Foreword by Jacqui Smith,

Parliamentary Under Secretary of State for School Standards

“I am delighted to introduce The Study Support Toolkit, which provides Headteachersand study support co-ordinators in schools and local authorities with practical selfdevelopment and training materials to help them develop or expand their study supportprogrammes.

As a key part of the Government’s strategy to raise educational standards, study supportis rapidly becoming recognised as an effective mechanism for raising achievement andtackling social exclusion among young people. We are committed to supporting schools,LEAs and their partners in providing creative and inspiring programmes of study support.This complementary suite of materials will help providers to achieve this aim.

The Study Support Toolkit has been developed with the help of teachers and localauthority practitioners; it brings together existing guidance with practical tools andstrategies that have been used in schools and authorities across the country and that weknow are effective in developing and sustaining programmes of activity. I am particularlygrateful to Keele University, Canterbury Christ Church University, Education Extra and theUniversity of the First Age who have worked in partnership to produce these materials -together they have covered the range of issues involved in providing a successful studysupport programme. I am convinced that the Toolkit will be a welcome and valuableresource for schools and others involved in the running of study support activities.”

Introductory Comments

“Many schools are in the situation of wanting to initiate study support programmes or extend currentprovision. The Study Support Toolkit has been produced to help teachers to do just this. Higher Educationinstitutions and voluntary organisations have collaborated closely with teachers and practitioners workingwith schools around the country to create the Toolkit. The kit is consequently a practical resource tosupport out of hours learning. It will be of value to those already with experience of study support, as wellas to those just starting to discover the wealth of opportunities and rewards that can be gained fromworking in study support.”

Kate Myers, Visiting ProfessorHomerton College Cambridge.

“We know what happens outside school is as important in helping a young person to achieve, as whathappens in school. The 85% of waking time a youngster spends learning in the home and community canhave a dramatic effect on their motivation and commitment to learn in the mainstream classroom. This suiteof materials gives all those involved in study support in our schools a valuable resource for creatinginspiring, motivating and high quality of out of hours learning experiences that will have lasting impact, notonly on the students, but on their teachers and their whole community.”

Tim Brighouse.Chief Education Officer, Birmingham LEA.

“The DfEE Study Support Toolkit provides a wealth of information and ideas for schools developing their outof school hours learning programme. It will be of value to all schools; to those starting to think aboutbuilding their extra curricular programme; as well as those with an established broad programme of studysupport, who wish to evaluate and develop their activities further. The materials are clearly written andpractical. A Head or NQT can dip into them or use the resource in a planned way to improve their ownpractice and that of their school. The Toolkit can be used to stimulate discussion about study support withcolleagues whether in departmental or staff meetings, or within structured INSET sessions.

“The Toolkit will help secure and realise the key position of study support in school improvement and indeveloping the all round potential of our young people.”

Patrick Stack, MBESenior Teacher for Enrichment and Extension, Sedgehill School, Lewisham.

The Study Support Toolkit

A suite of publications for the development of study support

● Study Support: making it work in schools● The Study Support Trainer’s Pack● The LEA Pack● Introductory Guide for Primary Headteachers + CD● Introductory Guide for Secondary Headteachers + CD

These publications aim to inform, guide and enhance the development of study support programmes inprimary, secondary and special schools. Their particular focus is to help schools to develop a strategicapproach, linking study support activities with raising achievement and school improvement. They are allavailable from the DfES Publications Centre - Tel: 0845 6022260

Overall, they reflect government policy and build on existing resources to make up a toolkit of materialsdesigned to provide training and support to schools and LEAs at every stage of their development.

Supported by organisations:

● DfES Study Support Team 0870 0012345020 7925 6654

● Education Extra020 8790 9900

● The Study Support National Evaluationand Development Programme020 7522 6300

● University of the First Age, NationalProject0121 303 1298

Drawing on key resources:

● Extending Opportunity: The NationalFramework for Study Support

● The Codes of Practice (primary andsecondary)

● The Study Support Handbook volumes 1,2 & 3

● Study Support in Special Schools

● The Young Person’s Guide to StudySupport – Club Class and Extra Time

(Available from DfES – Tel: 0845 6022260)

Reflecting Education Policy:

● Excellence in Schools (EAZs, EiCs, gifted and talented...)

● National Strategy for Neighbourhood Renewal, in particular theSchools Plus agenda

● New Deal for Communities

● Connexions strategySee www.dfes.gov.uk or www.educationextra.org.uk or www.nya org.uk (for most up-to-date information)

Areas covered by the toolkit

School based Trainers Packmaterials

Setting up programmes Module 1 Section B5✔✔ ✔✔

Needs analysis Modules 1, 3, 6 Section B8, D2✔✔ ✔✔

Funding Modules 1, 2 Section B7, D2✔ ✔✔✔

Sustainability Modules 1, 4 Section B5/7, D2✔ ✔✔✔

Partnerships Module 4 Section B5/7, D2✔ ✔✔ ✔

Monitoring and evaluation Module 3 Section B8, D2✔✔✔ ✔✔✔

Managing Module 2 Section D2✔✔✔ ✔

Strategic Development Modules 2, 3 Section C✔✔ ✔

Training/staff development All modules All sections✔✔ ✔✔✔

Staffing Module 1 Section D2✔ ✔

Adults other than teachers Modules 2, 4 Section D2✔ ✔

Volunteers Modules 2, 4 Section D2✔ ✔

Teaching and learning Module 5 Section B4, D2✔✔✔ ✔

ICT Module 6✔✔✔ -

Arts Module 4✔ -

Sport Module 4✔ -

Community partners Module 4✔ -

Research evidence Module 5 Section C, RS11✔ ✔✔

Trainer’s Pack

A pack for those training primary headteachers and secondary co-ordinators in the development of studysupport

Contents

A. Introduction

● Who is this pack for?● What is the purpose of the training?● What does the pack provide?● How do I use the material?● Training and the national standards for headteachers● Additional support for trainers - important guidance documents● A note on terminology

B. Training topics

● Pre-course briefing● Breaking the ice ● Airing the issues● Out-of-school-hours learning: what is it and what are the benefits?● Planning successful and sustainable programmes ● Partnerships ● Sustainability and funding● Needs analysis, monitoring and evaluation● Winding up

C. Resource sheets

1. Study support briefing2. Pre-course questions3. Initial school audit4. Course objectives5. Key statements exercise: sample responses6. Key issues exercise: sample responses7. Plus, minus, interesting flip chart sheet7a. Plus, minus, interesting: sample responses (urban)8. Commitment mapping9. What is study support?10. Benefits of study support11. Research evidence12. Study support framework13. Successful schemes14. Successful schemes case study (primary)14a. Successful schemes case study (secondary) 15. How do we go about it?15a Strategic thinking16. Sustainability checklist16a. Sustainability snakes and ladders17. The impact of study support (links to self-esteem, motivation and achievement)18. Whole school outcome labels

19. Whole school mapping20. Whole school case study (primary)21. Whole school approach: a checklist22. Potential partners23. Partners labels24. What partners offer25. Partnerships planning grid26. Partnership good practice27. Source of funding28. Where to get funding29. Approaching trusts checklist30. Bid-making form: trusts31. Approaching companies checklist32. Bid-making form: companies33. Needs analysis, monitoring and evaluation: a simple framework34. Evaluation questions and answers35. Evaluation tools36. Action planning form37. Course evaluation sheet38. Agenda 1: Half-day course39. Agenda 2: One-day course40. Agenda 3: Two-day course

D. Trainer briefing section

1. Planning training sessions

● Introduction● Recruiting participants● What are the features of a good training programme? ● Adapting these materials for a half-, one- and two-day course● What should my course include?● How do I deal with negative views?● Checklist

2. Briefing articles

● Introduction● Planning and sustaining programmes ● Staffing● The nature and importance of out of school hours learning● Building partnerships● Sustaining and funding programmes● Need analysis, monitoring and evaluation ● Learning modes: Motivation and recent theories of intelligence● List of extra specials● Bibliography and contacts

A. Introduction

1. Who is this pack for?

Welcome to the DfES Training Pack. This pack has been designed specifically for those involved in thetraining of headteachers and co-ordinators in the development of out-of-school-hours learning activities. Itis designed to enable you to:

● offer training courses introducing these groups to the issues around developing out-of-school-hourslearning;

● provide information and develop skills which will help schools provide activities which make learningenjoyable and help raise achievement.

The pack assumes that you have experience in running training courses. If this is not the case then there isa range of resources mentioned in the bibliography (section D2j) which will provide additional help, andspecific advice about setting up courses in the trainer briefing section (section D2). In addition doplease contact the training team at Education Extra (details in the bibliography section).

2. What is the purpose of the training?

This training has been commissioned by DfES to support the Government's Study Support initiative. It isdesigned to increase the capability and capacity of schools to respond to the opportunities offered by theinitiative and by the New Opportunities Fund, which is providing £180m to fund projects over the next fiveyears. Specifically, the pack is designed to enable trainers to provide training which:

● explains the initiative and its opportunities;● provides guidance, information and skills training on aspects of study support which will help

headteachers and co-ordinators to plan future developments in out-of-school-hours learning withintheir schools;

● articulates and responds to the challenges which primary schools face as they look to develop theirout-of-school-hours learning programmes;

● enables schools to respond to the study support initiative in economic and efficient ways;● develops understanding of the nature and value of informal learning;● provides a basis for further training and professional development.

3. What does the pack provide?

The pack has been built on the experience of trainers who have extensively piloted the material withheadteachers and co-ordinators. It provides:

● briefing about the major issues likely to be raised in training, and guidance on some possiblesolutions to the challenges facing schools;

● a range of activities designed to raise the level of understanding and skills of headteachers and co-ordinators who wish to extend the range of out-of-school-hours learning opportunities for pupilswithin their school;

● copyright-free resource sheets, including OHTs, sample agendas and evaluation sheets; ● information on setting up and running the training courses;● a list of books, articles and research etc. which may prove to be useful.

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In writing the material we have also taken note of the TTA headteacher standards. See section 5 below forfurther details.

4. How do I use the material?

The material contains activities arranged under the following major headings which were prioritised asconcerns by headteachers and co-ordinators in their responses to us:

● Study support: what is it and what are the benefits?;● Planning successful and sustainable programmes; ● Funding;● Partnerships;● Whole school approaches to study support;● Needs analysis, monitoring and evaluation.

In addition we have addressed a number of additional topics, including ways of airing the (key) issues andbreaking the ice.

Each section has suggestions as to the skills and understanding needed by headteachers (which can beadapted as session objectives) and for ways of developing these through training activities. There areseveral different activities under each heading, which can be selected according to the amount of timeavailable and the experience or 'levels' of the groups (see below for an explanation of the levels). Eachactivity also has an explanation of the preparation and trainer input needed to conduct the exercise andsuggested ways to wind up the activity.

The activities provided can be used with groups at varying levels of developing study support programmes. Forease of reference, therefore, we have given each activity a level description i.e. Level 1, 2, 3 (and anappropriate colour code) which relate, albeit indicatively, to the three levels identified in the Codes of Practice:

Level 1: Laying the Foundations / Emerging

Level 2: Getting Started / Established

Level 3: Moving Forward / Advanced

We have indicated activities which can be used for All Levels and a number of short ExtensionTasks. We have also highlighted where it would be appropriate to involve practitioner headteachers andco-ordinators in the training using the symbol. You will need to organise this well in advance of the trainingday(s).

More guidance is provided in the trainer briefing section (section D2), on the key issue of how to adaptthese materials to a half-day, one- and two-day course and the best method of organising study supporttraining courses. There are also three sample agendas in Resource sheets 38-40. Reference should alsobe made to the training content and methodology used in the Study Support Toolkit: making it work inschools.

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5. Training and the National Standards for Headteachers

We anticipate that more explicit references to study support will appear in the national standards. There willbe more examples of study support in accompanying material, especially in the revised NPQH material.

The table below maps the skills in this pack onto the standards:

National Standard Study support training

Core purpose of the Headteacher: to provide professional leadership

Provides information about the way in which informal learningcan support school improvement and raise achievement,especially for disaffected pupils

Identifies ways in which headteachers can provide leadership inthe development of study support activities

Key outcomes ofheadship

Identifies how study support can:help build positive ethos;increase enthusiasm and commitment of pupils;extend pupils' learning and achievement;help to involve parents in the work of the school.

Professional knowledgeand understanding

Provides information, training and skills which will enable schoolsto provide quality out-of-school-hours provision, developstrategies to support pupils' learning

Skills and attributes Identifies issues in the management of the change associatedwith school improvement and raising achievement through out-of-school-hours learning. Enables the development of strategicobjectives related to study support to include in schooldevelopment plans

Key areas of headship Informs and enables headteachers to make decisions about theprovision of study support in schools, and especially how it canhelp the strategic direction of the school and the development ofteaching and learning strategies.

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6. Additional Support for Trainers

While the pack is intended to be self-supporting, there are a number of sources of help and support available. These include:

● The Study Support National Evaluation and Development Programme, which is responsible for theSecondary Code of Practice and is managing the DfES-funded National Evaluation Project;

● National Youth Agency for links between schools and the youth service; ● Youth Sport Trust, who have produced a range of materials in the field of study support, sport

and training; ● Education Extra; and● the DfES Study Support Team.

Contact addresses are given in the bibliography section (section D2j).

There are also a number of important guidance documents available to support a training programme.

Important documents

Extending Opportunity: A National Framework for Study Support

The Government's policy framework for study support, Extending Opportunity outlines:

● reasons for the study support initiative;● the nature and purposes of study support; ● the range of key players including potential partners; and; ● examples of good practice, answers to practical problems and contacts and publications.

(Extending Opportunity, A National Framework for Study Support, DfES1998)

The Code of Practice for the Primary Sector

The Code of Practice for the Primary Sector, developed by the DfES in consultation with practitioners andkey partner organisations, provides examples of good practice, suggests strategies, sources of supportand potential partners for schools developing study support, and provides information for school co-ordinators. The Code considers aspects of practice under three main headings:

Laying the foundations

What schools need to consider before developing a programme.

Getting started

The issues that need to be considered when schools are establishing their programmes and subsequentlykeeping their purpose and practice under review.

Moving forward

What to consider when building on provision, monitoring and evaluating and reviewing the quality ofprogrammes.(The Code of Practice for the Primary Sector, DfES, 1999)

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In this pack there are a number of references to the Code of Practice for the Primary Sector, referred to bythe abbreviation ACOPPS.

The Secondary Code of Practice

The Secondary Code of Practice identifies principles of good practice for those setting up or running studysupport centres in secondary schools. It also provides case studies to illustrate the Code in practice.Together with the Primary Code, the two documents provide a common quality framework across thewhole of the school system.

The most significant difference between the Codes are the categories of good practice which, in the caseof the Secondary Code, come under the following three headings:

Emerging

Those aspects of a well-run study support centre in which a visitor would expect to find clarity of purpose,coherent planning and provision, which meets local needs and which demonstrates a clear link with thegoals and targets

Established

Centres will demonstrate a commitment to continuing improvement, going beyond the merely good. Theywill be self-critical, able to address weaknesses and build on strengths, with an understanding of self-evaluation and the ability to use it effectively in realising their goals.

Moving forward

What to consider when building on provision, monitoring and evaluating and reviewing the quality ofprogrammes.(The Secondary Code of Practice, National Youth Agency, 1999)

In this pack there are a number of references to the Secondary Code of Practice, prefaced by theabbreviation SCOP.

Schools Plus: Building Learning Communities

The Schools Plus Policy Action Team (PAT) was one of 18 teams set up by the Social Exclusion Unit at theDfES in September 1998, following its report on Neighbourhood Renewal. This document looks at ways ofimproving the opportunities for learning of all children and young people in disadvantaged areas. However, itsmain focus was to report:

“On those activities both in and outside school which lead to higher levels of achievement and (looking) forways in which schools can build learning communities.”(Schools Plus: Building Learning Communities DfES 2000)

Study Support is written into the policy framework and draws initially upon the NFER evidence which statesthat those most likely to participate in study support activity are those from the most economically andeducationally advantaged home backgrounds. The PAT recognises the important part that study supportcan play in helping to raise attainment. It wants those at most disadvantage to have the opportunity tobenefit from a targeted expansion of funding for study support.

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Consequently, the report recommends specifically that:

● the target should be for all those pupils in schools where there is 35% or more entitlement to freeschool meals to have the opportunity of at least 3 hours of study support each week, includingvarious activities over the weekend; and

● extended opening hours at some schools allowing pupils extensive access to study support-typeactivities including enrichment activities throughout the school day.

The programmes of study would also take into account the disrupted home life of some young people andrecognise their other responsibilities e.g. as carers. The flexible school day would be available to all pupilswithin the school not just to those at danger of exclusion or disaffection.

Raising Standards: Opening Doors

This booklet, published by the DfES, gives:

“Guidance to help schools open up the use of their premises and facilities and to enhance their links withthe local community (it also) highlights the benefits of partnership and offers real examples of the type ofactivity which is already undertaken in many schools and how it is organised and funded.”(Raising Standards: Opening Doors, DfES 2000)

The document includes sections on:

● the opportunities for the community use of schools;● the legal position, including transfer of control agreements, and the role of LEAs;● finance, including funding running costs and tax relief for businesses; and● practical guidance, including planning, health and safety, and insurance.

7. A note on terminology

There are many terms used for the types of activities covered by this pack. They include:

● study support;● out-of-school-hours learning;● after-school activities; and● extra-curricular activities/learning.

Study support is the term which the government and the New Opportunities Fund have used, together without-of-school-hours learning. We shall use this term and out-of-school-hours learning interchangeably. Theterms cover a very wide range of activities and are defined in Resource sheet 1. A glossary ofabbreviations can be found at the back of this pack.

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1. Pre-course briefing

1. Background

Most headteachers on the pilot training indicated that they would use some pre-course briefing. Manyheads were not familiar with the study support initiative and were particularly unclear as to what activitieswere covered by the term study support. We have therefore developed a short briefing document and anaudit form.

2. Outcomes

● to prepare participants so that they can get the most out of the training● to brief participants on study support and funding opportunities● to provide an opportunity for participants to find out more about what is happening in their own school

3. Trainer choices

Consider sending some or all of the following:

● A briefing sheet (Resource sheet 1) about study support which draws on a number of the key DfES andEducation Extra documents which are freely available (see bibliography (section D2j) for more details).Ask them to spend a few minutes reading it and answering a few questions (Resource sheet 2).

● A short audit proforma (Resource sheet 3). Ask participants to do a brief audit of their provisionbefore they attend. Ask them to spend not more than about ten minutes on this exercise.

● A copy of the Code of Practice for the Primary Sector and / or the Secondary Code of Practice(both available from DfES Publications on 0845 602 2260).

● Copies of the study support toolkit primary and secondary headteacher booklets / audio tapes.

● A copy of the New Opportunities Fund Guidelines (available from NOF):

England 0845 0000 121Scotland 0845 0000 123Wales 0845 0000 122Northern Ireland 0845 0000 124

Or on the NOF website: www.nof.org.uk

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2. Breaking the ice

1. Background

You can use the icebreaker session in a number of ways:1. to reflect on some of the benefits of out-of-school-hours learning;2. to air some of the issues and needs of participants;3. to identify which level they most associate with e.g. Laying the Foundations / Emerging;4. just to get people talking.

What you do will of course depend on your audience and the time available.

2. Outcomes

After the session participants should be able to:

● recognise that study support can lead to positive attitudes to learning and promote lifelong interests andenthusiasms;

● be prepared to engage more closely with all the issues signified by study support.

3. Trainer choices

We have provided two icebreakers here. If you wish to combine icebreaking with other parts of the courseplease see:

● Airing the Issues (section B3);● Out-of-school-hours learning: what is it and what are the benefits? (section B4).

1. What did you do?

● Preparation

Think about the activities you did after-school? Do you still pursue any of them? What was theirbenefit to you?

● Trainer input

IndividualAsk participants individually (or in pairs) to introduce themselves to the group by saying who they are,what study support activities the school does and what activities they did after school (that they areprepared to admit to!).

All levels

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All levels

GroupAlternatively ask participants, as a group, to discuss their responses to the above question andnominate a spokesperson. Feedback is then provided to the group about who they all are, the rangeof activities they do and the most unusual activity that one of them did after-school.

● Winding up

Pick out a few examples to illustrate the range of activities. Discuss the value to pupils and to them.Finish off with the overall course objectives (Resource sheet 4).

2. Which level are you?

● Preparation

Flipchart sheetsPensBlu-tackCopies of the ACOPPS/SCOP

Include the ACOPPS/SCOP as part of the pre-course material and ask the participants to read itthrough and consider which level they feel most accurately describes their school i.e. Laying theFoundations (or Emerging), Getting Started (Established) or Moving Forward (Advanced).

Prepare three flipchart sheets, one with each of the following headings: Level 1, Level 2 and Level 3.Read through the ACOPPS/SCOP (e.g. page 16 of the ACOPPS Managing Study Support) andselect some appropriate questions that may determine which level schools are at in relation to studysupport e.g.

Put the flipcharts in three corners of the room with flipchart pens next to the sheet

Prepare a short input (2 mins) as an overview of the most useful features / sections of theACOPPS/SCOP.

● Trainer input

After the short presentation, ask participants to stand up and move towards the flipchart which bestdescribes the level of their school. Participants then have 10 minutes to read through the flipchartquestions on their sheet and the other sheets, and then have the option to move levels or return totheir original sheet. Encourage discussion with other participants as they move around the room.

Level 1 Level 2 Level 3

Has the governing body orsenior management teamidentified someone tooversee the programme?

Does the programmefeature as a regular itemat governor, and staff,meetings?

Do the governors supportthe study supportinitiative?

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Participants are then told they have 10 minutes to introduce themselves to the other members withintheir group and discuss the range of activities they do within their school, and what they did after-school.

● Winding up

Note: this activity is very adaptable and is an effective means of sorting the participants into levelswhich, in turn, forms the basis of future group activity.

An alternative and less formal model is simply to ask participants to move around the room anddecide which level they most associate with. The ACOPPS/SCOP can then be introduced with amore meaningful context and allows more targeted reading of the documents after the course.

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3. Airing the issues

1. Background

Headteachers and co-ordinators come to training in this area with a number of concerns. There will be anumber of key issues to be raised and discussed prior to providing an effective delivery. Topic areas suchas Funding, Partnerships, Sustainability and Monitoring and Evaluation all throw up concerns which mightgenerate statements such as:

● I have too many other priorities;● We already have enough going on;● I do not have the staffing to make this work in my school;● I have a whole host of challenges to overcome including staffing, accommodation, supervision etc.

Many of the key issues will be linked to the constraints of time that are familiar in all schools. This sessionwill help headteachers to understand ways in which study support can be provided in effective andeconomic ways, and how partners outside the school can help.

