Extended Schools in the UK: Relevance and Effectiveness - Essay Example

Order 148684 Extended Schools in UK: Relevance and Effectiveness Introduction The extended school programme has becomean integral part of the School System in UK. There have been many initiatives by the government in recent years to streamline the programme and promote the extended school system as an institution for community development. We shall analyse in this paper many aspects of this institution and examine how effective has it been in its primary role of imparting knowledge and further helping in an 'all round development' of pupils as worthy citizens of the country. An extended school provides 'a range of activities and services, often beyond the school day, to help meet the needs of its pupils, their families and the wider community", says the UK Department for Education and Skills (DfES 2005). It has thus a host of multifarious activities to perform as a 'cornerstone' of the emerging 'knowledge economy' and the 'hub' of the community life. In this essay we explore the theory and practice of, and the issues around, extended schooling. The discussion would be more meaningful against the background of the history of the concept of 'extended school' and its implementation. We, therefore, turn first to a short 'review of the literature' on extended school in the following section. Review of Literature The scheme of extended schooling first appeared as a 'full-service schooling' initiative in the United States and has been functioning there as part of the school system for a number of years. Some of these services have included the provision of welfare amenities of health and cleanliness, support services in the form of school counsellors, and various sports and youth activities. However, the recent interest in 'full-service' schooling has its origins in the remedial or ameliorative concerns, which appear to have been basically transplanted into the extended schools in England. The focus has been on the provision of health and social care services. The new community schools in Scotland (1999) was said to have been the first major implementation of the 'extended school' scheme in the UK. In Wales, the idea of community-focused schools has been used to investigate the need and feasibility of a similar provision. However, the idea of providing different services on school premises is hardly new (Walker et al., 2000; Tett, 2000; Raham, 1998, 2000; Smith, 2001). Since the nineteenth century there have been various examples of schools offering medical and welfare services alongside their traditional activities of teaching. Dryfoos has argued that the original model was that of the school-based health and social services centre where services were brought in by outside agencies in concurrence with school personnel ( Dryfoos,1994, p.142). They were to be 'one stop, collaborative institutions' (ibid, p.13). As to what elements should now be present in the concept, Dryfoos seems to be of the view that such a service package should include both 'quality education' and 'support services' (1994. p.13). The underlying principle behind the concept of the full-service or extended school is based on the recognition that schooling, for many, would become meaningful only when 'a range of welfare and health services were in place' along with quality teaching (Smith, 2001a). Social disadvantage must be addressed in order to effectively tackle educational underachievement (Olasov and Petrillo, 1994; Carlson et al., 1995; Raham, 1998; Smith, 2001). Dryfoos (1993) has noted that the impetus for the development of the full-service school approach emanated from the recognition that the schools were often unable to cope adequately with individual student needs in areas such as the social, health, emotional and cultural requirements of their pupils. Hence, much of the literature is based on the premise that 'schools cannot do it alone' in the light of the multiple challenges they, and their students, families and communities face (Dryfoos, 1994,). Schools in UK have to cope with problems emanating from the numerous disadvantages experienced by pupils and their families in deprived areas. The related demands that this places on school staff have been widely recognised (DfEE, 2000, PricewaterhouseCoopers, 2001a), together with the need for the 'availability and accessibility' of professional advice and expertise in order to equip schools to cope with their extended role 'within the inclusion agenda' (PricewaterhouseCoopers, 2001a). The final report of the Schools Plus Policy Action Team 11 (DfEE, 2000) highlighted the 'disproportionate' amount of time the school staff spend 'trying to access social services, health services etc. before being able to tackle the educational underachievement' (p.28). One response to these problems has been the development of 'multi-agency' approaches. Anning (2001) and Atkinson et al. (2002) outlined the impetus from recent Government policy for 'joined-up' services, quoting various forms of legislation within different agencies as evidence of this approach such as from health 'Our Healthier Nation: Saving Lives (DOH, 1999) and the 'Health Act' (DOH, 1999), from social services, the White Paper on 'Modernising Social Services' (DOH, 1998) and 'Quality Protects' (1999) and from education, the White Paper 'Excellence in Schools' which proposed the development of a network of 'Early Excellence Centres' as a way of promoting 'models of high quality, integrated early years services for young children and families' (Campbell, 2001, p.1). The report from the Schools Plus Policy Action Team 11 (DfEE, 2000) recommended the development of 'One Stop Family Support Centres' as a way of moving towards 'an integrated service for pupils and their families on one site' (p.31). These centres, based on the American 'full-service' school model and the Scottish experience of New Community Schools, were to combine