Quality of all-day programmes at schools in the state of Brandenburg

For over twenty years, a massive expansion of all-day school programmes has been observed throughout Germany. In the ideal model, all-day schools describe a form of school organisation that is characterised by a daily routine based on the biorhythm of learning under the guidance and supervision of multi-professional teams. Synchronous (group) and asynchronous (individual) learning phases play a role here, as do sports, activities outside of the actual curriculum or joint catering phases. The functions that can be attributed to all-day programmes range from the individual promotion of cognitive and subject-specific skills to socially integrative tasks, the teaching of topics and content outside of existing lesson curricula and the strengthening of children's and young people's health and well-being.

In Brandenburg, almost 60% of all schools had an all-day programme in the 2019/2020 school year. In this context, it is important for school inspectorates to be able to assess the quality of these programmes and identify any need for action at an early stage. In this context, the State Institute for Schools and Media Berlin-Brandenburg (LISUM) invited tenders for an evaluation study on behalf of the Ministry of Education, Youth and Sport of the State of Brandenburg. The evaluation therefore aims to develop an indicator-led monitoring system for the quality assessment of all-day programmes and to test it in the field.

In the project, a testing instrument is developed, tested in the field, evaluated and optimised. The basis for this is a catalogue of guiding criteria generated from existing catalogues of quality criteria, from the review of relevant studies and publications, from the analysis of websites of all-day schools and from interviews with experts from research and practice.