13. Getting results
Commentary
The value and efficacy of Out of School Hours Learning (OSHL) will be judged by many people on demonstrable benefits to the young people who attend. Does it raise achievement? In order to help sustain young people’s motivation and self confidence, tutors will seek ways of rewarding short-term achievements and progress in learning, encouraging the use of goal setting and peer/self-evaluation.
Evidence shows that young people, teachers, parents and employers also use broader and longer-term measures of achievement rather than exam attainment. OSHL has a critical role to play in enhancing skills in communication, teamwork and decision making and in bolstering the self-esteem of students which is so vital to their long-term success.
Accreditation for enrichment learning may also be sought through a variety of award-bearing courses offered by other bodies, which in turn extends the scope and vision of OSHL. Demonstrable benefits to young people will include raised achievement in examinations, additional accreditation and recognised certification, and an improvement in personal transferable skills.
Questions to ask
- How have the variety of learning outcomes in OSHL been defined and measured?
- How are achievements recognised and celebrated?
- To what extent is self and peer assessment used to identify targets and to monitor achievement and progress?
- How are achievements in OSHL made public to parents, staff and all stakeholders?
- What impact does learning in OSHL have on teaching and learning in the classroom?
- What opportunities are there for young people to take part in accredited learning activities using a variety of external awarding bodies?
- What efforts are made to identify new ways of awarding and accrediting young people’s OSHL achievements?
Evidence to show
Examples of documentary evidence might be:
- reward system in OSHL which is broader than school reward system
- public examples of achievement, eg an achievement wall, certificates awarded
- public celebrations of progress/success
- external awards/accreditation
- case studies on impact of OSHL
- evidence of goal setting for young people, in consultation with tutors and peer tutors
- examples of goals
- whole school policy documents
- young people’s profiles or records of achievement.
Testing the evidence
Examples of requests a visitor might make
- Show me evidence of learning gains made as a result of involvement in OSHL.
- What systems are in place to ensure that parents/stakeholders are aware of achievements gained in OSHL?
- What incentives and awards work best and which are least effective?
- How is information on the achievements of students in OSHL conveyed to school staff?
- How can young people gain nationally recognised accreditation?
- How can young people recognise and record improvements in their personal transferable skills?
Emerging practice
In an emerging centre the importance of seeing recognisable measurable gains in learning is understood. Tutors monitor achievement and progress and young people are encouraged to record their own learning against personal goals. Incentives, rewards and certification are used to encourage young people. Achievements and learning in OSHL are celebrated in newsletters, photographs or public gatherings such as school assemblies.
Key indicator
Measurable gains in learning.
Case study
Established practice
In established centres there are systems for monitoring, rewarding and certificating achievement. There is a mechanism in place for reporting to parents and, whether in schools or community centres, OSHL staff are available to meet with parents of young people who take part in it.
Key indicator
Monitoring, rewarding and certificating achievement.
Case study
Advanced practice
Advanced centres broaden the range of possibilities for young people to experience success. This may be through curriculum extension into a variety of areas within the formal curriculum. Wherever possible, curriculum enrichment is supported by a variety of outside agencies. Advanced centres offer young people greater scope and responsibility for their own learning and they are encouraged to plot their own learning pathway and develop their own personal transferable skills.
Key indicator
Broadening the options for achievement.