Transcript EXTENDED SERVICES DISADVANTAGE SUBSIDY

EXTENDED SERVICES
DISADVANTAGE
SUBSIDY
Head teacher briefings
Jan/Feb 2010
Agenda
Welcome and introductions
Subsidy overview
Funding and target group
Guiding principles
Evaluation and impact
Subsidy resources
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Objectives of the session
• Understand the facts about subsidy funding – policy,
implementation and benefits
• Explore the options for identifying and engaging the
target group of children and their parents/carers
• Explore the practicalities of implementing the subsidy
• Review the support resources available
• Next steps
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Agenda
Welcome and introductions
Subsidy overview
Funding and target group
Guiding principles
Evaluation and impact
Subsidy resources
4
The subsidy funding is part of the
extended services drive to narrow the gap
in attainment and well-being
“Tackling deprivation and disadvantage to
reduce attainment gaps is a core focus of
extended schools. We have already
announced that we are making £265 million
available by 2010-11 to help schools provide
and commission an exciting range of activities
for children and young people.
This funding will help subsidise access to these
opportunities by disadvantaged children, young
people and children in care, who through their
economic circumstances would otherwise be
unable to participate.
The funding will give schools the confidence to
focus on providing what would most benefit
children and young people, not just limited to
what they can afford to pay for.”
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The subsidy represents a major
financial commitment
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The £265 million funding covers the period 2008-11 and will help schools
provide and commission activities under the varied menu of activities
element of extended services. It is targeted at children and young people
who are disadvantaged by economic circumstances, and children in care
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The subsidy will come through the usual standards fund channel and
increases in each of the three years of the funding period, so that by 201011 it will cover all school clusters
2008-09
2009-10
2010-11
Total funding
£8m
£40m
£217m
Number of LAs
18
All 152
All 152
1+ groups
of schools
All schools
Anticipated coverage within LA 2 clusters
The DCSF believes that the new school funding deprivation indicator can
provide both a more up to date alternative to the measures of income
deprivation used in the Schools Formula Spending Shares (SFSS), and
better reflect deprivation in an authority’s schools rather than its resident
population.
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Purpose and target group
“We need to ensure that children from disadvantaged backgrounds and their
parents do not miss out but have a chance to benefit from extra out-of-school tuition
and after-school clubs… The funding will enable all schools to offer those children
two hours per week of group activities in term time, plus 30 hours of additional
activities over the holidays” - Secretary of State, 10 July 2007
“We are committed to ensuring access to extended activities for all pupils, including
the most deprived. Aiming higher for children: supporting families announced £217
million by 2010-11 to offer two hours of free extended activities a week during term
time, with two weeks a year of part-time provision, for pupils eligible for free school
meals. We will also make this offer available for children in care.” – Care Matters:
Time for Change White Paper, June 2007
Target group: children and young people
disadvantaged by economic circumstances, and
children in care
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Insights from TDA / ContinYou /
4Children Inclusion and Disadvantage
Project (120 schools across 4 LAs)
Children from disadvantaged backgrounds and their parents may miss out on the
chance to benefit from extended services activities as a result of a number of
factors. Engagement with schools, clusters and local authorities through the
Inclusion and Disadvantage project suggests these factors generally fall into two
categories.
Resource barriers:
Financial; logistics; time;
information/know how. These barriers
prevent those who would like to engage
from engaging.
Attitudinal and motivational barriers:
These barriers are shaped by the
parents and child’s own perceptions of
engagement.
These barriers mean that some groups
will not engage however much the
resource barriers are overcome.
The key learning from the Inclusion and
Disadvantage project is that increasing the
opportunities for children from
disadvantaged background requires both
increased resource
to support access and the stimulation of
aspiration to engage in activities.
