enabling the student voice to be heard while schools projects. to come up with a range of projects about changing hearts completing the Healthy Schools award. The video of the and minds in relation to diet of young people. The Healthy student’s work will be shown at the next PCT conference Schools award was chosen as a vehicle to enable students • Established a whole school working party to manage to have a say in what takes place in the college. Many of the parent communication and the roll out of a wider projects developed into enterprise type experiences. extended schools programme. This is the fi rst time the For example: teachers have actively been involved in taking decisions • produced a very funny healthy eating video. about the wider programme at the college • set up a breakfast club in the college • changed the queuing system in the college after years • Extended schools activities are about to be embedded in of problems a new fi ve year strategic plan that will entrench extended • surveyed the student’s diets and reached conclusions services projects within every aspect of the work, cross about future action referencing all activities to fi ve strategic outcomes of • organised free smoothy tasting Every Child Matters • found funding and built a herb garden with the parents • Successful joint inspection of the school and in the nursery Nursery provision • ran parents consultation evenings • Gifted and talented work taken out of the classroom and • ran assemblies in the primary schools enabled an enterprise culture to be developed in the • cooked breakfast for BBC Radio Ben Jackson, extended schools setting they were also interviewed by Central News • Empowered the student council to take action on • organised healthy drinks vending in the college controversial issues and followed them through • planned schools menus cooked them and gave out tasters to conclusion to other students At the same time the College Council was re-established, and one group of students:- • surveyed the college along side the health service • recorded a list of jobs they would like the premises and cleaning staff to carry out • set up a new system for students to report faults to premises staff • ran a hit the sticker campaign to encourage boys to reduce toilet spillage C<@:

Extended Services: Extended Success 12 8 Ibstock Community College Developing an Extended School in Leicestershire

What we wanted to do: What we did: What difference it made: • Explore the feasibility of • Developed breakfast and after school provision in primary • The lead primary school was in special measure at the the Ibstock family of schools schools through a high school hub at Measham and time of the application. The head felt that in a needy working in partnership Newton Burgoland primary schools community like Measham this type of development was to support and extend • Submitted two successful applications to Sure Start. crucial, however had very little time available and needed their provision someone to deliver with minimum input. • The Measham area has a high score on the index of The school now have four children attending the breakfast • Work with children and their deprivation. This enabled the project to pull down club and up to nine attending the after school club and parents, to identify and meet additional capital and revenue funding to establish are on track to meet our Sure Start targets. The school their needs in relation to out of the club school care is now out of Special measures and the outcomes around • Developed a travel plan, encompassing three schools, to working with parents, working in partnership and • Explore a joint travel plan with be undertaken by high schools students as part of the meeting the needs of children were signifi cantly enhanced a local primary school gifted and talented programme in Geography. A plan will by the project • Explore other forms be produced for the high School and this will be followed • £36,552 was secured for the project, as well as of collaboration by the infant and junior schools in Ibstock. The project additional funding from Social Services to support a has been highlighted by DFES as innovative and will be • Provide examples of good single parent family with a son with special needs practice for other high schools monitored over the next two years • The two schools involved in Measham worked in genuine around the county of working • The extended services team has taken over the catering partnership over the project. Children attend from both in partnership with primary for three primary schools and the Nursery, removing all schools and it is helping to break pre-established views in schools.share our experiences processed food from the menu and have run a number of the community and build bridges between both schools with other local schools. ‘healthy eating’ assemblies to try to re-educate the children • A new post was created combining that of a suitably qualifi ed after school club worker with that of a learning • Successfully completed a Joint Technology bid between a support assistant which resulted in a good fi eld of family of schools applicants from which very successful appointments • Appointed an ICT technician to support the family were made. of schools • We are exploring all institutions in NWL becoming a single trust • The Extended Services Manger has:- - Offered advice to several schools thinking about opening an out of school care provision - Run a workshop for potential Sure Start pilot project C<@:

Extended Services: Extended Success 13 9 Limehurst High School Limehurst Family Learning Projects