The exercises are designed to help headteachers and co-ordinators recognise what are the key questionsand issues surrounding study support and to develop skills that will turn what appears, at the outset, to bebarriers and opposition into opportunities. You will also note that the tasks have been be given differentlevels (which relate to the ACOPPS/SCOP) allowing the trainer flexibility to adapt the tasks for differentability groups within this session.

2. Outcomes

After the session participants should be able to:

● identify the key issues within the main areas of study support:● Partnerships;● Sustainability;● Funding;● Whole School Approaches to raising achievement through study support;

● understand that most of the key issues put forward will be challenging but have confidence that thereare ways of dealing with them;

● identify the key issues as they affect their schools.

3. Trainer choices

These exercises can serve a number of different purposes and trainers should be aware of the need to:

● judge the mixture of levels within the group i.e. Getting started (established); ● identify specific concerns or antagonisms;● help develop an understanding of the concept of study support.

Activities 1, 2 and 3 are explained as discrete tasks for a whole group at for example level 1 or level 2.However, you can also adapt them to run at the same time in a levelled session on airing the issues (seeResource sheet 39 for an outline agenda which uses this approach). You may wish to refer to Resourcesheets 6, 7a and 7b which catalogue previous responses to these tasks.

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Level 1

Level 2

Resource Sheet 8 also provides a useful matrix for participants to plan the next steps in their schoolsprovision. Ask participants to list the key players within their school who would help or hinder (!) thedevelopment of study support provision within their school e.g. head, senior manager, caretaker etc. Thenconsider and tick which of the players have no commitment and which would let it happen, help it happenor make it happen. Participants then have an action plan of who to prioritise contact with and who theymay have to win over when they return to their schools.

1. Key Statements

● Preparation

Flip chart or large sheets of paperBlutackColoured marker pens

Prepare enough flip chart sheets for the whole group (group size approx: 6-8 participants). Eachsheet has a key statement related to key aspects of study support e.g. from next term your schoolwill have a co-ordinated programme of study support in place (for more ideas for statements seeResource sheets 5, 6 and 7)

● Trainer input

Put the flip chart sheets around the room and leave a pen next to each. Ask the whole group tomove, individually, from sheet to sheet and write their responses to the questions as they relate totheir school (10 mins)

● Winding up

Display the large sheets back on the walls and carry out a brief or more detailed review of the pointsraised with the whole group. Indicate that you hope to address at least some of the points raisedduring the day. Don't offer easy solutions: they rarely seem easy to participants! Suggest that otherkey statements or questions can be highlighted or added to a list as they arise during the day andreviewed at the end of the course.

2. Key Issues

● Preparation

As above but each sheet has a statement and a sub-heading related to a key aspect of studysupport e.g. Sustainability, Funding or Partnerships (see Resource sheets 6 and 7 respectively forthe layout of the sheet and ideas for additional statements)

● Trainer input and winding up

As above but task could take longer e.g. 20 minutes

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Level 3

3. Plus/minus/interesting

● Preparation

As above but each sheet has a statement, a sub-heading and three columns headed plus,minus and interesting (See Resource sheet 7 for the layout of the sheet and Resource sheets 7aand 7b for sample responses)

● Trainer input and winding up

As above but task could take longer e.g. 30 minutes

Note: If you decide to split the groups into levels, these tasks can also be run as group activities withappropriate review by the trainer at the end of the session.

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4. Out-of-school-hours learning: what is itand what are the benefits?

1. Background

The purpose of this section is to describe the new definition of study support (if not covered pre-course),explain to participants of the value of these activities and broaden their understanding of the way they canhelp with school improvement and raising achievement. If they are to be committed to its development in their schools, headteacher and coordinators need tounderstand the nature of out-of-school-hours learning and the ways in which is different from butcomplementary to the usual learning styles found within the curriculum.

The ability to articulate the benefits of out-of-school-hours learning is an important strand of a successfulimplementation policy in order to:

● celebrate success and reward those taking part;● encourage the school to provide more opportunities;● encourage pupils to attend;● encourage parents and other adults to be involved;● share with potential partners to build their commitment;● build into bids to convince funders.

One of the difficulties is the use of the term study support. Traditionally it has referred to activities such ashomework clubs and provision of study facilities. Under this initiative the term is broadened out toencompass most extra-curricular activity.

For many year schools have recognised the benefits of out-of-school-hours activities. It is normally veryeasy to get participants to list them. Good examples can be found also in the video and tape pack.Additionally there is growing research evidence for the value of activities to back up anecdotal evidence andwe have provided a short selection in the Resource sheet 11. More detail can be found in thebibliography (section D2j).

2. Outcomes

After the session participants should be able to:● explain what is meant by study support; ● identify the factors associated with a successful and effective study support programme;● link involvement in out-of-school-hours learning to raising achievement;● articulate a wide range of benefits for schools, pupils, parents and the community;● school improvement, and lifelong learning;● explain why it is important to include the benefits when approaching partners and potential funders.

3. Trainer choices

Activity 1 is an opportunity to outline the current developments in study support and / or check thatparticipants understand the study support initiative. It can be used either as a punchy way of introducingthe course or as a discrete task.

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All levels

Level 1

Activities 2-4 can be used with different levels within the group to discuss and highlight the benefits of studysupport. Resource sheets 1 and 11 outline briefly some of the research which supports the argument forstudy support and they can be used at any point. Activity 5 is a multi-purpose task and can be used as partof the pre-course materials; to replace a practitioner input (see activities 1,2 and 4 in Section B5) or as anovernight exercise on a two-day course.

1. What is study support?

● Preparation

Prepare a ten-minute input using a mixture of Resource sheets 1, 9, 10, 11 and 12, asappropriate. (Resource sheets 9 and 12 are particularly useful as handouts)

Over time the study support initiative has become more well known and the emphasis should moveaway from factual presentation and input to asking the participants to identify and react to recentdevelopments. At the time of writing, for example, reference has been made to David Blunkett'sspeech to the Social Market Foundation in March 2000 and Schools Plus published in April 2000(both referenced in the Bibliography (section D2j))

● Trainer input

We suggest that a formal delivery is the best way of covering this material. With more advancedgroups it may be appropriate to ask them to discuss the differences between study support andextra-curricular activities

2. Benefits-video

The video Extra Value contains material about the benefits of study support.

● Preparation

Before the session watch and set the video to the relevant section. Read pages 4-9 from the COPand Resource sheet 10.

● Trainer input

Introduce the schools and ask participants to identify the benefits and the beneficiaries of studysupport. After watching the video, summarise the benefits with the group as a whole. If required extendto include analysing key beneficiaries and further to classify benefits for pupils (see activity 4 below)

15

Level 2

Level 3

3. Benefits-brainstorm

● Preparation

Read the ACOPPS pp. 4-9 and Resource sheet 10.

● Trainer input

Break participants up into small groups (maximum 4-5 participants). Either: Ask each group to list the benefits of study support for teachers, pupils, school, parents andthe community or: Ask each group to identify the benefits for one of these client groups

● Winding up

Summarise and review by using the full list of benefits Resource sheet 10 and / or highlighting theframework for study support on Resource sheet 12

This activity can also be a slow-burning task where feedback on the benefits of study support iscollected together on a flipchart sheet, added to throughout the day and reviewed at the end of the course.

4. Benefits-analysis

● Preparation

As above but you may also prepare materials from Resource sheet 11 to illustrate some of yourpoints with the research background (for further research see Bibliography (section D2j))

● Trainer input

Use the resources to outline the major benefits and major types of study support activity. Askparticipants to reflect upon their current provision and identify which activities may provide thegreatest benefits.

● Winding up

As above

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All levels

5. Case study

Read Resource sheet 14 on Wandle School in LB Wandsworth (it is also quoted in Excellence inSchools and the ACOPPS p 23 as an example of good practice) and / or Resource sheet 14a onFalinge High School in Rochdale.

● Preparation

Make copies of Resource sheets 14, 14a for circulation

● Trainer input

Give out the case study(ies) and refer participants to key issues e.g. benefits of particular activities;pointers for good practice; management issues. You may also wish to use the case study criticallyand ask whether the issues raised are relevant or what provision could be enhanced using morerecent sources of funding etc

● Winding up

Summarise and review main learning points.

17

5. Planning successful and sustainableprogrammes

1. Background

Many schools have developed highly effective programmes of out-of-school-hours learning. A number offactors have been identified which contribute to this success. They include:

● an understanding within the school of the nature and benefits of out-of-school-hours learning;● the identification of the needs of pupils and the community;● an audit of the resources, people, partners available to the programme;● a vision of the importance of out-of-school-hours learning as part of whole school objectives;● an overall strategy to develop and improve out-of-school-hours learning; ● specific concern to reach and involve pupils who are at risk of disaffection or low motivation;● a plan, often built into the school development plan, which identifies timescales, resources and

key players; ● an identified person responsible for the delivery and development of the programme who is supported

by the senior management of the school.

Where the school takes a whole school approach to study support these factors become mutuallysupportive. Such approaches do not occur overnight, but there will be a rich reward for all stakeholders.The whole school approach can greatly increase the overall effect of study support and is found where:

● study support is seen as an important element in the school’s response to the challenges ofinequality, deprivation and raising achievement;

● it is integrated into the life of the school from governors’ meetings through to site managerinvolvement;

● the benefits are well known and shared and the contributions of key players are evident and understood;● there is a climate of encouragement, recognition and praise for those who are involved.

Useful case studies on the whole school approach can be found on Resource sheets 20 and 20b on p 38 ofthe SCOP.

Building an ethos is also a key feature of an effective programme and helpful guidance on this subject canbe found on pp 12, 13 of the ACOPPS and pp 10,11 of the SCOP. However, there is also a clear need fora good deal of advocacy and support which can come from a number of organisations specifically dealingin this area, such as Education Extra, Kids Clubs Network, Youth Sport Trust.

These issues are also dealt with in the study support toolkit: School-based Development Materials

2. Outcomes

After the session participants should be able to:

● identify some of the features of successful programmes;● identify the key aspects of planning a successful programme;● identify the various roles and responsibilities of different staff (particularly in secondary schools);● identify the potential benefits of a strategic, whole school approach to study support;● identify and have some solutions to the key issues that surround the whole school approach.

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All levels

All levels

3. Trainer choices

All of the activities below benefit from an initial practitioner input on what makes a successful programmestructured appropriately to meet the needs of the audience. It is also helpful to use a local headteacher orco-ordinator to add credibility and relevance to the session.

1. The impact of study support

● Preparation

Prepare 10-minute input on the activities covered by study support. Use Resource sheet 9 as anOHT and / or handout. Copy enough copies of Resource sheet 17 which asks participants to relatethe types of activity to self-esteem, motivation and achievement.

● Trainer input

Give a 10-minute input on the full range of activities covered by study support. Distribute Resourcesheet 17 and ask participants individually or in pairs to complete the table.

● Winding up

Summarise the findings. Ask the participants to suggest ways in which a wide variety of outcomescould be assured. (For example by mapping their own provision against the range of outcomeswhich might predominate.)

Extension

You may also like to get participants to link the activities to the eight different intelligences identifiedby Goleman (see section 8.2 of the Trainer briefing section (section D2).

2. Features of successful programmes

● Preparation

As background, Section 4 of the pack summarises the nature, purposes, and value of out-of-school-hours learning.

Read through the features of successful schemes in Resource sheet 13 to clarify / order your ownthoughts. Prepare copies of Resource sheet 15 and 15a, which suggest next stages for action i.e.how do we go about it and on strategic thinking.

● Trainer input

Ask participants to discuss and write down what they consider would be the elements of a first classout-of school-hours learning programme, given the very wide definition of study support and theevidence (see Resource sheets 1 and 11).

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All levels

Make a list of those elements. Get participants to compare them with the list on Resource sheet 13.

● Winding up

Ask participants to start considering a defined strategy which their school should adopt in order toget those elements in place, particularly for different target groups of pupils, over a definite timescale. A practical starting point could be the structure used in Resource sheet 15a or use theplanning sheet in Resource sheet 36. You may wish to return to this task throughout the day andreview at the end of the course.

3. Planning exercise

● Preparation

Run off copies of the successful schemes sheet Resource sheet 13, planning proforma Resourcesheet 36 and prepare OHTs of Resource sheets 15 and 15a.

● Trainer input

Hand out and go through the resource sheet Resource sheet 13, which identifies the key points insuccessful schemes.

Ask participants to use the planning sheet Resource sheet 36 to plan the future provision ofactivities within their own schools. Note: in secondary schools, the issue of staffing will be morecomplex. You may wish to spend more time with secondary co-ordinators on who will takeresponsibility for specific tasks (rather than the activities) using the following adapted layout of RS 36:

● Winding up

Discuss the major points participants have identifiedAsk what barriers there are and ask for possible solutions If time use Resource sheets 15 and 15a to summarise additional steps for development

Future tasks By whom? By when?

Head / SMT Sep 2001Build study support intoSchool Improvement Plan

20

Levels 2/3

Levels 2/3

4. Who are the key players in a whole school approach?

This exercise looks at how a whole school approach can be adopted by considering the various keyplayers

● Preparation

Prepare a short input on the whole school approach, including potential outcomes (Resource sheet18). Prepare sheets of paper with the following headings:

● Trainer input

Ask headteachers to complete the table on the sheet. They should concentrate on the knowledgeeach group of people has and the activity they will do. The last column asks what action is neededto bring about the knowledge or the activity.

● Winding up

Discuss:

● What effects will this have on the policies of the school?● What about the procedures of the school?● How do you bring about the change needed to achieve a whole school approach in your school?

5. Potential outcomes of a whole school approach to study support

● Preparation

This activity is designed to raise the awareness of those partaking of the potential outcomes/benefitsof adopting the whole school approach and identify the potential outcomes for the different memberswithin the school community. See also ACOPPS pp 7-8.

Flipchart and paperMarker pensPritt sticksBlu-TackResource sheet 18 cut into labels Resource sheets 20, 20a and 21 as handouts

Stakeholder What shouldthey know?

What is theirrole?

How will thishappen?

21

● Trainer input

Divide the participants into small groups (maximum 4-5 participants). Provide each small group withthe supply of potential outcomes labels, recording sheet, scissors and pritt sticks.

In their groups, ask participants to arrange the potential outcomes labels in what they feel are theappropriate sections i.e. opportunities for pupils, parents, staff and adults other than teachers(AOTs) and the community. Stipulate that the outcomes are shared equally amongst the groupsand that no one in the group is allowed to comment or change the placement of an outcome untilyou, the trainer say so.

There should also be blank outcomes slips for other potential outcomes that they might think of.Allow 10 minutes for the slips to be placed and 5 minutes for some to be moved, etc. Once agreedthe slips should be fixed with a pritt stick and displayed.

● Winding up

The activity will develop a good deal of discussion as it evolves. Allow a further 10 minutes, perhapsover coffee, for all participants to look at the other groups’ findings. Finally allow 10 minutes ofdiscussion and review of points using Resource sheet 21 if required.

22

6. Partnerships

1. Background

Schools have always worked with others - parents, local authority services, other schools and outsideorganisations. Increasingly, successful schools have established enduring partnerships with a wide range ofother agencies. They recognise that many individuals and organisations have agendas which overlap withthose of the school. Partners may also include childcare providers, libraries, sports organisations and youthservices.

The formation of partnerships is also a key part of creating sustainability in out-of-school-hours provision. Insome schools the input of partner organisations and parents takes much of the extra load away fromteaching staff.

The Study Support Initiative and especially NOF have placed considerable emphasis on buildingpartnerships, wherever that is possible. The ACOPPS provides guidance on this issue on pp 28-29 and 42,the SCOP on pp 26, 27 and 39.

This section is designed to help headteachers recognise the opportunities that exist for partnership, tounderstand the importance of networking and to gain the skills to improve their ability to involve others inthe life of their school.

Headteachers will rightly contend that their prime role is that of educating their pupils. They will needconsiderable convincing of the importance of these issues. This section therefore includes therecommendation that you involve a more active input from practitioners experienced in the field tocontribute to the training.

These issues are also dealt with in the Study Support Toolkit: making it work in schools.

2. Outcomes

After the session participants should be able to:

● identify a range of potential partners for their school, at the following levels:● local ● short term● regional ● medium term● national ● ● long term;

● demonstrate an awareness of the importance of partnerships in the government's study supportinitiative and in relevant funding opportunities, such as NOF;

● explain the ways in which the other individuals and organisations can contribute to added value in the school;

● suggest some solutions to the key issues that surround partnerships for schools, particularly aroundbuilding, developing and sustaining.

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Level 1

3. Trainer choices

As a trainer, you should be aware of the need to:

● judge the knowledge level and experience within the group;● place those being trained into groups, as necessary;● help develop an understanding of what partnership implies.

Activities 1, 2 and 3 are explained as discrete tasks for a whole group at varying levels. However, you canalso adapt them to run at the same time in a split session on partnerships (see Resource sheet 39 for anoutline agenda which uses this approach). Activity 4 is a more active and visual way for a group to exploreissues around partnership; headings used in this example are priority for their school i.e. high or low andtimescale i.e. short, medium or long term (although others can be used)

1. Who are the partners?

● Preparation

FlipchartMarker pensResource sheets 22 and 26 as handoutsResource sheet 24 as an OHT

Prepare a short input (approx. 5 mins) on the importance of partnerships, what partners offer toschools and vice versa (Resource sheet 24).

● Trainer input

After presentation, divide the participants into groups (maximum 8 participants).

On a flipchart sheet each group names their current partners, either directly involved in study supportactivities or otherwise associated with the school. Stress that local examples will most inform thegroups future action-planning. Ask participants to nominate a spokesperson and share their list ofpartners.

● Winding up

Review and consolidate the session with Resource sheet 22. As participants return to their places,encourage them to view the other group’s efforts. You may also wish to quickly review the mainpoints from Resource sheet 26.

Extension

At the end of the task, ask the participants to scan through the list of partners and identify onepartner that they will aim to contact when they return to their schools.

24

Level 2

2. How do I build / develop partnerships?

● Preparation

Well in advance of the session, arrange for a practitioner to provide an input on:

● the range of partners used at their school; ● what they get out of the partnership; ● building the partnership;● developing the partnership.

Resource sheets 22, 24 and 26 are useful OHTs / handouts for this task

Education Extra will be able to suggest names of suitable schools to approach in your area.

● Trainer input

After the practitioner input give time for questions and answers and if possible an informal coffeebreak or lunch for further discussion.

● Winding up

Review the main learning points and ask participants to prioritise one partner to contact. Consolidatesession with points on Resource sheet 26.

3. How do I develop / sustain partnerships?

● Preparation

As above but practitioner could spend more time in their input explaining how to develop but also tosustain partnerships. It may also be helpful to invite a representative from a partner organisation tothe session to assist in the Question Time panel outlined below.

● Trainer input

As above but the question and answer session should be done as a panel with the Headteacher,Partner (where possible) and the trainer. If necessary, the trainer should field questions/lead thediscussion on this.

● Winding up

As above

Level 3

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All Levels

Extension

An outcome of the above question-and-answer session could be a checklist of helpful suggestionsabout how to develop and sustain partnerships.

4. Partnership planning grid

● Preparation

Blu-TackResource sheet 23 cut into labels for each group (headings and partners)Resource sheet 25 as an OHTResource sheets 22 and 26 as handouts

Prepare a short input (5 mins) on what partnerships offer to schools and outside agencies (useResource sheet 24 as an OHT)

● Trainer input

After presentation, divide the participants into groups (maximum 6 participants).

Display Resource sheet 25 and ask participants to place the partners with Blu-tack within the gridaccording to whether they are short, medium or long-term and low or high priority in relation to theirschool. Trainer facilitates the session. Blank labels should also be provided for participants to addnew partners.

● Winding up

As above

Extension

Towards the end of the session, one participant stays with the group’s grid whilst the others movearound the room viewing the other groups’ efforts. The remaining person is left to justify / discusstheir decisions and where necessary re-position partners within the grid.

26

7. Sustainability and funding

1. Background

Finding the appropriate resources to offer and sustain out-of-school learning is and will continue to be a keychallenge for schools. In particular NOF looks for potential schemes to have strategies to seek out supportto sustain activities once their funding runs out. It is clear that study support is becoming recognised as akey part of educational provision and there will be a continuing need to find resources. The good news isthat there will be more sources available in the coming years. Headteachers and co-ordinators identifiedthis topic, above others, as their highest priority for training.

This pack outlines some methods for raising awareness and skill in finding and accessing funding. Thereare more detailed courses available, including ones run by Education Extra and also some very goodwritten sources (see bibliography section D2j). In this section we look at:

● the factors contributing to sustainability;● sources of funding;● understanding funders;● writing bids;● some of the issues around fund-raising, including who might do it.

Headteachers and co-ordinators have a number of specific concerns about the funding of out-of-school-hours learning. These include:

● funding is short term: how will we keep going when it runs out?;● I don't have time to be a fund-raiser;● I shouldn't have to be a fund-raiser;● I don't know how or where to get funds.

The fundamental purpose of this unit, therefore, is to widen understanding of the issues surrounding thewinning of resources for supporting out-of-school-hours-learning. It is important to recognise that thecreation of sustainability depends on many factors which include:

● celebrating the success of existing activities;● demonstrating the value of activities to all those involved;● recognising and praising those involved;● recruiting and training volunteers;● identifying others who have similar aims: i.e. potential partners;● developing the ability to explore new sources of help, materials and of course funding.

There are no simple answers and one has to accept that sometimes activities which are of great benefit,cannot be sustained. However, there are plenty of success stories which make it worthwhile having astrategy in place.

This is a substantial unit and may well take up a large part of any training day or days. However, it shouldbe noted that courses should be structured in such a way that funding alone does not dominate theagenda. (Note: one useful strategy to achieve this is to have a short input from an LEA officer at thebeginning of the course which covers the local funding dimension).

These issues are also dealt with in the Study Support Toolkit: making it work in schools.

27

2. Outcomes

After the session participants should be able to:

● explain how the creation of sustainable programmes depends on a number of factors of whichwinning funding is but one;

● identify a range of potential funders/supporters in their area;● recognise why people fund schools for out-of-school hours learning;● understand the bid-writing process to appropriate audiences such as charitable trusts and companies;● suggest solutions to some of the challenges of fund-raising for schools.

3. Trainer choices

Activity 1 is a fun and active way of introducing the challenges and possibilities of sustaining programmes.Activities 2 and 3 are explained as discrete tasks for a whole group. However, you can also run them aspart of a split-levelled session (see Resource sheet 39 for an outline agenda which uses this approach).

