Engagement, enjoyment, learning and belonging: lessons from the summer programme 2023

• 1. Introduction
• 2. A broad range of learning activities
• 3. Developing literacy and numeracy skills across the curriculum
• 4. Promoting young people's agency

• 5. Promoting parental involvement in learning
• 6. Enjoyment of school
• 7. In conclusion
• 8. Footnotes

Introduction

Since 2021, all schools have had an opportunity to offer a summer programme, and to prioritise children and young people with special educational needs and those at risk of educational disadvantage for participation in the programme. The theme of the programme, 'Building Confidence and Connections' summarises its purpose: to provide young people with opportunities to enjoy out-of-school learning during the summer months in a less formal environment than they experience during the school year.

In July and August 2023, inspectors evaluated summer programmes in ninety-four schools; this comprised eight special schools, fifty-eight primary schools and twenty-eight post-primary schools. In October and November 2023, inspectors returned to thirty-two of the ninety-four schools inspected during the summer. The schools visited in the autumn comprised three special schools, twenty-one primary schools and eight post-primary schools.

The inspection findings arising from these visits were published in a composite report: Summer Programme 2023: Building Confidence and Connections: Findings from inspections and follow-up visits. It contains many positive findings. For example, many of the young people greatly enjoyed the experience of participating in their school's programme and had meaningful opportunities to make and develop friendships. In follow-up visits, they indicated that the programme supported them on their return to school in September, and many of their parents and teachers agreed.

This chapter draws on the inspection findings and recommendations to explore how the learning experiences and approaches from the summer programme can be used to extend learning in the classroom throughout the school year, making the educational experience more engaging and meaningful for young people, which can lead to positive impacts on learning outcomes, dispositions and school attendance.

A broad range of learning activities

Almost all summer programmes provided a broad range of activities. The activities emphasised hands-on learning and provided young people with opportunities to be active, to work together and to be creative. In conversations with inspectors, many young people talked about how much they enjoyed the activities and how the success they experienced in learning during the summer helped them become more confident about their abilities.

Given the very positive outcomes and experiences of young people who attended summer programmes, the 2023 report concludes that schools should examine how the innovative learning activities that young people experienced during the programmes can be adapted and integrated to enhance classroom and school learning experiences throughout the school year.

Developing literacy and numeracy skills across the curriculum

Young people's literacy and numeracy skills were developed through cross-curricular activities in many of the summer programmes. In one post-primary school, for instance, participants measured cookery ingredients using mathematical and scientific language. In another instance, young people engaged in online research and budgeted for an educational tour. Young people used their woodwork and technology skills to design and make accessible reading spaces for their peers in another case. Many primary-school programmes dedicated specific time for children to read their choice of material at their own pace and some used bespoke reading programmes to support identified learning needs. Inspectors also observed well-structured discussions designed to develop oral literacy.

Development of digital literacy skills was a focus of many summer programmes. Some young people had opportunities to use robotics, learn about coding, undertake digital research projects, and create podcasts. Some learned how to keep a digital diary to record their learning and, in some schools, parents received an update on their child's progress via the school's digital platform.

When young people spoke to inspectors during follow-up visits in October, many said that their literacy and numeracy skills had improved because of the summer programme. They were reading more frequently, and several believed that the informal learning activities, such as playing chess and doing Sudoku, had helped them with problem solving.

Literacy and numeracy are important gateway skills, both for further learning and for the world of work. The National Literacy, Numeracy and Digital Literacy Strategy (2024 - 2033) aims to improve the quality of literacy and numeracy practices in all early learning and care settings and in schools. The strategy places particular emphasis on learner-centred and responsive teaching and learning approaches. In reflecting on their approaches, schools should consider how the hands-on, cross-curricular approaches to literacy, numeracy and digital literacy skills employed during summer programmes could be integrated and embedded into curricular and co-curricular teaching and learning programmes throughout the year.

Promoting young people's agency

The summer programme provided an opportunity for young people to participate in planning the learning activities and reflecting on what they had learned, and how they had learned it. The main methods of involving young people in planning and reflecting on activities included:

• pre-planning surveys
• pre-planning focus-group discussions
• co-construction of daily schedules and rules for participation
• compilation of scrapbooks to encourage reflection and conversation
• providing a choice of activities.

Some teachers also facilitated very good discussions with young people about the types of learning that best suited their strengths, interests and needs. Such opportunities are important in helping young people to develop reflective skills and capacities. Involving them in decisions about their learning, and developing their ability to reflect on and take ownership of their learning, aligns with Article 12 of the UNCRC 1989 ( 1 ). Article 12 speaks to young people's right to express their views freely on all matters affecting them. The Lundy model of participation (2007) ( 2 ) provides a pathway for conceptualising Article 12, focusing on four distinct, albeit interrelated, elements: space, voice, audience and influence.

This model, elaborated in the National Framework for Participation, will support schools in working to develop young people's participation in decision making, including those who face some barriers to education, those who are pre-verbal or for whom English is an additional language.

Schools should build on the positive experiences of young people who attended summer programmes, incorporating the empowering ways that they were involved in decision-making and reflecting on their learning.

