Study Support at James Rennie School

At James Rennie we are taking study support seriously. Historically the school has found provision of after school clubs difficult as all pupils are brought to school on school transport. Distances travelled can be as much as 40 miles. Recently we have become increasingly creative at overcoming these problems as the following examples demonstrate.

• A range of lunch time clubs including computer clubs, football, drum club, choir, gardening club, and girls' club, hydrotherapy clubs for adult groups with disabilities and a group of youngsters from local schools.
• During the summer term a local sports college provides our pupils with an aerobics club run by A Levels students.
• An after school Mencap club
• An evening hydrotherapy club for James Rennie pupils and some youngsters from other schools.
• A traditional youth club that caters for over 40 pupils.
• A Saturday Club for socially disadvantaged youngsters.
• A Summer Play Scheme for two weeks in the summer holidays.
• A one week residential for all pupils over 5.
• 5 Pupils in Post 16 are taking their Duke of Edinburgh Award. We have trained our technician in Mountain Leadership for this project.
• One pupil has been on a tall ship journey to the Channel Islands during which he took full involvement in the running of the ship.
• A Healthy Eating Initiative that has established a fruit tuck shop for pupils and is examining the School Dinner provision for healthy eating options.
• A Buddy system which enables 14-19 year olds to work with KS1 pupils during lunch times and breaks.

We constantly look for creative ways in which the pupils can be involved in inclusive projects e.g. the Ace Dance festival, The Witches Dance project with North Cumbria College of Technology and the setting up of a Drama Club with Ullswater College. The school also helps provide training for local schools and respite care homes to ensure that local youngsters have a continuity of programmes and the best opportunities for inclusion. These programmes include Picture Exchange Communication Systems and Social Use of Language. We are currently establishing an after school Drama Club and Animation club.

Although we can establish these after school clubs the greatest obstacle to inclusion is the lack of transport which often means that youngsters with the greatest needs cannot participate. Most recently we have been looking at establishing a Share Project for parents to encourage their involvement in the school. We hope this project will enable parents to take a more active role in their education and develop their own skills and talents. We already have a group that involves parents in the making of PECS resources in school. The school nurse is currently planning a Healthy Living Club which will combine sport, dietary advice and a weigh in session for parents and pupils.

The rapid development of our study support over the last year has encouraged us to look at the possibility of Study Support Accreditation. The process of applying has necessitated considerable improvements in the administration and decision making for study support. The school council now play a very active role in moulding our study support programme. The pupils have been involved in the publicity for clubs and the choices of activities. The clubs are all run using clear objectives and evaluations. Careful risk assessments are carried out for all clubs. We have now written an initial policy for our study support programme which will need to updating as we develop further. There is a Study Support Management Committee which is responsible for ensuring the best possible application for Study Support Accreditation. 

Corinna Cartwright

James Rennie School Policy For Study Support

At James Rennie School we acknowledge that to provide a first rate education during the school day alone is not enough and that to ensure every pupil reaches his/her potential and a commitment to lifelong learning they must also have worthwhile opportunities outside of the school day and at home. We recognise that a wide range of activities outside of school hours can play a significant part in changing pupil attitudes and performance. A well planned programme of study support programmes is being established to ensure these aims are met. We have called our study support programme “Extra Time”. We accept that the planning of a whole school approach to study support does not occur overnight but it is important that we establish a vision of the way forward for Extra Time at James Rennie and embed the process in the culture and strategic planning of the school. Good practice now taking place in school needs to extend to Extra Time and good work established through study support sessions equally needs to be fed back into classroom practice.

Aims of Extra Time

• To enable the school to function as a holistic community in which the needs of pupils or groups of pupils are met and in which every pupil is encouraged to reach their potential.
• To ensure that extra curricular learning experiences at the school are well planned, relevant and meet the needs of the pupils.
• To enrich pupil experience to support key skills development.
• To develop pupils' responsibility for their own learning.
• To develop closer working relationships and understanding with parents.
• To enable parents to benefit from the learning experiences at the school and thus enable them to impact directly on their child’s learning and their own.
• To develop areas of learning that the curriculum does not allow sufficient time for.
• To make more effective links with the community.
• To forge links with outside agencies.

Attitudes for Extra Time

Activities should at all times be inclusive i.e. enable any pupil to take part no matter what their ability level, social circumstance or race. This should extend to other youngsters outside the school where appropriate e.g. hydrotherapy provision, Trimmers (healthy living club) Club, summer play scheme etc. All Extra Time learners will be encouraged to explore a range of learning styles and become more self aware as learners. Extra Time will provide space and time in school when pupils, staff and parents can be involved in creative learning programmes or adventures in learning. Systems are being developed to ensure that progress is monitored through study support programmes to ensure they support raising levels of achievement for all the young people involved.

Making Extra Time Happen

For Extra Time to be successful it needs to be integrated into the life of the school. The role of the Head teacher is vital in this in overseeing the development of effective co-ordination and management arrangements within the school. The following processes will mould the development of Extra Time and ensure current practices are clearly planned, monitored and evaluated:

• Actively seek the ideas and wishes of students for study support groups.
• Actively monitor existing and new groups through questionnaires.
• Seek the views of parents and encourage their own active involvement.
• Apply for financial support for transport provison.
• Ensure all agencies are given encouragement to be involved in study support ventures.
• Seek the advice and support of outside agencies e.g. local businesses, Connexions etc.
• Ensure a framework for self review and ongoing development are in place.
• Ensure co-ordination and management policies are in place. This will include the establishment of a committee structure and chairperson.
• Ensure health and safety officer has carried out an adequate report into health and safety measures.
• Apply for Study Support Accreditation.
• Establish a portfolio of evidence which can be put forward for scrutiny by an outside advisor.

Corinna Cartwright