health, social services and education to offer an integrated provision for pupils and families on a single site. Full-service or extended schools Full-service schools have been defined by Dryfoos (1994) by their particular community and school characteristics as operating a mix of services designed to meet particular and identified needs. Dryfoos later defined these as 'one stop centres where the educational, physical, psychological and social requirements of students and their families are addressed in a rational, holistic fashion' (Dryfoos, 1996, p.18). Others have repeated these views, and Calfee et al. (1998) offered a 'precise definition', as used by the 1992 Florida Interagency Workgroup on Full-Service Schools that: 'A full-service school means a school which serves as a central point of delivery, a single 'community hub', for whatever education, health, social/human, and/or employment services have been determined locally to be needed to support a child's success in school and in the community. Such a school is locally planned and designed to meet the holistic needs of students within the context of their families. The full-service school becomes a family resource centre, a 'one-stop service' for children and families and, where appropriate, for people in the surrounding community' (Florida Department of Education, 1992, quoted in Calfee et al., 1998, p.7). Holtzman (1997) broadened the definition of full-service schools, by presenting an account of a community psychology approach to the provision of service based on systems and ecological factors that integrates health, human resources, education, social interventions, citizen empowerment and cultural values into one strategy, focusing in particular on well-defined communities (Holtzman, 1997, p.382). Holtzman identified a contemporary example of this approach in the experimental School of the Future programme introduced in four cities in Texas financially supported by the Hogg Foundation for Mental Health. In an appraisal of the American education systems, Murphy (1993) referred to the benefits of 'full-service delivery' school models currently operating, but contended that the idea of schools as more than just a place where children receive an education has long been a tradition in Great Britain. He stated that about half of the LEAs in the UK have community schools, a concept he regarded as a cure for educational irrelevance. He said that these schools have become the vibrant hearts of their communities and a proving ground for innovation (Murphy, 1993, p. 646). The concept of New Community Schools in Scotland has figured significantly in more recent literature. Writers such as Tett (2000), Sammons et al. (2000), and Smith (2001b), for example, have outlined the background to the New Community Schools (NCS) Programme. This initiative, a component of the Scottish Executive's wider Social Inclusion Strategy, has been seen as highlighting the 'interconnected' nature of social problems and 'the inadequacy of fragmented approaches to these problems' (Sammons et al., 2000, p.4). Similar problems were noted in England by the DfEE's Schools Plus Policy Action Team, whose aim was to identify 'the most cost-effective Schools Plus approaches to using schools as a focus for other community services, reducing failure at school' (DfEE, 2000, p.8). The literature contains other examples of coordinated attempts to meet the diverse and multifarious needs of local populations through the integration of social, human and educational services. Wigfall and Moss (2000), for example, examined the development of the Coram Community Campus in a deprived area of London. This Campus was described as 'a group of voluntary and statutory organisations working together to provide a "one-stop shop" for local families' (Pugh, 1999 quoted in Wigfall and Moss, 2000, p.5). The 'one-stop shop' concept was defined as an initiative 'capable of supplying all a customer's needs within a particular range of goods or services in one place' (Wigfall and Moss, 2000, p.2). 'Facilities and services on offer throughout the three-acre site included a 108-place local authority nursery, designated as an Early Excellence Centre in 1999, a parents' centre, a 20-place parent-managed community nursery, a special needs charity working with children with disability and their families, two voluntary sector projects for homeless families incorporating a family day centre and an advice centre and a small primary school for autistic children'. The significance of this particular initiative is said to have come from 'the combination of services and activities and the degree to which they in fact operate in practice as a network of closely integrated relationships on the site' (Wigfall and Moss, 2000, p.8). The one-stop shop was said to operate within the Coram Community Campus on two levels. Firstly, families were able to access services from several different projects, and secondly, they were able to access a number of different activities or services within a single project. Wigfall and Moss referred to this as 'pick and mix' (p.9), and evaluation revealed that over one-third of those interviewed had accessed more than one service provider on the Campus, while others anticipated becoming multiple users. Similarly, it was noted that more than half of the interviewees had engaged in at least three different activities within the campus illustrating the effectiveness of co-locating diverse, but integrated services. It is also seen from relevant literature that pupils and their families have been offered additional services beyond the traditional school/education framework and remit. Ball (1998), for example, gave a detailed account of 'Wrap around' provision and noted that the provision of after-school care has traditionally been based on parents and local community organisers with the aim of promoting 'the well-being of the child and family rather than to improve educational