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1. AN EVALUATION OF AN AFTER
SCHOOL HOMEWORK
PROGRAMME IN FETTERCAIRN
WEST TALLAGHT
“We are only as strong as our next generation and if we write them off
before they begin, we limit not only their futures but our own as well.
Education is the currency for life.” (Barnardos 2009:22)

2. i
TABLE OF CONTENTS
SECTION PAGE
ABSTRACT………………………………………………………………………….. ii
ACKNOWLEDGMENTS…………………………………………………………… iii
FOREWORD ………………………………………………………………………... v
LIST OF APPENDICES…………………………………………………………….. vi
CHAPTER 1 – Introduction………………………………………………………… 1
CHAPTER 2 – Literature Review………………………………………………….. 11
CHAPTER 3 –Research Design……………………………………………………...30
CHAPTER 4 - Presentation of Findings………………………………………........35
CHAPTER 5 – Discussion of Findings, Conclusion and Recommendations……...57
BIBLIOGRAPHY……………………………………………………………. ……...64

3. ii
ABSTRACT
This evaluation study was commissioned by Fettercairn Community and Youth Centre
in February 2016. The study had a dual purpose. It aimed firstly to ascertain how
effectively was the programme implemented in practice? Secondly it sought to examine
how could the programme be developed and improved going forward?
A selective review of the existing academic literature found that educational
disadvantage in its many forms acts as an obstacle in preventing children and young
people from deriving the benefits from education in schools with significant long term
negative consequences if left unresolved or without early intervention. It also
highlighted that after school programmes have a seminal role to play in disadvantaged
communities where they can perform a number of important functions.
The research was conducted between February and May 2016. It employed multiple
methods namely questionnaires, a focus group and in depth semi structured interview
supplemented with desk top research. One of the key findings revealed by this
evaluation study was that the children attending the after school homework programme
had derived a range of social and academic benefits from their participation and
reported a marked improvement especially in relation to their reading, writing, spelling,
and comprehension and numeracy skills. They were also happier about their school
work, assistance in having their homework completed as well as having a chance to
have fun and try new things. These results, were very much in line with the goals that
the management of Fettercairn after school homework programme had set for itself in
establishing this initiative.
The study also found that despite some initial failings coupled with a lack of
experienced personnel and budgetary constraints that the Fettercairn after school
homework programme has been a measured success. All the key stakeholders
(parents/guardians, children, staff and the local school principal) have all extolled the
benefits and value of the said programme and displayed their willingness and approval
for the continuance of the programme. The research concludes with a number of
recommendations on strengthening the current programme.

4. iii
ACKNOWLEDGEMENTS
This research was funded by the Fettercairn Community and Youth Centre in West
Tallaght. The author would like to thank the families, staff, volunteers and children that
participated in this research as well as the school principal of St Anne’s primary school
who were so willing to offer their views and to give their time to assist the researcher.
In particular I would like to acknowledge the support and cooperation of Ms Mary
Keegan, co-ordinator of the after school programme and Mr Shay L’ Estrange Manager
of Fettercairn Community and Youth Centre throughout the research process.
Homework time in Fettercairn after school homework programme Source: Shay
L’Estrange 2016.
“That’s what you want; kids that know their place in the world, in the sense that they
know that their place cares for them, they have pride, confidence and ambitions for
themselves. They are given a pathway to their own potential.” (Former Irish President
Mary McAleese address at CDI Seminar 2010)

5. iv
FOREWORD
In September 2015 Fettercairn Community and Youth centre commenced an after
school homework club pilot project. The pilot was an initiative of the Fettercairn Board
of Directors and Fettercairn estate management.
What prompted this pilot project was an obvious lack of after school services in the
wider Fettercairn area. As will become evident to the readers of this evaluation,
previous research has shown that after school programmes where implemented have
been of particular benefit to children from areas of social disadvantage, ethnic
minorities and children with learning difficulties all three of which have been catered
for in this pilot. Although the pilot was not found to be perfect and some issues and
concerns were raised, unsurprisingly the evaluation has borne out the findings of
previous research, specifically that the children had benefited socially and educationally
from the programme. It also found that it was a significant support to the wider family.
In relation to issues and concerns that were raised the literature review shows that they
are matters that are not unique to this evaluation.
The evaluation concludes that the after school homework programme has been a
success, with all the stakeholders (parents/guardians, children, staff and the local school
principal) extolling the benefits and value of the programme and displaying their
willingness and approval for the continuance of the programme.
As a result of the positive finding not just of this evaluation but of previous research it is
evident to us that there is an overarching need for an afterschool homework club to be
set up not just in Fettercairn but any area that suffers from social and economic
disadvantage. It is the intention of Fettercairn Community and Youth Centre to seek
funding to roll out this project on a formal footing in the coming school term 2016-17.

6. v
In conclusion I would like to thank all those who contributed to the programme. This
includes community volunteers, placement students, Board of Directors of Fettercairn
Community and Youth centre, staff of St Ann’s National school and staff of Fettercairn
community and youth centre (Tús and CE) in particular Mary Keegan who co-ordinated
the pilot. I would also like to thank all those who made a financial contribution this
includes, Dublin Bus, St Vincent DePaul, Shire Pharmaceuticals South Dublin County
Council and ESB. Finally I would like to thank Criostoir Mac Cionnaith who carried
out this evaluation in a diligent and professional manner leaving no stone unturned in an
effort to compile a report on Fettercairn after school homework group that would serve
not just Fettercairn but all areas of social and economic disadvantage.
Shay L’Estrange Manager Fettercairn Community and Youth Centre.
There has been a great improvement in the group as a whole in terms of participation.
The specifically chosen activities have targeted many of the issues the children have
including low self-esteem, behavioural issues and low level learning. Coupled with the
patience and hard work of the staff and volunteers and the one to one attention the
children have received is making a huge difference to their education and general
confidence. (Mary Keegan, Fettercairn after school coordinator 2016).
Teaching Drama in Fettercairn after school homework programme. Source: Shay
L’Estrange 2016
“A homework club is one of the best things we can do for the children of Fettercairn”
(Local School principal of St Anne’s primary school, 2016)

7. vi
List of Appendices
Appendix
1. Consent Form (A)
2. Consent Form (B)
3. Children’s Questionnaire

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CHAPTER 1
INTRODUCTION
Rationale for study
This brief but comprehensive evaluation study was commissioned by the management
of the Fettercairn Community and Youth centre in order to evaluate the outcomes,
merits and benefits of the current after school homework programme which has been
operational since October 2015. The aim of this particular evaluation, as described by
the management ‘is to strengthen the quality of the existing programme and improve
outcomes for the children that participate’. While the focus of this particular after
school programme has been primarily on offering homework support and supervision,
the community centre also provides a nutritional hot meal and the opportunity to partake
in a range of social activities such as drama, cookery, gardening and group play.
Why Evaluate?
According to Metz (2007:2) extensive evaluation of community programmes is
essential to ensure the quality of services and that interventions are effective.
Additionally, evaluation findings can demonstrate to a community and to funders that a
programme is both valued and beneficial to its key stakeholders. “Sharing findings
within the local community can also function as a good outreach tool for attracting new
partnerships, recruiting participants and volunteers, and building trust with families and
community members. Simply put, programme evaluations are undertaken to make
programmes better”.

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Fettercairn after school Homework programme
Homework in the sun. Source: Shay L’ Estrange 2016
The underlying motivation and rationale for the establishment of a pilot after school
homework programme in Fettercairn community and youth centre was to assist in
preventing young local children experiencing varying problems in education falling
through the cracks. The initiative took on extra meaning and urgency as an existing
after the school homework club run by the local primary school was forced to close
after their funding had been slashed by government. Initially working in a form of
partnership with the St Anne’s primary school in Fettercairn, targeted intervention thus
ensured that those most in need had local community support and assistance. The
programme continues to operate in a spirit of cooperation with the local school, the
community and youth centre and the families of those whose children attend.
The pilot programme commenced in October 2015 after securing temporary funding
from a number of sources both local and national. This permitted the programme to

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accommodate an initial intake of twenty people facilitated by a part time paid
coordinator, several local volunteers and some students on placement from a nearby
college. The club operates Monday to Thursday between the hours of 2.30 pm to 4.30
pm and offers children “a safe welcoming environment with supervised support to
complete their daily school homework”. (Keegan, 2016). In addition, the participants
are also provided with a hot meal and the opportunity to partake in other social activities
such as drama, cookery, gardening, arts and crafts and group play. According to the
programme coordinator “the children have been involved as much as possible in the
planning of the after school project and have helped to compile an agreement outlining
acceptable behaviour that they would strive to adhere to. This has allowed the children
to take ownership of the project and feel involved which in turn has given them more
confidence in their abilities” (ibid)
Area Profile
“A needs analysis report entitled How Are Our Kids? (CDI, 2004) characterised the
community of Tallaght West as having an over-representation of families living in
poverty, many in lone-parent family households and often suffering from stress related
to multiple disadvantage”. (Hayes et al, 2013:6)
Within the Tallaght region there are recognised areas with high levels of social and
economic disadvantage. In West Tallaght in particular, above average levels of
unemployment, low incomes, low educational attainment and high levels of lone parent
families are prevalent. The majority of housing in West Tallaght has been provided by
the former Dublin County Council and Dublin Corporation and is now under the control
of South Dublin County Council. The area of West Tallaght is where three RAPID areas
are situated. They are the Electoral Divisions of: Tallaght Killinarden, Tallaght
Jobstown and Tallaght Fettercairn This breaks down into four neighbourhoods i.e.
Killinarden, Jobstown, Feltercairn and Brookfield. Tallaght West having been

