Enrichment and study support

Schools and colleges are increasingly providing a wide range of enrichment activities, additional learning support and out-of-school or college hours learning opportunities including homework and study clubs, sport and outdoor activities, the creative arts, community volunteering, mentoring, opportunities to pursue particular interests (e.g. ICT and languages) and learning about learning (i.e. study and thinking skills). Students also set up their own clubs and societies.

Study support can happen outside lesson times, before and after normal hours, at lunch and break times, at weekends and during the holidays. Participation is voluntary and a ctivities frequently aim to improve young people’s motivation, build their self-esteem and help them to become more effective learners.

For refugee students, creative, recreational and additional learning activities can help them manage their experiences of personal loss and changing to a new environment. Not only will they have the opportunity to make new friends and have fun and enjoyment, their language skills and achievement can also be supported.

Good practice

Monitor participation and take-up

Membership and attendance at study support activities should represent the diversity of a school or college’s population. Refugee students may be unfamiliar with the idea of activities outside normal lessons. They may not find publicity material and application forms in English easy to understand. Monitoring whether refugee students are taking part can help ensure they are not disadvantaged in any way. This is also a legal duty for schools and institutions in the further education sector under the Race Relations (Amendment) Act 2000.

The duty to promote race equality: A guide for Schools (.PDF)

This guide supports the Code of Practice on the Duty to Promote Race Equality and has been written mainly for the governing bodies of maintained schools and other educational institutions maintained by local authorities (LAs), which are also bound by the duty.

If refugee students are not participating in study support activities find out why. If it is after normal study hours, it may be that they are attending community activity that takes place at the same time. You may find you have some flexibility in changing the programme timings to meet all students’ needs.

Some refugee students whose attendance is poor may be difficult to contact or communicate with. When trying to reach refugee students, schools and colleges will find it helpful to develop partnerships with local agencies and services, especially those agencies that place, or work to support refugees in the area. The multi-agency working area of this website gives information about this.

Develop study support to tackle social exclusion and promote integration

Encourage students into study support activities, ensuring the participation of those who have been assessed as needing additional support to complete their course. Many schools and colleges are already experienced in developing a rich programme of opportunities for their students, which match young people’s diverse backgrounds and needs.

Study Support provides a range of school case studies, including schools with sixth forms. Ideas from this DCSF website can contribute to the creation of a more varied programme of activities to meet the needs of students.

Key Skills support

Develop opportunities for students to receive additional support with Key Skills, such as literacy, numeracy, English for speakers of other languages (ESOL), information technology and study skills. Colleges have found it effective to establish a study support or learning centre, with staff such as learning support tutors or learning mentors constantly present. Lunchtime and holiday workshops, drop-in and specialist sessions can be developed and promoted in the centre. A stock of resources can be available, such as online resources, workbooks and worksheets, bilingual dictionaries and phrase books, specialist equipment, software to support bilingual learners and past exam papers.

Community venues

Build study support activities in local community venues, such as libraries, so that refugee young people can participate and access further education programmes.

Encourage enrichment

Encourage enrichment promote personal development and self-confidence that can be of huge benefit to refugee students, contributing to their personal preparation for study and work. Students’ unions and societies can promote cultural identity, personal safety, sport, healthy lifestyles, hobbies and interests. For some refugee students, participating in trips and excursions provides them with a real opportunity to learn more about the different locations across the country. Some colleges run introductory sessions to subjects that teach skills students cannot access on their chosen courses.

A multi-agency approach

Schools should draw on the resources and expertise of outside agencies; for example, develop partnerships with local youth services to provide additional activities. Youth workers across the country have developed expertise in working to support young refugees.

Citizenship Foundation describes how youth workers in Wigan have taken positive steps to meet the needs of young refugees. They developed an extensive programme of activities to support their integration.

Youth Work and Study Support Code of Practice (downloadable) sets out the principles of good practice for those setting up or running study support projects and is informed by examples of good practice across England and Wales. The framework of standards it proposes can be used to evaluate and improve practice. Strategies are suggested and links to resources are given.

Accreditation

Seek accreditation for enrichment and study support activities.

At Parklands High School in Liverpool, students can gain awards, take additional GCSEs through out-of-hours learning and attend a graduation ceremony at Liverpool University to celebrate their achievement.

Involve young people in planning

When planning activities it is important to involve students in the decision-making process. Put suggestions for study support activities to the student council for discussion and develop ways for students to offer ideas themselves, for example through suggestion boxes and student newsletters. Listening to young people will help ensure that activities are interesting and engaging. Students should also have opportunities to provide feedback and contribute ideas for future activities and projects.

Participation – Spice it up published by Save the Children, provides lots of fun activities and ideas for engaging young people and promoting their participation.

Students also need to be involved in monitoring their own clubs and activities to support ownership and development. Target sheets can be completed and reflections recorded on what they have gained from the activities.

Develop community participation

Involving Refugee Community Organisations (RCOs) in providing study support activities can increase refugee student involvement and ensure they are accessing the support they need. Refugee communities can help schools and colleges extend their knowledge of different languages and cultures. They can provide useful advice on how to help refugee young people acclimatise to life in the UK. Several colleges have built partnerships with local refugee community organisations to provide supplementary and community education classes out-of-hours. The multi-agency working area of this website provides information about this.

Information about study support is also available from a number of national organisations:

ContinYou: Building learning communities

ContinYou uses learning to tackle inequality and build social inclusion. They create learning programmes and services that offer fresh opportunities to people who have gained least from formal education and training.

Quality in Study Support (QiSS)

QiSS offers a range of services to schools, LAs, and other providers of study support. These include:

• Consultancy and services to support the development of programmes for learning outside the classroom
• Access to national and regional networks that include experienced practitioners and academics
• The QiSS Recognition Scheme including staff development programmes in support of the Scheme
• Training programmes for a range of professionals
• Evaluation and research
• Advice and information
• Case studies of good practice
• The QiSS website.

University of the First Age (UFA)

The UFA supports and promotes innovative learning methods including out-of-hours. It takes current educational learning theory and develops programmes and resources to implement this theory in real life educational settings. Part of the UFA teaching focuses on ‘learning to learn’ through understanding and developing multi intelligences and different learning styles.

Case studies

The World Wide Kids Club (.PDF)

In Sheffield, Connexions provides a youth club where young people can meet, socialise and take part in a range of activities. A refugee group, run by a specialist youth worker, provides young people with opportunities for one-to-one support, advocacy and advice, and access to friendships. The case study describes how the group have set up their own club, ‘The World Wide Kids Club’. The club’s activities engage the young refugees and help them into education, training and employment.

The Kosovan After School Club (.PDF)

The Kosovan After School Club was set up by the Hampshire Ethnic Minority Achievement Service. The case study describes how the club provides a wide variety of activities for refugee children and young people, and has enhanced their sense of belonging and integration into the local community.

Promoting well-being through creative activities: making a film (.PDF)

The case study describes how Glasgow schools and Save the Children developed weekend activities to support young refugees’ well-being. The project led to the young people making a film about their experiences. This has improved the young refugees’ confidence and self-esteem and the film has raised awareness across schools in Scotland.