What we wanted to do: What we did: What difference it made: Limehurst High School Extended Worked with two groups of parents and children. The Family Learning Project was extremely successful. Schools Pilot Projects were • Group One A full evaluation will take place in June but there were intended to: particular highlights. - Focused on Family Learning encouraging parents to • Work with parents who need work alongside their children on art and design • Heightened parental involvement help to access educational based projects • Identifi cation of a method that has been transferred and services to support their - Identifi ed group of year nine boys causing concern with adopted with other client groups children’s educational progress; behavioural issues as part of intervention • Engagement of challenging pupils • Develop parental understanding strategy meeting The ESOL group has also been very successful. of the school’s curriculum and - Worked with these boys and their parents • The group has made signifi cant progress in developing to help build dialogue between through 2 family support workers and learning their English skills home and school. support assistants, to facilitate regular 1½ hour • A joint celebration with these parents and their children Target groups were: visits to arts studio near the school. This resulted in was held as part of the Eid celebrations of the school. • ethnic minority parents who production of a glass sculpture as part of schools • The children worked hard to put on this celebration and want to develop English 75th anniversary celebrations. the event was a great success language skills • Group Two • We have now extended the ESOL group from one to two • parents of pupils who need - Consisted of parents whose fi rst language was not mornings a week support in school and parents English so that we could support these parents in • Participants made signifi cant progress in their English skills. who have limited understanding developing an understanding of the curriculum and the The work of the Family Learning and ESOL groups have of the school curriculum life of the school as a whole and ways of supporting their helped parents gain a better understanding of school life • We worked with the Adult Learning Service to bring in a children’s education. and has brought parents into a stronger partnership with the tutor to work alongside our Home School school. Pupils enjoyed showing what they could do. Working Up to 30 pupils were to be Development Offi cer with adults other than teachers is often successful and involved working with parents • The group consisted of women from a variety of creates a different climate for learning. As Headteacher • The projects were intended backgrounds and the focus was on learning English. it has given me further opportunities to praise pupils to help families to develop an There was a certifi cation process that the group and to allow parents to see tangible understanding of what school worked towards successes for their children. can offer and to build a dialogue • The school’s Head of ICT also worked with the group to • Parental engagement heightened between home and school. teach ICT skills. via their involvement in Eid celebrations

• Establishment and C<@:

Extended Services: Extended Success 14 bk Longslade Family Partnership A Partnership Approach to Extended Schools

What we wanted to do: What we did: What difference it made: • Demonstrate that, as a • Appointed an Extended Schools Coordinator • Brought family of schools even closer Development Group Family, • Recruited 2 Family Liaison Offi cers to work in 2 separate • Increased understanding of young people’s and family we could have an effective High Schools problems in the area we serve Corporate Approach to running • Audited current provision • Engaged more young people in a range of learning an Extended Service ‘Federation’ opportunities and styles for our whole catchment area • Participated in training offered • Increased motivation, participation in, and excitement • Provide a responsive family • Delivery of family visits and enhanced support to students and interest in learning and student support service (to in response to their needs remove barriers to learning and • Developed language clubs in schools that did not offer • Engaged more parents in the life of our schools, closer involving other agencies) across this as part of their curriculum family understanding of learning the 5-18 age range crossing the • Developed extra curricular workshops leading to a range • Gave some young people a greater appreciation of barriers in the 3 Leicestershire of performances such as African Drumming, western the value of working together to produce a ‘corporate’ school phases musical instrumental and singing classes. end product. • Run a new range of study support and family learning activities, especially in the arts to raise self-esteem and improve attitudes to learning • Involve parents in seeing fi nal performances of art projects to engage parents further in school and learning.

C<@:

Extended Services: Extended Success 15 bl Lutterworth High School

What we wanted to do: What we did: What difference it made: • Appoint Community Liaison • Appointed a Community Liaison Offi cer for 18½ hours Students: Offi cer for 18½ hours per week per week • Have been provided with someone to talk to who is not • Purchase laptops, software, • Purchased laptops, software, bags and resources a teacher bags and resources for students for students • Attend school, feeling more motivated to learn • Work with a group of students • Worked with a group of students – disengaged/disaffected • For some it has been an opportunity to discuss and – disengaged/disaffected young people explore in more detail career options, leaving school, young people • Designed and put systems in place for both parents an opportunities available and how to achieve their goals • Design and put systems in place students, one-to-one support/group work • Learn strategies to work through diffi cult situations for both parents an students, • Launched Project – invited press • Improve students’ overall performance and behaviour one-to-one support/group work • Set up one-to-one support for students both at school and at home • Launch Project – invite press • Set up group work for students and after school activities • Receive fewer consequences (Discipline for Learning – school’s system for managing behaviour) • Set up one-to-one support – use laptops – Digital Photography, Web Wizard Gazette for students • Increase self-esteem and confi dence • Setup and run drop-in information for parents • Set up group work for students • Learn new skills that are transferable throughout • Designed ‘needs analysis’, identifi ng parent’s needs and after school activities – use • Engage in activities, group work and after laptops – Digital Photography, • Ran three taster sessions for parents/carers on Living with school workshops. Teenagers programme Web Wizard Gazette Parents/Carers: • Ran two parenting groups • Setup and run drop-in • Always having someone to talk to who is not a teacher information for parents • Carried out home visits • Parents feel they are more involved in their child’s • Design ‘needs analysis’, identify • Further developed school’s website school life parent’s needs • Worked in partnership with parents/carers and • Feel more confi dent and in control when dealing with • Run three taster sessions for young people, providing ongoing support through their child’s communication and behavioural diffi culties parents/carers on Living with regular meetings. • Increased and better all round communication Teenagers programme with their child • Run two parenting groups • Kept informed on their • Carry out home visits child’s progress • Further develop school’s website • Know there is always • Work in partnership someone to listen to them at the end of the phone. with parents/carers and C<@:

