11. Getting the best from partnerships
Commentary
As Out of School Hours Learning (OSHL) develops, centres expand their thinking and extend their boundaries. They consider sources of additional support in cash and kind. They recognise the potential of wider collaboration not only for themselves but for other bodies who might benefit from educational partnerships - businesses, further and higher education, local community groups, associated schools and education authorities as well as parents, teachers and young people.
Effective development of partnerships does, however, need to take account of the range of partners who already invest in education, who support the curriculum or who are already active in community resourcing. Where there is a healthy intelligence network and strong links within an authority, centres can avoid the pitfall of going it on their own and will enrich provision through the pooling of expertise.
The quality of OSHL will, in the final analysis, be directly related to the partnerships it creates and encourages. Active partnerships are the key to the long-term sustainability of OSHL.
Questions to ask
- What partnerships already exist between schools and other community agencies?
- What are the potential benefits for all partners?
- What do prospective partners need or want from a relationship with us?
- Who are obvious partners to involve? Who are the not-so-obvious partners?
- Who should take the lead in the management and integration of joint work?
- What training and support is needed?
- How can the experience, resources and know-how of all partners be used to the fullest?
- How do partners contribute to planning, developing, monitoring and evaluating the programme?
Evidence to show
Examples of documentary evidence
- audits of existing partners
- noticeboards with letters, commendations
- displays, photographs, sponsorships
- development plans and strategy documents
- partnership agreements
- feedback and evaluations from stakeholders
- training and development programmes
- job descriptions
- joint bids for funding
- partnership newsletters/publicity
- minutes of partnership steering groups/forums.
Testing the evidence
Examples of requests a visitor might make
- Describe for me how you have gone about identifying possible partnerships.
- Name an OSHL activity that is a direct result of partnership working.
- What have been the mutual benefits of partnership working, ie what value has been added to your work?
- What have partners gained from their involvement with you?
- What is it that makes partnerships more/less effective?
- What partners do you need that you do not already have?
- What forums exist for partnership working?
Emerging practice
In an emerging centre there is a recognition of the need to develop partnerships and of the value of volunteers in supporting key aspects of OSHL. There is a growing awareness of the contribution of parents and the community, and discussion has taken place about the potential benefits of wider collaboration. Efforts are being made to widen awareness and to make contacts with potential partners.
Key indicator
Exploring the potential of partnership.
Case study
Getting the best from partnerships - Emerging
Established practice
Established centres have experienced the benefits which partnerships can bring. They are part of a wider network which exchanges information on a regular basis, sharing resources and beginning to identify areas for joint planning. They have begun to bid for funding and further resourcing. Joint learning events take place and the training of tutors and volunteers is, wherever practical, a combined and concerted effort.
Key indicator
Realising the benefits of working together.
Case study
Getting the best from partnerships - Established
Advanced practice
In advanced centres the strength and development of extended partnerships is seen as vital to the long-term success not just of the centre itself but of a wider learning community. A long-term development plan is the result of joint planning and identification of future needs. Partners are an integral part of the centre, supporting it in applications for funding, in wider networking and in information exchange on a national and international basis.
Key indicator
Extending learning networks within the community.