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The objectives of the subsidy firmly
support narrowing the gap
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To ensure that children and young people
disadvantaged by economic circumstances, and
children in care (the “target group”) are financially
supported to take part in extended services
activities
To ensure that the target group – and their
parents – are fully involved in making the best use
of the funding available
To ensure that the activities on offer are attractive
and relevant to that target group and to drive
increased and sustained participation of the target
group
To ensure that the additional funding results in
additional access to activities for the target
children and young people
To encourage schools to commission a range of
activities externally as part of developing new
services to enrich the extended services offering
Narrow the gap in
attainment and
well-being
PSA 11 – Narrow the gap in educational
achievement between children from low
income and disadvantaged backgrounds
and their peers
The subsidy will
support these
national indicators by
helping re-engage
children from lowincome families and
children in care with
the education system
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Example National Indicators – narrowing the
gap in educational achievement
NI 102: Achievement gap between pupils
eligible for free school meals and their peers at
Key Stages 2 and 4
NI 99,100: Children in care reaching level 4 in
English and Maths at Key Stage 2
NI 106: Young people from low-income
backgrounds progressing to higher education
From January 2009 as a part of the strategy for narrowing the gap,
DCSF has laid new regulations requiring LAs to set performance
targets for 8 underperforming groups of pupils against 4 national
indicators.
For the first time, local authorities are being asked to set targets for
children eligible for free school meals (a proxy measure for
disadvantage).
The pilots that have been most
successful in 2008-09 cite a number of
contributing factors:
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The key stakeholders involved in delivery the subsidy all agree that it is
exciting what can be achieved with the subsidy funding … and it is building
on what has already been achieved to provide the full core offer of extended
services
Implementing the subsidy calls for innovation and creativity – more of the
same is not an option*
A ‘can do’ attitude is needed to make fast progress – inaction and delay will
deny opportunities for children and young people to participate
Schools do not go through application processes or ‘hoops’ to access the
money +
Accessing the subsidy is easy for children, young people and their families–
cutting out the paperwork is important
Simple processes minimise workload for schools
Schools have taken the opportunity to ensure that the subsidy funding is
contributing to the school improvement agenda
Agenda
Welcome and introductions
Subsidy overview
Funding and target group
Guiding principles
Evaluation and impact
Subsidy resources
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Funding overview
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1.
The subsidy is intended to pay for the direct costs of activities over the course
of a year. The level of funding available is based on the assumption that
around £300 will be spent on each targeted child
This should be sufficient to secure around 2 hours per week of activities in term
time plus 30 hours over holiday periods or the equivalent (assuming charges of
around £3 per hour)1
The exact offer available to each child will of course vary according to
individual needs and circumstances, including the number of children in the
target group and their participation rates
Activities don’t have to be rigidly regular, but do need to be sustainable
Schools will use local definitions of economic disadvantage to determine
eligibility for the subsidy – the “target group”
Research demonstrates the positive impact on attainment of sustained participation in out-of-school-hours learning
opportunities. For example, see ww.standards.dfes.gov.uk/studysupport/816987/817959/impactresearchword
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Funding for the co-ordination and
administration of the subsidy
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DCSF requires that LAs pass all of the subsidy funding directly to schools,
so that they can use it to pay directly for the activities that the target group
undertake
This means that there should be no LA top-slicing, and none of the funding is
expected to be used for coordination, administration etc.
DCSF expectation is that local authorities and clusters will use the extended
schools sustainability funding (through the Standards Fund) to fund the
coordination, administration etc of the subsidy
Sustainability funding is due to increase from a national total of £40m in
2008-09 to £155m in 2010-111
See page 2 of the document FUNDING EXTENDED SCHOOLS: DCSF guidance for local authorities and schools
http://www.teachernet.gov.uk/_doc/12859/DCSF%20Extended%20Schools%20Funding%20Guidance%20Sept2008.pdf
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Lancashire approach
• 2009/10 trial-£724k across three districts
on basis of FSM eligibility and CLA
• 2010/11 £3.925m available
• LA allocations based on DCSF Tax Credit
Deprivation Indicator
• Schools’ Forum decision 50% FSM and
CLA:50% DCSF
Identify target group – basic model
Identify individuals who
are known to be eligible
for free school meals
School
Identify looked after
children.