Extended Services: Extended Success 16 Key to Schools

1 BARWELL CHURCH OF ENGLAND 8 IBSTOCK COMMUNITY COLLEGE bo ROUNDHILL COMMUNITY COLLEGE bs WILLIAM BRADFORD COMMUNITY COLLEGE JUNIOR SCHOOL William Kelly – Headteacher Pauline Munro Mary Neate – Headteacher Brenda Davies - Headteacher Central Avenue, Ibstock 997 Melton Road, Thurmaston Leics, LE4 8GQ Heath Lane, Earl Shilton High Street, Barwell Leics, LE67 6NE Leics, LE9 7PD Leics, LE9 8DS Contact for Extended Services: Contact for Extended Services: Contact for Extended Services: Pauline Munro Contact for Extended Services: Lynne Slipper As above 0116 2693896 Julie Thompson 01530 260705 01455 842047 0116 2600659 01455 845061 01455 442294 01530 265831 [email protected] 01455 848665 [email protected] [email protected],sch.uk [email protected] www.roundhill.leics.sch.uk www.williambradford.net www.barwell-jun.leics.sch.uk www.ibstockcommunitycollege.co.uk bp SHEPSHED HIGH SCHOOL 2 BATTLING BROOK COMMUNITY 9 LIMEHURST HIGH SCHOOL Adrian Stephenson - Headteacher bt WOODBROOK VALE HIGH SCHOOL PRIMARY SCHOOL Christine Thompson – Headteacher Forest Street, Shepshed Graham Bett Loughborough John Talbot - Headteacher Bridge Street, Loughborough Leics, LE12 9DA Grasmere Road, Loughborough Frederick Avenue, Hinckley Leics, LE11 1NH Leics, LE11 2ST Leics, LE10 0EX Contact for Extended Services: Contact for Extended Services: Contact for Extended Services: Contact for Extended Services: As above Steve Coneron 01509 502112 As below, left As above 01509 557560 01509 263444 01509 601113 01455 634701 01509 557562 01509 230755 offi [email protected] 01455 890674 offi [email protected] [email protected] www.shepshed-high.leics.sch.uk [email protected] www.woodbrookvale.leics.sch.uk www.bbrook.leics.sch.uk bk bq LONGSLADE COMMUNITY COLLEGE THOMAS ESTLEY ck WREAKE VALLEY 3 THE BEAUCHAMP COLLEGE COMMUNITY COLLEGE Mike Griffi ths - Headteacher COMMUNITY COLLEGE Richard Parker - Headteacher Tim Moralee – Headteacher Wanlip Lane, Birstall Helen McDermott – Headteacher Ridge Way, Oadby Station Road, Broughton Astley Leics, LE4 4GH Parkstone Road, Syston Leics, LE2 5TP Leics, LE9 6PT Leics, LE7 1LY Contact for Extended Services: Contact for Extended Services: Contact for Extended Services: Contact for Extended Services: As above Bob Mitchell Chris Freeman Ann Morton 0116 2729100 0116 2677107 01455 283263 0116 2641080 0116 2715454 0116 2674510 01455 285758 0116 2641089 [email protected] [email protected] [email protected] [email protected] www.beauchamp.leics.sch.uk www.longslade.freeserve.co.uk www.thomestcc.leics.sch.uk www.wvcc.leics.sch.uk 4 BIRCH WOOD (MELTON AREA bl LUTTERWORTH HIGH SCHOOL br WELLAND PARK SPECIAL SCHOOL) COMMUNITY COLLEGE Jennifer Middleton – Headteacher Kate Waplington - Headteacher Woodway Road, Lutterworth Pascale Powell - Headteacher Grange Drive, Melton Mowbray Leics, LE17 4QH Welland Park Road, Market Leics, LE13 1HA Harborough, Leics, LE16 9DR Contact for Extended Services: Contact for Extended Services: As above Rob Garrett Contact for Extended Services: 01664 483340 01455 552710 As above 01664 483349 01455 559635 01858 464795 01858 433702 5 BROOKVALE HIGH SCHOOL [email protected] adminoffi [email protected] www.lutterworthhigh.leics.sch.uk Katie Rush - Headteacher www.wellandpark.leics.sch.uk Ratby Road, Groby Leics, LE6 0FP bm RAWLINS COMMUNITY COLLEGE Contact for Extended Services: As above David Brindley – Headteacher 0116 2877551 0116 2321670 Loughborough Road offi [email protected] Quorn, Loughborough Leics, LE12 8DY 6 CROFT CHURCH OF ENGLAND PRIMARY SCHOOL Contact for Extended Services: Elizabeth Walling Adrian Gyles - Headteacher 01509 622800 Melton Brookes Avenue, Croft 9 Mowbray 01509 416668 Loughborough 4 Leics, LE9 3GJ 15 [email protected] 12 Contact for Extended Services: 19 Coalville As above 01455 282643 www.rawlinscollege.org.uk 20 8 Markfi eld 10 01455 282643 Ibstock 14 offi [email protected] 5 www.croft.leics.sch.uk bn REDMOOR HIGH SCHOOL 7 7 GROBY COMMUNITY COLLEGE Andrew Coombs - Headteacher 3 18 Caroline Wilkins - Headteacher Wykin Road, Hinckley 1 2 6 Wigston Ratby Road, Groby Leics, LE10 0EP 13 Leics, LE6 0GE Hinckley Contact for Extended Services: 16 Market Contact for Extended Services: As above Harborough As above 01455 230731 0116 2879921 Lutterworth 17 0116 2870189 01455 612419 11 [email protected] offi [email protected] www.grobycoll.leics.sch.uk www.redmoor.leics.sch.uk

