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Pathways of
Progression
Journeys through a
Theory of Change
Nicola Kassam
Centre of Equity, School of Education,
University of Manchester
‘Children growing up in poverty and disadvantage are less
likely to do well at school. This feeds into disadvantage in
later life and in turn affects their children. To break this
cycle we need to address the attitudes and experiences that
lie behind social differences in education’

                                         (Hirsch, JRF 2007)
The relationship between child
poverty & educational attainment
in Cornwall*
The charts plot the relationship
between child poverty and the
educational attainment of children
in Cornwall at 3 key stages:

Early Years Foundation Stage at
the end of reception year 2010

Key Stage 2: proportion of pupils
achieving level 4 or above in
English & Maths 2009

 Key Stage 4: proportion of pupils
achieving 5 or more GCSE’s A*-C
including English & Maths 2010



  *Child Poverty Needs Assessment 2012
  http://www.cornwall.gov.uk/default.aspx?page=27214
Addressing Disadvantage
   Moves towards
    Multi-agency
    Intervention
   History of School as
    Community Hub
   International Case
   Extended Service
    Core Offer
Towards Extended Services
   History of Extended Provision
     Village Colleges
     Pathfinder Project
     Full Service School
     Extended Schools
Towards Extended Services II
   Previous Core Offer
    A  wrap around childcare
     A varied menu of activities
     Swift and easy referral to targeted and
      specialist services including parenting support
      and family learning
     Community access to school facilities and
      adult learning
Towards Extended Services III
   Complexity of Different Initiatives led to
    Mixed Rationales
     Targeting    attainment & attendance
     ‘ fluffy’ enrichment activities,
     ‘add on’ or integrated to the curriculum
     Addressing wider community social issues
     Regeneration
     Inclusion
Aims & Objectives
   Explore school delivery of Extended
    Service provision to identify each
    school’s rationale.
   Draw out the theories that underpin
    expected outcomes
   Identify if the outcomes occur as
    predicted in the school context
C+M=O?
Black Box


  Measures or
  conditions                            Measures or
  before                                 conditions
                                              after




Realist Terms
Condition (C)   +   Mechanism (M)   =    Outcome (O)
Research Method
   Horizontal complexity
       number of ES activities drawn together, Staff arrangement,
        Cluster arrangement, Funding,
   Vertical Complexity
       Individual pathways of progression, Links between ES provison,
        Influencing variables
   Flexible & Evolving
       adaptable to different situations and stages, Adaptable to the
        data produced
   Contextual Issues
       Local community conerns, wider influencing factors beyond the
        community
   Broad range of outcomes,
       Expected changes and ownership of change
Theory Based Method
‘Theory of Change’

Black box is filled with theories,
assumptions, predictions (Weiss
1995)


  Identify
          situation, expected outcomes
   and outputs to produce particular
   outcomes.

  Illustrate
            predicted pathways and seek
   out evidence

  Testwhether the action is having the
   impacts predicted by the theory
Theory of Change Model
Issues the       Action required           The steps
school wish to                                                          Issues
                 by school &               required by                  addressed
address          agencies                  target group




                 Background of                 Systems required for
                 the school and                action, steps and
                 community                     outcome to be achieved


                                   Black Box
Weiss Example
Situation   Action    Steps    Outcome




            Context   Output
Study
 Three case study schools A, B, C
 A Theory of Change methodology
     Identifysituation, context, actions and outputs,
      steps, outcomes
     Uncover evidence of activity
     Reveal pathways of progression
     Establish evidence of impact on social and
      educational outcome
School A
School A
 Large Primary school in highly deprived
  area
 Transient community, large Eastern
  European Traveller population.
 'Outstanding' Ofsted report.
 ES integrated into school provision,
  coordinated and delivered by school staff
 ToC Pupil Centred
Rationale
   Address welfare and
    social issues
   Encourage parental
    engagement and
    empowerment
   Improve attainment and
    pupil enjoyment
   Provide opportunities for
    employment
   Generate more active
    integrated community
    members
Theory of Change Predicted Pathways
                                                                 Parental Engagement &                           Community Engagement
    Pupil Enrichment          Pupil Welfare & Support
                                                                     Empowerment                                      & Learning
    All children will have    All pupils will have access to         All parents will have                              Community will have
    access to activities               safe secure                    access to support                                access to ES provision
                                       environment                                                                          & learning
                                                                     Parents will receive
  Pupils will access these                                                support
         activities            Pupils will receive support
                                    for basic needs                                                                     Community will build
                                                                     Parents will learn to                              relationship with the
    Pupils will learn to                                             trust school service                                      school
  navigate school system
                                Pupils will learn to trust
                                    school service                                     Parents and Community will
     Pupils will develop                                       Parents will gain       access learning opportunities          Community will
   transferable skills and                                     confidence and                                                 gain confidence
      gain confidence                                            self esteem                                                  with the school
                                   Pupils will receive
  Improve thinking skills &      support from services                                Parents will gain knowledge of
        behaviour                                                                         parental expectations

    Pupils will gain new
    friendships that will            Pupils will gain              Parents will improve                            Community will gain self
       assist transition         confidence with school              parenting skills                              esteem from their peers

   Pupils will gain further
  confidence and a sense                                         Parents and community will
      of achievement                                             attain employment skills and
                                                                 become more active citizens                           Community will access
                                Pupils will develop good                                                                   volunteering
    Pupils will increase         relations with school                                                                 opportunities with the
     attendance and                     and staff                                                                             school
                                                                  Parents will gain access to
        punctuality                                               employment. Children will
                                                                  become more engaged in
                                                                                                                   Community will become
    Increase citizenship                                                  schooling
                                Pupils’ life chances will                                                          more active and provide
                                        improve                                                                     further opportunities
   Pupil attainment and                                        Parents will gain employment                            with the school
  confidence will increase                                     and child and adult life chances
                                                               will improve
Individual Pathways
Student 1
   Male, joined the school in year 3, this was his first
    experience of education.
   Staff have identified that he requires support for his
    ‘Slovakian cultural difference’, attendance and parenting
    issues.
   He has little contact with most ES support, occasionally
    accessed play scheme.
   He is predicted to be working towards level 1 by the end
    of the key stage.
   In 2 years he had attended the play scheme for only 6
    months.
Student 1 Progress
                                                                                                        Pupil Enrichment                 Pupil Welfare & Support
                                                                                                         All children will have               All pupils will have access
                                                                                                         access to activities                       to safe secure
                                                                                                                                                     Environment


         Table 1.1 Student 1 Actual and Predicted Assessment Level                                      Pupils will access these
                                                                                                                                              Pupils will receive support
                                                                                                               activities
                                                                                                                                                   for basic needs

                                                   Student G
             2                                                                                            Pupils will learn to
                                                                                                        navigate school system                  Pupils will learn to trust
           1.5                                                                    student G predicted                                               school service
                                                                                  level
             1
                                                                                  student G actual                                       Pupils will develop
           0.5                                                                    level
      Level




                                                                                                                                       transferable skills and
Assessment




                                                                                                                                          gain confidence
             0                                                                    Linear (student G
                                                                                                        Improve thinking skills
          -0.5 0   1           2         3          4          5          6   7   predicted level)          & behaviour                 Pupils will gain new
                                                                                  Linear (student G                                     friendships that will
            -1                                                                                                                             assist transition
                                                                                  actual level)
                       Students School Years Engaged with ES Activities
                                                                                                           Pupils will gain further
                                                                                                         confidence and a sense of
                                                                                                                achievement


