04 TRANSFORMING PE 12 24 06 16 REMOVING BARRIERS TO SPORT UNLOCKING POTENTIAL EMPOWERING ACTIVISM CHAMPIONING INSIGHT New Ofsted framework places greater emphasis on personal development. Using PE and school sport to support girls with autism. The important role of physical literacy in getting young children ready to learn. Helping young pupils to pioneer a mental health revolution in Manchester schools. Two of the country’s top performing schools on how sport and physical activity is supporting progress. LEADING INNOVATION IN PE AND SCHOOL SPORT YOUTHSPORTTRUST.ORG | SPRING 2019 | @YOUTHSPORTTRUST INSPIRE
Transcript
04
TRANSFORMING PE
12
24
06
16
REMOVING BARRIERS TO SPORT
UNLOCKING POTENTIAL
EMPOWERING ACTIVISM
CHAMPIONING INSIGHT
New Ofsted framework places greater emphasis on personal development.
Using PE and school sport to support girls with autism.
The important role of physical literacy in getting young children ready to learn.
Helping young pupils to pioneer a mental health revolution in Manchester schools.
Two of the country’s top performing schools on how sport and physical activity is supporting progress.
LEADING INNOVATION IN PE AND SCHOOL SPORT
YOUTHSPORTTRUST.ORG | SPRING 2019 | @YOUTHSPORTTRUST
INSPIRE
The Youth Sport Trust 2019 Annual Conference will focus on what it means to transform education and schools through Physical Education, sport and play. Radical, innovative thinking is needed to ensure we educate young people in a sustainable and healthy way. This conference will showcase evidence and examples of how schools are doing this.
SpeakersWe are thrilled to be joined by a fantastic array of speakers, including thought-leading experts, educational thinkers and key decision makers. Workshops and speeches throughout the day will focus on: transforming PE, transforming wellbeing and life chances and transforming culture.
2019 CONFERENCE
HighlightsAmanda Spielman, Ofsted, Her Majesty’s Chief Inspector
Matthew Meckin, Ofsted, HMI National Lead for Physical Education
Celia Kavanagh, Department for Education, PE and Sport Lead
Ben Smith, YST Ambassador and founder of the 401 Foundation
John McAvoy, From Iron Bars to Iron Man, Endurance Athlete & Speaker
Award DinnerCelebrate the very best of PE and School Sport at our annual Awards Dinner, now on the evening of the conference.
Find out morewww.youthsporttrust.org/conference
Join the conversation
#YSTconference@YouthSportTrust
2019 CONFERENCE
WELCOME CONTENTS
ALI OLIVERChief Executive Officer Youth Sport Trust
Hello and welcome to your first edition of INSPIRE for 2019. I hope the year has started well for you and your school.
In just a few weeks’ time we’ll be gathering for this year's YST Annual Conference and Awards Dinner at the Ricoh Arena in Coventry. With 2019 shaping up to be a year of significant developments for PE and school sport, this conference will be an invaluable opportunity to share ideas, hear from the experts and prepare you and your school for the year ahead.
Just before Christmas, Sport England published its first Active Lives Children and Young People report. This new research gave us the clearest picture we’ve had in a long time of some of the big challenges we face, with less than one-in-five young people physically active for 60 or more minutes every day. It also helped spell out why this matters so much, with a clear positive association found between engagement in physical activity and mental wellbeing; active children are happier.
Government is due to publish a new School Sport Action Plan this spring. We’ll be looking for it to set out a joined-up and ambitious approach for turning the tide on inactivity and unlocking the power of sport and play to support character development and tackle the decline in young people’s wellbeing. YST has been working on your behalf to influence politicians and policymakers and ensure the plan reinforces the importance of every child receiving a good quality physical education.
In the past few weeks Ofsted has launched a consultation on its proposed new framework for 2019. There are encouraging signs that, with greater emphasis placed on quality of education and personal development, this could represent a welcome step towards recognising the essential role that PE, sport and physical activity should play in a broad and balanced curriculum.
With Ofsted Chief Inspector Amanda Spielman due to address our annual conference at the end of the month, it will be a great opportunity to hear more.
Finally the new Relationships, Sex and Health Education guidance due for implementation from September offers even more opportunity to position PE and sport at the heart of school.
It is now almost a year since the launch of our Believing in Every Young Person’s Future strategy.
I hope this magazine gives you a flavour of how we are working with you to deliver on what we set out in that strategy. In the pages ahead read about how we are unlocking potential with early years children in West Somerset, empowering activism through our Young Event Hosts programme, transforming PE through active maths and removing barriers to sport for girls with autism.
Thank you for reading, and I hope to see you at our annual conference later this month.
Have you subscribed to YST News — our monthly round up of young people, health, sport and education stories, commentary and blogs? If not, head to our website to sign up: www.youthsporttrust.org
04 News and impact report
06 A mental health revolution in Manchester schools
09 Pupil voice: Young event hosts
10 Mastering maths and physical activity
12 Supporting girls with autism through PE and school sport
14 Whys schools are vital to engaging girls in physical activity
16 National school performance
19 What does primary PE and school sport premium guidance mean fo you?
21 Youth Sport Award goes international
22 Have you seen the new Youth Sport Trust personal membership? And offer for multi-academy trusts?
24 Early years and school readiness in West Somerset
26 Cycling gives children a great sense of freedom and helps with school readiness
27 World class delievery through our learning academy
28 Prevention is better than cure — the government's new health strategy
29 Local people project
30 Driving school vision and ethos through My Personal Best Primary
@YOUTHSPORTTRUSTSPRING 2019
NEWS ROUNDUP04
OFSTED’S NEW INSPECTION FRAMEWORK COULD BE GOOD NEWS FOR PE
Ofsted has published a draft inspection framework for 2019 which sets out how it proposes to inspect schools from September 2019. A consultation on the proposals is now running until 5 April. YST will be responding and we would encourage schools to do the same. For more information bit.ly/ofsted_frameworkStuart Kay, YST Director of Schools, said:
The greater emphasis these guidelines place on the quality of education and personal development is something that we have long called for and fully support. It represents a welcome step to recognising the essential role that PE, sport and physical activity play in a good and well-rounded education — enhancing children’s health, building character, improving wellbeing and supporting them to fulfil their potential.
“We believe this framework could go further still in placing a greater focus on how schools are supporting young people’s mental health and wellbeing. It should also aim to do more to set out how it will help narrow the gap in quality of education between disadvantaged young people and their more advantaged peers.”
NEW RESEARCH REVEALS MOST CHILDREN ARE INACTIVE
Sport England has published the largest research of its kind into activity levels of children and young people in England. The Active Lives Children and Young People report revealed that more than 40% of children in England do an average of more than 60 minutes of physical activity a day. However only 17.5% are meeting the Chief Medical Officer’s guidelines of more than 60 minutes of activity a day, every day of the week.
YST Chief Executive, Ali Oliver said:
This research should serve as an urgent wake-up call for anyone who cares about young people’s wellbeing. It confirms what we have known for some time and cuts to the heart of YST’s mission — too many young people are missing out on the life-changing benefits of sport and play, particularly girls and those from less affluent backgrounds.
“Beyond the worrying news about participation, the association this research reveals between physical activity and young people’s mental wellbeing, resilience and personal development must not be lost. Young people who are active are more likely to feel happy.”
SCHOOL SPORT ACTION PLAN ‘MUST BE FOR THE LONG-TERM’
Education Secretary Damian Hinds and Sport Minister Mims Davies have been consulting with National Governing Bodies of Sport and YST on a new action plan for school sport and physical activity due to be launched this spring. YST has called on government to ensure that the plan:
• Is long-term and joined up across government
• Promotes a national goal of seven active hours per week and 60 active minutes per day
• Invests in a national network of locally deployed school sport organisers
• Transforms the PE curriculum to focus on physical literacy, healthy weight, mental health and character
During the 2017/18 academic year you helped us provide hundreds of thousands of opportunities for young people to enjoy and benefit from high-quality PE and sport. We worked with almost 20,000 schools and trained over 22,000 teachers — working together to harness the power of sport and play to tackle the decline in young people’s wellbeing.
Read the new YST Impact Report 2018 at: www.youthsporttrust.org/our-impact
KEY YP Participation or training opportunities provided for young peopleF Percentage of female young peopleM Percentage of male young peopleSEND Percentage of young people reached with special educational needs and disabilities
AD Training or volunteering opportunities provided to adults SCH Schools engaged with one or more programmes in 2017/18
With the decline in young people’s physical, social and emotional wellbeing there has never been a more important time for direct action through an approach such as the Mentally Healthy Schools Pilot. In the words of local NHS Dr Sandeep Ranote; “Manchester led the industrial revolution; we are now leading a mental health revolution.”