Extended Services: Extended Success 18 bm Rawlins Community College Making Multi-agency Support for Students Work

What we wanted to do: What we did: What difference it made: • Harness the support of a range • Appoint a Referrals Co-ordinator (for 30 hrs/wk) to work • College has access to a wider selection of data and of disparate external agencies as part of the KS4 team, (works closely with the Student material on external agency support available to offer targeted advice and Managers and the Transition Mentor). • Over 50 young people (and many parents) have received guidance to a number of Referrals received through the Behaviour Management very specifi c support targeted in response to their students at KS4 Co-ordinating Committee individual needs • Respond to a range of personal • Fund 1.5 hours/week of senior management time to • Heightened ability to respond in a co-ordinated and and social problems which oversee the project and administrative support to service effi cient way to student (and parent) needs for support may impact on the educational and support the project with personal and social issues, enabling them to learn achievement and the well-being • Contacted a wide range of different agencies resulting in more effectively of the young people development of a database of support, catalogue • Staff more aware of what advice and guidance is • Improve the effi ciency of materials available for young people and effectiveness to the • Resultant database used to cross referenced with • Valuable contacts have been made with support referrals process incorporating identifi ed needs agencies. Links with other agencies have grown for a • Offer a more collaborative • Organised an information sharing afternoon to which all number of reasons approach to individual cases partners were invited • Development of infrastructure to access appropriate • Target up to 50 of the most • Linked the project to work other initiatives/pilots eg external support quickly vulnerable students in each year APPG/Charnwood Multi-agency Forum • College has lead person to channel external agency group (Yr10&11). • Facilitated delivery of information sessions to partner referrals through resulting in more effi cient use of organisations on specifi c issues (eg drugs, self-harm). staff time • Success of pilot will result in this being mainstreamed.

C<@:

Extended Services: Extended Success 19 bn Redmoor High School

What we wanted to do: What we did: What difference it made: • Raise standards of achievement • Extensive consultation was taken across the whole of the • Anticipation of long term benefi ts in schools for all the pupils within the town with a particular emphasis on local providers – raising standards cluster of schools through • Web site was established to communicate existing and • Targeted ‘quick wins’ addressed a number of the development of Extended future provision. Other methods of communicating specifi c issues School provision provision were also established – more ‘Arts’ in Primary Schools; Break-dancers reduced • Appoint an Extended School • Extended Services ‘taster’ day was held at the school Yr 9 disaffection Coordinator to service the needs • ‘quick wins’ developed and delivered to show how • Increased collaboration between all stakeholders of all the schools Extended Services could make a difference concerned with provision for children and young people • Undertake an audit of existing • Involvement of a large number of other providers in joint • Raised expectations between all stakeholders. provision, promote and develop planning for future developments - Networking existing activities, identify areas of need, secure additional • Respond to individual school needs i.e. a number of funding and plan for future Primary School partners wanted Parent Support developments. In particular; - A Parent Support worker contracted to work in identifi ed schools. - Enhancement - providing extra resources to communities - Achievement - raising pupil attainment by other means - Transformation - transforming community conditions and children’s life chances

C<@:

Extended Services: Extended Success 20 bo Roundhill Community College Working with Parents

What we wanted to do: What we did: What difference it made: • Target parents whose children • Offered sessions: 6.30pm – 8.30pm Wednesday evening • Improved relationships with parents, who now feel able to are underachieving at College – informal, off main school site with refreshments approach school staff. who would not normally attend • Followed up by contacting parents by letter and telephone College events • Fun and Families course structure followed. • Identify parents of students who are disaffected, removed from lessons, present a challenge.

