ABSTRACT

In the previous chapter, we described how schools responded to being involved in the Full Service Extended School initiative in England – what forms of service and activities they provided, how they understood the purposes of that provision, and what kinds of impacts they had on children, families and communities. We also indicated that their responses were full of both ambiguities and possibilities, and that they raised a wide range of issues for full service and extended school approaches in other contexts. In this chapter, we want to explore some of those issues further. In particular, we want to consider what the implications might be of schools that are set up for one kind of purpose – teaching children and young people – developing additional forms of provision that are aimed at somewhat different purposes and targeted at groups other than their own students. As in the previous chapter, we will draw on our detailed findings from the evaluation of the FSES initiative in England. However, the issues we raise are not peculiar to that initiative and will, we believe, have resonance with full service and extended schools more generally, and in other parts of the world.