1. How do I build sustainability? Sustainability snakes and ladders

● Preparation

Flip chartMarker pensResource sheet 14, 14a as examples of successful schemesResource sheet 16 as a handoutResource sheet 16a as an OHT and example of completed snakes and ladders board

Prepare flipchart sheets with blank grids drawn on them. They should be at least eight squares byeight.

● Trainer input

Get participants to read the case studies (Resource sheet 14 for primaries, Resource sheet 14afor secondaries)

In groups (maximum 5-6 participants) ask participants to identify positive factors which may increasesustainability. Then ask them to create a version of snakes and ladders in which the ladders areopportunities to establish sustainability and the snakes are setbacks to doing so (approx. 20-25minutes). If required show Resource sheet 16a as an example of a completed board.

● Winding up

Each group presents their game board to the rest of the group. Discuss and review some of thesnakes and ladders they have used. Consolidate with Resource sheet 16.

Extension

Ask each group to identify two learning points from the exercise and share them as a whole group.

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All Levels

2. Who can fund?

We offer two ways to approach this: a Brainstorm or Presentation Approach

● Preparation

Read section D2h of the Trainer briefing section.

Brainstorm approachFlipchart sheetsPens Resource sheet 28 as a handout

Presentation approach Prepare an input on a range of sources of funding using handouts and OHTs based on Resourcesheets 27, 28, 29 and 31. Note: It is important here to use information from the LEA study supportco-ordinator or funding officer for possible local funding which schools may tap into, particularly forrural areas.

● Trainer input

Brainstorm approachAsk participants to list their current funders for study support and other in-school activities. Reviewthe findings as a group and then ask them to list potential funders – stress that they should startlocally and build to possible regional / national funding bodies.

Presentation approachAfter presentation, ask participants to feedback on any additional sources of funding which they havefound useful.

● Winding up

Participants could suggest a proposal for activities in their own school, which will appeal to at leasttwo of the different categories of funder or alternatively prioritise one local / regional / national funderto contact.

Extension

This activity also works well if participants are split into different levels and asked to consider / reflectwhich sources of funding they used at different stages in the development of their programmes.

29

3. How do I write a bid?

Participants on our courses have found this to be one of the most useful tasks we give them.Successful bids follow similar principles and involve similar skills. First they prepare a bid to a fictionaltrust or company and secondly they act as the trustees/managers of the trust or company anddecide whether to support an application submitted by another group.

In this case we suggest the exercise is run either as a full role-play or as a more formal learningactivity, with less characterisation.

● Preparation

Read section D2f of the Trainer briefing section. Set out an appropriate number of break-out tables for the bid-writing exercise

Resource sheets 30 and 32 (Bid-making forms Trusts / Companies) as handouts, one for eachtable Resource sheets 29 and 31 (Approaching Trusts / Companies) as handouts, one for eachparticipant

Role-playPrepare a short input (5-10 mins) on the range of sources of funding (Resource sheets 27 and 28are useful OHTs / handouts respectively).

Formal activityAs above but input should be longer e.g. 10-15 mins

● Trainer input

Role-play After input, divide participants into an equal number of Trusts groups and Companies groups(maximum 6 participants). Explain that once they get to their tables, they will have 20 minutes to readthe information and to write the bid.

Once the bid is written, they must play swap bids with another group and play the role of trustees orcompany directors and assess the bid. Give the participants 5-10 minutes for this and then ask themto either accept or reject the bids – encourage as much or as little theatrical role play as you wish!

Formal approachAs above but more emphasis and time (e.g. 30-45 mins) is placed on writing an accurate, wellscoped and successful bid and more feedback on bids is provided by the trainer rather than theother group.

● Winding up

Distribute Resource sheets 29 and 31 and review the main learning points

All Levels

30

Extension

With both approaches, a useful focus for the end of the task is to ask for constructive feedback fromthe trustees / directors about the positive and negative aspects of the bid they have assessed.

You may also wish to consider running a role-play based on the Resource sheets 29 and 31,where participants are asked to communicate the various learning points to the rest of the groupthrough the forum of a meeting between the school and the funders. Suggested characters are:headteacher, study support co-ordinator and director / trustee and funding officer. This exercise alsoworks particularly well in reverse role-play where the main learning points are communicated by thecharacters getting the points wrong!

31

8. Needs analysis, monitoring andevaluation

1. Background

There are three strands to this section:

Analysis finding out what pupils, parent and the community want and/or can provide;

benefit: greater likelihood that activities will be successful and that pupils will benefit.

Monitoring keeping an eye on how things are going and collecting any data needed to demonstratesuccess;

benefit: less likelihood of things going wrong, lessons for next phase, information neededfor evaluation gathered.

Evaluation looking at the project overall and drawing conclusions from the evidence about thesuccess of the scheme and learning lessons for the next stage;

benefit required by funders, e.g. NOF to demonstrate that their funding has worked....important to build into bids to show you know what you are doing... useful in planning yournext move and next funding approach.

In our needs analysis and training, headteachers did not all see the importance of these issues and part ofthe purpose of the training will be to build up the understanding of the ways in which these issues arefundamental to many aspects of study support provision.

These issues are also dealt with in the Study Support Toolkit: making it work in schools.

2. Outcomes

After the session participants should be able to:

● explain the importance of needs analysis, monitoring and evaluation (NM&E) in the success andfuture funding of study support activities;

● suggest simple, effective and efficient ways of carrying out these functions in their school.

3. Trainer Choices

Activities 1, 2 and 3 are explained as discrete tasks for a whole group at for example level 2 or level 3.However, you can also adapt them to run at the same time in a split session on NM&E (see Resourcesheet 40 for an outline agenda which uses this approach).

It is also helpful to identify a number of practical tools e.g. sample questionnaires which the teachers canuse, particularly for analysing needs and evaluating provision. Case studies of schools at different stages ofdevelopment are also an invaluable resource for these sessions, as is Extra Special 69 on Evaluation(available from Education Extra).

32

1. Laying the foundations: a simple framework for NM&E

● Preparation

Flipchart sheets, each with three headings: Needs analysis, Monitoring and Evaluation, Pens.

Read through Resource sheets 33, 34 and 35. Scan pp 22-25 and 41 (Needs Analysis) and pp 32-33 of the ACOPPS and pp 28-29 of the SCOP (Monitoring and Evaluation). Prepare a shortinput (10-15 minutes) explaining the simple framework outlined on Resource sheet 33. Try to usepractical examples drawn from schools at various levels of development.

● Trainer input

After the presentation, divide participants into groups and ask them to brainstorm what methods ofNME they are currently using within their schools.

● Winding up

Review the different methods and tease out the main learning points from the exercise - stressingthat whatever method is adopted must be light touch and build upon and exploit whatever systemsalready exist within the school. Consolidate with Resource sheet 35 on the range of evaluationtools which schools may wish to consider.

2. Getting started: designing tools

● Preparation

As above but each flipchart has a separate heading i.e. Needs analysis, Monitoring or Evaluation

● Trainer input

After the presentation, divide participants into 3, 6 or 9 groups (as appropriate)

Each group looks at either Needs, Monitoring or Evaluation and are asked to design at least twotools which would be useful for their schools (approx. 30 minutes)

● Winding up

Each group nominates a spokesperson who presents their ideas to the rest of the group. Encourageother participants to take notes and allow time for feedback or questions. Review ideas andconsolidate with Resource sheets 34 and 35 on common questions about evaluation and therange of evaluation tools which schools may wish to consider.

Level 1

Level 2

33

3. Moving forward: NM&E and quality

● Preparation

As in task 1 but flipcharts should also have a fourth heading Quality. Also prepare an additional inputon the various quality models available to schools – currently EQFM and QiSS and prepareResource sheets 34 and 35 as handouts.

● Trainer input

After the presentation, ask participants to record their current methods of NM&E on the sheet andany quality measures which the schools use, which may link into this process. You may also wish toget them to rank or simply feed back on the range of evaluation tools outlined on Resource sheet35.

Group feedback and discussion on how effective / useful these methods are and how they can bedeveloped strategically within the school.

● Winding up

Review the main learning points.

Level 3

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All Levels

9. Winding up

1. Background

Training sessions on study support often end up with a lot of issues on the table. If you have brought theseout in the open earlier in the session, then a good way of finishing the day is to go back and revisit theissues and see how many have been addressed. We also use a planning and action session to focusminds on the next step after the training.

2. Headteacher outcomes

After the session headteachers should be able to:

● identify the strengths in out-of-school-hours learning in their school;● decide and list the priorities for action and the people, resources and plans they needs to put in place

to move forward.

3. Trainer choices

Activity 1 is a simple review and evaluative session, which is particularly useful if courses need to be cutshort. Activities 2 and 3 allow more detailed planning, and were seen as a crucial tool by teachers inreflecting upon and embedding ideas within their schools. See also Resource sheet 8 as an additionalplanning tool.

1. Short review session

● Trainer input

Revisit the key issues and questions identified during the icebreaking or airing the issues sections(sections B2 and 3). Go through the points individually and note those which have been resolved andthose which have not.

This could be combined with asking participants to make a note of one action-point that they willtake forward as a result of the course.

2. Short planning session

● Preparation

Run off the planning sheet Resource sheet 36 and evaluation sheets, as appropriate (see Resourcesheet 37 as an example used effectively in piloting the materials)

All Levels

35

● Trainer input

Ask each participant to fill in the planning sheet. Trainer (and if relevant practitioner) facilitates andresponds to questions which arise (approx. 15-20 mins)

Distribute evaluation sheets for completion.

3. Planning and consultancy in groups

● Preparation

Run off enough planning sheets Resource sheet 36 (and, if you plan to use one, evaluation sheets)for each participant.

● Trainer input

Tell the participants that they now have the opportunity to plan their next steps and discuss it withthe group and with you.

Use the planning sheet as above. Get participants together in small groups (perhaps according totheir levels) to explain what their next step is and why. Other members of the group then commenton this and make helpful suggestions.

Distribute evaluation sheets for completion.

● Winding up

As above, there is no need to feed back formally on this exercise. However, you may wish to thankthose who have attended and hope that they have got something useful from the course. Analternative approach is to finish with a quote or anecdote which sums up the course as a whole.

Extension

This task can also work effectively if groups are separated according to their levels and asked toprepare a short presentation about their next steps to the rest of the group (for reference, learning ismaximised when those who are at the Laying the Foundations or Emerging level present first).Feedback and main learning points are then discussed.

All Levels

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1. Study support briefing

The government's policy on study support is laid out in Extending Opportunity: a framework for StudySupport, published by the DfES.

What is study support?

“Study support is learning activity outside normal lessons which young people take part in voluntarily. Studysupport is accordingly an inclusive term, embracing many activities, with many names and guises. Itspurpose is to improve young people’s motivation, build their self-esteem and help them to become moreeffective learners. Above all it aims to raise achievement.”

(DfES 1998, Extending Opportunity: a national framework for study support)

What is included in this definition?

Study support, as defined in Extending Opportunity includes:● homework clubs;● help with key skills including literacy, numeracy, ICT;● study clubs linked to or extending curriculum subjects;● sports, games and adventurous outdoor activities;● creative ventures (music, drama, dance, film, and the full range of arts);● residential events;● space and support for coursework and exam revision;● opportunities for volunteering in the school or community;● opportunities to pursue particular interests (science, ICT etc.);● mentoring by adults and other pupils;● learning about learning (thinking skills and accelerated learning);● community service (crime prevention, environmental clubs).

Why is it important?

The following reports highlight the impact of study support activities:

“In disadvantaged areas, well-structured study support before and after school, including holiday clubs andholiday revision classes, had a significant beneficial impact on overall achievement.” (OFSTED 1999: ChiefInspector's Annual Report 1998-9)

“Those young people who take part in a range of activities outside school are better motivated and achievebetter results at school.” (NFER 1998: The Benefits of Study Support)

David Blunkett goes one step further in a recent speech:

“We intend to establish an out-of-school-hours entitlement for older primary and secondary pupils. Wewant to develop the concept of a learning day in which activities in school both during and outside theformal school day at other locations such as football clubs and youth centres and work done at home areseamlessly linked.” (Social Market Foundation 15 March 2000: Transforming Secondary Education)

37

Resource sheet 1

Partnerships

A key part of the development of study support will be the involvement of partners in delivery. Governmentsees a role for many potential partners, including the business community, voluntary groups and youthorganisations. A full list of potential partners for schools can also be found in the Codes of Practice(available from DfES publications on 0845 602 2260, refs: COP-PRIM and COP-SEC).

Funding

Funding study support activities has traditionally been ad-hoc, coming mainly from:

● fund-raising in schools;● the work of charitable trusts such as the Hamlyn Foundation; and● charities such as the Prince's Trust and Education Extra.

In recent years, however, we have seen a range of potential sources, including the New Opportunities Fundand the Standards Fund.

a. New Opportunities Fund (NOF)

£180m from this fund will be allocated by March 2001. It may be used to fund the costs of running studysupport activities and has a set of criteria, which include:

● supporting school improvement and raising achievement, motivation and self-esteem;● fitting local and school development plans;● targeting those at risk of social exclusion and disaffection.

An estimate for each school is £11,000 for primaries, £43,000 for secondaries over three years.Applications can be made by LEAs, individual schools or other interested groups. Further details can befound at the NOF website (www.nof.org.uk) or by contacting them direct on 0207 211 1800.

b. Standards Fund

Section 16 of the 2000/01 Standards Fund includes £19.5m for Study Support and £60m in the year2001/02.

The breakdown of funds for 2000/01 was:

16a) £3m for strategic development, divided between all LEAs according to size.

● Average will be around £20k. ● Spent on a central post or part thereof; or on central provision of eg. training, evaluation, conferences

... a budget for the LEA co-ordinator.

16b) £16.5m via LEAs to schools (and partners) to run activities.

● Divided according to how many schools in an LEA are over the threshold of FSM to be in the lowest30% of schools nationally – calculated at 22.5%, on a local formula.

● Can fund a management allowance for a school-based co-ordinator.

An estimate for each qualifying school is £2000 for a primary school and £5000 for a secondary school.Details of funding for 2001-02 were published in the DfES Standards Fund Circular in September 2000.

38

Resource sheet 1

2. Suggested questions to accompany thePre-course briefing materials

1. Which level of study support provision do you mostidentify with in the Codes of Practice e.g Laying the

Foundations (emerging), Getting Started (established) orMoving Forward (advanced)?

2. What are the major questions you would want the course to address?

3. What would be the three main challenges you wouldface in introducing more activities?

4. In what ways do the study support activities provided inyour school support the aims of the school in raising

achievement?

39

Resource sheet 2

3. Audit of current provisionC

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40

Resource sheet 3

4. Course objectives

● Explain the study support initiative and itsopportunities.

● Provide guidance, information and skills which will helpheadteachers and co-ordinators plan futuredevelopments of study support within their schools.

● Articulate and respond to the challenges which schoolsface as they look to develop their study supportprogrammes.

● Provide a basis for further training and professionaldevelopment.

41

Resource sheet 4

5. Key statements exercise: samples

1. Funding out-of-school hours learning

There is funding through New Opportunities Fund and Standards Fund to support out-of-school-hourslearning activities.

2. Finding and sustaining partnerships

The New Opportunities Fund will expect schools to demonstrate partnerships in their bids for fundingof out-of-school-hours learning.

3. Setting up new activities related to raising achievement

Activities funded out of New Opportunities Fund monies are expected to contribute to pupil self-esteem, motivation and raised achievement.

4. Staffing activities

Schools use a range of teachers (paid and unpaid), parents, trainers and other adults in their studysupport provision.

5. How to audit and evaluate provision

A key aspect of the provision of study support is the need to monitor and evaluate the programmes offered.

6. A whole school approach

Study support works best when there is a whole school approach with it built into SDPs, discussed atgovernors’ meetings, and managed by a co-ordinator.

7. Other issues

Please identify any other issues for you or your school.

42

Resource sheet 5

6. Key issues exercise: sample of responses

Statement: from next term your school will have a co-ordinated programme of study support in place

Funding

- needs to be ongoing, difficult to work within a 3-year defined period- staffing - a major issue. quality of people involved including teachers, support staff- rates of pay against time- pump priming to get started and then keep going- is it a teacher’s job to raise funding?

Partnerships

- staffing - time pressure on staff- putting this together in the face of other demands- accommodation – rooms need to be cleaned and ready for teaching sessions- training/quality- balance between care and structure- should it be part of the school development plan?- problems of children not being collected on time- some parents may view session as free/cheap childcare

Whole school approach

- is the LEA interested?- time consuming to locate whose job is whose- partnership must have a strong base- police checks- is quality of delivery maintained?- difficult for schools (particularly primary) to find business partners - business is especially uninterested in disadvantaged schools- lateral thinking required around training and quality- commitment of external providers- sustaining partnerships

Sustainability

- economy of scale- staff moving on - promotion- projects with specific "ends"- skills and experience leave schools- activities often dependent on skills of specific teacher- should it be teachers?- if you charge, what about equal opportunities?

43

Resource sheet 6

7. Plus, Minus, Interesting exercise: sampleflipchart

From the beginning of next term our school will have a co-ordinatedprogramme of study support in place

Sustainability

More statements

You may also wish to consider:

YOUR SCHOOL HAS JUST BEEN AWARDED £11,000 OR £43,000(PRIMARY / SECONDARY) OVER THREE YEARS TO DEVELOP OUT-OF-

SCHOOL-HOURS LEARNING

EVIDENCE SUGGESTS THAT ACTIVITIES SUCH AS SPORT, THE ARTSAND INTEREST CLUBS ARE BETTER AT RAISING SELF-ESTEEM ANDMOTIVATION THAN ARE HOMEWORK CLUBS AND STUDY CENTRES

YOUR GOVERNING BODY HAS JUST DECIDED TO EXPAND THE OUT-OF-HOURS PROGRAMME SIGNIFICANTLY OVER THE NEXT THREEYEARS AND ASKED YOU TO DRAW UP PLANS TO ACHIEVE THIS

Plus Minus Interesting

44

Resource sheet 7

7a.

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45

Resource sheet 7a

8. Commitment mappingK

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46

Resource sheet 8

9. What is study support?

Definition

“Study support is learning activity outside normal lessons which young people take part in voluntarily. It isan inclusive term, embracing many activities, with many names and guises. Its purpose is to improve youngpeople's motivation, build their self-esteem and help them to become more effective learners. Above all itaims to raise achievement”

Study support activities

● Homework clubs.

● Help with basic and key skills including literacy, numeracy, reading clubs, ICT.

● Study clubs linked to or extending curriculum subjects.

● Sports, games and adventurous outdoor activities.

● Creative ventures e.g. drama, dance, mime, music, multicultural dance, art etc.

● Sporting activities, team games and other outdoor activities.

● Opportunities to pursue specific interests e.g. environmental projects, fishing, steel bands, circus skillsand pottery.

● Learning to learn clubs and finding new ways to learn.

● Play development, structured play and positive play experiences.

● Life skills programmes e.g. first aid, road safety, self-defence.

● Family sport and family fun activities (NOF includes family learning).

● Residential programmes, activity weekends, visits and holiday programmes.

● Mentoring by older pupils and adults other than teachers.

● Community service schemes and other volunteering activities in school or the community.

47

Resource sheet 9

10. Benefits of Study Support

For children and young people

Confidence and self-esteem Somewhere to complete homework andreceive help

Communication and interpersonal skills Opportunity to catch up on work notunderstood in class

Enjoyment of learning, learning in depth Finding new ways to learn

Specific learning gains in mainstream areas Learning at their own speed

Enjoying a range of extra sports/arts activities Work in groups and with friends

Willingly to school: it's cool to learn Improve fitness and health

Opportunity for targeted support Access to a wider range of resources

Working with teachers in a different environment Be recognised for success in many differentfields

Better relationships with teachers Have fun in a safe environment

For teachers and the schools

Enhance relationships and motivation Enhance the esteem of teachers and tutors

Opportunity to work with pupils in mixed Opportunity to try out materials and ideasage groups

Exploration of a wider concept of learning Involve parents in their children's education

Develop a deeper understanding of how pupils Widen range of community partnershipslearn

Develop interests and experiences beyond the Reduce vandalismNational Curriculum

Contribution to school improvement Increase job satisfaction

Enhance status and reputation of the school Improve pupil attendance

Increased enrolment Opportunity for learning and teaching to takeplace without emphasis on formal assessment

48

Resource sheet 10

For parents and the community

Care activity in a secure known environment Opportunity to share a skill or interest or tohelp out

Happier, better motivated children Better working relationships with teachers

Children making improved progress in learning Learning alongside their children

Gateway for parents learning Acquire new skills and qualifications

Breaking down barriers between school and Make new friendscommunity and improving links

Accessing school facilities More community involvement with the school

More and stronger partnerships Learning opportunities for members of thecommunity

Increased support for community projects Enhanced quality of community life

49

Resource sheet 10

11. Research evidence

“Study support is almost universally considered to be a good thing. It aims to help young peopleto develop their personal and interpersonal skills, self-esteem and motivation to learn. Itprovides opportunities for young people to develop particular interests and it may contribute toimprovements in academic achievement. It also offers benefits to teachers, parents, schools andthe local community.”

“Study support would seem to have a particular role in helping children from disadvantagedbackgrounds and those in need of additional support with their learning, for instance withliteracy or numeracy skills.”

“Those young people who take part in a range of activities outside school are better motivatedand achieve better results at school.”

The Benefits of Study Support: A review of opinion and research (NFER 1999)

“There were significant improvements in reading scores at both primary and secondary levels:reading ages improved on average by six months.”

Evaluation of the Playing for Success Schemes (NFER 1999)

“Overall students attitudes to school work had significantly changed at the end of the summerschool. In particular groups regarded school work as significantly more useful. All groups of studentshad significantly higher levels of motivation at the end of the summer school compared to the start.”

Evaluation of the DfES Summer Festivals of Learning (NFER 1999)

“In disadvantaged areas, well-structured study support before and after school, including holidayclubs and holiday revision classes, had a significant beneficial impact on overall achievement.”

The Annual Report of Her Majesty's Chief Inspector of Schools 1998-9(HMSO 1999)

“There is a positive correlation between the quality of the school as reflected in OFSTEDinspection and the provision of curriculum enrichment.”

School Performance and Extra-curricular Provision: M. Barber, K. Myers, T. Denning, J. Graham, MJohnson (DfES 1997)

“Each of the projects recorded significant degrees of success in terms of students’ participation,learning gains and promoting positive attitudes towards school.”

Succeeding at Study Support: An evaluation of 12 model projects in primary and secondary schools(Education Extra 1996)

“Children with high participation rates (in study support) tend to attain well ... and show betterprogress in attainment.”