              Within this short period of time, his                                                       Pupils will increase

              attendance increased from 33% to 50%
                                                                                                           attendance and
                                                                                                              punctuality

              and attainment from the predicted                                                                                       Increase citizenship

              working towards to above level 1
                                                                                                        Pupil attainment and
                                                                                                          confidence will
                                                                                                              increase                Table 1.2 Student 1Pathway
Student D Progression
                                                                   Student C Progression
                                                                                                                                                                                       Student A Progression                                                              10                                                             student D predicted
                                         3.5                                                                                                                                                                                                                                                         y = 1.5x - 1.5




                                                                                                                                                                                                                                                       Assessment Level
                                                                                                         student C predicted                                                                                                                                              8                                                              level
                                           3
                    Assessment Level



                                                                                                                    6
                                                                                y= x                     level                                                                                                                  student A predicted                                                                                      student D actual




                                                                                                                Assessment Level
                                         2.5                                                                                                                                                 y =x - 1                                        6
                                           2                                                                        5
                                                                                                         student C actual level                                                                                                 level                                                                                                    level
                                         1.5                                                                                         4                                                                                                       4
                                                                                                                                                                                                                                student A actual
                                                                             y= x- 1                                                                                                                                                                                                             y = 1.25x - 1.25                        Linear (student D
                                           1                                                             Linear (student C
                                                                                                                     3
                                                                                                                                                                                                                                level        2                                                                                           actual level)
                                         0.5                                                             predicted level)                                                                                                       Linear (student A
                                                                                                                                     2                                                                                                                                                                                                   Linear (student D
                                           0                                                             Linear (student C                                                                 y = 0.6667x - 0.6667                 actual level)0
                                        -0.5 0                                                                                                                                                                                                 0
                                                                                                                                                                                                                                Linear (student A                                      2         4             6             8           predicted level)
                                                         1           2          3              4                     1
                                                                                                         actual level)                                                                                                                      -2
                                          -1                                                                                                                                                                                    predicted level)
                                                                                                                                     0                                                                                                                                                       Years
                                                                   Years                                                                         0                           2         4            6            8

                                                                                                                                                                                     Years
                                                                                                                                                                                                  Student E Progression
                                                                   Student B Progression                                                                                 8
                                                                                                                                                                                                                                               student E predicted                          Student H Progression
                                                                                                                                                                         7
                                                                                                                                                                                                                                               level




                                                                                                                                                      Assessment Level
                                        6
                                                                                                                                                                                             y = 1.3415x
                                                                                                                          6
                                                                                                          student B predicted
                     Assessment Level




                                                                                                                                                                                                                                                    6
                                                                                                                                                                                                                                               student E actual
                                        5                                                                 level           5                                                                                                                                                                                                               student H
                                                                                                                                                                                                                                               level5




                                                                                                                                                                                                                                            Assessment Level
                                                                                     y = 1.6x                                                                                                                                                                                                                       y=x-1
                                        4                                                                 student B actual4                                                                                 y = 1.0976x                                                                                                                   predicted level
                                                                                                                                                                                                                                                   4
                                                                                                                                                                                                                                               Linear (student E
                                        3                                                                 level           3                                                                                                                                                                                                               student H actual
                                                                                                                          2
                                                                                                                                                                                                                                               predicted level)
                                                                                                                                                                                                                                                   3
                                                                                                                                                                                                                                                                                                                   y = 0.6x - 1           level
                                        2                                                                 Linear (student B
                                                                                    y = 0.8x                                                                                                                                                       2
                                                                                                                                                                                                                                               Linear (student E                                                                          Linear (student H
                                                                                                          actual level)   1
                                        1                                                                                                                                                                                                      actual level)
                                                                                                                                                                                                                                                   1                                                                                      actual level)
                                                                                                                          0
                                                                                                          Linear (student B
                                        0                                                                                                                                                                                                                            0                                                                    Linear (student H
                                                                                                          predicted level) 0                                                           2                   4                6
                                            0        1              2           3                  4
                                                                                                                                                                                                                                                                    -1 0           2             4              6                 8       predicted level)
                                                                Years                                                                                                                         Years
                                                                                                                                                                                                                                                                                             Years



                                                             Student G Progression
                                                                                                                                                                                           Student F Progression
                                                                                                                                                                                                                                                                                           Student I Progression
                           2
                                                                         y = 0.5x - 1                  student G        12
Assessment Level




                   1.5                                                                                                                                                                                                            student F predicted
                                                                                                       predicted level 10                                                                                                               10
                                                                                                                                   Assessment Level




                                                                                                                                                                                                                                  level                                                                                               student I predicted




                                                                                                                                                                                                                                   Assessment Level
                           1                                                                           student G actual                                                                                   y = 1.5976x
                                                                            y = 0.3x - 1                                 8                                                                                                        student F actual y = 1.75x - 1.75
                                                                                                                                                                                                                                         8                                                                                            level
                   0.5
                                                                                                       level
                                                                                                       Linear (student G6                                                                               y = 1.439x                level 6                                                                                             student I actual
                           0                                                                           predicted level)                                                                                                           Linear (student F                                                                                   level
                                                                                                                         4                                                                                                               4
                                        0        2             4            6             8            Linear (student G                                                                                                          actual level)                   y = 1.25x - 1.25                                                    Linear (student I
                   -0.5
                                                                                                       actual level)     2                                                                                                        Linear2(student F                                                                                   actual level)
                      -1
                                                                                                                                                               0                                                                  predicted level)
                                                                                                                                                                                                                                         0                                                                                            Linear (student I
                                                                                                                                                                                                                                                                                                                                      predicted level)
                                                             Years                                                                                                       0       2            4             6           8                                      -2 0            2            4              6             8

                                                                                                                                                                                           Years                                                                                           Years
Student 2
   Male joined the school in year 4, with his sister year 1. Known to
    social services; the family experienced bereavement, drug
    issues and concerns of a paedophile offender living in the home.
   Engaging with his mother resulted in abusive behaviour.
   The school used ES as a way to feed and deter him from
    stealing food for his sister.
   When he came to the school he could not read or write and was
    working towards level 1.
   He had substantial attendance issues and attended one term in
    total since nursery.
   He received staff support, 1 to1, collected from home and called
    everyday.
   In year 6, he been accessing ES continuously. He was
    predicted to be working towards level 1 by the end of the key
    stage.
Student 2 Progress
  Pupil Enrichment            Pupil Welfare & Support
                                                              Parental Engagement
                                                                & Empowerment               By year 6 he achieved level 2
 All children will have
  access to activities
                                All pupils will have access
                                      to safe secure
                                                                All parents will have
                                                                 access to support           Maths and Level 1 English
                                       environment
                                                                                             and was attending 90% of the
Pupils will access these
       activities               Pupils will receive support
                                     for basic needs
                                                                 Parents will receive
                                                                                             time.
                                                                      support
  Pupils will learn to
navigate school system
                                 Pupils will learn to trust
                                     school service
                                                                                            At secondary school his
                                                                                             needs were not met, he
                                                                 Parents will learn to
  Pupils will develop
                                                                 trust school service
transferable skills and
   gain confidence
                                    Pupils will receive
                                  support from services
                                                                                             disengaged with education.
Improve thinking skills
    & behaviour


  Pupils will gain new
  friendships that will             Pupils will gain
                                                                                            Maintained relationship with
                                                                                             primary staff who advocated
     assist transition           confidence with school


   Pupils will gain further
 confidence and a sense of
        achievement
                                                                                             for his place
                                   Pupils will develop
                                   good relations with
                                    school and staff

                                                                                             After 2 years staff managed to
  Pupils will increase
   attendance and                                                                        
      punctuality

