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Extended Services in the East Riding

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1 Extended Services in the East Riding
If I’m honest, there are days when despite some real advantages, I wish that developing extended services wasn’t a government initiative. National publicity tends to be focussed on London, or at least urban models, which seem very remote from real life in the East Riding. It’s easy then to see this as yet another initiative, something extra, an additional load to burden schools. And I have to say an initiative, which must seem to be particularly burdensome to small rural schools. In fact, common sense would have you start extended school initiatives with rural primary schools because your schools are already the heart of your community and lets not forget that. We’re not going to look at an urban, secondary model and try and adapt it. We’re going to start with what you already do well and celebrate it and build on it. So what I want to talk about is a do able East Riding plan, the developments we may well have made anyway because we believe in them, which understands the needs of and priorities for your children, will become a doable part of your job, of your strategic planning, of your SEF and links up other services and providers to develop it. We won’t try and do it all at once; we’ll start by acknowledging what is already in place, we’ll agree what is needed locally, how we can most effectively develop it and importantly who is doing your leg work.

2 Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it. Stories of Winnie-The-Pooh, AA Milne 1989 And I think we’ve all had enough of the head banging. This is one of my most favourite slides, so I really need to introduce you to Eddie Needham, the Regional Officer from Continyou. He will find much of this presentation vaguely familiar, because he originally presented many of the slides. And I steal them with confidence, as I know he’s taken them from other colleagues. For me one of the enormous bonuses of having an extended school job is the regional and national support network we tap into. We don’t reinvent the wheel, we don’t compete, and we share what we each do well, so we don’t each have to go through the pain of starting with an empty slate. My ‘African village’ which supports me is the Continyou network. But the main bonus of the job is to be involved in something I believe in and which the research shows works.

3 Only 15% of a child’s learning takes place in school
Only 15% of a child’s learning takes place in school. At age 7, the influence of ‘good parenting at home’ on children’s achievements is almost 6 times as great as the influence of the best or worst schools. The influence of mothers in particular is crucial. By age 10, a child’s socio-economic background is a better predictor of a child’s attainment than their prior achievement at 22 months. Drop out rate of school at 16 among the worst in the EC countries – Organisation for Economic Co-operation and Development (OECD). One in four young people will not even achieve a level 2 qualification by 19 – the equivalent of 5Cs at GCSE. Well-being and educational attainment go hand-in-hand. Achieving at school provides the foundation of economic and personal stability in adulthood. I believe that extended services are essential because despite our best efforts as teachers there are still some children who are not really counted in life. Some children who are isolated both geographically, as may well be true for you, but also emotionally. Some children whose life chances are passing them by. Some children who are not ready to learn. Our teenage pregnancy rate is still the highest in Western Europe (3 times higher than France, 5 times higher than the Netherlands).

4 The Critical Importance of Parents:
Achievement Parents/School effects (Correlation %) Age 7 P % S % Age 11 P % S % Age 16 P % S % We understand the research, which shows the significance of the role of the mother and understand it because it reflects our experience. I’ve certainly taught children of very diffident mums and one I‘m thinking of in particular who didn’t believe she was good enough to do well in school. I’ve talked with staff in an ER rural secondary school with reasonable-ish results, from reasonable students but their particular barrier to progression was the boys whose real life challenge was to wait until they could take their tractor exam. They were not going to push themselves academically as it wasn’t a family priority. Charles Desforges 2004

5 The achievement gap between socio-economic groups opens up between 22 and 40 months
We know the evidence, which shows that between 22 and 40 months the gap between children of high and low socio groups widens. Look at how the children from higher socio economic groups (the continuous line) take off, even if they start off with a low rank, and the children from lower socio economic groups (the dotted line) stagnating and in the case of those showing early promise actually plummeting. What life chances do they have? We know the difference that children’s centres are making, we are looking to develop 10 more centres across rural areas of the East Riding. The funding for the new centres is significantly less than the original funding so the second wave will be using existing buildings and partnership work, they will not be in new builds. But that just means we’re going to have to be creative, to ensure that the services offered are just as good. If you haven’t already, some of you will be consulted on this development. It will support your families on your patch and of course contribute to your targets.

6 Enjoying and Achieving Making A Positive Contribution
Every Child Matters The 5 outcomes we want for children and young people are: Enjoying and Achieving Making A Positive Contribution Being Healthy Economic Well-being We are all committed to the outcomes of ECM. Those of you already working with the established extended school co-ordinators know about the amount of legwork they have already done to audit the practice you have in place. Staying Safe

7 This is taken from a local, rural school
This is taken from a local, rural school. The co-ordinator compiled the data and was able to present the information back to their school to inform planning and as supporting evidence for OFSTED and so on. We are still tweaking the program, and we’re looking to build it into the audit that many of you are subscribing to with Bob Duerden, but already it is useful.