The School Effect: A Study of Multiracial Comprehensives, D.J. Smith and S. Tomlinson (Policy StudiesInstitute 1989)

50

Resource sheet 11

51

Resource sheet 12

Ceramics LiteracyFly-fishing Self-Defence Numeracy

Circus Skills Assertiveness ICTChess First Aid Problem solving

Street sports Road Safety Team workingIndependent learning

FamilyHeritage learning

Music making Special needsExtra modern Family learning

foreign languages Gifted andtalented pupils

DramaSport

Subject-based clubsHomework clubsStudy weekends

12. Study support framework

A programme framework

Enrichment EnablingNew opportunities for learning Developing basic key skills

Raisingachievement

ExtendingBuilding on existing class-based activities

Based on a framework originally produced by Education Extra

13. Successful schemes

● Committed leadership from the Headteacher.

● A coherent, whole-school policy, with explicit commitment to the importance of out-of-school hours learning.

● A strategy which extends beyond the school to parents and the wider community.

● Monitoring of pupil involvement, including by age, gender and race.

● Constant review and improvement of the scheme.

● Appointment of a senior member of staff with responsibility for policy implementation.

● Opportunities for access before, during and after school.

● Involvement of a large proportion of the staff.

● Provision of a wide variety of activities.

● Good communication with parents.

● A structure for the school day which facilitates rather than hampers the provision of enrichment andextension activities.

● Consideration of issues of enrichment and extension when staff appointments are being made.

● A content and/or style as distinct as possible from the nine-to-four routine.

52

Resource sheet 13

14. Successful schemes case study (primary)

Wandle Primary School, WandsworthHeadteacher - Sue Alton

Wandle is a medium sized primary school (11 teachers) serving an inner city area of high unemploymentand low income, and has striven - successfully - to shake off the 1980s heritage of a poor image as afailing school. The drive to create after-school provision arose from the headteacher's concern that “afterschool there was little for the children to do and most were out on the streets or playing on the estate withno supervision” or “if they did go home it was to a diet of TV or computer games - not an environmentwhich would help them acquire and practise social and moral skills.” The headteacher, Sue Alton, wantedto give the children opportunities to develop those skills and enrich their experience.

“When I came as a new headteacher in 1991 one teacher had started a dance club and another a Spanishclub - both voluntarily. Children greatly enjoyed these and I wanted to build on them but the only way tointroduce activities at that time was to give time partly through the teacher-contracted 1265 hours (althoughthis agreement is hardly referred to now). I saw after-school activities as essential to increasing pupils’ self-esteem, building relationships within school and to provide fun when there was little else for the children todo. At that time the school was not under local management and the activities were established and Iinformed governors. Now LMS has created a much closer working arrangement between the staff andgoverning body and I would work much more closely with them in the setting up phase.”

The activities were decided through discussion, taking account of the needs of pupils and the interestsvolunteered by staff. The current programme, includes health club, dance, girls’ and boys’ football,gymnastics, tennis, ICT, three reading clubs, sewing, gardening, library, homework, recorders, Italian and artclub. The programme varies throughout the year and over time. “The popular clubs have waiting lists - if aclub isn't full we will look again and might replace it with something else. We are constantly reviewing whatwe provide.”

All the school’s teachers, full and part time, are now involved in running clubs and activities at lunchtimesand after school. The school nurse and premises officer also contribute. As they are already working inschools they are vetted for working with children already.

While everyone now expects to be involved and it is seen as integral to what the school does, it is veryimportant that staff are thanked by the children, parents and the community. They are also rewarded by thepublicity and the awards which the school has gained and by the positive comments made by Ofstedinspectors. Extra external funding allows two rather different programmes to operate alongside the staff-managed programme. There is an after-school care scheme for 3-11 year olds, with places for 24 children(from Wandle and two nearby schools) - this is subsidised by the local council, and parents pay for placesfor their children. From April to October each year the Supervised Playground Scheme also operates. Thisaccommodates up to 40 8-11 year olds, every evening in term time up to 5pm. The playground is staffedand equipment is provided. The hall can be used in wet weather. “The children love it.” This scheme isfunded by the council and there is no charge to the children. The school is hoping to build on this successby winning funding to run the scheme all year.

Returning to the programme of activities run by school staff: “Teachers initially ran their clubs as part of theirdirected time. The Premises Officer is the after-school football manager so he is doing this mainly during hisregular hours - however he also voluntarily gives extra time to take the children to play matches onSaturdays. The only person who is paid directly out of school budget for running a club is the Italian teacher- there are no problems at all over payment as no-one else could do it,” Sue Alton told Education Extra.

53

Resource sheet 14

Ms Alton has no doubt that many of the activities positively affect children's achievements in school time.“Take the Italian club - children can choose to spend a whole hour learning Italian - and because all thechildren are there voluntarily the learning atmosphere is extremely positive. Some children take Italian in classtime too so the club supplements what they are achieving there. Our children also learn French in school sowe are giving them a good grounding in modern languages at an early age.” These are now self-supportingbut there was initial pump priming from the Worker's Education Association and the Central Bureau.

A member of the teaching staff who is also a qualified tennis coach volunteered to teach tennis to six yearolds. Ms Alton was surprised at first that he wanted to start children on tennis at such an early age, but sheis converted to the idea having seen how well the children progress. “To say they couldn't hit a ball whenthey started - now there's this great improvement in hand/eye co-ordination, and that affects everythingelse they do too.”

The very popular Reading clubs are contributing to SATs improvements - there are other benefits too. It hashelped relationships between younger and older children, when they are paired together. An older child whomay not be a great reader will still look good to someone aged six or seven, and this helps their self-esteem

The opportunities in Sports and Dance produce great surges of motivation in the children - 100 children,both boys and girls, participate in dance, and the children are regularly invited to give performances. MsAlton also sees improvements in self-esteem as a result of achievements in the Art club; “When childrenrealise ‘I can do well’ this positively affects their sense of themselves.”

Ms Alton is fully convinced that everyone gains from the extra-curricular provision. “There are knock-onbenefits to the curriculum; there are benefits to children and parents, while the teachers themselves enjoyworking with different groups of children on an area of their own interest in a more relaxed atmosphere.Ofsted thought it was wonderful! - the community gains too because the children are gainfully occupied.”She adds that one of the joys, for her, is that “it's not formal - we know it works, and this we can just do.”“We don't have to write it down and prove it.”

She does not see the extra-curricular programme as an extra cost :- “It's all part and parcel of what we dohere. Expenses are covered via the school budget or by other funders, for example via bids to the localauthority and from charitable donations. Our Education Extra Award celebrated our achievements andraised our profile while giving us valuable resources. Sometimes the local supermarket will help, and I writebegging letters. If a teacher comes to me wanting to start a club and it sounds expensive; I don't say No. Isay, how are we going to raise the money for this? One year for instance we got £600 to buy guitars for theGuitar club from the Sir Walter St. John Trust.”

“Occasionally a parent will further enhance the programme by running a club, for example ICT or cookery. Oftenthese are short term- between jobs or college courses. Parents also regularly come to watch the football, andsome join in with their children in the Library and ICT clubs.” It's open house - they are always welcome.

Where parents are involved in running activities the school is very careful to involve only those well knownto school and to ensure a teacher is always nearby. The parents are inducted into the procedures fordealing with problems, and their responsibilities in running a club.

Ms Alton sees the after-school provision as an integral part of the improvements the school is making. “Wemaintain a high profile-We get a good press for the school. We need to work hard on this to counter thepoor image the school has had in the past. The school roll has increased - the clubs are part of the all-round improvement.”

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Resource sheet 14

14a. Successful schemes case study(secondary)

Falinge Park High School, RochdaleHeadteacher - Linda Woolley

Falinge Park High School is an 11-16 secondary school in the North West town of Rochdale. There are 950pupils on roll, of whom 75% have English as an additional language. The school has raised GCSE resultsfrom 9% to 27% in 7 years and received a visit from Estelle Morris, Minister of State for Education followingits recognition as a Beacon School. The school is very popular and oversubscribed and study support hasplayed a central role in this development. The recent excellent OFSTED report in 1999 stated that:

“Extra-curricular activities are a strength of the school: they involve all subjects and year groups andextend into the local community. Many pupils use the computer facilities of the school at lunchtimes and atthe start and end of the school day. Year bases are used for recreational activities and discussion at lunch-times. The school has gained recognition by Education Extra for the range of its provision, which extends topupils’ families.”

All this is a far cry from where the school was ten years ago. It had come through a period of seismicchange with three heads in three years, amalgamation with another school and then, the following year, aborough-wide reorganisation in which many staff (from up to 18 schools) were unwillingly transferred towhat was seen as one of the worst schools locally. The challenge facing the newly appointed head teacherwas immense.

“The school was at a very low point” says Linda Woolley. “The staff were alienated and angry, and thepupils lacked any sense of value - of themselves or the system.”

For Linda a key component of her strategy for change was equal opportunities; extra-curricular activities, asstudy support was then called, was a key part of her approach. For her it was essential that all pupils wereoffered the width of educational opportunity and the chance to succeed in many fields that are taken forgranted in more privileged communities. “If we don't do it- they don't get it,” as Linda says. She saw studysupport as one of the vehicles she could use to change staff perceptions of what the school about, whatpupils were capable of and most importantly what pupils thought of themselves. It was part of her drive“not to connive with working class failure,” to coin a phrase of one of her staff.

How was this brought about? Anyone who visits Falinge Park will very soon know. Linda leads by example:she is on duty every morning to invite pupils into the school, is regularly seen on the corridors and patrolsthe school grounds at lunchtimes, meeting pupils and passers by as she collects litter. “If I do this, I canask my staff to do almost anything.” It was in this way that she was the catalyst for change, taking key staffwith her in two key ways.

First, there was a continually reinforced message to parents, pupils and staff based on a new school mission:Pride in Excellence. A key part of this was the out-of-school-hours programme the school called EducationExtra. Secondly, there was support, time and praise for those taking on extra activities. Thirdly, the schoolcelebrated all its new success through newsletters, awards evenings, the local press and the award ofcertificates of achievement for children- not forgetting to recognise all the support given freely by staff.

In 1993 one of the staff, Muriel Gott spotted an announcement about a new award for excellence in out-of-school-hours learning run by a charity, also aptly named Education Extra. The school entered and won anoutdoor chess set, still used by pupils at lunchtimes. The national validation was an important step in

55

Resource sheet 14a

reinforcing the study support message and Falinge Park has won successive awards for innovation in thefield ever since. This has brought in a small but important stream of resources. In 1997 it became one ofthe successful pilot centres for a summer literacy school sponsored by DfES. Although nearly all theactivities are run by a group of 20-40 staff (depending on the time of year) the school has also gainedfunding from the Roald Dahl Foundation to staff a Family Literacy project, as well as running a parentingproject funded by the Gulbenkian Foundation.

Pupils now are keen and active in joining up to new activities and there are often waiting lists. The activitiesare nearly all taken by staff, supported in some cases by support staff and parents. When OFSTED visitedthe school made sure that the inspectors understood the central importance of the out-of-school-hoursprogramme and had a timetable of activities to attend.

There are now many activities going on in the school week. These include revision classes, football, cricket,rounders, trampolining, drama, science club, environment club, ICT, media, dance and art. Before school,the social areas of the school are open with music and pool available. The school also receives money fromthe New Opportunities Fund to support year 7 and 8 pupils who are in need of after-school care byproviding a 5-day programme of study support for them.

With so many good things going on, the school is vibrant but Linda is well aware of the growing pressureon staff and her inability to reward them fully for all their efforts. “I hope that other funding streams whichinclude study support, for example Excellence in Cities, will help me reward staff for what they do.”

As an example of the school’s central philosophy a final quote from Linda: “You can always enrich somebody more!”

56

Resource sheet 14a

15. How do we go about it?

● Audit what you are doing - build on your strengths.

● Build it into SDPs.

● Find out what your LEA is doing.

● Look for partners... it takes time.

● Start small - build on what you have and the energy and enthusiasmswhich already exist.

● Decide on timetable and project.

● Start now!

● Be inventive... Take risks!

57

Resource sheet 15

15a. Strategic Thinking

School improvement plan: location of study support

(1) As a separate aim: i.e. the development of co-ordinated provisionfor study support as an aim in itself.

A plan over one term might cover:

● share ideas with governors and gain their support;

● appoint a Co-ordinator - if possible with a management allowancefor additional responsibility;

● inform and involve parents/carers;

● audit existing provision, participation and student aspirations andneeds;

● prepare a report and plan for implementation.

(2) As a means of enhancing other aims i.e. the mapping of studysupport provision across other priority aims

e.g. ‘‘to improve the teaching of Humanities at KS2’’: the HorribleHistory Club;

‘‘to extend higher reading skills’’: a targeted Yrs 5/6 Reading Club.

Adapted from: Study Support Toolkit: LEA Briefing Pack

58

Resource sheet 15a

16. Sustainability checklist

1. Create a climate of expectancy among staff, pupils, parents.

2. Celebrate and publicise: create opportunities for praise, recognition and accreditation.

3. Appoint staff who understand that the school has a commitment to study support.

4. Appoint a co-ordinator.

5. Include in records of achievement, home-school agreements, individual learning plans, schoolbrochure.

6. Ensure that all staff recognise that study support is integral to the work of the school.

7. Provide opportunities for training.

8. Recognise the links to lifelong learning.

9. Involve older pupils, parents, community groups.

10. Discovering overlapping interests, e.g. youth service, environmental groups.

11. Develop good techniques for fund-raising.

12. Networking.

13. Link to other initiatives, e.g. Excellence in Cities, Education Action Zones, Healthy Living Centres.

14. Look for other LEA and LA links.

59

Resource sheet 16

64

49

48

33

32

17

16

1

63

50

47

34

31

18

15

2

62

51

46

35

30

19

14

3

61

52

45

36

29

20

13

4

60

53

44

37

28

21

12

5

59

54

43

38

27

22

11

6

58

55

42

39

26

23

10

7

57

56

41

40

25

24

9

8Key

volunteerstrained

SS co-ordinatorappointed

Retiredparent

seeks outpotentialfunding

16a. Sustainability Snakes and Ladders

Possible ladders

● Local paper features study support and mentions support from local company through mentoring.● Celebration of out-of-school-hours learning included in open day.● New member of staff keen to run club after participating during PGCE training.● National Science scheme provides accreditation and materials for technology club.

Possible snakes

● Key member of staff leaves.● And no doubt others that heads will identify!

60

Resource sheet 16a

61

Resource sheet 17

17. The

impac

t of

stu

dy

suppor

t

Act

ivity

How

cou

ld the

act

ivity

impr

ove?

Sel

f-es

teem

Mot

ivat

ion

Ach

ieve

men

t

Hom

ewor

k cl

ubs

Hel

p w

ith k

ey s

kills

incl

udin

g lit

erac

y, n

umer

acy,

IC

T

Stu

dy c

lubs

link

ed t

o or

exte

ndin

g cu

rric

ulum

sub

ject

s

Spo

rts,

gam

es,

adve

ntur

ous

outd

oor

activ

ities

Cre

ativ

e ve

ntur

es (

mus

ic,

dram

a an

d th

e ra

nge

of a

rts)

Res

iden

tial e

vent

s

62

Resource sheet 17

Act

ivity

How

cou

ld the

act

ivity

impr

ove?

Sel

f-es

teem

Mot

ivat

ion

Ach

ieve

men

t

Spa

ce a

nd s

uppo

rt f

orco

urse

wor

k/ex

am r

evis

ion

Opp

ortu

nitie

s fo

r vo

lunt

eerin

gin

the

sch

ool o

r co

mm

unity

Opp

ortu

nitie

s to

per

use

parti

cula

rin

tere

sts

(sci

ence

, IC

Tet

c.)

Men

torin

g by

adu

lts,

othe

r pu

pils

Lear

ning

abo

ut le

arni

ng (

thin

king

skill

s an

d ac

cele

rate

d le

arni

ng)

Com

mun

ity s

ervi

ce (

crim

epr

even

tion,

env

ironm

enta

l clu

bs)

63

Resource sheet 18

18. Whole school outcomes: labels

to learn new skills and succeed in different to enhance levels of job satisfactionand enjoyable experiences

to get involved by sharing a skill and to enhance the esteem and quality of theinterest or simply just helping life of the local community

to benefit from targeted support to reduce levels of vandalism

to make new friends to develop a community spirit around theschool

to discover new talents, skills and interests to enhance and promote the reputation of the school

to acquire new skills and qualifications to provide support for community projects e.g. environment, older people

to work with teachers in a different to develop a wider range of communityenvironment partnerships

to learn alongside their children to promote effective links between community/interest groups and school

to have a wider range of facilities and to involve parents in their children's resources education

to develop more effective working to provide learning opportunities for peoplerelationships with teachers and pupils from the local community

19. W

hol

e sc

hoo

l outc

omes

: gr

id

Task

: pla

ce e

ach

pote

ntia

l out

com

e in

the

box

tha

t yo

u fe

el it

bel

ongs

to:

Opp

ortu

nitie

s fo

r pu

pils

Opp

ortu

nitie

s fo

r st

aff / AO

Ts

Opp

ortu

nitie

s fo

r pa

rent

sO

ppor

tuni

ties

for

the

com

mun

ity

64

Resource sheet 19

20. W

hol

e sc

hoo

l stu

dy

suppor

t ca

se s

tudy

(prim

ary)

St. C

lem

ents

C o

f E P

rim

ary

Sch

ool 1

991-1

998

DEVE

LOPM

EN

T O

PPO

RTU

NIT

YSC

HO

OL'

S R

ESPO

NSE

CLU

B C

OU

NT

1991

- S

choo

l app

oint

s H

elen

Buc

hana

n as

new

Hea

d in

Jan

uary

.Th

e Es

tate

face

s its

dar

kest

tim

es w

ith e

scal

atin

g yo

uth

crim

e an

dno

whe

re to

pla

y sa

fe.

Sch

ool o

ffers

Foo

tbal

l and

7 -

11

yout

h cl

ub w

hich

Hea

d ob

serv

esis

ver

y w

ell a

tten

ded.

Hea

d vo

lunt

eers

to

run

Jazz

Dan

ce c

lub

for

juni

ors

afte

r sc

hool

.

2

1991

- L

ocal

vic

ar o

ffers

hal

f-te

rmly

ass

embl

ies

for

Infa

nts

and

Juni

ors.

Hea

d as

ks if

vic

ar c

an r

un a

Sun

day

Sch

ool o

n a

Tues

day

afte

rsc

hool

- J

esus

and

Me

club

laun

ched

, 75

penc

e pe

r ch

ild.

3

1991

- P

aren

ts a

sk fo

r m

ore

club

s fo

r In

fant

s.H

ead

finds

loca

l Gym

nast

ics

coac

h w

ho is

hire

d to

run

Gym

nast

ics

for

both

Infa

nts

and

Juni

ors,

75

penc

e pe

r ch

ild.

5

1992

- S

choo

l Gov

erno

rs w

in p

aren

tal s

uppo

rt t

o be

the

firs

tP

rimar

y S

choo

l in

the

LEA

to

chan

ge t

he s

choo

l day

and

fini

sh a

t3.

00pm

.

Cha

ngin

g th

e sc

hool

day

lead

s to

a m

ajor

rev

iew

of t

each

er's

dire

cted

tim

e an

d nu

rser

y nu

rse'

s ho

urs.

As

a re

sult

2 nu

rser

ynu

rses

offe

r to

run

2 In

fant

str

uctu

red

play

clu

bs –

Mon

. &

Wed

. 3-

4pm

.

7

1993

- S

choo

l rep

eate

dly

hit

by lo

cal g

angs

ste

alin

g co

mpu

ters

.S

choo

l inv

ests

in s

ecur

ity m

easu

res

and

repl

aces

com

pute

rs.

ICT

co-o

rdin

ator

sta

rts

com

pute

r cl

ub fo

r ch

ildre

n an

d pa

rent

s.Le

vel o

f crim

e ag

ains

t th

e sc

hool

sta

rts

to s

low

ly d

rop.

8

1994

- R

etire

men

t an

d m

ater

nity

leav

e le

ads

to s

choo

l rev

iew

of

post

s of

res

pons

ibilit

y.N

ew C

omm

unity

Tea

cher

app

oint

ed. P

oint

1 p

ost.

New

com

mun

ity t

each

er in

crea

ses

7 -

11 c

lub

to t

wic

e w

eekl

y du

eto

ove

r-su

bscr

iptio

n. W

ritte

n in

to jo

b de

scrip

tion

and

time

allo

wan

ce in

dire

cted

tim

e.9

65

Resource sheet 20

1994

- T

wo

enth

usia

stic

NQ

Ts a

re a

ppoi

nted

and

offe

r to

run

the

irow

n cl

ubs.

Sen

ior

man

agem

ent t

eam

dec

ide

on a

pol

icy

that

NQ

Ts c

an h

elp

asvo

lunt

eers

onl

y in

firs

t yea

r of

teac

hing

to a

void

stre

ss d

evel

opin

g.10

DEVE

LOPM

EN

T O

PPO

RTU

NIT

YSC

HO

OL'

S R

ESPO

NSE

CLU

B C

OU

NT

1994

- S

choo

l not

usi

ng t

heir

full

entit

lem

ent

to L

EA

Mus

icse

rvic

es d

ue t

o fin

anci

al d

isad

vant

age

of fa

milie

s.H

ead

nego

tiate

s M

usic

Ser

vice

to

laun

ch a

fter-

scho

ol c

lub

for

Juni

ors

usin

g sc

hool

per

cuss

ion

inst

rum

ents

.10

1995

- S

choo

l PE

cur

ricul

um r

educ

ed b

ecau

se o

f the

nee

d to

focu

s on

bas

ic s

kills

wor

k.H

ead

appr

oach

es S

port

s D

evel

opm

ent

Team

and

neg

otia

tes

ase

rvic

e le

vel a

gree

men

t fo

r B

aske

tbal

l. 11

1995

- P

aren

ts c

ompl

ain

that

it is

inco

nven

ient

to

com

e ba

ck t

osc

hool

to

pick

up

Juni

or b

roth

ers

and

sist

ers.

The

y as

k fo

r an

Infa

nt c

lub

ever

y ni

ght.

Hea

d as

ks s

taff

to jo

in a

onc

e a

term

rot

a to

run

Infa

nt T

eatim

eC

lub

and

Hea

d ne

gotia

tes

a se

rvic

e le

vel a

gree

men

t w

ith S

choo

lC

ater

ing

Ser

vice

at

50p

per

Infa

nt t

ea.

12

1995

- P

aren

ts a

sk fo

r se

lf-de

fenc

e cl

asse

s fo

r ch

ildre

n.H

ead

cont

acts

Brit

ish

Judo

Ass

ocia

tion

to fi

nd lo

cal c

oach

. Jud

ois

laun

ched

at

£1.0

0 pe

r se

ssio

n.

