EUKN - European Urban Knowledge Network - “Extended” schools demonstration projects

“Extended” schools demonstration projects

Introduction

An evaluation of three pilot projects with local authorities aimed at testing the concept of "extended" schools which act as a focal point for a range of family and community services in a neighbourhood.

Problem

The contribution which schools can make to the renewal of particularly disadvantaged neighbourhoods and to the education of children from those neighbourhoods.

Description

This document:

reports the findings of an evaluation of three projects promoting the concept of "extended" schools which act as a focal point for family and community services;
provides an overview of the projects and discusses issues arising from the research including the importance of developing a vision of the extended school, and impacts, management and sustainability of extended activities;
considers the role of LEAs, funding issues, defining the community's needs, and staff development for teachers; and
suggests that extended school approaches are compatible with schools' maintaining high standards, supporting the community, and raising attainments amongst those groups most disaffected with education.

This study was commissioned by the Department for Education and Skills and carried out by the University of Newcastle's Special Needs Research Centre.

Approach

Schools taking part in the pilot project were awarded funding to activities such as:

a horticulture project for pupils at risk of exclusion employing disabled adults from a charity with community links;
the purchase of computers and an interactive curriculum for “excluded” pupils;
trying to develop the role of the school as a “hub of social and economic regeneration” by meeting with other agencies;
a breakfast club and playground;
support for greater parental involvement;
a feasibility study on the development of school sports and recreation facilities for community use; or
a community arts group.

Results

Although a small-scale study, there is evidence to suggest that involvement in extended activities impacts positively on schools “core” business of raising pupils’ attainment. There is also anecdotal evidence that involvement in extended activities may have a positive impact on the cultures of schools and their communities, particularly in terms of how learning is viewed and of communtiy cohesion. However, there can be an added burden on headteachers.

Beneficiaries

The whole community in which the school exists, from children and parents through to other members of the community who, depending on the activities introduced, might be able to use them.

Resources used

Funding required for the pilot projects was minimal, but there are implications for initial teacher training, continuing professional development and for leadership training. It was recommended that it might be preferable to fund an infrastructure to support the development of extended activities rather than the activities themselves.

Contact info

Special Needs Research Centre, University of Newcastle
Phone: +44 191 2225672
snrc@newcastle.ac.uk

Project start date

01/01/2002

Links

Special Needs Research Centre, University of Newcastle Department for Education and Skills (DfES)

A study of the extended schools demonstration projects (PDF, Eng, 525KB)

Document type

case

Themes

Urban Policy > Social inclusion & integration > Quality of life

Keywords

Skills improvement