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designated as a socially and economically disadvantaged area was granted RAPID
(Revitalising Areas by Planning Investment and Development) status in 2001.
Between 2006 and 2011, the population of Tallaght West grew by 17.5% to 28,138
individuals. Within the same area, “there is a larger percentage aged 14 or under (31%)
than in the State as a whole (20%) and a larger percentage living in local authority
rented housing (43%) than in the State as a whole (8%). The unemployment rate in
Tallaght West for those aged 15 and over (36%) was more than double the national rate
(15%)”. Finally, “although overall crime rates for Tallaght fell between 2007 and 2008,
there was an increase in public disorder incidents and complaints about anti-social
behaviour”. (Fives et al, 2013:11).
Profile Summary: Tallaght West
The following statistics while not the most recent; nonetheless provide a snapshot of
economic and social disadvantage in Tallaght West.
} Total population in Tallaght West: 29,241 (CSO, 2011);
} 16% increase in population in last four years, compared to 1.6% nationally;
} 7,767 families live in Tallaght West;
} 85% of them have at least one child in their family;
} High youth population: 32.3% under 14 compared to 21.3% nationally;
} 30 percent of children experience basic deprivation compared to 23 percent of
the total population;
} 54% of children in Tallaght West live in lone parent families, compared to the
national average of 18.3%;
} The total deprivation score 2011 = -11.69, compared to -7 .0 nationally;

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} The lowest minus value Deprivation Score 2011 in Tallaght west = -23.70
(which is the second most deprived small area in the Country).
} Unemployment rate among males is 41.3% and females is 27.7% compared to
national rates of 22.3% and 15% respectively;
} Persons on the Live Register in Tallaght West increased from 4,291 in 2008 to
11,475 in 2013 (167% increase) ( cited in CDI, 2013)
Level of Education
} 18% of Tallaght West population has primary education only;
} 23.3% has lower secondary education (7 years) and 22.5% has upper secondary
(11 years);
} At the national level these rates are 13.8%, 16.6% and 20% respectively;
} Only slightly more than 11% of the population completed education above
Bachelor Degree level, compared to 25% nationally. ( cited in CDI, 2013)

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Local community profile of Fettercairn
Fettercairn is located in Tallaght West, Dublin 24 – very close to the popular City West
Campus. The locality has an area of 4.4 km² or 1.7 square miles. According to the
2011 Irish Census Fettercairn had a population of 7,614 and was recognised as a
disadvantaged area where almost 40 per cent of people live in local authority housing,
compared to a national average of just under 8 per cent. (CSO, 2011. O’Keefe 2014).
The RAPID Programme, a Government initiative which targets 51 of the most
disadvantaged areas in the country, has recognised Fettercairn as one of four areas in
Tallaght that have been categorised as the most disadvantaged areas in the country.
((Department of Environment Community & Local Government, 2016)

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Source: Census 2011 - Central Statistics Office. www.cso.ie/census/table8.htm
Key Facilities in Fettercairn include:
Fettercairn Community and Youth centre; Fettercairn Horse Project; St. Anne’s Junior
National School; St. Anne 's Senior National School; St Anne’s Roman Catholic
Church; St Anne’s conference of St Vincent de Paul Society; St Mark 's Community
College; St Mark's Youth and Family Centre Butler Park; Church of the Incarnation;
Fettercairn Family Resource Centre; Fettercairn Estate Management office; Kilcarrig
shop; Kilmartin shop; Childcare in St. Anne 's NS; Childcare in Community Centre The
area is also served by the recently built Luas line. (Rapid Report 2005:13, Keegan,
2016)
Actual and percentage change in population 2006 to 2011 by Province County City
Urban area Rural area and Electoral division by District, Year and Statistic
Geographic
Area
2011
Population
2006 -
persons
(Number)
Population
2011 -
persons
(Number)
Population
2011 -
males
(Number)
Population
2011 -
females
(Number)
Actual
change in
population
(persons)
2006-2011
(Number)
Percentage
change in
population
(persons)
2006-2011
(%)
Tallaght-
Fettercairn
6,600 7,614 3,630 3,984 1,014 15.4

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Fettercairn Community and Youth Centre
Fettercairn Community Centre, Fettercairn Road, Fettercairn, Dublin 24
Source: P L Chadwick (2013)
“Fettercairn Community and Youth Centre was set up in 1984 to address the needs of
the residents in the Fettercairn area of Tallaght. The current community centre was
completed in February 2001 and is a multi-purpose centre accommodating a range of
needs and groups. The centre houses among others a: Coffee shop/restaurant, Crèche,
Meeting Room, Computer room and the Drug Rehabilitation Clinic. (Tallaght Urban
Renewal IAP - Final Report 1999 – 2008: 19, Fettercairn webpage:
http://goo.gl/EbHbqb, 2016)

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St Anne’s Primary School
St Anne’s Primary School is located on Kilcarrig Avenue and is a short walk from the
local community centre. The school predominantly serves Fettercairn but they also
have children from City West, and a few from Springfield Tallaght. (Cullen, 2016)
St. Anne’s Primary School is a co-educational primary school under the patronage of
the Catholic Archdiocese of Dublin. There are thirty-three full time teachers including
the Principal, resource teachers, learning support teachers, language support teachers,
HSCL teacher and support teacher employed in the school. The school is a vertical
school for boys and girls which cater for the full range of classes from junior infants to
sixth class. “The enrolment (Total) is 435 with 209 boys and 226 girls”. (Department of
Education & Skills, 2015) The school has also qualified for DEIS Band 1 since 2007,
signifying that the main cohort of children resides in an area of high economic/social
disadvantage (Cullen, 2016). Having DEIS Band 1 status means that the school has
access to additional funding and supports, although the recent recession has seen these
resources being pared back with ominous consequences for those most in need of
support. According to the local school principal “The school had previously run a
Homework club up until 2013, but ‘that had to fall because the school completion
funding was slashed”. St. Anne’s Primary School opens to all pupils at 8.50 a.m.
Monday – Friday. School ends for Junior and Senior Infants at 1.30 p.m. daily and for
all other classes at 2.30 p.m. daily
(Cullen 2016, http://stannesprimaryschool.scoilnet.ie/blog/about-us/)
Composition of main report
Following on from this introduction, the main body of the research report consists of 4
chapters;
• Chapter 2 this chapter places the study in the context of previous national and
international research. It outlines and summarises key aspects and findings of
the International and National literature pertaining to afterschool services
• Chapter 3 sets out the methodological design of the study, it includes profiles of
staff and children as well as ethical considerations
• Chapter 4 presents the key findings of the evaluation study.

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• Chapter 5 presents a discussion of the findings, while also making some
recommendations for the future of the after school programme based on the
study findings.
The principal report is subsequently followed by a Bibliography and a number of
Appendices detailing various aspects of the evaluation study.

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CHAPTER 2
LITERATURE REVIEW
Introduction
This chapter presents a select overview of literature that places the present study of the
Fettercairn after school programme in the context of national and international
literature. The following review comprises four sections: a description of and context
for afterschool programmes, National policy for afterschool provision, benefits of
afterschool programmes and best practice in after school provision. This chapter
outlines and examines research on after school programmes especially homework clubs,
with a primary focus on studies conducted in Ireland. It is important to note that this
review is by no means extensive. The summary and conclusion at the end of the chapter
draws the various sections together by identifying some pertinent interrelated key
themes and issues relevant to the current study.
Description of and context for after school programmes
“After-school services have a potentially important role to play in disadvantaged
communities where they can serve as an important link between families, schools and a
variety of community services. They can offer children a safe environment in which to
learn new skills, to spend time with friends and to have a good time” (Hennessey,
2007:26)
According to Cosden et al, (2001:212) “after-school programmes vary significantly in
terms of the goals they set for participants and in the outcomes they expect and
achieve.” Their own review of the literature has indicated that after-school programmes
can primarily perform four major functions: “(a) increase safety and supervision, (b)
enhance cultural and community identification and appreciation, (c) develop social
skills and increased competency, and (d) improve academic achievement. Such
programmes they add, normally address one or more of these functions, with the focus

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changeable “by design and because of student and community needs” (ibid). Pugh
(1999) has identified four types of group-based after school services available in
Ireland:
The first of these is crèches that operate in the private sector and usually
incorporate after-school provision with the provision of care to younger
children. Crèches are typically used by families in middle- to high-income
groups, as the charge for the service can be very substantial. A second type of
service is provided by primary schools in the form of cultural or sporting
activities. The nature of the activities can vary considerably and may be offered
free or involve a cost to parents. The third type of service is community-based
after-school projects in disadvantaged areas that cater for the needs of the
children within the context of the needs of the local community. Their emphasis
is on providing a service that parents will find accessible and affordable. The
fourth type of service is generally called a ‘homework club’ and exists primarily
as a support service to children in disadvantaged areas. These services are
typically offered by local partnership areas and may provide help with
homework, other academic work (such as reading or numeracy), non-academic
activities such as drama and art or some combination of these. (cited in
Hennessey and Donnelly, 2005:5)
Furthermore, “After-school services in Ireland are [currently] not regulated and an
important consequence of this fact is that no formal statistics exist on the number of
these services, the number of children and families that they cater for or their
distribution around the country” (ibid).
“Engaging students in school and helping them work towards school completion has
long been a challenge for many parents and educators. This can be an even greater task
for those from disadvantaged backgrounds (Bempechat, Neier, Gillis & Holloway,
2011)” (cited in Mc Loughlin 2012:5). Mc Loughlin also notes that “risk factors for
early school leaving include disruptive behaviours, a family history of
underachievement, socioeconomically disadvantaged, low or failing grades and poor
relationships with teachers and peers (Archambault, Janosz, Morizot & Pagani, 2009;
Bessant, 2002)”. However, she highlights the fact that much of “the evidence suggests
that poor academic achievement is the strongest predictor of dropping out of school

