pandora charms uk New Opportunities Fund Summer

New Opportunities Fund Summer School Schemes

The potential contribution of out of school hours learning to school improvement was highlighted in the Government s White Paper Excellence in Schools, which stated: These activities raise pupils motivation, improve social skills and encourage participation in other activities (GB. Parliament HoC, 1997a, Paragraph 30). The White Paper went on to express the Government s aspiration that all young people should have access to a range of activity in addition to normal classroom teaching and learning.Shortly afterwards, the Government published a further White Paper setting out its plans for the National Lottery (GB. Parliament. HoC, 1997b). This included proposals to establish the New Opportunities Fund to support three areas of education, health and the environment, including out of school hours activities . The document set the following target for out of school hours activities designed to raise pupils achievement. By 2001, we want high quality programmes of regular learning activities established in at least half of all secondary and a quarter of all primary schools (Paragraph 14).The following year, the Government published a consultation document focusing specifically on the area of study support (GB. DfEE, 1998). central and local government, library services, business, youth and voluntary organisations) could contribute to study support.The concept of study support prior to this had much in common with that of extra curricular activities , which schools and others had traditionally provided for young people. However, study support was seen as different in two key ways from what had gone before. Firstly, there was an explicit connection with raising achievement. Secondly, whereas extra curricular activities had traditionally been dependent on the goodwill of individual members of staff, study support implied a planned programme of provision tailored to meet the needs of particular client groups.Since that time, a number of research and development projects, such as those by the Prince s Trust, the National Youth Agency, Education Extra and the Department for Education and Skill pandora charms uk s (DfES), have advanced understanding of the conditions that facilitate effective provision.In April 1999, the New Opportunities Fund (NOF), a National Lottery distributor of good cause money to health, education and environment projects, announced that a total of 205 million was available for out of school learning activities throughout the UK. The intention was that around half of all secondary and special schools, and a quarter of all primary schools would be involved in NOF funded projects by 2003.The funding was to be divided between England, Scotland, Wales and Northern Ireland on the basis of population, weighted to reflect levels of deprivation. NOF intended to support sustainable projects that would improve the quality of life pandora charms uk of people throughout the UK, address the needs of those most disadvantaged in society, encourage community participation, and complement local and national strategies and programmes. Potential providers were able to submit bids that included support for activities such as that for music, drama, art, key skills, sports and outdoor pursuits.The first grants were awarded in October 1999, and grants were continued to be awarded on a regular basis until December 2002. Funded projects were usually for a maximum of three years. Some organisations were awarded grants for projects with term time and summer school components, while others had prepared bids and received grants for summer school schemes only.In April 2000, NOF commissioned the National pandora charms uk Foundation for Educational Research (NFER) to evaluate the out of school hours learning programme. Both term time projects and summer schools were to be included in the evaluation. For projects in Scotland, the NFER recruited the Scottish Council for Research in Education (SCRE) to undertake case study work in that country.Of the 205 million available, 25 million was specifically dedicated to creating new summer school places for 250,000 young people throughout the UK. Of this amount, 19.375 million was available for England, 2.85 million for Scotland, 1.65 million for Wales, and 1.125 million for Northern Ireland.This report focuses on the research findings in relation to the summer schools, while a separate report will be concerned with the term time projects. Fieldwork was conducted over three successive summers: 2000, 2001 and 2002. Each year a sample of summer school projects was selected by NFER, in consultation with NOF and the evaluation project Steering Group.The selection reflected a number of important dimensions in order to ensure that the sample was broadly representative of the totality of funded projects. basic skills, enrichment, extension) and teaching and learning strategiesof different duration and starting datesin all four countries (England, Scotland, Wales and Northern Ireland), to identify any national issuesFor each project, a case study report was written by the researcher(s) who had undertaken visits to the summer school to interview providers and participants, and to observe activities. Also, documentation was collected and analysed where relevant.A total of 30 summer school project pandora charms uk s were evaluated over the three years, comprising nine in England, nine in Scotland, seven in Wales and five in Northern Ireland. Eight summer schools were evaluated in 2000, 14 in 2001 and eight in 2002. In cases where LEAs were managing summer school schemes comprising a number of separate projects, the evaluation sometimes focused on a single project within the scheme or on a small number of the projects.It should be noted that of these 30 summer school projects, 28 were evaluated in the first year of their operation and two in their second year. This means that this report includes information pertinent to the experiences of summer schools in preparing for and delivering a NOF funded summer school for the first time.The summer school projects varied considerably in terms of size, age of participants, staffing, venue, duration and curriculum content. With regard to general aims, there were four main, sometimes overlapping, categories: