CHAPTER 10

Extended and out of school provision

More and more, teaching assistants are supporting and leading sessions during out of school clubs, extended hours provision and other activities which may take place inside or outside school hours. Although it should not be a requirement of your role, the kinds of opportunities which running these activities provide could be good for your own personal and professional development and raise your profile both within the school and also the wider community. You may also regularly assist on school journeys or trips and need to be mindful of various school and legal requirements. In these contexts you may also liaise more with families; this chapter will look at the role of the family support worker and how they provide valuable links between schools and communities. We will look at some different examples of how you might support pupils as well as other staff in this wider context and how to manage different activities and situations.

Breakfast and after-school club

Breakfast and after-school clubs are now part of the day in many primary schools. They were developed as part of the extended schools agenda which followed the introduction of Every Child Matters and the Children Act in 2004. They became known as ‘wrap around childcare’ in some authorities and have enabled parents of primary school aged children to leave them on site from early in the morning before the start of school until early in the evening, depending on their requirements. They are also able to select the days and times which are best for them, although the provision will often have waiting lists as the costs are reduced by government subsidies. The development of breakfast and after school clubs has meant that many school sites are open for longer and will also offer other clubs to pupils if they have the staff or facilities.

Breakfast and after school clubs may be run by an external organisation or individual on the school site, although they may also be run by or employ existing support staff. They are also required to fulfil OFSTED criteria as well as being liable for inspection. It is likely that they will provide meals and snacks for pupils and also run a range of activities within the space and time available. If you are part of breakfast or after-school provision your role will follow the principles of playwork (a profession which sets out to enrich children’s play without the need to be driven by education or care requirements) and will be different from that which you have during the day: you are likely to be working with groups of children and carrying out creative or recreational activities with them rather than supporting teaching and learning. However, in some schools there may also be additional support with homework during these times if there is a quiet area that the children can use as well as staff availability.

your role will follow the principles of playwork

Extra-curricular activities

If you are providing extra-curricular activities, you may be supporting or leading extended hours provision in the form of clubs or organised sessions which pupils attend in your school on a daily or weekly basis. Depending on your responsibilities, you may be asked to plan activities yourself for pupils or to work with others to do this. The kinds of activities which take place as part of extended school provision will vary from school to school and depend on the age and needs of pupils. They may include the following:

• •play and recreational activities;
• •fitness classes;
• •drama;
• •sport;
• •musical activities;
• •study support;
• •arts, crafts and other special interest clubs;
• •volunteering and business and enterprise activities;
• •Duke of Edinburgh Award scheme.

These kinds of extra activities will give pupils the opportunity to try out tasks and activities which they may not otherwise have the chance to, and also encourage them to try new things and extend their skills and knowledge. You may find that some pupils in your school are enthusiastic about trying as many as they can, whilst others may not join any. There may also be some activities which are more popular than others and the school may need to review the kinds of activities which are on offer depending on the resources available.

Although you may be supporting a teacher or another colleague in delivering extra-curricular activities, if you are in sole charge you will have a number of additional responsibilities and will need to bear these in mind.

Health and safety

Observing health and safety law is a requirement of which you will need to be fully aware. As well as knowing your school’s health and safety policy (see Chapter 9) you will also have additional responsibility during the session for ensuring that pupils are aware of what to do in case they need to evacuate the building, making sure that they behave safely at all times and encouraging them to think about safety when carrying out activities. You will also need to know about any health needs of the pupils (for example, asthma or any allergies) in case they need access to medication whilst they are in your care.

know about any health needs of the pupils

Safe removal, use and storage of equipment

Make sure before you start to run your activity that you have checked any equipment which is required and are able to access it at the time it is needed. You may need to take it through another room which is being used by others, or have to remove it from locked cupboards or storage rooms. Make sure you have enough for the number of pupils who will be attending and whether they need to bring kit or additional items – if necessary write a letter to parents and carers outlining what will be required. Following the activity you will need to replace any school equipment and make sure that it is stored safely and securely.

Making sure you set clear ground rules for behaviour

You will need to make a point of doing this so that the group are clear on what they are expected to do and know the rules of the activity. This is especially important if you are using tools or equipment but you should do it in every instance so that pupils are clear from the outset (see also Chapter 4).

Keeping registers or logs of attendance

You should always ensure that you comply with the school’s regulations for checking attendance. You should have been provided with a list or register of names so that you know who is present and can sign pupils in at the start and out at the end. Even if you think that you know exactly who has arrived, it is very easy for one person to be missed, and you will be accountable for each pupil who is present. You will also need to be very clear about collection arrangements and who has left at the end of the activity.

Further extended school provision

Although these kinds of clubs and extra-curricular activities have always been available to pupils, they are not the only aspect of extended services which schools may now be expected to offer. The Every Child Matters programme was introduced nationally in 2004 to increase the support available through children’s services so that all children and young people would have access to more opportunities. Services are now encouraged and expected to work together rather than in isolation so that any issues are picked up earlier. Every Child Matters focuses on five key outcomes for children:

• •to be healthy;
• •to stay safe;
• •to enjoy and achieve;
• •to make a positive contribution;
• •to achieve economic wellbeing.