achievement' (p.42). In deprived areas, breakfast and before-school clubs are seen as an important way of enabling children 'to participate fully during the school day' (p.42). Similarly, the inclusion of specific health-based initiatives in schools has been noted. Dowling and Osborne (1994), for example, detailed the development of a school-based extended service established in primary schools in the early 1980s, offering family and educational therapy based on the assumptions that the service would attract people who would not normally make use of conventional clinic-based services and that such a service would have a preventive function. Parents and teachers; would seek consultation about the difficulties presented by children before they became sufficiently serious to warrant referral to an outside agency (Dowling and Osborne, 1994, p.60). A fairly large section of the literature gives accounts of practitioners' experiences of the difficulties and challenges associated with full-service or extended-school service delivery (Huxham, 1996; Coltoff et al., 1997; Raham, 1998; 2000; Tett, 2000). Some of the most significant issues that have emerged are the following: 'Turf': Difficulties over issues of ownership of the infrastructure and premises in which the full-service or extended school is located (Dryfoos 1995b, 1996; Calfee et al., 1998); 'Governance': Autonomy has been cited as an important component of a full-service school. It has been said that a lack of autonomy and a lack of 'site-based decision-making powers' challenges the effectiveness of this approach (Raham, 1998); 'Funding': Accessing funding for the development of full-service or extended schools has been presented as a significant challenge. Raham (1998) suggested, for example, that 'school administrators frequently lack experience in grant proposal writing and in attracting joint funding' (p.28). In Atkinson et al's (2002) study, funding and resources emerged as a major challenge to multi-agency working. At the same time, Grossman et al. (2002) warned that the growing after-school programmes were likely to aggravate 'the challenge of raising both cash and non-cash funding as more programs compete for limited resources' (p.vi); 'Training'. As a result of the wide-ranging scope of a full-service or extended school's responsibility, concerns have been raised regarding the suitability of staff. In a discussion of the barriers to success, Raham (1998), for example, stated that 'few professionals are trained to work in an integrated service delivery system the gap between the supply of skilled cross disciplinary professionals and the needs of the system is problematic' (p.28); 'Overload' or increased workload was raised as a challenge within the literature (Calfee et al., 1998; PricewaterhouseCoopers, 2001b). The latter's report on the role of teachers in EAZs referred to the additional work that could be created by providing activities before and after school, at weekends or for summer schemes, and called for a balance between 'creating opportunity for those that want it, without it becoming a "normal" and expected part of teachers' work' (PricewaterhouseCoopers, 2001b, p.8). The current situation As part of the strategy of 'Every Child Matters' (DfES 2003b; 2004b) the Government is focussing on the extended schooling as an institutional device which can help improve pupil skills, behaviour and motivation. It can help provide out of school study support to improve pupils' learning. Providing facilities to pupils for new cultural and sporting activities can have an impact on motivation. Combined services provide children and families with better access to a range of health and social services, when and where they need them. DfES (2004). Parents become more involved in schools that provide extended services, which helps them support their children's learning. Schools providing services needed by local people become the focus of the local community and boost community pride and involvement. (Ashton 2004) The desire that all schools become extended schools has become part of the government Strategy for Education (DfES 2004c). That strategy says that 'Extended Schools - both primary and secondary - will increasingly act as hubs for community services, including children's services'. In a 'prospectus' document entitled 'Extended schooling: Access to opportunities and services to all' in 2005 by the DfES, government has made a commitment that by 2010 all children 'should have access to a variety of activities beyond the school day'. The government wanted 'all schools and children and families to be able to access a core of extended services which are developed in partnership with others'. Core services of Extended Schools The core offer for mainstream and special schools is: high quality 'wraparound' childcare provided on the school site or through other local providers, with supervised transfer arrangements where appropriate, available from 8am to 6pm all year round; a varied menu of activities to be offered such as homework clubs and study support, sport (at least two hours a week beyond the school day for those who want it), music tuition, dance and drama, arts and crafts, special interest clubs such as chess and first aid courses, visits to museums and galleries, learning a foreign language, volunteering, business and enterprise activities; parenting support including information sessions for parents at key transition points, parenting programmes run with the support of other children's services and family learning sessions to allow children to learn with their parents; swift and easy referral to a wide range of specialist support services such as speech therapy, child and adolescent mental health services, family support services, intensive behaviour support, and (for young people) sexual health services. Some may be delivered on school sites' providing wider community access to ICT, sports and arts facilities, including