Exploring the impact of extended services on academic achievement for primary school pupils in poverty

Abstract

22% of the UK population lives in poverty and the attainment gap between economically disadvantaged school pupils and their more affluent peers is well documented. There is longstanding interest in the role of schools beyond the classroom and their traditional function. This thesis explores the impact of Extended Services (a varied menu of activities: wraparound childcare, parent support, swift and easy access to services, and community access of school facilities) on academic achievement for primary school children in poverty. The thesis consists of four chapters. Chapter 1 is a Systematic Literature Review addressing the question: What is the impact of Extended Services on academic achievement for primary school pupils defined as living in poverty? Best available evidence varied methodologically and regarding intervention types. Seven quantitative, USA-based studies were identified, and their findings synthesised based on assessed quality, outcomes, and effectiveness. Medium quality evidence was found suggesting Child Care/Activities and Parent support interventions were associated with higher academic achievement for low-income elementary school students. There is higher quality evidence for the effect of an Access to services intervention. Method and knowledge gaps were identified. Chapter 2 provides a methodological and ethical critique of the empirical study detailed in Chapter 3. The researcher’s philosophical stance is explored and its influence on the chosen methodology and method. Chapter 3 reports an empirical study exploring what teachers tell us about the impact of Extended Services on academic achievement for primary school children living in poverty. In seeking to develop a theory about this, grounded in what teachers say (in a school in an area of high deprivation), an abbreviated version of Grounded Theory was used to analyse data from semi-structured interviews. Findings are reported and discussed. Finally, Chapter 4 provides a reflective synthesis of professional and academic learning acquired throughout the research process. It details personal reflexivity, implications for research and practice, and implications for the researcher’s role as a fully qualified research-practitioner.