Drama Activity

What we wanted to do: What we did: What difference it made: • Group activity incorporating • Looked at data to identify Year 7 and 8 students • Major impact, particularly on boys. One student now language skills with a targeted • Targeted students contacted by letter and verbally and beginning to actually speak in front of his peers observed group of students who had encouraged to participate by staff in main English lesson high spelling ages but weaker • Twilight sessions held using speaking and listening skills • Confi dence building – becoming reading ages. focusing on Drama part of a targeted group • Work focused on collaborative elements such as paired • Positive attitude, no work, small and whole group drama/play written activities • Plan to take performance to a feeder primary school. • Students made choices, it’s their ideas used for C<@:

Extended Services: Extended Success 21 bp Shepshed High School

Home School Link project; Shepshed - Castle Donington (Shepshed High School, Hind Leys Community College, Castle Donington Community College)

What we wanted to do: What we did: What difference it made: • Develop ways of working with • Created posts in the three schools/colleges • Individual case work has ensured that several students parents where we had identifi ed • Attended and completed training on the delivery of have stayed in the schools system despite behavioural that issues related to home the Living with Teenagers course, provided by diffi culties or family crises school links are a barrier to “Fun in Families” • Improved rapport with parents where relationships students’ achievement • Delivered case work in each of the three schools/colleges, between school as “an authority” and home have been • Develop some provision to including home visits, telephone contacts, support with negative resulting in a number of benefi ts, eg increased support parents in the often contacting other agencies attendance, parental support of child learning challenging role of bringing up • Established monthly meeting with Headteacher from • The understanding of teachers of the value of support young people in the 10 – 19 Shepshed High School, who co-ordinated the project, staff and their skill and strength in communicating with age range to share the development of our work. parents has grown. This is beginning to have an impact • Do these things in a way on the ethos of all three school/colleges that would secure continuity • Increased recognition of the support staff recruited, and progression in our specifi cally skills required within these posts, to deliver Shepshed Castle Donington the associated activity by teachers family of schools. • Positive impact on ethos of the three schools relating to communication with parents • Increased awareness by school staff of the complexities of home situations for some youngsters that have enabled support programmes to be more effectively targeted • Enhanced and more effective targeting of support programmes • Greater awareness of the need that exists for this type of outreach work.

C<@:

Extended Services: Extended Success 22 bq Thomas Estley Community College Family Learning Centre

What we wanted to do: What we did: What difference it made: The main objective of the pilot • Audited current provision within community • Increased Nursery provision is well utilised and better project was to provide a range of • Consulted community around need. supports parents by fi tting in with school terms services that are built around the Pre-school children • Breakfast club and after school care is growing steadily. needs of users: The children are enthusiastic about the activities on offer • Extended Nursery provision by 2 sessions per week and • Develop accessible, affordable, and provision is highly regarded by parents and primary by 5 weeks per year high quality childcare provision school head teachers Primary school children ( plus some year 7 pupils) and to ensure a workforce that • Sports activities have been well attended and links made is well trained and qualifi ed • Breakfast club takes place each morning with the work of our School Sports Co-Ordinators • Provide accessible support • After school care is available each • Study support - has improved concentration (particularly services for families • Enhancement of multi – sports activities in extended reading), social skills and facilitated new • To provide enjoyable and High school children friendships. Year 9 pupils sited increased confi dence in worthwhile family learning • Availability of study support groups at breakfast taking SATs exams experiences which motivate and lunch • Positive feedback from those who have received parental families to take an active role in support activity. their child’s education and raise Families expectations for their children • Delivery of parental support courses eg. and themselves Living with Teenagers. • Improve attainment through Please note a number of activities are about to take place: inclusive, creative and enriching • Development of a directory of activities pending study support activities distribution at the start of the autumn term. This is being • Increase access to high compiled in liaison with the Thomas Estley Family of quality, progressive Arts schools. As well as outlining the activities available at and Sports activities. each school it will also provide useful contact numbers • Enhancement of family learning opportunities is pending.

