Out of School Hours Learning

10. Getting the best from tutors and staff

Image of a teacher talking with a boy

Commentary

Many teachers, tutors and others find that involvement in Out of School Hours Learning (OSHL) is the best form of professional development they have had. This is why, although it is extra work and out of school hours, it has been seen as invigorating rather than draining. A key aspect of this is the quality of the relationship between tutor and learner.

The context of an OSHL centre, residential course or summer school allows for a more relaxed and personal relationship. However, to help tutors feel a greater sense of confidence in their OSHL work there also need to be structured opportunities for their professional development. Tutors also welcome a voice in the way OSHL is being developed.

For school-based staff, it is most likely to work best when they see it as an extension and enrichment of their work in school and when their work within OSHL contributes to their own personal and professional development. Recognition and remuneration may be either through more flexible approaches to timetabling (for example time off in lieu) or through direct payment.

Questions to ask

  • How is the work of OSHL staff given value and recognition in the school?
  • How are the needs of OSHL staff determined and what training is provided to meet those needs?
  • Who co-ordinates OSHL? How is progress and development shared with senior management?
  • What mechanisms are there in schools to ensure that OHSL staff feel part of a team of educators and contribute to school-wide development?
  • What opportunities exist for staff not involved in OSHL to learn about it?
  • Why are some staff not involved in OSHL? Are there aspects of the organisation and structure of OSHL that deter some people from getting involved?
  • What opportunities exist for developing and extending networks?

Evidence to show

Examples of documentary evidence

  • audit of needs identified by tutors
  • training opportunities
  • analysis of the range of staff involved in OSHL
  • job descriptions/policies/person specs
  • induction policies for new staff
  • analysis of the level of training given to OSHL staff
  • reward and remuneration policies
  • whole school approach to professional development
  • minutes of meetings showing involvement of tutors in developing the programme and/or feedback mechanisms to SMT
  • evidence of professional development through networks
  • performance management and staff review meetings.

Testing the evidence

Examples of requests a visitor might make

  • What proportion of school staff are directly involved in OSHL
    1. in the school?
    2. outside school?
  • What activities are run by people who are not school staff?
  • Describe the range of tutors involved, eg from different curriculum areas, whole school learning support, agencies, volunteers, young people.
  • Why do staff become involved in OSHL? What do staff feel they get out of it?
  • Describe training that staff have received for the role of OSHL tutor.
  • Tell me about how a training/learning opportunity in OSHL has influenced whole school practice.

Emerging practice

In an emerging centre the needs of young people are well documented but relatively little attention may be given to the needs of tutors. Training may tend therefore to be largely ‘on the job’, arising in response to demands from young people. Training is more likely to be sporadic rather than planned, and opportunities for OSHL staff to discuss whole school issues and their impact on OHSL provision are likely to be informal rather than through well established mechanisms.

Key indicator

Attending to the professional needs of tutors.

Established practice

Established centres are characterised by tutors who feel well trained for the role and confident in executing it. The school has extended the role of tutor to include other staff, for example support staff or members of the local community or young people as peer tutors. OSHL staff meet together to review progress as part of the regular schedule of meetings in the school. All staff in the school are aware of who OSHL tutors are and what their role is.

Key indicator

A structured approach to professional development.

Case study

Getting the best from tutors and staff case study - Established

Advanced practice

In advanced centres professional development in OSHL is embedded in whole school planning, in organisational learning and in a community context. There is ongoing training for OSHL staff and for colleagues who are not involved. Opportunities are created for networking with other schools and centres. Tutors and all staff are actively engaged in assessing and evaluating their own practice and have opportunities to improve their knowledge of leading-edge developments.

Key indicator

Creating and extending development networks.

Case study

Getting the best from tutors and staff case study - Advanced