Agenda item

Please introduce yourselves and describe your roles and the responsibilities that your positions involve.

(ER)  I am the Chair of Governors at Harrietsham Primary School, near Maidstone.  I have been involved in the National Teaching Awards since 2008 and am now a judge of the competition.

(JK)  I am the Chair of the Kent Governors’ Association (KGA) as well as the Chair of Governors at Headcorn Primary School.  I am also an area-appointed District Governor at Parkwood School in Maidstone, which had been given a ‘notice to improve’ and has since moved on successfully.  As the Chair of the Kent Governors’ Association, I attend the Annual and South East regional meetings of the National Governors’ Association.  I think this is an important link to keep up, as the national feedback is very helpful.

 

Please outline the Extended Services that Headcorn Primary School and Harrietsham Primary School offer to their pupils and to the local community. 

(ER) At Harrietsham, we started a breakfast club. Initially, we investigated using Surestart funding to establish it, however we decided instead to fund it and run it ourselves.  We run an after-school club via Kent Play Clubs, for which we did surveys and needs assessments to guide the setting of realistic fees.  Harrietsham hosts a French language school on Saturdays and a summer play scheme as well as several school-run activity clubs.  The Governing body funded the breakfast club, as, from our questionnaires, we knew there was a big need for it, and we have staff who are willing to run it.  We fundraised the £1,500 needed to establish it.

(JK)  At Headcorn, we signpost to a breakfast club in the village, which is held in a local Montessori school and is very well attended.  The people who run it escort our children who attend it from their school to ours, as many parents who live in Headcorn are commuters who are not available to accompany their children to school.  We have sports clubs, dance and drama clubs, after- school activities and a French club, so our activities are spread through the school day as well as after it.  Every evening, the school premises are used for some activity like a gym club or Brownies.  We provide the facilities for and host the summer play scheme.  The local Extended Services Co-ordinator is resident at our school and serves other schools too, so we gain links that way.

 

In your view, who benefits the most from the provision of Extended Services?  Are there any particular groups of pupils and of Kent residents who find it more difficult to access Extended Services?  If so, why?

(JK) Some people have to travel through rural areas to our site, but this seems to cause no problem with attendance at any event. At one time it was possible that our site would be used as a children’s centre, but this is not run from our site. In the Every Child Matters agenda, a priority is encouraging more work that will benefit children and families.  If a child and their family both have a worthwhile experience at school, it helps them both to go forward well.  I am concerned about partnership working being reduced.  I responded to the consultation about this.  Extended Services cannot be allowed to drift, as much good work has been done.

(ER) When we did our first questionnaire to assess the need for Extended Services, we expected working parents to be the most likely to respond and take it up, so we made a special effort to target other, low income families whom we thought might have most need of the breakfast club.  ‘Your Choice’ funding helped us target and make a judgement to benefit the most needy parents. Children get involved in the club and want to carry on after the initial funding ends, but it was slow to get going.

 

In your experience, are Extended Services closing the ‘attainment gap’ between the levels of achievement of children growing up in disadvantaged circumstances and those of their better-off peers?

(ER) Harrietsham School was built brand new four years ago, and we had to fight to get the pre-school unit to be accommodated in the same premises so we could use it for after-school clubs, so forward planning is important.  We have 148 pupils in 5 classes, and our new site was built to accommodate 1 form entry, which has helped us to deliver Extended Services.  We will shortly have a good school field as well.  A downside of this is that other schools are reluctant to send their pupils to us, I think because they might be envious of our facilities and concerned that their pupils may be encouraged to move schools!  Those who benefit from Extended Services are the children who attend the breakfast club, who get a calmer start to their day than they would have at the family home, which must help their attainment.  The many after- school clubs also build pupils’ interest.  The school gives the premises free of charge and the staff give their time.  We have seen a difference in behaviour and attainment.

(JK)  At Headcorn we have also seen a change in behaviour in those pupils who attend the breakfast club.  We have a school playing field and good facilities in our site, which is a split site made up of a Victorian school building and a 1960s block, together housing 200 pupils. The older building and the old Head Teacher’s house were converted two years ago to accommodate Extended Services.  These premises are much used by children and parents.  We run parenting classes there one day a week, numeracy for parents one day a week, and welcome its use for any other meetings.  It is hard to quantify how far we have been able to close the attainment gap, but we are successful in getting children and families interested in what is available to them. 

 

What are the main challenges for Headcorn Primary School and for Harrietsham Primary School when providing Extended Services to pupils and to the local community (for example, with regard to staffing, signposting, finance, health and safety, transport and safeguarding), and how can these challenges be overcome?

