Barnardo's held a debate in London on Monday to examine the Government's extended schools plans within the context of childhood in the 21st century.
In response to concerns within the sector that play has 'scarcely featured' in the extended schools initiative, it has launched a report that looks at childcare, play and extended schools in Denmark and England.
The snapshot study at three schools in England offering after-school care and three in Denmark considered the impact of the physical environment of the club and staffing and workforce issues.
It found that good play opportunities in England often relied on one highly motivated worker with a background in playwork. Where no such 'personality'
was present, after-school clubs tended to be 'more about crowd control than offering children stimulating play opportunities', the report said.
Danish clubs are predominantly located in separate facilities from the school and children are aware of how the activities, staff and rules differ at each setting. But because English after-school clubs are generally situated in school assembly halls, the distinction between play and learning is less marked, especially where staff work at the school during the day and evening.
Staff in Denmark told researchers that they would leave the profession if they had to share their room with schools, as it would undermine their work with children.
Tim Gill, a play consultant and writer, said, 'My worry is that extended schools will pay no attention to children's autonomy and independence. I think it's possible for the extended school model to create spaces of possibility that are not controlled, but it needs deeper reflection by Government about what makes a good offer.'
Neera Sharma, principal policy officer at Barnardo's, said, 'Positive play experiences for all children need to be given a higher priority in the extended schools initiative. Creating an extended school ethos needs more than simply extending the school day and making use of school facilities outside normal hours. To make this an inclusive service we need to create a separate culture and range of provision which has implications for where after-school care is provided and who provides it.'
