| Foreword by the Secretary of State for Education and Employment |
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v | |
| Acknowledgements |
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vii | |
| Introduction |
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1 | (8) |
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Oshl: framing and funding policy |
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9 | (26) |
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9 | (2) |
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Forty years on: the extra-curricular habit |
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11 | (3) |
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The 1990s: changing lives and changing priorities |
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14 | (2) |
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The challenge of raising achivement |
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16 | (4) |
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Partnerships, pressures and politics |
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20 | (2) |
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22 | (2) |
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Excellence, Oshl and the Labour Government |
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24 | (2) |
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Patterns of participation and particular challenges |
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26 | (3) |
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29 | (3) |
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Creating new opportunities |
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32 | (33) |
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33 | (2) |
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Informing policy: proving the benefits |
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35 | (28) |
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Using our brains differently |
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35 | (4) |
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New language and concepts: making sense of study support |
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39 | (40) |
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40 | (2) |
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Extending, enriching, enabling, enjoying |
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42 | (2) |
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Basic skills and key skills |
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44 | (3) |
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47 | (2) |
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49 | (6) |
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55 | (3) |
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Raising achievement by raising confidence and self-esteem |
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58 | (2) |
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60 | (3) |
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Delivering Oshl: policy and practice |
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63 | (26) |
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63 | (1) |
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Learning: different times, places and ways |
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64 | (5) |
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Innovation and demonstration |
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69 | (5) |
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Out of School learning and sports |
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74 | (5) |
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Targeted intervention: national initiatives for Oshl |
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79 | (3) |
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Local strategies for Oshl |
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82 | (4) |
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86 | (3) |
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Oshl and improving schools |
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89 | (30) |
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Making good practice common practice |
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89 | (1) |
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Oshl and the effective school |
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90 | (3) |
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Motivating and mobilising |
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93 | (2) |
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Linking to the curriculum |
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95 | (2) |
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Different schools: different challenges |
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97 | (2) |
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Good practice: the individual learner |
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99 | (1) |
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Putting an Ace Scheme in place |
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100 | (5) |
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Governing success and failure |
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105 | (2) |
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Supporting implementation |
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107 | (1) |
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Concepts of quality in study support |
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108 | (3) |
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Quality and sustainability |
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111 | (2) |
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Study support in everyday practice |
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113 | (1) |
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Complementary models for quality Oshl |
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114 | (2) |
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116 | (3) |
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Primary and special schools |
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119 | (30) |
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119 | (3) |
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Weighing up the challenges |
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122 | (2) |
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Oshl and school objectives |
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124 | (10) |
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Turning challenges into more opportunities |
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134 | (6) |
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Supporting the special school sector |
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140 | (3) |
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143 | (2) |
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145 | (4) |
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149 | (28) |
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149 | (2) |
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Patterns of participation |
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151 | (4) |
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Mapping Oshl on the school development plan |
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155 | (1) |
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156 | (7) |
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163 | (7) |
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170 | (2) |
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172 | (1) |
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Different students, different abilities |
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173 | (2) |
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175 | (2) |
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Study support, school inclusion and social inclusion |
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177 | (30) |
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Oshl and school inclusion |
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177 | (2) |
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Helping the pupil by helping the family |
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179 | (6) |
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After-school childcare and student care |
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185 | (3) |
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188 | (2) |
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Making friends with school and in school |
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190 | (2) |
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Special needs and special networks |
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192 | (2) |
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Self-exclusion: reducing the barriers |
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194 | (3) |
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Promoting school inclusion preventing exclusion |
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197 | (7) |
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204 | (3) |
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People and partnerships for Oshl |
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207 | (34) |
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207 | (4) |
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People as partners: school staff |
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211 | (3) |
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People as partners: volunteers |
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214 | (4) |
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218 | (7) |
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The arts and sports in partnership |
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225 | (6) |
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Expanding skills and resources: the Youth Service and Library Service |
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231 | (5) |
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Practical partnerships with business |
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236 | (2) |
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238 | (3) |
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Conclusion: extra connections |
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241 | (18) |
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Building inclusive communities |
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245 | (6) |
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251 | (2) |
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Looking for the future in the present |
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253 | (6) |
| Index |
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259 | |