Just over a year ago Lisa Fathers, Director of Teaching School and Partnerships at Bright Futures Education Trust and YST Headteacher Ambassador, started a chain of events that is revolutionising mental health in Greater Manchester. She created Greater Manchester’s Children’s Health and Wellbeing Board. In Lisa’s role, as Chair of the Headteacher Alliance, she arranged for a board meeting at Altrincham Girl’s Grammar School and made a presentation at the Board which focused on physical and mental health, positioning YST’s research, evidence and mission to support the wellbeing outcomes of the Board.
Lisa’s influence as a YST Headteacher Ambassador means that health and education approaches being delivered in Greater Manchester are being led and delivered by education leaders and as such have credibility with all the schools involved.
The Health and Social Care Partnership commissioned a collaboration between YST, Alliance for Learning Teaching School, 42nd Street and Place2Be. The organisations were tasked to explore how their evidence-based approaches could create a whole school approach to improving young people’s mental health by developing physical and emotional literacy. We focused on providing the right training, support and resources for an adult and young person workforce.
THE APPROACH
The pilot offered a complete package of support to 31 schools recruited by the Alliance for Learning across Greater Manchester using a whole school, workforce, peer mentor and young people approach whilst considering both their physical and emotional wellbeing as outlined in Future in Mind.
The Mentally Healthy Schools Pilot was commissioned by the Greater Manchester Health and Social Care Partnership to explore new ways of preventing mental health issues in young people through school-based interventions. It characterises the innovation approach being adopted in the area since Greater Manchester was given devolved responsibility for health, transport, housing and adult education.
A MENTAL HEALTH REVOLUTION IN MANCHESTER SCHOOLS
The Alliance for Learning, a Teaching School Alliance, worked quickly to mobilise schools already within their alliance to meet the speed necessary to begin the pilot. They took a lead on all relationships with the participating schools and provided central communication to help the project move forward when timescales were tight and relationships strained.
THE FUTURE
The Mentally Healthy School Programme has now grown to include 62 schools and we are continuing to work in partnership with the intention of reaching as many schools in Greater Manchester as we can.
This will be an extension of our work to develop the life skills, resilience and wellbeing of children and young people through PE at KS3 through YST’s My Personal Best. As well as embedding the approaches delivered through our athlete mentors we are also proposing a new approach to using core PE in the curriculum at KS2 and KS4.
Thanks to Lisa Fathers for her contribution to this article and contiued support of YST.
0607
RACHEL REDMOND Development Manager, YST
STRATEGIC OBJECTIVE: EMPOWERING ACTIVISM
YOUTHSPORTTRUST.ORG
For more information www.youthsporttrust.org/mh-pilot
OUTPUTS THE IMPACT
Whole school
School staff impact
• 100% of staff can recognise when they need to refer students on for additional support for their mental health and are more confident in recognising mental health difficulties in students
• 95% of staff have increased their knowledge and understanding of mental health
Workforce training impact
Student feedback
schools recruited, engaged, trained and supported31middle leaders received Mental Health First Aid training 53
secondary pupils received training to become Young Mental Health Champions
90
Year 5 primary pupils participated in two workshops with follow up support
450
senior leaders received Mental Health Champion training over four sessions
62
targeted school staff received Mental Health First Aid60
primary pupils received training to become Young Mental Health Champions (YMHC)
67
Year 10 secondary pupils participated in two active workshops with follow up support
240
96% of staff agree the Mentally Healthy School Programme had been beneficial to their school86% agree that since the
programme there has been a greater interest in looking after mental health
100% of staff agree their school actively promotes health and wellbeing of students
82% agree since the programme mental health and wellbeing is now spoken about more often in their school
96%100%agreed as a direct result of training they would be less likely to judge people with mental health issues negatively
89% of primary students either loved it or liked it
93% would take part again
97% of primary students reported learning something new
98% found the workshops interesting
agreed because of the training they were more likely to consider mental health as a normal part of everyday life
RECOMMENDATIONS
1. The long-term measureable impact on whole school is limited due to the rapidness of the pilot. Despite this, students felt hopeful and optimistic that it will help change things in the future for their school, suggesting further investment into the programme would ensure continued momentum from this pilot is carried into future academic years.
2. Run the session at the start of the academic year to ensure sufficient time and motivation to implement changes.
3. Consider training YMHC’s at an earlier age than Year 5 to enable young people to do the role for longer than one year and embed the process in the schools. Alternatively consider a peer mentoring model to enable the older YMHCs to train younger cohorts, to ensure lasting impact.
Find out more at www.pgl.co.uk/examfit or call 0333 321 2106
Revision+ weekend1-3 March 2019 | At PGL Liddington, Wiltshire
We’ve teamed up with the Youth Sport Trust to bring you a weekend that includes all of the benefits of a PGL revision weekend PLUS a two-hour workshop with a YST Athlete Mentor.
ABTA No.V2683
Help your students to:
✓ Build confidence
✓ Manage their physical and emotional wellbeing
✓ Realise their potential in their school examinations
2 nights just
£87+VAT
PUPIL VOICE:YOUNG EVENT HOSTS
09
JESS LONNEN (14) Witchford Village College, Cambridgeshire
I love sport, particularly horse riding and netball, and sport is what has led me to find the Youth Sport Trust. I competed in the School Games summer festivals for both netball and rounders, and admired the YST Young Ambassadors presenting at the opening ceremonies. I’m just beginning my public speaking journey and in November was excited to be hosting the School Games Summit lunch which was amazing.”
MACKENZIE SMITH (13) Brookvale Groby Learning Campus, Leicestershire
I am privileged and feel fortunate to have been selected. Hosting the Lead Schools Conference gave me the opportunity to put the skills I learnt from the athlete mentors (the pros) into action. It took me out of my comfort zone as it wasn’t easy to stand up in front of 200 people. I can’t wait to get involved in another event.”
BRAD ARMSTRONG (17) Oakwood School, Manchester
Being nominated made me really happy and provided me with a pathway for my future. I used to find it difficult to interact with people I didn’t know and this has given me more confidence to speak in front of others. It felt fantastic, and I was over the moon to be selected to host the YST Lead Schools Conference.”
JAMES FARR (15) The Joseph Whitaker School, Nottinghamshire
I have always been very active, participating and competing in many sports including football and rugby. As I have moved through school I have found a new passion for the performing arts and dance but sport has continued to be at the forefront of my life. I firmly believe sport is essential for a healthy mindset and lifestyle. I want all young people to be encouraged to step outside of their comfort zone and embrace sport. Being involved in the Youth Sport Trust’s Young Event Host Programme has not only given me access to amazing opportunities — such as presenting the School Games National Summit Awards lunch — but has taught me valuable lessons on how to present. This has drastically improved my confidence on stage. I’ve also been given the opportunity to meet and work with inspirational athlete mentors.”
A group of 12 young people from across the UK have been selected to be part of the Young Event Hosts Programme. The programme offers young people the opportunity to build their confidence and gain first-hand experience of how to present ‘on the big stage’ in a variety of roles at Youth Sport Trust and partner chosen events.
STRATEGIC OBJECTIVE: EMPOWERING ACTIVISM
MEET THE YOUNG EVENT HOSTS
The young event hosts have been mentored by YST Athlete Mentors Jeanette Kwakye, former British sprinter now broadcaster, and Tim Prendergast, Paralympic athlete and motivational speaker. The workshops focused on giving the Young Event Hosts guidance on body language, presentation skills, communication styles and tips to get over their nerves.
Four young people have since undertaken their first challenges hosting the School Games Summit Celebration Lunch and the YST Lead Schools Conference.
Maths of the Day has been a great addition to the children’s learning. They love getting involved in maths lessons and it is so simple for the teachers to pick a topic to match lesson plans and complement the curriculum.“
Teacher
I really look forward to maths lessons now because I like moving around to learn and it’s helping me understand what I am learning better.”
Pupil
10
TOM FEIGHANSports Leader, St Mary’s RC Primary School
STRATEGIC OBJECTIVE: TRANSFORMING PE
St. Mary’s Headteacher, Ben Lavin is a member of Greater Manchester’s Headteacher Alliance and MOTD was introduced in response to an ongoing commitment for schools to achieve more active lessons, with just 40% of children in Greater Manchester doing the recommended 60 minutes of daily activity.1 The headteacher and staff also wanted to ensure that the Primary PE and Sport Premium funding was used on something that would have a sustainable and real impact with regards to physical activity and whole school improvement. Using an approach like MOTD would also support pupils who were facing challenges and becoming frustrated when they were unable to solve problems they were faced with. Having heard about the impact MOTD was having in other schools, St Mary’s was keen to experience the benefits.