Initial
target
group
identifie
d
The subsidy funding is aiming to remove the financial barrier for those for
whom the cost of participation is a barrier
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“Fast track” – starting spending quickly
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Experience from the pilots shows that it can take some time to
prepare fully for implementing the subsidy. Therefore it is
recommended that schools “fast track” some of the funding to
begin providing access to activities as soon as possible for
example:
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Use the funding during the 2010 summer holidays for an easilyidentifiable subset of the target group e.g. those known to be
eligible for free school meals and looked-after children
Agenda
Welcome and introductions
Subsidy overview
Funding and target group
Guiding principles
Evaluation and impact
Subsidy resources
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Guiding principles
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Circumstances in every school and for every pupil are unique, and
there will therefore be times when it is unclear to schools how best
to use the funding, or whether it is appropriate to use the subsidy
for a specific purpose
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The DCSF offers six guiding principles for the subsidy
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Although there will be different local approaches and solutions
developed by schools, the guiding principles are likely to provide a
useful starting point
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A Frequently Asked Questions document has also been produced
to supplement the guiding principles
Guiding principles
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1.
Access
2.
Additionality
3.
Involvement
4.
Open to all
5.
Creativity and personalisation
6.
Sustainability and ongoing
participation
1. Access
The funding should enable the target group to
access activities from which they would
otherwise be excluded due to their inability to
pay
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2. Additionality
The funding should be used to make existing
activities more accessible to the target group,
and/or to commission new activities that better
meet their needs
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3. Involvement
The target group and their parents/carers should be
fully involved in choosing, designing and continuously
improving a range of activities that are attractive and
relevant
This should help to establish genuine control of the
funding identified for them, in the same way as
children and young people whose participation is not
excluded by inability to pay
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4. Open to all
Any new activities created and
delivered as part of the subsidy
work should be available to all and
should be financially sustainable,
including charging for activities
where appropriate
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5. Creativity and
personalisation
For many of the target group there are barriers to
participation other than purely financial; especially
in these cases, school and other staff should be
creative in developing personalised approaches
that support individuals
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6. Sustainability and ongoing
participation
The funding arrangements for activities should be
sustainable over time and be attractive to the
target group to secure their ongoing participation
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Agenda
Welcome and introductions
Subsidy overview
Funding and target group
Guiding principles
Evaluation and impact
Subsidy resources
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Stage
Input
Impact Evaluation Model
Money is allocated to schools/clusters which is given to
economically disadvantaged children and young people to pay
for extended services that they wouldn’t otherwise have used.
Levels of finance made
available at school cluster
level, policy for
allocating/accessing finance
Appropriate schools/clusters are identified
Description of process/
evidence used in selection
Effective needs assessment of individual C&YP or cohorts,
drawing on consultation with C&YP, families and communities
Description of consultation
process, inc. who consulted, .
rates, hard to reach etc.
Range of activities available for C&YP to access, which meet
needs and generate demand
Review of activities (linked to
consultation evidence)
Targeted children access finance in order to participate in
relevant activities and participation is maintained
Take-up rates (by subgroups), ongoing attendance
data.
Output
Intermediate
outcomes
Final
outcomes
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Evidence needs
1) Increased
participation in
extended services
activities by
target group
2) Improved skills and 3) Increase in
physical, social and
school
emotional well-being attendance by
of target group
target group
1) Increase in attainment of children from lower income backgrounds
2) Improved well-being of children from lower income backgrounds.