                                  Pupils’ life chances                                       reinstate his place.
 Increase citizenship                will improve



                                                                                             Provision limited to half a day
 Pupil attainment and
confidence will increase                                                                 
                                                                                             a week, availability of staff
                                                                                             limited to cater for his needs.
Table 1.3 Student 2 and Parent Pathway
Parent 1
   British Asian female of Bangladeshi origin, in her mid
    thirties.
   She had been engaged with the school for over 10 years
    and had brought each of her children to family learning,
    to assist their development before beginning school.
   For her family, achieving a good education was a high
    priority and central to improving life chances
   She played a central role in the community, voicing
    group opinion, recommending possible courses the
    group could attend.
   Her pathway links to learning and community, playing a
    significant role in the promotion of ES activity.
   However, this did not extend beyond attaining
    employment skills and becoming more active citizens
Parental
                                                                       Parental Engagement &                                  Community
                                                                                                                              Community Engagement
   Pupil Enrichment            Pupil Welfare & Support                     Empowerment
                                                                           Empowerment                                            & Learning
                                                                                                                                  & Learning
   All children will have       All pupils will have access to              All parents will have                                Community will have
    access to activities                 safe secure                         access to support                                 access to ES provision &
                                         environment                                                                                   learning
                                                                            Parents will receive
 Pupils will access these
 Pupils will access these                                                        support
        activities
        activities              Pupils will receive support for
                                        basic needs
                                        basic needs                                                                              Community will build
                                                                                                                                 relationship with the
                                                                         Parents will learn to trust
                                                                         Parents will learn to trust                                    school
   Pupils will learn to                                                      school service
                                                                             school service
 navigate school system
 navigate school system
                                   Pupils will learn to trust
                                   Pupils will learn to trust
                                       school service
                                       school service
                                                                    Parents will              Parents and Community will
    Pupils will develop                                                 gain                  access learning opportunities             Community will
transferable skills and gain                                      confidence and                                                        gain confidence
        confidence                                                  self esteem                                                         with the school
                                 Pupils will receive support
                                       from services
 Improve thinking skills
 Improve thinking skills &
       behaviour
       behaviour
                                                                                   Parents will gain knowledge of
                                                                                       parental expectations
    Pupils will gain new
friendships that will assist     Pupils will gain confidence                                                                   Community will gain self
         transition                      with school                                                                           esteem from their peers
                                                                  Parents will improve
    Pupils will gain further
    Pupils will gain further                                        parenting skills
                                                                    parenting skills
  confidence and a sense of
         achievement
                                                                              Parents and community will attain
                                                                              Parents and community will attain
                                                                                                                                Community will access
                                                                                                                                Community will access
                                  Pupils will develop good
                                  Pupils will develop good                   employment skills and become more                 volunteering opportunities
                                  relations with school and
                                  relations with school and                            active citizens
                                                                                       active citizens                              with the school
    Pupils will increase                     staff
                                             staff
attendance and punctuality
                                                                                                                                Community will become
                                                                                                                                Community will become
   Increase citizenship                                                          Parents will gain access
                                                                                 Parents will gain access to                   more active and provide
                                                                                                                               more active and provide
                                 Pupils’ life chances will                                           will become
                                                                              employment. Children will become                 further opportunities with
                                                                                                                               further opportunities with
                                         improve
                                         improve                                 more engaged in schooling                             the school
   Pupil attainment and
   Pupil attainment and
  confidence will increase
                                                                                   Table 1.4 Parent 1 and her Children’s Pathway
Parent 2
   A single parent requiring additional support for
    child care when first engaging with the school.
   After witnessing changes in her own children,
    she decided to volunteer
   After a number of years, gained the skills and
    experience to become a member of staff.

‘I’ve been here about 6 years, and I absolutely love
   it. I really do.’
                     (Play scheme worker 11/11/10)
Parental Engagement &                          Community Engagement
                               Pupil Welfare & Support                   Empowerment                                    & Learning
                                                                          All parents will have
                                                                           access to support
                                                                                                                       Community will build
                                                                                                                       relationship with the
                                                                          Parents will receive                                 school
Pupils will access these                                                       support
       activities
   Pupils will learn to                                                Parents will learn to trust                       Community will
 navigate school system                                                    school service                                gain confidence
                                                                                                                         with the school
   Pupils will develop
 transferable skills and
    gain confidence                                                Parents will
                                                                      gain
                                Pupils will receive support        confidence
                                      from services                                                                    Community will gain self
Improve thinking skills &                                           and self
                                                                                                                       esteem from their peers
      behaviour                                                     esteem
    Pupils will gain new
friendships that will assist    Pupils will gain confidence
                                                                                    Parents and Community will
         transition                     with school
                                                                                    access learning opportunities
                                                                                                                       Community will access
    Pupils will gain further                                                                                          volunteering opportunities
  confidence and a sense of                                                                                                with the school
         achievement
                                 Pupils will develop good      Parents and community will attain
                                 relations with school and    employment skills and become more
   Pupils will increase                     staff
    attendance and
                                                                        active citizens
       punctuality
                                                                                                                        Community will become
   Increase citizenship                                          Parents will gain access to                           more active and provide
                                  Pupils’ life chances                                                                 further opportunities with
                                                              employment. Children will become                                 the school
                                     will improve                more engaged in schooling
  Pupil attainment and
 confidence will increase
                                                                                              Table 1.5 Parent 2 and Child Pathway
Community will have
                                                                                                                    access to ES provision
                                                                                                                         & learning
                                                                                                                      Community will build
                                                                                                                      relationship with the
                                                                                                                             school
                     Table 1.6 Community Member 1 Pathway




                                                                                                                             Community will
                                                                                                                             gain confidence
                                                                                                                             with the school
                                                                                    Parents and Community will
                                                                                    access learning opportunities
                                                                                                                    Community will gain self
                                                                                                                    esteem from their peers
                                                                            Parents and community will attain            Community will access
Community Member 1




                                                                             employment skills and become                    volunteering
                                                                                  more active citizens                   opportunities with the
                                                                                                                                school
                                                                                                                     Community will become
                                                                               Parents will gain access to          more active and provide
                                                                               employment. Children will            further opportunities with
                                                                               become more engaged in                       the school




                                                                                                 (Community Member 11/11/10)
                                                                                       schooling
                                                                                            home looking for something to do.




                                                                                            and bake things that I wouldn’t do
                                                                                            ‘most days I would be… say…, at
                                                 the cookery class and signed up.
                                                 A female pensioner from a white
                                                 British heritage. She was single




                                                                                            see other people, young people
                                                 cluster school she had heard of




                                                                                            yourself… With this I can get to
                                                                                            It can get very lonely…and you
                                                 and lived alone. Through the




                                                                                            don’t want to cook just for



                                                                                            for just myself.’
                                                       




                                                                                            
Parental Engagement &           Community Engagement
                                                                                 Empowerment                      & Learning
                                                                                                                Community will have
                                                                                                              access to ES provision &
                                                                                                                      learning
                                                                                                                 Community will build
                                                                                                             relationship with the school
                     Table 1.7 Community Member 2 Pathway




                                                                                                                       Community will
                                                                                                                       gain confidence
                                                                                                                       with the school
                                                                             Parents and Community will
                                                                             access learning opportunities
                                                                                                              Community will gain self
                                                                                                              esteem from their peers
Community Member 2




                                                                      Parents and community will attain             Community will access
                                                                     employment skills and become more             volunteering opportunities
                                                                               active citizens                      with the School Cluster
                                                                                                               Community will become
                                                                      Parents and community will gain          more active and provide
                                                                         access to employment.                further opportunities with
                                                            services to the community café.                       the School Cluster
                                                            late 50’s and wanted to change




