Leading and Managing Extended Schools: Ensuring Every Child Matters


David Middlewood & Richard Parker

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  • ‘Educational Leadership for Social Justice’ series

    Tony Bush and David Middlewood, Leading and Managing People in Education (2005)

    Jacky Lumby with Marianne Coleman, Leadership and Diversity (2007)

    Tony Bush, Leadership and Management Development in Education (2008)


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    Notes on the Authors

    David Middlewood is a Research Fellow in the Institute of Education at the University of Warwick, and he previously worked for the universities of Lincoln and Leicester, where he was Deputy Director of the Centre for Educational Leadership and Management. Prior to this, David had a successful career in schools and colleges, including nine years as headteacher of an 11–18 comprehensive school. He has published widely on strategic management, practitioner research, curriculum management and especially on human resources. David has been a visiting professor in New Zealand and South Africa and has been involved in research on a range of topics including inclusive schools, associate staff, leadership teams and succession planning.

    Richard Parker is Principal of Beauchamp College, a large multicultural community college in Leicestershire. Prior to that, for ten years, Richard was headteacher of Lodge Park Technology College in Corby, one of the first specialist technology colleges in the country. During his career, he has been a research associate at the National College of School Leadership, a member of the Specialist Schools and Academies Trust Council, an associate tutor with the University of Leicester and a founding member of a government think tank on school diversity. Richard's commitment to the extended services agenda has been influential in making Beauchamp a nationally recognized reference site for extended schools.

    David and Richard have collaborated on various ventures, including being co-editors of the practitioner journal, Headship Matters, from 1999 to 2005. Together with Jackie Beere, they produced Creating a Learning School, published by Paul Chapman Publishing/Sage in 2005.

    Series Editor's Foreword

    While politicians in most countries regularly stress the importance of education in national development, and similarly note the evolving nature of modern societies as they become more diverse and complex, actual government legislation usually deals with these issues quite separately. In fact, of course, as previous books in this series have shown, the same people are dealing with these same issues all the time. Education does not exist in some kind of vacuum, separate from the many and diverse influences which impact upon the child, young person and the adult.

    For sustainable social change and greater social justice to occur, the key is surely to begin with the early stages of life where possible, while addressing current needs wherever they demand attention. Community Schooling in various countries has in the past attempted to address this, but in the United States and the United Kingdom, specific legislation has begun to place a focus on the child at the centre of societal and community development, with the understanding that in itself this will address issues of much wider significance.

    As Glover and Harris (2007) pointed out in their extensive literature review of the UK's Every Child Matters (ECM) and Extended Schools, most of the literature took the form of evaluation reports and media articles, with very few academic journals and no mainstream texts. This book in this series is therefore extremely timely, fulfilling a need in one of the most significant areas of educational development.

    Educational leadership and management now readily acknowledges its role in this wider context and stresses its concern with social justice, diversity, morality and spirituality. All these concerns and high level skills in leadership are required if those intended to benefit from ECM and extended schooling are to do so.

    The authors of this book, one a former headteacher and now a university research fellow, and one a principal of a large full-service extended school in England, have seen many examples of the ways in which schools, children's centres, and other establishments are fulfilling their obligations in this field but going that ‘extra mile’ and offering exciting and often inspiring services which are leading in some cases to community regeneration. Whether leaders in any of these organizations are at the beginning, a little way along the path, or already well established, they will all – as well as academic and professional practitioners and researchers – find food for thought, inspiration and not least suggestions for developing their practice in their workplace and local community. It is in this way that the greater issues in societies and nations will begin to be addressed in a form which will have lasting impact.

    DavidMiddlewood, Series Editor


    This series of books is concerned with how leadership in education can contribute to social change which brings greater social justice. This cannot be achieved unless it addresses some of the major issues in communities, such as inequalities in opportunities for employment, economic prosperity, health and general well-being. Both in the United States' ‘No Child Left Behind’ and in the United Kingdom's ‘Every Child Matters’, national governments have signalled intentions to do this, and in doing so, have placed the child – and therefore schools – at the centre of the attempted solutions to all of these issues. While both these countries, and indeed several others, have previously attempted what is generally called community education, these recent initiatives are different in the emphasis they put on the integration of education with other services such as health and social welfare.

