Out of School Hours Learning

15. Getting a return on investment

Image of a smiling boy in a blue top

Commentary

Out of School Hours Learning (OSHL) costs money. It operates in most places, though, at relatively low cost because it is able to make the most of existing resources. It thrives on commitment and draws energy from the goodwill and enthusiasm of the school staff, young people, parents and other partners.

This investment of time and energy does, however, represent a real cost and and people are less likely to feel they are being exploited if there is realistic monitoring of expenditure, and transparency in accounting. An open approach to cost-benefit analysis which involves all school staff, young people and parents is important in a number of ways. It is more likely to increase a sense of ownership, accountability, and involvement in fundraising or advocacy.

Spending which may be difficult to find or to justify in a context of limited resources will be easier to argue for if people see a clear return on investment. A case can be more convincingly presented to external funders where a systematic record of costs and benefits is kept, disseminated, discussed and creatively managed.

Questions to ask

  • What are the real and hidden costs of OSHL?
  • How are the purposes and outcomes achieved measured against the costs?
  • What evidence is there on the benefits of OSHL? How reliable or valid is that evidence?
  • How is spending on OSHL justified?
  • How is evidence of impact disseminated and used as part of the review and development process?
  • How is that evidence used with policy makers, funders or other stakeholders?
  • Is there a process for monitoring quality as part of best value?
  • How do we re-invest in the future?

Evidence to show

Examples of documentary evidence

  • action plans, costings and balance sheets
  • minutes/notes/summaries of planning meetings
  • development plans for OSHL linked to whole school process
  • teacher/young people questionnaires assessing knowledge and attitudes
  • cost-benefit analysis
  • photographs or video demonstrating different stages of development
  • annual reports/other public documents
  • results of attitudinal surveys/software
  • valued-added scores on attainment tests
  • evidence of impact on learning/attendance/achievement
  • details of funding/sponsorship and/or evidence of partnership with businesses/community groups.

Testing the evidence

Examples of requests a visitor might make

  • Show me your action/development plan and explain to me how you fund OSHL.
  • Explain why you give it such a priority in your planning and financing.
  • Show me the instruments you have used to audit and gather data.
  • Explain to me how data was gathered and what steps you took to ensure reliability and validity.
  • Describe how you go about the process of fundraising or sponsorship.
  • Show me how costs are shared with other partnerships and how you re-invest for the future.
  • Give an example of where OSHL has shown a clear return in terms of achievement, additional resources or partnerships.

Emerging practice

Emerging centres have carried out costings of OSHL, taking into account both real and hidden costs. Consideration is being given to how these might be set against benefits and how spending on OSHL might be justified in comparison with other possible initiatives to raise achievement. Emerging centres are interested in putting in place some form of early evaluation procedure which will help to assess ways in which OSHL is providing evidence of its value and effectiveness.

Key indicator

Monitoring real and hidden costs.

Established practice

In established centres within schools OSHL is an integrated aspect of school development planning, budgeting and evaluation. Its place is assured because it has been shown to be cost-effective and a vital part of school life. In community-based centres there are strong links with schools, acknowledging and valuing the work of teachers while contributing to, and learning from, them. Together they look at ways of reducing costs, sharing resources and expertise.

Key indicator

Criteria for matching costs and effectiveness.

Advanced practice

In advanced centres the value and effectiveness of OSHL is known and widely accepted by parents, teachers, young people and other groups involved in school and the community. People have criteria by which to make judgements because information on costs and benefits is disseminated in an attractive and accessible form and ideas are invited on how to improve the cost/value equation. Centres have enjoyed some success in attracting awards, funding and/or sponsorship.

Key indicator

A learning community of shared interests.