Whatever Happened to Extended Schools?

The story of an ambitious education project

Author/Editor(s):
Format:
Paperback / softback, 174 pages, 234 mm x 156 mm
ISBN:
9781782770497
Published:
12 Sep 2016
Imprint:
UCL IOE Press

Price: £26.99

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At a time when the memory of Every Child Matters and Extended Schools is fading fast, when the policy agenda has returned with a vengeance to an exclusive concern with governance, choice, regulation, and performance, when the school seems more than ever to be viewed by government as primarily a business selling exam results – we should remember Extended Schools. And do more than remember: to reflect upon their experience, to assess the challenges they faced and what they achieved, and to consider how, someday, we might build on this experience to create education-in-its-broadest-sense and schools that are public spaces in the public domain and public resources – not only for children and parents, but for the whole community – genuinely public schools. This book, based on research undertaken in four schools and communities, has a vital role to play in such work of remembrance and reflection, giving a vivid insight into an ambitious education project and using that to build an imaginative portrayal of how an Extended School of the future might be.

  • Doug Martin

    Dr Doug Martin is Senior Lecturer in Education and Childhood at Leeds Beckett University.

CONTENTS: Foreword by Peter Moss; Introduction; 1. Changing approaches to English schooling; 2. Orpintown: Extended Schools and a market town; 3. Gadley: Extended Schools building a new sense of community; 4. Hayfield: Extended Schools legitimizing schools’ approach; 5. Newtown: Extended Schools and a community rebuilding itself; 6. Extended Schools: Contribution to the schooling discourse; 7. Looking ahead: The school in 2030; Appendix 1: National policy publications and Extended Schools; Appendix 2: Key developments in Extended Schools in the four communities; References; Index

To tackle the impact of disadvantage on children, there is an urgent need for area-based ‘cradle to career’ strategies – extended schools. These need to involve schools, other agencies like health and housing, and a range of charities, social enterprises and businesses in the provision of more integrated community-based services. Doug Martin’s excellent book provides an essential resource to help make this happen. Doug enables understanding in his sharp review of the history that brought extended schools. The insightful penultimate chapter develops an understanding of extended schools – of what they achieve and what they are for. And in between are many detailed and useful case studies. For anyone wanting to develop more integrated community schooling – this is a go-to text.

Liz Todd, Professor of Educational Inclusion, University of Newcastle

The development of extended schools in England during the 2000s was a remarkable educational experiment of international significance. Yet it has been too little studied by researchers and its implications remain under-explored. This important book reports one of the few studies we have of how the extended schools agenda was actually implemented – what difficulties were encountered and what opportunities opened up. We urgently need to rethink the relationships between schools, children and communities, and this book helps us do just that. It should be read by anyone who believes in the wider possibilities of schooling.

Alan Dyson, Professor of Education, University of Manchester

This book provides an impressive and insightful consideration of the field and and provides a very strong analysis concerning how we develop and connect learning relationships to issues of social justice, professionalism, social capital, strength-based working, and community-based support. In revisiting how we fund state schools Martin encourages us to look beyond short-term ideas and consider how we can specifically address and remove the barriers to learning for children and young people.

John Davis, Professor of Childhood Inclusion, University of Edinburgh