                                                                                                                        designed graphics and posters
                                                            He had enrolled on a graphics



                                                            the course he volunteered his
                                                            After successfully completing



                                                                                                                        Through the community links
                                                            been made redundant in his
                                                            Community Member 2 had




                                                                                                                        with the Local Authority, he
                                                            college on the school site.
                                                            design course at the local




                                                                                                                        for the Local Authority.
                                                            his career.
                                                            




                                                                             



                                                                                                   




                                                                                                                         
What have we learnt
 ES can have an impact but effect can
  ‘wash out’ if not maintained
 Differences ‘reinforced’ by variation
  between schools and gaps in provision
 New approaches, new defined roles
 Outcomes must be defined and shared by
  all (institution, agency, parent and community)
Future Possibilities
   Harlem Children's Zone project pipeline*




                                     *http://www.hcz.org/
Harlem Children Zone Project
   The goal is to create a "tipping point"
    in the neighbourhood.
   The HCZ Project expanded from 24 to
    60 blocks, now to nearly 100 blocks of
    Central Harlem.


   For children to do well, their families
    have to do well. And for families to do
    well, their community must do well.

   The HCZ Project are provided to
    children and families absolutely free of
    charge.
Thank You
References
   BALL, M. (1998) School Inclusion: the School, the Family and the Community, York, Joseph Rowntree
    Foundation.
   CONNELL, J., KUBISH, A., SCHORR, L. & WEISS, C. (1995a) New Approaches to Evaluating Community
    Initiatives: Concepts, Methods and Context, Washington DC, The Aspen Institute.
   CONNELL, J. P., ABER, J. L. & WALKER, G. (1995b) ‘How do Urban Communities Affect Youth? Using Social
    Science Research to Inform the Design and Evaluation of Comprehensive Community Initiatives’. IN CONNELL,
    J. P., KUBISCH, A. C., SCHORR, L. B. & WEISS, C. H. (Eds.) New Approaches to Evaluating Community
    Initiatives, vol. 2, Theory, Measurement and Analysis. Washington, DC, Aspen Institute.
   CONNELL, J. P. & KUBISCH, A. C. (1998) Applying A Theory Of Change Approach To The Evaluation Of
    Comprehensive Community Initiatives: Progress, Prospects, And Problems, Washington DC, Aspen Institute.
   CONNELL, J. P. & KUBISCH, A. C. (1998 ) Applying a Theory of Change Approach to the Evaluation of
    Comprehensive Community Initiatives: Progress, Prospects and Problems. IN FULBRIGHT-ANDERSON, K.,
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   CUMMINGS, C., TODD, L. & DYSON, A. (2003) Extended schools pathfinder evaluation: issues for schools and
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   CUMMINGS, C., TODD, L. & DYSON, A. (2004) Evaluation of the Extended Schools Pathfinder Projects. London,
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   DFES (2007) Evaluation Of The Full Service Extended Schools Initiative. Final Report.
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Impact conference 2 8 2012

