1. Improving Outcomes through Extra-Curricular Activities Training and Peer to Peer Support and Challenge Seminar Increasing Participation & Engagement October 2012 Supported by

2. What’s happening today… MORNINGRegistration from 9.15am 9.30am Training Session delivered by our partners, the University of the First Age (UFA) – Lula Garner LUNCH 12.30 – 1.15 AFTERNOON 1.15pm Peer to Peer Support Seminar (ContinYou) – Pat Morgan and Anth Kirkbride/Dawn Gilderoy CLOSE 3.30pm

3. Improving Outcomes for Children and Families: Department for Education Extra-Curricular Activities Grant Increase the range and sustainability of extra curricular learning opportunities made available to pupils by schools and VCS organisations Enhance the quality of learning opportunities provided by schools and VCS organisations Support the development of a well trained schools and VCS workforce to support the delivery of extra curricular activities

4. Our Partners

5. ECA SERIES

6. Training session Round 5

7. Our Training Partners THE UNIVERSITY OF THE FIRST AGE (UFA)

8. Peer to Peer Support Welcome back! Our next events – February 2013 7th – North (Darlington) 20 th – Central (Birmingham) 27 th – South (London)

9. Increasing Participation & Engagement Looking at Pupil Premium including Summer School – potential funding sources Market place for good practice/VCS provision Find someone who…. Activity Spotlight on Breakfast Clubs The Learning Exchange & VCS Hub Questions & Evaluations

10. Pupil Premium (including Summer Schools) Sources of funding for ECA Supported by

11.  At the end of Key Stage 1, the odds of a pupil eligible for free school meals (FSM) achieving level 2 in reading, writing and maths are one third of those of a non–FSM pupil.  The gap widens for secondary pupils. The odds of a FSM pupil achieving five or more GCSEs at A*–C (including English and maths) are less than one third of those of a non-FSM pupil.  A pupil from a non-disadvantaged background is more than twice as likely to go on to university than their disadvantaged peers.  Gaps in attainment have proved to be persistent and slow in narrowing despite previous investment. Poverty is the strongest predictor of a child’s educational outcomes in terms of attainment …

12. Social mobility  Pupil Premium  Raising the status and quality of teaching  Introduction of the English Baccalaureate  Academies and Free Schools Programme The social mobility strategy was launched in April 2011. It includes specific measures to improve social mobility, from the foundation years to schools and adulthood. Key policies to achieve social mobility include: All are underpinned by parental engagement and early years programmes.

13. Pupil Premium: rationale:-  Disadvantage funding did not always reach those who required most support.  Previous initiatives have done little to close attainment gaps.  Where funding is targeted, it can make an impact on attainment for disadvantaged pupils.

14. Eligibility  Pupils from Reception to Year 11, who are known to be eligible for free school meals, or were recorded as service children in the January 2011 School Census  Children who have been in care continuously for at least six months (aged 4–15) In January 2011 there were: 1.217m FSM pupils (18%) 1.77m Ever 6 pupils (26%) 45,070 service children 40,566 looked-after children

15. Funding 2012–13 £1.25bn  £619 per Ever 6 FSM and looked-after children  £250 per service child  £50m for summer schools 2013–14 £1.87bn  £900 per Ever 6 FSM and looked-after children  service child amount still to be announced  £50m for summer schools 2014–15 £2.5bn

16. Why use FSM as the indicator for the Pupil Premium?  It is accurate at identifying and targeting underachievement, as the link between FSM eligibility and underachievement is very strong.  Its provides historical information and is used by both local authorities (LAs) and schools.  All other measures are based on postcodes.  It is recognised that not all of those families eligible for FSM currently register, so the Department is extending the coverage of the Pupil Premium from 2012–13 to those who have been known to be eligible for FSM in the past six years, known as Ever 6.

17. How are schools using the Pupil Premium?  enable improvement to existing provision, rather than any fundamental change to practice, and facilitate longer-term strategic practice  enable current support to continue and be extended to more pupils  make possible the planned roll out of already successful interventions  fund additional staffing – especially teachers to work with identified underperforming pupils. Schools are free to use the Pupil Premium as they wish. The DfE undertook a small-scale study of schools before the introduction of funding. Schools indicated they would use the Premium to:

18. How are schools using the Pupil Premium? Continued…. Results from a number of small studies suggest schools are:  employing additional specialist teaching staff  employing and training high-quality support staff  providing additional ‘out-of-school-hours’ teaching  providing planned support on transition  undertaking engagement with ‘hard-to-reach’ parents  broadening pupils’ experiences of the world.

19. £50m Transition Summer School Programme  Evidence shows that there can be a dip in performance for pupils as they transfer from primary to secondary school.  Funding is sufficient to enable all pupils known to be eligible for FSM and those who have been looked after in public care continuously for six months or more to attend a summer school.  The size and shape of the summer school schemes are decided by schools and headteachers – they know best what form the summer school should take, based upon the needs of their pupils.  It is for schools to decide how best to staff the summer schools, but teachers will not be compelled to do anything.  About 2,000 schools took part this summer.  David Laws announced that the programme will continue throughout this spending review period – up to 2014–15.

