Transcript Document

Extended Services
–
The British Experience:
Bringing the Comprehensive
Approach to Scale
Julie Higson
Director, Extended Services &
Parental Support & Family Learning
[email protected]
www.continyou.org.uk
We believe in the power of
learning as a means of
achieving social justice
[email protected]
www.continyou.org.uk
Children & young
people at the heart…
[email protected]
www.continyou.org.uk
Towards support for Extended
Schools – the English journey:
1993
Ofsted
inspections
Good teaching and learning –
towards ‘outstanding’
Results
plateau
2004
Teaching and learning
isn’t the whole story!
Workforce
reform
Teachers are not the
whole story!
‘Every Child
Matters’
2008
[email protected]
www.continyou.org.uk
Five outcomes
for all children
Children’s
Trusts
£££
Towards support for Extended
Schools – the English journey:
Ofsted
inspections
Heavy-handed check on all schools – focus on
teaching and learning – league tables of results
– now emphasis on self-evaluation
Results
plateau
After steep rises in attainment, many schools
now unable to raise standards further through
teaching and learning alone – whole child focus
Workforce
reform
Shortage of teachers leads to analysis of ‘other’
jobs teachers do which lead to overload.
Change teams encourage wider participation
Every Child
Matters
‘Tipping point’. Death of young child leads to
complete reorganisation of children’s services in
every local authority with focus on five key outcomes
Children’s
Trusts
Pooled budgets and commissioning for all services for
children and families linked to local and regional
priorities for action and delivery of the five outcomes
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www.continyou.org.uk
It’s about this:
• Safe
• Healthy
• Enjoying & Achieving
• Economically active
• Positive contribution
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www.continyou.org.uk
Some explanations:
The five
outcomes
of Every Child
Matters against
which all schools
and all
services for
children are
now judged
Varied
activities
(after
school etc)
Childcare
Parenting
support
& family
learning
[email protected]
www.continyou.org.uk
Community
Swift &
access
easy access
& adult
to services
learning
The core
offer of
extended
services
through
schools
The Essence of Extended Schools
‘An extended school recognises that it cannot
work alone in helping children and young people
to achieve their potential, and therefore decides
to work in partnership with other agencies that
have an interest in outcomes for children and
young people, and with the local community. In
doing so, consistent with workforce reform and
remodelling, it aims to help meet not only the
school’s objectives but also to share in helping to
meet the wider needs of children, young people,
families and their community.’
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www.continyou.org.uk
Towards a 3-dimensional view
In the
context of
the whole
community
Focus on
the whole
child
Focus on
achievement
[email protected]
www.continyou.org.uk
Cluster priorities
(School Improvement)
Schools/
Cluster
Shared
Outcomes
Joint targets
Partners/
Stakeholders
Audit
Neighbourhood
priorities and targets
Community
existing
provision
new/potential
provision
Improved
coordination and
service provision
[email protected]
www.continyou.org.uk
Consultation
Aims of the Extended Schools Programme
Government policy pledge and Department targets
© 2006 TDA Development
By 2010 the Government policy pledge is that all primary
and secondary schools will be providing access to the core offer
25,000
20,000
23,000
18,500
14,315
15,000
or 65%
12,300 schools
10,000
6,000
5,000
2,500
1,250
-
End of
summer
term
'06
End
Sep '06
End
Sep '07
End
Sep '08
End
Sep '09
End
Sep '10
Three key partners
… and a lot of money
- for schools and local authorities
>£1.1bn
2008-11
£640m 2006-8
[email protected]
www.continyou.org.uk
How do we work together?
Huge resource. Mainly from
industry. Know how to make
things happen quickly. Little
knowledge of education
Small resource but masses of
expertise in how to do it – and key
knowledge of regeneration, health
and parent support
Small resource but
considerable expertise in
childcare and clubs for children
out of school
[email protected]
www.continyou.org.uk
Scaling up – the challenge
Two new duties on
schools (2007-8):
The inspectors
(accountability)
To promote
well being
Every local
authority
and now …
Locality
working for all
Process and
content
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www.continyou.org.uk
To promote
community
cohesion
… and joining up with
Children’s
Centres (for 0-5)
It makes a real difference!
It makes a difference!
At Key Stage 2 (KS2) and Key Stage 4 (KS4) progress in
extended schools between 2005 and 2006 was double the rate
of the national average.
Key Stage 2 (age 11)
Key Stage 4 (age 16)
Extended Schools:
+ 0.5%
Extended Schools:
+ 5%
National average:
+ 0.2%
National average:
+ 2.5%
[email protected]
www.continyou.org.uk
The keys to success?
