Out of School Hours Learning

2. Finding out what's needed

Image of a boy holding yellow bats

Commentary

Out of School Hours Learning (OSHL) provision varies across the country. It is held at different times, in different places, for different age groups and with different forms of support and tutoring. This is because needs and contexts differ and what works in one place may not work somewhere else. That is why simple copying or transplanting of practice is not enough.

Any school or community group thinking of providing OSHL opportunities should conduct a careful analysis of what already exists and what people need. This also applies to existing centres. Most centres could become more effective by finding out more about other forms of provision in the locality, by developing closer contacts and working together on analysing needs and co-ordinating provision through an ongoing process of survey, audit and review. Consultation with young people about their needs and expectations is an important first step.

Questions to ask:

  • How have young people been consulted about their own needs, interests and expectations?
  • How have other stakeholders been consulted about the needs of young people?
  • What types of evidence are used to identify needs?
  • What different forms of out-of-school activities already exist in the area?
  • How many of these share all, or some, of the purposes of OSHL?
  • How well do these forms of provision meet the learning needs of young people in this community?
  • How does the consultation and review process inform priorities?
  • Which agencies and individuals have useful information?

Evidence to show

Examples of documentary evidence

  • surveys/questionnaires to a variety of stakeholders
  • audit of current out-of-hours provision showing types of provision and levels of take-up
  • notes/summaries of meetings held with community groups, employers or other bodies about local needs
  • letters to, and replies from, parents about needs and expectations
  • surveys of how young people spend their time including leisure, casual employment, and part-time jobs
  • reports/evaluations of need/provision cost-effectiveness of different options
  • analysis of a range of evidence.

Testing the evidence

Examples of requests a visitor might make

  • Tell me about what there is to do around here after school and at weekends.
  • What kinds of things could you do instead of participating in OSHL activities? What do other young people do?
  • Who do you think OSHL is for? Why do you say that?
  • Have you ever been asked what you would like to see provided for young people?
  • What kind of things might entice you to get involved?
  • What more could staff do to make learning more relevant or enjoyable?
  • Show me something that demonstrates how evidence has been used to inform priorities.

Emerging practice

Emerging centres recognise the importance of looking at the needs of school, community and potential OSHL users. Needs analysis is seen as essential to give as accurate a picture as possible of the needs of young people. It comes from systematic procedures as part of a process for finding out. While many emerging centres have started out without the benefit of such analysis, they will see it as essential to sustained planning and provision.

Key indicator

More than intuition and guesswork.

Established practice

In established centres, planning and provision is based on analysis of needs. There is continuous consultation and review and the OSHL programme responds to priorities as they emerge and change. Managers and tutors are keen to develop their expertise in using needs analysis and other data and stakeholder groups are involved in the debate. Young people have a voice and opportunities exist for them to be consulted about their needs and expectations.

Key indicator

Continuous consultation and review.

Advanced practice

Advanced practice brings with it a culture of continuous improvement which places a premium on listening to stakeholders including young people, tutors and support staff. Needs analysis is integral to development planning which takes account of the needs and views of the wider community, building intelligence networks which are able to respond to particular local needs, especially those of the most disenfranchised groups.

Key indicator

Needs analysis built into the culture.