20. How will schools be held to account for their use of the Pupil Premium? The Government is clear that it is important that schools should be accountable to parents for how well their pupils do. The Premium is a significant and increasing amount of money, provided to raise the attainment of disadvantaged pupils, and schools will be held to account for how it has been spent.  New measures have been included in the performance tables that capture the achievement of disadvantaged children in our schools who will directly benefit from the Pupil Premium.  The Premium now features in Ofsted’s inspection framework – inspectors will consider the attainment of pupils who attract the Premium and will look at how schools are using it to remove barriers to learning for this group of pupils.  Schools will also be expected to publish an online statement about how they have used their Pupil Premium.

21. Evaluation  There will be an external evaluation of the first year of the Pupil Premium to find out what the impact of the Pupil Premium has been.  The evaluation is underway and should report in Spring 2013.  An external evaluation of the first year of the Summer Schools programme will also report in early 2013.

22. Market Place for good practice/ECA providers from your region

24. Sport England’s ‘Community Sport Development programme’: Clubmark  Chris Turner/Anna Quick/Lee Ward  Senior Consultants: Area Managers  Knight, Kavanagh & Page  Clubmark  October 2012

25. The only national cross sport quality accreditation for sports clubs with juniors sections Offers minimum operating standards across all sports Different branding names within different sports Supports the development of high quality club management National Governing Bodies of Sport (NGBs) and County Sports Partnerships (CSPs) award Clubmark 11,500 accredited Clubmark clubs across the country 4,000 clubs working towards Clubmark What is Clubmark?

26. 2004/2012: Number of accredited clubs Accredited clubs 1,150 2004 2,000 2005 2,500 2006 3,500 2007 6,000 2009 9,000 2011 11,500 2012

27. How do you get Clubmark? Clubmark accreditation is awarded to clubs that comply with minimum operating standards in four areas: The playing programme Duty of care and child protection Knowing your club and it’s community Club management

28. The playing programme

29. Duty of care…safeguarding and protecting young people

30. Knowing your club and its community

31. Club management

33. Importance of Clubmark on Quality Clubs Increased membership Continuous improvement Developing coaches and supporting volunteers Funding and facilities Developed pathways Raised profile Marketing and communications Club development

34. PARENTS/GUARDIANS/TEACHERS Safe venues & equipment Well organised Child protection policy Fair policies Qualified/good coaching Open to all To improve health Appropriate insurance Offer competitive opportunities Codes of conduct Reasonable cost Meet new friends

35. www.clubmark.org.uk

37. Market Place SCHOOL LETTING SOLUTIONS

38. Find someone who… Using the sheets provided, try to find someone, either on your table or anywhere in the room who can give you more information on any of the topics listed. Record their details and keep in touch! 20 minutes

39. Breakfast Club Programme Overview

40. Training overview Overview Module content Action Plan Timescale Enrolment dates

41. Applications & Funding Training application form online email: breakfast@continyou.org.ukbreakfast@continyou.org.uk Grant funding

42. Contact details Further information available from: www.continyou.org.uk www.healthylivinguk.org Emma Armstrong Family Health in Schools, Development Manager 07966 90 60 32 breakfast@continyou.org.uk

43. & VCS HUB A network for extra-curricular practitioners and other professionals working with children and young people. Share knowledge, discuss issues, be inspired. www.learning-exchange.org.uk

44. The Learning Exchange: …up to date information, advice, support, interaction and resources…

45. The Learning Exchange: Share good practice and ideas with a virtual community of colleagues. Benefits to schools and local authorities: Access to the VCS search engine A one-stop of quality-checked local and national VCS organisations offering extra-curricular activities. Free training, resources, e-helpline Available to all schools and local authorities that join the Learning Exchange. Membership is free. www.learning-exchange.org.uk

46. The VCS Hub: Free online marketing space: A new database holding profiles of quality-checked VCS offering extra-curricular activities. Increased visibility to schools: Learning Exchange home page, Twitter feed and Facebook page. Free training, resources, e-helpline Quality checklist: Hub members are required to complete and submit checklist to ensure they meet a set minimum criteria Quality assurance support

47. The VCS Hub This is what a school sees when it finds a VCS Hub profile on the Learning Exchange…

48. Reviews on the Learning Exchange Review Star rating ….schools or other Learning Exchange members can rate VCS hub members they have successfully commissioned….

49. The VCS Hub …blogging helps raise profiles…

50. Share knowledge, discuss issues, be inspired on The Learning Exchange For more tips on using your VCS Hub profile effectively, blogging, forum posting etc… Visit: www.learningexchange.org.uk/membership/help www.learningexchange.org.uk/membership/help Ask LEX Email the Learning Exchange e-helpdesk at askLEX@continyou.org.uk

51. EVALUATIONS please Over to you! Any comments or questions?

52. E pat.morgan@continyou.org.ukpat.morgan@continyou.org.uk T 07971 116401 Thank you for coming today – please book for our next free seminars - see you on the Learning Exchange! www.learning-exchange.org.uk

53. Acknowledgements Resources and support ContinYou has produced a range of resources to support schools, community educators and voluntary and community sector (VCS) organisations to improve the range and quality of their extra-curricular activities. These materials are available from the Learning Exchange (www.learning-exchange.org.uk). ContinYou also offers opportunities for peer-to-peer support and challenge. Development of the resources and training has been funded by the Department for Education (DfE) under its ‘Improving outcomes for children, young people and families’ grant funding programme. Training The training element of Improving outcomes through extra-curricular activities has been developed by UFA (www.ufa.org.uk).