Scottish Government

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The views expressed in the report are those of the author(s) and do not necessarily reflect those of the Scottish Executive or any other organisation(s) by which the author(s) is/are employed.

The Scottish Executive is making this research report available on-line in order to provide access to its contents for those interested in the subject. The Executive commissioned the research but has not exercised editorial control over the report.

This web only report is accompanied by a summary in the Education Research Insight series " Insight 20: Study Support and Out of School Hours Learning in Scottish Schools", and web only report " Evaluation of the Study Support Programme and OSHL in Scotland"

All reports are published by Information and Analytical Services Division, Scottish Executive Education Department, Victoria Quay, Edinburgh, EH6 6QQ. If you have any enquiries about these reports please contact the Dissemination Officer on 0131-244-0316.

All reports were published in October 2005.

Supplement: Details of SSP/ OSHL Provision in the Strand 4 'Insight Schools'

This appendix provides a summary of the Study Support Programme ( SSP) and out-of-school-hours learning ( OSHL) provision of the nine (6 secondary and 3 primary) schools that were the focus of Strand 4 of the SCRE evaluation of SSP/ OSHL provision in Scotland. As described in Chapter 1 (Section 1.3.2) of the main evaluation report, this strand was intended to provide illuminative insights on how schools provide SSP/ OSHL activities across a range of different contexts and when facing various challenges.

In order to obtain some diversity in the Strand 4 schools, selection of schools for this strand included those that:

• Included pupils at risk of underachievement, those who are marginalised from school, and those located in areas of disadvantage.
• Offered a range of term-time and holiday SSP/ OSHL provision and which involved different partners.
• Were located in urban/suburban and rural areas.
• Were denominational or non-denominational schools.
• Were in the secondary or primary sector.

Following discussions with the research project's Research Advisory Group ( RAG) further criteria were developed to increase the relevance of the findings for local authorities and schools concerning issues or themes relevant to the provision of study support. Certain topics or themes of interest concerning SSP/ OSHL were identified in association with the RAG and a sample of 12 local authority Lead Officers. These themes were seen as 'overarching' priorities or concerns that were likely to be of interest to all schools providing study support and included:

• Addressing the needs of disaffected and vulnerable young people through study support.
• Supporting pupils in transition from primary to secondary school.
• Addressing the challenges facing study support in rural/remote areas.
• Involving young people in planning and providing study support.
• Examples of innovative partnership working.

Using these themes and the above other criteria, nine schools were identified from information collected from numerous sources, including interviews with key informants, findings emerging from the local authority and school surveys and information provided by the Scottish Study Support Network ( SSSN).

The final selection of schools was not intended to be representative of the full range of SSP/ OSHL activities or practice across Scotland. Rather, these schools were meant to provide topical and illuminative examples of how schools in various circumstances addressed the SSP/ OSHL needs of their pupils. While each school was selected to highlight a theme of interest, it was clear from the fieldwork that examples pertinent to each theme emerged from more than the one school. Therefore, Chapter 4 of the main report provides a synthesis of this information arranged under the key themes.

School A

Theme of particular interest:Family and community involvement in study support

Informants:
Headteacher, Home-school Teacher, 2 Teachers whose pupils have been involved with various SSP/ OSHL activities, 3 pupil groups consisting of pupils who have participate in various SSP/ OSHL activities. 8 parents, school documentation on SSP/ OSHL policies and activities.

Overview of SSP/ OSHL
The main types of SSP/ OSHL currently and recently provided at this school include:

• An extensive school family learning programme facilitated by a home-school teacher.
• Homework clubs for upper primary and targeted at pupils thought to require support.
• Young Engineer Club and Young Investigator/Science Club.
• Physical activity, including netball, football, rugby and judo.
• Dance club.
• Chess club (originally started by local mothers; taken over by Community Education but following lack of support there has been input from the University and local authority support).
• Links with local SEN school: volunteer pupils (often those who are disaffected) visit the school to work with SEN pupils.
• Eco-school activities (eg planting new trees landscaping etc, although much of this is conducted in school time).

study support is seen within the wider ethos of the school and the context of the curriculum and other initiatives. For example, The Health Promoting School is reflected in the provision of healthy food at breakfast clubs and promotion of OSHL physical activity. In addition, the school's enterprise work is reflected in OSHL activities and clubs and, in turn, raises funds for charity. Teachers believe that such activities are of particular benefit to those who are 'less academic' in that this contributes to pupils' social skills, eg negotiating skills and team working.

The take up of study support varies greatly according to what is on offer at a particular time. Certain activities appeal to different young people. For example, those most interested in football are not interested in doing the Engineering Club.

After school care and study support were planned with Community Education given that the priorities of addressing children's learning were part of a community-wide approach. While there were regular meetings to promote this, the Headteacher reported tensions in this process. Community education were seen as operating to a slower than necessary timescale, resistant to using the same quality indicators as the school (eg How Good Is Our School), and not delivering promised services. For example, the school had to organise and provide breakfast clubs and Summer Clubs when the Community Education/New Community School Team could not deliver these, despite having originally agreed to provide this service. Teachers reported that internal tensions and personnel changes in the New Community School Team had ultimately meant that their support for the school collapsed. The Team is about to be re-launched and the Headteacher is hopeful that under its new management a more productive relationship with the school will emerge.

One teacher provides input to SSP/ OSHL with the remaining support and co-ordination being provided by volunteers and partner organisations. In the absence of support from the Community Education/New Community School Team, provision relies heavily on the support of local parents, agencies private businesses, charities and the local University. The school has proactively established and maintained close partnerships with such partners especially local businesses. In addition to personnel, these businesses also provide material and resources to facilitate innovative SSP/ OSHL activities.

Home-school links and support for family/community learning
A key feature of this school's study support is the family learning programme, facilitated by a home-school teacher. There are a total of four such teachers in the city and they are located in areas where social disadvantage is an issue. Unlike the other three home-school personnel who have a community education background, this person has a teaching and education background.

Much of this teacher's work occurs within school time and immediately after school, and mainly supports the learning of nursery though to P3 children and their families. In view of the work commitments of parents and carers the home-school teacher had implemented workshops on Saturdays twice a term. This has allowed greater flexibility and widened access to parents who would not otherwise have been able to participate. The workshops include participation by local agencies that provide stimulating learning activities. Programmes have a strong focus on key skills including life skills, which are seen as very important given the local socio-economic and health context.

Feedback from teachers, parents and children has led to sessions focusing on a range of topics that promote learning and wider well-being. Examples of the latter include: child behaviour, drug awareness and health promotion, sleeping/bedtime routines, and first aid for under-5's. Often these sessions have input from relevant personnel such as the school nurse.

Reading and phonics workshops are provided for parents/carers via the home-school teacher working with the Depute Headteacher to ensure programmes articulate with curriculum work. The home-school teacher has close links with relevant support agencies which she can involve if she feels this is required and parents are agreeable.

The home-school teacher compiles a range of resources (bookbags) to meet the needs of participating children. These are then used in association with parents/carers who borrow these resources like library books. The teacher supervises progress and provides necessary input. Care is taken to make these resources exciting and they are updated regularly. Some are thematic and relate to holidays or events such as Christmas, Easter and Halloween.

Bookbags for nursery include a simple story, a puppet/appropriate toy, a cassette of nursery rhymes and a parent prompt. Bookbags for P1-P3 can include two books (one factual and one fiction), an activity to do at home (worksheet based or a craft activity) and something of interest (for example, shells with barnacles to look at through a magnifying glass or music from around the world etc). The intention is that a parent, carer, grandparent or older sibling will look work through the activities with the child and join in. However, the book bag activities are designed so that the child can use them alone if there is no adult available.

The series of bookbags includes special event bags that are available to use either by a teacher of to go home. These include 'A New Baby', 'Going to the Dentist', 'Having an Operation', 'Starting School' etc. Parents play an active part in helping the school to make and maintain such study support resources.

The home-school teacher facilitates numerous events in the Summer Term based around induction to school 'Countdown to School'. Nursery children borrow a games pack rather than a bookbag. Included in this pack are a parent prompt and a game with instructions. Some of the packs contain games that other parents have developed previously. Others have games that focus on number, shape, colour, positional language (for example double-sided dominoes with matching pictures or dots) etc. If a child is struggling with a task or game that concerns a particular area such as 'colour', another more appropriate game can be provided to address this.

Booklets are provided that go home to parents at the end of term to maintain learning momentum over the summer. Visits are also organised for parents and children from outwith the area. These culminate with a day for the child about to start primary one and an adult from their family. This event is designed to involve parents and children from feeder providers and the school's nursery wit the aim of building rapport and creating informal networks. The day involves various activities, games and a picnic.

The home-school teacher's programme of activities now includes other activities such as a Maths Trail where parents and their children follow a course, similar to orienteering, to locate the answers to a maths quiz. Children can only participate if they have a family member with them. Such activities are designed to make learning fun, engage parents in their children's learning and highlight to parent and child that 'maths is all around'. The teacher hopes that parents will adopt the simple strategies used during these events every day to reinforce their child's learning.

Programmes are being planned and implemented to build on such provision. For example, a Maths for Parents course has been designed in response to parental demand and will aim to support parents to help their children with homework.

Examples of local groups assisting the home-school teacher's programmes include:

• A local arts group that provides workshops for P1 children and their parents over a four-week period. This will involve making puppets, singing songs, dance based on an Italian story. As with some of the other programmes it will culminate in an interactive community event for parents, children and staff. In this case an event in a local theatre supported by a professional theatre group.
• Parents and pre-school nursery children participating with a music and movement group at the City's library as part of an annual storytelling and theatre festival.

Pupil and parent accounts indicated that such activities were well organised, very enjoyable and useful.

There were really good activities for the kids. We enjoyed making puppets and [my child] liked doing the activities and the clown.
It was really well organised […] It's great for kids and parents.
The activities are a good way to get everyone involved […] Parents were having as much fun as the kids.
Parents of P1 children

I enjoyed it […] the clown and making puppets was ace.
P1 child

The home-school teacher believes that while most parents are very supportive of her work and help in efforts to promote their children's learning, some require more effort to get them involved. Teachers find that parents are willing to support OSHL activities but are reluctant to organise such provision. Hence, a teacher or other facilitator is required. Parents are seen as wary of formal involvement in school-based programmes etc. Therefore, certain strategies are used to encourage such parents to attend such as providing a range of activity-based sessions which provide catering. Once involved, effort is made to build a rapport with parents and holistically address any family issues. The home-school teacher can draw on links with relevant social work personnel to help when necessary. In addition, the home-school teacher has an established link with the community through previous work with nursery provision in the area and so has a rapport with many parents. This helps establish links with parents and obtain their co-operation. Often the school is the first point of support for many parents; therefore, the home-school teacher link in this network is important.

School management and teachers involved with study support at School A believe that the involvement and support of local parents, agencies and business is integral to supporting children's' learning. The Headteacher has actively sought the involvement of local businesses (including shops through to major companies) in supporting the work of the school in general and this has led to companies providing skilled personnel and resources to facilitate SSP/ OSHL.

