How have after-school clubs adapted in the United Kingdom post-March lockdown?

Keywords: After-school club, Lockdown, COVID-19, Play

Abstract

After-school clubs have provided an important childcare service for parents and carers where children are provided with an environment to play once the school day has finished.  When the United Kingdom went into lockdown in March 2020, all children’s services closed that included the childcare provision of after-school clubs.  When they re-opened in between July and September 2020, changes had to be implemented to meet Government restrictions.  This study from 54 respondents working in the childcare sector identified changes within four themes:  maintain service; bubbles; play space and play behaviour.  This has resulted in an increase hygiene measures, staffing and amount of space for individual children, however, there is a decreased in the number of children attending, the resources and activities on offer and movement within the place space.  Although after-school childcare is still being offered, there is financial concern on their viability and sustainability as parental demand may drop which has implications in providing a unique environment where children of different ages and abilities mix.

Downloads

Download data is not yet available.

References

Baines, E., & Blatchford, P. (2019). School break and lunch times and young people's social lives: A follow-up national study. Retrieved from https://www.nuffieldfoundation.org/wp-content/uploads/2019/05/Final-report-School-break-and-lunch-times-and-young-peoples-lives-A-follow-up-national-study.pdf

Barker, J., Smith, F., Morrow, V., Weller, S., Hey, V., & Harwin, J. (2003). The impact of out of school care: A qualitative study examining the views of children, families and playworkers. Nottingham: Department for Education and Skills.

Beunderman, J. (2010). The impact of staffed play provision on children, families and communities: A research report written by Demos for Play England. Retrieved from http://www.playengland.net/wp-content/uploads/2015/09/people-make-play.pdf

Big Lottery Fund. (2004). New opportunities fund policy directions for the financial year ending 31 March 2004. Retrieved from https://www.tnlcommunityfund.org.uk/media/documents/pub_pol_directions_nof04.pdf?mtime=20190110124319&focal=none

Bradburn, E. (1966). Britain's' first nursery infant school. The Elementary School Journal, 67(2), 57-63. DOI: https://doi.org/10.1086/460337

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. DOI: https://doi.org/10.1191/1478088706qp063oa

Bruce, T. (1994). Play, the universe and everything?. In J. R. Moyles (Ed.), The Excellence of play (pp.189-198). Buckingham: Open University Press

Business Wales. (2021). ERF restrictions business fund. Retrieved from https://businesswales.gov.wales/coronavirus-advice/

Callanan, M., Laing, K., Chanfreau, J., Paylor, J., Skipp, A., Tanner, E., & Todd, L. (2016). The value of after school clubs for disadvantaged children. Briefing paper 3. Retrieved from https://eprint.ncl.ac.uk/file_store/production/232456/3BDEE6A8-646B-4EE8-B01F-ED0C672C21C6.pdf

Childcare Act (2006). Retrieved from https://www.legislation.gov.uk/ukpga/2006/21/pdfs/ukpga_20060021_en.pdf

Department for Education and Employment. (1998). Metting the Childcare Challenge. Green Paper. London: HMSO.

Department for Education. (2017). Childcare and early years survey of parents in England, 2017. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/669857/SFR73_2017_Text.pdf

Dickson, A. (2020, March 23). Boris Johnson announces coronavirus lockdown in UK. POLITICO. Retrieved from https://www.politico.eu/article/boris-johnson-announces-coronavirus-lockdown-in-uk/

Dodd, H. (2021). Letter to Rt Hon Gavin Williamson MP. Retrieved from http://www.reading.ac.uk/web/files/newsandevents/PlayFirst_Letter_Feb21.pdf

Education Extra. (1997). Out of school childcare initiative: Succeeding out of school. London: Department for Education and Employment.

Faulkner, D., & Coates, E. A. (2013). Early childhood policy and practice in England: Twenty years of change. International Journal of Early Years Education, 21(2/3), 244-263. DOI: https://doi.org/10.1080/09669760.2013.832945

Kerr, K., Murphy, C., & Doherty, A. (2016). "It is through others that we become ourselves." A study of Vygotskian play in Russian and Irish schools. International Research in Early Childhood Education, 7(2), 129-146.

King, P. (2000). The wokingham out of school club demonstration project: A child-centred approach to running a school-based after school club. Reading: Children's Information Centre.

King, P. (2020a). Childcare in the UK. In D. J. Edwards & S. Best (Eds.), The textbook of health and social care (pp. 170-183). London: SAGE.