The teachers were impressed by how engaging and fun they found MOTD, quickly realising its potential. The programme was rolled out across the whole school and not only did the children love the lessons and activities, it also supported children with their problem solving, reasoning and fluency.
The website saved teachers hours of planning time and ensured that this was a new resource which could easily be introduced to an already busy workforce.
St Mary’s Maths Coordinator, Charlotte Dovey, said:
“The ease of planning for teachers has enabled MOTD to be implemented into our curriculum smoothly, as all resources and plans are there ready to go on the easy-to-use website. Furthermore, this means that bringing MOTD into school has not added to teacher’s workload.
The school has seen a fantastic response to MOTD. Pupils in Year 2 who found maths a difficult subject are being encouraged to challenge themselves. The learning is disguised through the addition of the physical aspect and they are more willing to solve problems that they would otherwise struggle with. This has had a significant impact on their overall mathematical skills.
The Maths Coordinator adds:
“MOTD has enabled children, who would otherwise be disengaged or reluctant to take part in maths lessons, take part and take ownership of their own learning. The ‘active’ part of MOTD means that our children are motivated and engaged, whilst promoting physical activity. The activities enable mathematical skills to be progressed and reinforced through reasoning and problem solving as part of a team. MOTD is a perfect outlet for reasoning, as it provides children with the opportunity to discuss and convince others, which
consolidates their understanding.”
MOTD has changed the whole mindset of the school and encouraged teachers and pupils to become more mindful of their daily activity alongside improving the children’s mathematical abilities.
St Mary’s RC Primary School, Rochdale, has approximately 450 students from reception through to Year 6 and is part of the Rochdale Cluster Membership with the Youth Sport Trust. Tom Feighan, PE Lead and Charlotte Dovey, Maths Coordinator, share why online resource Maths of the Day (MOTD) was introduced and how pupils began to engage and succeed in maths whilst also achieving their daily target of physical activity.
1 Sport England, ‘Active Lives Children and Young People’ Report (2018)
YOUTHSPORTTRUST.ORG
Try Maths of the Day for free!
What is Maths of the Day?Maths of the Day is an online resource that provides 2000+ lesson plans on how to deliver the maths curriculum through physical activity.
• 2000+ ‘active maths’ lesson plans• Mapped to the primary maths curriculum• Every maths objective covered • Foundation to Year 6• 280+ active maths homework
activities for children/parents
Quality Assurance• Used by schools across the
UK and Internationally• Praised by Ofsted• Endorsed by YST and afPE• Included in the 2019 Parliamentary review
as outstanding practice within education
You can sample Maths of the Day for free by going to www.mathsoftheday.org.uk/try
Raise attainment and attitudes towards maths through active lesson plans
Subscription Period Original Price Saving New Price
1 Year £645 £64.50 £580.50
3 Years £1,635 £163.50 £1,471.50
Using 10% discount code YST1910
YOUTHSPORTTRUST.ORG
In an ever more ‘connected’ world, girls in particular find the demands of our current environment increasingly complex. Friendships often hinge on attention to feelings and rapid communication — in person or via social media. No matter how much they want to connect, girls with ASC can find themselves ‘locked out’.
Autism is a life-long developmental disability that affects how people perceive the world and interact with others1. People with autism may see, hear and feel the world differently to others. As a practitioner you may see girls in your school copying or mimicking behaviour from others around them. They can appear exhausted due to the constant effort to appear similar to other people.
Often, in the case of very young girls, they are unaware that they are ‘masking’ in the first place. Recent statistics highlight that ASC are the primary type of need for pupils with a statement / Education Health Care plan, and numbers are rapidly increasing2. Research suggests there is also a very pronounced gender difference − with the ratio of females to males typically reported as one to four. This could be due to the challenges around diagnosis, particularly in girls due to their abilities to mask and be almost like ‘social chameleons’.
Through an innovative new programme, girls with autism spectrum conditions (ASC) are being given a voice and chance to connect with their peers.
SUPPORTING GIRLS WITH AUTISM THROUGH PE AND SCHOOL SPORT
This results in the likelihood that girls with ASC in schools often find their needs are not identified or understood. The social impairments, isolation and social exclusion of girls with ASC are most likely to fall ‘under the radar’, with girls more likely to receive targeted support for learning and behavioural needs than for improving social skills and building friendships3.
Through ‘Find your Tribe’ Youth Sport Trust Lead Inclusion Schools4 are exploring, designing and developing innovative ways to support girls with ASC through PE and sport. ‘Find your Tribe’ is a practice-led, enquiry-based approach that considers delivery style as
1213
VICCI WELLS Development Manager, YST
STRATEGIC OBJECTIVE: REMOVING BARRIERS
well as giving recommendations on the tools needed to increase girls’ voices and help them to find their team of people.
One of the tools being used is ‘Chateez’ cards where girls, through inclusive focus groups, are encouraged to express their feelings and emotions through phone emoji style cards.
“Sometimes it’s hard to open up about your feelings, particularly if you have a million thoughts running through your head and Chateez cards are there to spark conversations among children, young people and adults” Natasha Rego, Silver Lined Horizons, Founder.
1 www.autism.org.uk 2 www.gov.uk/government/statistics/special-educational-needs-in-england-january-2018 3 Girls and Autism: ‘Flying under the radar’ Nasen, 20164 www.youthsporttrust.org/inclusion-lead-schools 5 This is supported by research which suggests that to maximise the attention of young people with additional support needs, tasks should be kept brief or structure longer tasks into short blocks (SPELD Foundation LITERACY AND CLINICAL SERVICES, date unknown) There should be frequent movement around the room to maximise engagement from the students (City of York Council, 2008)
For more information:• To access ‘All About Autism, All About Me’ visit bit.ly/sendgateway• To find out more about girls with ASC, access training (free for one year) available on bit.ly/train_autism• Engage with other professionals such as your SENCo or Pastoral lead in school and also consider schools
in your area. Speak with your local YST Lead Inclusion School to access Chateez emoji cards and receive support on facilitating inclusive focus groups. www.youthsporttrust.org/inclusion-lead-schools
• To access TOP Sportsability for guidance on inclusive sport visit topsportsability.co.uk• YST School Open Day on 29 April 2019, 9am-2.20pm, All About Autism, All About Me, Clare
Mount Specialist Sports College, www.youthsporttrust.org/school-open-days
Through the use of these cards girls with ASC are telling us:
• Belonging − to a club and team is a key feature for girls. Many girls involved have never been a part of a school sports team or event and consequently have not experienced the social benefits.
• Ownership − identifying girls’ interests is key, for example selecting the sport club name or logo.
• Individual targets − for girls with ASC, group PE can be challenging due to the increased demand on their already heightened sensory systems. This can cause anxiety and stress, which can affect ability to participate and achieve.
• Timings − schools involved recommend 20 to 30 minute blocks of activity followed by a break or change of task to promote enjoyment and minimise disengagement.
To support schools more broadly in ensuring young people with ASC have the opportunity to participate in a high quality and inspiring PE and school sport offer, the YST developed an ‘All About Autism, All About Me’ resource with Clare Mount Specialist Sports College in Merseyside to share examples of practical educational tools such as sensory circuits to both regulate and energise pupils. Doing one of these at the beginning of the school day can support pupils to regulate sensory processing, having a positive impact on concentration and attention, whilst lessening anxiety and unwanted behaviours.
Done right, PE and sport can be a powerful tool to support all pupils with ASC to develop physically, emotionally and socially.
“You’re not allowed to play because you’re a girl”
These are the words that thousands of girls will hear on fields of play across the globe on a daily occurrence.
More often than not, this is a picture that is played out between boys and girls while at school.
DEVELOPING HEALTHY, ACTIVE HABITS FOR LIFE
YST is fortunate to work with many schools which are engaged, eager to affect change, and aware of the barriers affecting girls’ levels of participation in PE, school sport and physical activity. But there is still much to do in reaching all schools and supporting them to see just how crucial a role they play in developing a child’s love of being active for life.
The school playground and playing fields are where a large proportion of our childhood is spent, learning through games and forming relationships that can last a lifetime. So, it’s vital that these places are nurturing of positive experiences.
