Since 2003 there has been a nation-wide effort in the German school system to develop all-day schools in which the various professionals – (special education) teachers, educators, social workers etc. – cooperate in creating an inclusive learning environment aimed at improving the attainment of all learners. One of the main goals has been to counteract the social selection German schools are criticized for (e.g. OECD 2016, Meyer-Hamme 2014) by aiming at an inclusive approach that guarantees the right of every child to succeed academically, socially and emotionally. Changing to all-day schools has been seen in terms of reorganising time and space in the traditional German school so that, instead of being a half-day institution with the addition of after-school care and involving mainly teachers and educators, it becomes an all-day learning environment involving multi-professional teams. However, several studies have shown that even after more then ten years, the aimed-at benefits of all-day learning have not been achieved (see: StEG-study 2016): Schools are still selective, various interest groups act with respect to different goals and the most recent nation-wide evaluation (Ganztagsbildungsbericht 2016) draws attention to a lack of cooperation between the professions: “On a yearly comparison with the 2011/12 school year, it is noticeable that the cooperation between the teaching staff and the educational staff is regressive.“ We find a highly complex system, subject to divergent requirements, and frequently torn between different interests. Social selection has not been reduced and meaningful rhythm of time and space is rare (see: KMK 2015; Klemm 2014), so that the German half-day school tradition continues (almost) unbroken. Cooperation between social education and school pedagogy is reduced to an increase in mutual respect (see: StEG 2013, 28f., Fischer et. al 2011).

Against this background the Montag Stifung Jugend und Gesellschaft (Montag Foundation Youth and Society (MJG; Bonn/Germany) has initiated a pilot project with five all-day primary schools to implement an inclusive all-day-school environment. The aim is to develop strategies to create a multi-professional inclusive environment involving all actors. To achieve this the MJG aims to develop and test a "control check" for all-day educational facilities. In this context control structures of five all-day-primary schools will be analysed. The main research questions are:

-       How is this highly complex system to be directed?

-       How can cooperation structures be strengthened?

-       Can this all-day system meet the requirements of an inclusive education?

-       What steps are necessary for meaningful control?

Current processes and the organization of the whole day will be taken into account: the deployment of staff, the rhythm of time and space, activities and equipment, environmental conditions and uses, the provision of meals etc. All those involved in the all-day school will be brought together:

• School teachers
• Educational staff
• Heads of youth welfare organizations
• Social workers
• Municipal administrators (youth welfare, school administration and school office)
• Parents
• Therapists

Research shows that especially the support provided by multi-professional teams is a prerequisite for an inclusive learning environment (see e.g.: Lütje-Klose/Urban 2013; Speck et al. 2011), such as exist elsewhere, as in Finland and parts of Canada (see Köpfer 2013; Porter 1991; Kricke 2015). This contribution will focus on the structures of multi-professional cooperation and collaboration for inclusive all-day learning environments in order to obtain qualitative criteria for improving collaboration.

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