13

1996

- S

choo

l OFS

TED

rep

ort

give

s sc

hool

Exc

elle

nt fo

r O

ut-o

f-S

choo

l act

iviti

es. S

choo

l rec

eive

s gr

owin

g re

cogn

ition

and

lots

of

med

ia a

tten

tion.

Sta

ff pr

oud

of r

ecog

nitio

n bu

t S

cien

ce c

o-or

dina

tor

conc

erne

dab

out

low

att

ainm

ent

in S

cien

ce S

ATs

so a

sks

head

if s

he c

anst

art

a S

cien

ce C

lub.

19

1995

- S

taff

mor

ale

lifte

d by

£6,

500

won

for

the

Fam

ily R

eadi

ngcl

ub. M

ost

staf

f vis

it cl

ub a

s vo

lunt

eers

at

som

e po

int

in t

he

laun

ch t

erm

.

Sch

ool s

taff

offe

r to

run

mor

e cl

ubs.

Rug

by, N

etba

ll an

d R

ound

ers

club

s st

art.

18

1995

- S

choo

l con

cern

ed a

bout

hom

e re

adin

g w

ith p

aren

tsdi

min

ishi

ng.

Hea

d di

scus

ses

Fam

ily R

eadi

ng C

lub

with

Edu

catio

n Ex

tra. S

choo

lsu

bmits

a b

id a

nd q

ualifi

es fo

r £6,

500

Roa

ld D

ahl F

ound

atio

n G

rant

.15

1995

- Lo

wer

Jun

iors

ask

for

thei

r ow

n Fo

otba

ll cl

ub a

s th

e U

pper

Juni

ors

do n

ot g

ive

them

a c

hanc

e to

hav

e th

e ba

ll.Fo

otba

ll co

ach

offe

rs t

o ru

n cl

ub t

wic

e w

eekl

y.14

66

Resource sheet 20

1996

- S

choo

l sta

ff w

ant

to p

ut o

n a

scho

ol m

usic

al b

ut n

o tim

e in

the

scho

ol d

ay t

o fit

it in

with

em

phas

is o

n ba

sic

skills

.

DEVE

LOPM

EN

T O

PPO

RTU

NIT

YSC

HO

OL'

S R

ESPO

NSE

CLU

B C

OU

NT

Dra

ma

Clu

b la

unch

ed t

o w

ork

on s

choo

l per

form

ance

– 4

5 pu

pils

and

3 st

aff g

et in

volv

ed.

20

Hom

ewor

k cl

ub la

unch

ed o

n st

aff m

eetin

g ni

ght.

All

staf

f sig

n up

to r

un c

lub

on a

rot

a ba

sis

whi

ch e

xcus

es t

hem

from

tw

o st

aff

mee

tings

a y

ear.

21

Two

mor

e cl

ubs

deve

lop

from

sta

ff w

ho h

ave

hobb

ies

inN

eedl

ewor

k an

d Fr

ench

.23

The

scho

ol b

ecom

es a

n E

duca

tion

Act

ion

Zone

mem

ber.

With

the

help

of E

AZ

fund

s th

e sc

hool

set

s up

a B

reak

fast

Clu

b w

ith q

ualit

ypl

ay a

ctiv

ities

pro

vide

d fo

r ch

ildre

n fro

m 4

-11.

Loca

l peo

ple

who

have

app

ropr

iate

chi

ldca

re q

ualif

icat

ions

sta

ff th

e cl

ub.

1996

- O

FSTE

D r

epor

t le

ads

to a

sig

nific

ant

stan

dard

s dr

ive

and

aho

mew

ork

polic

y is

dev

elop

ed a

nd in

trod

uced

.

1997

- A

ll st

aff n

ow in

volv

ed r

unni

ng a

clu

b in

som

e w

ay o

r ot

her

givi

ng e

very

one

a fe

elin

g of

invo

lvem

ent

with

out

over

-com

mitt

ing

thei

r tim

e an

d en

ergy

.

1998

- T

he s

choo

l has

a c

ontin

uing

issu

e of

chi

ldre

n w

ho c

ome

late

to s

choo

l with

out b

reak

fast

and

this

affe

cts

conc

entra

tion.

Som

ech

ildre

n al

so a

rriv

e to

o ea

rly in

the

mor

ning

or

regu

larly

late

.24

67

Resource sheet 20

21. Whole school approach: a checklist

● Make study support an item for governors, senior management and

middle management meetings.

● Develop culture, ethos, philosophy of staff, parents, governors,

community and children.

● Change the culture, ethos, philosophy of staff, parents, governors,

community and children.

● Have clear aims and objectives.

● Apportion responsibility.

● Address training needs.

● Co-ordination and leadership.

● Issues surrounding provision off-site or by external providers.

● Monitoring delivery-regular audit.

● Parental responsibility.

● Child/pupil responsibility.

● Important to celebrate and recognise.

● Developing clear procedures.

68

Resource sheet 21

22. Potential partners

School governors Sports, leisure and fitness centresParents and parents’ groups Sports development officersFamily members Youth Sport TrustSchool nurse Sport EnglandOther schools – primary, secondary, special Local sports clubs

and independent Study Support Centres (Playing for Success) Community groups Arts development officersEthnic community groups Local arts groupsLocal supplementary and mother tongue Local theatres

schools/classes Regional Arts BoardChurches, mosques, madressahs, gurdwaras

Local environmental groupsLocal Education Authority Recycling projectsInspection and Advisory Service Local charitiesLocal authority services e.g. leisure services Local celebritiesYouth Service Education Action Zone Voluntary agencies, Education Extra, KidsLocal councillors and politicians Clubs Network, CSV, etcEarly Years/Childcare Partnerships Council for voluntary serviceChildcare clubs The National Trust

English HeritageLocal Health Authority Sources of volunteers, mentors, CommunityHealth Action Zone Service VolunteerHealthy Living Centres Senior citizens groupsLocal hospital Help the Aged, Age Concern

St. John's AmbulanceEconomic Regeneration Unit The Red CrossSRB areas, European Social Fund Townswomen's GuildsGalleries and museums Rotary, Round TableSchools and public library services The Police and other emergency servicesCommunity and Continuing EducationFE and HE collegesCareers Service providers

LEC/TEC/ LSCEducation – Business PartnershipLocal businessesBusiness in the Community (BiTC)Banks and building societies ICT providersLocal media

This list has been complied from the Codes of Practice and Education Extra advice sheets / training materials

69

Resource sheet 22

23. Potential partners headings / labels

SHORT TERM

MEDIUM TERM

LONG TERM

LOW PRIORITY

HIGH PRIORITY

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Resource sheet 23

School governors Parents and parents’ groups

Family members Local media

School nurse Other schools

Community groups Ethnic community groups

Churches, mosques, madressahs, Local supplementary and mother tonguegurdwaras schools/classes

Local education authority Inspection and Advisory Service

Education Action Zone Youth service

Local councillors and politicians Early Years/Childcare Partnerships

Childcare clubs Local health authority

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Resource sheet 23

Local sports clubs Other schools

Healthy Living Centres Local hospital

Economic Regeneration Unit SRB areas, European Social Fund

Galleries and museums Schools and public library services

Community and Continuing Education FE and HE colleges

LSC Education-Business Partnership

Local businesses BiTC, Business in the Community

Banks and building societies ICT providers

Sports, leisure and fitness centres Sports development officers

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Resource sheet 23

Youth Sport Trust Sport England

Study support centres (Playing for Success) Arts development officers

Local arts groups Local theatres

Regional Arts Board Local environmental groups

Recycling projects Local charities

Local celebrities Voluntary agencies, Education Extra, Kids Clubs Network, CSV, etc

Council for voluntary service The National Trust

English Heritage Sources of volunteers, mentors, Community Service Volunteers

Senior citizens’ groups Help the Aged, Age Concern

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Resource sheet 23

St John's Ambulance The Red Cross

Townswomen's Guilds Rotary, Round Table

The police and other emergency services

74

Resource sheet 23

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Resource sheet 24

24. What partnerships offer to:

Schools

Extra resources and funding

Staffing

Chance to run a wider range of activities

Greater awareness in the wider community

Reduced costs

Outside agencies

Opportunity to meet their aims

Opportunities to work more closely with young people

Improved image and awareness in the local community

Opportunities to develop staff

Publicity

25. Partnerships Grid

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Resource sheet 25

MED

IUM

TER

MLO

NG

TER

MSH

ORT T

ER

M

LOW

PR

IOR

ITY

HIG

H P

RIO

RIT

YSC

HO

OL

NU

RSE

INSPEC

TIO

N A

ND

AD

VISO

RY S

ER

VIC

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26. Successful partnerships - good practice

● When getting started, audit current provision and potential partners andbuild on what you do well. Start small-scale and keep it local.

● Identify the WHIFM (what's in it for me) factor for all partners you wish toapproach.

● Utilise existing local networks and members of staff with links to externalorganisations.

● In finding and developing your relationship with partners:

● discuss common purposes;

● identify the overlaps of interest but also distinctive features;

● recognise respective strengths and roles;

● agree expectations;

● don't rush – take time to develop possible joint action.

● Once links are established, don't take them for granted - relationshipswith partners are dynamic and need to constantly reviewed.

● Sustain partnerships by sound communication and valuing everyone'scontribution within the partnership.

● When moving forward, use local companies and other organisations toraise the school's profile (and vice versa). This may lead to furtherpartnerships and / or funding streams.

● Share and celebrate your achievements with partners and beyond.

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Resource sheet 26

27. Where might you get funding?

● New Opportunities Fund

● Other lottery fund distributors

● Standards Fund

● Earned income

● School funds

● Friends of the School / Community Association

● LEAs

● Learning and Skills Councils

● Business in the Community (BiTC)

● Education-Business Partnerships

● Local companies

● Local and national trusts

● Appropriate local / national bodies

● Economic regeneration funds, e.g. single regeneration budget,

European funding

● Careers advice providers

● Parish councils

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Resource sheet 27

28. Where to get funding for study support

New Opportunities FundThe New Opportunities Fund will fund schemes in 25% of all primary and 50% of all secondary and specialschools by 2001. It is closely tied to a range of criteria including targets for raising achievement for reachingpupils at risk of disaffection. Bids must be in by March 2001. Although NOF are prepared to treat each bidon its merits, allocations are likely to be in the order of £10,000 per primary school and £43,000 persecondary school for bids over three years. 50% of the money is targeted at the most disadvantagedschools.

Other lottery fund distributorsThe other lottery distributors continue to have considerable sums of money, and provided they can meetthe criteria there is no reason why schools should not bid to and receive money from them. An ability todemonstrate close links with communities and with reaching the most disadvantaged is likely to beimportant.

Standards FundThe 2000/01 Standards Fund includes £19.5m for Study Support and £60m in the year 2001/02.

The breakdown of funds for 2000/01 is:

£3m for strategic development, divided between all LEAs according to size

● Average will be around £20k. ● Spent on a central post or part thereof; or on central provision of e.g. training, evaluation, conferences

a budget for the LEA co-ordinator.

£16.5m via LEAs to schools (and partners) to run activities.

● Divided according to how many schools in an LEA are over the threshold of FSM to be in the lowest30% of schools nationally – calculated at 22.5% FSM % on a local formula-.

● Can fund a management allowance for a school-based co-ordinator.

An estimate for each qualifying school is: £2,000 for a primary school and £5,000 for a secondary school.

Earned incomeClubs and activities can raise funds themselves which can be ploughed back in to offset costs, e.g. canrefreshments be provided at a small profit?

School fundsThe DfES have indicated that contribution towards the costs of running after-school activities can comefrom the school's own budget. (Our School, Your School: Community use of Schools and After-schoolactivities, DfES 1995.)

Friends of the School / Community AssociationPTAs and (especially school-based) Community Associations often have funds devoted to such projects towhich one might gain access. Even a small grant from a PTA might serve as a lever for bigger sums fromelsewhere (i.e. act as a building block).

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Resource sheet 28

LEAsDespite all that has happened to LEAs there are still some pots of money available. During January - Marchthere is sometimes slippage money available in unspent budgets. An approach may spark an interest,which could lead to funding at a later date

Business in the Community (BiTC)Operates through regional offices and may be able to put schools in contact with local businesses.

Education – business partnershipsEducation-business partnerships are often located within training and enterprise councils and have budgetsto promote business within schools in different ways. They often welcome new ideas. (The case study inExtra Dimensions outlines one scheme)

Local companiesCompanies may be interested, for example in an opportunity to make some contribution to the communityin which they operate or to enhance the skills of their current employees. Their agenda need in no wayconflict with the school’s. Need to contact the firm to find out who is responsible for communityrelations/marketing.

Local and national trustsMost areas have small-scale charitable trusts whose area(s) of interest are limited and which often haveeducation as an issue of interest/benefit. Lists are to be found in local libraries or Council for VoluntaryOrganisation Offices (where there may be help as well!). Just as with companies, so with charitablefoundations / trusts which operate at national level. The charitable trust directories give a picture of pastform. What do they usually fund? How much? What sort of things and places do they seem to like a lot?Can (do) our plans fit this pattern?

Appropriate local / national bodiesThere are agencies which have specific areas of interest, to whose local committees or branches one mayapply (e.g. the local police or Crime Concern for crime-prevention related schemes). There are nationalvoluntary organisations whose benevolent work may make them interested in what you are doing:Rotarians, Round Table, Lions, Townswomen's Guilds, and Women's Institutes, for example. There's noharm in asking. Just as with local companies (see above), so the local branches, plants or retail outlets ofnational and multi-national companies may offer opportunities for financial or other support.

Economic regeneration funds, e.g. single regeneration budget, European fundingSome schools have become partners, with companies, Training and Enterprise Councils, and other localgroups in the delivery of strategies to increase economic activity in an area through raising achievement andproviding training.

Careers advice providersSome careers advice providers have been seeking to reach pupils’ after-school time

Parish councilsMany councils distribute substantial and regular sums for out-of-hours learning in local schools.

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Resource sheet 28

29. Approaching trusts?

● Phone calls.

● Letters.

● Personal contact if possible.

● Review your situation and USPs (Unique Selling Points!).

● Find out their systems / procedures.

● Make your bid fit their funding (e.g. arts).

● Show you can do things anyway (already).

● Give the funder opportunity to hang a label on it.

● Use funders as building bricks.

● Never double-apply or tell lies: they talk to one another!

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Resource sheet 29

30. Bid making form

GCF

Generous Charitable Foundation

Application guidelines:

Interests or aims are:

● Education of the poor and needy in urban or poor rural areas.● Relief of poverty in inner cities.● Development of community identities.● Encouragement of training opportunities for the unemployed.● Research into causes and cures for deprivation.

Applications on form as provided only:

The Foundation does not usually agree to fund 100% of a project.

The Foundation does not usually agree to funding for more than three years in all.

The Foundation will not grant as much funding for subsequent years as for the first year.

The Foundation will generally grant no more than £1500 in any one year.

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Resource sheet 30

Application for Funding from the Generous Charitable Foundation

1. Describe briefly (no more than 50 words) the use to which the funding would be put.

2. Describe briefly how this proposal fits the aims of the Foundation.

3. How many years are you seeking funding for? (Please tick one box only)

One � Two � Three �

4. Give a clear outline plan of your budget for the proposal. Make clear how this is to be divided if therequest is for more than one year.

Year 1 Year 2 Year 3

5. How much are you asking the Foundation for?

Year 1: £_______ Year 2: £_______ Year 3: £_______

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Resource sheet 30

6. Will other funding be needed?

Yes � No �

7. If yes, how do you propose to raise this?

8. Are there any other institutions, organisations or individuals who will support this proposal as partners?

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Resource sheet 30

31. Approaching companies?

● Plan your project thoroughly.

● Know exactly what help you want.

● Research the company.

● Know how the organisation handles its giving.

● Be fully prepared for the initial encounter.

● Set out for advice, not funding.

● Listen carefully to what they are saying and take in their advice.

● Keep them fully involved and updated with developments.

● Pick their brains for future projects.

● It is easier to keep an existing supporter than to find a new one.

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Resource sheet 31

32. Bid-making form - companies

LGC

Largesse Group of Companies

Application guidelines:

The Group covers a wide range of retailing chains and outlets, whose chief commodities are:

Stationery Arts materialsGardening & DIY equipment Sports equipment & clothingScientific materials

Company policy at group level includes a statement that some charitable donation and / or sponsorshipagreements should lie within the powers of the individual company, with the express priorities of supporting:

● projects aimed at improving literacy levels in all sections of the community;● environmental awareness and improvement projects;● community-based activities, giving opportunities for employee involvement;● provision of training opportunities for the unemployed;● projects which tackle crime, especially juvenile crime.

Applications on form as provided only.

The companies will not usually agree to more than one year's funding at any time; the potential success ofany subsequent applications will depend upon outcomes from the previous year's funding.

The companies will generally grant no more than £1500 in any one year.

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Resource sheet 32

Application for funding from the Largesse Group of Companies

1. Describe briefly (no more than 50 words) the project for which the funding is being requested.

2. Describe briefly what benefits this will bring to the local community.

3. Describe what benefits this proposal would bring to the company and why the company should supportthis project.

4. Give a clear outline plan of your budget for the proposal.

Budget

5. How much are you asking the company for? £__________________

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Resource sheet 32

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Resource sheet 32

6. Will other funding be needed?

Yes � No �

7. If yes, how do you propose to raise this?

8. Are there any other companies or organisations who will support this proposal as partners?

33. Needs analysis, monitoring andevaluation: a simple framework

1. Needs analysis

● What? - finding out what pupils, parents and the community want and/or can provide.

● When? - before study support activity begins.

● Why? - in order to decide on a programme, help with basic and key skills including literacy,numeracy, reading clubs, ICT.

2. Monitoring

● What? - keeping an eye on how things are going and collecting any data needed todemonstrate success.

● When? - during study support activity.

● Why? - in order to correct or continue, less likelihood of things going wrong, lessons fornext phase, information needed for evaluation gathered.

3. Evaluation

● What? - looking at the project overall and drawing conclusions from the evidence about thesuccess of the scheme and learning lessons for the next stage.

● When? - after study support activity.

● Why? - in order to celebrate and refine, required by funders, e.g. New Opportunities Fundto demonstrate that their funding has worked.... important to build into bids to showyou know what you are doing... useful in planning your next move and next fundingapproach.

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Resource sheet 33

34. Evaluation – Questions and Answers

1. WHAT is evaluation?

Evaluation can be defined as the process of making evidence-based judgements about the value of aninitiative, service or product. Although intuitive perceptions are an important guide, the core of an evaluationis the systematic collection of information and evidence from participants at key stages of implementation.

It is important to be clear about what evaluation is NOT.

● It is not monitoring - which is essentially the tracking of progress towards defined objectives.● It is not the collection of good practice - which is essentially a means of identifying and replicating

what works. ● It is not research - which is a long term, academic judgement based on very specific methodologies.● It is not inspecting.

Evaluation can be concerned, in the context of study support, with:

● broad strategic or operational considerations;● with processes - e.g. were the planning and management procedures adequate and appropriate?;● with outputs - e.g. did the identified pupils attend regularly? did they meet the attainment targets or

individual targets set?; ● with outcomes - e.g. do pupils show a more positive attitude to the school? do they show more

confidence in their abilities?; ● with wider impact - e.g. has the school's relationship with the community improved? are parents more

fully involved with the life of the school?

2. WHY do we need to evaluate?

Evaluation helps us. It is an essential part of the development process. It identifies strengths andweaknesses and informs future planning. Evaluation is also, of course, linked inevitably to accountability.

It is important to conduct evaluation:

● to determine future actions, plans and strategies;● to inform and reassure;● to demonstrate and celebrate success with participants, partners, communities;● to show that funds have been spent effectively and valuable outcomes have been achieved;● to promote the institution or the individuals involved.

3. WHEN should we evaluate?

Systems, responsibilities and criteria should be in place as soon as possible. With ongoing programmes,evaluation should begin from audits of existing provision and surveys of perceptions and needs. With newprogrammes, particularly where they are time-limited such as residentials or summer schools, evaluationshould be built-in as part of the planning process, ensuring that the necessary evidence, both in terms ofbaseline information and on the programme, is gathered efficiently.

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Resource sheet 34

4. WHO should do the evaluation?

Self-evaluation is a powerful way of creating a sense of ownership and in creating the greatest change,particularly where different members of an organisation are involved such as children and young people,parents, external partners, and staff including study support co-ordinators, individual tutors and seniormanagers. It can be helpful to give the evaluation role to an insider, but one not directly involved inmanagement and delivery of study support, for example a different senior member of staff.

However, external evaluation can help a study support provider to become more skilled at evaluation and totest the reliability of their own methods. This needs to be handled sensitively, and the persons undertakingthe evaluation must be valued and trusted by the provider. An outside adviser, known as a "critical friend" isbeing increasingly used by organisations to objectively examine evidence.

5. HOW do we conduct evaluation?

Evaluation will work best when it builds on the existing practices in school or LEA. In that way it will not beseen as an additional burden and it will provide management information of a sort or in a style which schoolor LEA management find comfortable to use.

i. Practical questions when planning evaluation

These questions could be used as a checklist to plan the evaluation: but also to ensure that any externalrequirements (e.g. from funders) are being met:

● who will co-ordinate the process?● who will make the judgments and against what criteria?● who will gather the information?● what provision will be evaluated?● what questions do we want answered?● what kinds of information will be required?● are the methods to be used appropriate to gather that information?● can the methods be devised and applied in the time available?● how can the evaluator ensure that collusion is kept to a minimum?● will the methods for data collection be acceptable to those who will be involved in supplying the

information?● what procedures will there be for the collection and release of information? ● how will ownership of the information be decided?● who will produce the report(s)?● what resources, equipment, back-up facilities are required for the methods to be used?● what should the budget be for evaluation?

ii. Evaluation tools

There is a finite range of evaluation tools, which can be used in different combinations at different stages inthe evaluation of study support activities. The twin tests when choosing evaluation tools are manageabilityand fitness for purpose .

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Resource sheet 34

35. Eva

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92

Resource sheet 35

93

Resource sheet 35

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Resource sheet 36

37. Evaluation sheet

Your comments, positive or negative, are essential if we are to maintain the high standards we have setourselves. Please take a few moments to answer these questions.