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(Battin-Pearson, Newcomb, Abbott, Hill, Catalano, & Hawkins, 2000; Lucio et al,
2012) “(cited in Mc Loughlin 2012:6-7).
Studies emanating from America state that “group based after-school services have
beneficial effects on the socio-emotional and academic development of children living
in disadvantaged communities” (Hennessy and Donnelly 2005:2). There are also strong
indications from the international literature that “children attending good quality after-
school services may derive a range of social and academic benefits from their
experiences” (Miller, 2003, cited in Hennessy and Donnelly 2005:3). Furthermore,
“while the international literature has emphasised that the majority of children can
benefit from attending an after-school service, children living in socially and
economically disadvantaged areas have been identified as standing to benefit more than
most other groups” (Halpern, 1999, 2000). Hennessey and Donnelly (2005:3) consider
such findings significant because they establish that “after-school programmes can
make a positive contribution to children’s social and academic development.
Consequently, these positive results might be expected to boost the chances that
“children will remain in the educational system and have better employment prospects
in the future”(ibid).
Many afterschool programmes both past and present have been centred on the
alleviation of what is commonly referred to as educational disadvantage. In an Irish
context educational disadvantage is defined in the Education Act (1998) as “the
impediments to education arising from social or economic disadvantage which prevent
students from deriving appropriate benefit from education in schools”. Educational
disadvantage manifests itself in myriad forms, quite often in “poor levels of
participation and achievement in the formal education system” (CIB, 2012). There
currently exists a significant body of research on the individual and societal costs of
school absenteeism and early school leaving. “There is agreement that under-

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achievement in school can have profound consequences for children and adult life in
terms of economic uncertainty, as well as personal well-being, health, self-esteem and
participation in family and community life” (DEIS, 2005; National Children’s Strategy
2000 cited in O’Neill 2012:9). Early school leaving is by far the greatest initial
outcome of educational disadvantage with a range of short term and longer term
negative consequences for those concerned. Archambault et al., (2009) write that “The
process of disengagement can begin early in a young person’s academic career and
evolves over time resulting in eventual dropout.” (cited in Mc Loughlin 2012:7). Smyth
et al, (2015:16) states that Irish, research shows “how early leavers are more likely to
experience disadvantages in relation to access to further education/training, employment
chances, employment quality and broader social outcomes” (2015:17). In addition, the
same authors cite a study by Belfield and Levin, (2007) who found that “Early school
leaving is associated with a range of poor outcomes in adult life, including higher
unemployment rates, poorer quality employment and low pay, poorer physical and
mental health, and higher crime rates” (Smyth et al, 2015:16). However, it is important
to state that many researchers challenge the current conceptualisation of early school
leavers. “Smyth (2005) argues that labelling students ‘at risk’ does little but reinforce a
blaming explanation. When this tag is assigned to students, it places blame with the
individual and the family and shifts the focus from the political and social forces that
led to the situation.” (Mc Loughlin, 2012:7)
The detachment from and in some cases exclusion of children from the educational
system has been a long-standing worry “for many policy-makers, school principals and
teachers, as well as other practitioners working with children and young people”
(Stamou et al., 2014). There is also a general acknowledgment by researchers in this
field of study that “early school leaving is not an event but rather a process reflecting
the individual characteristics of the young person, the school and wider societal

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structures” (Dale, 2010). In the main, policy approaches to early school leaving can be
sorted into three broad categories: “(i) Strategic level responses; (ii) Preventive
strategies; and (iii) Reintegration strategies.” (Smyth et al, 2015:17-18). Hennessey
(2007:25-26) states that “while there are examples of excellent after-school services
across Ireland there is as yet no coherent national policy on the development of these
services. She also makes the point that “If the sector is to develop its full potential and
meet the needs of disadvantaged communities then such a policy is essential”.
National policy for after school provision
According to O’Neill (2012:5-6)
“Education policies and legislation in Ireland have been guided by the UNDHR
(1945) and the UNCRC (1989) since ratification and have resulted in the
development of the Governments National Children’s Strategy (2000-2010), the
DEIS Plan (2005), the Education (Welfare) Act (2000), the RAPID Programme.
It also resulted in the establishment of the Department of Children and Youth
Affairs which took charge of the National Educational Welfare Board (NEWB)
and its three strands, Home School Community Liaison (HSCL) Programme,
Educational Welfare Service (EWS) and the School Completion Programme
(SCP).”
DEIS
Numerous initiatives have been undertaken in Ireland to combat the problem of early
school leaving, key among them is The Irish Government’s Delivering Equality of
Opportunity in Schools (DEIS). The DEIS (2005) action plan for educational inclusion
strives “to protect and maintain the educational needs of children and young people
living in disadvantaged areas and is considered as one element of a continuum of
interventions to address disadvantage” (DEIS, 2005:7). DEIS was initially introduced
in May 2005 and currently remains the Department of Education and Skills central
policy instrument to address educational disadvantage. Furthermore, the DEIS strategy
is premised on and built around the existing definition of educational disadvantage in
the Education Act (1998).

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One of its central elements is the ‘School Support Programme’ (SSP) which brings
together, and builds upon existing interventions for schools and school
clusters/communities with a high level of educational disadvantage. Its plan was rolled
out on an incremental basis “over five years to 600 primary schools (300 urban/town
and 300 rural) and 150 second level schools and involved an additional annual
investment of some €40m as well as the creation of about 300 additional posts across
the education system generally” (O’Neill, 2012:7).
The DEIS programme has been in place now in primary and second level schools for
several years. In its most current form, DEIS schools are entitled to a range of supports
under the School Support Programme (SSP) these include “access to additional funding
and to literacy and numeracy and other programmes such as Home/School/Community
Liaison service and the School Completion Programme.” (Weir and Denner, 2013:1,
Cullen 2016).
The School Completion Programme
The School Completion Programme was first introduced in 2002 by the Department of
Education and Skills and was subsequently expanded upon in 2006 as part of the School
Support Programme under the Action Plan for Educational Inclusion, DEIS (Delivering
Equality of Opportunity in Schools). Since 2009, the SCP became the responsibility of
the National Educational Welfare Board (NEWB). In 2011 the SCP, together with the
related integrated services under the NEWB, was placed under the policy remit of the
Minister for Children and Youth Affairs. Responsibility for SCP has since transferred to
Tusla, the Child and Family Agency, on its establishment in January 2014. “The School
Completion Programme focuses on young people aged 4-18 who are at risk of leaving
school early. It is organised in terms of ‘clusters’ (also called ‘projects’) which are run

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by a coordinator and local management committee and consist of a group of primary
and second-level schools in a local area” (Smyth et al, 2015:1).
A recent report by the ‘The Economic and Social Research Institute (ERSI) “Review of
the School Completion Programme”(2015) found that the interventions catered for by
School Completion Programme (SCP) fall into three interrelated categories of
provision: “attendance monitoring, involving both in-school and after-school support;
fostering socio-emotional wellbeing through in-school support and therapeutic
interventions; and providing learning support through in-school interventions and
supports such as homework clubs”. In addition “These kinds of practices are
internationally proven to improve child outcomes for children at risk of disengagement
from school.” (Smyth et al, 2015: x). Homework clubs are an important component of
the SCP, which seeks to keep students in the school system to finish a full six years of
secondary-level education and sit the Leaving Certificate or its corresponding
equivalent. Wayman, (2013) notes that “It has 124 projects around the country,
covering 470 primary and 224 post-primary schools, and nearly all these projects would
have a homework club as part of their after-school activities”.
Homework clubs
A homework club can be described as an after-school support which provides a
structured environment for students to complete their homework (Department of
Education and Science, 2005:17). “Homework clubs come in many guises, from State-
funded ones aimed at supporting disadvantaged children, through individual schools
making their own arrangements for the mutual benefit of children and parents, to private
businesses filling a gap in the market” (Wayman, 2013). Such clubs serve as a
preventative method for school failure and early school dropout with the primary aim of
providing positive educational support (Beck, 1999, Mc Loughlin 2012:6-7).