  • 1. Pathways of Progression Journeys through a Theory of Change Nicola Kassam Centre of Equity, School of Education, University of Manchester
  • 2. ‘Children growing up in poverty and disadvantage are less likely to do well at school. This feeds into disadvantage in later life and in turn affects their children. To break this cycle we need to address the attitudes and experiences that lie behind social differences in education’ (Hirsch, JRF 2007)
  • 3. The relationship between child poverty & educational attainment in Cornwall* The charts plot the relationship between child poverty and the educational attainment of children in Cornwall at 3 key stages: Early Years Foundation Stage at the end of reception year 2010 Key Stage 2: proportion of pupils achieving level 4 or above in English & Maths 2009 Key Stage 4: proportion of pupils achieving 5 or more GCSE’s A*-C including English & Maths 2010 *Child Poverty Needs Assessment 2012 http://www.cornwall.gov.uk/default.aspx?page=27214
  • 4. Addressing Disadvantage  Moves towards Multi-agency Intervention  History of School as Community Hub  International Case  Extended Service Core Offer
  • 5. Towards Extended Services  History of Extended Provision  Village Colleges  Pathfinder Project  Full Service School  Extended Schools
  • 6. Towards Extended Services II  Previous Core Offer A wrap around childcare  A varied menu of activities  Swift and easy referral to targeted and specialist services including parenting support and family learning  Community access to school facilities and adult learning
  • 7. Towards Extended Services III  Complexity of Different Initiatives led to Mixed Rationales  Targeting attainment & attendance  ‘ fluffy’ enrichment activities,  ‘add on’ or integrated to the curriculum  Addressing wider community social issues  Regeneration  Inclusion
  • 8. Aims & Objectives  Explore school delivery of Extended Service provision to identify each school’s rationale.  Draw out the theories that underpin expected outcomes  Identify if the outcomes occur as predicted in the school context
  • 10. Black Box Measures or conditions Measures or before conditions after Realist Terms Condition (C) + Mechanism (M) = Outcome (O)
  • 11. Research Method  Horizontal complexity  number of ES activities drawn together, Staff arrangement, Cluster arrangement, Funding,  Vertical Complexity  Individual pathways of progression, Links between ES provison, Influencing variables  Flexible & Evolving  adaptable to different situations and stages, Adaptable to the data produced  Contextual Issues  Local community conerns, wider influencing factors beyond the community  Broad range of outcomes,  Expected changes and ownership of change
  • 12. Theory Based Method ‘Theory of Change’ Black box is filled with theories, assumptions, predictions (Weiss 1995)  Identify situation, expected outcomes and outputs to produce particular outcomes.  Illustrate predicted pathways and seek out evidence  Testwhether the action is having the impacts predicted by the theory
  • 13. Theory of Change Model Issues the Action required The steps school wish to Issues by school & required by addressed address agencies target group Background of Systems required for the school and action, steps and community outcome to be achieved Black Box
  • 14. Weiss Example Situation Action Steps Outcome Context Output
  • 15. Study  Three case study schools A, B, C  A Theory of Change methodology  Identifysituation, context, actions and outputs, steps, outcomes  Uncover evidence of activity  Reveal pathways of progression  Establish evidence of impact on social and educational outcome
  • 17. School A  Large Primary school in highly deprived area  Transient community, large Eastern European Traveller population.  'Outstanding' Ofsted report.  ES integrated into school provision, coordinated and delivered by school staff  ToC Pupil Centred
  • 18. Rationale  Address welfare and social issues  Encourage parental engagement and empowerment  Improve attainment and pupil enjoyment  Provide opportunities for employment  Generate more active integrated community members
  • 19. Theory of Change Predicted Pathways Parental Engagement & Community Engagement Pupil Enrichment Pupil Welfare & Support Empowerment & Learning All children will have All pupils will have access to All parents will have Community will have access to activities safe secure access to support access to ES provision environment & learning Parents will receive Pupils will access these support activities Pupils will receive support for basic needs Community will build Parents will learn to relationship with the Pupils will learn to trust school service school navigate school system Pupils will learn to trust school service Parents and Community will Pupils will develop Parents will gain access learning opportunities Community will transferable skills and confidence and gain confidence gain confidence self esteem with the school Pupils will receive Improve thinking skills & support from services Parents will gain knowledge of behaviour parental expectations Pupils will gain new friendships that will Pupils will gain Parents will improve Community will gain self assist transition confidence with school parenting skills esteem from their peers Pupils will gain further confidence and a sense Parents and community will of achievement attain employment skills and become more active citizens Community will access Pupils will develop good volunteering Pupils will increase relations with school opportunities with the attendance and and staff school Parents will gain access to punctuality employment. Children will become more engaged in Community will become Increase citizenship schooling Pupils’ life chances will more active and provide improve further opportunities Pupil attainment and Parents will gain employment with the school confidence will increase and child and adult life chances will improve
  • 21. Student 1  Male, joined the school in year 3, this was his first experience of education.  Staff have identified that he requires support for his ‘Slovakian cultural difference’, attendance and parenting issues.  He has little contact with most ES support, occasionally accessed play scheme.  He is predicted to be working towards level 1 by the end of the key stage.  In 2 years he had attended the play scheme for only 6 months.
  • 22. Student 1 Progress Pupil Enrichment Pupil Welfare & Support All children will have All pupils will have access access to activities to safe secure Environment Table 1.1 Student 1 Actual and Predicted Assessment Level Pupils will access these Pupils will receive support activities for basic needs Student G 2 Pupils will learn to navigate school system Pupils will learn to trust 1.5 student G predicted school service level 1 student G actual Pupils will develop 0.5 level Level transferable skills and Assessment gain confidence 0 Linear (student G Improve thinking skills -0.5 0 1 2 3 4 5 6 7 predicted level) & behaviour Pupils will gain new Linear (student G friendships that will -1 assist transition actual level) Students School Years Engaged with ES Activities Pupils will gain further confidence and a sense of achievement Within this short period of time, his Pupils will increase attendance increased from 33% to 50% attendance and punctuality and attainment from the predicted Increase citizenship working towards to above level 1 Pupil attainment and confidence will increase Table 1.2 Student 1Pathway
  • 23. Student D Progression Student C Progression Student A Progression 10 student D predicted 3.5 y = 1.5x - 1.5 Assessment Level student C predicted 8 level 3 Assessment Level 6 y= x level student A predicted student D actual Assessment Level 2.5 y =x - 1 6 2 5 student C actual level level level 1.5 4 4 student A actual y= x- 1 y = 1.25x - 1.25 Linear (student D 1 Linear (student C 3 level 2 actual level) 0.5 predicted level) Linear (student A 2 Linear (student D 0 Linear (student C y = 0.6667x - 0.6667 actual level)0 -0.5 0 0 Linear (student A 2 4 6 8 predicted level) 1 2 3 4 1 actual level) -2 -1 predicted level) 0 Years Years 0 2 4 6 8 Years Student E Progression Student B Progression 8 student E predicted Student H Progression 7 level Assessment Level 6 y = 1.3415x 6 student B predicted Assessment Level 6 student E actual 5 level 5 student H level5 Assessment Level y = 1.6x y=x-1 4 student B actual4 y = 1.0976x predicted level 4 Linear (student E 3 level 3 student H actual 2 predicted level) 3 y = 0.6x - 1 level 2 Linear (student B y = 0.8x 2 Linear (student E Linear (student H actual level) 1 1 actual level) 1 actual level) 0 Linear (student B 0 0 Linear (student H predicted level) 0 2 4 6 0 1 2 3 4 -1 0 2 4 6 8 predicted level) Years Years Years Student G Progression Student F Progression Student I Progression 2 y = 0.5x - 1 student G 12 Assessment Level 1.5 student F predicted predicted level 10 10 Assessment Level level student I predicted Assessment Level 1 student G actual y = 1.5976x y = 0.3x - 1 8 student F actual y = 1.75x - 1.75 8 level 0.5 level Linear (student G6 y = 1.439x level 6 student I actual 0 predicted level) Linear (student F level 4 4 0 2 4 6 8 Linear (student G actual level) y = 1.25x - 1.25 Linear (student I -0.5 actual level) 2 Linear2(student F actual level) -1 0 predicted level) 0 Linear (student I predicted level) Years 0 2 4 6 8 -2 0 2 4 6 8 Years Years
  • 24. Student 2  Male joined the school in year 4, with his sister year 1. Known to social services; the family experienced bereavement, drug issues and concerns of a paedophile offender living in the home.  Engaging with his mother resulted in abusive behaviour.  The school used ES as a way to feed and deter him from stealing food for his sister.  When he came to the school he could not read or write and was working towards level 1.  He had substantial attendance issues and attended one term in total since nursery.  He received staff support, 1 to1, collected from home and called everyday.  In year 6, he been accessing ES continuously. He was predicted to be working towards level 1 by the end of the key stage.
  • 25. Student 2 Progress Pupil Enrichment Pupil Welfare & Support Parental Engagement & Empowerment  By year 6 he achieved level 2 All children will have access to activities All pupils will have access to safe secure All parents will have access to support Maths and Level 1 English environment and was attending 90% of the Pupils will access these activities Pupils will receive support for basic needs Parents will receive time. support Pupils will learn to navigate school system Pupils will learn to trust school service  At secondary school his needs were not met, he Parents will learn to Pupils will develop trust school service transferable skills and gain confidence Pupils will receive support from services disengaged with education. Improve thinking skills & behaviour Pupils will gain new friendships that will Pupils will gain  Maintained relationship with primary staff who advocated assist transition confidence with school Pupils will gain further confidence and a sense of achievement for his place Pupils will develop good relations with school and staff After 2 years staff managed to Pupils will increase attendance and  punctuality Pupils’ life chances reinstate his place. Increase citizenship will improve Provision limited to half a day Pupil attainment and confidence will increase  a week, availability of staff limited to cater for his needs. Table 1.3 Student 2 and Parent Pathway
  • 26. Parent 1  British Asian female of Bangladeshi origin, in her mid thirties.  She had been engaged with the school for over 10 years and had brought each of her children to family learning, to assist their development before beginning school.  For her family, achieving a good education was a high priority and central to improving life chances  She played a central role in the community, voicing group opinion, recommending possible courses the group could attend.  Her pathway links to learning and community, playing a significant role in the promotion of ES activity.  However, this did not extend beyond attaining employment skills and becoming more active citizens
  • 27. Parental Parental Engagement & Community Community Engagement Pupil Enrichment Pupil Welfare & Support Empowerment Empowerment & Learning & Learning All children will have All pupils will have access to All parents will have Community will have access to activities safe secure access to support access to ES provision & environment learning Parents will receive Pupils will access these Pupils will access these support activities activities Pupils will receive support for basic needs basic needs Community will build relationship with the Parents will learn to trust Parents will learn to trust school Pupils will learn to school service school service navigate school system navigate school system Pupils will learn to trust Pupils will learn to trust school service school service Parents will Parents and Community will Pupils will develop gain access learning opportunities Community will transferable skills and gain confidence and gain confidence confidence self esteem with the school Pupils will receive support from services Improve thinking skills Improve thinking skills & behaviour behaviour Parents will gain knowledge of parental expectations Pupils will gain new friendships that will assist Pupils will gain confidence Community will gain self transition with school esteem from their peers Parents will improve Pupils will gain further Pupils will gain further parenting skills parenting skills confidence and a sense of achievement Parents and community will attain Parents and community will attain Community will access Community will access Pupils will develop good Pupils will develop good employment skills and become more volunteering opportunities relations with school and relations with school and active citizens active citizens with the school Pupils will increase staff staff attendance and punctuality Community will become Community will become Increase citizenship Parents will gain access Parents will gain access to more active and provide more active and provide Pupils’ life chances will will become employment. Children will become further opportunities with further opportunities with improve improve more engaged in schooling the school Pupil attainment and Pupil attainment and confidence will increase Table 1.4 Parent 1 and her Children’s Pathway
  • 28. Parent 2  A single parent requiring additional support for child care when first engaging with the school.  After witnessing changes in her own children, she decided to volunteer  After a number of years, gained the skills and experience to become a member of staff. ‘I’ve been here about 6 years, and I absolutely love it. I really do.’ (Play scheme worker 11/11/10)
  • 29. Parental Engagement & Community Engagement Pupil Welfare & Support Empowerment & Learning All parents will have access to support Community will build relationship with the Parents will receive school Pupils will access these support activities Pupils will learn to Parents will learn to trust Community will navigate school system school service gain confidence with the school Pupils will develop transferable skills and gain confidence Parents will gain Pupils will receive support confidence from services Community will gain self Improve thinking skills & and self esteem from their peers behaviour esteem Pupils will gain new friendships that will assist Pupils will gain confidence Parents and Community will transition with school access learning opportunities Community will access Pupils will gain further volunteering opportunities confidence and a sense of with the school achievement Pupils will develop good Parents and community will attain relations with school and employment skills and become more Pupils will increase staff attendance and active citizens punctuality Community will become Increase citizenship Parents will gain access to more active and provide Pupils’ life chances further opportunities with employment. Children will become the school will improve more engaged in schooling Pupil attainment and confidence will increase Table 1.5 Parent 2 and Child Pathway
  • 30. Community will have access to ES provision & learning Community will build relationship with the school Table 1.6 Community Member 1 Pathway Community will gain confidence with the school Parents and Community will access learning opportunities Community will gain self esteem from their peers Parents and community will attain Community will access Community Member 1 employment skills and become volunteering more active citizens opportunities with the school Community will become Parents will gain access to more active and provide employment. Children will further opportunities with become more engaged in the school (Community Member 11/11/10) schooling home looking for something to do. and bake things that I wouldn’t do ‘most days I would be… say…, at the cookery class and signed up. A female pensioner from a white British heritage. She was single see other people, young people cluster school she had heard of yourself… With this I can get to It can get very lonely…and you and lived alone. Through the don’t want to cook just for for just myself.’  
  • 31. Parental Engagement & Community Engagement Empowerment & Learning Community will have access to ES provision & learning Community will build relationship with the school Table 1.7 Community Member 2 Pathway Community will gain confidence with the school Parents and Community will access learning opportunities Community will gain self esteem from their peers Community Member 2 Parents and community will attain Community will access employment skills and become more volunteering opportunities active citizens with the School Cluster Community will become Parents and community will gain more active and provide access to employment. further opportunities with services to the community café. the School Cluster late 50’s and wanted to change designed graphics and posters He had enrolled on a graphics the course he volunteered his After successfully completing Through the community links been made redundant in his Community Member 2 had with the Local Authority, he college on the school site. design course at the local for the Local Authority. his career.    
  • 32. What have we learnt  ES can have an impact but effect can ‘wash out’ if not maintained  Differences ‘reinforced’ by variation between schools and gaps in provision  New approaches, new defined roles  Outcomes must be defined and shared by all (institution, agency, parent and community)
  • 33. Future Possibilities  Harlem Children's Zone project pipeline* *http://www.hcz.org/
  • 34. Harlem Children Zone Project  The goal is to create a "tipping point" in the neighbourhood.  The HCZ Project expanded from 24 to 60 blocks, now to nearly 100 blocks of Central Harlem.  For children to do well, their families have to do well. And for families to do well, their community must do well.  The HCZ Project are provided to children and families absolutely free of charge.
  • 36. References  BALL, M. (1998) School Inclusion: the School, the Family and the Community, York, Joseph Rowntree Foundation.  CONNELL, J., KUBISH, A., SCHORR, L. & WEISS, C. (1995a) New Approaches to Evaluating Community Initiatives: Concepts, Methods and Context, Washington DC, The Aspen Institute.  CONNELL, J. P., ABER, J. L. & WALKER, G. (1995b) ‘How do Urban Communities Affect Youth? Using Social Science Research to Inform the Design and Evaluation of Comprehensive Community Initiatives’. IN CONNELL, J. P., KUBISCH, A. C., SCHORR, L. B. & WEISS, C. H. (Eds.) New Approaches to Evaluating Community Initiatives, vol. 2, Theory, Measurement and Analysis. Washington, DC, Aspen Institute.  CONNELL, J. P. & KUBISCH, A. C. (1998) Applying A Theory Of Change Approach To The Evaluation Of Comprehensive Community Initiatives: Progress, Prospects, And Problems, Washington DC, Aspen Institute.  CONNELL, J. P. & KUBISCH, A. C. (1998 ) Applying a Theory of Change Approach to the Evaluation of Comprehensive Community Initiatives: Progress, Prospects and Problems. IN FULBRIGHT-ANDERSON, K., KUBISCH, A. C. & CONNELL, J. P. (Eds.) Theory, Measurement and Analysis, New Approaches to Evaluating Community Initiatives 2. Washington, DC, The Aspen Institute.  CUMMINGS, C., TODD, L. & DYSON, A. (2003) Extended schools pathfinder evaluation: issues for schools and local education authorities. DfES research brief. London.  CUMMINGS, C., TODD, L. & DYSON, A. (2004) Evaluation of the Extended Schools Pathfinder Projects. London, Department for Education and Skills.  DAVIES, R. (2004) Scale, Complexity and the Representation of Theories of Change (Part I). Evaluation . 2004.  DFEE (1999) Schools Plus: Building Learning Communities. Improving The Educational Chances Of Children And Young People From Disadvantaged Areas. A Report From The Schools Plus Policy Action Team 11.  DFES (2002) Extended Schools: Providing Opportunities and Services for All. London, DfES.  DFES (2003a) Every Child Matters. London, The Stationery Office.  DFES (2003b) Full Service Extended Schools: Requirements and Specifications. London, DfES.  DFES (2003c) Full-Service Extended Schools Planning Documents. London, DfES.  DFES (2004) Extended Schools prospectus, Access to opportunities and services for all London, DfES.  DFES (2005) Extended Schools: Access to Opportunities and Services for all. A Prospectus. London, DfES.  DFES (2007) Evaluation Of The Full Service Extended Schools Initiative. Final Report.  DONALDSON, S. I. & GOOLER, L. E. (2003) Theory-Driven Evaluation in Action: Lessons from a $20 million Statewide Work and Health Initiative. Evaluation and Program Planning 26, 355-66.  DRYFOOS, J. (1994) Full-Service Schools. A revolution in health and social services for children, youth and families, San Francisco, Jossey-Bass.  DRYFOOS, J. G. (1998) A Look at Community Schools in 1998. National Center for Schools and Communities. New York.
  • 37. References  DRYFOOS, J. G. & MAGUIRE, S. (2002) Inside Full-Service Community Schools, Corwin Press.  FOUNDATION, W. K. K. (2000) Logic Model Development Guide: Using Logic Models to Bring Together Planning, Evaluation and Action. Battle Creek, MI, W. K. Kellogg Foundation.  HANAFIN, J. & LYNCH, A. (2002) Peripheral Voices: Parental involvement, social class, and educational disadvantage. British Journal of Sociology of Education, 23, 35-49.  HIRSCH, D. (2007) Experiences of poverty and educational disadvantage. Joseph Rowntree Foundation. York, North Yorkshire, UK. Retrieved, 27.  MACHIN, S. (2006) Social Disadvantage and Education Experiences. OECD Social, Employment and Migration Working Papers. Paris, OECD.  MORRIS, H. (1925) The Village College. Being a Memorandum on the Provision of Educational and Social Facilities for the Countryside, with Special Reference to Cambridgeshire. London, infed.  RAFFO, C. & DYSON, A. (2007) Full service extended schools and educational inequality in urban contexts—new opportunities for progress? Journal of Education Policy, 22, 263-282.  RAFFO, C., DYSON, A., GUNTER, H., HALL, D., JONES, L. & KALAMBOUKA, A. (2007) Education and Poverty. Joseph Rowntree Foundation. York, University of Manchester.  WEISS, C. (1987) Where Politics and Evaluation Research Meet. IN PALUMBO, D. (Ed.) The Politics of Program Evaluation. Newbury Park, CA, Sage.  WEISS, C. (1995) Nothing as Practical as Good Theory. Exploring Theory-based Evaluation for Comprehensive Community Initiatives for Children and Families. IN CONNELL, J. P., KUBISCH, A. C., SCHORR, L. B. & WEISS, C. H. (Eds.) Concepts, Methods, and Contexts, New Approaches to Evaluating Community Initiatives 1. Washington, DC, Aspen Institute.  WEISS, C. (1997a) How Can Theory-Based Evaluation Make Greater Headway? . Eval Rev 501.  WEISS, C. (1997b) Theory-Based Evaluation: Past, Present, and Future New Directions for Evaluation 76 41-55.  YIN, R. (2003) Case Study Research, London, Sage Publications.

