5. Involving young people
Commentary
Involvement of young people at an early stage gives them a stake in Out of School Hours Learning (OSHL) from the beginning and provides an excellent opportunity for them to contribute to assessing needs and planning provision. Young people are also more likely to attend a centre which meets their needs and in which they feel some kind of ownership.
However well established, OSHL programmes benefit from continuous review and sometimes restructuring in the light of young people’s satisfaction with provision or changed expectations. The quality of OSHL is tested by the degree to which young people feel that they can affect decisions and influence the nature of the learning environment. This can also provide a personal and professional development opportunity for tutors, not only enabling them to provide a more effective education for all but to learn from their pupils and discover how important and powerful that can be.
Questions to ask
- Are all young people offered the opportunity to join the OSHL programme?
- How are young people involved in identifying the purposes and content of the programme?
- How do young people play a part in informing parents and others about the purpose of OSHL?
- What opportunities do young people have to influence the learning environment?
- How far are young people involved in planning, budgeting or administrative decisions?
- Do young people play an integral part in developing and delivering activities and evaluating the effectiveness of the programme?
- What contribution do young people make to the learning, for example as peer tutors or mentors?
- How are young people involved in the review and consultation process?
Evidence to show
Examples of documentary evidence
- menu of activities/options which young people choose from
- attendance records and analysis of patterns of attendance
- minutes of meetings in which the ideas and input of young people are considered
- newsletters devised by young people, fundraising posters, and other ways of promoting OSHL
- programme and plans showing young people’s contributions and role
- training programmes for young people involved in peer mentoring/tutoring
- purpose and effectiveness of young people’s involvement as described in school development plans or evaluations.
Testing the evidence
Examples of requests a visitor might make
- Describe to me how young people choose or are selected/targeted for OSHL.
- Tell me how young people help to promote the programme in the school or community.
- Show me an example of something relating to OSHL in the school that is a result of young people’s ideas or influence.
- What skills have been gained by young people through involvement in OSHL?
- Give me an example of an activity you have been involved in that was run by or supported by young people.
- Give me an example of something young people have done that has benefited staff in this school (or schools/centres allied to this centre).
Emerging practice
In an emerging centre, there is a growing recognition of the importance of young people’s ownership in the running of the centre. Initiatives are taken by staff to give young people a greater involvement in planning and provision, and a say in what happens in the centre on a day-to-day basis. An emerging centre will be looking to monitor the success of this and consider what greater responsibility might be given to young people in the future.
Key indicator
Progression and growth in young people’s involvement.
Case study
Involving young people - Emerging
Established practice
In established centres, young people’s involvement has become part of the routine. There is evidence that they are taking the initiative rather than being given it. They take on responsibilities for themselves and for the centre because they want to and because they understand that these are not 'duties' but an aspect of personal development. They understand that exercising responsibility enhances skills which will serve them in school and in life beyond the school.
Key indicator
Beyond involvement to ownership.
Case study
Involving young people - Established
Advanced practice
In an advanced centre, young people have visible confidence in their role. They clearly derive energy from their involvement in their roles and responsibilities, which include some form of peer tutoring/mentoring/coaching. Teachers and young people recognise that taking initiative, teamwork, decision making, and responsibility for others are core skills of lifelong learning. These are documented in young people’s portfolios, which can be shown to an employer, college or university as evidence of personal transferable skills.
Key indicator
A systematic approach to skills for lifelong learning.