C<@:

Extended Services: Extended Success 23 br Welland Park Community College Developing Extended Services

What we wanted to do: What we did: What difference it made: • Progress Healthy Harborough • Worked with the Health Promotion Offi cers based in • Improvement of individuals involved in the various Walks with Health the inauguration of Healthy Harborough Walks for the initiatives has been noted. Promotions Offi cers traditionally none active or GP referrals. This scheme • Energised relationships with other agencies that have • Progress Cook and Eat is now expanding to Kibworth, Thomas Estley and now worked positively with positive outcomes. Billesdon. Currently meeting twice a week with mixture of for Families together with • Extra curricular activities dove-tailed with child care people attending. Organised monthly stall at the market Homestart support to provide a more comprehensive care package. to cover various checks. Negotiations were advanced to • Study Support CC4G – bring this ‘mobile health check’ to the college as part of • Allowed the development of long standing and Computer Club for Girls the Healthy Schools activities. sustainable initiatives such as a Lounge Cinema. • Funky Street Dance – • Piloting twilight Cook and Eat for parents/carers referred • Positive comments given by parents on the extra support Keep fi t for youngsters and their to us through Homestart. they have received from the college. parents/carers • CC4G is a national programme combining learning and • Every parent and school student was given a • Targeted Learning for the low fun in a range of secure on-line creative activities. They questionnaire and responses were overwhelmingly in ability below level 3 – Literacy use software to create real solutions to develop skills to support of WOOSH (Welland Out Of School Hours) - • Additional Leadership Skills help them achieve their potential. This has resulted in a 90+%. But payment for is another matter! for students with individual ICT learning facility being established in the Community needs – progressed with Lounge that will be available as drop-in facilities for the Air Training Corps local community out of school hour’s term-time. • Research and submit • Keep fi t classes, Funky Street Dance, for the family were application for funding towards organised between 5pm and 6pm. Initially there was lots a ‘Breakfast club and Out of of interest and even parents turned up. School Hours Activities’ • Targeted Learning for the below level 3 Literacy. 25 • Work with families where youngsters have received extra help and family support. English is not the fi rst language • Using the skills of a young offi cer of the local Air Training or spoken at home. Corps a course/club in Additional Leadership Skills for school age pupils with individual needs was organised. This operates on 2 nights with 15 youngsters who after the activity can access the After School Child Care until their parents/carers pick them up. • A successful application was made for a Breakfast and Out of School Club. Appointments were made in January C<@:

Extended Services: Extended Success 24 bs William Bradford Community College Family Literacy Project

What we wanted to do: What we did: What difference it made: • Improve partnerships with • Employed a cover supervisor to work with • The programme was used as a motivational tool for the parents and get them more targeted students students who had to meet or maintain certain targets involved with student learning. • Produced a programme for identifi ed student to follow. • Motivated students to maintain targets The aim was to increase pupil • Increase in attendance and behaviour modifi ed motivation and self esteem. Improve attendance rates, • Increase in team building skills. behaviour and attainment of targeted pupils. The project had strong links with Every Child Matters as it aimed to improve young people’s personal development.

C<@:

Extended Services: Extended Success 25 bt Woodbrook Vale High School Woodbrook Community of Schools

What we wanted to do: What we did: What difference it made: • Appoint a Project manager • Appointed a Project Manager • Children in the schools that didn’t have any services now to undertake an audit of • Carried out a full audit of current provision in the schools have access to clubs after school current provision • Consulted with all the schools communities • Head Teachers workload remained the same • Provide a new integrated • Identifi ed areas of need • Schools and their communities working together approach to area provision • Set up trial after school clubs based on needs identifi ed • Parents more informed about activity available in or • Build upon the level of through school provision already existing • Identifi ed providers of childcare and made links • A wider understanding of extended schools in the cluster in separate schools with them • Infrastructure has been established to be built upon • Put services in place after • Engaged with other partners to provide services for us school and co-ordinate e.g. Health & Police Force • Increase in the number of after school clubs. and consolidate arrangements • Producing information booklet for parents of all children already in place with on roll in the schools other partners. • Developing plan for September 2006 • Developed a model for the future delivery of extended schools to be built upon.

C<@:

Extended Services: Extended Success 26 ck Wreake Valley Community College Achieving quality and sustainability

What we wanted to do: What we did: What difference it made: • Deliver study support that • Appointed a Co-ordinator of External Services. • Good participation and enthusiasm for the course contributes towards raising • Visited Playing for Success centres • Provided opportunities to refl ect and develop a achievement at Key Stages 3 • Joined network group to facilitate the QISS sustainable model of extended services and 4 evaluation process • Further consideration of inclusion issues • Achieve Quality in Study • Designed, planned and delivered a ‘Safe Road Users’ • Taken full advantage of the QISS framework and network Support – QISS emerged status course for a targeted group of Year 11 students who were support to develop our status. • Formulate a sustainable identifi ed as underachieving structure for our Extended • Delivered an engineering based course to Key Stage 3 students Services, through piloting courses in preparation for a • Worked with Achievement Co-ordinators. planned annual programme • Audited all existing activities from September 2006 • Trained staff to deliver Living with Teenager’s for parents • Develop working partnership through Fun and Families with Loughborough University in • Re emphasised the use of the library and the support the delivery of extended services. available for independent study.