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According to Cosden et al. (2001) “homework clubs can improve academic
performance, develop social skills and increase competency. Additionally, referencing
findings from a study by Halpern, (1992) they state that homework clubs also “provide
routine, structure and predictability for children who may not get this at home”. These
same authors suggest that after-school homework clubs can also serve as “a protective
factor for children at risk of school failure through the provision of positive adult
support” (cited in Mc Loughlin 2012:16). “Many researchers have [also] found that
students who complete homework assignments have higher academic grades than
students who do not complete homework assignments” (Cooper, Robinson, & Patall,
2006; Cooper & Valentine, 2001; Epstein & Van Voorhis, 2001 cited in Johnston and
Mc Comb, 2008:5). A research study conducted by Hennessy & Donnelly, (2005) point
to the potential for homework Clubs to offer significant benefits to children, particularly
those living in disadvantaged urban areas. In the same research, the authors quote
Posner and Vandell (1994) who found that “Homework Clubs support young people at
risk by improving their academic ability, as well as their work habits, emotional
adjustment and peer relationships”.
Studies undertaken into the area of homework clubs have highlighted some of the main
outcomes as:
• Assists pupils and parents or guardians by providing homework support to
pupils.
• Addresses issues of in-school conflict between teachers and pupils over
homework.
• Helps raise pupil achievement through increased understanding of school
subjects.
• Improves behaviour and social skills.
• Helps young people to unwind in a relaxed setting.
• Allows participants to acquire new skills.
• Improves young people’s attitude to school and teachers.
• Improves attendance in school.

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• Improves self-esteem.
• Improves literacy and numeracy (Brattman 2005:17-19).
Homework clubs were also seen as providing amenities for learners who would not
otherwise have a quiet space in which to do homework. In turn “this was viewed as
contributing to engagement by removing homework non-completion as a source of
friction between teacher and student”. (Smyth et al, 2015:62). Ethel Reynolds, a
regional manager for the School Completion Programme, in an interview with the Irish
Times on the subject of homework clubs commented that “The clubs target pupils who,
in the opinion of teachers, parents or sometimes the children themselves, would benefit
from the support of supervised group homework”. Furthermore she stated that “The
result of being supported in having homework routinely completed is that the child goes
into school more confident the next morning, not having to face possible public
reprimand from a teacher” (Wayman, 2013). Research further suggests that “primary
school children benefit from participation in after school homework clubs in terms of
positive perceptions of their academic ability and increased academic effort” (Beck,
1999; Marsh, 1992, cited in Mc Loughlin 2012:34).
Johnson and Mc Comb (2008:9) note that “there is a very limited selection of studies
addressing homework in afterschool”. Moreover, “there is also limited data on the
outcomes associated with programmes that offer homework assistance. In general, “the
availability of homework assistance at home, the quality of the after-school homework
program and the nature of the homework assigned will mediate the effect of these
programs” (Cosden et al, 2001:211). A review undertaken by Morris and Parashar
(2012:5) found that “no strategy worked unilaterally in addressing the participation,
attendance and retention of children in education. Instead, their report found that ‘there
is a need for combination of strategies, with the child (or the whole family) at the
centre”.

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Cosden et al, (2004:224) asserts that “after-school homework programs can provide
students with structure, supervision, academic assistance, and the opportunity to learn
study skills. Furthermore, they state that when such programmes are operating
efficiently “they can help students maintain their academic standing, feel more bonded
to their school, reduce family stress, and develop attitudes and skills that would
facilitate their success in school after the program is over”. Johnson and Mc Comb
(2008:12) highlight the fact that a number of studies have also found that “when parents
do not have the skills or the time to assist with homework, afterschool programs can
provide the needed support (Cosden, Morrison, Albanese, & Macias, 2001)”.
Afterschool providers have also been noted “to serve as a bridge between the school and
the families about student progress on homework by extending professional instruction
during homework time and involving parents through multiple means of
communication” (ibid).
Benefits of after school programmes
“Findings from International studies examining the benefits of extra-curricular activities
such as drama, sports, hobby clubs and formal after school programs, suggest
participation in such activities can prevent against early school dropout (Mahoney &
Cairns, 1997) and can benefit children at risk of social and adjustment problems (Pierce,
Hamm & Vandall, 1999)” (cited in McLoughlin, 2012). In comparison, there are
relatively few studies specifically examining the role and benefits of homework clubs
and associated educational and psychological outcomes in Ireland (Cosden et al., 2001.
Hennessey and Donnelly, 2005. Mc Loughlin 2012:17). Nonetheless, Hennessey and
Donnelly (2005:4) refer to “the potential value of after-school programmes that has
been highlighted by a number of reports, (e.g. Costello, Walsh and Abery (2000),
Murphy (2001) and Richie (1999)”. They state for example, that Costello et al, (2000)
registered an increase in “the level of school attendance for participants in a programme

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that included a range of in-school provisions as well as after-school activities”. And
that “Murphy (2001) and Richie (1999) reported teachers’ views that children had
benefited from participating in after-school clubs in Clondalkin (Dublin) and Co.
Monaghan”. Halpern (1999, 2000) has argued that “afterschool programmes can meet
these children’s needs for acceptance and for self-directed and enjoyable learning
opportunities”. Moreover, “he believes that such programmes have the potential to
identify children’s talents and provide them with safe opportunities to explore possible
identities” (ibid). Hennessy and Donnelly (2005) highlighted a study by Posner and
Vandell (1994) who explored the relationship between afterschool care and the
development of children from families with low incomes, and who also examined the
benefits of after-school programmes in the United States that offered a variety of
academic opportunities. They found that “when comparing children attending these
programmes with children who went home with their mothers, had informal adult
supervision or were in self-care …the children in the formal programmes performed
better on a range of academic tasks, and had better work habits. They also had higher
scores on measures of emotional adjustment and peer relationships”. The same research
study also noted that, “the children from low-income families would not have had
access to classes in music and dance and other enriching extra-curricular activities, such
as team sports, if they had not participated in the after-school programmes”. Hennessy
and Donnelly (2005: 3-4) believe such findings are significant because “they
demonstrate that after-school programmes can make a positive contribution to
children’s social and academic development. As a consequence, “these positive
outcomes might be expected to increase the chances that children will remain in the
educational system and have better employment prospects in the future”.
The results of the same study carried out by Hennessy and Donnelly (2005) also
indicate that “parents and children place a high value on participation in after-school

29. 22 | P a g e
clubs. Parents they write “particularly value the social opportunities for their children
and the educational value that children derive from attending the clubs as well as other
opportunities that children might not have if they went home after school every day”.
The parents interviewed in the study also believed that “the clubs gave them more free
time, and helped them by providing assistance with homework and offering peace of
mind regarding the care of their children”. The families and children that participated in
Hennessey and Donnelly’s (2005) study into after school programmes in Ireland
reported that they were benefiting from the services offered by the after-school clubs.
On the basis of these findings Smyth et al, (2015:15)
Recommended that, support is offered to after-school services in disadvantaged
communities to allow them to continue to offer a service to children and
families. This support could take many forms but the findings of the present
study… suggest that homework clubs would benefit particularly from the
provision of ongoing training for staff and of support to upgrade their premises
and acquire the equipment necessary to offer children a wide range of age-
appropriate activities.
Johnston and Mc Comb, (2008:13) make the point that “Overall, the research literature
overwhelmingly highlights the academic benefits realized when afterschool
programmes collaborate and cooperate with stakeholders”. Additionally, they write that
“like school and family involvement, community involvement can help create
successful homework environments in afterschool programmes by providing resources
to assist student achievement (Longoria, 1998)”. Citing Yonezawa, Thornton, &
Stringfield, (1998) they underline the fact that “community collaborations focused on
academic subjects have significant and positive effects on students’ grades, school
attendance, and exposure to career opportunities” (ibid).
Best practice in after school provision
In 2006 the School Completion Programme (SCP) published a set of guidelines for
Local SCP Coordinators which identified good practices for targeting young people at

30. 23 | P a g e
risk of early school leaving and offered some practical advice on targeting (SCP, 2006).
In identifying an ‘at-risk’ young person, the programme uses a series of criteria,
including:
• may come from a family with a history of early school leaving;
• may be a member of a minority group, e.g. Traveller child, asylum seeker,
Refugee;
• may have a mental or physical disability;
• may come from a community with a tradition of early school leaving;
• may show disruptive behaviour, may breach school discipline;
• may have a history of poor attendance;
• may have severe literacy problems/learning difficulties;
• may be identified as having a ‘specific learning difficulty’;
• may be withdrawn, silent, non-participative;
• may be identified as participating in anti-social behaviour or as a ‘young
Offender’;
• may be susceptible to economic stress/distress in the family background.
(SCP, 2006 cited in Smyth et al 2015:31).
There is also research evidence on what constitutes good quality care. For instance,
“Vandell and Shumow (1999) highlighted the importance of a high staff-student ratio
and low staff turnover while Rosenthal and Vandell’s (1996) research emphasised the
importance of staff education and having a wide range of activities available for the
children.” (cited in Hennessy and Donnelly 2005:3). Referencing research conducted

31. 24 | P a g e
by Beck (1999) who undertook a qualitative review of an afterschool programme based
in the United Kingdom, for low-income, African-American, young people from
kindergarten through to 12th grade, Hennessy and Donnelly (2005:3) noted his findings,
which found that “the provision of time and structure for homework completion [was]
the cornerstone to the success of the programme and …that children reported more
confidence in their academic performance” (ibid).
Childcare consultant Goode believes that after-school clubs work at their best if they are
removed from a school setting, in underlining their point they state that “research has
been done on this subject by Barnardos in Britain and it shows that it is better to have an
after-school club away from a school” adding that “If the children are staying in school,
the activities tend to be similar to school activities. I think they work better if they
provide something different to school” (Irish Independent, 2008).
Johnson and Mc Combs (2008) study into best practice in the after school provision
sector cite numerous examples from other research studies conducted in this area into
how to regulate, improve and advance after school programmes
School Learning occurs both in the day school and in the afterschool program.
While there are differences in the environments, there is value in bridging them
(Weisburd, 2004)”. The strongest factor in creating this collaboration is the
principal. The principal is instrumental in setting the tone for the day school and
can encourage teachers to partner with the afterschool program staff. Diedrich,
McElvain, and Kaufman (2007) recommend the following strategies be
employed by the principal to promote this collaboration: have regular meetings
with the afterschool program coordinator; include afterschool staff in school
meetings; use professional development time to explain the goals of the
afterschool program; develop ways for program staff to communicate changes
they notice in student’s achievement or behavior; and ask teachers to provide
information about curriculum and standards to afterschool program staff (
Johnson and Mc Comb 2008:10)