Thus, there is now an established relationship with a local network/partnership of businesses who proactively offer support to the school and respond to requests from the school. One of the unexpected outcomes of this is that professionals such as engineers provide male role models for some pupils who have no father at home.

The Headteacher believes that the school can be seen as an active partner within a wider community network which facilitates a two-way process in which the school can support others and can be supported itself. For example local business partners have been involved in reading activities as part of National Reading Week. Such professionals have been able to use their involvement to contribute to their own continuing professional development. The active role of the school in wider community partnerships has led to pupils being involved in local community planning committees.

Increasingly, sport co-ordinators have become more involved in OSHL activities and expanding the range of physical activity programmes. Parents also play a important role in supporting physical activity and sports OSHL and this process is used to foster closer links with parents. Parents and grandparents provide certain OSHL programmes that would not have been possible without their work.

One group of young people involved in a P7 Young Engineers club stressed that that practical work on the course was very interesting. There was often a lack of time and resources in the school day to do similar experiments (ie build bridges, boats, parachutes). These experiments were seen as relating well to physics in classroom lessons and pupils thought it reinforced their learning.

The main reasons these pupils gave for attending the one night per week programme for eight weeks was curiosity and interest in the subject matter. Pupils were also attracted by the prospect that these sessions were likely to be fun and stimulating. Most of the pupil group stated that if the subject had been completely different (eg art), they would still have participated if the sessions were fun and interactive.

Pupils believed that they had gained a more detailed knowledge of certain science principles which had helped their schoolwork. They thought that their experience of these sessions had made them more interested in science and engineering.

Parents of these pupils were very interested in what the sessions had covered and generally offered encouragement to participate. The pupils also stressed that their teachers offered encouragement to participate.

The local company and university personnel who taught the Young Engineer and Young Investigator sessions were generally seen as 'good teachers' and used interesting and participative teaching approaches.

Pupils who were involved in a range of physical activity OSHL (football, some judo and netball) saw general outcomes of this as being to help them to be fitter and healthier. This group appeared to enjoy the competitive aspect of their activities. There was also consensus that their involvement had promoted their communication and social skills. Some believed this was why they had been voted as pupil council members. Importantly some of the boys stressed that their OSHL football had meant they were not 'hanging about looking for bother'; and that it kept them out of trouble because it gave them something to do in their own time. Parents were seen as very supportive and some would attend sporting sessions to help out.

The boys in the 'sports group' were clearly a 'team' and very proud of their activity. Teachers noted that this 'social cohesiveness' had occasionally presented some issues for teachers when they wished to challenge the behaviour of some members of this group.

School B

Theme of particular interest:Targeting SSP/ OSHL at disaffected pupils, socially vulnerable individuals and those at those at risk of underachieving

Informants
Headteacher, Depute headteacher with responsibility for co-ordinating SSP/ OSHL provision, 3 pupil groups (2 alternative curriculum and 1 ASDAN groups that have used SSP/ OSHL provision as part of their programme), 5 parents, school documentation on SSP/ OSHL policies and activities.

Overview of SSP/ OSHL provision
In December 2003 the school began introducing a new SSP/ OSHL strategy. The main aims of study support were summarised in the following principles:

1. Raising attainment: Seek to raise the attainment of all learners who attend and actively encourage those underperforming to attend.
2. Targeted support: Sessions should take account of and deliberately target different learner's needs and learning styles.
3. Voluntary: Pupils should opt into all sessions.
4. Choice: Pupils should be presented with a choice of activities to attend. Some will be department- and curriculum-driven, others will be whole school education experiences, eg information handling, IT, study skills, exam technique, coping with stress, mind maps etc.
5. Enjoyment: sessions should be enjoyable and worthwhile. The atmosphere need not be a typical classroom environment if that is inappropriate.

A major change in the school's SSP/ OSHL strategy was to move away from set booklets that 'set in stone the programme for months ahead' to a monthly bulletin of support classes (running from September to SQA exams) which was distributed to pupils. This was intended to allow departments greater flexibility to respond to pupils' needs as they emerge and to arrange appropriate support sessions. Popular sessions can run for a full session while others might run a few times a year, and those where no pupils or very low numbers attend are discontinued.

All pupils are encouraged to attend those sessions they would benefit from which and are in line with their personal targets. To promote the likelihood of those pupils who would benefit most from attending relevant study support sessions (for example absentees, underperformers, etc), they are often 'given an extra push to attend'. Parents are involved in this process to help encourage such pupils to participate. The raising attainment agenda also means that if the Board of Studies targets a group of pupils, departments are notified and involved in encouraging these individuals to participate.

The study support sessions have become year and topic specific. The programme of courses available is highly differentiated to cover specific components of subjects. The rationale for this is to allow pupils to focus on those aspects of their course work that they require the most support for. Teachers acknowledge that the very wide range of topics now available will mean that pupils will not be able to attend everything they might wish to, and may therefore have to prioritise sessions. In view of this, the system requires appropriate information and guidance input to ensure that pupils know what specific study support sessions they are attending and how these will help their studies. Parents are also informed of this provision and encouraged to comment. This system replaces the older style of 'catch-up sessions'.

In addition to specific-component-focused classes, special generic sessions from interested members of staff are encouraged by school management and can be provided at any time in the year including summer term. These can address study skills, mind maps, exam technique, etc.

Attention has also been given to making study support sessions interesting and enjoyable, and providing them in suitable and inviting places. To facilitate this, the necessary resources can be made available to departments that need to improve their facilities and provision. It is emphasised that study support need not consist of 'conventional' lessons, but should be intellectually stimulating. The hope is that these sessions should be 'different to normal lessons and not seen as merely catch-up'. The school management stresses that to do this successfully requires careful planning from month to month. Indeed, monthly meetings for teachers, co-ordinated by the Depute Headteacher, allow them to examine the study support calendar, plan and bid for resources in advance. The school management stress that this helps maintain a more systematic and relevant programme.

The majority of school teachers are now involved in supporting the Study Support Programme (103 of 130 teachers). Pupil take-up of the sessions in S4 has seen a dramatic increase with 80% of pupils taking advantage of the sessions. The school management believes that there is still work to be done to further improve take-up among S2 and S3 pupils. The school is also working on more precise monitoring that will allow a clearer understanding of patterns in individual's use of study support; for example, are participants the same individuals or a more varied mix of pupils dipping in and out of lessons to suit their own targets? The school offers particular rewards for pupils who perform well or meet certain targets (eg attendance at football matches etc).

study support is seen by management as an integral part of the life of the school and learning provision. The headteacher stresses that a strength of the new programme is its 'specificity' which allows teachers and pupils to address particular aspects of study that require attention. The process is seen as a partnership between pupil, teacher and parents.

The school management reports that improvements in monitoring have allowed an assessment of the impact of study support and believes that there have been consequent improvements in pupils' academic grades, social skills, and attendance. The schools' own data are supported by pupil and teacher accounts. Other benefits are said to include greater pupil-teacher rapport and understanding, which facilitates a better ethos in the school and context for learning.

Often the school management finds it has to draw on additional sources of funds to provide the desired range of study support provision, and believes that this is partly due to its decision to follow Scottish Executive funding guidelines closely when applying for funds. The school management stress the need for further guidance on how flexible schools can be in using funds for particular forms of provision and resources. The current monitoring and bidding forms are seen as lacking clarity, and as asking for unrealistic levels of detail on topics such as estimating numbers of pupils participating.

The school management believed that their ability to provide the current study support system would 'dramatically deteriorate if the funding for study support was cut back or ceased'. They stressed that:

Teachers have always been committed to provide some form of study support to help students […] this additionality and goodwill can only do so much […] the more integrated system we have now would collapse with a lack of funding.

The school management also believed that implementing and sustaining adequate and effective systems of study support could not be done with just pump-priming funding: it was not a 'kick start model'.

Specialised SSP/ OSHL for disaffected pupils
In addition to this school's flexible and focused programme of study support, it also offers specialised SSP/ OSHL for S3 and S4 pupils who have particular and complex problems that affect their motivation to learn, behaviour in and out of school, school attendance, or achievement.

The school has adopted an alternative curriculum and an ASDAN programme, both with voluntary OSHL components. Overall, eight partner organisations support this work including Community Education, Fife Ranger Services, Natural Connections (an agency that promotes outdoor learning), CITB, Careers Scotland, Clued up (an agency that promotes social skills), The Learning Game, local further education providers and the YMCA. Residential programmes are provided with the support of such agencies and pupils particularly value these. The school is aware that these various agencies will have different procedures and expectations concerning pupils' behaviour (for example, allowing smoking at certain times) but the school tolerates this given the overall positive outcomes. The offer of attending such residential camps is used as a powerful motivator to encourage pupils to maintain standards of behaviour and work.

An important development of these programmes and the involvement of partner agencies has been the creation of a network of support for pupils, with contacts who can address the various issues and needs pupils and their families face.

Teachers believed that these programmes were successfully addressing their main aims. For example, there has been a 70% reduction in exclusions and much of this is attributed to the alternative curriculum and ASDAN-based programmes.

Teachers reported that participants' academic attainment and social skills had shown improvement over the duration of the programmes. The groups had provided an input to education conferences, which previously would have been unthinkable. Teachers also highlighted that their had been improvements in participants' aspirations concerning what they could achieve in the future. Teachers and pupils reported that drop-out and exclusion rates from the programmes were very low.

As with other forms of study support in this school, teachers reported increased rapport between teachers, pupils and their parents. Parents reported positive developments in their children's behaviour, self-confidence and achievements. This further supported efforts to enlist the co-operation of pupils and parents and improved the likelihood of successful outcomes.

The range of pupils involved in the alternative curriculum and ASDAN programmes were mostly male pupils who were invited to join to address behaviour, attendance and attainment issues. A small number of female pupils who were involved had been targeted for attendance, behaviour and attitude to school work issues. Most of the male pupils had previously been excluded from school on numerous occasions. Pupils' participation on these innovative OSHL programmes had been negotiated with the co-operation of their parents.

Pupils followed the ASDAN Bronze award course and were involved in a range of sessions conducted in association with partner organisations, including some with the local FE college and Natural Connections, and attended residential camps and outdoor activities. The pupils stressed that the programme reflected their own personal targets and that the course content and approach had been negotiated between themselves and teachers. Most participants believed that teachers had genuinely taken their views into account when designing the programme's content.

Pupils involved on the ASDAN and alternative curriculum OSHL programmes reported that their peers were often critical of their courses and believed that participants were being 'bribed by the school to behave'. The participants understood why some thought this way. However, they stressed that the use of specific targets and the possibility that they would be removed from the course if they misbehaved or failed to meet their own targets made the programmes meaningful and more than a bribe to co-operate. One participant stated that the situation was 'more like a contract'.

Young people participating in these programmes generally concurred with teachers' accounts of positive outcomes. In all but one of the groups, pupils were very clear that their programme had improved their subject grades and wider skills. For example, pupils commented on their improved communication, team working skills and trust in others. One boy had significant anger-management issues before joining the programme: specialists (including psychologists) were also supporting this pupil and while he recognised that their input was useful, he believed that it was being allowed to do the alternative curriculum OSHL programme that was primary reason for the improvement in his behaviour. He stated that the programme was less frustrating than 'normal classes' and teachers and partner agency staff treated him like a young adult. Hence, there were fewer reasons for him to get angry.

