Download Beyond the school gates: can full service and extended by Colleen Cummings PDF

By Colleen Cummings

This booklet, for the 1st time ever, significantly examines the function of complete provider and prolonged colleges. The authors draw on their wide overseas reviews of this radical new phenomenon to invite: What do prolonged or complete carrier faculties desire to accomplish, and why may still providers in response to colleges be to any extent further potent than providers working from different neighborhood bases? What trend of prone and actions is ideal? What does prolonged education suggest for kids and households who're no longer hugely deprived, or for faculties outdoor the main deprived parts? How can colleges lead prolonged prone even as doing their ‘day task’ of training young ones? Why may still faculties be troubled with family members and neighborhood concerns? past the advocacy of ‘extended provision’, what actual proof is there that colleges of this sort make a distinction, and the way can institution leaders evaluation the influence in their paintings? This ebook might be of curiosity to somebody eager about prolonged and whole carrier university provision, as a practitioner, policy-maker, or researcher.

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Extra resources for Beyond the school gates: can full service and extended schools overcome disadvantage?

Sample text

What did they aim to achieve? The aims and foci of FSESs tended to reflect what they saw as the most pressing concerns and priorities in their own contexts. These differences in context could be significant. Some of the FSESs we studied, for instance, served predominantly white British areas, whilst others served multi-ethnic areas. Some were primary (age 5–11) whilst others were secondary (age 11–16 or 19) schools, and one was a special school for children with physical difficulties. Some were located in residential (usually, social housing) areas, with few local employment prospects but, equally, with little competition from other schools.

However, they tended to interpret and prioritize these forms differently in line with their assessment of what was needed locally. This resulted in considerable variation in the services and activities that were on offer. For instance: • • • • Some schools made a substantial commitment to childcare provision as a way of enriching the lives and indirectly supporting the families of their students. They tended, therefore, to offer before and after school provision and extensive activities during the holidays.

For some, the emphasis was on leisure and enrichment. For others, the emphasis was very firmly on extending the time available to support students’ learning and work on raising their achievements. What all of this points to is both the richness and diversity of FSESs’ work, and the fundamental ambiguities as to underlying rationale which we explored in the previous chapter. All the schools were working within the same set of guidelines and the same funding regime, and most worked broadly within what we have called the ‘dominant rationale’ for full service and extended approaches.

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