North East

Community Access / Impact / Specialist and Faith Schools engagement / Parental Engagement / Sustainability / Successes / Challenges / Other
Darlington /
  • New policy on caretakers pay on out of work hours
  • First sign-posting tool developed funding allocated to support audit of lettings fees underway
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  • Study support project
  • Evaluation of school home support, positive outcomes
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  • RC schools working as a cluster on healthy schools
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  • Parent Forums being set up in all localities / clusters
  • Parents networks practitioner events
  • Parenting programmes
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  • Development of integrated area teams
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  • School- home support workers in locality
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  • ESC becoming fully integrated into schools staff

Durham /
  • Clusters working in Family Learning
  • ESRA linked into BSF
  • On-line centres developed and accessed by whole community
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  • All extended services developed – linked to priorities in SIP
  • All ESCs and Children Centre Cluster Managers undertaking impact measures training
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  • Specialist and faith schools are included in geographical clusters
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  • Parenting strategies in place
  • PSA mainstreamed
  • Parent focus groups developed
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  • ESC posts mainstream cluster model in place. All funding developed to schools.
  • Sustained funding continued; commitment beyond 2010.
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  • Improved involvement of ESC Local Children’s Boards
  • Effective cluster working
  • Re-alignment of schools and communities of learning
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  • How to sustain School Home Support Workers
  • Sustain grant funded projects
  • Rural issues

Gateshead / LA officer trained in the use of the tool. Plans to train co-ordinators. /
  • Parents involved in consultation for ?
  • Some clusters have approved parental support staff
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  • Childcare XS team working with schools re: childcare
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  • Funding – being top-sliced by LA to contribute to savings / contingency
  • Capacity of central team

Hartlepool /
  • PCP and BSF improving facilities for wider community access
  • Family learning programmes through community support targeting obesity / positive contributions
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  • Credit union / benefit advice through commissioning into city / schools
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  • Special schools fully engaged (including PRU’s)
  • All primary faith schools fully engaged
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  • Mapping parent Intervention under the strategy and revising / evaluating current provision in line with PEEP money
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  • ES transforming schools programme as integrated part of Learning XX
  • Commissioning framework and implementation team
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  • Voluntary sector delivering extended services
  • All secondary sector under BSF committed to ‘Learning Framework’
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  • Support from NST re: reducing teenage pregnancy roles. Local action planning focusing on charging current structures

Middlesbrough /
  • Schools increasing provision for adult education
  • Schools working in groups to deliver shared provision on one school site
  • Increased use of spaces for sports and arts during school holiday time by groups of schools
  • New businesses using school provision e.g. Holmwood
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  • Part of Impact Assessment Working Group
  • Collective training by cluster of schools on SIP
  • CPD Leader Programme included impact assessment / evaluation , performance management ; professional standards
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  • Faith schools embedded in cluster arrangements
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  • Focus on developing PTA’s in schools
  • Part of PSA pilot – major review approaching completion (All schools access support)
  • Family learning available to all schools (highly regarded by schools)
  • Additional project led by parents for children with autism
  • Strong links with children’s centres to support parents
  • Parent ADHD support group
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  • Post NPQH / Pre headship group meets regularly
  • Building schools for the future – Extended services in all vision statements
  • Major part of primary strategy for change (embedded thinking)
  • NCSL Leadership Programme –devolved leadership development of team
  • BSF Community use work stream to consider ES issues, etc.
  • Middle leader project in schools – very well attended
  • New developments have extended services at the heart of their vision
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  • Engagement of schools
  • Development of partners
  • Development of services
  • Challenges to BSF / Amalgamations / Competitions
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  • Long term funding commitment

