Session Information
05 SES 04, Impact of Extended Schools and Area Based Initiative
Paper Session
Contribution
There is Europe-wide concern about disadvantage (economic, social and educational) and ways to ameliorate the affect these have on young people and their families in the context of education. This paper explores the effectiveness of the approach of one European country to deal with this situation, that of extended services in England, as delivered through extended schools. In other words this paper discussed the extent to which extended schools reach disadvantaged families and young people and are effective (Raffo and Dyson 2008).
By 2010, all schools in England will be expected to offer access to a wide range of extended services (ES) to children, families and the community from 8am - 6pm, 48 weeks a year, including school holidays. Schools may provide these services on-site or may provide access to such services offered by other schools or centres. Even in their early forms, extended schools (as they were then known) tended as often as not to be associated with efforts to overcome educational and social disadvantage. Likewise, full service extended schools were chosen for the most part because they served disadvantaged places and people (Cummings et al. 2005). Whilst there has been a national evaluation of extended schools (Cummings et al. 2007), this is the first study across the range of school situations to focus on the effectiveness of extended services for young people and families deemed disadvantaged. A socio-cultural theoretical framework was used to explore this focus.
Method
Expected Outcomes
References
Cummings, C., A. Dyson, D. Muijs, I. Papps, P. Pearson, C. Raffo, L. Tiplady, and L. Todd. 2007. Evaluation of the Full Service Extended Schools Initiative: Final Report. Research Report 852. London: DfES. Cummings, C., A. Dyson, I. Papps, D. Pearson, C. Raffo, and L. Todd. 2005. Evaluation of the Full Service Extended Schools Project: End of FIrst Year Report. London: DfES. Raffo, C., and A. Dyson. 2008. Full service extended schools and educational inequality in urban contexts - new opportunities for progress? Journal of Educational Policy 22 (3):263-282. Todd, L. 2007. Partnerships for Inclusive Education: A critical approach to collaborative working. London: Routledge.
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