Earlier this year, we released research from our girls’ football programme Game of Our Own delivered in collaboration with the FA. The findings revealed how young girls are being put off playing sports like football because of boys’ perceptions of them while doing so.
Isabel Dunmore, YST Media Relations Officer takes a look at how schools, YST and the Football Association (FA) are working together to change perceptions around girls’ football.
WHY SCHOOLS ARE VITAL TO ENGAGING GIRLS IN PHYSICAL ACTIVITY
1415
ISABEL DUNMORE Media Relations Officer, YST
STRATEGIC OBJECTIVE: REMOVING BARRIERS
did not believe they were good at football
stated that they lacked confidence
did not enjoy playing with girls who were much better than they were
45%
35%
23%
“A lot of boys at primary school said you’re not allowed to play because you’re a girl.”
“I’d never done football without boys before because obviously they don’t think girls can do it as well as they can so they take charge in ways…”
“Boys can be judgemental sometimes and make fun of how you play”
“They’d put us down and laugh at us”
“I would play if it was a girls’ team. If no one was judging me then I’d play.”
Girls reported that boys’ perceptions were a huge barrier preventing them from feeling like they could take part. Schools are united in educating boys on the effect they have on girls and teaches them that notions of girls’ inability to play sports like football are wrong and outdated.
The research also revealed that prior to taking part in the programme...
VS
YOUTHSPORTTRUST.ORG
REMOVING BARRIERS TO PARTICIPATION
Through improved teacher training, the programme is also helping to ensure there is a greater focus on life skills, teamwork and character within curriculum PE. As well as removing barriers to the game, Game of Our Own is focused on teaching leadership skills, which can then be applied in girls’ own schools to engage their peers. It helps develop different skills which could be crucial in girls’ futures.
Rachel Yankey, who represented the England Women’s Senior team over 100 times, said in relation to the programme that “there is so much you can learn from sport that can help you in the wider world.”
Rachel Baker, teacher at Gartree High School in Leicestershire, said: “Game of Our Own has been important in making girls aware of the life skills that can be developed through involvement in sport, specifically playing football.
Its shown them it’s not always about the physical aspects. The girls have grown in confidence and really enjoy the football module in PE lessons.”
CONFIDENCE CRISIS
While we know that the gender gap in sports participation starts young and is perpetuated throughout childhood, recent research from YST and Women in Sport shows that there is currently a confidence crisis in girls as young as seven. The research involved 5,454 boys and girls aged 7 to 11-years-old across England. It showed that even in primary school, almost twice as many girls as boys report that a lack of confidence stops them being active in school.
The YST survey aims to identify the barriers that prevent primary-aged children from being more active. It builds on the charity’s 2017 Girls Active survey which looked at secondary aged girls’ attitudes towards PE and physical activity and the challenges they face in getting active. The 2017 survey (which
involved 26,000 girls and boys from 138 secondary schools across England and Northern Ireland) showed that both boys and girls understand the importance of an active lifestyle, but there is a big disconnect between girls’ attitudes and actual behaviour. It also revealed that secondary school aged boys (11-16 yrs) are happier with the amount of physical activity they take part in and enjoy it more than girls (71% of boys compared to 56% of girls).
What this tells us is that although we have seen some amazing things in the 21st century, supporting all girls and the next generation to feel empowered and overcome barriers at any stage of life is not one of them. I am proud to work for a charity which is so passionate about changing these statistics and the field of play for girls, and all young people for that matter, but we need everyone who has a voice to use it and stop them from missing out on the life-changing benefits of play and sport.
For more information about the Game of Our Own programme www.youthsporttrust.org/FA-partnerships
Here at YST, we have long championed the impact that PE, school sport and physical activity can have on whole school, academic outcomes. This complements perfectly the wider outcomes that can be gathered from embedding these strands at the centre of your school’s culture.
As the national performance measures were released in January 2019, we take this opportunity to showcase two YST member schools whose whole school outcomes have placed them in the top 50 non-selective secondary schools in the country for academic progress. We could, of course, have written about lots more schools and if you want to celebrate your school’s successes in a future edition, please contact YST Schools Director, Stuart Kay at [email protected].
NATIONAL SCHOOL PERFORMANCE
1617
STUART KAY Schools Director, YST
STRATEGIC OBJECTIVE: CHAMPIONING INSIGHT
PROGRESS 8 SCORE: +1.12 NATIONAL RANKING: 24th
ALTRINCHAM GIRLS’ GRAMMAR SCHOOL
Altrincham Grammar School for Girls (AGGS) in Greater Manchester is proud to be part of the Bright Futures Educational Trust. The school is an 11-18 all girls state grammar school with a little over 1,300 students on roll. The school was one of the first schools in the country to be designated a National Teaching School and is a lead school in a number of subjects, including mathematics, science and modern foreign languages.
As a Multi-Academy Trust we are rightly proud of our partnership with YST. Across all our schools we use the mission of PE and sport to foster positive health and wellbeing and we genuinely believe that physical activity can be transformational. Our Teaching School is also a strategic partner of the Youth Sport Trust and Lisa Fathers is a Headteacher
Ambassador for YST, a system leader in Greater Manchester working on the Mentally Healthy Schools rapid pilot, (see page 6-7). We have YST ambassadors at all levels and Nicola Walker is one of our PE specialist leaders of education. All our schools utilise their YST membership in different ways.
Here at AGGS, we are very proud of our traditions of academic success, sporting and cultural achievements and service to our community. These go hand-in-hand and whilst there is no ‘silver bullet’ to academic success, it is clear that the sporting ethos plays a key role in our successes. We foster independent learning, confidence and leadership in our students, through stimulating and challenging lessons and a huge range of extra-curricular opportunities, including PE and sport.
Here the students develop high aspirations, achieve the highest standards, as our examination results testify, and are well prepared for future study and employment. Student outcomes are outstanding with a Progress 8 score in 2018 of 1.12. Once again, 100% of students achieved five 9-4 / A*-C grades including mathematics and English at grade 4+ in 2018. Astonishingly, 37.7% of all grades on new specifications were awarded at the highest grade 9.
We have been members of YST for three years now and enjoy the support and opportunities the organisation has to offer. We have utilised the online resources to the full and have been involved in projects that have greatly benefited our department and students.
In 2016-17, Bright Futures Education Trust (BFET) engaged in a PE specific transition project through a PE Specialist Leader of Education based at AGGS who was trained by YST to explore seamless transition. The project’s aim was to develop collaboration between secondary schools and their feeder primary schools, to ensure a greater level of understanding of each others’ curriculum and to enhance the sharing of information between the schools regarding the students’ ability in PE, dance and school sport. The focus of the project was to strengthen links and enhance the passing on of information around students’ development to ensure that they are fully catered for in the first few weeks at secondary school. The impact of the project can be seen in the additional work that has been carried out since with AGGS hosting free subject knowledge enhancement days for primary school teachers / PE co-ordinators in the local area. This has served to strengthen links and has enhanced the sharing of knowledge with feeder schools.
In addition to this, in 2017-18 AGGS engaged in the Young Health Ambassador programme giving young leaders the opportunity to make a difference in their school and have a positive impact on the health and wellbeing of their peers. The students benefited personally from the training delivered by the Youth Sport Trust and brought this back to school to put into place their own student-led bank of activities for the less active students. This successful project is being developed this year with a Student Leader for Sport with a committee of students in each year group who will champion health and wellbeing alongside the competitive element of sport.
EXCELLENCE IN AND THROUGH PE
The PE department prides itself on quality-first teaching by subject specialists in all lessons. Teachers work in their specialist areas to ensure that students have access to the highest quality subject knowledge and delivery.
The department actively seeks to develop professionally, recognising the need to stay abreast of the latest developments in subject knowledge. The outcomes academically are outstanding, with 50% of the GCSE PE cohort in 2018 achieving a grade 9, 93% achieving grades 7 or above, and 100% of the GCSE dance cohort achieving a grade 9.
The PE and dance curricula are carefully planned to suit the needs of students at AGGS. Lessons are engaging, fun, 100% active and most of all, challenging. The department set extremely high expectations for all students, and in every lesson, students rise to the challenge. Our students are competitive, enjoying team sport: this is something we work hard to foster and take great pride in as we recognise that this has so much to offer our students physically, emotionally and socially. They also enjoy the aesthetic activities, performing to the highest of standards in dance with many students demonstrating extremely high levels of choreographic skill.