Overall

Usefulness of the day Very useful 1 2 3 4 5 Not useful

Quality of Excellent 1 2 3 4 5 PoorPresentations

Quality of Handouts

Content Excellent 1 2 3 4 5 Poor

Presentation Excellent 1 2 3 4 5 Poor

Please rate the sessions

Session 1 ___________ Very useful 1 2 3 4 5 Not useful

Session 2 ___________ Very useful 1 2 3 4 5 Not useful

Session 3 ___________ Very useful 1 2 3 4 5 Not useful

Session 4 ___________ Very useful 1 2 3 4 5 Not useful

Session 5 ___________ Very useful 1 2 3 4 5 Not useful

Session 6 ___________ Very useful 1 2 3 4 5 Not useful

Any other comments on the day generally

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Resource sheet 37

Future training

What other training would you like ? (Please tick)

Practical issues in setting upDeciding policy and programmesManaging after-school programmesRewarding staffCreating partnershipsNew Opportunities FundEvaluation Other (please specify below)

Thank you very much for your participation in the course

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Resource sheet 37

38. Agenda 1 - Half-day course

1.00-1.30pm Lunch

1.30pm Welcome from LEAOutline of LEA’s strategy for study support, including funding

1.40pm Introductions and breaking the IceIntroductions What is study support? taskWhat did you do? task

2.00pm Planning successful and sustainable programmesFeatures of successful programmes – practitioner inputQuestion and answer session

2.30pm Partnerships and fundingPartnership planning grid and who can fund? tasksQuestion time panel on partnerships and funding issues

3.00pm Break

3.15pm Action planningShort planning session task

3.45pm Winding upReview and evaluation of the course

4.00pm Close

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Resource sheet 38

39. Agenda 2 - One-day course

8.45am Arrival and refreshments

9.00am Welcome from LEAOutline of LEA’s strategy for study support, including funding

9.10am Introductions and breaking the IceIntroductions What is study support? taskWhich level are you? task

10.00am Planning successful and sustainable programmesFeatures of successful programmes – local practitioners’ input (primary and secondary) Question and answer session

10.45am Break

11.00am Action planningPlanning and consultancy in groups (extension)- levels 1,2,3

11.45am PresentationsGroup presentations and feedback

12.30 - 1.00pm Lunch

1.00pm Airing the issuesLevel 1: Key statementsLevel 2: Key issuesLevel 3: Plus, minus, interesting task

1.30pm Partnerships and funding (split session)Group sessionsLevel 1: Who are the partners? taskLevel 2: How do I build / develop

partnerships? taskLevel 3: How do I develop / sustain

partnerships? task

2.15pm Winding upReview and evaluation of the course

2.30pm Close

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Resource sheet 39

Followed by Whole group sessionAll levels: How do I write a bid? task

40. Agenda 3 - Two-day course

Day One

11.00am WelcomeObjectives of the day

11.30am Introductions and breaking the iceReview of pre-course taskWhat is study support? taskWhat did you do? task

12.15am Airing the issuesKey issues task

1.00 - 1.45pm Lunch

1.45pm Planning successful and sustainable programmesFeatures of successful programmes - practitioner inputPotential outcomes of a whole school approach to study support task

2.30pm PartnershipsWho are the partners? taskPartnership planning grid

3.15 - 3.45pm Coffee / refreshments

3.45pm Action planning

4.30pm Winding upReview and evaluation of the dayShort question and answer session

5.00pm Close

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Resource sheet 40

Day Two

9.00am WelcomeReview of day one Objectives of day two

9.30am Sustainability and fundingSustainability snakes and ladders taskWho can fund? task

10.30am Needs analysis, monitoring and evaluation (split session l ) Group sessionsLevel 1: A simple frameworkLevel 2: Designing toolsLevel 3: NME and quality

● Coffee served at 10.45am

12.00 - 1.00pm Lunch

1.00pm Winding upFinal review and evaluation of the courseQuestion and answer session

2.00pm Close

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Resource sheet 40

Followed by Group presentationsReview and feedback to rest of group

1. Planning training sessions in study support

a. What does this section cover?

In this section we cover the main aspects of organising training and make suggestions based on our ownexperience in training headteachers in study support. Further details of suitable training methods and typesof exercise can be found in the bibliography (section D2j). The section ends with a checklist fororganising your training.

b. Recruiting participants

There are two aspects to this: making the training publicity appeal to potential participants and accessingthem. Our experience has been that many headteachers would not see study support as an area of primeconcern for them. The key to successful participation and effect, therefore, is to relate study support toraising achievement to support this: there is a growing body of evidence of its value - not just in the form ofhomework clubs but the full range of out-of-school-hours learning benefits. Resource sheet 11 detailssome of the evidence collected so far.

There are three major ways to set up a training event:

i. Through LEAs

This has been the most successful for Education Extra and we shall continue to promote it with LEAs. Witha new emphasis on policies for the inner cities and new funding, especially the Standards Fund, LEAs arenow writing study support into their Education Development Plans and Education Action Zone bids. Theyare well placed to identify key schools and personnel and help advertise as well. A simple checklist fortrainers planning to take this route is given below:

● identify and contact the LEA’s study support co-ordinator (Education Extra keeps an up-to-datelist of such personnel across England and the UK);

● talk through the LEA’s needs and explain how you may be able to support them;● agree on a date for the training event and a pre-course meeting;● meet with your team of trainers to plan a flexible draft agenda and identify key resources from

the pack which you would use as:

pre-course material;delegate materials e.g. handouts / publications etc;trainer materials e.g. OHTs / powerpoint etc; at the pre-course meeting decide on the agenda and discuss:

any local issues and concerns e.g. rurality;the balance of primary to secondary schools who may attend;the potential level or ability range of group;structures for evaluation of the course and possible follow-up exercises.

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ii. Through University and College professional development departments

They have extensive mailing lists and a programme into which a training plan can slot. There are also linksand contacts through the TESS HEI programme, where a number of Universities have pioneered theinclusion of study support within their ITE and CPD courses. For more details contact the Training team atEducation Extra.

iii. Through independent training organisations

They too have set procedures and mailing routines, probably working six months in advance.

Education Extra has experience of each of these routes, as well as advertising and running our owncourses.

c. What are the features of a good training programme?

Training courses may last half a day, one day, or two days and should result in the loss of as little schooltime as possible. The most favoured structures on the pilot courses, however, were afternoon sessionsrunning into twilight (usually 1.30pm-4/5.00pm) or an all-day session from 9am-3pm.

Training should include a range of learning modes, including those drawing upon the principles of active oraccelerated learning. The most popular types of session were:

● a briefing (a tutor-led session outlining the key features of the initiative); ● activity based workshops;● question and answer sessions;● pre-course briefing and activity; ● follow-up material.

There should also be regular breaks and space for informal contacts and reflection. A time towards the endof the day when headteachers can think about what they will do when they get back to school and getguidance from you or other participants works particularly well.

Great interest was expressed in pre-course briefing material; including almost 75% of heads andco-ordinators who indicated that they might use the audio tapes. Details of these resources are available inthe bibliography (section D2j).

d. Adapting these materials for a half-, one- and two-day course

To adapt the materials enclosed to a training programme, the following generic structures could beadopted. However, you could also make use of or adapt the three specific agendas outlined in Resourcesheets 38-40 which were used during the piloting of these resources.

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1. Half -day course / twilight session (4 hours)

1. Send out pre-course briefing materials

2. Session Agenda Timing (approx)a) Introduction and course objectives 20 minutes

b) Breaking the ice: 40 minutes- what did you do? icebreaker- include a review of the pre-course materials

c) Airing the issues: 1 hour- key questions task

BREAK 20 minutes

d) Small groups focus on key issues in: - planning successful and sustainable programmes- partnerships- sustainability and funding- needs analysis, monitoring and evaluation

Nominate speaker and present views to rest of group

Review and feedback 1 hour 20 mins (whole session)

e) Winding up 20 minutes- short review session or short planning session- evaluation sheets

2. One day course (6 hours: 9am- 3pm)

1. Send out pre-course briefing materials

2. Session Agenda Timing (approx)a) Introduction and objectives 20 minutes

b) Breaking the ice: 40 minutes- what did you do? icebreaker- include a review of the pre-course materials

c) Airing the issues: 1 hour - key issues task or plus, minus, interesting task- consolidate with a list of benefits of study support (add to these throughout the day)

BREAK 15 minutes

d) Planning successful and sustainable programmes: 45 minutes- impact of study support task; and / or - planning exercise task; and / or- who are the key players in a whole school approach? task continued

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LUNCH 1 hour

e) Small groups focus on key issues in: - partnerships- sustainability and funding- needs analysis, monitoring and evaluation

Nominate speaker and present views to rest of group

Review and feedback 1 hour 30 mins (whole session)

f) Winding up 30 minutes- short planning session- evaluation sheets

3. Two-day course (12 hours)

Day 1: 11am start, 6pm close1. Send out pre-course briefing materials

2. Session agenda Timing (approx)a) Introduction and objectives 30 minutes

b) Breaking the ice session: 45 minutes- include a review of the pre-course materials

c) Airing the issues: 45 minutes- plus, minus, interesting task

LUNCH 1 hour

d) What are the benefits of study support? 1 hour- benefits video task; and- benefits brainstorm task; or- benefits analysis task (add to list of benefits on day 2)

e) Planning successful and sustainable programmes: 1 hour- impact of study support task; and- who are the key players in a whole school approach? task; or - potential outcomes of a whole school approach task

BREAK 30 minutes

f) Partnerships: 1 hour- who are the partners? task; or- how do I build / develop partnerships? task; or- how do I develop / sustain partnerships task? and - partnerships planning grid task

g) Review of the day 30 minutes continued

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Day 2: 9am start, 2pm close

1.Session Agenda - Day 2 Timing (approx)a) Objectives: 15 minutes- include quick review of benefits brainstorm

b) Sustainability and Funding: 1 hour- who can fund? task; and - how do I write a bid? task

c) Needs analysis, monitoring and evaluation: 1 hour- laying the foundations task; and- getting started task; or - moving forward task

LUNCH 1 hour

d) Winding up 45 minutes- review of the course - planning and consultancy in groups task- evaluation sheets

e. What should my course include?

Our survey of headteacher and co-ordinator training needs gave us information about the topics they werelooking for. They are tabulated below and cross-referenced to the Codes of Practice.

Study Support Training Requirements % ACOPPS SCOP(self selected) selecting Page

as specific Refsneed

General background to study support initiatives 63% 4-9 1

Understanding & appreciation of New Opportunities Fund 71% 35 -

Where and how to apply for funding 86% 35-37 -

Establishing the needs of your school 63% 22-23 8-9, 14-15

Auditing existing provision 29% 39-41 8-9

Strategies for setting up extra-curricular provision for 71% 14-17 20-23your school

Sustaining provision in the future 80% 30-31, 34 32-33

Extending provision to new activities and the new groups 63% 14-17 20-23

Evaluation of provision 31% 32 28-29, 30-31

Developing partnerships 71% 24-29 26-27

We note that as more people get involved with study support then monitoring and evaluation concerns andunderstanding the nature of the learning which goes on in informal settings become more important, andwe would include those too.

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f. How do I deal with negative views?

Study support is a voluntary, non-statutory provision. While the government is very keen to see manyschools involved and NOF has targets of 50% of secondary schools and 25% of primary schools in whichto fund activities, headteachers and co-ordinators are besieged by many other priorities.

Part of the job of this training is to make study support interesting and exciting for schools so that they willwant to try to provide more.

We have experienced a small, but often vocal group of participants who are very wary about the extra workthat the initiative requires and they see it as a further burden on the school and the staff.

You may find the following helpful in dealing with such comments.

Dealing with your feelings

● Separate the complaint and the person in your mind.● Be very sure that the comments are not addressed at you personally.● Be confident that most delegates have attended to participate and to learn from you and each other.

Dealing with the specific person or issue

● Acknowledge the concern perhaps by asking the person to explain clearly why he/she is concerned.● Emphasise the importance with study support of each school assessing its own ability to respond and

deciding what it might or might not provide. The purpose of the course is to help participants gain theinsight, knowledge and skills to make those decisions.

● If you think it appropriate, ask if others share the concerns or ask if anyone has an answer or asolution to the specific issue.

● For most issues some school, somewhere has found an answer – some possibilities are included inthe resource section.

● Many solutions lie with the way in which a school is managed and include the extent to which it has aclear vision and values, there are whole school approaches to issues, responsibility in the school isdelegated and people other than teachers are involved with the school.

● Whatever line you take, either sooner or later you need to park the issue and there are many ways todo this:● if it is a general point create a concerns list on a flipchart to return to later in the day;● if it is very specific to one school or person suggest that they talk to you in one of the intervals;● suggest that it is beyond the scope of the course.

A combination of these ideas will deal with most situations.

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g. Checklist

1. Have you recruited Have you identified a team of appropriately qualified trainers?trainers?

Have you provided some form of induction and training for them which includes a detailed briefing about study support?

Do you intend to support them on the day of the course?

2. Is the content of the Can you assess needs in advance and plan for them i.e. through course relevant? local study support co-ordinators or practitioners?

Have you a definite audience in mind?

Have you determined and then advertised the exact planned outcomes of the course?

Do you have enough material to adapt to needs as they arise on the day (including breather-exercises to break up the day)?

Have you used evaluations from previous courses?

3. Is it well planned? Far enough in advance?

Have speakers been booked?

Is the programme well planned?

Advertised/promoted in the right place?

Pre-course materials been put together and sent out?

Booked and checked the venue?

Checked that equipment will be available?

Fire and other H&S issues covered?

Planned breaks, refreshments, meals?

Checked all your resources e.g. tapes in right place for use?

Attendance lists and badges ready?

Planned the evaluation and any follow-up?

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4. Have you created a Have you planned a welcome?friendly atmosphere?

How will you get people to know one another and to talk?

How will you create an open, professional, questioning mood?

How will you deal with fears, concerns etc. which arise?

How will you allow aspects of your personality to help the course run well (e.g. humour)?

How will you deal with any personal traits which may need curbing. e.g. a tendency to lecture, to talk too much, to tell stories?

5. Have you created Have you planned to involve practitioners? Will participants get opportunities for chance to question them formally and informally?learning to take place?

How will people be able to share their own experience with others?

Will there be a balance of doing and listening?

What activities will help participant work with and begin to own the issues?

Will there be opportunity to plan one’s response in one's own school?

Will there be a range of learning modes i.e. accelerated methods, VAK etc?

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2. Trainer briefing articles

a. Introduction

This section, together with the bibliography (section D2j) and the pre-course briefing gives you therelevant background on which the training was built. You do not have to read and ingest it all! It is thereprovide reassurance or information should you need it. There are some documents you should be veryfamiliar with. These are:

● The Primary and Secondary Code of Practice (DfES)● Extending Opportunity (DfES)● Study support in Special Schools (available from Education Extra) ● New Opportunities Funding Guidance (New Opportunities Fund, revised Nov. 1999)

It would also be helpful to refer to other elements of the Study Support Toolkit.

b. The nature and importance of out-of-school hours (informal) learning

Underlying the development of out-of-school-hours learning is the belief, based on an increasinglyconvincing body of evidence, that learning in informal settings is different from formal learning and has itsown distinct value. It offers pupils opportunities to access new experiences, receive individual support andto take control of their learning in ways which are different from those normally offered within school time.There is opportunity too to develop different ways of learning, some of which are more closely related to theways we learn as adults.

Characteristics of this type of learning include that it:

● is aimed at broadening and deepening experience, based on a very broad understanding of whateducation is;

● is voluntary - for learners and deliverers;● offers choice according to interest and need;● focuses on pupil needs not external constraints and wherever possible involves pupil direction;● allows pupils to learn what they want, in the way they want at the speed they want;● is essentially activity-based and experiential;● provides opportunity for more interactive modes of working, including team working;● provides opportunity, subject to stringent safety and supervision, for pupils to take appropriate risks

and learn from mistakes;● provides space and time for pupils to reflect on their own learning;● brings pupils into contact with a wider range of adults and other age pupils;

Although these features are often found within the curriculum, the out-of-school-hours setting provides adistinctly rich opportunity to nurture them.

This process will be encouraged by:

● clear school aims which recognise the need to provide rich educational experience for pupils,especially those who would otherwise not have the opportunity to benefit;

● informal relationships based on mutual respect, recognition and praise;● the underlying assumption of a wide definition of achievement and success;

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● the involvement of a wide range of other participants/partners such as older pupils, school staff otherthan teachers, community organisations;

● planning which seeks to identify and meet pupil needs;● recognition of the different ways in which pupils learn and the variety of learning modes available;● a programme of activities which:

● has wide appeal to students of all ages and abilities;● meets individual pupils’ needs and aspirations;● recognises the needs of special need pupils, ethnic minorities, and other special groups such as

gifted children.

c. Planning and sustaining programmes

Study support is the strategic provision of out-of-school-hours learning opportunities to meet the overallaims of improving motivation, self-esteem and achievement. Such an approach therefore requires carefulplanning, especially if these activities are to be sustained. The Training Pack and the Codes of Practicecontain a great deal of information about setting up: less about sustaining activity.

Your own experience will be the key factor in your presentation of this material. In addition read the Codesof Practice and use some of the Resource sheets on this topic, especially numbers 1, 13, 16 and 19 .Our own Extra Special sheets are valuable too, especially:

● Basic issues (No.45)● Successful Primary/Secondary Schemes (No.47/48)● Homework Clubs in Primary Schools ( No.49)● New Money for after-school learning ( No.53)● Study Support- What is it anyway? ( No.60)● Tackling disaffection through study support (No.63)● Key role of study support in educational policy (No.67)● Evaluating the Impact (No.69)

These will help you structure your thinking and equip you to cover setting up as a component of the course.

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1. Setting up: a checklist

The questions listed below illustrate the range of issues involved in the organisation of after school activities.

Does the school know the needs of pupils and Is the issue of access and security resolved?parents?

Is there an audit of what is already going on? Can cleaning and caretaking take place without disruption?

Is the provision part of a strategic plan? Is the activity, with the person and at that time properly covered by insurance?

Are there adequate resources of staffing, Are there systems in place to cover accommodation, materials and energy? emergencies etc?

Staffing.. who runs them? do they get rewarded What are the arrangements if pupils are left or paid? uncollected?

How are staff appointed to activities? Can staff and pupils be rewarded with qualifications, publicity, recognition?

Should NQTs be involved? Do ethnic minority groups get involved?

Do staff need induction? Do boys and girls participate equally?

Are adults other than teachers involved/Are Are or should specific groups be targeted?they competent, trained, vetted?

Are supervision levels adequate? Have the key benefits of the provision been articulated?

When do activities take place? Has the school sought external funding, forappropriate time considered, e.g. example from trusts or Education Extra?holidays, Saturdays?

Do staff have time to run activities? Are senior staff committed to the concept and do they support activities?

Below we discuss some of the main issues to be considered when planning activities. Much of this you willalready know or have had to contend with! We need hardly mention that the governors through theheadteacher are responsible for all that goes on in a school and they will need to ensure that allnecessary actions have been taken and give permission for any activity. At the time of writing thegovernment is about to publish a guide to Health and Safety in Study Support.

i. Cleaning and site management

School cleanliness is very important. This is often a complex matter with external contractors nowresponsible and the site manager/caretaker only indirectly involved, if at all. Out-of-school-hours learningcreates extra work, at the same time impinging on the time available for cleaning. Activities must

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accommodate the need for the school to be cleaned but, as many schools demonstrate, cleaningschedules can be rearranged to mutual convenience. Regular liaison between senior teaching staff and sitemanagers can foresee many of the difficulties and circumvent them.

ii. Code of behaviour

Some schools draw up an agreement about behaviour with those who attend out-of-school-hoursactivities. (They often find that pupils are stricter than staff!) This is especially important where adults otherthan teachers are involved and an initial sharing of the rules and boundaries with all concerned is essential.

iii. Health and safety

Clearly all activities must follow the health and safety policies and procedures of the school so these mustbe made known to those running activities. Special attention must be paid in the case of more hazardousactivities, remembering to consider whether there is access to facilities such as a telephone or a qualifiedfirst-aider as would be the case during the school day. Special guidelines exist for certain activities such asoutdoor education. More guidance on health and safety issues including insurance, legal issues and childprotection can be found in the new DfES guide Safe Keeping. For details see bibliography (section D2j).

iv. Induction for staff

For newcomers some schools issue a simple checklist of procedures, including for example fire evacuation,first aid procedures, what to do if unable to attend. For new teachers an understanding of the differences inrelationships in out-of-school-hours learning is important. A very brief job description may be useful- evenfor volunteers.

v. Insurance

Some schools have had difficulties with insurance for out-of-school-hours learning. That should be resolvednow that there are formal government policies but we advise that schools do check, especially if the activityis unusual, is taking place at an unusual time or is off-site. Key issues may well be whether the activity istaking place with the express authority of the headteacher or under the supervision of a teacher or qualifiedinstructor. Teacher associations also cover individual staff but again it is as well to check that personnel arecovered for specific activities. One area to consider is that of giving pupils lifts in private vehicles (yourown... parents etc).

vi. Legal issues

All the normal legislation which schools are required to follow will still apply after-school.

Note: An activity run without permission may well place a teacher in a difficult situation if thingsgo wrong. It is possible that the activity would not be covered under the school’s insurance andthere may also be difficulties for teachers in being covered themselves.

Teachers will also be aware of the risks associated with being alone with children or of physically touchingthem. These can be greater during after-school activities and there have been well-publicised casesillustrating the need for vigilance when using people other than teachers to run activities. Teachersundertaking activities closely tied to their curriculum areas, (e.g. a science teacher taking a science club)would know the relevant risks associated with the activity but, for example, a young history teacher taking amixed Judo club would be advised to seek professional advice.

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Questions to be asked include:

● does the activity require the supervision of a member of staff as well as the leader (e.g. a parent or aninstructor)?

● is the leader sufficiently qualified to take the activity? are they insured?● are they cleared to work with children?● does the leader know relevant school procedures (e.g. fire, first aid, relationships with pupils)?● are they clear what they are and are not expected/allowed to do?● do they need any information about pupils for whom they are responsible (e.g. that a child has

epilepsy and how to deal with him/her)?

vii. Medical emergencies and accidents

Organisers need to be clear on procedures for dealing with these. Issues such as: Who is available to help?How is emergency help summoned (including emergency services)? What happens if someone is taken ill?Do any of the pupils have special needs, e.g. asthma inhalers? There may be very few people about ifclubs are running in the early morning or after school.

viii. Premises costs

Normally schools do not charge clubs for the use of premises, but in certain circumstances wherecommunity accommodation is being used the question could arise.

ix. Sickness or other absence

Organisers need to be able cancel activities in time for pupils to make alternative arrangements wheneverpossible. How will the responsible person know an activity is cancelled in time to notify pupils? How willpupils be supervised if they cannot get home?

x. Rewards

There are many ways of rewarding those who help with activities, other than payment, although in somecases volunteers and specialist staff are paid and in an ideal world all those involved would be paid. Thereis extra scope to pay staff through the funding available from the new Opportunities Fund and theStandards Fund. Some schools run a mixed economy with staff paid for activities where external funding isavailable running alongside voluntary activities. Others prefer to pay everybody or nobody. But considereach of the following as well.

