Extended Schools
Extended Services in schools
Knaresborough and Boroughbridge
Contents
Introduction 3
Background 4
Methodology 5
Results of consultation 6
Results of audits 9
Findings 14
Recommendations 16
Appendices 18
Introduction
The provision of services must be in response to the needs of the community and appropriate consultation must take place to ensure that we are clear of those needs.
An audit of the extended services which are currently available through schools has been mapped onto the core offer of extended services that schools must offer by 2010.
A survey of the views of parents in Boroughbridge and Knaresborough has been conducted.
An audit of county wide childcare has been undertaken by the Local authority and has been taken into consideration although no conclusions or recommendations have yet been made by the local authority in respect of provision of the childcare element of the core offer as it relates to Boroughbridge and Knaresborough
Background
Knaresborough and Boroughbridge are part of the Central Vale Integrated Service area together with Tadcaster, Sherburn and Selby north, Selby Central and Selby south.
Having adopted the cluster model for managing extended services in schools and established locality areas across the county, the Local authority appointed an Extended Schools Cluster Co-ordinator for Knaresborough & Boroughbridge, commencing September 2007.
Children’s Centre managers are part of the Integrated Services teams and Knaresborough and Ripon Children’s centre manager was appointed and began work in August, however some consultation work had previously been undertaken in Knaresborough on a very small scale by the wider team.
The Knaresborough and Boroughbridge extended service cluster steering group is run jointly and it was deemed prudent to conduct any further consultation of service users jointly.
The opening of Boroughbridge Children’s Centre was brought forward, affecting timescales of consultation.
Methodology
Models of surveys from other extended schools/ children’s centre surveys were obtained and discussions with adult learning and other service providers re what may be available were undertaken
Original survey contained questions about childcare but childcare sufficiency was announced therefore the survey amended, however as it is such a significant area for extended services audit results are appendixed (Appendix 3)
Surveys were issued to parents of pupils in Boroughbridge schools together with the Childcare Sufficiency Audit in December 07.
Childcare Sufficiency Audit was issued through Knaresborough schools in December 2007.
The Family survey for parents in Knaresborough was issued in February 2008 due to volume of work and later timetabled opening of centre. The potential gap between the survey and provision of service was therefore reduced.
Interviews with every head teacher in the cluster provided the basis of an audit of services currently available in schools.
Results of survey
A total of289 surveys were completed and returned. 189 were from Knaresborough cluster schools and 107 from Boroughbridge cluster schools.
Using local resources
Toddler groups were identified as most useful early years provision by 40% of Boroughbridge and 34% of Knaresborough parents. Playgroups were identified by 16% and 15% respectively, as useful in the early years.
Health services were identified by 11% & 10% respectively, as useful in the early years.
The library and activities at the library was identified as useful by 19% of Knaresborough respondents.
(Ref. Appendix 1:fig. 2 and Appendix 2:fig. 2)
Parents identified youth clubs (19%/22%) and activities for teenagers (15%/23%) as some thing they hoped for.
18% of Boroughbridge respondents hoped for swimming facilities and 15% of Knaresborough respondents hoped for better sports provision.
(Ref. Appendix 1:fig. 3 and Appendix 2:fig. 3)
Using wider services
Boroughbridge parents said they had accessed or were accessing healthy eating (21%), parenting (15%) and maternity services (19%).
Knaresborough parents said they had accessed or were accessing Maternity services (23%) Citizen’s advice (13%) and Speech and Language therapy (12%).
(Ref. Appendix 1 fig.4 and Appendix 2:fig.4)
Boroughbridge and Knaresborough parents anticipated that they would use, if available, Citizens advice (18%/15%), parenting support (12%/14%) and healthy eating (12%/10%).
(Ref. Appendix 1 fig.5 and Appendix 2:fig.5)
Opportunities for learning
15% of parents from Boroughbridge said they would like to access family activities as did 17% of Knaresbrough parents.
Boroughbridge parents also identified yoga & fitness (13%), music (9%) and sport (9%) as activities they would like the opportunity to access locally.
Knaresborough parents identified yoga & fitness (19%), languages (8%) and cookery (7%) as activities they would like to access.
(Ref. Appendix 1 fig.7 and Appendix 2:fig.7)
Ancilliary information
The venues most easily accessed by parents were
School (Boroughbridge 24% Knaresborough 25%)
Library (Boroughbridge 19% Knaresborough 21%)
GP surgery or clinic (Boroughbridge 20% Knaresborough 21%)
(Ref. Appendix 1 fig.6 and Appendix 2:fig.6)
Parents wanted to receive information in flyers or newsletters, distributed by school (66% /59%).
