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Schools In The Community 1(2008)


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Schools In The Community 1(2008)

  1. 1. Schools in the Community <ul><li>Session Outline </li></ul><ul><li>The importance of the school being part of the community </li></ul><ul><li>Promoting community involvement in school </li></ul><ul><li>Government initiatives </li></ul>
  2. 2. Schools in the Community Being involved in the community is all well and good but I’ve got a school to run! Activity Spend 3 minutes listing all your reasons why a school should be involved in the community. Do this on your own. Now share these with others.
  3. 3. Schools in the Community Schools are clearly part of the community; notice the furore when schools are threatened with closure. Schools use public money, and are a resource to serve the community.
  4. 4. Schools in the Community <ul><li>The community is also a resource to enhance the opportunities the school gives its pupils. </li></ul>
  5. 5. We can’t teach in isolation <ul><li>Schools are part of a partnership. </li></ul><ul><li>8760 hours in a year, 1235 are spent in school (15%) </li></ul><ul><li>7525 (85%) outside school </li></ul><ul><li>4015 hours asleep </li></ul><ul><li>3510 hours (40%) of time influenced by home and the community, so important to involve community. </li></ul>
  6. 6. Promoting Community Involvement <ul><li>Family Learning </li></ul><ul><li>Skilled parents and other adults </li></ul><ul><li>Massive learning resource </li></ul><ul><li>Older members of the community </li></ul><ul><li>Learning by improving and using the environment </li></ul>
  7. 7. Family Learning <ul><li>Involves LAs and their partners, schools museums, libraries, community and voluntary groups. </li></ul><ul><li>Money has been provided for this in deprived areas, with broad objectives to raise achievement and widen participation in order to counter social exclusion. </li></ul>
  8. 8. Family Learning <ul><li>School is seen as a safe place, but for many parents it may be associated with negative experiences. </li></ul>
  9. 9. Family Learning <ul><li>Family Learning refers to </li></ul><ul><li>Learning within the family, </li></ul><ul><li>Learning to help people operate as or within a family, promotion of lifelong learning. </li></ul><ul><li>Family is deliberately not defined and should provide opportunities for intergenerational learning. </li></ul>
  10. 10. Benefits <ul><li>Research supports fact that children do better if supported at home, or by community. </li></ul><ul><li>Need to engage with parents so that they can help their children. We are not in a position to make judgements but have to understand the community the children come from. </li></ul>
  11. 11. Benefits <ul><li>Sharing of knowledge benefits the children </li></ul><ul><li>Parents can gain skills in supporting learning opportunities </li></ul><ul><li>Mistrust is minimized </li></ul><ul><li>Parent involvement in learning encourages pupils to see value in learning </li></ul>
  12. 12. Key Questions <ul><li>How can parents contribute to raising standards? </li></ul><ul><li>What are the benefits for children? How can we use the community as a resource? </li></ul><ul><li>How can a school ensure that all are signed up to this philosophy? </li></ul><ul><li>What are the learning opportunities in the home and how can these be maximised? </li></ul>
  13. 13. Skilled Adults <ul><li>Parents have many skills that can benefit the school. </li></ul><ul><li>They don’t have to be academically inclined to be positively involved. </li></ul>
  14. 14. Massive Learning Resource <ul><li>There is a rich learning environment waiting to be used </li></ul><ul><li>By involving the community we can make learning have a ’real’ basis </li></ul>
  15. 15. Older Members of the Community <ul><li>Recently retired </li></ul><ul><li>Older peoples experiences </li></ul><ul><li>Opportunity to build up trust. </li></ul>
  16. 16. Learning by improving and using the environment <ul><li>Children taking part in community projects </li></ul><ul><li>Local study </li></ul>