Newcastle /
  • PSA pilot evaluated , schools using funding to carry on this work. Link into parenting strategy Schools looking to mainstream if funding comes to an end
  • Schools are working better together in clusters to look at the needs of families
  • PSA’s impacting on attendance, CAFs and engagement, vulnerable families-
  • Other impact less obvious eg: home Learning Environment, Family Learning, Basic Skills
  • Schools are seeing the benefits of extended services outside the ‘School gates’
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  • Working with adult learning alliance to establish needs analysis
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  • PSA’s in many schools and CAF process starting to be introduced. Targeting vulnerable children and families.
  • 08/09 majority of funding spent on PSA’s across school clusters
  • Parenting Commissioner – taking lead on coordinating and evaluating PSA’s.
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  • Funding given to clusters for 08/09 management – long transition in leadership of ES delayed development of these roles
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  • All schools clustered
  • ES clusters now school improvement clusters and targeted accordingly. Has been very successful.
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  • 1 year delay in transition of leadership of ES slowed progress
  • Continued funding from DCSF beyond March 2011
  • Community access is a challenge in primary schools re: lettings and caretakers – development work is ongoing to work through some issues

North Tyneside /
  • Working with adult learning alliance to establish needs analysis
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  • Impact measures established through RBA
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  • Catholic Partnership – funded to have a co-ordinator and parenting worker deemed as very successful
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  • 84 trained practitioners delivering a range of evidence based programmes
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  • Delivering health strategic priorities , eg: BMI / health assessments to all Year 7
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  • Supporting full service to fully embrace new accountability structures
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  • Commissioning framework established – pooled budgets, etc

Northumberland /
  • Blyth- development of a boat building project (initiated through study support) and now working with parents and community
  • Berwick Partnership – shared use of NorthumberlandCollege’s mobile classroom to deliver VMA, parenting, adult, etc.
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  • Held a multi-agency conference – using the new TDA Impact Tool- 180 participants feedback really positive
  • (ContinYou) Training delivered to all 15 co-ordinators plus HT re: EXS and SEF. Feedback has been positive and schools clearer about identifying on SEF
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  • Specialist schools fully engaged
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  • Prudhoe Partnership – every parent in school partnership has received an information pack (age appropriate) – feedback excellent
  • Coquet / Catholic Partnership – parents trained as volunteers to deliver activities (accredited training)
  • Ashington – using study support opp’s to work with partners and YP together – impact on standards agenda
  • Morpth – HS students group working with parents across p’ship schools – consultation around needs etc.
  • Ponteland – Parent support partner has increased parental engagement across whole partnership. Now working on key impact measurements.
  • Central team have initiated a multi-agency steering group to start to look at parental impact on standards
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  • Central team – ES consultant employed 1 day a week to improve engagement with third sector (following 5 successful info sharing events) and looking at business links
  • After school club opened in middle school site to provide ‘safe place to be’ for YP – not childcare
  • Mainstreaming services to make sure external services sustainable
  • School partnerships have developed multi-agency p’ships committees , lead governor committees and this is seen as key to sustainability services
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  • Corporate identity for EXS has raised profile
  • Large schools subsidising small rural in activities / study support
  • HaydonBridge Partnership – Successful childcare arrangements – transporting children to different centres
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  • Meeting needs of very small, rural schools
  • 1 or 2 academies not willing to engage
  • How do we know how much funding they have for ES
  • Schools already looking for guidance regarding funding post 2011. Will there be any? How will it be identified in budgets?
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  • 1 or 2 academies have put ES as a role in ‘deputy directors’ job description.