The preferred day for activities in both cluster areas was Wednesday.
(Ref. Appendix 1 fig. 8 & 9 and Appendix 2:fig. 8 & 9)
Barriers to learning
The barriers most often identified by parents related to timing (when activity took place), time (having time to participate), childcare and cost.
(Ref. Appendix 1 fig.10 and Appendix 2:fig.10)
Results of audit
Childcare/ safe place to be
Definition: The school provides access to childcare, 8am-6pm, five days a week, 48 weeks a year, in accordance with its community’s need. This does not need to be provided directly by the school. There are significant benefits in working with existing or new voluntary, community or private sector providers in the local area or the local authority to provide these services. Provision does not need to be on site but can be in the local area with appropriate safe transport in place.
A SAFE PLACE TO BE: ‘CHILDCARE’ FOR OLDER PUPILS
We have found little demand for formal childcare (where children are registered in and out, for example) in secondary schools. But working parents do value a safe place for their children to be out of school hours and in the holidays, where they can also get involved in positive and educational activities. The childcare element of tax credits can be claimed for regular supervised provision up to age 15 (16 years for disabled children) and schools should make sure parents on low incomes are aware of this and encourage them to apply for assistance to meet any charges.
Six primary schools offer some on site before and after school provision and as schools in the cluster receive a bulletin from the Family Information Service (FIS) which lists the childcare available in the Knaresborough and Boroughbridge area all schools are in position to signpost parents to registered childcare.
There is some provision by the secondary schools as after schools clubs run most days and there is open access library after school. Again it is possible to refer parents to FIS if parents want registered childcare.
Access to childcare for pupils with special needs is the same. Parents can be referred to contact FIS who will be able to direct parents to the most appropriate before and after school provision. E.g. appropriately qualified childminders in the home area of the child
Variety of activities
Definition:
“including”:
• “Catch up” and “stretch” activities; homework clubs.
• Arts activities e.g. dance, drama, arts, crafts.
• Sports activities (at least 2 hours per week for those who want it).
• Other recreational activities, e.g. special interest clubs, music tuition, modern foreign languages, volunteering, business and enterprise activities, visits to museums and galleries.
This list is not exhaustive.
All schools offer some after school activities.
All schools offer some ‘enrichment’ activities throughout the year during curricular time.
Currently 16 (72%) of schools are offering at least two hours of sport plus one other activity after school and some schools offer significantly more than this.
Parental support
Definition: ii
- Information sessions for fathers and mothers of pupils joining Reception and on transfer to secondary school;
- Information about nationally and locally available sources of information, advice and support;
- Access to parenting groups using structured evidence based parenting programmes, e.g. Pippin or Share programmes, as well as more informal opportunities for parents to engage with the school and each other; and
- Family learning sessions to allow children to learn with fathers and mothers where there is demand shown through consultation.
All schools offer some information for parents at times of transition
Three primary schools (13.6%) have identified home school link workers / parent support advisors to give information, signpost parents to organisations and support parents and offer pastoral support to pupils if necessary.
All schools have a newsletter, issued at least every term giving information to parents.
Some schools have previously run parenting support courses but only one is currently planning/running parenting courses.
Swift and easy referral
Definition:
Schools, working closely with other behavioural services and the voluntary and community sector, should have a focus on (and clear processes to support) early identification of, and support and intervention for children and young people with additional needs and at risk of poor outcomes. This includes those with behavioral, emotional, health or other difficulties. This should be well embedded within, and supported by, the strategic planning and commissioning of the local authority and other Children’s Trust partners including the PCT.
What do schools need to have in place now to meet this part of the offer?
Schools should:
• Ensure their current arrangements are effective in identifying children or young people in need of support in a non stigmatising way and review them regularly (annually) to assess impact. This would include identification of emerging emotional distress and health needs
• Consider how services provided by their CT partners can contribute to other parts of the core offer e.g. parenting support and the varied menu of activities parts of the offer, and through the curriculum where appropriate
• Use the guidance provided by the LA to signpost adults to services which are directly accessible where there is an obvious need and where there is a willingness to receive services
• What do schools need to plan to have in place by 31/12/08 to meet this part of the offer?
