|
|
 |
Your child, your schools, our future: building a 21st century schools system – White Paper Published 30th June 2009 ‘Schools have always taken seriously their wider role in supporting children’s wellbeing through their pastoral care, ethos, curriculum and activities beyond the school day. In September 2007, this role was formalised in a new duty to promote the wellbeing of pupils. The extended schools and National Healthy Schools programmes have supported schools in promoting wellbeing. Some 17,000 schools are now offering access to the full core offer of extended services for children, young people and families. Seventy-five per cent of schools are accredited Healthy Schools – committed to improving the quality of their Personal, Social, Health and Economic (PSHE) education; their support for pupils’ emotional development; promoting healthy eating and physical activity; and providing swift and easy access for children with additional health needs. By so doing they are supporting children’s learning as well as helping them in other ways.’ (Para 1.15, page 20)
‘By 2010, through extended services, we aim for all schools to work in partnership with other schools and local providers to offer access to year-round opportunities for additional learning, and enriching activities, such as study support and homework clubs, creative and sport activities and play, combined with childcare in primary schools and community use of school facilities, for example, to host adult and family learning provision. The best schools have long recognised that offering a wide menu of positive activities, both in and out-of school hours, can be integral to improving attainment, narrowing gaps between different groups and engaging with parents. We are investing in schools and local authorities to encourage greater participation in positive activities, including through extended services in schools’.( Para 2.32, pages 37-38.)
‘And we will make sure that where schools wish to bring partnerships together – for example, curriculum, behaviour and extended schools partnerships – to maximise their impact, they are able to do so.’ (Para 15, Page 8 but relates to Chapter 3.)
‘In order to recognise the importance of partnership working, Ofsted is introducing a revised partnership grade for introduction from September 2009, and is already moving to introduce more streamlined and co‑ordinated or joint inspections for federations. Alongside this we will look to ensure that, as far as possible, they have single or common School Improvement Partners.’ (Para 3.14. page 49.)
|
|
|
|