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The same authors (2008) write that “while creating linkages between the day school and
afterschool programs is a common goal, most programs experience difficulty in
achieving it due to varying institutional cultures, staff turnover, and poor
communication Noam, Biancarosa, & Dechausay, (2002)”. Nonetheless, they also note
that, the majority of research in the after school sector gives a specific focus to the
academic benefits of forging partnerships between afterschool programmes and schools.
Furthermore, they go on to cite, Diedrich et al (2007), who state that “creating a
partnership between the day school and the afterschool program provides student
support and encourages positive academic results”. Additionally, Henderson and Mapp
(2002) also identified the following benefits when partnerships exist to support student
learning: “increased teacher morale and higher ratings of teachers by parents; better
reputations of schools within the community; better performance of school programs”
(ibid).
In addition to forging positive relationships with school staff, a strong case is made for
afterschool programmes to “implement practices which encourage family involvement
during homework time”. A multitude of research exists to support the link between
family involvement and student achievement. Moreover, “family participation in
education is twice as predictive of students’ academic success as family socioeconomic
status” (Walberg, 1984 cited in Johnson and Mc Comb, 2008:11). “For … partnerships
to flourish, on-going communication is a crucial component [in addition] high quality
afterschool programs should communicate with stakeholders openly and regularly”.
While research focuses on the need for each stakeholder to openly communicate, “There
is a need for effective communications strategies which can easily be implemented by
afterschool programs” (ibid).
On the subject of managing and organizing the homework environment, Johnston and
Mc Comb (17-30) make the following comments and recommendations:

33. 26 | P a g e
• Afterschool staff must effectively use time, space, and materials during
homework time. The proper management of time, space, and materials ensures
that homework time is truly devoted to supporting academic achievement. Staff
should develop a consistent schedule for homework time; ensure the space is
adequate for learning; and provide the necessary materials needed for
homework.
• Time is an important element to consider when developing an afterschool
program. Scheduling the time to devote to homework in an afterschool program
is very important. Establishing and communicating the schedule will allow
parents and students to know what to expect.
• Having a routine plan for the program provides students with expectations for
each day. Routines help create safe environments for younger students and
reduce behavior problems (Bailey, 2001; NWREL, 2005)
• Few programs have space specifically devoted to the afterschool program. The
goal for afterschool programs is to create a space that will meet the needs for all
students. The traditional classroom style setup may not work for all students or
all subjects. In an afterschool program studied by Beck (1999), students were
successful when they were able to work on their homework in a “structured and
autonomous space.” While the space was created for the students to do
homework, the students decided on the best way for them to do the homework.
• Students should be organized into devoted areas that focus on environment
preferences, resources, and homework enrichment activities. Students who need
quiet areas can study without being distracted by students who need more active
areas. Students who need special materials can access items needed to complete
their work.
• Students who finish their homework before homework time ends need an area
where they can be engaged in other activities that support academic learning.
Beck (1999) found there was a low level of disruptive behavior by the students
who had the structured, yet autonomous space. Having a place designed to fit the
needs of the students, as opposed to a one-size-fits-all approach, reduces
behavior disruptions.
• Research indicates that positive relationships between staff and students lead to
improved student achievement and long-term academic success, particularly
with a disadvantaged young person (Connell, Spencer, & Aber, 1994). During
challenging homework times, the personal attention and encouragement from
staff can motivate students to develop or practice new skills.
• The quality of program implementation and staff knowledge and expertise are
also critical to the execution of high quality programming and homework
support.

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Summary and Conclusion
The following review was sub divided into four sections: a description of and context
for afterschool programmes, National policy for afterschool provision, benefits of
afterschool programmes and best practice in afterschool provision. The review had a
particular focus on homework clubs given that homework supervision and support was
a central aspect of the after school programme currently under evaluation.
The review began by firstly, giving a brief outline of afterschool programmes and a
broad context for their existence namely educational disadvantage which often resulted
in early school leaving. Secondly, it moved on to describe and examine a number of
key initiatives put in place nationally to combat educational disadvantage, these
included Delivering Equality of Opportunity in Schools (DEIS), The School
Completion Programme (SCP) and homework clubs. Thirdly it looked at some of the
benefits identified in some of the existing literature on after school
programmes/provision. Lastly under the section best practice in after school provision
it highlighted some major studies on the subject and their findings and
recommendations.
It is apparent from a review of the literature that there is a range of after school services
serving different functions and catering for a variety of diverse needs. There were four
types of group based after school services identified in Ireland, among them community
based after school projects and homework clubs. Despite the availability of these types
of after school services there are presently no regulations governing them. The
literature also highlights the many challenges in retaining young people from
disadvantaged areas in the school education system. Educational disadvantage in its
many forms acts as an obstacle in preventing children and young people from deriving

35. 28 | P a g e
the benefits from education in schools with significant long term negative consequences
if left unresolved or without early intervention. Research evidence points to poor
academic achievement as a strong predictor of early school leaving. A number of
American research studies have found that there are a number of beneficial effects
especially for children from disadvantaged communities participating in after school
programmes.
In an Irish context, research indicates that International legislation on human rights and
the more recent ‘Convention on the Rights of the Child’ have laid the basis for the
further development of child centred policies in Ireland including those primarily
concerned with young people’s education. In more recent times, numerous government
initiatives have been undertaken to combat educational disadvantage and more
specifically early school leaving. The Delivering Equality of Opportunity in schools
(DEIS) has been identified by numerous Irish studies as being the key policy instrument
to address educational disadvantage. The awarding of DEIS status to schools secures a
range of additional supports including additional funding and staff. Both The School
Completion Programme (SCP) and School Support Programme (SSP) have been
recognised in the literature as key components of the DEIS strategy. Research suggests
that homework clubs are in essence a preventative method for school failure and early
school dropout by offering a variety of supports. They have been acknowledged in both
International and national research studies as providing a range of social and academic
benefits to young participants, though some researchers caution that homework clubs
are limited in what they can achieve as a stand-alone initiative and that they need to be
part of a multipronged strategy to tackle educational disadvantage.
There have been limited studies conducted in Ireland on the benefits of after school
programmes for children in Ireland though the few studies that have been undertaken
have identified children from disadvantaged areas as being the key benefactors, and that

36. 29 | P a g e
both parents and children place a high value on participation in after school
programmes.
Studies in the literature have also highlighted numerous examples of best practice in
regulating and improving after school programmes, these have included advocating
partnership arrangements where the school principal is seen as a key asset in such
measures, the need for a high staff ratio and low staff turnover as well as having a
knowledgeable staff with the requisite skills and expertise. Research has also
emphasised the need for effective provision of time and structure for homework
completion, adequate provision and use of space, good communication between the
relevant stakeholders and the development of positive relations between staff and
children. Finally, the review of the existing literature in this chapter has highlighted
that after school programmes have been acknowledged as having a seminal role to play
in disadvantaged communities where they can perform a number of important functions.

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CHAPTER 3
RESEARCH DESIGN
Introduction
This chapter provides an overview of the methodology and research design for this
evaluation, including the evaluation aims, the study design and research questions, data
collection methods and ethical issues.
Research Aims and Questions
The overarching aim of the Fettercairn after school homework programme evaluation
study was to establish the effectiveness of the programme over an 8-month period. The
aim of this study was also to review the after School Homework programme operating
in Fettercairn community and youth centre in order to assist in developing best practice
to improve educational outcomes for children at risk of early school leaving and
educational disadvantage. More specifically, the study addressed the following
questions:
• How effectively was the programme implemented in practice?
• How can the programme be developed and improved going forward?
This would involve examining both process and achievement outcomes. Halpern
(1999) asserts that there is significant consensus about the qualities that, together,
constitutes “good enough” after school programmes. Structural indicators include:
– Adequate number of staff
– Adequate level of staff literacy
– Adequate facilities and equipment
– Nutritious food.

