Out of School Hours Learning

4. Getting the best from resources

Image of a boy in a gym

Commentary

One attraction of Out of School Hours Learning (OSHL) is the physical and human resources it can open up to young people and others who do not have these resources at their disposal during out-of-school hours. For some, the most valuable resources are tutors and mentors, while for others access to books, ICT and a suitable learning environment is a priority. Consideration needs to be given therefore to ways in which access to resources can be made at least cost.

This means examining how resources can be provided but also considering how expensive duplication can be avoided and opportunities created for young people to use existing resources within schools, community libraries, colleges and commercial enterprises. Any investment in new resources should be made only after exploration of what exists and once approaches have been made to organisations who may provide or sponsor software, hardware or human resources. Also, the power of involving young people as educators and mentors should not be underestimated.

Questions to ask

  • What resources (human and physical) are available outside school hours?
  • What are the implications for security and how can obstacles be creatively overcome?
  • What resources exist within the community which might be shared?
  • How effective is the way in which resources are already used? How might it be more effective?
  • Are there identified needs that cannot currently be met due to resource restraints? How might these be addressed?
  • What further resources might be identified within schools, community agencies, workplaces, groups and individuals?
  • Have the potential benefits of joint partnerships and sponsorship been explored?
  • How might support staff, mentors, young people, parents and others be involved in generating new resources?
  • How is the consultation process used to identify resource priorities to meet changing needs?

Evidence to show

Examples of documentary evidence

  • audit of software and hardware resources
  • costings of resource provision, security, caretaking
  • plans showing the physical resources available
  • audit or survey of staffing resources in school, voluntary agencies, community and business organisations
  • surveys of current users and patterns of demand and resource usage
  • evidence of collaboration with other partners in approaches to funding or sponsoring agencies, including grants/awards
  • development plans
  • staffing structures and policy documents.

Testing the evidence

Examples of requests a visitor might make

  • Show me an example of the resources you have and describe for me how you came to that level of provision.
  • What are your arrangements for security and how do they limit what you can and can’t provide?
  • Give me an example of resources in the school or community which you would like to use but can’t get access to.
  • Show me some evidence of the range of uses of different resources.
  • How do you think your current use of resources could be made more effective? What changes will you make?
  • What plans do you have to gain additional resources from funding or sponsoring bodies, eg charities, businesses?
  • Give me an example of how young people, parents or others have contributed to the learning programme.

Emerging practice

Emerging centres see resources as including both the human and the physical. Concerted efforts are made to ensure that deployment of staff and provision of resources match young people’s needs as closely as possible. Staff monitor distribution, physical space and the management and use of resources with an eye to improving provision in the future. They value feedback from students and other users and reappraise provision accordingly.

Key indicator

Better use of existing resources.

Case study

Getting the best from resources - Emerging

Established practice

Established centres have made efforts to ensure that both human and physical resources are used to optimum effect. Time and energy are invested in exploring, managing and developing the resources that are available within the school(s) and the community. New ways of opening up resources to wider and more flexible access by young people and other users are identified. This is underpinned by a careful monitoring of cost benefits and consideration of value for money.

Key indicator

A planned and measured approach to resource provision and use.

Case study

Getting the best from resources - Established

Advanced practice

Advanced practice capitalises effectively on human resources by drawing on the expertise and enthusiasm of young people, support staff and tutors. There is a continuous effort to utilise resources across school(s) and the wider community which can contribute to an updating and invigoration of provision. Staff and young people keep up to date with opportunities offered by new technologies.

Key indicator

A creative response to changing circumstances.