Hinweis der Redaktion

  1. Introduction Context of the Study Aims & Objectives Research method, the ToC explained The schools and individual pathways of progression Conclude with what has been learnt from the study and future possiblities
  2. In the UK we have one of the the steepest socio-economic gradients in education, children from disadvantaged backgrounds do worse than those from advantaged backgrounds by a greater amount than elsewhere similar to the UK. This needs to be addressed as children inherit social exclusion with communities preventing progression in turn, maintaining a cycle of disadvantage. For some education has been seen to be the key, an escalator out of social disadvantage, leading to better job prospects and reducing the poverty in adulthood. Through education, individuals, employers can gain greater economic and social success and has been said that it can enhance social welfare, impact on economic growth and hold the key to economic and social policy. It has been believed that education can offer an opportunity to escape from disadvantaged backgrounds and climb the social ladder. However, educational experiences can remain strongly linked to social disadvantage, instead of breaking a cycle it can reinforce it.
  3. Educational attainment not only determines outcomes in later life but also the likelihood of escaping poverty. Research indicates that children from lower socio-economic groups are at much greater disadvantage at every stage in their educational careers Poverty drives educational inequality; 􀂾 By age three, being in poverty makes a difference equivalent to nine months’ development in school readiness. 􀂾 During their years at school, children in receipt of free school meals (a key indicator of poverty) do progressively worse on average at school than their peers* 􀂾 Children who do badly at primary school are less likely to improve at secondary school if they are poor. 􀂾 Children from poor families are more likely to have poor qualifications. The relationship between child poverty & educational attainment in Cornwall The charts plot the relationship between child poverty at lower super output level (proportion of children aged 0 to 15 living in poverty based upon the 2008 HMRC data) and the educational attainment of children in Cornwall at 3 key stages: All relationships show a negative linear trend. As would be anticipated, as the proportion of children living in poverty increases, educational attainment in general, decreases. There are however wide variations within the data at each key stage and outlying plots on the chart show that children from areas of poverty can still attain good educational outcomes.
  4. If education policy does not take into action the social situations of these individuals by off setting social disadvantage then the cycle is reinforced. As such there have been moves by the previous government to tackle disadvantage through multi-agency intervention, liaising with agencies such as social, health and education to address need and offset these differences. Teaching Schools White Paper 2010 reinforces the role of schools, governors, head teachers & teachers as vital stakeholders in raising standards & narrowing the attainment gap for disadvantaged pupils. ES has been seen to be the catalyst for this and prior to ES. There have been cases where the school has been utilised as a hub to great success- Joy Dryfoos
  5. History of Extended Services in schools In the UK there has been a rich history of what is now called Extended Service (ES). From Henry Morris ‘village colleges’ in Cambridgeshire in the 1920s, to the recent surge in initiatives such as the pathfinder projects, FSES and Extended Schools. Extended services are familiar at some level to offer service outside of the traditional Curriculum hours.
  6. From the FS, a core offer was outlined, A wrap around childcare A varied menu of activities Swift and easy referral to targeted and specialist services including parenting support and family learning Community access to school facilities and adult learning from which schools could implement provision, and by 2010 all mainstream schools will be delivering Extended Services (ES). However, this was open to interpretation and schools adopted different rationales for its use. The ambiguity of policy guidance had lead to different expected outcomes
  7. Over recent decades education priorities have shifted extensively, from community centred schooling to curriculum, funding and governance and back again. Through a succession of initiatives by the previuos government, schools were encouraged to re-establish their link to communities, with emphasis on addressing deprivation. As such schools are unsure on the ES agenda Targeting attainment & attendance ‘ fluffy’ enrichment activities, ‘ add on’ or integrated to the curriculum Addressing wider community social issues Regeneration Inclusion
  8. Aims and Objectives The study will explore school delivery of Extended Service provision to identify each school’s rationale. Take the form of 3 linked case studies (Yin, 2003) to Identify school rationale in terms of the school situation they wish to address in context and identify how ES are being used to address anticipated outcome. Schools’ ES activity will be monitored to observe the impacts of that activity over a period of time against the school’s assumed understanding of how changes will lead to outcome. The following research questions will be addressed. Research Questions What are schools trying to achieve through the extended service provision? What are schools doing to try to achieve this? What evidence is there that this is being achieved? What evidence is there that the extended role of schools can have an impact on social and educational disadvantage?
  9. What is happening when the miracle occurs! Who are the actors, what are their influences, are the relationships, are they embedded what are the mechanisms and what assumptions are these based? How do we examine this complex and diversely interpreted initiative?
  10. However, examining ES can be difficult. Associating links of causality to the service can be problematic. The provision becomes a ‘black box’ which remains unexplored.– Alternative paradigms do exist for understanding causality. Systems thinking, often referred to as ‘realist’, is CMO [or C + M = O] context plus mechanism(s) equals outcome (Pawson and Tilley, 1997). ES systems that are  a  mechanism contributing to an outcome. not the project that leads to an outcome, but the interaction between whatever these consist of (e.g. technology, resources) and people in a particular context.
  11. Method must reflect this complexity on 5 levels Horizontal complexity number of ES activities drawn together, Staff arrangement, Cluster arrangement, Funding, Vertical Complexity Individual pathways of progression, Links between ES provison, Influencing variables Flexible & Evolving adaptable to different situations and stages, Adaptable to the data produced Contextual Issues Local community conerns, wider influencing factors beyond the community, Broad range of outcomes, Expected changes and ownership of change
  12. A theory based method required, ‘Theory of Change’ (Weiss 1995) In which consideration of the assumed theories and predicted outcomes are taken into consideration. The ToC approach will: Identify situation, expected outcomes and outputs to produce particular outcomes. Illustrate predicted pathways and seek out evidence Test whether the action is having the impacts predicted by the theory
  13. Situation The issues the school wish to address, such as unhealthy eating Outcome The outcome they hope to achieve after using the ES Action The actions required by the school for steps to take place Steps The steps to be followed and changes required by the participants to achieve the outcome Outputs The systems required for the actions to take place, that will enable the steps of change to achieve the outcome Finally, the Context The location, environment in which the school/community is placed and the factors that may assist or hinder the ToC.
  14. Example Weiss provides an example of this when examining a teenage employment initiative (Connell et al., 1995). Through a ToC approach, it was possible for the organisation to identify its assumption that teenage unemployment was dependent on a lack of employment preparation skills. However, the assumption neglected to look at the wider picture. Through the ToC process, the evidence gathered identified further contributing factors that hindered teenage employment. It was revealed that teenage employment was dependent on several variables, the individuals confidence level, the availability of employment places for young people, the current employment market etc… By applying the ToC approach, it was possible to identify that the assumed actions and steps taken by the organisation, were not necessarily addressing all the needs of the teenage group when seeking employment. For this reason, I will be applying a ToC theoretical framework and methodology to the research, as this approach will allow a greater understanding of the rationales underpinning schools’ ES provision and the impacts such provision might have.