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Process indicators would include:
– Warm and supportive staff
– Flexible and relaxed curriculum
– Predictable environment
– Opportunity to explore ideas
– Feelings and identities
– Avenues for self-expression
– Exposure to one’s heritage and the larger culture
– Time for play and fun.
Ivers et al, (2010) note that “An interesting feature of Halpern’s staff quality framework
is the focus on social, emotional and relational qualities and skills of staff. This is an
important focus to be held throughout in any discussion of staff quality, in an Irish
context regarding afterschool projects”. On the issue of assessing outcomes Geiger and
Britsch (2006:3-4) believe that “It is important to focus research and evaluation efforts
on the specific outcomes on which the programme focuses”.
Research Design
The research aims were addressed through a mixed methods approach that involved a
literature review, analysis of secondary data, quantitative/qualitative surveys, a focus
group and a semi structured interview with the local school principal. The questions
used in the compiling of questionnaires were adapted from a previous evaluation study
conducted by Share et al, (2009).
Profile of participants and staff of Fettercairn after school programme
Student living arrangements
• Who the children are living with:
Parents Lone parents Cohabitating Grandparents
10 2 7 2

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• Household employment status:
Employed Unemployed
3 13
(18 children)
• Individual student learning and behavioural impairments:
Ø Dyslexia & low self-esteem
Ø Dyspraxia & DCD
Ø ADHD
Ø Autism
Ø Limited learning
Ø ASD & ADHD
Three students are currently waiting to be assessed.
• There are eight female students and thirteen male students.
• Programme caters for children from 1st
Class to 3rd
Class
• Ages of students range from 7yrs to 11yrs.
Daily routine in after school programme
• The students arrive at 2.30 pm, they settle in and discuss their day for a few
minutes
• Homework is done with help from the volunteers
• Activity time starts which includes – baking/cooking, drama, arts/crafts,
gardening & games
• A hot meal is provided to the students at this time, the menu is tailored each
week with healthy food and drinks
• The students finish up at 4.30 pm
Staff and volunteers
• A paid coordinator
• A primary school teacher once a week
• 3 college students
• A dental nurse
• A Tus worker
• 2 nuns who are also retired secondary school teachers
• 3 local residents – one parent, one drama teacher and one ex HSE worker
• The local community Garda drops in to speak to the students regularly and
offers support

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Data collection methods
Qualitative questionnaires and a focus group were used to examine the views and
opinions of after school homework club staff and volunteers on the provision of the
afterschool programme. These methods aimed to compile some preliminary
information on the nature and content of the project, explore the coordinators’ role and
volunteer’s experiences of delivering activities in the programme. In addition, the
benefits of young people’s participation in after school activities were also explored as
well as relationships between staff and the children. Questionnaires were also utilised
to collect relevant data on the attitudes and views of both the children participants of the
programme and their parents and guardians. In addition, a semi structured interview
was conducted with the local school principal of St Anne’s primary school. All the
administered questionnaires, the focus group and the semi structured interview took
place in Fettercairn community and youth centre. No ethical issues arose, before,
during or after these engagements.
Ethics
“Any research study raises ethical considerations” (Lewis 2003:51).
The study was guided in the research aims by the ‘three basic ethical principles to which
all research involving human participants should adhere: Respect for persons;
Beneficence; Justice’. Taking cognizance of all of the above, I had endeavoured to the
best of my ability to ensure full compliance and upmost rigour in ethically proofing the
proposed evaluation study and in safeguarding all fellow research participants and data,
throughout all stages of the research process. In short, ethical considerations; informed
consent, rights of participants, confidentiality, anonymity, integrity, non-maleficence,
and data protection, were instituted and maintained throughout. All research participants

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voluntarily gave their informed consent both aurally and in writing, in addition, each
research participant was also offered a copy of the evaluation study after completion.
One of the key ethical principles that underpinned the conduct of this research was
informed consent. The purpose of the research was discussed with each participant and
outlined what their involvement would mean in practice. Before the student survey was
administered, consent forms were distributed to young people’s parents via the
programme coordinator (see appendix 2). At the time of the survey consent was also
sought from the children concerned. Parent’s/ guardians, volunteers, staff, children and
the local school principal give their aural or written consent to participate in the
research. In accordance with ethical guidelines, the researcher emphasised that
participation was voluntary and that they could withdraw at any stage of the process.
Limitations of the Study
The limited timeframe of the study meant that it was not possible to conduct more
rigorous in depth inquiries with all the key stakeholders especially local teaching staff
and current funders. Time limitations also meant that a financial audit was beyond the
scope of this study.
Summary
In this chapter, I have introduced the research design, and the methods I believed were
most appropriate to evaluating the programme. I also give a brief synopsis of ethical
considerations before concluding with some limitations. The next chapter is a
presentation of key finding from the evaluation study.

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CHAPTER 4
PRESENTATION OF FINDINGS
Introduction
This chapter presents the findings from all the key stakeholders that have participated in
this evaluation study. The parents and children’s questionnaire followed a similar
layout style and are reproduced here with the number(s) representing the total
answers/replies to the questions posed contained within the relevant boxes. The
volunteer’s questionnaire was of a qualitative nature therefore I have summarised the
replies where appropriate while also including their answers verbatim to many of the
questions posed. The volunteer’s questionnaire was self-administered while all
volunteers returned the questionnaire, not everyone completed the questionnaire in full.
A summary of the main points that were raised at a focus group meeting with staff and
volunteers and an interview with the local school principal are also given at the end of
the chapter.
Parents/guardians questionnaire findings
Ten parents/guardians completed the questionnaire, 9 Females and 1 Male. The
administering of the questionnaire took place at Fettercairn community and youth centre
on the 11th
April 2016 between 3.30pm-4.30 pm. The tables below display their answers
in simplified form, with the number in the box tallied to signify their responses. Written
replies to some of the questions asked have also been included.

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Attitudes to after school programme
Agree Disagree don’t know
I am satisfied with the kind of activities offered at
the home work club
10
Club helped my child get on in school
10
Club helped get homework done on time
10
Club helps me connect with child’s school
9 1
Report on child’s attitude to after school
programme
Please tick box
Agree Disagree don’t know
My child likes going to the homework club
9 1
Child gets on well with staff
10
Child gets a chance to learn new skills
10
My child gets along well with other children at
homework club
10

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In what ways (if any) has your child improved since joining the afterschool club?
Male respondent-My child has come on great with the club.
Female respondent-My child has improved, she speaks more and interacts with other
people. She is comfortable around others.
Female Guardian-She has come on a lot with her reading in school.
Female respondent- Homework done on time, better routine with the homework club.
Female respondent-She is sometimes very shy but the homework club has helped her to
socialise and mix with new people.
Female respondent-He has become more sociable. Before joining the homework club,
he rarely mixed with his peers, now he mixes more.
Female respondent-My son has really improved with his homework as it was a
nightmare at home trying to get homework done
Female respondent -More confident at doing schoolwork and takes direction much more
freely.
Female respondent -My child is more outgoing; homework is properly done. The child
is more settled and looks forward to going to the homework club as well as learning
new things.
Female respondent-My daughter has learning difficulties and has come on great since
starting the homework club. She has really come on with her reading, writing and
spellings.
Attitudes to after school programme staff Please tick box
Agree Disagree don’t
know
I am comfortable talking with the staff
10
Staff welcomes suggestions from parents/guardian
10
Parent/guardian able to get involved
10
Staff tells how child gets on
10
Parent/guardian comfortable with staff handling of
behaviour
10
Parent/guardian satisfied with staff ratio
10

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What do you like best about the afterschool homework club?
Male respondent-He has homework done and has time to play when he comes home.
Female respondent -The staff are wonderful people to work with and my daughter
enjoys the club so much she wants to do it next year.
Female guardian -A bit of time to myself.
Female respondent -Child has made more friends and has connected better with peers.
Female respondent -I like that she is finding her own personality and independence by
being outside her usual friends and she has her own space to do her homework which
she wouldn’t always have at home.
Female respondent -As he has his homework done and dinner before he comes home it
gives us more time to enjoy other activities.
Female respondent -The best thing about the homework club is that my son is not
hanging around at home with nothing to do and I think it has really helped him a lot.
Female respondent - All of it.
Female respondent - Homework is properly done, getting to mix with other children and
learning new things.
Female respondent -It gives me a chance to spend time with my younger daughter, also
I feel my other daughter gets more attention in the homework club and is getting the
help that she needs.
What would you change?
Female respondent - Nothing
Female guardian - Nothing
Female respondent - Nothing. I am very happy with his progress, he is very happy with
his new friends and staff interaction.
Female respondent -I wouldn’t change anything. I really think the staff are great with
the kids and they listen to the children if they have a problem.
Female respondent -Extend hours maybe and have club on a Friday.
Female respondent - Nothing
Female respondent -Would love to see it get bigger and help others.
Would you like to make any other comments about the afterschool homework
club?
Mae respondent -He has come on great since he has started the homework club.

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Female respondent -I think the staff in the afterschool club should be acknowledged for
how much they do for the children and how much good it does in affecting them in later
life and I hope they get the funding to carry on.
Female guardian -Nothing
Female respondent -Nothing
Female respondent -I think the homework club is very good for children who need extra
help and I have seen a big change in my sons work and I am proud of him.
Female respondent -My daughter absolutely detested doing homework, could take up to
three hours to do one sentence never mind complete it. She is very proud of completing
work now and loves to show the art etc. she has done in the homework club. I haven’t
got a single complaint. I feel my daughter has benefited greatly from the homework club
as she could get easily frustrated but the club has helped her enormously in this area.
Female respondent- I am very happy with the afterschool club.
Children’s Questionnaire
The children’s questionnaire was jointly administered by the researcher and the
manager of the community centre in a room adjacent to the computer room in
Fettercairn community and youth centre in April and May 2016. Twelve children
agreed to participate, although two of the questionnaires were deemed void due to the
participant’s lack of understanding of the questions and their loss of interest midway
through the questionnaire. The results of the questionnaire are reproduced below.
Attitudes to after school programme Yes No Don’t know
I get a chance to do new things there 10
I feel like I belong there 10
I get into trouble there 3 7
I feel like my ideas count there 4 6
I feel like I do well there 10
I feel safe there 10
It is a good place to hang out 8 1 1
I feel they don’t listen to me 1 9
I only go because I have to 1 9

