Out-of-school-hours learning

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

Secondary schools are increasingly providing a wide range of out-of-school-hours learning opportunities including sports and games, creative arts activities, homework clubs, study clubs, additional support in a range of curriculum areas, and 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 pupils’ and young people’s motivation, build their self-esteem and help them to become more effective learners.

For refugee pupils, 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 in learning can also be supported.

Good practice

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

DCSF Study Support

This DCSF 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 for those who participate. It is an online resource to support anyone with an interest or involvement in out-of-school-hours learning - schools, teachers, local authorities (LAs), other study support providers, and parents.

Many secondary schools are already experienced in developing a rich programme of opportunities for their pupils; opportunities which match pupils’ and young people’s diverse backgrounds and needs. The 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. You can obtain ideas from the website to create a varied programme of activities to meet the needs of your pupils.

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 DCSF website. It gives a broad overview of study support and may be useful to study support coordinators & 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 DCSF policy documents and initiatives
• Describes Playing for Success: a national study support initiative for key stage 2 and 3 pupils. The website provides relevant web addresses for further information.

The Study Support Code of Practice

The Code of Practice (2004) brings together 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 be representative of the diversity of a school’s population. Refugee parents and pupils 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 pupils 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 pupils 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 to meet all pupils’ needs.

Some parents may be difficult to contact or communicate with. Home visits by school staff with responsibility for home-liaison can help ensure schools understand what barriers the pupil and family face. They can also provide the family with the support they need to ensure their child is able to attend out-of-school-hours learning activities. When trying to reach refugee parents, schools 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 further information.

Involve pupils and young people in planning

When planning activities it is important to make opportunities to involve pupils in the decision-making process. Listening to pupils and young people will help ensure that activities are interesting and engaging. Pupils 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 pupils and young people in promoting their participation. The promoting pupils’ participation area of this website provides information on 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. Some parents may 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 pupils to 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 primary schools and year 7 in secondary schools.

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

Out-of-schools-hours learning for refugee students (.PDF)

Elizabeth Garrett Anderson Language College, in the London Borough of Islington, has developed out-of-school-hours activities to support Turkish, Kurdish and Somali pupils. This case study shows how the school has provided bilingual revision classes, a Somali social club and parental involvement activity that have delivered real benefits for refugee pupils and their families.

Clued Up: A film documentary produced by young people in Sunderland (.PDF)

Collaboration between museums, Save the Children and a youth centre in Sunderland resulted in an initiative to connect young refugees with local youth project activities. This case study describes in detail how the project developed and led to young refugees making a film that documents their personal stories. The project led to the young people learning important skills and the film itself reached a wide audience.

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.

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 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. This 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.

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

According to the young refugees in Glasgow, the worst aspect of life was feeling unsafe because of racist abuse and harassment. The case study describes how Glasgow schools and Save the Children developed weekend activities to support these young people’s well-being. The project led to young refugees 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.

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