Promoting parental involvement in learning

Schools were encouraged to involve parents in planning the programme. The extent to which this happened varied. For the most part, engagement with parents was informal and took place through telephone discussions or at daily drop-off and collection times. There were, however, some very good examples of effective engagement with parents that included:

• using parent surveys in advance of the programme
• inviting parents to submit a profile of their child's interests and abilities
• meetings and coffee mornings to discuss the programme and to explore ideas regarding activities and events
• involvement of parents in some activities and outings
• using support plan review meetings to consult and set appropriate goals and targets for young people with special and additional educational needs.

Research shows that parents play a crucial role in supporting their children's learning ( 3 ) and that involvement in their child's education leads to improved outcomes across a range of areas, including raised achievement, raised self-esteem, increased motivation and engagement, and importantly, raised aspirations ( 4 ). While positive partnerships with parents should be a feature of practice in all schools, there are specific requirements for schools in the Delivering Equality of Opportunity in Schools (DEIS)

( 5 ) programme to identify targets and interventions to promote partnership with parents and others.

The methods some summer programmes used to involve parents in planning activities could be valuable for schools as they work to strengthen partnerships with parents.

Enjoyment of school

Many young people spoke positively about their experience of the programme and how they enjoyed their learning and participation. They referred to positive interactions between themselves and the staff, opportunities to work in groups on less formal learning activities and the relaxed atmosphere. Some young people said that taking part enabled them to see the school in a more positive light. For example, some talked about how, following participation in the programme, they enjoyed coming to school every day as they felt more comfortable in school.

Inspectors met with parents and teachers during return visits to thirty-two of the schools. Many parents mentioned that their child's attitude towards school was more positive following the programme. For example, one parent said that encouraging their child to attend school had been challenging in the previous school year 'but now this had improved one hundred percent'. In similar vein, some teachers observed that young people returned to school with more positive dispositions because of their individual successes and achievements on the programme.

Enjoying school and succeeding in appropriately challenging learning activities can play a key role in promoting and encouraging regular attendance. Many parents noted improved attendance as a tangible benefit of the summer programme, and teachers endorsed these comments. For example, one parent referred to their child's erratic attendance during the previous school year stating that the child 'found it difficult to adjust to a new school and new routines'. Following the programme, the parent had seen a great improvement in school attendance, as the child 'was much happier in school'. Teachers, too, noticed improved attendance for many young people who found completing a full school day challenging previously. One teacher said that the young people saw 'the connection between being at school and learning' and that 'if you are not in school, you miss activities that could be interesting'.

Each school must have an attendance strategy to prevent patterns of poor attendance developing and identifying emerging attendance issues. This underscores the importance of providing every young person with a positive school experience, where they feel respected and valued, have a voice and choice in activities and are given opportunities to form strong friendships with classmates and peers. Promoting attendance is a key theme of DEIS planning in both primary and post-primary schools, rooted in seeking to match the curriculum and learning activities to the young person's skills, talents and interests. Engaging young people with stimulating lessons and motivating them through enjoyable, appropriately challenging activities is key to promoting better attendance.

As school staffs consider how best to promote good attendance, it is important that they see attendance as centrally linked to:

• school culture and environment
• the extent to which young people feel welcome and included in their school
• the extent to which young people find classroom experiences engaging, interesting, and relevant to their lives
• the extent to which young people experience success in their learning.

In this context, and as highlighted in the 2023 report ( 6 ), there are certain aspects of teachers' individual and collective practice that are central to high-quality and inclusive education, as well as being significant drivers of improved school attendance. These aspects of practice include:

• fostering warm relationships between staff and young people and among peers
• ensuring that young people have access to active and participative learning experiences in all classrooms
• supporting the development of the full range of curricular knowledge, skills and competencies
• adopting playful approaches to learning
• facilitating cross-curricular learning experiences and exploring how a range of co-curricular and extracurricular learning can be provided throughout the school.

Taken together, these aspects are powerful factors in encouraging young people to see the relevance of learning and school as a place of interest and fun, as well as learning.

In conclusion

Overall, the aim of the 2023 summer programme was to build the confidence of the young participants and to support them in forming bonds with their peers and with the staff of the programmes. Developing the capacity to make connections supports the development of essential social and interpersonal competencies that are necessary for lifelong learning and growth. Settings and schools work hard in this regard throughout the year. The structure of the summer programme lends itself to developing new and innovative approaches to providing young people with life-enhancing knowledge, experiences and learning.

The programme had a strong focus on learning through playful activities at both primary and post-primary levels. A range of activities provided rich opportunities for young people to enjoy new experiences, be creative in their learning and develop social, interpersonal, organisational and self-management skills for school and beyond. The programmes placed a strong emphasis on developing literacy and numeracy skills too, integrating cross-curricular, co-curricular and extra-curricular activities. These engaging approaches made learning fun and showcased innovative ways to connect with young people, offering lasting benefits throughout the school year.

The summer programmes also underscore the value of connection and the importance for young people to experience a sense of belonging. Activities that fostered positive relationships were key to many of the successful outcomes reported by young people, parents and teachers. These outcomes included strong participant engagement in activities, positive outcomes in learning and skills development and improved attitudes to school.

A holistic and inclusive approach that involves everyone in planning and decision-making, fostering connections between staff, young people and parents, helps to develop a sense of belonging in the school community. School leaders and teachers should consider the strategies used during the summer programme and engage in focused planning to extend and integrate best practices throughout the school year in order to:

• support innovation in teaching and learning
• promote the agency and participation of young people
• improve attendance
• strengthen relationships within schools
• strengthen partnerships with parents

Footnotes