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Benefits of taking part in after school programme Yes No Don’t know
Makes me better at spelling 10
Understand maths better 9 1
Makes me a better reader 10
Makes me a better writer 9 1
Makes school work easier 10
Read and understand more 10
Finish my homework 10
Feel happier about my school work 10
Get help with schoolwork 10
Make new friends 9 1
Feel safer after school 10
Have fun 10
Try new things 10
Relationships with after school programme staff Yes No Don’t know
They really care about me 9 1
They listen to me 9 1
They always try to be fair 9 1
They always listen to our ideas about making the club
better
9 1
They really care about me 9 1
I can talk to them about anything that is bothering me 10

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The best thing I like about the after school programme is
Help with my homework 4
Activities: Arts and Crafts/Drama 1
Hot meal
Hanging out with my friends 4
Would you like to say anything else about the after school programme?
“It’s very cool” (Female aged 8)
“It’s good” (male aged 9)
“I want to bring a friend into it, I don’t like all the dinners” (Female
aged 10)
“More people should go to the club because it is great” (Male aged 11)
“Best thing of the club is the computers” (Male aged 10)
Staff Questionnaire
The staff questionnaire was self-administered. The questionnaire was distributed to all
volunteers and returned within a two-week period. All volunteers associated with the
programme filled in the questionnaire though some left some of the questions blank.
The respondent’s answers are contained within the table below. Some answers have
been summarised by the researcher.
Staff
There is one paid coordinator and nine volunteers, some offer their services on a
full time basis and others in a part time capacity.
Role in Afterschool club-
Aside from the drama teacher and the female volunteer who is responsible for the
arts and crafts, the remaining volunteer’s primary role is to assist in the supervision
of homework.

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Have you been Garda Vetted? –
All volunteers, bar one have been garda vetted. The female volunteer not garda
vetted has been vetted by the local church authorities
Have you had child protection training? –
All volunteers, with one exception have had child protection training.
When did you commence work in the programme? –
All volunteers commenced work with the after school homework club between
October 2015 and January 2016.
How did you become involved in the afterschool programme?
Female volunteer-As a member of St Anne’s conference of St Vincent De Paul.
Female volunteer-As part of my work experience module.
Female volunteer -Became aware of the after school’s club through the course
coordinator.
Male volunteer- I volunteered one month before I started my college placement.
Male volunteer -Mary Keegan asked me if I would work with the after school club.
Male volunteer -I was moved from centre reception to classroom assistant at the
request of Mary Keegan.
Female volunteer -Invited by St Vincent De Paul.
Female volunteer-By volunteering in Fettercairn community centre.
Female volunteer -I was approached by Mary Keegan. I had told her I was looking
for voluntary work.
Please describe your role and responsibilities in the afterschool club
Female volunteer-Supervision of homework.
Male volunteer-To help children with their homework and assist them during other
activities.
Female volunteer-On Wednesdays I lead the group in an activity either arts and
crafts or baking. As like the rest of the staff I am responsible for the children’s
safety and wellbeing while in the club.
Female volunteer-I help with the children’s homework, arts activities, drama and
cookery classes; I do listen to the children when they come to me with anything. I
work in a team with other staff.

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Male volunteer. My responsibilities are to help children through drama to build
their self- confidence and become more aware of what they can achieve through
concentration which is a vital part of drama and school work. Establishing each
child’s allocated homework to each day, then monitoring and assisting where
needed, the completion of the homework. Assisting with the provision of meals as
part of the club.
Male volunteer-Help individual children with their homework and cooperate in the
smooth running of the program. Creating a safe place for all the children who
participate.
Female volunteer-To care for and help children that need a little extra help doing
homework and to make sure they are secure in their surroundings.
Female volunteer-To help children with their homework and ensure that they are
in safe environment.
Female volunteer-
Encouraging children with their creative side.
Do you have any formal educational qualifications in relation to working with
children/young people?
Six volunteers have no formal qualifications in relation to working with children.
There are two retired teachers and a student with qualifications.
Have you previously worked with the children or young people?
Eight volunteers have previously worked with children in several locations and at
different times achieving varying levels of experience.
If so, please give details of your previous role, duration, setting, experience
etc.
Female volunteer- 50 years teaching experience
Male volunteer- I volunteered on the summer project as a leader. I also volunteer
teaching Taekwondo to children in the community centre
Female volunteer- I did work as a bus escort with children with intellectual
disabilities. I volunteered in a school when they needed me.
Male volunteer- I have enjoyed working with children. I have worked with children
for over twenty years or more. With youth clubs in Brookfield for seven years. With
St Anne’s primary school in Fettercairn teaching drama and chess. With
Fettercairn summer project for the last four years. I have also worked with
Fettercairn football club in the 1990s as manager.

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Male volunteer- Assistant at play school in London in the 1990s
Female volunteer- Teaching music and English in New Zealand
Female volunteer- I am a member of the entertainment committee for the seasonal
clubs run in the community centre. I am treasurer on the board of management. I
am also on the parent’s association as vice chair of St Ann’s school Fettercairn.
Female volunteer- I was Assistant Captain of a young girl guide company. It was
held in the community centre twice a year. The girls were brought away for three
or four days. This was an enjoyable experience as the girls had no devices and had
to use their imagination. I did this for two years but had to give it up when I
returned to the workforce (shifts)
What types of difficulties/problems (if any) have you encountered in your role
in the after school programme?
Male volunteer- I find it difficult with the children who require extra assistance but
in order to improve this we need help from the school.
Female volunteer-behavioural issues
Female volunteer-Emotional communications. Establishing relationships with
some of the children
Male volunteer-The only problems I have come across in my time here is getting
children to come around to how I work in teaching drama
Male volunteer-Managing children with severe anger/learning difficulties
Please describe how you have dealt with them
Female volunteer- When a child is acting up I try to remove them from the
situation and speak with them. If I can’t calm the child down I will refer the issue
to the co-ordinator.
Female volunteer- I describe my difficulties to my supervisor..., we had some
meetings in relation to this where he helped me to overcome all these difficulties.
Female volunteer- I have worked hard to get children to trust me and when that
happens, the work, whatever I am doing becomes easier and more productive.
Male volunteer- Re: anger issues-allowing the children to vent their frustration to
a point where they can be dealt with in a calm controlled way in order to resolve
their issues. Re: Learning difficulties-trying various methods (trial and error) to

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establish a form of delivery that the child could understand and process.
Female volunteer- Some children were finding it hard to settle in to the structure
of sitting and doing homework so it was quite difficult at the start because they
could be disruptive to those who needed to concentrate but over time with reward
charts and advice it started to develop a calmer atmosphere so children started to
relax and settle a bit more.
What have been the most rewarding aspects of your involvement in the
afterschool club?
Female volunteer- Helping children.
Male volunteer- The most rewarding aspect of the afterschool club is ensuring
children have a chance in school and food in their stomachs.
Female volunteer- Seeing a lot of the children become more confident in
themselves, as well as becoming more open to new activities.
Female volunteer- Every little achievement is a reward for me. The most was when
I established a positive relationship after a month in my placement with an autistic
boy.
Male volunteer- To see and hear the response from the children during and after
drama
Female volunteer- The happy smiling faces and the knowledge that they have
processed so much since October 2015
Male volunteer- I enjoy helping the children and love their enthusiasm and
openness.
Female volunteer- A lot of the children improved in their homework so they were
very appreciative.
Female volunteer- To see children become more confident when they have
personal attention
Have you been offered training during your time working on the programme?
The majority of volunteers have been offered no form of training since the
programme began.
Do you have regular staff meetings?
Short/brief meetings have been held most days before and at the end of the after

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school club.
Do you believe the program could be improved?
The majority of the volunteers had seen room for improvement.
If so in what ways do you believe the programme could be improved?
Female volunteer-With the addition of more volunteer helpers
Male volunteer-I felt at the start of the programme we were trying to gently settle
the children in and held off on implementing structures, which now looking back, I
feel if the structures had been implemented straight away, instead of waiting for
the settling in period to pass, it would have been more beneficial to the children
Female volunteer- A clear budget to allow more forward planning in terms of
activities/rewards
Female volunteer- The quality of food for example, roast chicken instead of
chicken goujons. Maybe an extra room and extra staff?
Male volunteer- We could always benefit, as would the children from having more
assistants. I feel the children would also benefit from having more stimulating
activities were resources allow.
Female volunteer- More structure and clearer commands so children follow the
rules of the club so there is less disruption for weaker children. It also feels that
there could be more involvement from the school as in having a qualified person
or persons who know the school curriculum and can advise the children who need
help as many volunteers do not have the skills to do this but as a pilot programme I
feel it was successful to an extent but many areas could be improved.
Are you satisfied with your role and responsibilities?
All the volunteers were happy with the roles and responsibilities assigned to them.
What do you consider to be the most difficult/challenging aspect of your
involvement?
Female volunteer- Not allowing the children’s home life affect the structures of the
homework club to reiterate, I have found challenging to create an activity plan
without a clear budget
Female volunteer- To work with children from dysfunctional families, children

