Top-down approach to extended services wins praise

The review by researchers at Newcastle and Manchester universities was commissioned by the last government but published by the Department for Education.

It found "there are good reasons" why "central steering" of education services should be maintained, arguing that such an approach can be supportive, not bureaucratic.

"Given the degree of central direction that had been associated with developing extended services, it is striking how positive interviewees at all levels of the system were about its achievements," the report says.

"Structures and practices, once fully bedded down, are more likely to be experienced by schools and their partners as supportive and empowering rather than as burdensome."

The study warns that government cuts and changes in policy are leading to "widespread concerns" about the future sustainability of the extended services agenda.

Respondents were particularly worried about the loss of staff who were previously employed to support schools to deliver extended services, broker relationships and access external funding.

"The overwhelming view from both school and local authority personnel was that the development of extended services had brought significant benefits, not only in terms of the supportive services that could be provided to children and families, but also in terms of enhancing children’s learning and attainments," the report says.

"There was a correspondingly strong sense that something important would be lost if the agenda disappeared, and that the expectations of, and relationships of trust with, families and communities would be seriously damaged."

Given the current policy emphasis on school autonomy, the report recommends that "the most promising way forward" for extended services would be to further develop partnerships between local authorities and schools.

Such partnerships could allow for "both a high level of autonomy at school and cluster level and strong central support for collaboration", the report says.