Other pupils reported having learning difficulties in primary school that were not addressed and had exacerbated their poor behaviour. One boy believed that his learning issues had been better addressed since the school had introduced its revised SSP/ OSHL provision with alternative curriculum programmes. These courses were better tailored to his needs than 'conventional lessons' and there was more one-to-one support. Generally, participating pupils thought school should be more like these OSHL programmes. Some pupils commented that many of the school rules and subjects were inappropriate for young people like themselves and, therefore, these programmes should be sustained.

In the one group that was less positive than the others about their programme, participants noted that the programme content was interesting and seemed useful. However, their teacher appeared more interested in assisting the more able students to complete the course, insisted on strict discipline, and rarely used participative teaching methods. In this group, pupils also reported that the teacher made assumptions that they would be able to access a home computer to complete aspects of their course work. In fact, few of the group had any such access at home, and pupils stressed that the school's computers were not modern enough to be useful.

Most participants across the alternative curriculum and ASDAN groups believed that the Depute Headteacher who co-ordinated the programmes had played an important role in encouraging them and liaising with other teachers, parents and generally played an advocacy role for participants. Some participants had severe difficulties in their relationships at home and with parents. For example in separate cases, two young people had been ordered from their home by their mothers. Teachers involved with the alternative programmes and other agencies had worked to facilitate improvements in such situations.

School C

Theme of interest:SSP/ OSHL in a rural context

Informants:
Headteacher, Depute Headteacher, Teacher whose pupils participated in various SSP/ OSHL activities, Focus groups with majority of the 21 pupils in the school, 4 parents (including member of school board), school documentation on SSP/ OSHL policies and activities.

Overview of SSP/ OSHL provision
Since 2002, the Headteacher at this primary school has planned SSP/ OSHL in close collaboration with parents and pupils, based on the principle that such provision should extend the learning experiences of pupils and develop what is learned in school. Pupil council meetings were used to discuss the types of learning activities pupils favoured most.

SSP/ OSHL is seen very much as a way to enrich the learning of pupils and involve other relevant agencies and members of the local community. It has the following aims:

• To raise attainment across the curriculum, particularly in the expressive arts, personal and social development, literacy and numeracy, and generally address the Scottish Executive's five National Priorities for Education.
• To provide wider opportunities and benefits to children who are located in a rural area with limited facilities.

One classroom assistant stressed the importance of SSP/ OSHL in broadening pupils' horizons and social skills. This was particularly important in rural areas where opportunities to meet other groups of people and participate in certain activities (for example, experience the arts and attend the theatre) could be very limited.

The Headteacher agreed, and stated that the schools' rural setting meant there were no facilities available for pupils after school. In addition, there are notable cost implications for children concerning transportation to access relevant activities. Therefore, children lacked the range of activities others might have access to in more urban locations. There were also limited opportunities for pupils to meet with friends after school.

After discussing pupils' ideas with staff, it was decided that 'a variety of OSHL activities would suit the pupils more than a regular weekly after school club'. Further discussions were used to share ideas and voting used to identify the main types of OSHL activities. This SSP/ OSHL provision has recently been praised in an HMIe inspection.

Since 2002, the following activities have been provided, usually with one of the activities occurring one per a month:

• Science shows

Main focus: science and technology, eg magnetism.
Parents and friends were also invited to attend.

• Zoo Lab

Main focus: Science/living things.
Additional foci: talking , listening, watching, PSD/citizenship, geography.
Open invitation to children, parents and friends of the school to attend.

• Computer club

Main focus: ICT.
Run weekly by the Headteacher but not supported by external funding.

• Skiing at Tillicoutry Ski Centre

Main foci: physical activity, team building, talking, listening and watching.

• Outdoor and indoor activities at Lendrick Muir Centre

Main focus: PSD.
Additional foci: PE skills, teambuilding, problem solving, talking, language skills, listening and watching.

• Puppet shows at local hall and follow-up sessions in school (out of school hours)

Main foci: drama, art and craft, music and community links.

• Toy and games workshops at local hall

Main focus: technology.
Additional foci: talking, listening, watching, PSD and maths.
Open invitation to all children in the area, parents and friends to attend.

• Theatre visits in Edinburgh and other locations

Main foci: language, drama, music, talking, listening and watching.

• Visit to Christmas Market in Edinburgh

Main foci: foreign languages (school teaches German), talking, listening and watching.
Additional foci: art and craft, social skills and community links.
Parents and other members of the community invited to attend.

• Ceilidh dancing sessions

Main focus: physical activity.
Additional foci: listening and watching, team building.

• Music workshops

Main focus: music.
Additional focus: community links.

Teachers stated that planning of SSP/ OSHL activities takes time; however, the Headteacher explained that after the first year or so, planning became more straightforward as the processes became a routine part of school life. Also, local agencies were now more aware of the schools' needs and were more flexible in meeting the schools requirements.

The Headteacher and staff believed that ongoing pupil feedback and discussion with parents who attended various activities had allowed SSP/ OSHL provision to continually reflect the needs of pupils. Teachers had taken care to make the activities as inclusive as possible and keep the tone generally informal, and pupils' enjoyment was reflected in the high levels of uptake of activities.

A key aspect of the school's SSP/ OSHL provision is building on the activities with appropriate curriculum content to reinforce learning and promote positive outcomes. Teachers strongly believed that such provision should be an integral part of the school's work to promote learning and the development of the child.

Impact of SSP/ OSHL
Like many teachers who provided information in this strand of the SCRE evaluation, the Headteacher stressed that it was difficult to separate the impact of SSP/ OSHL activities from the impact of other measures to promote attainment and that of other influences on pupils. However, the Headteacher and her staff believed that SSP/ OSHL was certainly one of the more important factors in promoting pupils attainment and skills in general.

The wider impact of these activities was seen by teachers as 'increasing opportunities for writing, extending the expressive arts curriculum, increasing knowledge and understanding in Science and developing self-confidence and personal skills'.

Teachers reported that the budget from Scottish Executive and NOF sources had facilitated opportunities for pupils to experience activities that would not have otherwise have been possible given the available school resources and finances. One teacher's comments emphasised the importance OSHL for children and the community

It has enriched everyone's' lives here […] there are no amenities, there isn't even a post office, so it gives children the chance to do something stimulating or get away and do new activities […] it gives them new possibilities […] without it the whole village would suffer not just the pupils. Without it there would be a disparity between those children whose parents have access to opportunities wider afield and those who do not […] So it is fulfilling a social inclusion role.

One parent who had been involved with assisting OSHL at the school provided examples of this provision having an impact on children who were initially shy at school and reticent about attending outdoor OSHL. These children were now more outgoing and confident following their participation.

A feature of many of SSP/ OSHL activities was the invitation to local children, parents, grandparents and others in the community to attend. Past pupils would often come back to assist with OSHL activities. The Headteacher and staff believed that this type of provision provided a good opportunity for children, their parents and their families to learn together. In addition, this has facilitated local supporting partnerships and promoted networks and social cohesion. The involvement of parents, friends, extended family, and pupils from another small rural school has not only involved the wider community but has also enabled pupils to maintain friendships made during the activities.

As in some of the other schools in this strand of the evaluation, teachers reported that pupils and staff benefited from experiencing the same activities, particularly those provided outdoors and involving shared challenges. Teachers became more aware of pupils' needs, personalities and abilities, and pupils saw teachers in a different context. This, therefore, enhanced learning and teaching in the school.

Partner agencies involved in providing OSHL, such as skiing instructors and art and crafts providers, noted that those teachers who were also involved in sessions could improve their knowledge and skills experientially. Teachers concurred and stated that they had obtained new ideas about stimulating activities that could be done in class.

The Headteacher emphasised how the OSHL provision was also benefiting the development of networks in the community and providing opportunities for local businesses, such as arts and crafts practitioners, to flourish because the school was paying for their services. Local parents and others in the community who had the opportunity to participate in OSHL activities had stressed that their learning had benefited. One example included raised awareness of local history.

The nature of SSP/ OSHL in this school with its close involvement with parents and the local community was seen as improving communication between teachers and parents, and promoting teachers' skills. As the Headteacher explained, such provision was part of striving to be an inclusive community school.

Perhaps a further indicator of the success of SSP/ OSHL and the wider work of the school was demonstrated by teachers' accounts of people moving to the village so that their children would be able to attend the school and participate in its activities. School meals staff commented that their relatives whose children attended other schools often complained about the relative lack of OSHL activities in their school. Also, pupils who had moved to other schools had reported to parents how much they missed the OSHL provision at School C.

Pupils primarily commented on how much fun their OSHL was. Most children concurred with teachers and parents in highlighting the lack of local opportunities to engage in stimulating activities. They also agreed on the main benefits of their OSHL which included:

• Helping with school work, improving understanding of topics covered in the curriculum.
• Improving physical activity levels and promoting the desire to be more active.
• Making parents more aware of the work done in school.
• Improving specific skills such as writing and communication.
• Improving aspirations.
• Providing access to activities that were normally unavailable.

Factors influencing SSP/ OSHL
Teachers highlighted that attempting to provide such a varied programme, including outdoor activities, was not without its challenges. They noted that, generally, there has been an increasing concern in schools over litigation for any injury resulting from outdoor activities. This could potentially limit the scope of OSHL. However, teachers believed that this was not yet a serious issue in their community. The school also addressed such concerns with careful risk-assessment and health and safety procedures. Teachers found that children quickly became 'safety aware', able to operate in varied social contexts and act responsibly. This was seen as another example of the positive outcomes of OSHL.

Bidding for SSP/ OSHL funds and associated administrative tasks were seen as time consuming. The school had collaborated with another small school 15 miles away to bid for funds and share activities. This had proven successful and had helped spread the workload of the various bidding tasks.

Funding for SSP/ OSHL was primarily used to pay for external partner input and visits. Sometimes local partners, such as local crafts people waived costs or provided services at reduced rates. Teachers highlighted that the cost of much of the OSHL provision was 'artificially low' because estimates of costs did not take into account the input of volunteers, and the time they gave free of charge. This goodwill extended the weekly computer club which was not funded by SEED or NOF funds, but was run by the Headteacher on a voluntary basis.

The bidding process was seen as presenting certain problems. For example, the Headteacher explained that 'not being sure I'll have the same level of funding next year means it is difficult to plan for the long-term'. The Headteacher, like many of her colleagues in this Strand of the research, stressed that the current programme of SSP/ OSHL would not be able to continue without funding from SEED and other sources.

Related to these costs was the issue of paying for transport to various activities. While a notable proportion of funds allocated to OSHL were taken up by transport costs, the school had been able to get local provider partners to come to the school. Therefore, the school could aim for a balance of excursion and school-based OSHL.

There was consensus amongst teachers that the necessary child protection checks had increased the bureaucracy for OSHL. Fortunately, the partner agencies and providers that supported the school's OSHL had the necessary clearance, but it was still an issue if the school wished to use a greater number of parents and relatives to support particular activities.

The willingness of parents to allow their children to participate and their encouragement were seen as important factors in the high level of uptake for the activities. The enthusiasm of teachers and school staff to support activities was also a key factor.

