Out of School Hours Learning
Development themes
Getting started
1. Having a purpose
The purpose of OSHL is to enhance the abilities of children and young people as learners and to respond to their needs with a clear sense of direction as OSHL grows and matures.
2. Finding out what's needed
Schools or community groups thinking of providing OSHL opportunities must consider that needs and contexts differ widely and the simple copying and transplanting of practice is not enough.
3. Getting the ethos right
To provide feelings of support and mutual respect, the ethos of OSHL should be carefully stage-managed to reflect the same set of values and beliefs about learning as those used within the school.
4. Getting the best from resources
OSHL provides physical and human resources for young people and others who would not ordinarily have these additional resources at their disposal outside school.
5. Involving young people
Involving young people at an early stage provides them with excellent opportunities to contribute to assessing needs and planning provisions.
6. Letting people know
It is important to let people know what OSHL is, when it's available and who it's for. Survival, growth and access to all resources depend on good communications with multiple audiences.
7. Selecting tutors
Selection of the right people to be tutors is critical. Tutors should have a range of skills and knowledge and should have a genuine liking and concern for young people.
8. Developing a programme
In order to be a success the OSHL programme must make sense to young people. Driven by what they bring to it, OSHL should provide young people with a positive and enjoyable learning experience.Keeping it going
9. Learning together
OSHL provides opportunities for young people to enjoy an additional learning experience and for tutors to learn alongside young people, observing them at work and seeing different learning styles at first hand.
10. Getting the best from tutors and staff
Many teachers, tutors and others find that involvement in OSHL is the best form of professional development. Although it is extra work and is out of school hours, it should be seen as invigorating rather than draining.
11. Getting the best from partnerships
The quality of OSHL is directly related to the partnerships it creates and encourages. Active partnerships are the key to long-term sustainability as centres expand and extend their boundaries.Aiming for quality
12. Measuring the difference
Records of achievement or examples of young people’s work may be used as a starting point or baseline in order to measure young people’s progress and to develop more effective programmes.
13. Getting results
The value and effectiveness of OSHL is judged on the demonstrable benefits to the young people who attend the programme. These include raised achievement in examinations, additional accreditation and recognised certification, and an improvement in personal transferable skills.
14. Managing improvement
Although the management of an OSHL centre does not require the same processes or structures as the management of a school, the principles and skills of management are likely to be similar. When OSHL works it is usually because it is well managed.