Introduction to OSHL development themes

Commentary

This consists of a short introduction to the theme and an explanation of its importance.

Questions to ask

This consists of questions which need to be asked. The questions are open-ended but they direct attention to certain principles or values. The questions are arranged in ascending order of challenge. At emerged level it is expected that answers can be provided for the first few questions. At advanced level all questions should be answered with confidence.

Evidence to show

This suggests examples of the kind of evidence that might be used to demonstrate how the questions have been addressed. Evidence may be quantifiable or it may be qualitative; it may be documentary (minutes, letters, policies) or visual; it may consist of products or testimonies from individuals or groups.

Testing the evidence

This gives examples of how the evidence might be examined and validated by asking questions of one or more groups of stakeholders. These are likely to include tutors, young people, parents, governors, partners and visitors from other agencies. There are questions that can be asked of each group and others which would only be appropriate for particular groups.

Profile of emerging, established or advanced practice

These are intended to describe what emerging, established and advanced practice might look like:

• Emerging

  Good practice in this category describes those aspects of well-run out of school hours learning or study support in which a visitor would expect to find clarity of purpose, and coherent planning and provision. A clear link is demonstrated between needs and purposes.

• Established

  Good practice in this category demonstrates a commitment to continuing improvement and increasing ownership by young people. This includes the ability to be self-critical, to address weaknesses and build on strengths. Provision will include links with the community.

• Advanced

  Good practice in this category will represent the leading edge of out of school hours learning practice, involving young people and the wider community in goal setting, planning and tutoring. There will be conviction, confidence and expertise to train and to lead others and to become national centres of excellence.

Key indicator

This provides the criteria to measure practice against.

Exemplar

This provides brief illustrations of some of the key principles in action at each level.

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