Parents and teachers saw the commitment and enthusiasm of the Headteacher as one of the most important factors responsible for the success of SSP/ OSHL provision in the school. Her dynamism and vision concerning OSHL and other aspects of school life was a clear theme running through staff and pupil interviews, and she was also seen as having the respect of key partners including the local authority.

School D

Theme of interest:New ideas and innovative practice

Informants:
Headteacher, Teacher with responsibility for supervising range of SSP/ OSHL, Focus groups with 2 pupil groups, (1 lower and 1 upper primary). Active Schools Coordinator, 4 Parents, School documentation on Study support/ OSHL policies and activities.

Overview of SSP/ OSHL provision
The school offers a wide variety of activities, and teachers state that the school is fortunate to have sufficient space for this provision. Activities are offered in blocks. Pupils are consulted on what activities they would like via surveys and through the Pupil Council. Over the past four years the main activities have included:

• Physical activity and sports such as badminton, football, rugby, basketball, cross country, orienteering, mini tennis and skiing.
• Dance
• Arts and crafts
• Cycling proficiency
• Web surfers
• Board games.

Innovative SSP/ OSHL provision
Teachers believed that their SSP/ OSHL provision was innovative. It included:

• Involving pupils in decisions on the content of, and delivery of, OSHL. Some pupils helped to lead some activity sessions and this was seen as improving their leadership and social skills as well as their self-confidence,
• Joint activities provided in association with the local secondary school. These largely addressed transition from P7 to S1, but have also included health, citizenship and enterprise. For example, the school nutrition action group has included OSHL activities involving P7 pupils, and other activities have been provided as part of the ECO school award. Around 50 pupils have used their own time to improve the school environment and plant trees. Teachers drew attention to the lack of vandalism around the school as evidence of the impact of these activities on pupils' attitudes and behaviours.
• Enterprise related OSHL activities have involved pupils in cooking and selling cakes locally. In addition to promoting their enterprise skills, this is seen as developing closer links with the local community.
• The Active Schools Co-ordinator, playground supervisors and other auxiliary staff have helped to develop more diverse OSHL physical activity programmes, which also address positive behaviour in school. This, staff stress, highlights the role of OSHL within a holistic model of promoting pupils' skills, attainment and abilities.

Outcomes
In addition to addressing local and national priorities and promoting pupils' learning, the school's SSP/ OSHL provision aims to address the severe lack of local opportunities for young people to access stimulating activities.

The school avoided actively targeting SSP/ OSHL so as to avoid 'labelling' pupils. Rather, provision was 'open to all'. Teachers reported that the activities provided over the past four years had promoted pupils' skills, self-esteem, motivation to meet targets, self-discipline, as well as increasing pupils' levels of physical activity and contributing to a number of sports teams winning national competitions. In general, SSP/ OSHL were seen as a key factor contributing to the ethos of the school.

The Headteacher believed that SSP/ OSHL had also improved pupils' quality of life, and increased their friendship networks. This was particularly important given the dearth of local amenities and opportunities for activities. Pupils' abilities in ICT had shown improvement and teachers thought that OSHL provision, enhanced by local business support to resource ICT, had also played a role here. Given the involvement of school support staff in OSHL, teachers believed that pupils and staff now had a greater rapport, and this had a positive impact on the wider school ethos.

Teachers saw the main factors influencing SSP/ OSHL provision as being:

• The level of funding; for example, teachers noted that there is sufficient demand for even more activities to be provided, yet projected costs to meet such demand would be around £12,000 and the school receives about £4000. Therefore, the school provides what appears to be most popular and attempts to be creative in addressing needs. Recently, local businesses have helped support some of the schools' initiatives, particularly those involving ICT.
• Sustainability of funding will influence year on year planning and levels of provision.
• Level of headteacher commitment and input to developing SSP/ OSHL. Teachers, parents and pupils stressed the key role the dynamic approach of the Headteacher had played in developing effective and stimulating activities in School D.
• Access to, and awareness of, partners who can provide appropriate support when the school requires it. Overall, provision relies on partner agencies, school support staff and some volunteers. Time commitments mean that few teachers are involved. However, it is sometimes difficult to identify appropriate providers, and thus informal trawling and networking are often used instead. More recently, the Active School Co-ordinator has been very helpful in this process. The time taken to process volunteers to conduct school checks can take months and is an issue in planning OSHL. Thereafter, the school has to ensure appropriate guidance is provided on health and safety and discipline.
• Partnership working took time to co-ordinate but was seen as effective. Teachers suggested that the local Integrated Community Co-ordinator could play a key role in organising and enhancing such partnership work. Teachers stated that if they were paid to provide OSHL they would be more involved in providing activities. However, it was also stressed that teachers did not always feel confident about delivering some of the activities that were seen as requiring specialist skills. These included some aspects of physical activity programmes. Specialists and external partners also introduced new ideas and training opportunities.
• Ensuring that the programme of activities and associated materials and resources are up to date.
• The (pending) appointment of a local integration manager who will have a role in facilitating aspects of OSHL.
• Availability of transport and associated costs. Ideally, the school would like to provide more activities at the school to reduce spending on transport, but this is not possible. The low level of car ownership among parents, combined with limited and expensive local bus services, means providing transport to and from many activities is necessary.
• The level of pay for school support staff has not increased over the past four years. Given the important role these staff play in OSHL provision, teachers suggest that even greater involvement of such staff might occur if their work was recognised in their salaries.
• Turn over of support staff and changes in personnel can impact on OSHL activities.
• Level of parental interest in OSHL and their encouragement to children to participate. Teachers stated that the majority of parents valued this provision and encouraged their children to participate.

School D had offered its OSHL provision to pupils at another local primary school, but to date the school has not taken up this offer.

Pupils' reasons for participating in activities offered by the school were bound up in their perceived benefits and included: to learn new things and keep their minds active (eg Web Surfer club), keeping fit (eg cross country, dance, football), to be creative (eg arts and crafts), meeting other people (eg dance), to relax and forget about pressures and problems (eg mini tennis, football).

Overall, pupils praised the high quality of coaching and delivery from those who provided OSHL activities. One pupil explained how his participation in sports and guidance from a coach had helped him control his temper and greatly improved his self-discipline.

Pupils believed that the OSHL activities fitted well with their curriculum and helped reinforce their learning. Examples were given of how the health activities addressed biology topics such a heart and circulation and physiology as well as promoting healthy lifestyles. Pupils also highlighted that while classroom teachers were usually not involved in the delivery of OSHL activities they appeared to be aware of what was being done in the sessions and reflected this in their teaching. Some stated that topics covered in activities were followed up in lessons or assembly.

Most of the P6 and P7 pupils interviewed stressed that their parents did not take part in leisure or sports activities but did encourage them to do so. Pupils reported that parents were generally supportive of their involvement in OSHL activities. Some said that parents would read through information leaflets from the school, discussing what activities would be appropriate and answering any queries. Some pupils believed that parents were now more aware of what the school was doing to improve learning because of the information that was sent home to parents about the OSHL activities.

Some pupils noted that their parents had been pleasantly surprised that the OSHL activities were free and believed that most parents (particularly those with more than one child at the school) would face difficulties financing their child's participation if even a small fee was required.

School E

Theme of interest:Evaluation and monitoring in planning

Informants:
Headteacher, Depute headteacher with responsibility for supervising SSP/ OSHL, Focus group with Heads of Department teacher focus group, Focus group with Subject teachers involved with study support, S3 pupil groups involved in a range of SSP/ OSHL activities (1 lower, 1 upper secondary and S6 group), Focus group with Support for Learning teachers, interview with School librarian, School documentation on Study support/ OSHL policies and activities.

Overview of SSP/ OSHL provision
The school management stresses that supported study is a national and local authority priority. A programme of 18 tutorials is provided for pupils in S4 through to S6. These are run three days each week from 3.30-4.30pm. These tutorials usually attract around 100 pupils mainly from S4 and S6. The main aim of this provision is to raise performance at Standard Grade and Higher Grade Exams. Tutorials are designed to provide support that cannot usually be provided in a lesson.

In addition, a Homework Club operates in the school's library on the same evenings as the supported study programme tutorials. Teachers are available at these times to assist younger pupils with their homework. The Librarian also plays an important support role concerning ICT and research skills, and in encouraging pupils to read, investigate and present work using appropriate methods. Parents are seen as key partners in supporting homework and are asked to monitor work and sign pupils' homework diaries.

Within this framework, different departments were able to fine-tune their strategies and approaches. For example, mathematics was relatively structured, used some peer education and support approaches, and strongly advised all pupils to attend ('the expectation is that pupils will attend'), whereas English had a more 'open-door, drop-in policy that reflects pupils' folio work' and a high level of participation. Teachers state that the introduction of Higher Still has increased the importance of developing appropriate study support strategies for their subjects.

Attendance in study support activities varied from year to year but, overall, teachers report a 'healthy response from pupils'. In some cases this has presented challenges for teachers to avoid clashes between subjects covered on certain evenings, but staff attempt to be as flexible as possible to suit the needs of different groups. The school continually monitors attendance at sessions to assess whether greater encouragement is required to improve participation.

However, teachers stressed that a challenge currently facing study support is to engage more effectively with disaffected young people at General Credit and Foundation levels. While such pupils would particularly benefit from such support, it has proven difficult to increase their participation. Recent developments in the school's social inclusion framework saw departments addressing ways to motivate such pupils, including providing 'a more relaxed and informal environment'. This school, like other secondary schools in this Strand of the SCRE evaluation, found that a productive strategy to promote the involvement of those who normally would not participate in study support was to introduce targeted lunchtime sessions. While these sessions are depicted as not being 'formal study support', they aim to develop the skills of 'marginalised' pupils to improve their attendance and motivation to study. Other approaches to address the study support needs of disaffected pupils and promote social inclusion included the introduction of Excel Clubs and the Prince's Trust programme for particular groups.

The school has developed a Learning Resource Centre which is accessible via a booking system at lunchtime or for class groups during lessons. It offers a suite of 16 computers, an extensive range of relevant software, literature and books, audio books, careers library, past papers, study guides, newspapers, journals and project files. The Centre plays an important role in supporting all departments and the homework programme described above. As part of this, Centre staff provide voluntary courses for pupils such as 'Be a Better Learner' which promotes study skills. Staff also keep copies of pupils homework as a back-up in case pupils forget or lose their copy.

The Support For Learning team in the school also play an important role in supporting pupils with a wide variety of learning needs. This can involve working with other partners, and includes in-school provision and OSHL (including outdoor and residential sessions). The latter is used to address behavioural issues. Teachers greatly praised the work of the team and stressed that some pupils would not make it through the school day without their intervention and support.

While most study support occurs within term time, the school has had some experience of Easter Schools to address generic study skills and to focus on specific subjects when there is a particular need.

The school's study support is closely linked to a system of attainment targets for Standard and Higher Grade over a three-year period. In association with these measure pupils attendance is also being addressed.

The school management emphasises to parents that research shows the importance of homework in raising achievement, and encourages parents to liaise with the school to ensure pupils are receiving an appropriate level of homework. The school recommends about 1hour per weekday night in S1/S2 up to 2 hours per weekday night for S3/4 and 2 hours plus per night for S5/6.

