Extended Schools

Demonstrating Impact/ Measuring

ImprovementNorth West Teachers Centre: Tuesday 1st March 2011

Technology Education Centre: Thursday 3rd March 2011

Strabane Teachers Centre: Thursday 10th March 2011

09:30 – 10:00

Programme• 0915 Registration• 0930 Welcome• 0940 Session One – Programme Update• 1030 Coffee • 1100 Session Two – Sharing Practice• 1145 Session Three – In the Dragon’s Den• 1230 Session Four – Linking Practice• 1315 Plenary• 1330 Lunch

Objectives

• To share current practice and approaches to the development and delivery of extended services.

• To explore the outcomes of the 09/10 annual report to inform planning for 11/12.

• Focus on improving the quality of action plans, monitoring and annual reports.

• Share effective practice in the Extended Schools programme.

Session One

Programme Update

10:00 – 10:30

Extended Schools 2011/2012

• “The Minister has decided that a number of important spending areas should be afforded protection. These include the allocations for Special Educational Needs, Extended Schools, School Counselling Services and Early Years. In deciding on the allocation of the budget, the Minister has afforded particular priority to the extension of eligibility for Free School Meals Entitlement (FSME) to include from September 2011 Key Stage 2 pupils, with an additional £1million in 2011-12.”

DE Press Release 13th January 2011

M A M J J A S O N D J F M

Complete Annual Report

Create Action Plans

Action Plan Approval

Implementation

School Monitoring

Monitoring Visits

INSET & Support

Programme Cycle

!

!

ETI Survey Reports

“there is a widening range of programmes, targeted more closely than previously on the specific high level outcomes, with better collaboration and improved consultation and planning evident amongst the stakeholders. The quality of the majority of activities was very good or better.”

ETI Survey Report May 2009

ETI Survey Reports

“In almost 90% of cases, where ES are serving disadvantaged communities effectively (ie performance levels are good or better), significant improvements are evident in the educational outcomes and the personal and social well-being of pupils.”

ETI Survey Report July 2010

Influences on AttainmentInfluences on AttainmentJoseph Rowntree FoundationJoseph Rowntree Foundation

Home

School

Community

Home

School

Community

Home

School

Community

(Peer Group)

Primary School Post-Primary School

Annual Report Outcomes

32 33

24 24

53 51

35 33

3 3

11 12

3 38 9 7

10

22 22

0

10

20

30

40

50

60

Being Healthy Enjoying Learning &Achieving

Living in Safety & w ithStability

Experiencing Economic &Environmental Well-Being

Contributing Positively toCommunity & Society

Percentage of Activities by High Level Outcome 2006-2010

2006/2007

2007/2008

2008/2009

2009/2010

Annual Report Outcomes

Activities by Time of Day

Service7%

Lunchtime7%

Holiday4%

Before School

5%

Evening12%

Day (Adults)4% Breaktime

3%

Weekend2%

After School56%

Annual Report Outcomes

Activities by Target Group

KS 3&45%

Post 162%

Post Primary Pupil6%

Whole Community11%

Ethnic Community0%

Parent & Pupil8%

KS41%

KS33%

KS 2&32%

KS217%

Primary Pupil30%

Parent4%

KS16%

Whole Family2%

Pre School1%

Nursery 2%

Annual Report Outcomes

0

20

40

60

80

100

Pupils Schools Parents Community

Benefits to Target Groups

Poor

Average

Good

Very Good

Annual Report Outcomes

“If learning is controlled solely by teachers and schools the learning will always be divorced from reality. It is parents who often are the bridge to providing the context for learning; their experiences and skills are vital if we are to develop an approach fit for the future.”

Richard GerverCreating Tomorrow’s Schools Today (2010)

Annual Report Outcomes

“If we get the process right and develop true partnership, we would not, as parents, ask at parents evenings “What are you teaching my child this year?”, but “What are we teaching my child this year?”

Richard GerverCreating Tomorrow’s Schools Today (2010)

Annual Report Outcomes

“If we get the process right and develop true partnership, we would not, as parents, ask at parents evenings “What are you teaching my child this year?”, but “What are we teaching my child this year?”

Richard GerverCreating Tomorrow’s Schools Today (2010)

Annual Report Outcomes

Schools self-evaluation of Reducing Underachievement through the Extended

Schools Programme.

Some Evidence48%

Little Evidence6% Strong

Evidence46%

Source: WELB Extended Schools Annual Report 09/10

Annual Report Outcomes

Schools Self Evaluation of Fostering Health, Well-Being and Social Inclusion through the Extended

Schools programme.

Strong Evidence

43%

Little Evidence3%

Some Evidence54%

Source: WELB Extended Schools Annual Report 09/10

Annual Report Outcomes

Schools self evaluation of improving life chances through the Extended Schools programme.

Strong Evidence

33%

Little Evidence6%

Some Evidence61%

Source: WELB Extended Schools Annual Report 09/10

Annual Report Outcomes

Schools self-evaluation of developing integrated delivery of support and services through the Extended Schools

programme.

Some Evidence60%

Little Evidence10% Strong Evidence

30%

Source: WELB Extended Schools Annual Report 09/10

David’s Story

1999 2000 2001 2002 2003 2004 2005 2006 2008 2009 2010 2011

Born to an

alcoholic mother.

Moves house due to

domestic violence.

Mother looses

part-time job.

Starts school.

Moves house again due to domestic

violence and changes school.

Older brother

excluded from

school.

David moves to live with

his maternal grandmother

David has a reading age of 6years 2 months and

has low levels of

achievement in most

subjects.

David is now in post-

primary school.

David’s Story

•Design an extended schools programme to support David.

•Shade the segments of the clock to show what happens when.

Counselling

Remember•School only influences around 17% of David’s life•What services/activities will support David’s development and attainment?

Session Two

Sharing current practice and approaches

11:45-12:30

WorkshopSharing Practice

• Bronách O’Hare – Lumen Christi College– Volunteering & Community Links

• Gerard Mullan – Dean Maguirc College– Cluster Working

• Michael Dobbins – Foyleview School– Partnering Community Provision (Playtrail)

11:45-12:30

Session Three

In the Dragon’s Den

11:00 – 11:45

Creating Action PlansWill our activities and services have an impact?

• Read the action plans provided:

– Is there are clear rationale/justification provided for the service/activity in the baseline information?

– Is the output measurable?– How could the intended outcome be evidenced?– If you were a member of the project board would

you approved this activity?

Effective MonitoringAre our activities and services having an impact?

• Read the monitoring forms provided:

– Have these schools demonstrated how the activity is achieving the outcome?

– Is there clear evidence provided that the activity is having an impact?

Annual ReportingDemonstrating our activities and services had an impact?

• Read sections 4&5 of the annual reports provided:

– Has the school demonstrated how this activity has impacted on school improvement?

– Would you, on the basis of the information supplied, recommend that this project continue next year?

Session Three

Procedures Update

12:30-12:45

Updated Circular

• Issued 12th November• Supersedes the “Blue

Book”• All schools in the

programme must comply with the circular and financial guidance document.

Session Four

Linking Practice

12:45-13:00

5 Golden Rules

Based on what you have worked through today create “5 Golden Rules” for Extended Schools practice in 2011/2012.

Evaluation