MOST PROJECT Presentation on Final Phase Findings

Overview Recap on aims and approach Discuss definitions and purpose Present findings on benefits and what works in OST Examine educational achievement/disadvantage issues Review features of showcased projects Raise options, issues and barriers in developing good practice guidance

Aims and strategies Aims To establish what works in OST To improve capacity in OST To agree good practice guidelines Strategies Mutual Learning network Showcasing small number of exemplar projects in Ireland Study trip Review of international evidence and developments Deliverables Guidelines International conference

Definitions Different terminology – After School Care/programmes, Out of School Time (US), School Age Childcare, Study Support (UK), Out of School Care & Recreation (NZ) Some for working parents, other community based and targeting disadvantage, some school based Same target groups - school age children and young people who engage voluntarily Similar times - Before school, after school, school holidays, weekends Generally don’t involve parental care or supervision

Purpose Facilitating participation of women in labour force Services for disadvantaged groups, addressing social, economic and health issues for households Providing alternative to self care and street – “safe place” Tackling problem behaviour in children, preventative interventions Improvements in education achievement (e.g. Study Support in UK). Increasingly main desired outcome in US

Activities Mixed and include: Sport, drama, music Help with homework, remedial reading, literacy, tutoring Care Therapeutic and preventative interventions Access to experiences and resources not available at home or school

Benefits Little by way of systematic research internationally except for US – although causality difficult to determine General agreement main benefits: – Improved school attendance and attitudes to school – Improved academic achievement – Improved social and personal development (self esteem, leadership potential) – Improved youth development/life skills (less drug/alcohol use, more pro social behaviour, better coping skills)

Success factors Planned outcomes, supported by strong organisational systems Whole child/child centred approach and youth development approach Quality of child/adult interaction (well supported and trained staff Focus on enrichment (not just care or education) Attractiveness of programme (age, cultural appropriateness) Volunteer opportunities for young people Parental involvement

Other factors Policy or programmatic approach Breadth of activities (3 or more) Active participation by children and young people Intensity of attendance (days per week/term/period) Duration of attendance (2 years) – higher related to better outcomes Poor quality (environment, staff skill, reliance on volunteers, interactions, equipment, activities) = poor outcomes

Educational Disadvantage and Achievement Most research from US – increasing emphasis on educational outcomes as only measure Most programmes aimed at children/young people at risk of poor educational outcomes Remedial education strong theme in US OST Growing belief that learning occurs through activities other than education and learning

Showcased Projects Four projects John Bosco Youth Club, Dublin 12 Ballybane Youth Development Project, Galway Aishling After School Project, Ballymun Friendship Group, Barnardos, Dublin

Features No planned education outcomes but all supporting children to improve participation and performance in school by delivering support, care, education and other opportunities/interventions Similar range of activities Quality of relationships with schools and other services mixed, so no programmatic approach or learning from OST Mixed organisation structure and systems

Options, Issues, Barriers Is there an OST sector? How is it defined? Is it childcare, education, youth, remedial? Should it be connected to school system? Is there an inter-agency role? Guidance and evaluation go together. What resistance?