CLEAR CURRICULUM INTENT
Our curriculum priorities are to ensure that students are physically active for the maximum amount of time whilst developing key physical skills and an understanding of the demands of the activity physically and tactically. The amount of physical activity in lessons promotes health and wellbeing as the department recognises the need to support students in increasing their levels of exercise. As a high-performing school, we recognise that PE and dance are areas of the curriculum that serve to enhance a students’ wellbeing, thereby supporting their academic achievement. We continue to target this area each year, particularly with students at KS4.
The PE and dance department provides a huge amount of inter-form activities to give every student the opportunity to compete in all the major sports and dance. These are whole school events, which involve the vast majority of students in competing and dancing, or in leadership roles such as umpires, team managers or tournament organisers. We feel passionate that this provides students with an excellent release from the pressures of the curriculum and gives so much more in terms of physical, emotional and social benefits.
EXCITING ENRICHMENT: WORK HARD, PLAY HARD
The extra-curricular provision offered by the PE and dance departments is a major strength of the school. Students have access to high-quality coaching, weekly match play across Greater Manchester and the north-west and access to dance at the very highest level. Students of all abilities are welcomed to extra-curricular clubs with an emphasis on development at an individual level. High expectations for attendance and effort are set by team managers and club leaders to ensure that the best possible outcomes are achieved.
Competitive sport at AGGS is very rich with fixtures played locally and regionally in all sports, including hockey and netball every weekend. The department enjoys great success as a result of the hard work of staff and students with many teams reaching regional or national finals each year. The dance department offers a wide variety of dance clubs in many different styles to cater for student interest. Each year a dance production at a local theatre involves around 170 students, across the range of abilities, showcasing their hard work in a professional environment. The AGGS Silver Dance Company leads the way in excellence in dance and represent the school in professional forums such as U-Dance at the Lowry.
‘A PHYSICALLY ACTIVE ETHOS’
As a school, we passionately believe in the power of physical activity to transform lives. Students at our school relish the opportunity to be physically active. Staff, students and parents through education around wellbeing and research into academic success, recognise the difference that physical activity, sport and dance can have on student outcomes. Physical activity, sport and dance at our school instil in students the need to work hard for success, to be resilient during challenging times, to work with others to achieve this success and most of all, to never give up. Students who play hard, certainly work hard.
@YOUTHSPORTTRUSTSPRING 2019
PROGRESS 8 SCORE: +1.0 NATIONAL RANKING: 52nd State school in the country
MOSELEY PARK SCHOOL
Moseley Park is a comprehensive school based in Bilston, Wolverhampton. Approximately 60% of the pupils are of white British heritage, while the remaining 40% represent a wide variety of backgrounds. The proportion of pupils supported by the pupil premium is higher than the national average. The proportion of pupils who have SEND is also higher than the national average.
PE AND SPORT AT THE HEART OF THE SCHOOL
Right at the heart of our school’s ethos is a belief in sporting opportunities across a wide range of disciplines
“Pupils understand the importance of a healthy, active lifestyle. Alongside traditional team sports, such as football and hockey, pupils participate in a wide range of sporting activities, including rugby, basketball, netball, cricket, rounders, kickboxing, trampolining, gymnastics, rock climbing, hockey, table-tennis, fitness, athletics, cross country, volleyball, cheerleading, badminton and snooker, and take part in the Sports Leaders Award.”
OFSTED
TRANSFORMED PE PROVISION
Students are provided with a curriculum in Key Stage 3 known as ‘ME in PE’ the students utilise a passport that highlights and tracks all the employability skills that PE so naturally highlights. The passport is used so students have the materials to reach their next destination as it tracks and monitors all of their experiences and lessons so they are able to refer back to it when competing for jobs and university places.
Using many of the principles of YST’s blueprint and their My Personal Best approach, the curriculum is made assessable for all types of learners and allows every student to succeed regardless of their competency level. The curriculum is based around key words for example: resilience, confidence and communication. Each staff member is issued with a facility rather than a sport.
Therefore, the staff member can deliver this employability skill through a sport tailored to suit the needs of the group they are faced with rather than sticking to a traditional programme of study for example rugby, football and fitness. We have found that kit issues and non-participant rates have decreased drastically due to the ownership of the curriculum based on the child centred approach curriculum. If the group of students in question is extremely sporty then traditional sports are completed due to the winning and skill development mentality. If the group of students are the type of students who don’t enjoy playing competitive sports the students curriculum is based around alternate activities and the sports are tailored to suit the nature of the group.
MAKING THE MOST OF YOUTH SPORT TRUST MEMBERSHIP
We have been a member of YST for three years and our Head of PE, Meg Jacobs, is a Lead PE CatalYST. We have made the most of this membership and supported it by achieving Silver Quality Mark status, actively participating in the Game of our Own and the FA’s Active literacy programmes. We are an active hub school and have been part of the ‘Girls as Activators’ programme. All of these, support and strengthen our ethos and contribute to the key role PE and sport plays.
MAXIMISING THE OPEN ELEMENT OF PROGRESS 8
Every student within the school completes a sports BTEC and leaves Moseley Park with a passport to employability and a broad array of results to support their next steps. The Sport BTEC highlights that PE is a core curriculum area and when devised correctly, this subject changes lives for the better. Our Progress 8 score as a school is at +1.0 and PE plays a massive part on the open ‘bucket’ to secure outcomes. With 100% of students achieving at least a level two pass and 96% of the cohort achieving at least a level 2 merit to a distinction star. The mentality around PE is an all-round positive one due to the KS3 curriculum being so accessible, creating an enjoyable core curriculum.
For more information about the benefits of YST membership: www.youthsporttrust.org/membership
WHAT DOES THE NEW PRIMARY PE AND SPORT PREMIUM GUIDANCE MEAN FOR YOU?
19
In October 2018 the Department for Education (DfE) issued updated guidance to support schools with planning their allocated Primary PE and Sport Funding for 2018-19. So, what has changed?
STRATEGIC OBJECTIVE: TRANSFORMING PE
KATE THORNTON-BOUSFIELDDevelopment Manager, YST
Although there are no changes to the five key indicators or to the objectives, there are subtle changes that must be adhered to.
Such as:
• New reporting date • New reporting template• Guidance on how the funding can be
used to support school swimming• Guidance on spending allocation and
use of the funding for capital builds
The Primary PE and Sport Premium reporting date has moved from the start of April to the end of July. All schools must have published details of their premium spend against the five key indicators, the impact of their actions and how the school has planned to achieve sustainability. This must be on school websites by 31 July 2019. This allows schools to report on the whole year of the funding rather than two terms. We are advising schools to have the new reporting template on their website now, with their intended spend, what they are implementing and the expected impact. This is a working document so can be edited during the year.
With the change in date, it is important that schools note the change to the cohort of pupils they are reporting on in relation to national curriculum swimming. The new guidance states that schools should report swimming data in relation
to the current Year 6 pupils, not last year’s Year 6 cohort as has been previously reported on. This allows schools to complete any intervention or ‘top up swimming’ with any Year 6 pupils that may require it, something that the PE and Sport Premium funding can support.
Additional guidance has been provided in relation to the training of deliverers of swimming. The funding in 2018-19 can be used for individuals who teach swimming to access professional development to support and improve their delivery of swimming.
“The premium can be used to fund the professional development and training that are available to schools to train staff to support high quality swimming and water safety lessons for their pupils.”
Swim England can provide support to schools in accessing training for teachers www.swimming.org/schools.
With next year’s funding still to be confirmed it is crucially important that any planned spend is sustainable and future generations of young people will be able to benefit from the actions taken by schools now. The one resource that is sustainable and will always be there are the teachers, so please invest in their development so they can continue to deliver high quality PE lessons, provide opportunities for children to be physically active and allow all pupils to access and
learn from experiencing competition.
In the new guidance a statement has been added to what schools cannot use the funding for. Funding should not be used to fund capital expenditure. This is any form of building additional facilities, which should come out of delegated school budgets. The new guidance states
“Where schools choose to take part in an active mile, you should use your existing playgrounds, fields, halls and sports facilities to incorporate an active mile into the school day and develop a lifelong habit of daily physical activity.”
Accountability of the Primary PE and Sports Premium funding sits with headteachers and governors. It is crucial that both headtechers and governors have robust planning and reporting measures and processes in place to ensure this takes place. Externally Ofsted will judge how well a school uses its allocated funding. They measure its impact on pupil outcomes and how effectively governors hold school leaders to account for this. To support schools in this process, YST has designed a sustainability toolkit for headteachers and governors to use in their schools to check and challenge intention, implementation and impact of the funding. The online tool shares messages and good practice from headteachers and schools, asks challenging questions and offers solutions.