We have evidence of improved test
scores and achievement
We have a government that has
recognised that teaching and
learning is not the whole story
We have a challenge and coaching
approach to drive progress
[email protected]
www.continyou.org.uk
Joined up
approaches
and money
to ensure
capacity to
change
The world’s highest-performing education
systems share three mutually reinforcing
attributes:
• high challenge: high expectations of pupils and fair
evaluation of schools and other parts of the system
• high support: enough resource and capacitybuilding to meet those high expectations
• aligned incentives: incentives and consequences
that induce schools and other parts of the system to
meet expectations
EXCELLENCE AND EQUITY:
MAKING ENGLAND’S SCHOOLS SYSTEM WORLD CLASS
DCSF-RBX-12-08 July 2008
[email protected]
www.continyou.org.uk
Strengths identified in the English
System include:
• Devolution of resources to schools and three year
budgets
• A focus on turning round or closing failing schools
• Intervening in poorly performing local authorities
• Reform of teacher training and best practice
marketing of teaching as a profession
EXCELLENCE AND EQUITY:
MAKING ENGLAND’S SCHOOLS SYSTEM WORLD CLASS
DCSF-RBX-12-08 July 2008
[email protected]
www.continyou.org.uk
From an international perspective
The following policies are innovative
but not yet proven:
• The integration of children's services
• Allowing good leaders to manage multiple schools
• Implementing a conscious strategy for the whole
school workforce rather than just teachers
EXCELLENCE AND EQUITY:
MAKING ENGLAND’S SCHOOLS SYSTEM WORLD CLASS
DCSF-RBX-12-08 July 2008
[email protected]
www.continyou.org.uk
However – the gap is widening…
There is evidence that pupil performance retains a
strong link to socio-economic background…
In England:
Pupils who are eligible for Free School Meals (FSM)
are less than half as likely to get five or more good
GCSEs at grades A* - C compared to children who
are not eligible for FSM.
[email protected]
www.continyou.org.uk
Comparative statistics
UK
USA
% of GDP spent on
Education (2004)
3.8
3.7
Overall spend per
child up to 16 years
of age ($) (2004)
$57,584
$39,959
(much more
post 16 in USA)
18.2
15.7
10million+
50million+
23,000
88,000
Ratio of pupils to
staff (2004)
Number of students
on roll
Number of schools
[email protected]
www.continyou.org.uk
• www.teachernet.gov.uk
• www.dcsf.gov.uk
• www.everychildmatters.gov.uk
• www.tda.gov.uk
• http://www.teachernet.gov.uk/search/index.cfm?contains=ext
ended+services&submit=Search&mode=simple_results&type
=simple&nxt=1&stRec=1&resultsOp=10&sortOp=score&sum
maryOp=show&notcontain=
• http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RBX12-08.pdf
• http://www.teachernet.gov.uk/_doc/11665/RB852.pdf
[email protected]
www.continyou.org.uk
Professor Alan Dyson (University of Manchester)
Alan Dyson is Professor of Education in the University of
Manchester where he co-directs the Centre for Equity in Education
and leads work on education in urban contexts
His research interests are in the relationship between social and
educational inclusion and, particularly, on the relationship between
education and other areas of public policy in urban contexts. He has
undertaken a good deal of funded research sponsored by the
Economic and Social Research Council, the Joseph Rowntree
Foundation, government departments, local authorities and other
public bodies. Recent studies include the national evaluation of full
-service extended schools, a study of school governing bodies in
disadvantaged areas and involvement in a review of the research
evidence on the relationship between poverty and education. He has
been a member of the government’s ministerial working group on
Special Educational Needs, and of the National Education Research
Forum, as well as working with a range of government and
government agency task groups.
Recent publications include Schools and Area Regeneration (Bristol, The Policy
Press), Housing and Schooling (York, YPS) and School, Family, Community
(Leicester, Youth Work Press). He led the production of the Open File on
Inclusive Education for UNESCO.
[email protected]
www.continyou.org.uk
Here is Edward Bear, coming
downstairs now, bump, bump,
bump, on the back of his head,
behind Christopher Robin. It
is, as far as he knows, the only
way of coming downstairs, but
sometimes he feels that there
really is another way, if only
he could stop bumping for a
moment and think of it.
Stories of Winnie-The-Pooh, AA Milne 1989
With thanks to
[email protected]
www.continyou.org.uk