The school has highlighted a need to monitor and address boys' academic performance on the basis of recent education reports. Strategies are being developed across the school and these are reflected in study support, including efforts to encourage boys to attend the Homework Club in S1-S3, to change pupil culture to see achieving as 'cool', and to reward their achievements.

There are also measures in place to support pupils in transition from primary schools into S1, including two-day events, parent evenings, curricular links and Personal and Social Development input to familiarise pupils with homework practices and school systems.

The school also possesses specialist teachers within its Learning Support Department to address the needs of pupils with particular learning difficulties. Much of their support is provided through co-operative teaching and one-to-one methods in the classroom, but where necessary support can extend into OSHL provision and individual homework programmes. When necessary, the school can also call on the services of the local authority's Educational Psychology Service and Education Social Services Department.

In addition to the above programmes and provision the school offers a number of activities after school that included a physics club, understanding industry sessions, various sports and physical activities and sessions intended to broaden the skills and aspirations of pupils. The latter has included debating clubs and enterprise clubs, which teachers believe have promoted maturity and increased participants' communication skills and self-confidence.

Factors influencing study support
The limited motivation of a notable proportion of 'middle achievers' who could benefit from support was seen as a factor influencing the impact of SSP/ OSHL provision. Teachers saw encouraging participation among this group as a particular challenge facing study support. Teachers believed that they did not see study support as 'cool', and that peer influence factors meant that few attended study support sessions.

Some teachers noted that 'middle achieving' pupils were more likely to attend study support in creative, physical activity and arts subjects, but were less interested in participating in mathematics, English, sciences, history, etc. One teacher believed that such pupils could be encouraged to participate if a rapport could be established with them. Such pupils were often not interested in learning specifics, but could be motivated to participate in activities that addressed generic study skills, especially if they had a sense of ownership of such sessions.

Some teachers believed that participation was greatest among those pupil groups that were already committed to learning and whose parents insisted that they participate. Hence, it was easier for study support to have an impact on such groups.

Another factor identified by staff was teachers' availability and time to provide activities. To counter this, staff in some departments would rotate their involvement to make provision more sustainable. Teachers' commitment to study support was seen as a major factor in ensuring programmes were sustained. Teachers reported that there was no shortage of volunteers among staff to provide study support, and some were prepared to put on extra sessions, even in holidays, if required. Departments also shared ideas at the study support co-ordinator meetings, which helped promote good practice.

A further factor was highlighted in the schools' monitoring of pupils, which found that many older pupils spend a considerable amount of time working in part-time employment (in some cases in excess of 20 hours). This limited the time these pupils spent doing homework and study support activities. It also meant that pupils who worked long hours were too tired to perform well in school. Teachers stated that some pupils from low income and single parent families were working to help bring money in to their families. Some teachers believed that the Educational Maintenance Allowance might be a way to counter pupils working in part-time employment and motivate pupils to spend more time studying. Indeed, some teachers believed that it should be a requirement that to get an EMA pupils should be obliged not to take part-time jobs.

Monitoring of study support
Teachers highlighted the school's commitment to on-going monitoring of study support using school data on achievement, pupil and staff surveys, and qualitative feedback. Teachers believe that records show Study Support Programmes to have made an average difference of one grade for pupils in supported subjects. Achievement is seen as a combination of factors. To this end, the school management closely monitors pupils' academic achievement and attendance to identify pupil needs and areas requiring attention through study support.

Data collected from departments is said to show that study support is 'having a significant effect on academic results'. One of the clearest examples of this was seen in S5 Chemistry where study support input had meant pupils achieved considerably better results compared to their prelims.

Monitoring feedback from teachers revealed that they believed their involvement in study support had made them more reflective. This has been particularly notable where staff have worked with external partners such as The Learning Game, and new ideas have been highlighted. Teachers also believed that rapport with pupils had improved and this had a positive impact on class work and the wider ethos of the school.

The school's surveys of pupils' views of study support generally indicated high levels of satisfaction with sessions, and highlighted positive outcomes.

The homework clubs help, you can get home work done in peace and there is a teacher there to help with the difficult bits.
You get your homework done before you get home.
In my prelims I got 3 ones and 5 twos. After four month of supported study I got 7 ones and 1 two.
You can ask about the bits you are stuck on but don't want to ask in front of a whole class.
The teacher has more time to give individual help.
If you have been absent it is a good chance to catch up.
There is a less formal atmosphere. It's more relaxed than class.

Interviews conducted with pupils as part of the SCRE evaluation found similar themes. Pupils in S4-S6 valued the opportunity to obtain focused support on topics requiring attention. The approach of teachers and tone of tutorials/sessions was important for pupils. Pupils appreciated being treated like young adults and found that this promoted a positive rapport between pupils and teachers.

Teachers know more about us so supported study and other lessons are better suited to what we need.
S4 pupil

Pupils also stated that teachers actively encouraged pupils to attend study support and used findings from monitoring data to highlight the potential impact of tutorials. Most pupils interviewed stated that their motivation to participate was almost entirely to obtain higher grades in exams and often they did not enjoy those subjects where they needed more support. In other words, pupils were not participating in study support because they enjoyed it but because they felt they needed to.

Pupils generally believed that their study support had made a difference to their academic attainment, but also stressed other positive outcomes including self-confidence and self-esteem. Pupils' accounts of study support concurred with those of teachers concerning the approaches used and the high level of consultation with pupils across all departments.

Pupils' responses to the school's own surveys also stressed what they wanted from study support

What makes study support good is if the teacher actually asks you what you want to go over or what you are having problems with.
Pupils shouldn't get into trouble for eating or drinking in supported study.
Don't just give out work or new worksheets. Give pupils a chance to say what they are finding difficult.

Again, the SCRE evaluation interviews identified similar themes and found that participants were generally satisfied with the approaches used in study support. Pupils recognised the challenge of motivating certain individuals and groups to participate in study support. Overall, they were less concerned about this than teachers and stressed that participation was voluntary and was successful because participants were motivated to attend and do the work.

Teachers stated that feedback from pupils has informed the content and design of study support. For example, the school has previously drawn on the services of a local college to develop a study skills programme. However, pupils reported that this was too abstract; as a result the programme was modified to better suit pupils' needs.

In addition to surveys of pupils the school had surveyed staff concerning their views on study support and what they could offer. These surveys found that pupils wanted a traditional programme of focused, topic-based study support that aimed to raise student's grades. This thinking extended to PE with pupils wanting study support to focus on specific skills. Teachers' comments revealed that they were more flexible in their views on how study support could be structured. Overall, it was pupils' views that set the agenda for study support in the school, particularly that for S4-S6.

School F

Theme of interest:SSP/ OSHL recognised as examples of good practice

Informants:
Headteacher, Depute headteacher with responsibility for coordinating SSP/ OSHL, 2 pupil groups involved in a range of SSP/ OSHL activities (1 lower and 1 upper secondary group), 8 Parents, School documentation on Study support/ OSHL policies and activities.

Overview of SSP/ OSHL provision
Teachers report that study support has been a part of school life for 12 years. Initially, the focus was on raising standards of attainment for S4 pupils. Over time study support has expanded greatly to offer a sophisticated system of targeted support for all year groups. Current SSP/ OSHL can be differentiated into the following components:

S1/S2 Study Club
This is provided after school and is offered to all S1/2 pupils, focusing on specific needs of those pupils who are struggling with course work and those who are the most able. In 2003 70 pupils participated in this Club. The Club uses volunteer peer tutors from S5/6 to assist with learning and provide support. Pupils can choose topics from a menu but can also suggest new choices. These topics can range from improving basic numeracy and literacy skills through to promoting independent learning skills.

S3/4 Supported Study
study support for S3/4 operates at lunchtime and after school. Tutors are teachers and focus mainly on 'subject enhancement' classes which give departments time at appropriate points in the year to offer extra time in subject study skills, revision or work at Standard Grade folios/projects. The mix and presentation of classes is largely based on pupil and staff evaluations. These had indicated that both teachers and pupils wanted a more flexible system that was organised by individual teachers.

Pupils are targeted for these classes via the school's guidance and monitoring systems and by referrals from subject teachers. The school will approach parents of such pupils to discuss what support is available and to seek their co-operation in encouraging their child to make use of these opportunities. Supported Study information is published in weekly pupil/staff newsletters, at assemblies, letters home to individual parents and through a quarterly posted parents' newsletter.

S5/6 Supported Study
Support for S5/S6 is provided as a joint venture between the school, Caledonian University, the school's PTA, and former pupils who act as peer mentors. During an induction day all of these providers contribute to sessions which look at the issues of life in S5/6, first year in university or college, and strategies for successful study. Then after school supported study groups are conducted that follow S5/6 pupils through their academic year, providing support with study skills, including revision for prelims and finals and help with completing UCAS and college application forms.

The Learning Game
The school has also identified S4 and S5 pupils who would benefit from support provided by The Learning Game. In previous years, whole year groups have spent a day with Learning Game tutors. In 2004/05 a half-day course was offered based on staff and pupil evaluations. A group of teachers have looked at The Learning Game materials (Learning Made Easy) and created a teaching pack. This will be used by tutor/mentors to provide a short follow up course for pupils to explore ideas introduced on the Learning Game course. This approach is being expanded to offer Learning Game parents evenings.

Toe by Toe and Stride Ahead
Following a successful pilot, the Toe by Toe and Stride Ahead initiatives are being provided for targeted S1 pupils. They are managed by the Support for Learning Department and draw on feedback from teachers and senior pupils who joined a training programme to be matched as mentors for an individual pupil. Each mentor has agreed to give time and space to the initiative on a daily basis. Support varies but can include activities such as paired reading and one to one support. These programmes are proving particularly popular for those pupils invited to participate.

Staff Mentoring System
This system supports vulnerable learners and under achievers in S4 with one-to-one advice and support to address various learning problems, eg pupils who have been absent for along period after an illness or who return after an exclusion.

Games Skills Club
This is a new initiative which is open to pupils after school and runs for 8 week sessions during terms one and two. The club aims to develop pupils' social skills, self-discipline, motivation, socialisation and teamwork. This will involve team games supervised by about four staff.

Summer schools and other initiatives
The school has used the Strathclyde University summer school/ Study Skills summer academy to reinforce work done through the mentoring and other programmes. Other measures have also included Prince's Trust programme to address more disaffected pupils' needs (focuses on developing inter-personal skills and self-confidence), 'stress-buster' sessions, and BBC Bite size revision resources. Success maker software has been used as part of the schools' primary to secondary school transition programmes in association with associated primary schools.

The above approaches and strategies have been increasingly incorporated into the school's development planning and cross-referenced to the How Good Is Our School ( HGIOS) performance indicators. One of the schools' priorities is to use SSP/ OSHL to further address underachievement and disaffected pupils. This will draw on Toe to Toe, The Learning Game, and individual staff mentoring programmes to access these pupil groups, while traditional supported study will continue to provide to the 'mainstream'.

The school will continue to develop a supportive partnership with S1 parents whose children are seen as often struggling with the transition to secondary education. It will emulate the close home-school links in place in the school's associated primary schools, and involve parents more in the study support process.