Download YST’s Primary PE and Sport Premium Sustainability toolkit: www.youthsporttrust.org/PE-sport-premium
Deliver fun and exciting hockey in your school, with simple and affordable equipment! Discount up to 40% off.
In2Hockey has been designed to help 10 to 14-year olds them develop their hockey skills and techniques, and to provide a gradual progression into the 11-a-side version of the game.
*All prices exclude VAT
To view our full In2Hockey range go to www.youthsportdirect/in2hockey
SticksSplit into three zones for good technique.
BallsA lighter, more friendly ball for skill development.
Was £14.99 - Now £10.99* Was £3.50 - Now £1.99*
Youth Sport Trust International is introducing the Youth Sport Award (YSA) to young people in the Gulf region as part of a contracted piece of work for the British Council. It is just one strand of a project called Next Generation Gulf which is promoting culture and sports in six countries – Bahrain, Kingdom of Saudi Arabia, Kuwait, Oman, Qatar and United Arab Emirates. Sixty per cent of the population in these countries is under 30 years-old and the number of young people is likely to keep growing. Therefore, governments in the region are implementing strategic visions that put a large emphasis on developing young people. The emphasis on sport is due to the increasing number of major international sporting events taking place in the region as well as recognition that citizens need to be encouraged to take part in physical activity and to develop healthy lifestyles. Obesity in the Gulf region tops world rankings.
Following scoping visits to understand the physical education and sporting landscapes in each of the six participating countries Youth Sport Trust International recommended a training programme to develop youth sport leadership should be undertaken in year one followed by the introduction of the YSA in year two (2018/19) .
The first workshops to introduce practitioners to the YSA and train them to cascade the programme began in Kuwait in October 2018 and have been delivered in three areas of Saudi Arabia in December — Riyadh, Jeddah and Dammam. Youth Sport Trust International has worked closely with Youth Sport Trust colleagues to adapt the English version of the YSA to make it appropriate for the Gulf region and decided to focus on the Go and Bronze awards for the next 12 months. The handbooks have been translated into Arabic. Young people will be encouraged to demonstrate progress across four strands:
1. Wellbeing — includes regular physical activity and other aspects such as use of tablets and phones, healthy eating targets, regular sleep
2. Achievement — training in youth sport leadership
3. Leadership — volunteering and using the skills developed in training
4. Reflection — reflecting on what skills they have developed through the award and how they can articulate these in written or oral form.
This is the first time the YSA programme has been implemented internationally and is an excellent way for young people to demonstrate their learning because it:
• Is simple to use without being too prescriptive, allowing each individual to focus on what matters to them, with a flexible model for collecting evidence
• Is incremental so there is a starting point for the least active young people
• Recognises their commitment to volunteering
• Raises awareness around health and wellbeing.
The YST’s Youth Sport Award has been introduced to young people in the Gulf region to increase their participation in physical activity and sport, and to recognise and reward the associated skills they develop.
VIV HOLTHead of International Operations, Youth Sport Trust International
21YOUTH SPORT AWARD GOES INTERNATIONAL
SPRING 2019 @YOUTHSPORTTRUST
STRATEGIC OBJECTIVE: UNLOCKING POTENTIAL
If you would like to know more about implementing YSA in your school please contact [email protected]
Our Personal Membership has been launched with the objective of helping individuals to become better PE, physical activity or sporting practitioners. The aim is to bring together practitioners, thought leaders and experts in the sector to share best practice, to offer tips on delivery, and show the reasons behind why we should continue to push professional development.
HAVE YOU SEEN THE NEW YOUTH SPORT TRUST PERSONAL MEMBERSHIP?
STRATEGIC OBJECTIVE: TRANSFORMING PE
For more information about YST personal membership: www.youthsporttrust.org/personal-membership
In line with the objectives in the new strategyfor 2018-2022, YST has developed the Personal Membership package aimed at individuals that are leading, assisting, planning and overseeing sessions of PE, sport or physical activity with children and young people.
We want to support practitioners to ensure that every young person is having a safe, fun, inclusive and engaging session. Support will be provided from thought leaders at the Youth Sport Trust, by harnessing the outstanding practice that is currently out there in schools, universities, CPD programmes and other experts in the field. Personal membership complements school membership by keeping you one step ahead with industry updates and relevant support to enhance your own practice.
WHAT’S INCLUDED?
Each month, personal members receive a themed newsletter with a monthly round up of some of the top stories and updates in the world of PE, school sport, physical activity and education. Additionally, there will be tips, insight and case studies around the theme to provoke thought on what you are delivering, how you are
delivering and why we work together to ensure practice is progressive and works for all young people.
Personal Members have access to an online forum — think Twitter dedicated to all things PE, school sport and physical activity but without the trolls. This is an area where practitioners can share best practice and ideas, interact with thought leaders and experts from YST and beyond. You can post, follow, engage or spectate with conversations and fellow practitioners from all areas of the industry.
A digital ‘YST Talk’ is scheduled for every term, to further progress discussions from the newsletters and forum conversations. Both interactive and thought provoking, the webinar or podcast format is led by practitioners prominent in their respective field. Revolving around information sharing, question and answer sessions, it will be tailored around what you want, as a practitioner.
Scheduled meet-ups in your regional area will then allow you to come together, meet others in your field, share best practice and resources and generally talk over successes and challenges in your role and practice.
WHY JOIN?
Personal Membership has been made for you! Yes you; the practitioner that wants to continually improve, share your successes with others so that they can benefit, put your challenges out there so you don’t struggle alone (a problem shared is a problem halved) and keep up to date with all that is new in our industry. All for as little as the equivalent of £4* a month… we can’t wait for you to join us.
*subscription price depends on whether ITT, NQT or fully qualified.
YOUTH SPORT TRUST MULTI-ACADEMY TRUST ADVISORY GROUP UPDATE
STRATEGIC OBJECTIVE: TRANSFORMING PE
At their heart, the core purpose of MATs is to provide a stable structure to enable groups of schools to work together to deliver better educational outcomes for pupils.
There are now around 8,200 academies in England, which is approximately 74% of all secondary schools and 31% of all primary schools. 82% of all academies are part of a MAT. As their growth continues, MAT structures provide leaders with new opportunities to innovate, share practice and collaborate, develop staff expertise and embed a shared vision for the future.
At the Youth Sport Trust, we are working with MATs across the country to support them to place PE, school sport and physical activity at the heart of a collective vision for improving educational outcomes by increasing wellbeing. PE and school sport can be a powerful contributor towards delivering this vision because it:
• Improves physical and mental wellbeing of pupils, contributing to better engagement at school, and in turn, improved academic achievement
• Develops pupils’ character and positive social behaviours
• Supports the development of key life and leadership skills, boosting employability and aspirations
• Supports effective transition of pupils between key stages
• Provides opportunities for cross-curricular and learning through the physical, such as active numeracy and literacy
• Promotes inclusion and supports strategies to connect with harder to engage pupils
• Strengthens engagement with parents and local communities.
Our new National MAT Advisory Group for PE and school sport is driving innovation in our support for Multi-Academy Trusts. Made up of MAT leaders from across the country, the group provides expert advice, insight and guidance on the positioning of physical activity, PE and school sport against MAT agendas.
Through YST membership, we offer bespoke developmental support for MATs. The Aspire Academy Trust, a network of 28 primary schools in Cornwall, has worked closely with us to put together a tailored package of PE and school sport provision, based on their specific MAT needs, including:
• A range of resources supporting PE, school sport and wellbeing
• Professional development opportunities for school staff from across the MAT
• YST Quality Mark for each school• An athlete mentor visit to inspire
pupils from across the MAT• Cluster networking support
and specific development time for each school.
To find out how we can tailor a package of support that uses PE, sport and physical activity to put the wellbeing of young people at the heart of your MAT, contact us today: [email protected]
Recent years have seen significant changes to the education landscape, with the emergence of Multi-Academy Trusts (MATs). Our new advisory group for MATs is driving innovation in our support for these chains of schools.
Chris Caws, YST Development Manager for the south-west, talks here about the biggest challenges facing early years and school readiness in West Somerset.
The government’s social mobility action plan ‘Unlocking Talent, Fulfilling Potential’ identifies the importance of language and speech in supporting young people in areas of deprivation to achieve school readiness and fulfil their potential1. Its publication in December 2017 was followed by the announcement of investment through Opportunity Area funding.