1) Before and after and other
benchmarking of take-up both
a) quantitative (data) and b)
qualitative case studies of
individuals, classes
2) Well-being assessments of
target group (e.g.
questionnaires, interviews,
assessments by staff)
3) Attendance data
Well-being and attainment
indicators analysed by
socio-economic variables
(e.g. FSM)
Agenda
Welcome and introduction
Subsidy overview
Funding and target group
Guiding principle
Evaluation and impact
Subsidy resources
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Resources
Owner
Resource
Where to find it
TDA
School Improvement Planning
Framework
• http://www.tda.gov.uk/remodelling/extendedschools/sipf2.aspx
• Hard copies sent to all schools
Extended Schools:
Consultation toolkit
• www.tda.gov.uk/about/publicationslisting/TDA0139.aspx
Extended Schools:
Design and Promote toolkit
• www.tda.gov.uk/about/publicationslisting/TDA0318.aspx
Governors’ Extended Services
toolkit
• Available on TDA website and on Extended Services Website
• www.lancashire.gov.uk/education/extended-services
Planning and Funding Extended
Schools: A Guide
DCSF guidance:
• www.everychildmatters.gov.uk/resources-and-practice/IG00125/
Teachernet page:
• www.teachernet.gov.uk/extendedschools/subsidy
DCSF
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• www.teachernet.gov.uk/docbank/index.cfm?id=12687
LA Resources
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Copy of PowerPoint
Summary of 2009/10 trial activities
Model letters to parents
DCSF Pathfinder interim evaluation
List of Pathfinder activities
FAQs
The School Improvement Planning
Framework
The SIPF is a flexible process supported by creative tools for engaging
pupils, parents and wider stakeholders in understanding pupils’ learning
needs and responding with targeted support and services
SIPF helps
schools to deploy
subsidy funding in
a way that
delivers maximum
impact to the
target group and
enables schools
to demonstrate
this in their selfevaluation
To order a copy of the framework, go to: www.tda.gov.uk/schoolimprovement
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A few examples of how using SIPF to
implement subsidy informs a school’s
SEF
SIPF module
Learning
Potential
Personalise
Plan delivery
and evaluation
Examples
“Identify barriers and aids to learning.”
“Demonstrate where activities can support learning, achievement
and well-being through a complete audit of provision (including
extended services) based on the needs of all learners.”
“Target specific learners and parents/carers in developing
provision that meets their needs.”
“Demonstrate a clear process of considering how to help specific
learners achieve their potential and contribute to their well-being.”
“Demonstrate how your improvement plan has involved your
pupils, parents/carers, workforce, partner agencies and the
community in improving provision and contributing to community
cohesion and improving well-being.”
Note: These examples directly reflect SEF wording
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You may already have a good deal of
information about the current status of
extended services in your schools
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Do your schools have any planning processes that the subsidy could link into,
and where in these processes is each school? For example, do the schools use
the TDA’s School Improvement Planning Framework?
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Details of any relevant consultations with children, young people and their
parents/carers already undertaken (or being planned) by your schools or other
organisations
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Information on the extended service activities already in place, including which
are free and which are charged for
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Any information relevant to numbers of, and engagement by, the subsidy’s
possible target group in your schools
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Any information, anecdotal or otherwise, on the take-up of existing extended
school activities in your schools by the subsidy’s possible target group
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Any projects, initiatives or funding streams that might overlap with the work
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Any experience of subsidising activities locally
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A list of existing and potential providers and the activities they provide
Project approach
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Project
objectives
• What are the specific objectives within the group of schools?
Target group
• What are your criteria for defining the target group?
• How will you identify and engage the individuals within the target group?
Offer
• How do you plan to consult the target group to establish the most effective
offer?
• What are your initial thoughts on the likely nature of the offer?
Barriers to
engagement
• What are the likely barriers to engagement of the target group?
• What are your early thoughts on addressing these barriers?
Delivery
mechanism
• What are your initial thoughts on how you will make the subsidy available
to the target group without stigmatisation?
Evaluation
• How will you measure whether you have achieved the project objectives?
• How will you ensure that the activities remain fit for purpose in the longer
term?
