£132.5 million of new funding may not go directly to schools
The government has unveiled new enrichment benchmarks for schools and colleges. While the announcement comes with £132.5 million of potential funding attached, concerns have been raised about the capacity of schools to deliver the activities envisaged.
The benchmarks have been published alongside an enrichment framework, which creates an expectation for schools to provide activities across five different categories: civic engagement; arts and culture; nature, outdoor and adventure; life and future skills; sport and physical activities. The government intends to shortly announce ‘leading figures’ within these categories as ‘ambassadors’, who will use their influence and expertise to raise awareness and inspire participation.
The benchmarks are intended to enable schools to evaluate their provision and make improvements. Schools will be expected to provide a ‘broad and well-rounded enrichment offer’ with ‘multiple and varied’ activities, at least some of which should take place during the school day (either as part of a timetabled lesson or at lunchtime). Schools’ offers are expected to be ‘strategically aligned’, fitting in with ‘broader priorities’ such as attendance, careers guidance or personal development. The benchmarks also place expectations on schools that they will communicate their enrichment offer clearly to parents, celebrate participation, and make activities ‘accessible and engaging’. Schools should also be looking to keep improving their enrichment offer, taking pupil, parent and staff feedback into account when doing so.
Alongside the benchmarks, the Department for Education (DfE) announced £132.5 million of funding for the ‘Every Child Can’ program, funded through the Dormant Assets Scheme. This money will fund new activities programmes delivered through schools, community programmes, weekend activities and holiday provision. ‘Every Child Can’ is structured around the same five categories as the enrichment framework, however it is not clear how much, if any, money will go directly to schools.
Commenting on the announcements, culture secretary Lisa Nandy said: ‘Every child deserves the chance to find their spark through great art, sport, music, dance or drama, because arts and culture belong to all of us – not just a privileged few. A child who loves the arts shouldn’t have to be born into the right postcode to pursue it.’ Meanwhile education secretary Bridget Philipson said: ‘Whether it’s performing on stage, playing sport, exploring nature or getting involved in their community, these experiences build confidence, spark ambition and help young people discover what they are capable of. As the world around our children continues to move fast, investment is about making sure the childhood experiences we truly value can once again be for every young person, wherever they live.’
However schools’ leaders have questioned whether the announcements will meaningfully enable schools to deliver additional enrichment activities. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, commented: ‘We welcome the intent behind the government’s plans for more enrichment in schools and colleges and the funding announced. However, as with many other government announcements, there are several question marks over the capacity of schools and colleges to deliver these aspirations. Schools and colleges already strive to provide excellent enrichment opportunities to their students, but they have to operate within extremely challenging financial and staffing constraints. Those pressures will not disappear simply because the government announces new policies. It has to focus more on how to turn aspirations into realities, particularly in areas of high disadvantage where these opportunities are most needed.’
Meanwhile Paul Whiteman, general secretary of the NAHT school leaders’ union, noted that schools ‘already do a huge amount to enrich their curricula’ and that such activities ‘can have a hugely positive effect on children and young people.’ He added ‘If the government wants to build on that offer, it must ensure schools have the necessary resources and funding to do so. Crucially, that cannot rely on an already stretched school workforce. Local partnerships and access to external providers will be key.’
New research suggests that, looking at mainstream state secondary schools in England, pupils attending the least deprived schools are currently offered a greater choice of enrichment activities than those at the most deprived. The research was funded by The Gatsby Foundation. Jenni French, head of STEM in schools at the foundation, said the analysis ‘shows that enrichment opportunities are not evenly distributed across schools. The new enrichment framework is a useful step, but it will only make a difference if schools are supported to build provision where access is currently more limited.’