Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.791022
Title: What's not to like? : a case study exploring the Extended School for disadvantaged primary school children
Author: Coulthard, Karen
ISNI:       0000 0004 8500 5029
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Abstract:
Extended Schools formed part of a range of initiatives introduced by the New Labour government to address disadvantage and contribute to reducing the achievement gap. After-school activities were introduced as part of this policy offering additional learning opportunities for pupils and affordable child-care for parents. This research examines the impact the experience of after-school activities made on the attitudes and engagement on learning of disadvantaged children within an inner city primary school. Examining the current effect on pedagogy in schools by the external pressures of standards in core areas and statutory assessment it argues that aspects of learning no longer feasible in the school day may be realised in clubs. Whilst not arguing against the need for children to attain good standards in core subjects it examines the limitations of this policy. Explored through a single case study this research gathered the perceptions of the value attributed to this provision from a range of stakeholders. Fifteen children, 12 parents and three Extended School staff contributed to this qualitative research through semi-structured interviews, reflecting on the impact of their experience and participation over time. Additional policy and organisational data was provided by the headteacher, setting the context for this provision within the aims and aspirations of the school. Contributing to this area of research I would propose that these activities offer children a contrasting approach to learning and time to develop additional skills, develop expertise and to boost confidence through a range of activities, within mixed-aged groupings, unavailable due to time constraints during the school day. This is of particular value to disadvantaged children as my findings concur with research in this area that suggests the Extended School is the sole opportunity for these children to engage with formalised activities beyond the school day.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.791022  DOI: Not available
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