Since the profile of extended schools has been raised, schools have been developing their resources and widening their remit so that they are able to work alongside others to do this. The extended schools programme was introduced to develop the kinds of facilities which are on offer to pupils and their families in both primary and secondary schools and develop community cohesion. After consultation with families and involving them in discussion about the kinds of services which would benefit the community, schools and local authorities have introduced a range of provision catering for different needs. These will be based in different schools in the area according to the requirements of the community and the facilities which are available in each; for example, some schools have their own swimming pools or others their own athletics track. In primary schools extended services have tended to focus around childcare and additional extra-curricular activities although additional services such as parenting support and other courses may also be available through outside organis­ations. In secondary schools, the aim has been to develop provision so that they will offer both curriculum-based and additional courses such as first aid or ICT for pupils and the wider community. They may also work with young people on community projects and voluntary work, and in some cases work with local primary schools through activities such as reading support. Working with local authorities, many schools will now also provide facilities or additional services for pupils in other schools and for the wider community through working in cluster groups to deliver co-ordinated provision. The kinds of organisations which may be involved within the community are as follows.

schools have been developing their resources

Adult education services

Adult education may be able to offer classes and additional training to young people and to parents. In some cases creative, English language or educational classes are offered for parents alongside their children. This can also have benefits for those parents who may see schools as threatening or who have had bad experiences themselves, encouraging them to have more confidence to have contact with schools.

Health and social care services

The range of services which are required at some stage by children and young people are diverse. They may include the input of professionals such as speech and language therapists, behavioural support services, or occupational and physiotherapists. In some cases, special schools in communities may be able to offer wider access to these kinds of services for all pupils through creating more streamlined support services.

All schools are being encouraged to work towards achieving healthy schools status, which requires them to meet a number of criteria in areas such as physical activity, healthy eating and emotional wellbeing and this should also be supported by the extended schools programme.

Children’s centres

Many existing children’s centres offer wider services including health and family support and referral. In some cases children’s centres are being linked directly to schools, which is more straightforward for both children and parents as it will mean that pupils’ childcare and school experience will be on one site.

Although these additional services are based in schools, the expectation is that they will not be run by existing teachers. Support staff, volunteers and professions within the wider community should all be involved in providing the kinds of services which are needed and you may have the opportunity to contribute in some way. Parents should also be involved at every level in making sure that the kinds of services which are on offer are a reflection of what is needed within the community. It is important for the success of the programme that parents are encouraged to contribute ideas and become involved in the development of extended schools as much as possible.

you may have the opportunity to contribute

The role of family support workers

The family support worker was originally only accessed through social worker and counselling services. However, due to the extended schools agenda, education family support workers have developed in recent years to form a school-based link between schools and families that is closer and more productive. Family support workers are often allocated some time within their day to spend talking to parents and families and developing closer links where these are needed. They support parents and pupils and can provide an informal but often much needed ear, which can be perceived as less threatening than speaking to a member of teaching staff. Family support workers will also liaise with parents to develop additional extended school provision where this is needed, or to advise and support them if further services are required. In many cases they will work with parents to support pupils who are having difficulties at school and try to enable them to overcome any barriers which they are facing.

If you are working as a family support worker as part of your role within school, you should have been offered additional training and support. The role can often be similar to that of a counsellor and you will need to be a good listener as well as being able to relate well to others. If you have additional skills such as speaking a second language, especially if it is one spoken by large numbers of parents, this will be particularly useful. You will need to be available at the beginning and end of the day when parents may be on site, although they should also be able to make appointments to see you if they need more time.

you will need to be a good listener

Taking pupils on school trips

It is important for all pupils to have the opportunity to explore different environments both through the provision of outdoor learning environments and through having access to school trips and journeys. Support staff will regularly be asked to assist on school trips, especially if they have an additional skill such as being a first aider. If you support an individual pupil it will also be part of your role to go with them and support them. Depending on the age of pupils and the purpose of the trip, it may also involve taking part in additional activities. You will need to be particularly aware of safety when taking pupils out of school; if you are taking a large number of pupils on an outing or residential trip, the trip organiser should carry out a risk assessment beforehand. This means that they will check what kinds of risks there might be during the trip and the likelihood of it occurring. The level of risk may depend on a number of factors:

• •the adult/pupil ratio;
• •where you are going;
• •the activities the pupils will be undertaking;
• •transport to the venue and back.

Risk assessment comprises of assessing the level of risk in each instance and then filling in a form to show what action will be taken to avoid this occurring.

The facilities will need to be checked to make sure that they are adequate for the needs of the pupils; for example, if you are taking a large number of children or young people, or a pupil who has a disability. As well as a risk assessment, preparations need to include other considerations. A trip should always be planned thoroughly so that the adults are prepared for whatever happens. Preparations include the need to:

a trip should always be planned thoroughly

• •seek and gain parental consent;
• •arrange for suitable safe transport;
• •take a first aid kit and first aider as well as inhalers or medication for pupils who may need them;
• •take appropriate clothing for the activity or weather;
• •make lists of adults and the pupils for whom they will be responsible;
• •give information sheets to all helpers, including timings and any safety information;
• •make sure pupils you may have concerns about are in your group rather than with a volunteer helper.

As a member of support staff you will not be responsible for making all of these checks, but it is helpful to be aware of them so that you can ask the teacher who is organising the trip if anything is not clear.

Further reading

The TDA website has a range of suggestions and links to publications which may be of benefit to those running extended school provision in a variety of contexts:

• •www.tda.gov.uk
• •www.teachernet.gov.uk/extendedschools
• •www.dcsf.gov.uk/everychildmatters