EVIDENCE LINKING PHYSICAL LITERACY AND ACTIVE PLAY
The link between physical activity in the early years and improvements in achieving early learning goals is well established2. We know that children who are more active with better wellbeing will achieve more. Despite this, only 10% of under-fives achieve the Chief Medical Officer’s recommended activity levels of 180 minutes per day3.
Physical activity is fundamental in the early years of a child’s life. It helps children to acquire a range of new skills such as language and numeracy, it develops their brains and establishes the building blocks for an active and healthy life4.
EARLY YEARS AND SCHOOL READINESS IN WEST SOMERSET
In addition, early language, social and emotional skills and cognitive skills are all built upon a solid foundation of motor and sensory stimulation acquired through physical activity in infancy and early childhood. The prime areas of personal, social and emotional development, communication and physical development are essential foundations for children’s lives, learning and success5.
WEST SOMERSET OPPORTUNITY
West Somerset is one of 12 Opportunity Areas across the UK. It is ranked the lowest in government’s Social Mobility Index, which measures the chances that a child from a disadvantaged background will do well at school and gain employment.
The West Somerset Opportunity Area has received funding through the Department for Education, with Somerset County Council commissioning YST to deliver an ‘early years physical literacy and social mobility project’. This project will ensure that every child in the area gets the opportunity to achieve a good level of physical
development linked to their language and literacy skills. In doing so, it will increase children’s self-esteem and wellbeing, develop agility, balance and co-ordination, which all help children gain a better start in life.
YST Learning Academy tutors are assisting each early years setting in delivering Stay and Play Clubs for children and their parents / carers to play and be active together. They are developing, mentoring and supporting practitioners in each to up-skill them to deliver the Youth Sport Trust Healthy Movers programme. This sustainable delivery model enables these identified practitioners, called Healthy Movers Champions, to develop their key skills, competence and confidence in nurturing physical development.
It also allows them to cascade their learning to colleagues alongside the Learning Academy tutors who are modelling, coaching, advising and observing other staff when delivering sessions. This approach is supported through the suite of Healthy Movers resources which take a holistic approach to child development, physical themes and developing literacy and language.
For more information about Healthy Movers: www.youthsporttrust.org/healthymovers
1 Unlocking Talent, Fulfilling Potential - Improving social mobility through education, Department for Education (2017) www.gov.uk/government/publications/improving-social-mobility-through-education 2 Carson V, Hunter S, Kuzik N, et al. Systematic review of physical activity and cognitive development in early childhood. J Sci Med Sport (2015)3 Public Health England Local Authority Profiles – Health Survey England (2017)4 Start Active Stay Active – Chief Medical Officers report on physical activity (2011)5 Zigler, E and Bishop-Josef - Play under siege. A historical perspective in Zero to Three, National Centre for Infants, Toddlers and families, Washington DC (2009)
Object control
and competitive activities (carrying,
rolling, pushing, steering, bouncing, throwing,
passing, aiming, kicking, striking,
receiving)
Manipulate, balance and control objects with hands
and feet (passing hand to hand around body, rolling, dropping and picking up, bouncing, kicking, aiming
and retrieving) with a range of objects
Enable a balance
of child and adult initiated physical activity
and also child and adult led activities. Adults listen and
respond to children to meet their activity needs. They observe and provide key vocabulary
for movements made to develop movement
vocabulary
Sensitively encourage and
support children to be physically active
through actions, verbal and non-verbal communication
Restraint and sitting is minimised
Enable a balance of child
and adult initiated physical activity and also child and adult
led activities
Remember to communicate and
play at the child’s level which for non-walkers
will mean getting down on the floor
with them
Listen and respond to children to meet
their activity needs. They observe and provide
key vocabulary for the movements made and
toys used
Support is provided for
anxious children to enable access to activities in a
safe, secure environment
Physical activities are
modelled to help children engage with support provided for
anxious children to enable access to activities
in a safe, secure environment
Join in, model active play and
dress appropriately for physical activity and
enable a balance of child and adult initiated
physical activity
Encourage, support and
engage children in physical activity through
action and verbal and non-verbal communication. They communicate with children about physical activity, use movement vocabulary, ask questions, and respond to
children’s answers
Enable a balance of adult initiated
physical activity and child led activities. Adults are
enthusiastic and sensitive to the needs of the physical
activity needs and preferences of children
Encourage, support and
engage children in physical activity through
action and verbal and non-verbal communication
Communicate with children about physical activity, use movement
vocabulary, ask questions, and respond to
children’s answers
Tummy time to encourage pushing up from front lie, to
assist development of neck, shoulder and core
muscle strength, little and often (whilst awake
and supervised)
Babies being able to move freely (stretch,
bend, kick legs, flick arms)
Babies being
played with and interacting frequently with
adults and other children
Play with shapes,
textures, colours and sounds to develop
movement and senses
Babies reaching
for, swiping at, grasping and
moving towards objects
Movement stimulated
through music, story, songs and nursery rhymes (sway, rock and
kick)
Non-restrictive clothing
to enable comfortable, free
movement
Large movements
of arms and legs to assist gross
motor skill development
Stimulating physical activity
through the use of music, story, rhyme
and songs.
Supervised water based
play (splashing, wetting face, kicking legs, floating toys)
Play with objects of varying sizes, shapes, textures and weights
to promote manipulative ability (grasping, grabbing,
squeezing, dropping, placing and picking up)
Play with push and pull along toys to
enhance balance and travel, indoors
and outdoors
Development of weight bearing (sitting, crawling,
pulling up to standing, walking) for those ready,
by providing space, encouragement and assistance
Play with colourful,
audible and textured toys to stimulate movement
Imaginative and creative active play
Frequent independent
physically active play as well as
active play with adults and other
children
Stimulating actions, dance
and imaginative movement through the
use of music, story, rhyme and songs
Opportunities to be physically
active frequently, independently, with
other children and adults
Unstructured play and games to
stimulate exploring, balancing, travelling,
climbing
Ways of travelling
(marching, toddling, jogging, jumping, stair climbing up
and down)
Activities to stimulate balance (travel and stop,
dancing, balance whilst making shapes with arms
and legs, balance on feet, and on hands
and feet)
Movement at different speeds,
on different levels and in different
directions
Play with toys and equipment
of varying colour, shape, size and weight
to develop object control (drop and pick up, place,
pass from hand to hand, roll)
Supervised water based play,
travelling, leading to floating and swimming
(wading, jumping, underwater activity)
Increased opportunities to be active
independently, with other children
and adults
Physical activity stimulated
through use of music, story, rhyme
and song
Adult led water play
leading to floating on back and front
and propulsion through water
Wide choice of toys of different
shape, sizes, textures and weights to increase
manipulative control (picking up, patting, carrying and placing, rolling, bouncing and retrieving, throwing, chasing and collecting,
striking, kicking)
Activities supporting
controlled balance (stillness, reaching, on two feet, on one foot,
turn, twist, balance on varied surfaces
and levels)
Movement at different speeds, directions and on a variety of levels
and surfaces
Increase in ways of travelling
(marching, tiptoeing, running, jumping,
hopping, sliding down slides, climbing up and down steps, stairs, on
hands and knees and feet)
Unstructured play (active, creative and
imaginative play, exploring the environment)
Increase variety of actions and sequences of actions, stimulated through music, story
and rhyme
Increase variety of adult
led water based play leading to
swimming on back and front and underwater
Develop balance and linked balances
(on wide and narrower surfaces, lower and
higher surfaces, dancing, climbing)
Repeat and practise
activities, to enhance movement
memory
Increase ways of travelling
(galloping, jumping and landing, rolling,
climbing)
Learn to follow
instructions
Try new activities, new movements
and unfamiliar toys and equipment, alone, with
adults and other children, to increase movement
vocabulary
Balance activities and sequences of
balances (on feet, foot, a variety of body parts,
upside-down, stationary and moving)
Increase in speeds and
directions of travel on feet (running, rope skipping, hop scotch,
leaping, building short linked sequences)
Active outdoor travel (on foot, on
balance bike, to and from school and outdoor areas)
Explore new movements and
unfamiliar objects, and developing
imaginative activities
Repeating sequences and refining
skills with a variety of large and small equipment
including bean bags, balloon balls, hoops, sticks,
climbing frames and parachutes
Adult led swimming and water
management activities
Using music, story and rhyme
to create complex actions and sequences
Opportunities to be physically active outdoors and indoors are maximised when possible
(including for babies and non-walkers)
Music, songs and nursery rhymes and speech
are used to stimulate physical activity
Protection is provided
from the sun
Suitable clothing and footwear is provided to enable outdoor
play in all weathers
An environment is provided that excites the senses and movement is created with
colour, textures, sounds
Objects/images are placed in different spaces to stimulate exploration (at eye level, on the floor, above, to the side,
walls, windows, fences)
A range of resources are available for children to choose from when they are ready and able to do so
Space enables children to move freely and sturdy structures
enable children to pull themselves to standing if ready
Unnecessary furniture is removed
from spaces
Consideration is given to reducing over dominance
of space by trikes and bikes
Encourage active travel to and from the setting
Opportunities for a range of play types are provided for all e.g.
rough & tumble, exploratory, social and deep play. Best Play objectives
are inherent in provision
Rolling over, sitting
and crawling being nurtured for those
ready, by providing space and
encouragement
Supervised water play at
bath-time
Babies engaging
frequently in floor based play
Active Healthy Environment
Active Role Models
Active Children
0.7m
0.5m
0.6m
0.9m
0.8m
1 metre
1.1m
PLF TreeREDRAW TUE.indd 1 17/10/2017 15:29
The programme has been key to helping children’s cognitive development skills and is unlike any other initiative the nursery setting has tried.