● Thanks and praise Many teaching and non-teaching staff say that being appreciated is the mostimportant reward.

● Responsibility posts More and more schools are designating responsibility for the promotion andcoordination of out-of-school activities as part of an individual teacher’s job description.

● Offering a salary increment In some cases part of a teacher’s salary can be paid for running or co-ordinating activities. This will be especially appropriate for large schemes. This might be paid by anexternal funder.

● Allocating directed time to after-school activities Several schools known to Education Extracarried through their commitment to after-school activities by negotiating a specific amount of time forafter-school enrichment activities into teachers’ directed hours, usually by reducing the allocation formeetings!

● Employing specialist staff Designated Community Schools may employ youth and communityworkers who can be responsible for after-school programmes and also liaise with outside bodies.

● Creating extra part-time posts An additional payment can be made to one or more staff membersfor duties as After-School Activities Co-ordinator; treating the post in effect as an extra part-time job.

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● Time off in lieu At one secondary school the headteacher manages his staffing budget in ways whichallow occasional time off for staff as a reward.

● Making training and qualifications available Several schools have rewarded voluntary staff bymaking ICT training packages and help available free-of-charge.

● Payment into departmental budgets or extra resources In one Greater Manchester school staffwere paid £10 per hour to run a homework club which was paid into their departmental budgets.

In other schools the school has provided extra equipment, which can then be used throughout thedepartment within the school day as well.

xi. Supervision

Organisers need to be aware that the staffing situation in a school at say 4.30 p.m. may be very differentfrom that during school sessions ... or even at lunchtime, and plan accordingly. How will pupils get in andout of the building? Does this leave the school open to intruders?

xii. Targeting

Schools increasingly target groups of pupils who have particular and urgent learning needs - e.g. thosewho are borderline GCSE, refugee groups or pupils in Year 7 who need extra help with their reading. Theyare looking specifically at ways of reaching disaffected pupils through study support activities, offeringactivities they are likely to find interesting, or by asking individually identified pupils personally. NOF allowstargeting within Equal Opportunities procedures provided the reasons for it are clear and acceptable, e.g.leading to greater inclusion.

xiii. Time

For many teachers who might want to offer or support after-school activities, lack of time, and the essentialpriority given to meetings after school, is the major reason why they do not do so. This pressure is greaterin primary than in secondary schools.

Solving this problem is essential if a school is to manage a successful after-school programme. The key tosuccess is a whole school approach which can include fundamental policy changes. Some schools havechanged:

● the length of the taught week;● the curriculum to create an activity period at the end of the day which leads into an after-school

programme;● the time school starts;● the length of lunch-break.

Before-school clubs are becoming increasingly popular. Extended lunch hours are popular in urban areaswhere there is little culture for staying on after school (jobs and family responsibilities take precedence often)and in rural areas where transport is a major constraint. Some schools run occasional special days ofactivities, or even a week (some large secondary schools believe this to be very important). Holiday clubs,especially those geared to revision and study or to new ways of learning, are increasing. Good examples ofthis are the Summer University in Tower Hamlets, University of the First Age based in Birmingham, andsummer literacy and numeracy clubs.

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xiv. Transport

One practical problem facing schools, especially in rural areas, is that pupils cannot get home once schooltransport has departed. They get around this issue in a number of ways including, for example, parentsbanding together to arrange lifts (making sure motor insurance cover all the drivers), rescheduling aproportion of the school transport to a later time, arranging activities at weekends and getting sponsorshipand funding to make transport available. Other schools alter the school day, for example creating a longlunch break into which activities fit. They benefit from having many more pupils around to take advantage ofopportunities: some even make going to an activity a requirement. NOF funding can pay for transport.

d. Staffing

In almost every case the support of the headteacher and the willing involvement of one or more teachers iscrucial to the success of out-of-school-hours learning programmes, but increasingly other adults arebecoming the key resource in maintaining an extended programme. These can include:

● caretakers/site managers (e.g. running football clubs);● parents, voluntary or as paid assistants;● community and youth education staff running their own activities;● the wider community e.g. for Muslim education, Urdu, art classes, local gardening association;● the business community, e.g. banks and large companies, giving time to young engineers, young

enterprise etc;● retired staff (e.g. running an activity or accessing funding);● support staff and midday supervisors;● peripatetic teachers, especially for music activities;● older pupils (e.g. helping with holiday schemes or paired reading);● other services such as Further Education Colleges and the local library.

Headteachers ask how it is possible to find new recruits. Here are some of the ways schools have used:

● ask LEA officers... who is responsible for... ?● contact local libraries - will know of associations, groups and companies;● advertise on the school notice board, through the school newsletter, or through the local paper... add

a plea to any publicity you get;● assemblies;● PTA meetings;● by networking - ask other staff.... support staff... friends;● letters to companies;● local volunteer groups... Community Service Volunteers, Millennium Volunteers;● university students (especially teacher training students).

Parents are a rich source of support. A University of Keele study showed that their involvement in theschool and with learning activities at home has a significant impact on pupils’ learning. Study support canbe a useful way to make contact with a wider range of parents in a positive and mutually supportive way,and a less threatening context. In addition, out-of-school-hours programmes, by offering care andsupervision of pupils on a regular and reliable basis can be an essential support to parents and can supportparents themselves by encouraging and enabling them to:

● take up new interests;● help out in school (e.g. hearing reading or supporting a sports team);● exploit opportunities for family learning;

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● improve their ICT skills;● access training and qualifications, e.g. sports leadership.

Education Extra knows of many cases where an initial contact through out-of-school-hours learning has ledto parents re-entering the training and education field themselves... for example enrolling on ICT, orchildcare courses.

Schools must, of course, establish the suitability of individuals (paid or volunteer) to assist in runningactivities They will need to consider issues such as:

● are they appropriately trained/qualified?● do they need the supervision of a teacher?● are they disqualified from working with children?● is the school insured for them or do they have their own insurance? ● do they understand school procedures for fire, first aid, accidents, relationships, etc?● do they know to whom they are responsible?● has the school thought about how it will recognise their contribution?

Some schools use a formal appointment procedure with job descriptions and signed declarations, toensure these issues are covered, even for volunteers. In some instances the LEA has helped with policechecks.

e. Building partnerships

Partnerships are important in this area of school life for a number of reasons:

● they are a criterion within the New Opportunities funding process;● they provide genuine increases in resources available to the schools;● they provide opportunity to work more closely with the community and especially parents.

Often the key thing to get across to headteachers is the value of partnerships and an understanding thatalthough two organisations have different agendas, these may overlap and create mutual benefit. A goodexample of this is mentoring, where company employees may mentor older pupils. The pupils becomemore aware of what working life is like while employees get an opportunity to broaden horizons and take onnew responsibility.

Schools have always engaged in partnerships - with social services for example - but the coming ofdelegated powers has greatly increased their ability to respond to need by forming liaisons of their own.Out-of-school-hours work is an area where partnerships are more readily formed: it is easier for schools toshare ownership and for partners to feel less intimidated. A particularly good example of this is summerlearning schemes when schools are able to create partnerships with, for example, the police, furthereducation colleges, library services, play provision, companies, and other schools.

Partnerships may be formal or informal: the importance is that both partners are able to achieve theirobjectives better by working together. It is very important to be clear exactly what you both want out of thearrangement.

In many cases the ability to engage a range of partners may be a key criteria for accessing funding. This isparticularly true of government and European funding, and is a feature of many schools which have beensuccessful in this area.

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i. How do partnerships come about?

Some of the following may be useful:

● Getting to know people personally in different enterprises... finding out what their priorities are andsharing your own agendas... networking... making many contacts. this need not be time-consuming: itis a question of using opportunities when they arise at meetings, on courses, at parents’ evenings,even in the pub!

● Inviting potential partners to events (to present awards or open a new suite) or just to look round theschool: many organisations see schools as places where future citizens and employees may beinfluenced.

● You need to think carefully about that influence. Schools differ in the extent to which they will allowcommercial or other considerations to affect what they do.

● Extra-curricular time allows immense freedom in what is offered. Careful thought may suggestactivities which are more likely to get local support.

● Start small and try to build up confidence. No contact is an end in itself... it could lead on to biggerinvolvement.

ii. What can partners bring?

● Companies can give:● time, mentoring;● products;● money (this is very unlikely);● educational information.

● Charities can provide:● school packs, promotion materials, contacts, recognition and some money in school projects

(e.g. RSPB, WWF, Save the Children, Education Extra).

● Specialist non-governmental organisations ● may have particular interests which overlap. Create, for example, is an energy industry

sponsored organisation, based in Wigan, which provides support for those teaching energyefficiency and advice for schools on their energy usage.

● Local clubs and associations could provide: ● help, advice, materials, facilities (one allotment association gave the use of a plot which was

guarded and tended during holidays).

● Further and Higher Education Colleges are now trying to build their image with schoolchildren andcould provide:

● science departments and /or equipment e.g. environmental monitoring equipment, skeletons(for science!); the construction industry has provided funding to support colleges working withschools;

● other specialisms such as care and art may be interested in showing what they can offerpotential students.

● LEA and LA services could provide:● assistance, for example in redesigning an environmental area, providing trees or other plants;● include the school in a Single Regeneration Budget bid;● rural schools may be able to approach district as well as their main county council providers.

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● Campaigns● such as Crime Reduction have supported schools because out-of-school-hours activities take

children off the street but can also be focused on supporting the community.

● Cultural associations, for example theatre groups can provide: ● assistance by supporting performances, providing guidance, training and equipment and

expertise.

This is by no means an exhaustive list.

f. Sustaining and funding programmes

This detailed section covers sustaining activities, getting resources and specific fund-raising. These are allinter-related.

i. Sustainability

Sustainability is a difficult issue. It is a common misconception that it is the same as gettingfurther funding: it is much wider than that. Similarly it is not just a question of more time. Many of thekey ideas are things that a school is doing anyway, or can be done in existing time slots, for exampletalking to governors about possible links to their organisations during coffee breaks in governors’ meetings.Below we list some of the key ideas in sustainability:

Creating the energy to continue

If the programme goes well, if pupils and those who help feel fulfiled and appreciated, they may well wantto continue the programme. They may help with gaining extra resources or be prepared to continue tovolunteer and bring in new people. Publicity has on occasion led to interest from other organisations. In onecase Education Extra gained valuable expertise and support in the ICT field as a result of a parent beinginvolved in a summer literacy scheme. Reward and recognition are important in this case.

Creating expertise

One of the best uses of funding is to train people- even better to train them to train others. This is alegitimate use of funding and builds experience and confidence as well as the ability to continue to have thenecessary skills and understanding available.

Creating expectation

Changing people's expectations is an important part of developing study support. Schools have usedproject money to change significantly the way that the school regards its community, for example. Asuccessful project well promoted with all staff can change people's expectations of what the school iscapable of and therefore what it might do in the future. It can affect views on working with other bodies, theexpansion of the role of parents, and on the involvement of older pupils and other community members.

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Creating resources not just funding

Funding can be used to buy in resources. It may make more sense to buy in large items of equipment andhunt around for consumables, as it is going to be more easy to get the small suns to replace these in thelonger term.

Creating new activities

Funders are always looking for something new and exciting to support. One way to attract funds is to dothe same but differently! Try giving it a new name or doubling numbers or offering provision at a differenttime of the week, or to a different client group.

Creating partnerships

The stimulus of funding , e.g. from the New Opportunities Fund is a real chance to bring other partners intoworking with your schools. The more prestigious the source of money the easier it is to get support fromothers locally. Once established, keep partners informed and invite them into school to see the results oftheir support, include them in Christmas lists, invitations to productions, newsletter circulation etc.

ii. Sustainability and NOF

The New Opportunities Fund especially looks for projects to “Have viable plans for sustainability”. Yet theyalso say:

“NOF funding will be for a maximum of three years, so any grants made will need to be spent bySeptember 2004 (September 2005 in the case of summer schools). Projects will either need to finish onthat date, or show how they intend to continue beyond this period”.

They clearly don’t expect you to know in detail how you are going to continue the project and they willaccept, as any funder of this type has to, that continuity cannot be assured. However, you will want tocontinue or develop the activities. In large schemes (over £200,000) they will expect to see a definite planfor attracting future support and funding, and reference to an exit strategy to continue funding into the finalyear of the NOF grant may also be required. For an individual school they will expect you to have it in mindand to seek opportunities to maintain the programme.

NOF expects that where possible, partnerships are established which add to the likelihood of longevity:

"We will expect schools to work with partners in the public, voluntary and private sectors to maximise thepotential for projects continuing after the lifetime of the NOF grant. Wherever possible, we will be looking forsignificant partnership funding. Contributions could be financial or in-kind, such as volunteer time or the useof premises".

● The Code of Practice for the Primary Sector, for example, highlights the following aspects ofsustainability (which are equally applicable in the secondary sector):● create a climate of expectancy;● appoint appropriate staff;● ensure senior team support;● appoint a co-ordinator;● build study support into ILPs, ROAs, reports;● create an ethos of integration in work of school;● explore opportunities for partnership;

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● exploit training opportunities;● promote study support as part of lifelong learning;● look for help from other government agencies;● identify other sources of external funding.

To this list, we would add the following:

● have a strategy for sustainability: integrate it into other work of the school;● identify outcomes and future needs;● identify and audit opportunities, resources, funding;● use and develop volunteers;● celebrate, recognise, encourage, praise, promote!

iii. Putting in your bid

You need to be able to meet the NOF criteria. “Have viable plans for sustainability.” These plans should bein proportion to the size of the project. For example for LEA bids of over £200,000 NOF is expecting to seea fund-raising plan. For a one-school bid for £11,000 one would expect something much more modest!

Important note: whichever type of bid schools choose to take with NOF i.e. as an individualschool or as a cluster of schools, or as part of an LEA bid, they must ensure that they contacttheir LEA’s study support co-ordinator. This is vital as the co-ordinator may already have astrategy for study support and could have plans for an authority-wide bid (which could includetheir school). Furthermore, part of NOF's assessment procedures for any type of bid involves theLEA’s approval so it is vital to make early contact! (For the most up-to-date list of LEA studysupport co-ordinators, contact Education Extra)

Explain your circumstances: make sure that NOF is aware of the particular situation of your school. Much oftheir funding is likely to be directed at schools which have very limited resources for fund-raising. Tell themabout your capacity or lack of it.

Indicate wherever possible that your programme will generate enthusiasm and expertise for it to continue:that you are training people up to be able to go on delivering.

The big difficulty is funding for staff. If your bid has a large element for this it is going to be more difficult tosustain. You might include seeking volunteers and partnership funding from elsewhere. In any case makeclear that the person responsible for the project will publicise it and actively seek ways to continue theactivity. In large LEA bids there is more flexibility for peripheral items e.g. training, fund seeking.

Finally, do what you can and don't worry about what you can’t! Opportunities for further support canoften appear during a project. If they don’t then it is also true that a number of schemes do come to anend.

In particular, knowing more about the issues means that you can plan for sustainability. You will find someof these covered on p34 of the ACOPPS.

iv. Sources of funding

For information on the current sources of funding available to schools, see Resource Sheet 28 and therelevant sections of the other study support toolkit materials. For up-to-date information on new fundingstreams see, for example, the New Opportunities fund website at www.nof.org.uk or contact EducationExtra and the other national organisations listed in the bibliography section of this pack.

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v. Principles of fund-raising

It can appear sometimes that funders want you to run the programme, bring in extra funding and then tobe able to run it independently. It is fair to say that funders are always looking for lasting effect from theirinput and want to see that somehow something has changed for the better as a result of it.

There are four important principles in fund-raising:

● You get nothing unless you ask ... and when you do ask you normally get at least some usefulinformation or advice!

● It’s important also to remember to say thank you for any support.● Always share with the donor the results of their support .● It is much easier to keep an existing supporter than to find a new one.

a. How to approach trusts and companies

Good practice in approaching funders includes:

● Planning● Plan your project thoroughly - know exactly what it will need, what it will achieve, who it will reach and

the benefit to the funder.● Know exactly, what type of support you want - cash? kind? mentoring? ● Research the company/trust - know what they are looking for. for trusts find out what their priorities

and criteria for funding are. For companies this will include: publicity, both local and national; specificareas of interest, staff development through mentoring; development of future employees;development of present and future customers; specific connections with the school; philanthropy.

Make contact

● Use phone calls to get initial information.● Use letters to give outline details to establish interest and confirm phone conversations and meetings.● Make personal contact if possible, making sure it's the right person. with companies set out for

advice, not funding. Explain the project to them, in all its glory, and ask if they have any ideas. thisleads to a more relaxed atmosphere, and often their advice can be as helpful as any donation.

Find out their systems and procedures

● Trusts consider bids at regular meetings of trustees which may be monthly through to yearly, largecompanies often have comprehensive budgets and objectives set well in advance. some will delegatetheir giving to local stores. smaller, local companies can be more approachable and flexible. Find outwhat they have done before - have they been satisfied and why (not).

● Listen carefully to what they are saying, and take in their advice. If there is a next step, be absolutelyclear what that is and what they expect from you.

Bidding

● Making your bid fit their funding. Try to adapt whatever you are saying you will do to demonstrate thatit will help them to meet their targets.

● Show you have done things already to build confidence in delivery. Funders like to feel that theirmoney is being transferred into safe hands. Try to demonstrate how safe and reliable you are by

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indicating other people who have backed you, and giving any references, etc which might bepersuasive. Your track record is important.

● Try to give the funder the opportunity to hang a label on it (e.g. not just they contributed to thefurnishing for the parents’ room; but bought the carpets!)

● Using funders as building bricks: one funder is not put off by the previous presence of another: this isagain an indication of your substance; and matching funding is a lot easier to acquire than initialproject funding!

● Never double-apply or tell lies: they talk to one another!

Communicate

● Keep them fully involved and updated with developments. ● Pick their brains for future projects - how could you make them more attractive? can they give you

introductions to other sponsors?

b. How to approach NOF

One must approach the lottery like any other funder (see below) with clear, well thought out and costedproposals which demonstrate ability to deliver.

Make sure you follow the procedures exactly, you meet the criteria and that you are concise and wellstructured in what you write;

Allow plenty of time to gather the information you need, talk to people and write the application form: getsomeone outside your institution, preferably someone with knowledge of making bids, to read yourapplication before sending it;

Make sure you address the issues of equal opportunities and sustainability;

If unsuccessful initially:- talk to those who did get funding and find out what they did and try to getfeedback on why you were unsuccessful.

g. Needs analysis, monitoring and evaluation

Any project will benefit from being designed to fit needs, monitored to ensure it is on track and evaluated tosee if it has achieved the intended effect. Putting these elements into a bid goes far beyond that:

● It shows that you are serious.● It demonstrates that the funding will go to a clearly defined need.● It reassures funders that they are dealing with someone who will run the project well.● It gives grounds for assessing the effectiveness of the project.

i. Needs analysis

This is a posh term but really means answering the question: how do you know that there is a need forwhat you are offering? There are many ways of showing that you have carried out an analysis and they donot have to be time-consuming.

● Have you asked pupils what they want in a survey?● Do parents have activities they would like to see provided?

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● Do any of the staff see a need for specific activities to support specific groups of pupils?

The results of surveys and questionnaires can be very useful when quoted in applications for funding.

ii. Monitoring

Knowing what is going on while it is going on is important in externally funded projects. There is always arisk with something new that it will not go to plan. You need early warning of this (e.g. numbers dropping offor improvements in reading not happening) so that you can correct for them and try something else. Onoccasion funders are quite happy to hear of difficulties and allow you to adapt your use of fundsaccordingly. They will be impressed by your control of the project. The worst possible thing is not to knowwhat is happening and find that when you write an end-of-project report you have achieved nothing.

Monitoring can include facts such as attendance, progress, behaviour, improvements in classwork, orimpressions such as the views of pupils, staff and parents.

It is important when designing funding applications not to put in too much under monitoring. A few wellchosen parameters may be all that is needed. Otherwise you may make a rod for your own back.

iii. Evaluation

Evaluation answers the question "what was the value of what you did?". This is a large topic which iscovered well in the Resource sheets (Section C) . It is important to recognise that many schools areintimidated by it or feel that it is an extra bureaucratic burden on them.

The key ideas to get across are:

● Evaluation is an essential part of externally funded project work.● If it is well planned it should make little extra work, as much of the information already exists or can

be gathered during the normal routine of the project.● Evaluation is a key part of getting the next lot of funding.

An Education Extra publication (Extra Special 69) deals in more detail with the ways in which evaluation canbe done.

h. Learning modes: Motivation and recent theories of intelligence

Recent developments in psychology, including motivational theory, the concept of multiple intelligences, thenotion of emotional intelligence and accelerated learning have been used to support the value of out-of-school-hours learning. What follows is a very brief summary and readers are referred to the individualpublications, given in full in the bibliography (section D2j).

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i. Motivation

Miller (1962) defines motivation as:

“All those pushes and prods - biological, social, and psychological that defeat our laziness and move us,either eagerly or reluctantly to action.”

Maslow defined a hierarchy of needs which motivate us:

In his model those needs lowest in the hierarchy must be satisfied first before moving on to those higherup. Those higher up pertain to us as individuals and our life experience. Maslow's model has its critics butit can be applied to after-school learning in order to ask whether the school day can offer the experiencespupils need to develop motivation at all levels and whether after-school activities can provide wideropportunities than the school day, by its prescriptive nature, ever can.

ii. Multiple intelligences

In the 1980s Howard Gardner and others at the Harvard Project Zero proposed a model which held thatintelligence was a multi-dimensional concept. The project raises a number of questions about thecurriculum and the role of after-school activities.

Gardner defines intelligence as the ability to solve problems and fashion products. His work covers manydifferent disciplines within psychology and identifies seven types of intelligence (Howard Gardner, Frames ofMind: The Theory of Multiple Intelligences. Second edition, Fontana Press London 1993)

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SelfActualisation

Become what youare capable of

becoming

Aesthetic NeedsBeauty, symmetry, balance,

order, form

Cognitive NeedsKnowledge and understanding, curiosity,

exploration, meaning

Esteem NeedsRespect of others and self, a sense of

competence

Love and BelongingReceiving and giving affection, trust acceptance,

being part of a group

Safety NeedsProtection, both physical and psychological

Physiological NeedsFood, drink, oxygen, temperature rest, sex

From Gross, R 1996 Psychology Hodder & Stoughton London

● Logical: The basis of all deduction and induction type reasoning, the ability to do traditionalintelligence tests. The ability to programme and understand complex computer problems.

● Linguistic: The ability to use language to communicate, especially to communicate in ways like thepoet. To convey ideas, feelings, emotions.

● Spatial: The ability to think in two, three or more dimensions as demonstrated by sailors, engineers,sculptors, sportspersons.