  15. Three case study schools A, B, C A Theory of Change methodology Identify situation, context, actions and outputs, steps, outcomes Uncover evidence of activity Reveal pathways of progression Establish evidence of impact on social and educational outcome
  16. For this presentation school A was selected as the most appropriate, illustrated examines from a variety of sources.
  17. Large Primary school in highly deprived area Transient community, large Eastern European Traveller population. 'Outstanding' Ofsted report. ES integrated into school provision, coordinated and delivered by school staff ToC Pupil Centred
  18. Rationale Address welfare and social issues Encourage parental engagement and empowerment Improve attainment and pupil enjoyment Provide opportunities for employment Generate more active integrated community members
  19. The school leaders identified 4 strands in which they addressed disadvantage, these were Pupil enrichment (Univeral to all), Pupil Welfare & Support (targeted pupils), Parental Engagement & Empowermwnt (targeted parents) and Community Engagement & Learning (universal to all)
  20. Form investigation of case studies, interviews and documentation, individual pupil, parent and community member pathways could be identified
  21. Student 1 Male, joined the school in year 3, this was his first experience of education. Staff have identified that he requires support for his ‘Slovakian cultural difference’, attendance and parenting issues. He has little contact with most ES support, occasionally accessed play scheme. He is predicted to be working towards level 1 by the end of the key stage. In 2 years he had attended the play scheme for only 6 months.
  22. Progress Within this short period of time, his attendance increased from 33% to 50% and attainment from the predicted working towards to above level 1 His pathway was mostly linear as predicted by staff and there was some interplay between the pupil welfare strand, but not as hoped. The was an indication that the most of the predicted steps had been completed, lack of evidence to substansiate all steps had been completed. His results were common among attendees.
  23. As you can see from this sample from the 2010 summer scheme, the activity was having a positive impact on most pupils attainment.
  24. Student 2 Male joined the school in year 4, with his sister year 1. Known to social services; the family experienced bereavement, drug issues and concerns of a paedophile offender living in the home. Engaging with his mother resulted in abusive behaviour. The school used ES as a way to feed and deter him from stealing food for his sister. When he came to the school he could not read or write and was working towards level 1. He had substantial attendance issues and attended one term in total since nursery. He received staff support, 1 to1, collected from home and called everyday. In year 6, he been accessing ES continuously. He was predicted to be working towards level 1 by the end of the key stage.
  25. By the end of year 6 he achieved level 2 Maths and Level 1 English and was attending 90% of the time. However, when moving to the secondary school his needs were not met, he disengaged with education. He would return to the primary to talk to staff, who began a dialogue with the secondary After 2 years managed to reinstate his place. Provison limited to half a day a week because of the availability of staff to cater for his needs.
  26. Parent 1 British Asian female of Bangladeshi origin, in her mid thirties. She had been engaged with the school for over 10 years and had brought each of her children to family learning, to assist their development before beginning school. For her family, achieving a good education was a high priority and central to improving life chances She played a central role in the community, voicing group opinion, recommending possible courses the group could attend. Her pathway links to learning and community, playing a significant role in the promotion of ES activity. However, this did not extend beyond attaining employment skills and becoming more active citizens
  27. Her pathways progressed as predicted, However, she was relucatant for initate activities without the support form staff and planned to wait until children were in ‘older’ before seeking employment. She saw the benefit of the programme for her children and strongly believed that ES were improving her life chances as predicted within the model.
  28. Parent 2 A single parent requiring additional support for child care when first engaging with the school. After witnessing changes in her own children, she decided to volunteer After a number of years, gained the skills and experience to become a member of staff. ‘ I’ve been here about 6 years, and I absolutely love it. I really do.’ (Play scheme worker 11/11/10)
  29. Her path progressed from parent engagement into community, as many of the progressive steps were best suited to her progression through volunteering and then accessing learning opportunities, eventually acquiring employment. Links were also associated to providing further opportunities, as her role as play scheme worker encouraged more community volunteers, as well as, life chances. The worker strongly believed that ES had an impact on her whole families life chances, her children achieved level 5 and 6 in their SATs and accessing opportunities that they would not have done at another school (11/11/10).
  30. Community Member 1 A female pensioner from a white British heritage. She was single and lived alone. Through the cluster school she had heard of the cookery class and signed up. ‘ most days I would be… say…, at home looking for something to do. It can get very lonely…and you don’t want to cook just for yourself… With this I can get to see other people, young people and bake things that I wouldn’t do for just myself.’ (Community Member 11/11/10)
  31. Community Member 2 Community Member 2 had been made redundant in his late 50’s and wanted to change his career. He had enrolled on a graphics design course at the local college on the school site. After successfully completing the course he volunteered his services to the community café. Through the community links with the Local Authority, he designed graphics and posters for the Local Authority.
  32. Pathways are not as linear as predicted, this is a small sample of cases in which pathways could be represented, the long rich history of data provided by the school, student and parent enabled the pathways that have developed over a number of years. ES can have an impact but effect can ‘wash out’ if not maintained in the wider community from which, Differences can be ‘reinforced’ by variation between schools and gaps in provision. As such, staff have had to be adaptable and develop new approaches, and defined new roles for staff to bridge gaps in community provision Outcomes must be defined and shared by all (institution, agency, parent and community)
  33. Called "one of the most ambitious social-service experiments of our time," by The New York Times, the Harlem Children's Zone Project is a unique, holistic approach to rebuilding a community so that its children can stay on track through college and go on to the job market. The HCZ pipeline begins with The Baby College, a series of workshops for parents of children ages 0-3. The pipeline goes on to include best-practice programs for children of every age through college. The network  includes in-school, after-school, social-service, health and community-building programs. The pipeline has, in fact, dual pathways: on one track, the children go through our Promise Academy charter schools; while on the other track, we work to support the public schools in the Zone, both during the school day with in-class assistants and with afterschool programs. The pipeline has dual pathways: track the children while supporting the public schools in the Zone, with in-class assistants and afterschool programs.
  34. The goal is to create a "tipping point" in the neighbourhood so that children are surrounded by an enriching environment of college-oriented peers and supportive adults, a counterweight to "the street" and a toxic popular culture that glorifies misogyny and anti-social behaviour.  The HCZ Project began as a one-block pilot in the 1990s, then following a 10-year business plan, it expanded to 24 blocks, then 60 blocks, then iIn January 2007, they launched its Phase 3, expanding its comprehensive system of programs to nearly 100 blocks. President Barack Obama has called for the creation of "Promise Neighbourhoods" across the country based on the comprehensive, data-driven approach of the HCZ Project. For children to do well, their families have to do well. And for families to do well, their community must do well. That is why HCZ works to strengthen families as well as empowering them to have a positive impact on their children's development. HCZ also works to reweave the social fabric of Harlem, which has been torn apart by crime, drugs and decades of poverty. Like all HCZ programs, those of the HCZ Project are provided to children and families absolutely free of charge, which is made possible by the support of people like you.