Best Practice in Out-of-School Hours Care: A Conversation with Kirstin Kerr and Sandra Clare

Introduction:

Welcome to our blog, where we delve into a fascinating conversation with academics Kirstin Kerr and Sandra Clare on the topic of best practice models in out-of-school hours care. In this article, we will not only explore the history of Manchester but also reflect on various aspects of out-of-school hours care, including inclusion, family-centered approaches, recognition, challenges, and the value of play. Join us as we uncover in-depth insights from our conversation and contemplate the implications for the field of out-of-school hours care.

History of Manchester and its Implications:

Manchester has a rich history that has shaped its socio-economic landscape. Understanding this context is crucial in designing effective out-of-school hours care programs. Kirstin Kerr and Sandra Clare shed light on the challenges faced by Manchester, including migration, homelessness, and poverty. These factors impact the needs and experiences of children and families in the region, highlighting the importance of tailoring interventions and support systems to address these specific challenges.

Reflection Question: How does the history and socio-economic landscape of a community impact the design and implementation of out-of-school hours care programs? How can programs be tailored to address the specific needs of children and families within a given context?

Inclusion and Family-Centered Approaches:

The conversation touched upon the inclusive practices observed in after-school programs in Iceland. The division of age groups into separate locations with a strong emphasis on inclusion showcased a thoughtful approach to catering to diverse needs. Furthermore, Sandra Clare shared insights from her experience in an organisation (Pne Green) focused on keeping sibling groups together during after-school care, highlighting the importance of preserving familial bonds and providing a nurturing environment.

Reflection Question: How can out-of-school hours care programs create inclusive environments that foster a sense of belonging for children of diverse backgrounds? How can the preservation of sibling bonds and the creation of a familial atmosphere be integrated into program design?

Recognition and Integration of After School Care:

One recurring theme in the conversation was the need for greater recognition of the importance of after-school care. The participants highlighted the misconception that after-school care is solely a form of childcare, emphasising the significance of its role as an extension of a child's educational journey. Integrating the experiences of school and out-of-school hours care creates a seamless continuum of learning and support, as evidenced by successful models in North Manchester.

Reflection Question: How can we promote a unified approach to education that recognizes the critical role of after-school care in a child's holistic development? How can schools and out-of-school hours care providers collaborate effectively to create seamless educational experiences?

Challenges in Out-of-School Hours Care Provision:

Our conversation shed light on the challenges faced by out-of-school hours care providers, particularly in relation to premises and funding. The division between schools that own their buildings and those reliant on rented premises creates disparities in access and affordability. The example of a community-led initiative in London, where a housing association provided after-school and holiday provision within a social housing estate, highlighted the potential for innovative solutions to address these challenges.

Reflection Question: How can policymakers and stakeholders address the challenges related to premises and funding to ensure equitable access to quality out-of-school hours care for all children? What innovative approaches can be adopted to overcome these obstacles?

Holistic Support and Meeting Fundamental Needs:

The conversation underscored the importance of out-of-school hours care programs in addressing fundamental needs beyond academic support. The "at home project" in North Manchester, which provides a nurturing environment for families experiencing temporary accommodation, exemplifies the holistic approach needed to support children and families facing various challenges. By offering resources, communal activities, and support, these programs help alleviate stressors and create a sense of stability.

Reflection Question: How can out-of-school hours care programs effectively address fundamental needs such as food security, family engagement, and a sense of belonging? How can they work collaboratively with other stakeholders, such as housing authorities and social support agencies, to create a comprehensive support system?

The Value of Play and Community Engagement:

Throughout the conversation, the importance of play in children's development emerged as a central theme. Both Kirstin Kerr and Sandra Clare emphasized the significance of allowing children the freedom to explore, imagine, and learn through play. The conversation also highlighted the value of community engagement in the planning and implementation of out-of-school hours care programs. Examples from Manchester showcased the benefits of collaboration between older residents and young people, fostering intergenerational connections and knowledge-sharing.

Reflection Question: How can out-of-school hours care programs ensure that play remains at the center of children's experiences while actively involving communities in their design and delivery? How can intergenerational connections and knowledge-sharing be fostered to enrich the out-of-school hours care experience?

Conclusion:

Our conversation with Kirstin Kerr and Sandra Clare provided deep insights into the development of best practice models in out-of-school hours care. By understanding the historical and socio-economic context of a community, fostering inclusivity, integrating school and out-of-school experiences, addressing challenges in provision, and recognizing the value of play and community engagement, we can create a robust framework for supporting children's holistic development. As we reflect on these insights, we are inspired to advocate for equitable, high-quality out-of-school hours care that empowers children and nurtures their potential.

Questions to ask ourselves about Children's experiences, utilising the child's voice:

1. Do you know me?

2. Do you hear me?

3. Do you see me?

4. Do you let me fly.

5. Is this a safe place for me?

Other Reflection Questions:

1. How does the history and socio-economic landscape of a community impact the design and implementation of out-of-school hours care programs? How can programs be tailored to address the specific needs of children and families within a given context?

2. How can out-of-school hours care programs create inclusive environments that foster a sense of belonging for children of diverse backgrounds? How can the preservation of sibling bonds and the creation of a familial atmosphere be integrated into program design?

3. How can we promote a unified approach to education that recognizes the critical role of after-school care in a child's holistic development? How can schools and out-of-school hours care providers collaborate effectively to create seamless educational experiences?

4. How can policymakers and stakeholders address the challenges related to premises and funding to ensure equitable access to quality out-of-school hours care for all children? What innovative approaches can be adopted to overcome these obstacles?

5. How can out-of-school hours care programs effectively address fundamental needs such as food security, family engagement, and a sense of belonging? How can they work collaboratively with other stakeholders, such as housing authorities and social support agencies, to create a comprehensive support system?

6. How can out-of-school hours care programs ensure that play remains at the center of children's experiences while actively involving communities in their design and delivery? How can intergenerational connections and knowledge-sharing be fostered to enrich the out-of-school hours care experience?