    In being excited by the extended school initiative in the UK, we are both well aware that good schools everywhere have always offered after-hours activities, clubs and facilities, contributing to what has been known as the ‘hidden curriculum’. However, in extended and full-service schools, these things are not just a valuable optional extra; they are integral to the local community's understanding of what a school is and what it provides. Through facilities such as Sure Start, Children's Centres, Neighbourhood Centres, as well as provision for senior citizens, lifelong learning becomes not just a pleasant possibility for those motivated to learn in the conventional sense, but something which addresses the core needs and aspirations of many families.

    Drawing on the inspiration of a few examples of schools which appeared to be making a significant difference, we set out to explore ways in which leaders and managers of extended and full-service schools are already helping – or planning – to transform communities. We discovered that, in doing so, these leaders had found the very nature of their schools had changed and continued to change – in staffing, structures, resourcing and inevitably in leadership and management. Of course, there is a long way to go and much more to do, but we believe that even those who are only at the beginning of their journey to becoming an extended school will find inspiration and, we hope, practical help in this book.

    Firstly, in the book, we set the scene and explore the ideas in extended schooling, examining its impact on school features and on leadership. We then describe the implications for staffing, accountability, parents and the many new partnerships which develop out of this new kind of schooling. Resourcing is also explored and we have tried to suggest some ideas for readers' reflections in terms of possible actions to be taken. Case examples are widely used and we have drawn fully on discussions with social workers, health workers and community helpers as much as educationalists in offering these. Throughout, we have been reminded that the individual child/pupil/student remains central to all developments and that the ‘day job’ of the leaders is to keep that constantly in focus. The goal of achieving social justice, while at the same time reducing the underperformance of some schools, is likely to continue to prove difficult, but the signs of the impact of extended schooling on this are encouraging.

    The schools we visited or contacted included nursery, primary, secondary and special and, since schools appear to use different terms for their learners, we have adopted the use of ‘pupils’ for children of primary education age and ‘students’ for secondary education age throughout the book.

    We would not have been able to complete this project without the generosity (especially with their time) and cooperation of the many people with whom we have met and discussed their experiences and ideas. Some of these people were happy for us to use their and their schools' actual names, whilst others preferred more anonymity. We have respected their wishes in all cases. In addition, two people from Beauchamp College have been invaluable in enabling us to write this book. Kanta Chauhan has been a tower of strength with her patience, commitment and technical prowess; Bob Mitchell has been a huge help with the sharing of his knowledge, contacts and experience, especially in the field of partnerships.

    We wish to thank Marianne Lagrange and Matthew Waters at Sage Publications for their support. David owes thanks to Janine, Tim, John, Tracey, Paul, Sam and Michael for keeping him constantly inspired in adult learning and, above all, to Jacqui for her unwavering faith in him, and Richard thanks Nora for her encouragement, her support and her belief.



    AOTAdult Other Than Teacher
    ASPECTAssociation of Professionals in Education and Children's Trust
    ATLAssociation of Teachers and Lecturers
    CABMAGComberton and Bassingbourn, Melbourn and Gamlingay
    CAFCommon Assessment Framework
    CAMHSChild and Adolescent Mental Health Services
    CEOChief Executive Officer
    DCSFDepartment for Children, Schools and Families
    DfESDepartment for Education and Skills
    ECMEvery Child Matters
    ETCExtending to Communities
    FSESFull-Service Extended School
    ICTInformation Communications Technology
    LALocal Authority
    LOOSHLearning Out Of School Hours
    NAHTNational Association of Head Teachers
    NCLBNo Child Left Behind
    NCSLNational College of School Leadership
    NPQICLNational Professional Qualification in Integrated Centre Leadership
    NUTNational Union of Teachers
    OECDOrganization for Economic and Social Development
    OFSTEDOffice for Standards in Education
    PCTPrimary Care Trust
    PEPPersonal Education Plan
    PTAParent Teacher Association
    PTFAParent, Teacher and Friends Association
    SBMSite Based Management
    SENSpecial Educational Needs
    SENCOSpecial Educational Needs Coordinator
    TDATeacher Development Agency
    TESTimes Education Supplement
    UNESCOUnited Nations Educational, Scientific and Cultural Organization
    UNICEFUnited Nations International Children's Emergency Fund
    YOTYouth Offending Team
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