Have you got what it takes to really be safe?

What we wanted to do: What we did: What difference it made: • Create opportunities for • A group of yr 11students were invited to take part in an after • The students felt valued in being specially chosen for extended school activities that school activity focussing upon becoming a safe road user the project address a specifi c outcome for • Police offi cers helped students to understand the need for • Demonstrated positive learning attitudes an identifi ed group of students. safety cameras and enthusiasm • Students explored a Police road safety camera and • Responded well to the undertook practical activities adults involved and appreciated • Wearing special goggles students appreciated the effect the informal delivery of that alcohol has on judgement as they steered a model car. the material • Used a wide variety of materials provided by the Road • Students have a more C<@:

Extended Services: Extended Success 27 ck Wreake Valley Community College How Cool is Too Cool?

What we wanted to do: What we did: What difference it made: • Present Science in an • Collaborated with Loughborough University, with whom • Parents and students were entertained and informed entertaining context Wreake Valley has a very good working partnership about low temperature science • Create an opportunity for a • Invited all students to attend with their parents • Discovered at fi rst hand the realities of university life from Loughborough undergraduate and post graduate students. family event in college • Teachers demonstrated experiments in low • Raise awareness about temperature science university life. • Parents and students had hands on opportunities to experiment with the effects of liquid nitrogen on every day objects • Loughborough students spoke and answered questions about their university experience.

Year 7 Extended School Day Design Technology Club

What we wanted to do: What we did: What difference it made: • Give students the opportunity • Girls who had been identifi ed as under confi dent within Students have developed knowledge and understanding of: to take part in design and their year group were targetted • the design process make activities outside of • The students made a balloon powered buggy made • a wider range of materials. the curriculum to develop from vacuum formed plastic and extended their skills on • good safe working practices. confi dence and understanding. CADCAM using Techsoft 2D and the Stika machine The project introduces • They have a higher level of confi dence and they • The students made and assembled the different sections students to advanced materials, are more confi dent to feedback their knowledge into of the project using knowledge and components and systems the curriculum. skills of the materials, properties and characteristics earlier than they would • They have worked with peers from • The students thoroughly enjoyed the project, are keen to through the curriculum across the year group meeting come back for more and especially enjoyed racing their • The project aims to develop new students and forming buggies at the end. confi dence in Year 7 students positive working relations who have little of no experience outside of their own tutor

of working with some of these of group and immediate C<@:

Extended Services: Extended Success 28 Food for Thought What we would change:

1 Barwell Church of England 3 The Beauchamp College 5 Brookvale High School 8 Ibstock Community College Junior School Student Volunteering and Extended Schools Pilot Project Explore Professionals Networking at a Increased Range of Activities Mentoring Project • For us, the family liaison worker Local Level • Offer drama, music and art based • Process CRB forms quicker, so post highlighted the whole school’s • To be further down the line activities after school students could be trained and into commitment to home school with developing partnership primary schools without delay. partnership. Rather than maintain arrangements in the family of • Increase the availability of Saturday this particular post, we try to schools, governance, affi liated morning sports activities that have • Invite volunteers to present include closer links with home in all use of the building and working recently begun gatherings to their Year group to share experiences and hopefully roles and responsibilities. more strategically with partners on • Facilitate enhanced access to attract more volunteers. Children Centres. additional swimming opportunities 6 Croft Church of The Application of Science in Sport England Primary However the changes around • Develop family based activities such Community Education and as family learning in and beyond • Take more students. 90 applied for 36 places Study Support unclear funding arrangements curriculum time. have delayed arrangements. • Build in sustainability for • Greater access – more evenings 2 Battling Brook Community future years per week Student Voice Primary School • How can we cater for this massive • Family support / family learning • To be further down the line demand in the future • Widen access to other year groups with developing partnership Early Bird Club e.g. year 8+ arrangements in the family of • Earlier start to stimulate • Improve liaison/communication with schools, governance, affi liated increased usage 4 Birch Wood (Melton Area other schools. use of the building and working • Improvements in food provision Special School) 7 more strategically with partners on Groby Community College Children Centres. • Review “target” children. Extended School Provision Engaging with Parents The most needy did not readily access • Process CRB forms quicker, so However the changes around the provision. students could be trained and into • Develop more effective Community Education and primary schools without delay communication between parents/ unclear funding arrangements carers and the college. Flyers have have delayed arrangements. • Invite volunteers to present proved very ineffective, with very gatherings to their Year group to Developing an Extended School few actually getting home! We are in Leicestershire share experiences and hopefully hoping to use the college website, • To be further down the line attract more volunteers. when developed, to keep parents/ with developing partnership Learning Mentor carers better informed of the arrangements in the family of • Greater communication across opportunities available through schools, governance, affi liated campus at the planning stages; this the college is now being addressed. use of the building and working • Explore use of college website to more strategically with partners on stimulate/heighten communication Children Centres. with parents/carers. 29 Food for Thought What we would change:

8 Ibstock Community College bl Lutterworth High School smoking; alcohol and helping • Delivery of training to evolve Continued students with College work via developing a better balance • Nothing! • Provide open session – booked in between theory and practice. However the changes around bm Rawlins Community an offi ce to meet 1:1 to discuss any What we will do next: Community Education and College, Quorn issues/advice for parents • We are going to run the Living unclear funding arrangements • Need for a more negotiated style with Teenagers course in the new have delayed arrangements. Making Multi-agency Support for with Fun and Families to ensure our school year Students Work 9 Limehurst High School, needs are accommodated. • We are planning to run induction Loughborough • In practice we would change Drama Activity sessions for parents where a strong very little • Offer activity to all students who supportive link is likely to be Limehurst Family Learning Projects • Enhanced understanding that need additional support to enrich important for the future success of • Additional resources to engage training and induction and on-going their vocabulary and understanding their child. additional families and pupils. support would have been key issues of word meaning bq for the project co-ordinator Thomas Estley bk Longslade Family • Use our Youth Wing as the focus for • Greater sharing of information Community College Partnership activity rather than more traditional and knowledge with other similar school rooms. Family Learning Centre projects A Partnership Approach to bp Nothing Extended Schools • Visited other schools that were Shepshed High School br • Carried out a more thorough ‘family’ involved already with this area of Home School Link project; Shepshed Welland Park and young persons’ Needs Analysis activity. - Castle Donington Community College before starting bn Redmoor High School • Development of consistent Developing Extended Services transparent funding arrangements • Managed expectations more • WOOSH needs to be re-lunched in effectively in light of future fi nancial • Better communication with for this area of activity governing bodies. Sept. as winter approaches support now available • The Fun in Families Training was • Local primaries to be consulted not as effective as it might have • Heightened and developed further, bo Roundhill about next year’s Year 7 the number of links made with Community College been. This is related to the need potential and identifi ed partner to adjust the balance between the • Funky Street Dance needs to be organisations. Working with Parents theoretical basis of the programme 6 – 7pm to allow at work parents and local Upper School age range • Advertise well in advance of that is to be delivered and the to attend course date practical arrangements that • Allow more time to work with • Newsletter/letters to targeted future course organisers need to Homestart and their parents/carers parents – start with an open session think through and school to access key facilities • Perhaps have some informal at twilight sessions on particular topics such as substance abuse, ie drugs,

30 Food for Thought What we would change:

br Welland Park Community bt Woodbrook Vale College Continued High School • Build on Partnerships with other Woodbrook Community of Schools agencies to develop a wider • Uncertainty around funding approach and curriculum offer. • Better knowledge of Children’s • There is an undoubted need for Centres in extended services the Extended Services and the • Clarity of relationships to support funding has allowed the embryonic the delivery of the core offer. developments of initiatives that will ck be the building blocks (DNA?) of Wreake Valley a wide range of initiatives that will Community College support enhanced achievement Achieving quality and sustainability and engagement in the educational process by both learners and their • Re-visit the methods by which families. The importance of the parents become involved Extended Services initiative cannot • We have found it necessary to be understated. refl ect upon and re-evaluate our thoughts and plans for extended bs William Bradford services during the course of Community College the year to ensure that we are developing a model for sustainability Family Literacy Project that is not reliant on signifi cant • We would like to have the money additional funding for its delivery to implement the whole package, • Identify further ways in which we would like to get much more sustainability of extended services parental involvement can be achieved and maintained • We have a serious problem with the via not being reliant on signifi cant member of staff that was appointed additional funding. and others completed a lot of the Have you got what it takes to really programme he planned be safe? • Increase in funding to implement an Nothing enhanced package How Cool is Too Cool? • Encourage greater Nothing parental involvement Year 7 Extended School Day Design • More vigorous recruitment process. Technology Club Nothing

31 For more information Contact Extended Services in Schools Children and Young Peoples Service County Hall Leicestershire County Council Glenfi eld Leicester LE3 8RA Email: [email protected]