finding the right accommodation to meet or exceed registration standards is rarely a simple matter for any childcare provision, but out-of-school clubs often have particular difficulties.
Few clubs find buying their own premises financially viable, and it can be hard to find public spaces to rent due to the irregular times that clubs open. Clubs typically need to hire somewhere for an hour in the morning for a breakfast club, for three hours after school, during term-time, and yet for a full ten hours a day during the school holidays.
Even when an appropriate venue is found that can accommodate such flexible hours - and for the right price - proximity to the schools which the club will serve can still present a problem. Will children walk between venues or will transport be required? Is there a need to employ extra staff to escort the children in addition to playworkers, and is it possible to recruit them? And by the time you've paid the escorts and transport costs, is the service still viable?
CHILD FRIENDLY
Many clubs find that the ideal solution is to rent space within a school, which cuts down on the need to transport children or eliminates it if just one school is served. Another good solution is to hire premises belonging to another children's service that is closed during out-of-school club hours - for example, a pre-school or youth group.
Some clubs are able to lease community rooms, generally managed by a committee, which are shared by many local organisations.
The fact that these premises should already be child-friendly definitely adds to their appeal, although adjustments may be necessary to make a space suitable for the club's age range. The rent paid to such organisations is likely to make them more viable too, benefiting the community in the long run, and there can be excellent opportunities for networking.
Despite the many advantages of sharing space, there can also be some difficulties. A sound contract is important to protect both sides when it comes to the big issues, such as length of notice period to be given and financial arrangements.
It is also important to be realistic about how the intricacies of the agreement will operate. Lesley Cann has worked as the manager of an out-of-school club, and as a pre-school leader, renting space in both a Devon classroom and a village hall respectively. She says, 'One of the most basic things to agree on and to stick to is how each group should leave the space on their departure.
'A club paying caretaking costs will need to be specific about what they are paying for. Will the caretaker clean the kitchen and toilets and mop the floors after hours, or will he or she simply lock up? Frustrations about the state in which rooms are left, and subsequently found, seem to be one of the most common areas of dispute. No one wants to have to clean up or tidy away after someone else before they can begin preparations for their own session. I would recommend solving this with a friendly agreement that can be signed by everyone and displayed on the wall as a reminder.'
EQUIPMENT QUESTIONS
Mary Bogle, a play development worker for Playlines, advises people who would like to set up out-of-school clubs in Cornwall, and she has also opened five clubs of her own.
She says, 'Storage is often a problem, even within large schools. Resources seem to have a habit of expanding to fill the space available, however big that space is.
'It is important to establish whether it is feasible for clubs to leave any equipment on the premises. If so, all groups need to stick to their allocated space, and ensure they pack everything away safely and securely.
If equipment is going to be pooled, it makes sense to talk about issues relating to insurance and breakages before they can become problems. If storage is not going to be possible, a club will need to organise practical, manageable methods of storing, transporting, setting up and packing away equipment.'
STORAGE AND FURNISHINGS
My own club has no storage space at the school in which it is based. Our solution would not work for everyone, but it is effective for us.
We have a large trailer, kitted out with labelled resource boxes, and everything has a set place (see photo). The trailer is kept at our day nursery premises, which we own, when it is not in use.
The play leader hitches it up to his car, which is insured for business purposes, and tows it to the school with him. There is a set of sturdy trucks for wheeling in the boxes to avoid unnecessary lifting, and at the end of the day he returns the trailer to the nursery.
Storing the resources in the trailer permanently has advantages. Children can request whatever they would like to play with, regardless of whether it has been set up that day or not, and a playworker can fetch it in for them.
This method has replaced our original system where playworkers used to take a selection of resources in their cars, which they would rotate each day. This proved to be restrictive and labour-intensive, and it also infringed on the nursery's storage space.
In addition to the storage of equipment, the size and type of furniture needs to be discussed. If a club is sharing with a pre-school, the existing furniture could be too small. In a school it could be too formal and provide nowhere to relax.
These issues are surmountable, and even if resources cannot be stored on site, perhaps an agreement can still be made about furnishings, particularly if you're willing to share whatever is appropriate.
Within a shared environment it may also be necessary to negotiate about displaying children's work and notices. Perhaps you could agree that sections of wall space could be allocated to different groups, or displays could be rotated.
GROUP ETHOS
Groups sometimes have difficulties understanding each other's ethos. Lesley Cann says, 'Not everyone, even those working with children in another sector, appreciates the values of playwork, particularly the emphasis on free play.
'If someone visits a club based in a school and expects to see the children behaving much as they would during class, they can misconstrue what they actually find. Lively, personally-directed play can be dismissed as "children running riot", regardless of children playing within acceptable playwork boundaries, and having supervision from playworkers.'
This scenario may sound familiar to many playworkers. As a solution, Lesley suggests, 'Continued networking and an explanation of the club's values are the key.'
Miranda Walker is a playwork trainer who owns Playtime out-of-school club in Cullompton, Devon
Good practice tips
To put shared use arrangements on a positive footing and to get the most out of working relationships, consider the following suggestions: Regular Review Meetings
Meet regularly with other users and the landlord of the premises. Establish open, friendly and professional relations. This enables you all to flag up, discuss and solve any problems early, before they become insurmountable.
Keeping Records
Ideally these should be drawn up at the beginning of the arrangement, but it is never too late to put written agreements into place. These can form part of, or be extra to, a contract.
When a discussion results in the formation of an action plan, keep records documenting who has agreed to do what, by when and how it will be paid for, if appropriate.
Networking
Make time within each meeting for groups to catch up with one another's news and issues in a wider sense, celebrating successes together and helping each other over difficulties. This improves relations, enhances a sense of community and develops regular networking practices. Ensure groups circulate their newsletters, introductory leaflets and brochures. It all helps to develop an understanding of each other's needs and values.
Shared Working
Look for opportunities for groups to work together, perhaps in marketing or fundraising.
Supporting
Arrange to visit each other's groups, if appropriate. Club staff could meet pre-school children and their families prior to a school intake, while youth leaders could visit clubs when there are children approaching youth club age. Clubs can invite groups to support their own events, and reciprocate by attending school plays, pre-school fetes and so on.