Measures are being taken to monitor S3/4 students' progress twice a session. Formal reports and a monitoring letter are provided for parents each session, both in S3 and S4. Parents of pupils who would benefit from study support are invited to meet with staff to discuss appropriate responses, such as the Learning Game and the staff mentoring system.

The Toe to Toe and Stride Ahead initiatives will attempt to improve the National Test scores for pupils, improve reading ages, enhance the work done in subject departments and promote pupil confidence to access the life of the school.

The S3/S4 Supported Study attempts to improve attainment in national exams by concentrating on Standard Grade skills and offering extra opportunities for study or the development of skills. All classes operate on a tutor/student rather than a pupil/teacher basis. The Learning Game will be used to complement this programme to build emotional intelligence and promote learning strategies. Teachers report that, together, the S3/S4 Supported Study and The Learning Game programmes have been shown to impact on school performance and are fully referenced to national priorities and the HGIOS indicators in the schools monitoring and evaluation procedures.

School's monitoring procedures and study support
The school monitors its various Study Support Programmes in various ways. These include:

Informal monitoring. This takes place when a piece of work comes to an end and the success or otherwise is noted for the following year.
Staff and pupil evaluations. These are completed at the end of a Supported Study session.
Before and after programme testing. Pupils involved in the Toe by Toe and Stride Ahead programmes are tested before and after the course and staff are asked to comment on the classroom competence of these pupils.
Video monitoring. The Games Skills Club uses video of activities for staff and pupils to assess their performance.

Overall then, the Headteacher and key staff believe that their study support is innovative primarily because it involves a strong tutor/mentoring approach which is directly informed by monitoring information and can, therefore, target areas of concern. The tutor/mentor system is based on mutual agreement between staff and pupils of who will be tutors. This is seen as fundamental to the success of this approach.

Programmes allow pupils a lot of choice concerning activities and their time and place. The model is built on empowering pupils, draws on appropriate targeted provision with stimulating resources and activities, and has integrated evaluation and monitoring throughout.

Lunchtime provision has been used to address the issue of pupils who require support but are unwilling to attend sessions after school. Many pupils have a commitment to sports clubs and training, some face peer pressure not to attend, and others 'can't be bothered'. Teachers report that this is an increasing trend which has forced the school to examine approaches like lunchtime provision and marketing of study support at pupils and parents. Some pupils participating in study support for more fundamental learning issues prefer to attend at 8.30am, before school starts, to make their participation less visible to peers and so avoid any stigma.

Teachers highlight the existence of established school mechanisms for involving parents in study support decisions and offering practical support for parents to encourage their children's study habits. Teachers stated that the devolved budget for study support had allowed the school to develop this flexible strategy. The study support system is seen as 'dovetailing' with the schools' pastoral care.

The Headteacher reports that this evolving system of study support is expensive in terms of staff time, particularly as senior managers are encouraged to play a role and 'experience the issues for themselves'. Teachers involved usually have to come into school earlier and use time during their lunch break. However, most of those involved believed it was worthwhile when positive outcomes were observed. Teachers also believed that their involvement had increased their awareness of pupils' needs and improved rapport with pupils and parents.

A further issue was identified as the bidding process. The Headteacher and other staff stressed that preparing bids for study support funding is very time consuming and it would be preferable if funding was 'main lined' into a specific grant.

However, perhaps the most important issue is perceived to be the imminent cutback of local authority funding which will impact on the school, including its study support provision.

Impact of study support
Teachers stated that the developing monitoring system for study support along with informal feedback from teachers and pupils indicates that the various aspects of study support are having a positive impact.

Parents are usually eager for their children to participate in study support but teachers find that parents want their child to do mathematics and English after school. Often this is not necessary and teachers have to encourage parents and pupils to consider developing generic skills or other topics. Pupils also find these more enjoyable and hence participate more often.

Pupils who were interviewed believed that their involvement in study support had made a difference to their grades, reduced their stress levels concerning exams, and made them 'feel included and that the school cared about you'.

Pupils particularly praised the tutor/mentor system. They saw the key to the success of the system as being due to the one-to-one support that focused on specific issues and was provided by someone they valued. Pupils believed that teachers involved in study support were genuinely concerned about helping pupils achieve their goals and targets.

Pupils also provided interesting insights concerning the factors that could limit their participation in study support. For example, an important issue was seen as the subtle pressure which peers placed on those who were invited to participate in study support. Pupils stated that in the face of such pressures it was often useful if they could say to friend that their participation was not voluntary or was due to a teacher wanting him or her to attend. This allowed the pupil to give the impression that they would rather not attend but had to, and so 'give an excuse to attend and still seem cool with friends'.

Other issues included not having sufficient space or resources at home to study and too many distractions from siblings. Pupils also stated that it was important to have part time jobs to pay for the social life and goods they wanted and which their friends had. Pupils were aware that this could limit their participation in study support but believed that teachers and parents did not understand this pressure. They also thought that the amount of homework was burdensome and difficult to complete when they got in from a busy day at school because they were too tired. Finally, pupils suggested that more use could be made of incentives and rewards to encourage greater participation.

School G

Theme of interest:Involving young people in study support decisions

Informants:

2 Senior Management team members responsible for coordinating SSP/ OSHL, 2 Teachers involved with providing Access club & Sports SSP/ OSHL, 4 teachers involved with providing Challenge clubs, 3 partner providers involved with Multi-agency activities, 3 teachers involved with providing Subject tutorials.

3 pupil groups (1 comprising participants from Challenge clubs, 1 comprising participants from the Access club, 1 comprising participants from subject tutorials and 1 comprising participants from Multi-agency activities), 8 Parents, School documentation on Study support/ OSHL policies and activities.

Overview of SSP/ OSHL provision
The aims of this school's study support are summarised as being 'to help to raise levels of attainment in S1-S6 by extending out of class pupil support provision'. This brief statement masks the complexity of this provision. Senior teachers reported that raising attainment is seen in the broad context of local authority priorities and of an integrated community school focusing on promoting social inclusion.

The school introduced its current Study Support Programme in August 2000 and since then the range of provision has increased and diversified to focus on the needs of different groups of pupils. In April 2002 the school was awarded with a Certificate of Distinction from the charity Education Extra for meeting all of their success criteria. It currently comprises the following:

The Access Club
This is a homework club which meets every Tuesday and Thursday and is open to all year groups. It provides access to a high quality ICT suite and teaching staff who provide support and advice on particular subjects and study skills. Teachers strive to create a friendly learning environment that is conducive to learning. The Access Club is particularly valued by pupils who find it difficult to find a quiet time or space at home. Teachers particularly encourage participation from those pupils who have difficulty in meeting deadlines in order to improve their organisational skills and motivation. The timing of the club at lunchtime is intended to attract those who would be unlikely to attend in their own time after school.

We have found that this time of day is more productive because many of thee pupils who will benefit from this support will drift away after school […] There's also the issue of [limited] local transport which means pupils are unwilling to stay after school.
Depute Headteacher

This provision is valued by teachers and pupils with both groups reporting a positive impact concerning academic performance, attendance and behaviour. Pupils were particularly impressed with the quality of the technology and teacher support which helped them complete homework and keep up to date. Pupils stressed that a key motivation to attend was that they could complete homework at school and have evenings free. As the schools' monitoring had indicated, pupils who were interviewed as part of the SCRE evaluation stressed that it was not always possible to find an appropriate place at home to study. Some indicated that home life was unsettled and again, this made completing homework difficult. These pupils stressed that teachers were eager to provide support and were usually very approachable and able to help with most issues.

Initially the access clubs had a closer liaison with Department staff who would often provide supervisors for their subjects within the clubs. However, since the McCrone Agreement such teachers have found it more difficult to provide this input. Some teachers suggest that if this type of support could count towards teachers' CPD it might facilitate greater support from subject teachers.

S1/S2 Literacy and Numeracy Clubs
These clubs run for one hour per week during lunchtime for a six-week block. The main focus is on helping students to realise their potential and to raise levels of attainment. Students are targeted using advice from each department, and are encouraged to attend. Teachers also involve these pupils' parents in order to promote encouragement at home. A sandwich and juice lunch is provided for participants.

Challenge Clubs for S1-S6 pupils
These clubs have been introduced to provide pupils who are particularly able with activities to further their problem solving skills within a subject area. Clubs have included maths, history, Spanish, physics/science, video production/ information technology/presentation skills, arts and crafts, cooking, and model making. Staff availability and commitments can influence which clubs are provided. The clubs are often linked to external competitions. Each club runs for ten 90 minute sessions after school. Sometimes, this can be supplemented with lunchtime sessions where flexibility is required. Pupils are targeted using advice from departments.

A recent History Challenge Club involved interviewing members of the local community and visits to battlefields in Europe with its focus on the experiences of soldiers who fought in the First World War. This has helped to further promote links between the school and the community and a greater awareness between generations. Other topics have included the history of the town and a focus on the Holocaust.

Pupils interviewed as part of the SCRE evaluation reported that, in addition to providing an opportunity to take their subjects further than they would be able to in standard lessons, their participation had also increased their self-confidence. This was primarily because of the requirement to make presentations. Technical skills were also enhanced because of the increased access to ICT equipment, eg to produce PowerPoint presentations. The practical nature of much of the club work also meant that team-working skills were enhanced. Teachers concurred with these views and provided examples of how a subject such as maths could be 'brought alive' by including plays on great mathematicians and entering national competitions. Many of these ideas emerged from pupil consultation. Teachers have also found that the wider benefits of self-confidence and organisational skills have been noted by these pupils' teachers in other subjects.

Some of those pupils involved with the Maths Challenge Clubs reported that this study support had genuinely promoted their abilities in the subject, stating 'maths was too easy, but the challenge club pushed us and meant we didn't get bored'. Their teacher added that the time constraints of the curriculum meant that more able pupils could not be given the additional time to develop their capabilities and, in some cases, could get frustrated and develop problems with their behaviour. Teachers added that, while some of the pupils participating in the Challenge Clubs were very able, they could lack confidence in their personal relationships, and the varied methods including team building helped address this.

Pupils' accounts of Challenge Clubs also highlighted that these sessions were generally far better learning environments because of the smaller numbers of pupils, working with like-minded peers, and the more varied teaching approaches. Hence, pupils believed that these were key reasons for them learning more effectively in these lessons.

Subject tutorials for S4-S6
Tutorials are offered in a variety of subjects to help students prepare for National Examinations. The school attempts to provide 6 one hour sessions for each subject at each level. There have been opportunities to provide additional Easter schools in a number of subjects. There is usually a high level of demand for these sessions from pupils. Departments choose when to hold these tutorials and teachers are encouraged to check the tutorial timetable to reduce clashes.

S4 Exam Support Tutorials
These tutorials were introduced in 2003 to help pupils cope with exam stress and allow them the opportunity to gain knowledge in study techniques to help them prepare for their exams in May. Pupils report that these tutorials have been extremely helpful.

