Beyond the school gates: can full service and extended by Colleen Cummings

By Colleen Cummings

This publication, for the 1st time ever, significantly examines the function of complete provider and prolonged faculties. The authors draw on their wide foreign reviews of this radical new phenomenon to invite: What do prolonged or complete carrier faculties wish to accomplish, and why should still companies in line with faculties be to any extent further powerful than providers working from different group bases? What trend of prone and actions is most suitable? What does prolonged education suggest for kids and households who're now not hugely deprived, or for faculties open air the main deprived parts? How can faculties lead prolonged companies even as doing their ‘day activity’ of training teenagers? Why should still faculties be troubled with relatives and group matters? past the advocacy of ‘extended provision’, what actual proof is there that faculties of this sort make a distinction, and the way can tuition leaders evaluation the influence in their paintings? This publication may be of curiosity to a person all for prolonged and whole provider college provision, as a practitioner, policy-maker, or researcher.

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Extra info for Beyond the school gates: can full service and extended schools overcome disadvantage?

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The Canadian province of Saskatchewan has, in recent years, been developing a form of full service approach for its schools that it describes as ‘SchoolPLUS’ (Government of Saskatchewan, no date). The original rationale for this initiative has many familiar elements – an assertion that there are ‘tectonic factors’ shaking the foundations of traditional schooling, that these include poverty and its associated social stresses, that schools and human services operating separately from each other cannot cope with these problems, and that a new form of service organization bringing the two together is the most effective way of responding to these complex challenges (M Tymchak [chair] Task Force and Public Dialogue on the Role of the School, 2001).

1999), small pockets of this kind tend to be invisible in area statistical indicators, and therefore miss out on the attention, resources and funding that their levels of disadvantage merit. In the case of the areas served by Beresford, lack of investment in the community, poor services and the absence of any effective regeneration efforts had left residents feeling somewhat neglected, and levels of community aspiration and self-esteem amongst children and families, we were told, were low. Families were experiencing health and social care difficulties that sometimes culminated in crisis situations, yet the structures in place to support these families were inadequate.

Xvii) This captures the dominant rationale as well as anything – the sense that the social fabric in poor urban environments is disintegrating; that children and young people are the victims of this disintegration; that traditional forms of service delivery cannot cope and that schools are left dealing with the consequences; that new kinds of service configurations in and around schools are needed; and that these configurations will repair the damage that has been done to communities and families, and will thus enable children to learn and develop in productive ways.

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