King, P. (2020b). (2020): Adult Memories of Attending After-School Club Provision as a Child Between 1990 and 2010, Child Care in Practice, 1-13. DOI: https://doi.org/10.1080/13575279.2020.1792839

King, P. (2020c). Can playwork have a key working role?. International Journal of Playwork Practice, 1(1), Article 7. DOI: https://doi.org/10.25035/ijpp.01.01.07

King, P. (2021). The impact of COVID-19 on playwork practice. Child Care in Practice, 1-17. DOI: https://doi.org/10.1080/13575279.2020.1860904

King, P., & Newstead, S. (2020). Demographic data and barriers to professionalisation in playwork. Journal of Vocational Education & Training, 1-14. DOI: https://doi.org/10.1080/13636820.2020.1744694

McGuinness, A. (2021). COVID-19: Longer school days, shorter summer holidays and five-term years all under consideration, says education secretary. Retrieved from https://news.sky.com/story/covid-19-longer-school-days-shorter-summer-holidays-and-five-term-years-all-under-consideration-says-education-secretary-12238622.

Out of School Alliance. (2020a). Survey results: Impact of coronavirus on OSCs. Retrieved from https://www.outofschoolalliance.co.uk/downloads/Coronavirus-survey-results.pdf

Out of School Alliance. (2020b). Impact of COVID-19 on OSCs: Follow-up survey. Retrieved from https://www.outofschoolalliance.co.uk/downloads/Covid-Survey-results-Aug2020.pdf

Out of School Alliance. (2020c). Impact of Covid-19 on OSCs: Follow-up survey. Retrieved from https://www.outofschoolalliance.co.uk/downloads/Provider-Survey-Nov20.pdf

Playwork Principles Scrutiny Group. (2005). Playwork principles. Retrieved from https://www.playwales.org.uk/login/uploaded/documents/Playwork%20Principles/playwork%20principles.pdf

Ramstetter, C. L., Murray, R., & Garner, A. S. (2020). The crucial role of recess in schools. Journal of School Health, 80 (11), 517-526. DOI: https://doi.org/10.1111/j.1746-1561.2010.00537.x

Santer, J., Griffiths, C., & Goodall, D. (2007). Free play in early childhood: A literature review. London: Play England.

Scottish Government. (2021). Coronavirus (COVID-19): support to childcare sector. Retrieved from https://www.gov.scot/publications/coronavirus-covid-19-support-to-childcare-sector/pages/transitional-support-fund-for-childcare-providers/

Scottish Out of School Network. (2020). Re-opening survey October 2020 results: Out of school care workforce statistics. Retrieved from https://soscn.org/downloads/research/reopening-survey-oct-2020.pdf

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. DOI: https://doi.org/10.3233/EFI-2004-22201

Smith, H. H. (2010). Children's empowerment, play and informal learning in two after school provisions (Unpublished doctoral dissertation). Middlesex: Middlesex University,

UK Government. (2021a). Support for businesses and self-employed people during coronavirus. Retrieved from https://www.gov.uk/guidance/claim-for-wage-costs-through-the-coronavirus-job-retention-scheme

UK Government. (2021b). Support for businesses and self-employed people during coronavirus. Retrieved from https://www.gov.uk/guidance/claim-a-grant-through-the-coronavirus-covid-19-self-employment-income-support-scheme

UK Government. (2020). Cluster and hub provision: Coronavirus (COVID-19). Retrieved from https://www.gov.uk/government/publications/using-clusters-and-hubs-to-maintain-educational-provision/cluster-and-hub-provision-coronavirus-COVID-19

Welsh Government. (2021). Business funding and support: coronavirus. Retrieved from https://gov.wales/business-funding-and-support-coronavirus

Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice. Retrieved from https://wenger-trayner.com/wp-content/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pdf

Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play: A report on the value of children's play with a series of policy recommendations. Retrieved from https://www.csap.cam.ac.uk/media/uploads/files/1/david-whitebread---importance-of-play-report.pdf

Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K, Lynneth S. L., & Whitebread, D. (2017). Learning through play: A review of the evidence. Retrieved from https://www.legofoundation.com/media/1063/learning-through-play_web.pdf

Published
2021-07-16
How to Cite
King, P. (2021). How have after-school clubs adapted in the United Kingdom post-March lockdown?. Journal of Childhood, Education & Society, 2(2), 106-116. https://doi.org/10.37291/2717638X.202122100