Pupils interviewed by the SCRE researchers were very positive about the value of the study support tutorials, which were seen as reflecting pupils' concerns and as very relevant. Pupils particularly valued support on exam techniques and believed these sessions had reduced anxiety and promoted their confidence to study. Pupils stressed that usually there was not enough time in the standard lessons to cover everything in sufficient detail for the exams, therefore the tutorials were seen as essential if pupils wanted good grades.

Some pupils who spoke English as a second language reported finding the study support tutorials and the Access Clubs invaluable. In these sessions they were given time and support to cover topics they had difficulty grasping in school-time lessons. Even with this support, these pupils would have liked more time to go over material covered in their lessons.

Breakfast Club
This Club is available to pupils to encourage them to make a healthy start to the day. The club is open from 7.45-8.25am, Monday to Friday, in the school canteen. Support agencies and teaching staff are available to provide support where necessary. The school's monitoring has shown the breakfast club has successfully attracted pupils with behavioural difficulties. Pupils interviewed during the SCRE evaluation highlighted the range of support covered by the breakfast clubs.

It's not just about food. It's helpful to talk to people about school work and problems […] and it's really helpful to get help with my homework. You have friends and supportive people around you […] which means you get the help you need.
S2 girl

Multi-agency Student Support Activities
In association with support agencies that have a base on school premises, the school has developed a range of multi-agency activities designed to help SEBD pupils address their difficulties. These activities usually take place during holiday periods and involve partnerships with Community Education, Social Work, a youth action agency and other local agencies. These projects are often community based and support young people at time of transition (P7 to S1, S2 to S3 and moving on from school). Further funding has been sought for activities that address: social competence, behaviour support, and physical activities.

SCRE researchers interviewed pupils who had used the services of the Multi-agency Student Support services and found they were very satisfied with this support. Some of these pupils had been involved since S1 and recognised that there had been a steady improvement in their schoolwork and behaviour, both in and out of school. For one boy, these services had helped him with anger management issues and for him it had been so important that people were willing to take the time to show an interest in him and his problems. He and his peers had found this support particularly helpful in developing their wider skills that could be used to help them study more effectively but also operate within school without getting into trouble.

One girl who was interviewed had experienced difficulties in primary school with reading and writing due to dyslexia. However, this had not been properly diagnosed until secondary school, by which time she felt labelled as 'stupid' and frustrated. Staff at secondary school within the Study Support Programme and Multi-agency workers had recognised her problems and thereafter provided appropriate support.

These pupils believed that the school's study support staff were very active in pushing for further support from relevant agencies when necessary. Many of the se pupils attended the breakfast club where support continued to focus on academic and social issues.

Physical activity and study support
The school has also increasingly developed a wide range of physical activity and sporting activities for all age groups as part of the SSP/ OSHL programme. Funding from sportscotland in 2001 enabled the appointment of an Active Schools Co-ordinator who has since played a key role in developing this provision. New clubs have been created with support from staff, local coaches and parents. The School has drawn on these activities and personnel to provide transition programmes for P7 pupils. Here, the Active School and study support co-ordinators worked together to organise an activities day for P7 pupils from associated primary schools. This provided an opportunity to meet peers, experience team building and sporting activities with the aim of promoting self-confidence, self-esteem and develop interpersonal and communication skills with peers and adults.

This provision also includes input from relevant community agencies and is seen as useful for addressing the needs of particular groups in the community including disaffected pupils. Teachers report that this collaboration has included 'weekend schools' that focus on developing academic, creative, aesthetic, sporting and team building skills for these groups.

Teachers have found that pupils' involvement in sporting activities often leads to wider involvement in other school clubs and activities. Therefore, it is argued that it yet another component in the schools repertoire of addressing social inclusion. Also, the guidance team can use such activities to reward positive behaviour.

Teachers report that overall, study support has been 'high successful' with an increasing take up of provision by pupils and approximately 40 staff have been involved. The above study support activities of have become increasingly established components of school life. These developments have been augmented by joint ventures with agencies such as Social Work, Community Education and youth groups. The schools' status as an integrated community school means that there has been greater integration between the school and such partner agencies This has enabled the school to offer specialised programmes and support such as a Summer Social Competence Course for new S1 pupils and support for disaffected pupils and those with complex social and personal difficulties that affect their school work.

The school has developed a comprehensive data base and monitoring system to map needs, track support and evaluate outcomes. This information informs the design of study support provision and associated targets. Even with access to such information, teachers are cautious about associating changes in pupils' behaviours and performance to study support alone. Rather, the school management strong believe these data show SSP/ OSHL plays a key role positive outcomes. Information collected by the school and qualitative feedback also shows that making changes on one aspect of pupils' school life can have spin-offs on others. For example, study support that addresses behaviour and attendance contributes to better academic performance.

Breakfast clubs and the Access clubs also help pupils to 'stay out of bother […] and act as a safe haven'.

Teachers believe a key factor influencing the success of SSP/ OSHL is the quality of staff involved. While the range of provision has increased, so to has the number of commitments on teachers' time. This has placed some pressure on the system but teachers report that most staff attempt to be as flexible as possible.

Pupil input to decision-making concerning study support
Pupil evaluations and surveys inform the design of the school's study support. Sometimes, it is not possible to incorporate all of the activities and suggestions made by pupils via consultation because of limits on available resources and facilities including staff availability.

A key principle running throughout the school's study support is to involve pupils in the design of provision. Pupils are consulted via surveys and their views emerge from aspects of the school's study support evaluation system. This system demands a substantial amount of time but is seen as worthwhile

It is time consuming but unless you have the necessary feedback you can't guide policy and practice in the programme [ …] It also helps the co-ordinator know who is doing what and helps provide clearer guidance.
Depute Headteacher

Pupils' comments during their interviews as part of the SCRE evaluation generally concurred with teachers' accounts of the widespread use of pupil consultation in study support. Pupils saw the content and approaches of Study support as based on consultation and believed that their views were taken into account.

School H

Theme of interest:SSP/ OSHL and partnership working

Informants:
Headteacher, pupil group included targeted disaffected pupils (15 pupils), study support co-ordinator, Out of School Learning Co-ordinator (Education and Leisure Services). The views of parents were gathered via the school's evaluation forms. School documentation on SSP/ OSHL policies and activities.

Overview of Schools' SSP/ OSHL
The schools' main SSP/ OSHL comprises of a varied collection of programmes provided in close collaboration with external partnerships. These OSHL programmes are part of a wider local authority strategy that addresses the whole community. Activities are provided during lunch times, after school. in the evenings and residential camps are also used. The overall model of provision addresses the barriers that young people can experience to education to promote and encourage 'leisure learning' and lifelong learning. While the school provides a 'traditional programme of supported study', the Headteacher stated that the school was concerned that this usually attracted those pupils who were already well motivated to learn and likely to achieve good grades. Therefore, the challenge was to develop support that could engage with those pupils who were less likely to attend study support yet were likely to most require such help.

The majority of the varied Out of School Learning activities have been provided with the assistance of funding from NOF via the local authority and also from the Scottish European Social Fund Objective 3 Partnership. The OSHL activities address the learning needs of pupils identified as a priority ie: vulnerable children and young people. As with other schools in the authority, this school buys in OSHL services using their allocated budgets.

Numerous methods are used to consult and involve targeted young people and these can involve parents. Pupils can be referred by the school's Depute Headteacher, guidance or behaviour support staff. Schools and the Family Support Service will then often meet with individual children and might arrange a home visit to encourage participation in appropriate forms of OSHL. These meetings with pupils help familiarise them with staff and answer any questions. Relevant documentation is maintained on participants. Teachers believed that the role of home-link workers and similar personnel were a key to getting the target groups to participate. Such young people were seen as 'naturally reticent' but the rapport established by these personnel with pupils and their families not only promoted participation but helped the young people to complete their courses. These personnel were seen as having the trust of parents and children because of their overall supportive role in wider contexts.

Over the past 3 years the range of OSHL activities provided in this school have included:

• Residential Kidsercise sports weekends
• Live 2u4u video/drama, dance and music performance
• Homework Helpers clubs, web design and Storytelling in 9 community libraries, high school library, and learning centres. These provide an informal, relaxed atmosphere where children are supported in homework, learning activities, course work, and exam revision and any specific needs or topic research. All participants are consulted on how this process should be conducted and what targets they wish to set. To promote ownership of the club participants name the club and decide on rules and guidelines concerning developing a positive environment.
• Starquest astronomy observing nights.
• Anthology of creative writing (including If Stars Were Fish: Creative Writing from Renfrewshire Libraries
• Homework Helpers Clubs).
• Score Goals programme (January to July 2004). A series of workshops for S3/4 pupils provided in association with the Sports Development Unit and Family Support Services. The initiative complements the schools' enhanced guidance programme and is funded by Strathclyde Police and Sports Development Unit. It focuses on promoting social skills, school attendance, reducing exclusions.
• Production of school newsletter.

The delivery style of this provision is one which 'supports children to express their own opinions and feelings'. The activities involve a strong element of creative thinking, therefore regardless of the nature of the topic they are engaged in, they learn personal and social skills to overcome obstacles and achieve goals, make new friends, seek advice and give support to others. Often celebrations of achievement were included in the programmes to reinforce pupils' sense of achievement, promote their self-esteem and willingness to participate in other relevant programmes.

Participating young people are guided through their OSHL to better understand how they can access cultural facilities in their community including libraries, museums, sports centres, community halls, learning centres and arts centres. The OSHL provides an opportunity to meet and work alongside expert sports coaches, homework helpers, ICT tutors, local astronomical society, volunteers, student scientists, artists and film-makers, radio engineers, DJs, dancers, Drama workers, writers and story tellers.

Overall, key teachers and partners believe that this programme of OSHL has made a notable difference to the lives of many children and young people in this and other schools in the community.

In one case [Name], the programme has had a real impact on his involvement in school. He now 'buys into' school more [ …] Things aren't perfect but we've seen a big difference in his engagement with school and his relationships with others.
Headteacher

Such examples were common during discussions with the study support co-ordinator and Out of School Learning Co-ordinator. The Headteacher did, however, highlight the complexity of such impacts and stressed that where positive outcomes were observed, there were likely to be numerous initiatives and personnel involved.

The following quotes also indicate that participating pupils believed that the OSHL programmes were worthwhile and had made a positive difference to their learning and wider quality of life.

It's been great. Its fun and helps you keep fit, get out and meet other people […] make friends.
S1 girl

The residential camps helped with our behaviour. You have to learn to get on with people there.
S1 Boy

We're now asked to present at conferences and our confidence has improved.
S1 Boy

The drama projects and school shows really help you be more confident [… Name of co-ordinator] is very supportive she works with our parents and this helps.
S1 Girl

It encourages you to come into school. School is not so boring now.
S1 Boy

The activities are not what we expected […] they're more varied, more enjoyable, coaches make them fun […] People listen to your views.
S1 Boy

A common theme in young people's responses was that co-ordinators and partners who supported them during the programmes were 'kind people' who, unlike many others, had shown them some attention and listened to their views.

Monitoring has shown that the majority of parents' believed that their child had learned new things, had shown improvements in their schoolwork and had developed a greater interest in learning new things. Other benefits included: increased social skills and self-confidence. Parents felt confident that their children were safe and out of bother when attending activities compared to hanging around on the street.