Other projects
• Are there any other relevant local projects or initiatives?
• How do you plan to engage with those projects or initiatives?
Indicative activities for schools and clusters
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Identify which individuals are in the “target group” for receiving the subsidy
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Establish baseline levels of engagement (participation in out-of-hours activities)
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Review any relevant consultations already undertaken
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Consult with the target group and their parents/carers:
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Are the existing services what they want and need? Is there sufficient choice?
Are there other non-economic barriers to engagement of the target group eg
motivation or stigma? How can we create a sense of entitlement among this
group to encourage take-up?
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Use the funding to make current services available to the target group
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Where required, develop new services to meet the needs and wants of the target
group whilst ensuring that they are available to all
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Record and report new levels of participation
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Capture management information on implementation
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Review and adjust the services in response to feedback
Questions and issues
Review of session
• Subsidy overview
• Funding and target group
• Guiding principles
• Evaluation and impact
• Subsidy resources and support
• Next steps
Key questions
1.
How can schools best identify and target the funding at the most
economically disadvantaged children in a simple, transparent and fair
way, while also avoiding stigmatisation?
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For schools with set eligibility criteria: do schools experience problems in applying
FSM as the criterion for targeting children and young people?
For schools with flexible eligibility criteria: what eligibility criteria for the subsidy do
schools use and what rationale and evidence are these based on?
Is FSM the best school level method for targeting the most disadvantaged
children and young people, and then allocating funding identified for individuals?
What flexibility do schools require to apply the subsidy funding most effectively?
What is the average cost of provision per hour per pupil, and how much variation
is there in the cost?
For schools with flexible entitlement: What is the average number of hours taken
up per pupil in the target group and how much variation is there in this number?
Does the subsidy funding affect existing charging policy (for activities) in schools? If so,
how?
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Key questions
2.
How can schools best engage the target population in participating in
activities, including whether a fixed hour offer is the best way of
encouraging and sustaining engagement?
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3.
How best to build in genuine consultation with children, young people
and their parents about the sort of activities they would like to
participate in?
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How do schools create a sense of entitlement in children and families to secure
real consumer power that might generate interest and motivation in taking part in
activities (without creating a sense of stigmatisation)?
What effect has the subsidy funding had on participation rates of disadvantaged
children and young people?
Is a fixed hour offer the best way of encouraging engagement and sustaining
impact?
How do schools consult with disadvantaged pupils and their parents about what
activities they would like to see provided?
Are schools offering greater choice to their pupils and parents in terms of the
activities provided or signposted to?
Key questions
4.
How better to understand what works well at school and cluster level
to minimise any impact on teacher, school leadership and support staff
workloads?
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How do schools manage the transactional impact on staff workloads (heads,
teachers and others) of administering the funding?
What are seen to be the most successful ways of managing workloads?
5.
How best to encourage and support schools in engaging with outside
organisations to commission a varied range of activities?
6.
How can this funding help secure additional activities, including
linkages to existing funding and extended school charging policy?
Key questions
7.
How are schools measuring the impact of the subsidy funding?
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How can schools and clusters best be supported by local authorities?
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How do schools track take-up of the offer among the target group?
How do schools track the amount spent / number of hours of activity taken up per
pupil?
How are schools demonstrating the impact that is being achieved with the subsidy
funding?
How to balance a sense of entitlement with the freedom and flexibility locally for
schools and LAs to deliver what is best for their disadvantaged communities?
How can local authorities support the organisation and commissioning of
activities?
How can local authorities encourage cluster working to support disadvantaged
children and families?
Key questions
9.
How does the subsidy funding best secure activities for disadvantaged
pupils?
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Are schools providing additional activities with the subsidy funding?
How have schools engaged with outside organisations, including the voluntary
and community sector, to commission additional activities?
Can we demonstrate additionality from the subsidy funding, avoiding duplicating
or displacing funding sources already used by schools to subsidise disadvantaged
pupils?