Final Report of the Evaluation of the Pupil Learning Credits Pilot ...

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1. INTRODUCTION
The Pupil Learning Credits (PLC) pilot scheme was announced in February 2001
(Department for Education and Employment (DfEE), 2001a) and ran for two
academic years from September 2001. The scheme made extra funding available to
secondary schools with high levels of known Free School Meals eligibility (FSM).
Its objective was to provide additional educational opportunities to pupils from
financially deprived backgrounds in order to enrich and add depth to their learning.
Another objective was to promote inclusion by breaking down barriers preventing
disadvantaged pupils from taking part in activities their peers take for granted. The
pilot scheme also aimed to provide them with the means (such as increased selfconfidence
and self-esteem and improved attitudes to learning) to improve their levels
of attainment.
Altogether 260 schools in disadvantaged areas of England were targeted for funding
and schools were given maximum flexibility in how to allocate the additional
resources, both within and outside the school day. This was based on the premise
that, in many ways, schools are the most appropriate body to decide on the use of the
funding since they have most knowledge and understanding of their pupils and of the
particular local context that may inhibit (or encourage) young people’s learning. The
pilot scheme was particularly targeted at pupils aged 11 to 14 years (Key Stage 3).
Before the start of the PLC pilot scheme, participating schools received a letter from
the DfEE that suggested that the following activities could be funded through the
scheme (DFEE, 2001b):
• additional support in the classroom (e.g., teaching assistants);
• educational visits to museums, galleries, and the theatre;
• adventure activities and residential experiences;
• extra tuition in art, music and other performing arts;
• access to computers and educational software, inside and outside school;
• arranging guests/speakers to come and talk to pupils (e.g., on personal health,
drugs or special interests/hobbies);
• resources for pupils to use in the home (e.g., books to read for pleasure);
• subscriptions to hobby/interest organisations;
• out-of-school hours enrichment activities provided by the school (e.g.,
chess/photography clubs); and
• enrolment and equipment for activities not provided by the school (e.g., Guides,
karate club).
Schools were also reminded that ‘this is by no means an exhaustive list’ and that they
‘should feel free to try out [their] own ideas’ (DfEE, 2001b).