The OSHL programme features on-going monitoring and evaluation that periodically gathers information and evidence from all partners on the processes and outcomes of the OSHL activities. A comprehensive database is maintained to monitor the progress of participants. This information informs delivery, improves the service, and allows an assessment of outcomes and documents good practice for others to follow. Data from this monitoring has shown that pupils return to do other activities that often represent a broadening of their interests. For example, creative writing participants who return to do a programme of poetry.

The OSHL programme has been widely recognised as innovative and received awards. External commentators including the Director of the SSSN have praised the programme.

The project is clearly part of joined up practice […] connected to coherent policy strands and other practices […] The OSL programme […] links very closely with schools to target and support children whose needs may be the greatest, thereby achieving the maximum impact form its efforts […] this project exemplifies good practice. Involving other agencies and individuals in the community in the lives of young people helping them to learn new things in new ways.

The design of the OSHL programme which involved parents and carers throughout the process was appreciated by parents and promoted a rapport in most cases. This was reinforced by one of the co-ordinator's other roles in supporting many of these families. In some cases parents co-operated with 'her programmes' when they might otherwise have declined to support offers from teachers at the school.

Other areas of development that staff believed were necessary included:

Targeting those pupils who are less disaffected than those who are currently the focus of much of the OSHL programmes. These pupils are seen as standing to benefit greatly from appropriate programmes should resources become available.
Looking at different ways of promoting targeted pupils' achievement and this might include the ASDAN awards.
Developing OSHL provision for P1-P5 pupils.

Partnership working
The overall OSHL programme rests on the school's collaboration with a wide network of partners. These include schools, Community Forums, Community Learning and Development, Social Work, Family Support Services, Education and Leisure Services, local libraries and museums, further education colleges, Careers Scotland, the local regeneration Company and other partnership organisations. For 12 to 16 year olds the aims of these OSHL programmes include promoting participants' skills, qualifications and chances of entering further education or employment upon leaving school.

Teachers and co-ordinators interviewed as part of the SCRE evaluation believed that the comprehensive and effective partnership network involved in supporting OSHL was partly a feature of historical links and associations that have been further developed. There had been some challenges in the development of the partnerships including some 'territorial' issues but these had largely been overcome and partners shared a similar commitment and vision.

To some extent interviewees believed that these partnerships were resistant to the vagaries of funding and would probably still function if funding was reduced. Many of the partner agencies' activities and programmes complemented one another and could, to some extent, compensate if one service had to cut back its support. However, some thought that the scale of provision or range of programmes would decline if funding were reduced. Others believed that there would be a notable and detrimental impact if the co-ordinators were not involved in the partnership.

The main link for the school with the above partners was through the study support co-ordinator and Out of School Learning Co-ordinator. Teachers believed that both personnel understood how the school worked and were able to take this into account when arranging provision. Indeed, teachers and pupils saw the success of the programme being in no small part, due to the commitment and dynamism of the study support co-ordinator and Out of School Learning Co-ordinator and their relationship with pupils and families.

The role of these personnel in the P7 to S1 transition programme during the summer was also seen as strengthening links with pupils and families. The co-ordinators played a particularly important role in securing funding for OSHL an removing much of the time consuming burden of bidding for funds.

The two co-ordinators stressed that the school was already doing a lot of good work supporting pupils; learning and social inclusion and that their role included building on these efforts rather than duplicating it.

School I

Theme of particular interest: Joint primary secondary school SSP/ OSHL programmes.

Informants/evidence*:
Depute Headteacher with responsibility for curriculum development and joint school programmes. School documentation on SSP/ OSHL. Information from schools' own evaluation of SSP/ OSHL.

* This insight school was additional to the eight schools that formed the main part of Strand 4. It was included to allow the above theme to be addressed in this Strand. Given the evaluation and timescale and resources summary evidence was collected rather than the complete qualitative study used in the other eight schools.

Overview of SSP/ OSHL provision
School I has developed close links with its associated primary schools to enhance the articulation of curricular and pastoral aspects of school life across the primary and secondary schools. This close relationship has lead to numerous joint primary-secondary SSP/ OSHL strategies. Such joint primary-secondary programmes are particularly extensive and have involved a number of initiatives provided in association with all eight of the associated primary schools. Much of the provision is aimed at P7 pupils and supports their transition to S1 and has included:

• joint SSP programmes for modern languages, music and science,
• summer schools to promote physical activity, team working and communication skills.
• health education initiatives with OSHL components (including physical activity and health eating)

Examples of these programmes include:

Joint primary-secondary music programme.
This involves pupils participating one night over week over a term. Tuition is provided by secondary staff and culminated in a concert held in the local town hall over two nights. Community involvement is also a feature of this programme and staff believe that this is helping to forge greater awareness and appreciation across generations. Proceeds raised by the concert are given to a local charity. While promoting transition from primary school the music and similar science programmes also address a wide range of curricular areas and aim to promote pupils' key skills.

Teachers state that the joint music and science SSP/ OSHL programmes, initially funded solely by NOF, have been recognised by the local authority as innovative and worth sustaining and has provided additional funding to this effect

P7-S1 transition summer school.
The school and its eight associated primaries have also developed a summer school to assist pupils' transition from primary school. The programme runs for two weeks and up to 30 pupils are involved. It addresses inclusion and equality, raising achievement and values and citizenship. The main aims of the summer school are to:

• enhance the existing P7 induction programme
• ease the primary to secondary school transition
• encourage early commitment to working outwith the school day, forming good study habits and
• encouraging self discipline
• raise pupil self-esteem by encouraging the development of new skills
• encourage an interest in the environment and local community.
• The summer school is open to all pupils but places are prioritised for those who meet certain criteria, ie those who:
• are likely to find transition difficult or stressful
• are from socially/economically disadvantaged home backgrounds
• have missed the two-day induction visit to secondary school
• need support in literacy and numeracy.

The summer school includes sports, arts, music activities, outdoor work and excursions. The secondary school's Home School Partnership Officer coordinates the programme and the schools work in association with the local authority's Department of Education and Community services. Further support is provided by the local health board and the Active Steps organisation (A charity that promotes young people's skills and motivation). Senior pupils from the Secondary school also give up their own holiday time to help run the programme.

Teachers report that the programme has been successful and the schools hope to run it as an annual event. The participating schools evaluate the summer school using pupil questionnaires and their findings indicate high levels of pupil satisfaction with the programme content and delivery. The schools' feedback their evaluation findings to pupils, parents and other personnel to promote awareness and support for the programmes. Celebration of achievement is also seen as an important feature of the programmes because it promotes pupil and parents' awareness and value for this SSP/ OSHL.

The school's evaluation data show that pupils often had some initial anxiety about participating because they thought it 'would be like doing two weeks of school work'. However, they quickly found that the range of fun activities and opportunities to make new friends meant such initial concerns were allayed.

The majority of pupils also stressed that the programme was likely to promote their team working and presentation skills, self-confidence and willingness to be more active in their own time. Participating pupils reported that the summer school programme would help with the transition to their new secondary school as one boy stated 'it will make coming to [the secondary school] so much easier'. Pupils believed that the programme had made secondary school less intimidating by meeting their new teachers, other pupils and familiarising them with school procedures and systems, for example:

I now feel I have a great advantage by meeting teachers, the senior pupils and this has made me more confident.
P7 Boy

At first I was nervous but as the days passed I got to know people and got on well with the teachers. I really enjoyed myself and I can't wait to come back to [Secondary school].
P7 Girl

Pupils also reported that the teachers and S6 pupils who helped deliver the programme were particularly supportive and participants appreciated that these people had given up their holiday time. There is also some indication that the summer school provided opportunities for some pupils to access excursions and events that they would not usually have been able to because of cost or other factors.

Joint SSP/ OSHL programmes with a health focus.
The school and the associated primary schools have also been developing a physical activity SSP/ OSHL programme building on the work or the TOPS programme. Active Schools Coordinators and agencies such as Heart Start are helping the schools to develop joint programmes that focus on promoting pupils' physical activity but also address appropriate curricular topics such as health education. One such initiative has been used to provide an induction programme for P7 pupils from associated primary schools. Pupils attend a 'Sports Fest' that is similar in purpose to the summer school and, in addition to promoting healthy lifestyles, provides familiarisation with the secondary school, promoting rapport between pupils and teachers, building self-confidence. Teachers report that these joint physical activity programmes appear to promoting pupils use of the secondary school's sports facilities out of school hours.

As an extension of this programme secondary pupils can work towards the Community Sports Leadership Award. This involves them helping to provide coaching and sports leadership to younger pupils. Teachers see this as helping to promote a range of pupils' skills such as leadership, communication and teamwork, promoting self-esteem and rapport between peers. Therefore, teachers believe this programme is a good example of SSP/ OSHL building the capacity of young people to contribute to their community.

Wider outcomes of joint primary-secondary SSP/ OSHL programmes
Of particular note is the high level of pupil participation across the eight primary schools. Positive outcomes reported by teachers concerning the joint provision of SSP/ OSHL included increased collaboration between secondary and primary teachers on curricular and learning and teaching issues (for example, secondary science teachers supporting primary colleagues to develop science lessons). This 'cross-fertilisation' and transfer of knowledge and skills is greatly valued by staff. Such links have led to joint CPD and have also helped to develop teachers' awareness and skills concerning each sector and. The close work between the secondary school and the eight primaries has also helped stimulate ideas and share good practice on SSP/ OSHL and the wider curriculum.

Factors influencing implementation and success of joint SSP/ OSHL programmes
Teachers report that such joint programme working involves commitment and time from staff to manage and deliver content. However, the benefits for staff were seen as far outweighing these demands. Teachers believed that the close inter-school links and shared ethos greatly facilitated the development of joint SSP/ OSHL and other programmes. Teachers also believe that the successful implementation of the joint SSP/ OSHL programmes is largely due to the quality of leadership among key staff, especially the headteachers, across the secondary and associated primary schools. Financial support and advice from key personnel in the local authority has also been crucial for the implementation and sustainability of most programmes. Teachers believe that these personnel possess a shared vision and have a clear strategy for SSP/ OSHL within a wider education and social context. The role of the respective school boards in promoting and supporting the joint SSP/ OSHL programmes was also highlighted. Schools could also call on input, when appropriate form specialist services such as educational psychologists.

An issue currently being addressed in School I's joint SSP/ OSHL programmes is the interface between primary and secondary schools. Often, the responsibility for much of the management of the programmes, falls on P7 teachers. Teachers are now looking at how this responsibility can be broadened to include P6 and even P5 teachers. This will also mean that the SSP/ OSHL transition programmes will begin in P6 and make the transition for pupils 'more seamless'.

Teachers believe that promoting pupils' participation in the joint primary-secondary SSP/ OSHL programmes is influenced by teachers' awareness of pupils' needs but also, and most crucially, by having the support of parents. To this end, the schools invest much time and effort to involve and consult parents. For example, parents are invited to breakfasts with pupils and social events where the school highlights SSP/ OSHL provision and discusses related issues. Teachers stressed rapport is promoted with parents if they have the opportunity to meet each other. Many senior teachers at the schools live locally and as well as this providing insights on local needs it means they are recognised by parents who can often approach and discuss issues with them.