● Bodily kinesthetic: The ability to co-ordinate and use one’s body, not only by athletes but alsocraftsmen, surgeons, to some extent musicians.

● Musical: The ability not only to handle pitch, rhythm, and timbre, but also convey meaning andemotion.

● Interpersonal: The ability to understand other people and work with them.● Intrapersonal: The capacity to form a veridical model of oneself and to use it to live successfully.

Each person has a unique profile built up from these intelligences. Gardner concludes that our educationprocesses place very high value on rationalism, and on those things which can be tested to the detrimentof other more complex ideas: it does not integrate different intelligences to the solving of complexproblems. One of his theses is that schools emphasise the linguistic and logical while success in lifedepends on how far you can use his other intelligences.

Daniel Goleman sees emotional intelligence as the key to success in life. His concept of emotionalintelligence involves the understanding and use of one's emotions. In some ways it relates to Gardner'sinterpersonal intelligence.

An example of the link between Gardner's work and Goleman's is in Goleman's consideration of flow,which he sees as the ability to become focused and immersed in a task and to be performing at one'sbest. This might be during an important sporting activity, while studying or while creating a new sculpture.He quotes Gardner:- flow is an internal state that signifies that a kid (sic) is engaged on a task that's right...you learn at your best when you have something you care about and you can get pleasure from beingengaged in The suggestion is that engaging pupils on tasks which stretch and challenge them sufficientlycan help them to develop both intellectually and emotionally.

Many of the prerequisites for this kind of learning, such as the ability to set tasks individually identified andplenty of time for pupils to see tasks through are present in the after-school situation. Goleman goes on toadvocate what he calls emotional literacy and states that it should take place within a caring schoolcommunity; that it should go beyond classrooms and involve parents and the community. Much of this alsosits well with the concept of after school learning.

D. Goleman, Emotional Intelligence: Why it can matter more than IQ (Bloomsbury, London, 1996)

iii. Accelerated learning and brain-based learning.

Alistair Smith, in his book “Accelerated Learning in Practice” identifies seven reasons why we shouldconcentrate on how pupils learn and enabling to understand their own learning, rather than on what theylearn. His reasons include the rapidity of change, the changing nature of work, the development ofa knowledge- and-skills-deficient underclass, the impact of new technologies and the importance of lifelonglearning. He then identifies a number of key principles for what he calls brain-based learning. They are:

● the brain develops best in environments with high sensory stimulation and sustained cognitivechallenge;

● learning environments should be safe- with high challenge but low threat;● learning takes place best when there is immediate feedback;● there is synergy between left and right brain learning;● expectations can shape outcomes;

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● each brain is unique. different people need different inputs;● the physical and emotional states of the learner are important;● music aids learning;● there are different types of memory requiring different strategies to access them.

All these are aimed at improving classroom learning but there is immense scope for out-of-school-hourslearning to provide these favourable factors. Indeed in many ways out-of-school-hours learning providesbetter, context-rich opportunities for linking learning with the real world through real life problems solving.The key role for the teacher becomes that of mediating rather than leading learning. This has beenespecially demonstrated by the University of the First Age, -first in Birmingham and now in other LEAs. Theprinciples of accelerated learning applied to holiday and out-of-school-hours learning provide highlystimulating environments for learning.

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i. List of Extra Special / Advice sheets

i. Titles available

a. Basic skills and special interests Issue Date

Sustaining and celebrating the heritage 9 Summer 95After-school care for the environment 10 Summer 95Exploring the surf: the Internet in after-school time 26 Autumn 96Learning about learning: study skills after school 28 Autumn 96The National Year of Reading 41 Spring 98Primary after-school maths 42 Spring 98Homework clubs in primary schools 49 Autumn 98An extra impetus for the arts 52 Autumn 98Using libraries after school 54 Spring 99After-school sports as study support 56 Spring 99Gardening for wildlife 57 Summer 99Study support – what is it anyway? 60 Summer 99The excitement of science after school 64 Autumn 99Linking with schools in other countries 65 Spring 00Making music: a community affair 66 Spring 00Modern Foreign Languages 71 Summer 00Making a drama out of a classroom 72 Summer 00

b. Specific strategies for schools Issue Date

Entering new territory - original ideas for activities 13 Autumn 95Dealing with the media and organising publicity 14 Autumn 95Exploiting the fax: some ideas to help members 21 Summer 96Getting your teeth into early learning: breakfast clubs 22 Summer 96Taking the tedium out of the medium (press/newspapers, etc) 25 Autumn 96Reducing transfer trauma: primary / secondary bridges 27 Autumn 96Making after-school hay: strategies for rural settings 30 Spring 97Flying high: enhancing the curriculum for the more able 34 Summer 97Making it official: after-school qualifications 35 Summer 97Auditing after-school provision 43 Spring 98

Summer holiday learning 48 Summer 98Out-of-school programmes to help transition 55 Spring 99Organising residential trips 58 Summer 99Student care and learning in after-school hours 61 Autumn 99Extending horizons in summer learning 62 Autumn 99Out-of-schools hours learning in rural settings 68 Spring 00Evaluating the impact 69 Summer 00

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c. Getting started: first principles Issue Date

Supporting staff involved in after-school provision 24 Summer 96Building ideas: getting the best out of your premises 31 Spring 97Basic issues 45 Summer 98Successful secondary schemes 46 Summer 98Successful primary schemes 47 Summer 98There's still time after school 50 Autumn 98

d. Funding, policy and resourcing Issue Date

Crossing the channel to find the European dimension 18 Spring 96Finding funds from the business sector 40 Summer 97Commercial partnerships for after-school 51 Autumn 98New money for after-school learning (NOF) 53 Spring 99Key role for study support in education policy 67 Spring 00What do we fund? 70 Summer 00

e. Personal, social and family Issue Date

After-school learning with the family 15 Autumn 95Giving a sense of responsibility: after-school work on crime 19 Spring 96Finding a peaceful way: handling conflict and aggression 20 Spring 96Homing in on parents: from caring to sharing 33 Summer 97Finding fulfilment in free time: after-school to after-work 39 Summer 97Emotional intelligence 44 Spring 98Mentoring: an extra boost for learning 59 Summer 99Tackling disaffection through study support 63 Autumn 99

Note: Extra Specials are newsletters designed for those who are developing activities outside the normaltimetable. They are sent free of charge to members of the Education Extra network but extra copies, backissues or issues for non-members cost £1 each or £3.50 for a set of four.

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j. Bibliography and contacts

i. Introduction / overview

Andrews, K., Vernon, G., Walton, M., Good Policy and Practice for the After-school Hours (Pitman,London 1996) ISBN 0 273 61628 5

Barber, M. , The Learning Game (Victor Gollanz, London, 1996) ISBN 0 575 06364 5

Cabinet Office, National Strategy for Neighbourhood Renewal: a framework for consultation –Report by the Social Exclusion Unit (Cabinet Office, London, April 2000)

DfES, Extending Opportunities: a national framework for study support (DfES, London, 1998)

DfES, All our Futures: Creativity, Culture and Education (DfES, London, 1999)

DfES, Study Support: A Code of Practice for the Primary Sector (DfES, London, 1999)

DfES, Schools Plus: Building Learning Communities (DfES, London, 2000)

Education Extra, Study Support in Special Schools: Good Practice in Special Circumstances (EducationExtra, London, 1999)

Study Support National Evaluation and Development Programme [SSNEDP], The Code of Practice,Study Support, A Guide for Secondary Schools: revised edition (NYA, 1999)

ii. Study support provision – policy and practice

DCMS, A Sporting Future for All, (DCMS, London, 2000) Ref: PP240

DfES, Raising Standards: Opening Doors (DfES, London, 2000) Ref: OSOD

DfES, A Guide to Integrated Childcare and Learning Schemes in Secondary Schools (DfES,London, May 2000) ISBN 1 84185 254 6

DfES, Safe Keeping: A good practice guide for health and safety in study support (DfES, London,October 2000, Ref no: 0197/2000)

Education Extra, Succeeding After School: A Survey of the Benefits to Schools of participating inthe Out of School Childcare Initiative. (DfES, London, 1997)

Education Extra, Succeeding at Study Support: An evaluation of 12 model projects in primary andsecondary schools (Education Extra, London, 1998)

Education Extra, Schools and Volunteers: A good practice guide to using volunteers after school(Education Extra, London, 1998)

Education Extra: Making the most of the Holidays: What schools are doing in the holidays to raiseachievement, (Education Extra, London, 1999)

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Education Extra, Alive with Learning: Study Support in Museums and Galleries (Education Extra,London, 2000)

Getting Results: Study Support in Tower Hamlets , (London Borough of Tower Hamlets, 1997)

Making Friends: Islington Schools Mentoring Project 1996-7 (CSV for Citizenship 237 Pentonville RdLondon, N1 9NJ 0207 833 0149)

SSNEDP, The Code of Practice for Public Libraries (NYA, 1999)

SSNEDP, The Study Support Handbook vols 1,2,3 (NYA, 2000)

Walton, M., Family Literacy and Learning (Folens, London, 1998)

iii. Out-of-hours learning – benefits and effects

Barber, M., Myers, K., (Institute of Education London) Denning, T., Graham J., Johnson, M., (KeeleUniversity) School Performance and Extra-curricular Provision, (DfES, London, 1997)

DfES, The Summer Literacy Schools: An Evaluation of the 1997 pilot schemes by Education Extra,(DfES, London, 1997)

Education Extra for Bristol & West Building Society, Participation in Out of School Activities atHartcliffe School with particular reference to the Arts (Education Extra, London, 1997)

Myers, K. (Ed), School Improvement in Practice (Falmer Press, London, 1996) ISBN 0 750 70440 3

National Commission on Education, Success against the Odds: Effective Schools in DisadvantagedAreas (Routledge London 1996) ISBN 0 415 13526 5

NFER, The Benefits of Study Support: A Review of Opinion and Research RR110, (DfES, London, 1999)

NFER, Out of Hours Learning Activities: An Evaluation of 50 pilot study support schemes RR178(DfES, London, 1999)

NFER, Out of Lesson Time Learning Activities: Surveys of Headteachers and Pupils RR127 (DfES,London, 1999)

The above reports are available from DfES Publications at PO Box 5050, Sherwood Park, Nottingham,NG15 ODJ, priced £4.95 each

OFSTED, The Annual Report of Her Majesty's Chief Inspector of Schools: Standards and Quality inEducation 1998/99 (HMSO, London, 2000)

OFSTED, Inspecting Schools - The Framework: effective from January 2000 (OFSTED PublicationsCentre, Alexandra House, 33 Kingsway, London, WC2B 6SE, January 2000)

Quality in Education Centre for Research and Consultancy, University of Strathclyde, The Homework file(Jordanhill College, Glasgow) ISBN 1 850 98527 8

Reynolds, D., Bollen, R., Creemers, A., Hopkins, D., Stoll, L., & Lagerweij, N., Making Good Schools:Linking School Effectiveness and School Improvement (Routledge, London and New York, 1996) ISBN 0 415 13024 7

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The Prince's Trust, A Breakthrough to Success. Study Support: a review. (The Prince's Trust, London)

iv. Learning modes

Gardner, H., Frames of Mind: The Theory of Multiple Intelligences, second edition, (Fontana Press,London, 1993) ISBN 0 006 86290 X

Goleman D., Emotional intelligence : why it can matter more than IQ (Bloomsbury, London, 1996) ISBN 0 747 52830 6

Jensen, E., Brain based learning, Turning point publications, Del Mar, California, USA,1996 ISBN 0 963 78321 1

Smith, A, Accelerated Learning in the Classroom (Network Educational Press, Stafford, 1998) ISBN 1 855 39034 5

Smith, A, Accelerated Learning in Practice, (Network Educational Press, Stafford, 1998) ISBN 1 855 39048 5

v. Partnerships and Funding

Cooke, S., The Complete Fund-Raising Handbook ( DSC, London,1993)ISBN 1 873 86021 8

DfES, Our School-Your School Community use of Schools After-school activities, (DfES, London, 1995)

Foster, S., Mountfield, A., Patel, A., The Education Funding Guide (DSC London, 1995) ISBN 1 873 86070 6

Mountfield, A School Fundraising in England (DSC, London, 2000) ISBN 1 900 36058 6

Mountfield, A., Eastwood N, Schools Funding Guide (DSC, London, 2000) ISBN 1 900 36057 8

Schools Funding Update published monthly by Pitman Publishing offers a range of information includingdetails of charitable trusts and companies funding education. Subscriptions £99 per year (Tel: 01483 733884)

Tackling Underachievement: A Guide to Successful practice. Lists a number of programmes run byvoluntary agencies and others which aim to overcome underachievement: many of the programmes takeplace after school. (Business in the Community, 137 Shepherdess Walk, London, N1 7RQ Tel: 0870 6002482)

A number of guides to fundraising from companies and trusts are available. Contact the Charities AidFoundation (CAF) or Directory for Social Change (DSC) at the addresses given below for further details.

vi. Monitoring and Evaluation

Education Extra, Extra Special Advice Sheet 69: Evaluating the Impact (Education Extra, London, 2000)

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Macbeath, J., Boyd, B., Rand, J., Bell, S., (Quality in Education Centre, University of Strathclyde) Schools Speak for Themselves, Towards A Framework for Self-Evaluation (National Union of Teachers,London) ISBN 0 900 56088 6

Woolf, R (Regional Arts Boards and the Arts Council of England) Partnerships for Learning: a guide toevaluating arts education projects (Arts Council, London, October 1999) ISBN 0 7287 0791 8

vii. Training Information and Guides

Community Education School's In-Service Training Materials (CEDC and Birmingham City Council,1992) ISBN 0 709 30182 0

Lawlor, M., and Handley,P., The Creative Trainer: Holistic facilitation skills for accelerated learning(McGraw-Hill, London, 1996) ISBN 0 077 09030 6

Maskell, P., Working in Groups A Quick Guide, (Daniels Publishers, 1995) ISBN 1 854 67304 1

Training and How not to Panic A Community Groups Training Pack (Community Education Training Unit,Arden Rd Halifax HX1 3AG) ISBN 0 951 51220 X

Training and How to Enjoy It A Community Groups Training Pack (Community Education Training Unit,Arden Rd, Halifax, HX1 3AG) ISBN 0 951 51220 X

Siddons, S., Delivering Training (Institute of Personnel and Development, London, 1998) ISBN 0 85292 668 5

viii. Useful Addresses

Education Extra 17 Old Ford Road, London, E2 9PL Tel: 0208-709-9900

Councils for Voluntary Organisations are to be found in most major centres. Often have access tofunding sources (directories, computer search etc). Find them in local directories. Community Service Volunteers CSV Education, 237 Pentonville Road, London, N1 Tel: 0207 833 0149

DfES Study Support Team, Sanctuary Buildings, Great Smith Street, London SW1P 3BT Tel: 020 7925 5957/6654

Directory of Social Change 24 Stephenson Way, London, NW1 2DP Tel: 020 7209 4949

Kids Club Network Bellerive House, 3 Muirfield Crescent, London, E14 9SZ Tel: 020 7512 2112

Lloyds/TSB: The Quality Management Team Lloyds TSB Group plc, Canons Way, Bristol BS99 7LB Tel: 0117 943 3965

National Youth Agency 17-23 Albion Street, Leicester LE1 6GD Tel: 0116 285 3700

Quality in Education Centre University of Strathclyde, 76 Southbrae Drive, Glasgow G13 1PP Tel: 0141 950 3168

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National School Improvement Network Institute of Education, 20 Bedford Way, London, WC1H 0AL Tel: 020 7612 6347/6409

Study Support National Evaluation Development Programme Bellerive House, 3 Muirfield Crescent,London, E14 9SZ Tel: 020 7522 6300

Youth Sport Trust Rutland Building, Loughborough University, Loughborough LE11 3TU Tel: 01509 228293

The distributing bodies in England & Wales, to whom funding applications should be made, are as follows:

The Arts Council of England, 14 Great Peter Street, London SW1P 3NQ Tel: 020 7312 0123

Community Funding, St Vincent House, 16 Suffolk Street, London SW1Y 4NL Tel: 0207 747 5300

The Heritage Lottery Fund 7 Holbein Place, London SW1W 8NR Tel: 0207 591 6000

The Millennium Commission Portland House, Stag Place, London SW1E 5EZ Tel: 0207 880 2001

New Opportunities Fund (England) Heron House, 322 High Holborn, London, WC1V 7PW, Tel: 0845 0000 121

The Sports Council 16 Upper Woburn Place, London WC1H 0QP Tel: 0207 273 1500 Lottery Hotline: 0345 649649

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Glossary of abbreviations

ACOPPS A Code of Practice for The Primary Sector AOTs Adults Other than Teachers

BiTC Business in The Community

CBS Community Business SuiteCEDC Community Education and Development Centre CPD Continuing Professional DevelopmentCSV Community Service Volunteers

DfES Department for Education and SkillsD-I-Y Do It Yourself

EAZ Education Action ZoneEBP Education - Business PartnershipEdEx Education ExtraEiC Excellence in CitiesEQFM Excellence Quality Feedback Model

FA Football AssociationFC Football ClubFE Further EducationFSMs Free School Meal(s)

GCSE General Certificate for Secondary Education

HE / HEI Higher Education / Higher Education InstitutionH&S Health and SafetyHMSO Her Majesty’s Stationery Office

ICT Information Communication Technology

ILP(s) Individual Learning PlansITE / ITT Initial Teacher Education / Initial Teacher Training

KS2,3 Key Stage 2, 3

LA / LEA Local Authority / Local Education AuthorityLECs Local Education CouncilsLMS Local Management of SchoolsLSCs Learning and Skills Council(s)

NC National CurriculumNFER National Foundation for Educational ResearchNHS National Health ServiceNME / NM&E Needs analysis, Monitoring and EvaluationNOF New Opportunities FundNPQH National Professional Qualification for HeadteachersNQT(s) Newly Qualified Teacher(s)

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OFSTED Office for Standards in EducationOHP Overhead ProjectorOHT Overhead Transparency

PAT Policy Action TeamPGCE Post Graduate Certificate in EducationPTA Parent Teacher Association

QiSS Quality in Study Support

RIF Reading is FundamentalROA Records of AchievementRS Religious StudiesRSPB Royal Society for the Protection of Birds

SATs Standard Assessment TestsSCOP Secondary Code of PracticeSIP / SDP School Improvement Plan / School Development PlanSRB Single Regeneration Budget

TEC(s) Training and Enterprise CouncilsTESS Teacher Education in Study Support programme (funded by DfEE)TTA Teacher Training Agency

VAK Visual, Auditory, Kinaesthetic (accelerated learning)

WWF World Wildlife Fund

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Acknowledgments

The DfES would like to take this opportunity to thank all those who have contributed their time, experienceand resources to the production of the Study Support Toolkit. This includes:

● Rex Hall ● Education Extra● Matthew Boyle ● Tower Hamlets Study Support Project● Alistair Smith ● Study Support National Evaluation and Development

Programme● John Macbeath ● Quality in Education Centre, Strathclyde University● Margaret Turnbull ● Tower Hamlets Education Business Partnership● Stella Spilling

Case Studies● Applegarth School ● Knowsley LEA● Birmingham LEA ● Leicester City LEA● Blackburn and Darwen LEA ● Nottinghamshire LEA● Dalston Youth Project ● City of Sunderland LEA● Falmer School ● North Lanarkshire LEA● Hertfordshire LEA ● Yorkshire Youth & Music● Kirklees LEA ● Sutton Day School, Dudley● Sarah Bonnell School, Newham ● Chestnut Lodge School, Cheshire● Bromley Hall School, Tower Hamlets ● Kenton School, Newcastle upon Tyne● Morpeth School, Tower Hamlets ● Leyton Orient Community Sports Programme● Sedgehill School, Lewisham ● Lizard Outreach Trust

Schools Who Have Piloted Materials● Kingsmead C.P. School, Canterbury ● Lowerhourses J. I and N Huddersfield● Headfield Junior School, Dewsbury ● Whitgift School, Grimsby● Bamford Primary school, Sheffield ● Howden Clough Girls High School, Bately● Moat Farm Junior School, Oldbury ● Harvills Hawthorne Primary School, West Bromwich● Warley High School, Oldbury ● Wood Green College of Sport, Wednesbury● Northfleet School for Girls, Kent ● Sir Thomas Rich’s School, Gloucester● Riverview C.J. School, Gravesend ● Ashton on Mersey School, Sale

BIRMINGHAM● Wheeler Lane Boys School ● Heartlands High Secondary School● Small Heath School ● Waverley School● Bishop Challoner R.C. School ● Hodge Hill Girl’s School● Shenley Court School ● Bordesley Green Girl’s School● Golden Hillock Community School ● Selly Park Technology College for Girl’s● St Thomas Aquinas Catholic School ● Handsworth School● Cockshut Hill Technology College ● Birmingham LEA, c/o Study Support Co-ordinator

STOKE/STAFFORDSHIRE● Haywood High School ● Blurton High School● Moorside High School ● Chase Terrace High School● Staffordshire LEA Study Support Team

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KENT/SUSSEX● Ramsgate School ● Bourne Community College● The Channel School ● Helenswood School● Ratton School ● Kent Children’s University, c/o Martin Turner, Study

Support Manager

LEAs Who Have Piloted Materials● LB Croydon ● Bolton● LB Islington ● Devon● LB Newham ● Kent● LB Hackney ● Rochdale● Bournemouth ● Somerset

Trainers● Sue Alton, Headteacher Deptford Primary School, LB Lewisham● Sue Barkway, HMI● Paul Barnes, Cheetham Community School, Manchester● Brenda Perry, Cwmrhydyceirw Primary School● Mary Jo McPherson, Head teacher Torridon Junior School, LB Lewisham● Jane Wilkinson, Head teacher Support Service, Somerset LEA● Jan Wilson, Trainer

Steering Group● Jenny Evans, DfES (chair) ● Kate Myers, Keele University● Bhavena Patel, DfES ● Kate Noden, Keele University● Shan Scott, DfES ● Lesley Saunders, NFER● Sean Cox, DfES ● Sandie Schagen, NFER● John Crossman, Education Extra ● Patrick Sills, Canterbury Christ Church● Louise Darby, Writer UFA ● Richard Thompson, Education Extra● Maggie Farrar, UFA ● Kate Townsend, Writer● Ian Fordham, writer Education Extra ● Claudine Field, Writer● James Learmonth, Canterbury Christ Church ● Diane Wilson, SSNEDP● Jane Leggett, Lead Writer

● Francis Sealey for the direction and production of the CD-ROMs

● Photograph “Sounding Off” by Tim Smith; music making with out of schools groups in Calderdale1998, young people from Ravenscliff High School Halifax

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