The Extended Services Core Offer
Extended Services Core Offer
The following services and activities combine to make up the extended services core offer:
Varied Menu of Activities and Childcare
Primary schools should provide access to high-quality childcare, 8am–6pm, five days a week, 48 weeks a year. In parallel with the childcare offer, primary schools should offer access to a varied menu of study support activities, including:
- “Catch up” and “stretch” activities; homework clubs
- Arts activities eg. dance, drama, arts and crafts
- Sports activities (at least two hours a week for those who want it
- Other recreational activities, eg. special interest clubs, music tuition, modern foreign languages, volunteering, business and enterprise activities, as well as visits to museums and galleries Secondary schools should offer the above varied menu but in place of childcare should provide, or have arrangements to provide access to, a safe place to be before and after school hours. Schools should ensure that sports, study support, and other activities offered are not at the expense of play opportunities – play is a key component of a healthy lifestyle, enabling good physical, emotional, mental and social development.
Childcare and activities do not need to be offered on the school site, especially where schools are working with partners to deliver them. However, where childcare and activities are offsite, safe transport arrangements should be in place if there is sufficient demand.
Further information can be found at Sure Start, Early Years & Childcare
Providing parenting support is another way that schools can help to remove barriers to learning in pupils and benefit the wider community. Many parents say there are times in their lives when they would like more information, advice and support. Research shows that pupils’ attainment, attitudes, and behaviour are improved in schools that work effectively with parents. Increased parental participation in school life is another benefit which, in turn, is a significant driver in improved outcomes for pupils.
To meet the parenting support element of the core offer, schools should provide:
- information sessions for parents and carers of pupils joining reception and on transfer to secondary school
- information about nationally and locally available sources of advice and support
- access to parenting groups that use structured, evidence-based parenting programmes, such as Pippin or Share, as well as more informal opportunities for parents to engage with the school and each other, and
- family learning sessions allowing children to study with their fathers and mothers.
Community Access to School Facilities
Many schools have facilities suitable for use by the wider community and which, if made available, could benefit local people and community organisations. Schools should carry out an assessment to see which facilities could be made available to the community.
Where there is demand, schools should open up suitable facilities to community users. Arts facilities, sports halls and playing fields, ICT suites and school halls are the type of facility that communities could access outside of school hours, and even during the school day, if practical.
Schools should also take a role in supporting the development of the youth offer in the community by opening up facilities to youth organisations and other services as appropriate along with offering access to adult learning programmes, such as skills for life.
Swift and easy access to targeted and special services
Schools, working closely with other statutory services and the other voluntary and community sector, should have a focus on early identification of, and support for, children and young people who have additional needs or are at risk of poor outcomes.
Schools should ensure that their current arrangements are effective in identifying children or young people in need of support in a non-stigmatising way and review them annually to assess impact.