Schools in Inverclyde are investing Pupil Equity Funding (PEF) in full time Community Learning and Development (CLD) workers based in the school. The resources will need to be adapted to a digital/blended platform for family learning and parents/carers groups.
Explore this practice exemplar
What was done?
King’s Oak Primary School in Greenock employed a full time, qualified Community Learning and Development (CLD) worker in August 2017 to set up and support a Family Hub within the school. Within a year, the Family Hub was offering a range of learning opportunities under three strands:
- family learning
- pupil wider achievement
- adult and community learning
At the same time, Inverclyde Academy in Greenock employed a full time CLD Youth Worker to offer an alternative timetabled programme to pupils, with a focus on wider achievement accredited learning.
In the video playlist below, Graeme Marshall, headteacher of King’s Oak Primary School, and CLD workers Caroline McCahill and Dehra Macdonald discuss the positive impact that this approach has had on the whole school community. Denise Crawford, headteacher of Inverclyde Academy, and CLD worker Paul Ross also discuss the impact on the whole school community.
The headteacher clips cover the following questions:
- Why a CLD Approach?
- What were the challenges?
- What has been the impact on your school community?
- What have been the key learning points?
The CLD worker clips cover the following questions:
- What does a typical day look like?
- What have been the outcomes for pupils and families?
- As a CLD practitioner, what have been the key learning points?
- What advice would you give to any CLD Worker about to start a similar role?
See 16 videos on YouTube playlist (see small menu at top right of video).
- How could similar approaches support your school improvement plan?
- What do you see as the opportunities and challenges of embedding CLD approaches into your school community?
- Who are the CLD partners in your area and how are you collaborating with them to support learners, families and communities?
- How well do we understand our local community? Are the key features of the local community reflected in our learning pathways?
- How well do we identify priorities, communicate, plan, monitor and evaluate our work with partners? Are we clear what added value each partnership brings?
- What opportunities do our learners and staff have to work with others to contribute effectively to their communities as active citizens?