  17. 17. Every Child Matters <ul><li>What does ‘Every Child Matters’ involve? </li></ul><ul><li>Closer co-operation between agencies responsible for children’s well being such as schools, social workers, the police and health professionals. </li></ul><ul><li>The national framework for change (Every Child Matters) is now underpinned by the Children Act 2004. </li></ul>
  18. 18. Every Child Matters <ul><li>Why has it come about? </li></ul><ul><li>It follows from the recommendations of the inquiry into the death of Victoria Climbie. </li></ul>
  19. 19. Every Child Matters <ul><li>What are the essential elements of Every Child Matters? </li></ul><ul><li>The key is to it is meeting 5 stated outcomes which are regarded as vital to the children’s well being. </li></ul>
  20. 20. Every Child Matters <ul><li>5 Outcomes of Every Child matters </li></ul><ul><li>Be healthy </li></ul><ul><li>Stay Safe </li></ul><ul><li>Enjoy and achieve </li></ul><ul><li>Make a positive contribution </li></ul><ul><li>Achieve economic well being </li></ul><ul><li>All relevant agencies have a responsibility to meet all 5 outcomes. </li></ul>
  21. 21. Every Child Matters <ul><li>S afe </li></ul><ul><li>H ealthy </li></ul><ul><li>E njoy and achieve </li></ul><ul><li>E conomic well being </li></ul><ul><li>P ositive well being </li></ul>
  22. 22. Every Child Matters <ul><li>Activity </li></ul><ul><li>Using the information provided look at 2 outcomes and outline how schools might meet the outcomes. Be prepared to feed this back to other groups. </li></ul>
  23. 23. A Major Development <ul><li>Extended Schools </li></ul><ul><li>The notion of extended schools is part of the Governments 5 Year strategy for Children and Learners and 10 Year strategy for Childcare. </li></ul><ul><li>By 2010 all children should have access to a variety of activities beyond the school day ( to 6.00pm) </li></ul>
  24. 24. <ul><li>By 2010, all children should have access to a variety of activities beyond the school day. Well-organised, safe and stimulating activities before and after school provide children and young people with a wider range of experiences and make a real difference to their chances at school. It gives them the opportunity to keep fit and healthy, to acquire new skills, to build on what they learn during the school day or simply to have fun and relax. </li></ul><ul><li>Ruth Kelly 2005 </li></ul>
  25. 25. Extended Schools <ul><li>What are extended schools? </li></ul><ul><li>What are the advantages? </li></ul><ul><li>What are the issues? </li></ul><ul><li>In your opinion does it add value to the lives of young people? </li></ul><ul><li>How does it relate to the key questions of the Primary Review? (Look at Children and Childhood and parent caring and education sections) </li></ul><ul><li>How does it relate to Every Child matters? </li></ul>
  26. 26. Extended Schools <ul><li>What does this mean for the primary phase? </li></ul><ul><li>A range of study support activities, sports, arts, music, homework clubs, etc </li></ul><ul><li>Parenting support opportunities, including family learning </li></ul><ul><li>Swift and easy referrals from school to specialised support services </li></ul><ul><li>Childcare available at least 8am- 6pm term time and holidays. </li></ul>
  27. 27. Primary Review <ul><li>Community Soundings </li></ul><ul><li>1. Children’s views (4 students) </li></ul><ul><li>2. Teaching Assistants Views </li></ul><ul><li>3. Teachers Views </li></ul><ul><li>4. Governors views </li></ul><ul><li>5. Heads views </li></ul><ul><li>6. Other community representatives views </li></ul><ul><li>Work in pairs to produce 10 bullet points which demonstrate key findings. </li></ul><ul><li> </li></ul>
  28. 28. References <ul><li>DfES (2004) Every Child Matters London: HMSO </li></ul><ul><li>Kyriacou, C (1997) Effective Teaching in Schools Stanley Thornes </li></ul><ul><li>Preedy, M (1993) Managing the Effective School London, Chapman </li></ul><ul><li>Sullivan M (1988) Parents and Schools Leamington spa Scholastic </li></ul><ul><li> Office for Standards in Education </li></ul><ul><li> </li></ul><ul><li> /publications </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>