Text One: An account of an after-school homework club

Before opening an after-school homework club, staff asked pupils what would help them to work. Most wanted a quiet place, but some also wanted to discuss difficult tasks. The library was therefore divided into a silent area and a table where conversation was allowed.

The club first opened on Tuesdays for a four-week trial. A teacher stayed at the discussion table so that pupils could request help without disturbing the silent area. Staff recorded how many pupils used each part of the room and asked them to complete a short feedback slip.

Several pupils explained that Tuesday clashed with sports practice. The club moved to Wednesday, when attendance increased. The two working areas were kept because pupils said that being able to choose between them was useful.

Text Two: An account of a lunchtime homework club

A lunchtime homework club began in an empty classroom after pupils said that the dining hall was too noisy for concentrated work. During its first week, everyone sat at separate desks. This was peaceful, but pupils who needed help felt uncomfortable speaking across the room.

The organiser changed the layout. Desks at the back remained separate for quiet work, while a group of tables near the front became a help area. A notice on each table made its purpose clear. Pupils could move between the areas as their needs changed.

At the end of each session, the organiser noted which spaces had been used and spoke to pupils before making further changes. The club kept its lunchtime opening because some pupils could not remain at school later in the day.