Walsall Children's Services

■ A varied menu of activities, combined with childcare in primary schools In primary schools this means:  ■ access to a varied menu of activities, combined with childcare, from 8am to 6pm, five days a week, 48 weeks a year, in response to demand.

In secondary schools this means: ■ access to a varied menu of activities and a safe place to socialise and complete homework from 8am to 6pm during term-time and more flexibly during the holidays. 

A varied menu of activities might include academically-focused activities (from extra tuition for those who have fallen behind to more challenging opportunities for the most able), homework clubs, arts and creative activities, sports activities, and other recreational activities, including play. 

What is offered will depend on what parents, children and young people want following ongoing consultation, together with needs identified in the school improvement plan. 

Childcare should be offered in response to demand shown through regular consultation, so if there is no demand for childcare after 5.30pm, for example, then this does not need to be offered. Equally, holiday activities would need to be shaped around demand in order to be sustainable.  

If you would like further information on childcare sufficiency across the borough please see the Walsall Council website http://www.walsall.gov.uk/index/childcare_sufficiency.htm 

Provision does not need to be on a school site if suitable transfer arrangements are in place, but it should be easily accessible to parents for morning and evening travel.

■ Parenting support 

Supporting parents means providing access to:■ Structured, evidence-based parenting programmes, as well as more informal opportunities for parents to engage with the school and each other through the work of those in roles similar to Parent Support Advisers (PSAs)■ Family learning sessions to allow children to learn with their fathers and mothers■ Information sessions for fathers and mothers at the beginning of primary and secondary phases■ Information about nationally and locally available sources of information, advice and support (this is provided by Walsall’s Children’s Information Service). Services should be as local as possible and in places where parents are likelyto be comfortable. Even where demand is not initially evident, the school should be working to ensure that parents are engaged and feel able to ask for support if they need it. This includes taking active steps to engage fathers andmothers. 

■ Community access to school facilities 

In areas where there is currently no community provision schools should look to open all suitable facilities for use by the community, this might mean ICT suites, sports facilities halls etc.  However, where there is no demand or no suitable facilities there is no need for the school to open up facilities. Schools should also offer access to adult learning programmes through the school itself or through a cluster of schools or local providers. Local authorities, local Learning and Skills Councils and local colleges will all be able to help in shaping this provision.   

■ Swift and easy access to targeted and specialist services 

Schools should have a focus on early identification of, and support for, children and young people who have additional needs or who are at risk of poor outcomes and have appropriate policies and procedures in place.  Schools are proactive in identifying children’s needs, using the CAF where appropriate, and providing support through the school, with support from other services, or from other services directly, where that is more appropriate. Where this is the case, access to services should be swift and effective in ensuring that the child’s needs are met, with someone (in the school or in another service, as appropriate) co-ordinating interventions and monitoring their impact, liaising with the child and their family, and taking further steps when needed.