(JK)  Being aware of what is already available before trying to set up something new or different. It is vital to do a risk assessment, and we have one Governor who takes on this role.  Setting up new things takes time, planning and effort, but once it is done, it is done and we plan to keep it.  Staffing is a challenge, but the biggest challenge is funding

(ER)  We are pleased that Extended Services has been made more possible by our new site.  The Governors put in much work to do questionnaires and surveys, which was an onerous commitment in terms of the time and effort it took.  Now we have it established, there is one other school which provides some after-school clubs, but other schools will not work with us, although we have tried.  We just about break even with our activities, as others will not join in and reciprocate.  The challenge is in changing the way of thinking.  Several schools could contribute to a shared minibus to serve their activities.  We do not charge the play scheme for using our premises, so in the winter we have to bear the cost of the heating they use as we have no way of recouping it.  I wonder if, in doing this, we are discriminating against our own pupils.  We don’t have a full time caretaker. Money has to go into providing Extended Services.  The teachers who volunteer to run activities do the locking up, and they don’t mind doing this, but it is not sustainable.

 

To what extent, in your view, does the new Ofsted inspection framework provide levers for the promotion and provision of Extended Services by schools?  Have you had experience of Ofsted asking about Extended Services?

(ER) In the last year I have been involved in three Ofsted inspections; one at the school where I work, one where I am a Governor, and another at Sutton Valence Primary where I was a Local Authority additional governor and temporary Chair of Governors  I was disappointed that, at Harrietsham, no questions were asked about Extended Services provision.  We persuaded Ofsted to change the outcome for us, but it took a battle on our part.  Extended Services is just not on the Ofsted agenda, only attainment. The self-evaluation document seems to colour their approach.

(JK)  We had a much better experience.

 

Do you think some training for Ofsted inspectors would help them to do this differently?

(ER)  They should liaise with and seek a view from the Local Authority before going to a school, and need to have a dialogue and look at a school’s accreditations first.  They would then already know about a school’s Extended Services provision, and when they arrive they would be ready to witness the provision in action.

(JK)  We have expert knowledge in the Local Authority of delivering Extended Services, so that should be made use of.

 

What role can school Governors play, and what difference can they make, in promoting the provision of Extended Services in schools? How can school Governors enhance their understanding Extended Services?

(JK)  They have a more strategic role than previously.  They need to be aware of what goes on outside the school day, and be ready and willing to ask questions.

(ER)  More responsibility is now being placed on Governors, but they are well supported by KCC. We have had Governor training and support, which has really helped, and having someone to go to for guidance when setting up Extended Services is a great help.  If we lose this support, it will leave Governors, who are volunteers, with no support, no way of being updated on latest legislation, etc, which will make the job much harder.  Governors have a key role in a school as they hold the purse strings, but to make good decisions they sometimes need guidance.  The KGA struggles to get many Governors to attend briefings, and it’s always a struggle.

(ER)  If Governors’ role in Extended Services is to continue, they will still need support to deliver it.  Some Governors are reluctant to get involved in Extended Services as they find the main school business is enough to cope with, as they are all volunteers.

 

Should schools be encouraged to develop and gain Extended Services accreditation?  If so, why?  What type of accreditation would you advise schools to gain?  What would be the added value of having this accreditation?

(JK)  Yes, I think they should do.

(ER)  Yes, I think they should be encouraged to do Extended Services well if they are going to do it – not just to tick a box on a form or add a logo to their letterhead.  I have found the accreditation team very supportive.

(JK)  The last two years working on the accreditations have been very challenging, but the accreditations are very worthwhile.  Working on these has allowed a way to network and open up opportunities. For example, I have found out that there is an education centre at Buckmore Park.  It’s been a real learning curve – accreditation is not just a paper exercise.

(ER)  Learning days working on accreditations are very enriching.

 

What will suffer when Extended Services money is reduced? Will accreditation work fall away?

(JK)  Yes, if we don’t keep hold of it.  It’s well worth holding on to.

(ER)  Our Governors were willing to do breakfast clubs as it is low risk.  Kent Play Club helped as back up and gave us confidence in setting this up.  We should always check what is already available and not re-invent things.

(JK)  Schools should be encouraged to share their resources, and we need to reduce their fear of sharing and feelings of being insular.

 

How well is Kent’s provision of Extended Services regarded on a national level?  How might the reduction of Government funding for Extended Services in future years, and the reduction of staff in the Extended Services Team of Kent County Council, affect the quality of Extended Services provision in the County?

(ER)  If you plan ahead and build in Extended Services, and maintain links which will develop it, you could end with a federation of schools delivering Extended Services together.  We don’t charge some providers of activities, but we do charge those who charge their users a fee to take part.  What they pay helps subsidise those whom we don’t charge.  But the first call on our buildings and resources always needs to be for our own pupils, and we cannot risk any upheaval for them or any damage to their school day.

 

In your opinion, how can Kent County Council, together with schools and other providers of Extended Services, ensure the sustainability of Extended Services into the future?

(JK)  By listening to those who deliver the services on the ground, and realising the level of good work that goes on in the county, and the passion which is there.  You need to get into it and understand it.  Much is done free of charge for children and families, to make sure they all get the services they deserve.

 

What about sponsorship or patronage? 

(ER)  You can tap into Trustees, etc, but you have to selective, and you can’t use this to relieve the public purse. You need to be creative with getting support – we already have Sony and Rolls Royce sponsoring our Extended Services provision.

(JK)  We had National Lotto and BBC support for a community garden, and we hope to be able to attract more sponsors in the future.