adult learning cover (DfES 2005, Extended Schooling, A prospectus). Schools will want to work closely with parents to shape these activities around the needs of their community and may choose to provide extra services in response to parental demand. The core offer ensures that all children and parents have access to a minimum of services and activities. How these services look and are delivered in or through a particular school will vary. Children with disabilities or special educational needs must be able to access all the new services. Schools will want to actively seek parental and wider community feedback to review and improve their services. Some of these services such as health and social care will be provided free of charge. These kinds of services will need to be funded often by local authorities and their children's trust partners such as Primary Care Trusts. But for other services, such as childcare, charges will have to be made. Schools or the partners that they are working with will need to devise charging schemes that cover the costs of the services that are affordable for working parents. The childcare element of the Working Tax Credit provides support for low income parents in meeting childcare costs (Department for Education and Skills (2005b) Extended schools: Access to opportunities and services for all. A prospectus, London: Department for Education and Skills, page 8). How all this will translates into action and from where funding will come are matters for some guesswork. The 'Prospectus' gives the following targets: by 2010 all parents of primary-age children will be able to access affordable childcare at or through their school from 8am to 6pm, all year round. This will be available in at least half of all primary schools by 2008. The childcare could be based in their child's primary school, at a nearby school or on a different site provided in partnership with private or voluntary sector providers (including childminders), with supervised travel arrangements to and from the provision; by 2010 all secondary schools will be open from 8am to 6pm all year round, providing access to a range of activities for young people such as music, sport and holiday activities. At least a third of secondary schools should be making this offer available by 2008; by 2010 all three and four year olds will receive 15 hours of free integrated early learning and care for 38 weeks of the year (increasing from the current 12.5 hours). Parents will have flexibility to use the free entitlement over a minimum of three days and to purchase additional hours. The provision of core services is heavily dependent on a remodelled workforce and work ethics and on working in partnership with a variety of other agencies, the private sector and voluntary organizations. It is also dependent on teachers thinking rather differently about their facilities and the nature of schooling. The heavy emphasis on childcare and voluntarily chosen varied activity, including much that is considered as 'extra-curricular' within extended schools is said to demand an expertise, an orientation and much resources that have 'not been particularly valued in the country's school system over many years'. Pre-School Education In a research study of young children's intellectual and social/behavioural development between the ages of 3 and 7 years conducted by the Effective Provision of Pre-School Education (EPPE), it was found that pre-school experience enhanced children's development. The effects of such an experience were still obvious for intellectual and social development during the early years of primary school. The duration of attendance (in months) was important with an earlier start (before 3 years) being related to better intellectual development at ages 6 and 7 and to improved independence, concentration and sociability at entry to primary school. The quality of pre-school centres for 3 and 4 year olds was directly related to better intellectual and social/behavioural development in children, and these effects persisted in later assessments at age 6 years plus. High quality pre-school for a long duration have imparted greater advantage in intellectual and social development when children start school. Parents' education and social class were important determinants of intellectual and social development. The quality of the home learning environment promoted intellectual and social development in all children. The effects of a good quality home learning environment persist at age 7. There was evidence that overall parenting styles vary for girls and boys. Parents were more likely to engage in specific kinds of learning activities with girls (EPPE). In UK, the government has made a priority of pre-school education - having promised to provide free part-time nursery places for all four-year-olds and then all three-year-olds. It has also developed the Sure Start network to support the parents of young children. Consequently, three and four-year-olds in the United Kingdom are receiving the best-funded education in the industrialised world, says an annual report from the OECD. The international comparison said education spending in the UK on pre-school children was about twice the average for developed countries. The latest comparisons up to 2002, report that the per capita spending in the UK for pre-school children was $8,452 when the average for industrialised countries was $4,294. (BBC, 13 September 2005) Some Reports The report on the first year of the Full Service Extended Schools (FSES) initiative for the school year 2003-4 says: 'The initiative was to have at least one school in every local authority providing a comprehensive range of services on a single site, with all schools offering a core set of extended activities by 2010. In the first year, 61 projects were funded; the findings of 22 of the projects were: There was considerable anecdotal evidence about the positive outcomes of FSESs, including raised