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deprived of education which are slow with their cognitive development but not
because of intellectual disabilities but been deprived of education.
Female volunteer- The limited time I can dedicate to each child.
Female volunteer- The difficulties and the challenging aspects of my involvement
were not having the training or the skills to ensure I was correct in the way I was
showing children how to do their homework as I was only going on previous
experience of helping my own children. As the curriculum changes quite often it
can become confusing.
Male volunteer- When some children do not want to be in the programme, they can
disrupt the flow.
Do you believe the programme has benefited the children involved?
The vast majority of volunteers believed that the children had benefited from their
involvement in the after school club
.
-Female volunteer- Yes, not only in terms of education but also in terms of their
personalities.
Female volunteer- Very definitely, yes they are free to be themselves and all adults
treat them with gentleness and respect.
Female volunteer- Somewhat.
If so why? Please give examples
Female volunteer-Some children would not concentrate on their homework owing
to family circumstances The children are now more confident when doing
homework and are beginning to understand homework is important.
Male volunteer-Some children’s school work has improved. Behaviour has
improved in some kids. There has been an improvement in some of the kid’s self-
esteem and ability to speak to their peers.
Female volunteer-Children are helped with homework, they are involved in many
activities which are designed to help them with their creativity and to express their
emotions, relieve their anger and we make sure that the children understand we
are here all the time for them when they have any problem to solve.
Male volunteer- When I started the drama programme some children did not want
to be involved but after building trust with them, they have started to become
involved more than just looking. I feel that some of the children have really come
out of their shell in the after school club environment. In different ways they have
gone on to display great leadership, assisting and co-operation skills. They have
also displayed hidden talents such as singing and acting as part of our drama
classes on Thursday and art/cookery on Wednesdays.
Male volunteer-I feel that there were some children who did not need the help of
the homework club and there could have been other children put in there that
needed it. The children that needed the help with the homework club needed

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people that had the skills to fully explain work properly in a way that they
understood it. As we are not in the classroom with them all day in school we are
unaware of the struggles they face.
Female volunteer-Children are given time to talk to adults when they have a
problem. There is good interaction between the adults and some children.
What would you change (if anything) in relation to the programme?
Mae volunteer- More involvement from the school
Female volunteer- If the budget was improved I would employ more staff and I
would work with children in small groups in twos and threes in separate rooms
Female volunteer- Additional staff and more stimulating activities
How would you describe your relationship with (a) parents/guardians (b)
other staff (c) children.
Female volunteer- I have no contact with parents. Relationships with children and
staff are good.
Female volunteer- I feel my relationship with all three is fantastic.
Female volunteer- (A) Respectful, (B) we have a good team working ability and
follow the delegator in each activity. (C) Close enough that they can talk to me,
but not too personal in an effort to create respectful boundaries
Male volunteer- Very good
Female volunteer- Very good
Female volunteer- Very good
Female volunteer- (A) I didn’t have much involvement with the parents. (B) I got
on with all the other staff. (C) I enjoyed being around them.
Female volunteer- Approachable, friendly
Do you believe the programme is adequately resourced and staffed?
Female volunteer-We could do with more financial help, I believe
Male volunteer-Yes, and no
Female volunteer-No, we need more skilled volunteers and more funds available.
Female volunteer-No
Male volunteer-At present I feel we are doing very well with limited resources but

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it could be even better with additional funding and resources.
Have you any other comments you would like to make relating to the
programme.
Male volunteer- A resource which is needed is more involvement from the school.
I feel the children and the programme would benefit greatly from the help of the
school.
Female volunteer- The programme needs more staff and a training programme.
Female volunteer- I feel that more permanent staff with full training is required.
Summary of findings from Focus group meeting
The focus group meeting with staff and volunteers in the after school programme was
held in the ground floor computer room in Fettercairn community centre on the 13th
April 2016. There were nine people present at the meeting excluding myself and the
manager of the centre who had agreed to take some notes. The focus group commenced
at 1p.m and finished at approximately 2.20 p.m. The primary aim of the focus group
meeting was to ascertain how the current after school programme was operating and in
what ways improvements could be made. Additionally, it also sought to explore staff
and volunteer perspectives on their roles, the activities provided by the programme, and
their relationships with parents and the children participants in the programme. The
meeting began by welcoming those present and explaining the rationale for the
evaluation study and focus group. All those present contributed to the discussion.
Below I have included some of the key issues concerns and suggestions raised by the
participants, much of which will be discussed in the next chapter.
Aims and Objectives

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Volunteer drama teacher – “for myself my main objective is to bring the children that I
am working with bring them out of themselves, to give them a feeling of self-worth as
part of what we are doing together… they are starting now to think more and hopefully
their concentration levels are rising, each time they work, especially for their education
and their homework”.
Coordinator- “one thing I thought about was a nice, safe place to take the kids into, in
the afternoon to do their homework and support them and to give them a nice hot meal,
where some families were struggling to provide that for the children when they go
home… I suppose the objective is to try and improve their confidence that they would go
right through education and go to secondary school without any issues or fears or
getting into trouble”.
Female volunteer- “My hope and aims would be that the children that are here are
supported with their homework and have a better understanding of work when they go
to secondary school …and they may stay on longer, that they experience different
activities and I hope they may find something interesting that steers them in the right
direction, – look we will always have difficulties because we have children with
different needs all in the one room, in light of that situation it would be great if we could
just do one to ones with some of them children but at the moment we can’t”
Female volunteer- “It’s about [the children] developing positive relationships and
winning their trust…yes this project not only helps the kids with homework but with all
the activities”.
Volunteers cited two examples of homework assignments not being completed on the
days they were absent from the after school programme.
Male volunteer- “it’s a great way of preparing some of these kids for secondary school.
The interaction with different people, one day you might do homework with these three
kids the next day you might do homework with a different three, and for the children it
gives them that different interaction that they wouldn’t get in primary school where they
are only dealing with the same teacher every day of the week, so to a degree its helping
those especially the ones that may have issues in relation to Autism or ADHD or
something like that… certainly the nutrition and the food at the end of each day is very
important for some of the children, we noticed, especially at the very start how
important it was to them… so that’s great to see as well”.
Organisation of homework Club-What do people think?
Female volunteer- “It needs a bit more structure…sometimes the structure is very hard
to maintain”.
Female volunteer- “needs more volunteers and an extra room”.
Female volunteer- “more contact with the school…maybe [we also] need more training
or more skills to do it [help with homework] or extra help from the school”.
Female volunteer- “It’s very important to gain their confidence… I would like to see
more people [volunteering] because one to one would be ideal. I find when I come over
here, I only see the two kids because that’s about all you can see. I’d like more

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volunteers – we could work on that and I’d think that would be very good if we could
give our attention to only one child”.
Length of time spent in the after school programme or the environment where the
programme takes place- is the room big enough, is the time long enough?
Female volunteer- “If we had more people that would solve the situation”.
What would people see as being the main benefits to the children that attend?
Female volunteer- “there’s more interaction, than there would be in the classroom that
just shows them there are new ways to do things”.
Male volunteer- “There confidence has improved dramatically… if you go back and see
the homework they were doing in October 2015 and the homework they are doing now;
a lot of things have improved. Their writing, they are getting the letters in the correct
shape. …so you can see the level of homework is far better than it was back in the very
first week or two”.
Main benefits to children
Female volunteer- “their motivation…looking forward to particular activities”.
Female volunteer- “[their] confidence beginning to pick up”.
Female volunteer- “Maybe if we had feedback from the school…from the teachers who
recommended these children as to how they have improved”.
Coordinator--“Maybe someone from the school needs to come in say once a month to
support them. It would be nice if they could do that”.
Female volunteer- “it would be good for the children, for the teachers to come in once
in a while”.
How could you best facilitate the attendance and participation of the children?
Female volunteer believed that more clarity of the after school programme financial
budget would be helpful as she thought that the activities were having a beneficial
affect-especially in terms of their educational skill set.
Female volunteer- “I would actually love to see just a room [similar to the one used for
the after school programme], no distractions for the kids and then another room that
would be a quieter room for the children that are struggling”.
Had been tried previously using existing free space in the centre-,” did work for a
while” one male respondent replied.

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Female volunteer- “It would be great to get some more permanent staff so that for the
start of the week you could have say three permanent staff and a co-ordinator to be
permanently in here so that it’s not a mix of people coming in and out so that there’s a
core group of people there from start to finish and use that structure and then have
volunteers coming in on top as many as you could get – that would be a good way of
doing things.”.
Female volunteer- “maybe some training for everybody”
Female volunteer- “A little bit of training or more training of people that are going to
be involved in the programme”
Drama teacher- “I know we are stretched for time for me even an hour working with
children…would be fine but at the moment as I have already said we are stuck for
time”.
Do you think the time should be extended?
Female volunteer- “sometimes it feels a bit rushed”
Male volunteer- “I am just thinking if you improve the time you improve their
education”.
The local community Garda drops into the programme regularly-he said that “whatever
we as [staff and volunteers] can do with the group of children will also benefit the
Gardaí because if the children’s self-esteem is raised and they feel better within
themselves they are less likely to be a problem for them” (male respondent).
Do the parents engage much?
Male volunteer- “we have a good relationship with them”.
Coordinator- “There is no problem with the parents”.
Male volunteer- “We kind of feedback to them as much as possible”.
Is there anything else people would like to contribute to the discussion?
Female volunteer- “we were having a look at the mezzanine area here in the centre …it
would be ideal for the homework club, it’s a private setting its away from everything …I
think that it would be the perfect solution to help all matters of the homework club and
make it run more smoothly, keep things under control and just help all the kids”.
There was general agreement voiced in the meeting for this proposal
Female volunteer- “More clarity on the budget available, it’s just difficult to plan
activities when you don’t know
Discussion on whether a formal or informal approach is best suited to running the
programme.