This document discusses extended school services and pathways of progression. It presents theories of change models to illustrate predicted pathways and outcomes of extended service programs in schools. It then provides case studies of three schools, A, B, and C, and examines individual pathways of students and parents through extended service activities. At School A, two students' pathways are analyzed in detail to show how their attendance, attainment, and engagement improved through receiving various supports from extended services over time. The pathways of Parent 1 at School A are also discussed.
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
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)
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.
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Hinweis der Redaktion
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
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.
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.
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
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.
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
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
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?
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?
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.
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
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
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.
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.
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
For this presentation school A was selected as the most appropriate, illustrated examines from a variety of sources.
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
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)
Form investigation of case studies, interviews and documentation, individual pupil, parent and community member pathways could be identified
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.
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.
As you can see from this sample from the 2010 summer scheme, the activity was having a positive impact on most pupils attainment.
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.
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.
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
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.
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)
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).
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)
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.
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)
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.
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.