Research from BMRB shows that 80 per cent of senior school leaders believe that economically disadvantaged pupils struggle to afford extended services activities, while a recent TDA survey found that 45 per cent of heads felt such pupils accessed extended services less than other pupils.
Schools involved in the pilot stage of the subsidy reported a significant increase in the number of economically disadvantaged children participating in out-of-school activities thanks to the introduction of the subsidy. On average, 35 per cent of this target group had taken part in activities before the subsidy, this increased to 63 per cent after the funding was introduced.
In order to help schools, LAs and partners get the most out of the subsidy, the TDA has created a new resource pack including guiding principles based on learning experiences from pathfinder schools.
Speaking at today’s Extended Services National Conference, Hilary Emery, Executive Director of Development and Improvement at the TDA said:
“Schools offering extended services are reaping the benefits, with many headteachers reporting pupils having increased motivation, better behaviour, improved attendance and higher levels of overall attainment. It is easy to see how the subsidy makes such a difference, as it means all children and young people have the same opportunity to access out-of-hours school activities.
“The challenge for schools is to plan ahead and look at how they can best use any subsidy funding allocated to them by their local authority when it becomes available in April. Schools need to ensure financially disadvantaged children are aware of the extended services on offer in their school, the benefits of involvement and that they can take part too. Our new resource kit provides detailed guidance and advice for implementing the subsidy to best effect, incorporating lessons from schools involved in the pilot stage of the initiative.”
The subsidy has been used by schools involved in the pilot to fund a range of activities: from children attending innovative after-school clubs and holiday activities to participating in school outings and residential trips. Key to success is that schools see these as helping children to develop their confidence and resilience and so achieve more in school. To be effective, schools need to have these broader objectives in mind: it is not just about participating in the activity.