Schools should:
• Be proactive in using the CAF to identify needs and ensure that any interventions/referrals are appropriate in accordance with the LA plan for CAF rollout. Schools may have staff trained to use the CAF or will have access to those who can. They should use internal expertise (from SENCOs, school nurses etc) as well as support from other services if necessary to aid identification
• Where problems are identified, ensure that any support that can be provided within the school to address the child’s need with on going guidance from other services if necessary, is in place (e.g. through a primary or secondary SEAL programme). They should support young people in accessing support directly (e.g. drop in provision) but at all times respect the choice of young people to receive support in this way or through other routes
• Where interventions are needed directly from other services, ensure that someone within the school retains clear responsibility for liaising with that service; ensures the impact of the intervention is monitored and takes more steps if necessary; and liaises with the child’s family to discuss the initial referral and subsequent progress/further interventions where appropriate. Agreed timeframes for referrals should be communicated clearly to children and parents.
All schools are aware of the Common Assessment Framework (CAF) and most (approximately 80%) have a CAF trained person in school to enable access/ referral.
Community access
Definition:
Where the school has facilities suitable for use by the wider community, it should look to open these up, where possible, to meet wider community needs. The school should take a role in supporting the development of the youth offer in the community by opening up its facilities to youth organisations/services as appropriate. The school should also offer access to adult learning programmes.
Most schools (91%) that have appropriate facilities do offer them for use by the community.
Findings
Parents across the Knaresborough and Boroughbridge cluster have used and value similar types of support and services.
The library in Knaresborough also appears to be significant in providing the community with a focus and access to support and services.
Parents are generally concerned about the recreational youth provision across the cluster, with some expressing that the quality as well as quantity is of concern. Parents would like to see a balance of sports and other activities for young people to access as well as safe areas for them to socialise.
Sports facilities and activities are something that parents would like to see improved both for their children and themselves. Swimming pool, cycle routes, skate park and gym are all suggestions as well as development of safe outside play areas, which indicate that parents have concerns about the health and fitness of their children and themselves. This is supported by the recognition given to the health services in the cluster and the requests for health related activities. In addition the identification of family activities as some thing parents would use shows that sharing activities with their children is also important to many parents in the cluster.
Flyers and newsletters through school is predominately the preferred method of disseminating information to parents. That so many parents wish to access services and activities through school indicates that they feel comfortable and that school is seen as somewhere that is largely accessible for parents and also that ‘school’ is central to the community.
• “ASSESSMENT - Schools should start by asking what assessment has been made already by childcare colleagues in your LA in preparation for the childcare sufficiency duties introduced by the Childcare Act 2006 which come into force from April 2008 (draft guidance has already been shared). Assessment should be robust enough to provide a clear understanding of current need and provision which is already in place to meet this need in the local area.” (TDA 2007)
The Childcare sufficiency audit is attached to this report. As yet the Local Authority has not made recommendations and any action plan needs to be drawn up across several parts of the service.
Although there is some good provision across the cluster in respect of study support, there is significant room for development as the current provision is dependant on many variables and is inconsistent across the whole of the cluster.
Parenting support, with the possible exception of transition information is an area for significant development as there is currently inconsistent and very limited provision across the cluster.
Considering roll out of CAF was November 2007 this area is well developed. Key staff are largely aware of the new system however it is not been utilised significantly at present.
Community access generally across the cluster is good as most schools have letting policy if the need arises and the following has been taken into consideration
• “Schools should be talking to local authorities to gain an understanding of what is already available in the local area. Schools should not be in competition with existing facilities but should complement existing provision where there is a need....
• An assessment should be made as to what facilities could be made available. Facilities should be opened up to the community in response to demand where it is practical to do so e.g. opening up a school’s sports facility only if it is suitable for use by adults and is readily accessible to the public....” (TDA 2007)
Recommendations
1.Further consultation of stakeholders
Consultation with pupils, staff and governors should take place on order to ensure that services and activities are targeted for individual school communities.
2. Development of youth provision
Schools consider improving access to the existing youth provision and developing more local services in the medium to long term.
3. Development of study support
Schools consider working in partnership with each other more often, to provide more study support opportunities.
More variety of opportunities should be provided for pupils
4. Parenting support
Schools consider a more consistent approach to parenting support particularly in provision of information and parenting classes.
Facilitate and encourage family activities/ family learning opportunities, both general and targeted.
5. Childcare
Schools consider the recommendations of and work in with the Local authority to resolve any issues arising from the Child care sufficiency audit
6. Community Access
Schools consider extending community use where possible as parents have expressed that they are comfortable accessing services via school
Appendix 1
BOROUGHBRIDGE
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Appendix 2
KNARESBOROUGH
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Appendix 3 (PDF Document-attached to e-mail or photocopy available at meeting or go to northyorks.gov.uk to download)