Redcar and Cleveland /
  • Community kitchen for use by 6 schools and community in primary school
  • Allotment in every primary. Will develop community access.
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  • Adapting the Logic Impact Tool
  • Impact evaluated and a comprehensive report produced
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  • Faith schools part of area cluster arrangements – includes C of E and RC (fully integrated into cluster)
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  • PSA role to be rolled out across clusters
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  • Schools collaboratively becoming charitable organisations
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  • School collaboration very effective in G’bro cluster
  • Allotment in every primary school
  • Transport project in rural community
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  • Faith schools engagement rather patchy
  • Bringing sure start and schools together to create effective working relationships
  • Schools engagement with integrated processes (CAF, etc)
  • Secondary schools “safe place” duty not yet embedded
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  • Funding in ABG vulnerable in 2010/11

South Tyneside /
  • Centralised organisation of holiday schools, play schemes, complex needs support to make sure families have information / access to services all year round
  • Small schools signpost to local community centres (significant number of community centres/ adjacent to schools and co-located within communities
  • Co-located and some governance by schools of our 12 Children’s Centres. CC’s part of ES cluster arrangements / meetings
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  • Emerging good practice demonstrating the impact of targeting young people to improve their access to aspecific service – eg to gain access to 5 hours sport per week
  • Specific support for LAC with multi-agency approach to OSHL / Holiday schemes (play staff working in LAC drop-in)
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  • All faith schools involved in cluster arrangements and engaged
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  • Extended services officer also parent commissioner – now a collaborative approach to parental engagement. Excellent communication across agencies because of this.
  • Multi-agency support for staff self-identified parent groups(ie – TULIP Group)
  • Parent-line Plus commissioned to develop support course, networks, support telephone line working in Children’s Centres alongside ES area co-ordinators (Partnerships with ACL colleagues)
  • PSA’s appointed to work with parents and schools (managed by Parent Commissioner and ES area coordinator).
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  • Good partnership arrangements with council , voluntary and private services / agencies – co-dependency helps meet targets (shared outcomes)
  • Analysis of funding streams at locality level to support Adult and Community Learning, Family Learning and Parent Support
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  • Use of primary capital programme, Q and A capital and Children Centre capital together to develop childcare
  • Joined up approach to addressing childcare across the borough – particularly to address needs – this has led to good partnerships across the directorate

Stockton /
  • Secondary school running an afterschool project around energy saving. Putting together a series of presentation evenings for parents to attend. Further work to be done on community access.
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  • Schools and children’s centres working together on and off school sites
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  • Specific parents groups are being held across the city ie: autism, special schools parents, etc.
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  • PSA role to be fully developed with schools
  • Primary schools offer teacher workshop to parents to show how children are taught involving them in projects in curriculum. This encourages parents involvement and provides opportunities to improve parents learning
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  • Furtherance of Families First, Parenting Strategy – milestones achieved include regular information and advice sessions in each cluster
  • Working on models of Breakfast Clubs to be presented to LA for mainstreaming
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  • 100% of schools offering access to full core offer – looking at beyond core offer or enhanced core offer
  • Partnership agreement to engage 17 cluster managers
  • Child and family workers (PSA’s), attendance team and cluster managers working together
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  • Need to engage with BSF and make full use of the …?

Sunderland /
  • 5 space for sports and arts schools offering community access
  • 100% schools offering access to C.A
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  • Children’s Centres and extended services and attendance working strategically together to ensure streamlined support to families
  • LA officers being trained in IMPACT tool
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  • Project working with schools to open grounds for informal community use out of hours
  • All specialist secondary schools are part of clusters
  • All faith schools are clustered
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  • Child and family workers in place in Children’s Centres covering PSA role – engaging parents
  • Parents involved in consultation Parenting Strategy
  • Parent operations group formed
  • Parents involved in various groups eg: aiming high for disabled children
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  • Taking part in sustainability pilot with TDA
  • 17 new cluster managers in place. Extensive support and training from LA and partners.
  • Full childcare team in place to look at sufficiency and sustainability
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  • Clear leadership expectation from DCFS
  • Schools are actively engaging in CAF training which is delivered by development offices (area locality and extended services)
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  • Engaging school improvement officers / partners
  • Developing ‘beyond the core offer’ and sustainability
  • Childcare sustainability and sufficiency
  • Area based grant
  • 6 regeneration areas merging to 5 – may have impact on cluster arrangement s
  • Engaging all 11 schools with SIPF – even though they have attended training