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.
Examples include:
- Withernsea High School, East Riding - used the funding to increase access to activities such as an outdoor pursuits weekend and a programme of activities for February half-term including rock climbing, cheer leading and family based activities. An example of how the fund has helped address individual needs is that as a result of the outdoor pursuits weekend in July 2009, a child who typically did not interact or communicate with teachers or peers, benefited from higher confidence levels and improved interpersonal skills.
- Joseph Leckie Community Technology College / Palfrey, Caldmore & Delves Cluster, Walsall – the subsidy was used to fund a school holiday activity programme including sports, music workshops and drama, resulting in a 25 per cent reduction in crime in the area over the summer period;
- Woodside Infants, Croydon – the subsidy has been used to protect children at risk of exclusion, for example funding attendance at breakfast, after school or summer clubs, resulting in improved behaviour and attendance.
Joanne Mudd, extended services project coordinator at Withernsea High School said,
“The subsidy has enabled us to extend the reach of our out-of-hours activities to include pupils who would not otherwise have been able to participate for financial reasons. Not only is it fantastic to be able to level the playing field and give all children the chance to enjoy our extended services activities, but there have also been significant tangible benefits to this increase in participation. We’ve seen improvements in children’s behaviour, communication and confidence, all of which benefits learning in the classroom. I’m pleased that more funding is now available to enable us and other schools to continue the good work that has already started.”
The TDA’s subsidy toolkit is available for download and order at www.tda.gov.uk/subsidy