CHILDCARE Aim: Identify which form of childcare is right for which school and begin to develop these services through priority and need. Target group: Children. Either children, whom it may develop their general behaviour, attendance and attainment. Or those whose children & families it would support towards work life, FE or further training. Potential partnerships: Schools, Early Years, Children’s Trust, Child minding network, Health Services, Youth Service, Connexions, Voluntary groups & Private Sector (supermarket sponsorship) ACTION TIMESCALES WHO? TARGET / SUCCESS CRITERIA EVALUATION CONTRIBUTION TO SCHOOLS AU Sp Su Analysis of individual school community questionnaires X Co-ordinator Document showing the need for childcare, which particular type and where? Early years FISH SEF: 1b, 2, 2d, 4a, 4b, 5b2, 5b5, 6a, 7a, 7d, A18a School Improvement Plan: - Raising attainment in Early Years and Primary Education - Support for improved attendance in schools Encourage active partnership with parents Every Child Matters: Enjoy & Achieve Make a positive contribution Stay Safe Be Healthy Achieve Economic well being Meet with Early Years to identify schools where there is a local need and funding may be sourced - Schools identified - Schools contacted - Initial parent research Create resources that will enable schools to make informed choices - Breakfast Club pack out to schools Feedback from schools Work with schools to help set up Breakfast Clubs - 5 Breakfast Clubs up and running by Aug 06 Pupil feedback Staff Work with school and partners to help set up before / after school clubs - 5 After School clubs up and running by Aug 06 Formally between Early Years and Schools Set up a child-minding network in all schools - Network promoted in every school Survey parents Feedback from child minders As they develop the core services they’ve made all the appropriate links in their action plans. This will not be bolt on but an integral part of what is happening in a school.

10 High quality 'wraparound' childcare provided on the school site or through other local providers, with supervised transfer arrangements where appropriate, available 8am–6pm all year round. A varied menu of activities to be on offer such as homework clubs and study support, sport (at least two hours a week beyond the school day for those who want it), music tuition, dance and drama, arts and crafts, special interest clubs such as chess and first aid courses, visits to museums and galleries, learning a foreign language, volunteering, business and enterprise activities. Parenting support including information sessions for parents at key transition points, parenting programmes run with the support of other children’s services and family learning sessions to allow children to learn with their parents. Swift and easy referral to a wide range of specialist support services such as speech therapy, child and adolescent mental health services, family support services, intensive behaviour support, and (for young people) sexual health services. Some may be delivered on school sites. Although we can’t confirm it yet, we are looking to increase the number of coordinators to cover all the networks of ER schools by September They will work with you to develop a plan that is appropriate for your school within the time frame that fits. They do your legwork. And we need to recognise what is already in place. Let’s look at just one of the services today, but there are others with providers who may be able to meet your targets. Providing wider community access to ICT, sports and arts facilities, including adult learning.

11 Childminders Day Nurseries School Clubs Pre-Schools Aldbrough C.E. Armathwaite First Barmby on the Marsh Bempton Beswick & Watton Bishop Wilton Bubwith C.E. Bugthorpe C.E. Burton Agnes C.E. Cowick C.E. Dunswell 10 ? 8 1 2 5 1 9 2 3 1 1 One quick phone call and FISH compiled this information; you have their contact details on your table. Every school attending has some childcare in place (although we’re not so sure about Armathwaite.) We’ve maps showing your provision which we’ll circulate later. The Early Years team will work to assess and address sufficiency but some of you may already have sufficient childcare in place to allow parents make a choice about working. Your task will then only be to signpost parents to the care. You do not have to automatically provide it on your site. I met recently with a regional representative of the well established Home School Support charity who are looking to work with a network of schools in the East Riding to appoint a worker whose job is to remove those barriers which get in the way of learning. Gill Middleton is here today if you want to talk to her. Richard Vickers was here yesterday and we are looking at how we can make swift referral to other agencies a reality. Our list is much longer and you’ll have your own list of partners who will work with us to provide services but you’re not on your own. 3 1 4 1 2 5 2 1 1

12 8 5 9 21 6 4 3 2 1 3 2 2 1 2 1 6 3 Eastrington Flamborough C.E.
Childminders Day Nurseries School Clubs Pre-Schools Eastrington Flamborough C.E. Gembling Gilberdyke Holme on Spalding Moor Hornsea Hornsea Burton Langtoft Leven C.E. Little Weighton Lockington C.E 8 5 9 21 6 4 3 2 1 3 2 2 1 2 1 6 3

13 Childminders Day Nurseries School Clubs Pre-Schools Middleton-on-the- Wolds 9 2 3 Nafferton 4 1 2 Newbald 6 3 1 Paull 14 2 Pollington-Balne 2 1 Rawcliffe Bridge 3 2 1 Rawcliffe 3 2 1 Reedness 3 2 1 Riston 7 1 Sigglesthorne C.E. 7 1 Skidby 10 1 2

14 Childminders Day Nurseries School Clubs Pre-Schools Skipsea Sledmere St.Joseph’s Catholic St.Mary’s & St. Joseph’s R.C. St.Mary’s R.C. Sutton-upon-Derwent C.E. Swinefleet Thorngumbald Wetwang Wold Newton Foundation Woodmansey 9 3 13 18 5 11 2 1 3 3 2 1 2 1 4 3

15 Families Information Service
Tel: Website:

16 So we have some services in place, we have coordinators to do your legwork, but you still have the significant challenge of working in a rural area. You know this map, which shows how much of the county is in the lowest 20% of the country because of lack of services. I have to tell you that it makes quite an impact when I show it, as I always do, when I am speaking out of county. We need to be imaginative to provide some services. I’m very pleased to introduce Mary Janulewski and Jan Parker from DLC, the Digital Learning Centre. We are jointly bidding for funding for interactive learning to enhance communication in rural areas. This is relatively new to me, but the possibilities are so exciting.

17 Extended Schools Manager
Kath Wells Extended Schools Manager phone: (01482)

18 Extending Schools in the East Riding

19 Focus on “Every Child Matters” outcomes:
Be healthy Stay Safe Enjoy and Achieve Make a Positive Contribution Achieve Economic Well-Being


21 ‘Babies shot by graduates’
Dear Teacher, I am a survivor of a concentration camp. My eyes saw what no man should witness: Gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and babies shot and burned by high school and college graduates. So I am suspicious of education. My request is: Help your students become more human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing, arithmetic are important only if they serve to make our children more human. Source: unknown survivor






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