attainment, increased pupil engagement with learning, and growing trust and support between families and schools. Multi-agency working was bringing benefits to vulnerable children and families, although experiences of developing such work were mixed. The development of FSESs was often one of a range of initiatives forming a wider strategic approach at both school and local authority level. Schools and local authorities were positive about the potential of the Every Child Matters agenda and the Five Year Strategy for Children and Learners for creating a strategic framework within which their own work could unfold. FSESs were able to articulate coherent 'theories of change', setting out how their actions will bring about desired changes for children, families and communities. Schools were optimistic about their capacity to make a real difference to people they serve'. (Cummings, C, et al, 2005, www.dfes.gov.uk). The Pathfinder Projects report for 2002-2003 for 25 Local Education Authorities (LEAs) that undertook "Extended Schools Pathfinder Projects" in that year says that the LEAs received a relatively small amount of money under the scheme which they used very flexibly to support activities over an eight month period. In practice, the money was used for stand-alone activities, to enhance initiatives that were already running, to support ambitious multi-agency schemes or to build infrastructure for future activities. All of the LEAs included out-of-school-hours clubs, childcare and some kind of health promotion in their activities. The evaluation found good evidence that particular activities offered by extended schools have beneficial, limited scale impacts (including improvements in attainment and behaviour, and in parents' confidence to act as role models for their children), but notes that many of the projects have greater ambitions, aiming to tackle fundamental disadvantages faced by communities. The report has recommended a longer-term evaluation of extended schools. The evaluators concluded that extended schools have the potential to become part of wide-ranging strategic approaches to tackling deeply-ingrained social problems, and that they are within the proposals of 'Every Child Matters' and the work of Children's Trusts, the Neighbourhood Renewal Unit, Sure Start, the Children's Fund, Connexions and Local Strategic Partnerships. "As extended school scheme become more widespread and ambitious, it may be that extended activities are seen less as "projects" and more as central to the role of every school, and a different funding model may need to be found to reflect this new understanding". (C. Cummings, A. Dyson and L. Todd, 2004, Education Policy and Evaluation Unit, University of Brighton. University of Newcastle upon Tyne/Department for Education and Skills, 2004, Evaluation of the Extended Schools Pathfinder Projects,www.dfes.gov.uk/research) Ofsted has published extended services in schools and children's centres, following a survey of a sample of extended schools and Sure Start Children's Centres. The report indicates that there are major benefits for children, young people and adults from extended services, including enhanced self-confidence, improved relationships, raised aspirations and better attitudes to learning. (www.ofsted.gov.uk/publications/index.cfmfuseaction=pubs.summary&id=4240) Some Dissenters. A news item in the 2 May 2006 edition of Financial Times, London, said that plans to add extra hours to the school day to help parents get to work were attacked by the country's largest headteachers' union, which said the proposals threatened the work-life balance of staff and the core activities of schools on the last day of the National Association of Head Teachers' annual conference in Harrogate in May 2006. Mick Brookes, general secretary, said the plans for "extended schools" would increase the teachers' workload, lead to administrative chaos and to the "raiding of school budgets" to pay for them. He warned that targets set by the Department for Education and Skills (DfES) that by 2010 all schools should offer their services from 8am to 6pm were unachievable without extra resources. He also questioned whether there would be enough demand from parents in some parts of the country for after-school activities and breakfast clubs, and that the government was "condemning children to the 50 hour week". Delegates passed a motion condemning moves to combine schools into "federations", claiming it was a cynical attempt by the Government to address the difficulties many school had in recruiting headteachers by simply cutting the number that would be required. (Financial Times, 2 May 2006 at NLT, 2006) Earlier, in a poll by ICM in December 2005, it was found that 37% of headteachers s was opposed to the policy of extended schools agenda and only 11% were fully in favour of the plans. (Children Now, 18 January 2006 at NLT, 2006). In conclusion it can still be said that the extended school programme in UK has become integral to the educational environment of the country. As with any innovative programme in any field of human endeavour or social development, this programme too has its quota of dissenters and "doubting Thomas's", but its ultimate success as an instrument of community development dynamics and an indispensable tool for dignified survival in the fast-unfolding 'knowledge economy' cannot be gainsaid. ______________________ References Anning, A. (2001). 'Knowing Who I Am and What I Know: Developing New Versions of Professional Knowledge in Integrated Service Settings' Paper presented at the British Educational Research Association (BERA) Conference, 13-15 September Ashton, A. (2004) 'More schools providing community services', Department for Education and Skills Press Notice, http://www.dfes.gov.uk/pns/DisplayPN.cgipn_id=2004_0110. Ball, M. (1998). School inclusion: The school, the family and the community. 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