 

To what extent can partnership working between geographically-close schools improve the Extended Services these schools can offer to the local community? Could you evangelise and inspire other schools who are less keen?

(ER)  We can share good practice, which we have done via the KGA and within our own networks.  There has been some antipathy from parents (parents make up the largest number of Governors!) but they need to be encouraged to think in terms of sharing.  Some are very reluctant to link beyond their own school.

(JK)  We are trying to address this issue as part of the extensive induction training for Governors.

 

Can Head Teachers be encouraged to evangelise to other Head Teachers in their cluster of schools?

(JK)  We will shortly have two new Head Teachers appointed in our local cluster, and I am expecting this to bring new opportunities and make a big difference to how things will go.

 

If Extended Services funding were not ring-fenced, could you do more with it?

(ER) In a primary school, funding is not necessarily ring-fenced (although some is - for modern languages, for instance). There is less ring-fencing now so it is not as much of a problem as it once was.

(JK)  Funding allocated for Extended Services (for example, for the conversion of our older school building), is ring-fenced, but I think it is right to be so, to ensure that the money is used appropriately.

(ER)  We need to guard the funding that we get. ‘Your Choice’ funding could be spread too thin or inappropriately if there was not some restriction on how it could be used.

(JK)  If Extended Services funding were not protected, it might be used for something for which, it might turn out, there is some other channel for funding.

 

When you were building up your Extended Services provision, what help did you get from the KCC?

(ER) We had help initially to investigate and establish what Extended Services provision we needed, this included some training and administrative support to prepare and analyse the questionnaire, before our Extended Services even got going.

 

If the KCC Extended Services team should go, who would fill the gap?

(JK)  It would have to be us, the Governors! We would have to be willing to accept this responsibility, as we are all responsible people.

 

What can the KGA do to encourage more Governors and Head Teachers to get on board with Extended Services?

(JK) The message is already getting out and around, and many Governors are already very committed to Extended Services.  The door is already open but we need to take every opportunity to push on it some more.  I am willing to promote Extended Services and spread the message if the KCC gives me a steer.

(ER)  If a school is not well graded by Ofsted, its priorities change and efforts are geared to addressing attainment. Even if some Governors are keen, we would need an overriding body of support to drive Extended Services forward. Depending on the focus of their inspection, Ofsted are not always interested in Extended Services as they do not see that it helps attainment.

 

In the current economic climate, do you try to find volunteers to help run your Extended Services – eg, to run a club which is open to several local schools? Is it easier to find volunteers if you look to run things across a bigger area?

(JK)  Much volunteering goes on now, and parents and families have helped out for many years – long before Extended Services started. The changes happening in CFE are something we have to get to grips with, along with relationships with other partners.  These are key areas to address.

(ER)  We both have very strong links between our schools and the local Parish Councils. Many schools do not have this link; it all depends on the size of the local Parish Council and what resources it has.

 

We have heard that some schools are reluctant to do Extended Services.  Why do you think this might be?

(JK)  Some schools see it as just a different name for something they are already doing, so don’t see the need to take it up as a new or different thing.  We just need to keep chipping away at them.

(ER)  I think some are reluctant as they have unstable staffing, and in that situation, Extended Services is simply not a priority for them.  They see that Extended Services is a long-term commitment, and don’t feel able to make that commitment, and there is always an element of risk in change.  Our local community centre usually charges for activities, whereas we don’t charge for most of ours, and as we don’t have that income we cannot afford a full time caretaker.  Our computer suite could be used for Adult Education classes, but the work and data that our pupils keep on the system would need to be kept secure.  There are also very practical considerations when using primary school premises for adults; you will need bigger chairs and tables! You would also need somewhere to store this extra, bigger furniture when it is not being used.

 

What about Extended Services beyond school, going out into the community?  Schools which encourage their pupils to get involved in community clubs for sports, arts, music, etc, help their pupils’ attainment, reduce absenteeism and help them avoid hanging around and getting ASBOs while out of school.  On Sheppey we run art and pottery classes at the community centre and have a community chef who comes into schools.

(JK)  We do this too.  Headcorn Football Club uses our site, as do local cricket and tennis clubs.  Many of our after school clubs are now run by our teaching assistants.  This works well in our rural area; I am not sure it would work the same way in an urban area.  In Parkwood in Maidstone we have many different cultures and languages coming together, so we have an interesting mix of people who can learn much from each other.

(ER)  A hand bell ringing club is run at our premises by the local church.  There is a challenge around getting older teens to attend activities which are run at primary school premises, and they tend to become disengaged.  Also, the parents of 6 and 7 year olds are not necessarily happy for them to attend an event alongside older teens. We do support some teens as volunteer play leaders, but we tend to find that a primary school is not a good place to mix age groups of young people.

(JK)  Older members of the community come together one night a week, and the local Youth Forum meets and reports back to the Parish Council.  Younger pupils see the activities that teens get involved in and get interested in doing the same, so we signpost people to others’ events and avoid booking things on dates which clash, in case people want to attend a mixture of events. 

 

(JK)  In summing up, I would say that the KCC is in a really good position to encourage good Extended Services provision and it should be very careful of what it might lose if Extended Services were allowed to fall away.