Teachernet, Research

Extended services research/evaluation reports

Most recent:

Ofsted Report: Good practice in extended schools June 2009
A small survey of the effectiveness of extended schools in particularly disadvantaged areas undertaken to determine whether their extended provision was a significant factor in explaining their success. This report contains many examples of good practice found in these schools, emphasising the successful attention to detail in meeting challenges and overcoming barriers to achievement.

Ofsted Report: 'How well are they doing? The impact of children's centres and extended schools January 2008
An evaluation of the impact of services provided by extended schools and Sure Start children's centres on children and young people from birth to 19 and on their families. It followed an earlier evaluation of the national roll-out of extended services. Extended Services in schools and Children's Centres (HMI 2609) Ofsted 2006

Extended schools survey of schools, pupils and parents — a quantitative study of perceptions and usage of extended services in schools (DCSF Research Brief and Report 68) January 2009.

Main findings:

Overall, schools are more likely to agree (42 per cent) than disagree (28 per cent) that they currently receive sufficient support to develop and provide extended services. The majority of schools report that they engage in consultation about the development of extended services with parents (86 per cent of schools) and pupils (73 per cent of schools). The majority of parents (60 per cent) and pupils (69 per cent) feel that their school has listened to their views in developing services.
Nearly all (94 per cent) schools offer activities and/or childcare either at or through the school. In line with this, 88 per cent of parents are aware that activities are provided by their child's school. Around three in five (58 per cent) parents say their child has attended activities or used childcare provided at or through their child's school in the past term. Activities provided straight after school are most commonly used, followed by before-school activities, and evening activities.
Of the other extended services, 76 per cent of schools provide Swift and Easy Access, 70 per cent offer parenting support and over half provide community access to school facilities (54 per cent). Among parents, 40 per cent report using Swift and Easy Access services, 36 per cent have attended parenting support sessions and 21 per cent have used community access services.
Summary research brief — RB068
Full report — RR068

Extended Schools Subsidy Pathfinder Evaluation — Interim Report (DfES Research Brief and Report 132) July 2009.

Main findings:

Participation of the target group has increased since the start of the pathfinder from 35 per cent in 2008 to 63 per cent in the spring term 2009.
Three quarters (74 per cent) of schools had employed some consultation with either pupils or parents in the target group about the types of ES they would like to be offered using the subsidy.
Ninety-three per cent of schools had used some methods to promote the uptake of activities amongst the target group.
Seven in ten schools had used strategies to avoid stigmatisation when using the subsidy. These included approaching parents rather than pupils, and being discrete about who gets funding.
Eighty-eight per cent of schools were working with external providers to provide activities.
Eighty-two per cent formed new partnerships and introduced new activities as a result of the subsidy.
Amongst schools that had not yet provided new activities for economically disadvantaged pupils with the subsidy, 90 per cent thought the subsidy would enable them to do this in the future.
In 63 per cent of schools the subsidy had enabled the school to increase the number of activities that it offered to economically disadvantaged pupils.
In 65 per cent of schools the subsidy had enabled the school to improve the quality of its provision for economically disadvantaged pupils.
Summary research brief — RB132
Full report — RR132

Evaluation of the Full Service Extended Schools Initiative (DfES Research Brief and Report 852) June 2007.

Main findings:

Progress in full service extended schools was around double the rate of the national average between 2005 and 2006. At Key Stage 4, the percentage of pupils achieving 5+ A*-Cs at GCSE increased by just over 5%, compared to 2.5% increase nationally over the same period.
They were also having a range of other impacts on outcomes for pupils, including engagement with learning, family stability and enhanced life chances.
Summary research brief — RB852
Full report — RR852

Note: The Department previously funded a group of full service extended schools to act as 'pathfinders'. They had a specific remit to provide a range of services onsite including childcare, access to health services, adult learning, study support and community activities. The experiences and success of these and other schools have informed the core offer of services which it is expected will be offered by or through all schools, in partnership with local providers, by 2010.

Extended Services in Primary Schools in 2006 (DfES Research Brief and Report 809) November 2006.

Main findings:

There has been a 13 per cent increase in the number of primary schools offering regular activities and childcare for pupils before school, from 40 per cent in 2005 to 53 per cent in 2006.
Since 2005 after school provision has increased from 87 per cent to 91 .
Holiday care provision has increased from 26 per cent to 43 per cent since 2005.
Parenting courses are offered by 68 per cent of primary schools compared with 42 per cent in 2005 — family learning or workshops has increased from 39 per cent to 58 per cent.
Community access has increased from 75 per cent — 81 per cent.
Summary research brief — RB809
Full report — RR809

Evaluation of the Full Service Extended Schools Project: End of Second Year Report (DfES Research Brief and Report 795) September 2006.

Main findings:

Extended schools benefit children, young people, their families and wider communities.
Schools offering extended services are seeing improvements in pupil attainment, reduced exclusion rates and increased intake numbers.
Summary research brief — RB795
Full report — RR795
Download summary research brief word
Download full report word

Ofsted report — 'Extended services in schools and children's centres' July 2006 — evidence that extended services is helping to enhance self-confidence, improve relationships, raise aspirations and lead to better attitudes to learning. Read the press release here.

Ofsted report: 'Extended schools: a report on early developments' Feb 2006 — evidence that extended services are contributing to significant improvements in pupils' motivation and attendance and that increased activities are making them better motivated to learn. Parents are similarly enthusiastic and there are examples of how life chances have been improved for vulnerable families and children.

Evaluation of the Full Service Extended Schools Project: End of First Year Report (DfES Research Brief and Report 680) September 2005.

Main findings:

When managed properly, extended services can free heads and teachers to concentrate on teaching.
Where schools were achieving high levels of multi-agency working there were considerable benefits in supporting vulnerable children and their families.
There was considerable anecdotal evidence that extended services were helping to raise attainment, increased pupil engagement and learning and growing trust and support between families and schools.
Summary research brief — RB680
Full report — RR680

Read some quotes from schools featured in the report

Extended Services in Schools: Baseline Survey of Maintained Schools in 2005 (DfES Research Brief and Report 681) September 2005 — in total 3806 interviews were carried out with nationally representative samples of maintained schools.

Main findings:

95 per cent of secondary schools and 87 per cent of primary schools offered after school activities
65 per cent of primary schools and secondary schools provided parenting support
12 per cent of primary schools and 10 per cent of secondary schools provided the core offer of childcare or activities for school aged children during term time
75 per cent of primary schools and 97 per cent of secondary schools provided community use of the schools facilities.
Summary research brief — RB681
Full report — RR681

See also the following reports:

Evaluation of the Extended Schools Pathfinder Projects (DfES Research Brief and Report 530) April 2004.

NB this was an evaluation of the first tranche of full service extended school pathfinders.

Main findings:

For pupils, there was evidence that activities could have a postive impact on attainment, behaviour and attendance.
For families, there was evidence that activities could have a positive impact on involvement in children's learning and that adult education was helping parents to act as role models for their children.
For communities, there was evidence that activities could have an impact on community pride and community.

Click icon to download/open research brief