Out-of-school-hours learning

Study support, also known as out-of-school-hours learning, covers activities that take place outside normal school hours and have a learning focus.

Primary schools are increasingly providing a wide range of out-of-school-hours learning opportunities including sports and games, play activities, creative arts activities, homework clubs, study clubs, additional support with literacy, numeracy, learning about learning, languages and ICT.

Study support can happen before and after the school day, at lunch and break times, at weekends and during school holidays. Participation is voluntary.

Activities aim to improve children’s motivation, build their self-esteem and help them become more effective learners.

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

Good practice

In many schools, out-of-school-hours learning is a key part of tackling social exclusion and promoting the integration of refugee children.

DCSF Study Support

This website offers information on all aspects of study support, such as guidance on establishing and managing study support activities, good practice, and how study support can bring real benefits in terms of improving attainment, behaviour and attendance. It is an online resource to support anyone with an interest or involvement in out-of-school-hours learning -including schools, teachers, Local Authorities (LAs), other study support providers, and parents.

Many primary schools are already experienced in developing a rich programme of opportunities for children, which match children’s diverse backgrounds and needs. The Department for Children, Schools and Families (DCSF) Study Support website provides a range of case studies which can be searched by location to find out what schools in your area might be doing. Ideas from the website can help create a varied programme of activities to meet the needs of children.

Study Support: A national framework for extending learning opportunities

"Study Support: a national framework for extending learning opportunities" is now available. This new booklet reflects the enormous increase in the amount and variety of study support opportunities now offered to children and young people and follows on from "Extending Opportunity: a national framework for study support", published in 1998.

The new Framework sets out clearly the place of study support in the wider education agenda. It also includes practical advice and guidance on setting up and sustaining study support programmes.

You can download the framework from the DCSF website or obtain copies, from DCFS Publications on 0845 60 222 60 and quote reference 03859-2006BKT-EN

Study Support Leaflet (.PDF)

This four-page leaflet published in December 2004 can be downloaded from the website. It gives a broad overview of study support and may be useful to study support coordinators and others. It:

• Defines study support and gives examples of study support activities
• Describes the benefits for young people, their parents and carers, teachers and schools
• Provides links with the wider education agenda and recent The Department for Children, Schools and Families (DCSF) policy documents and initiatives
• Describes ‘Playing for Success’: a national study support initiative and provides relevant web addresses for further information.

The Study Support Code of Practice

The Study Support Code of Practice; Improving the quality of out of hours learning (2004) brings together for the first time, guidance for primary, secondary and special schools, reflecting the increasing collaboration between phases. Many schools have extended and improved their study support provision and the involvement of pupils, parents and other partners. 

To view an up-to-date list of study support publications visit the Study Support Library

Monitor participation and take-up

Membership and attendance at out-of-school-hours learning should reflect the diversity of a school’s population. Refugee parents and children 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 children are taking part can help ensure they are not disadvantaged in any way. This is also a legal duty for schools 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 children are not participating in out-of-school-hours learning find out why. If it is after school, it may be that they are attending community activities that take place at the same time. You may find you have some flexibility in changing the programme timings of your out-of-hours learning to meet all children’s needs.

Some parents may be difficult to contact or communicate with. Home visits by school staff with responsibility for home-liaison can help make sure schools understand what barriers the child and family face. They can also provide the family with the support they need to ensure their child attends out-of-school-hours activities. When trying to reach refugee parents, schools will find it helpful to develop partnerships with local agencies and services, especially those agencies which support refugees in the area. The multi-agency working area of this website gives further information about this.

Involve children in planning

It is important, when planning activities, to make opportunities to involve children in the decision-making process. Listening to children will help ensure that activities are interesting and engaging. Children 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 fun activities and ideas for engaging children and promoting their participation. The promoting children’s participation area of this website provides useful resources.

Involve parents in planning

Involving parents in the planning and organisation of events can increase their commitment, and a family-friendly schedule will also increase participation rates. Many parents also work as volunteers in out-of-school activities. Include refugee parents and community organisations in the planning. Refugee parents may need particular support in understanding the value of their children attending out-of-school-hours learning activities.

Refugee parents and communities can also help schools extend their knowledge of different languages and cultures. They can provide useful advice as to how schools can help children acclimatise to life in the UK. Teachernet Working with parents provides school staff with guidance and support.

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

ContinYou : Building learning communities

ContinYou uses learning to tackle inequality and improve 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
• 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 through extended learning opportunities. It takes current educational learning theory and develops programmes and resources to implement this theory in real life educational settings. Part of the UFA pedagogy is about focusing on ‘learning to learn’ through understanding and developing multi intelligences and different learning styles.

Children’s University

The Children's University is an innovative and dynamic project that raises children's self-esteem, achievements and learning aspirations through the delivery of out-of-school-hours literacy focused programmes in the primary sector.

The Children's University uses modules related to sport, music, theatre, photography, drama, television, radio, opera and many others to stimulate children and encourage them to love learning.

Case studies

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.

The Welcome Group (.PDF)

Several schools refer children to Bradford Action for Refugees’ Welcome Group. The case study describes how The Welcome Group caters for refugee children and young people between the ages of 5 and 13, giving them access to a range of social and educational activities where they can relax, have fun, develop skills and make friends.