We have been part of other initiatives, but this programme is different because of its approach to physical activity. The fact that it is offering us continual support over a period of two years is something we have never had. It is fantastic — we really need that guidance.
One of our children who has disabilities is now really confident and finding his feet thanks to being able to take part in the activities and this programme… a key thing that we find important about this programme is its intent to educate parents and help them to see the importance of activity in learning other life skills.”
EARLY IMPACT
From the initial Healthy Movers training, Healthy Movers Champions reported a high level of satisfaction. All colleagues rated the training as ‘good’, with most rating their overall experience as ‘very good’. They also reported that the training had helped to make them feel more confident, competent and motivated in their role.
Within the first two months of the programme early years settings are valuing the programme as ‘so much more than a physical learning tool’ and they can see the difference it is making to the health and wellbeing of the children. Numerous settings feel that the “gem” of this project is the monthly visits, as the tutors really understand the unique strengths and challenges of each individual setting.
Jennie Rawle, Nursery Assistant at Dunkery Pre-school, Minehead, said:
With the children reacting well to the programme the nursery decided to show Ofsted the programme in action. Jennie said: “It was a bit of a risk as we hadn’t been using the programme that long but the difference we have seen in the children at nursery since using the activities has been brilliant. They can sit still for longer, they’re more focused and they are learning from the activities how to relate them to everyday life. It paid off because Ofsted absolutely loved it and we came away with a ‘Good’ rating.”
Frances Nicholson, Somerset’s Lead Member for Children’s Services said: “I am delighted that the Youth Sport Trust is joining the West Somerset Opportunity Group and working in communities across the whole of the district. It is so important that young children learn to move and play at an early age and supports their future development to become the best they can be.”
SPRING 2019 @YOUTHSPORTTRUST
STRATEGIC OBJECTIVE: UNLOCKING POTENTIAL
For more information about HSBC UK Ready Set Ride and how groups of schools can apply for further free training from children’s charity the Youth Sport Trust visit www.readysetride.co.uk/schools
YOUTHSPORTTRUST.ORG
Liane Kelly is a reception teacher at Manor Lodge Primary School in Sheffield. She writes about how the YST helped her to introduce HSBC UK Ready Set Ride into her school.
LIANE KELLY Teacher, Manor Lodge Primary School
‘CYCLING GIVES CHILDREN A GREAT SENSE OF FREEDOM AND HELPS WITH SCHOOL READINESS’
26
Teaching children to ride is a daunting prospect. You have to consider health and safety regulations, best practice and how the skills taught now will be used for life. Before having access to free training and resources, I hadn’t had a great deal of experience teaching children to cycle but I now feel much more confident.
It is fantastic to see the children enjoying taking part in the activities. It has improved participation in physical activity and inspired children to become more active outside of school. We have seen groups of children start to cycle to and from school and hopefully, we have enthused children about cycling for life.
As well as boosting their confidence and familiarity of the different parts of a bike, we are starting to see a positive impact on our pupils’ focus, concentration and behaviour in the classroom. Children have had the opportunity to burn off their energy which means they are more focused in class on their learning. Teachers have commented on how children have improved their memory as they seem more able to concentrate, and we have also seen an improvement in pupils’ response time when completing independent tasks.
Cycling is something I have always enjoyed doing as a child and recently reconnected with. It gives children a great sense of freedom and is a lifelong skill that can be beneficial for several reasons. Research from YST has found that 43% of teachers say they do not have the skills or confidence to support children learning to ride.
Many might ask why it is a teachers’ role to teach children to ride, but as one of the 43% who was not confident in how to teach children to cycle, it was something I desperately wanted to change. The skills and experiences that children develop while learning to cycle can be hugely beneficial to schools in helping tackle declining school readiness, improving their ability to learn and ensuring children maintain a love of cycling for life, becoming a fitter generation.
Many children do not get the opportunity to learn to ride a bike at home and this is something I feel we can support parents with, particularly as schools are currently tasked with delivering 30 active minutes in school and encouraging a further 30 minutes outside of school, to help children meet the Chief Medical Officer's guidelines of 60 minutes a day.
Through HSBC UK Ready Set Ride, which is developed by British Cycling and HSBC UK, we have worked with the Youth Sport Trust and Links School Sports Partnership who have supported us with training and to deliver to children in different year groups.
An introduction to the YST Learning Academy and one of our key networks – our tutors with a profile of two tutors who have a varied role.
PAUL OGILVIE Senior Consultant in Physical Education, Leeds Beckett University
CLAIRE TENNYSON School Games Organiser and Partnership Development Manager for Redcar and Eston School Sport Partnership
27WORLD CLASS DELIVERY THROUGH OUR LEARNING ACADEMY
SPRING 2019 @YOUTHSPORTTRUST
and learning from them. I am very proud to undertake the role and enjoy tutoring alongside doing the day job although it can be a balancing act!
I recently finished a day’s work in my partnership role before driving to Liverpool to deliver YST’s ‘My Personal Best’ as a tutor. This is a great course for teachers and headteachers focused on teaching life skills through Physical Education. I delivered to PE Coordinators and teachers before undertaking a six-hour drive to Newcastle in preparation for delivering my other favourite programme ‘Girls Active Stepping Up for Change’ the following day. I love this programme as it is directly to young people and I get to work in a team of tutors rather than just alone.
Being part of the Learning Academy is a great opportunity to network and to learn with others. I feel like I am part of a great group of people who have excellent knowledge, experience and passion for similar things to me.
STRATEGIC OBJECTIVE: STRENGTHENING FOUNDATIONS
To support us in achieving our mission we have over 200 licensed consultants who deliver our programmes, courses, events and interventions to schools, practitioners and organisations and directly to young people. The network includes; Tutors, Athlete Mentors, Development Coaches and Team Leaders. In this article we profile two of our outstanding tutors.
PAUL OGILVIE
My professional mission is to engage as many young people in high quality PE, sport and physical activity experiences as possible. I initially worked as a PE teacher and PDM but realised that the impact can be greater through training and up-skilling others. In 2012, I was nominated by a colleague to join the YST as a Learning Academy tutor and have enjoyed teaching on the many and varied YST programmes ever since. Now, alongside my university-based ITT role, I work with teacher-trainees and primary/secondary colleagues around the country to improve their competence and confidence in providing exciting and engaging experiences for young people.
CLAIRE TENNYSON
In 2009 I was invited to become a Learning Academy tutor which was great because I felt it was the next stage in my career. I loved meeting other schools and staff
My most recent delivery was a ‘TOP PE — The Principles’ course in North Yorkshire covering the principles of teaching Games, Dance, Gymnastics, Athletics and Challenge activities. I really love this course as it is a succinct, enjoyable and practical course that delegates can apply to any PE lesson. The best part about being a tutor, is undoubtedly when my delegates have a lightbulb moment; when their understanding of potential impact on young people ‘clicks’.
When we meet as a Learning Academy for development days, I know there will be an abundance of learning opportunities. Simply observing colleagues ‘perform’ during development sessions is learning, whether pedagogical or knowledge-based.
With £161 billion currently being spent on the NHS there has long been an acknowledgement that more needs to be done to change the healthcare system from one that cures ill-health to preventing ill-health. However, there is also an acknowledgement that very little has been done to address this pressure on the healthcare system.
The new strategy outlines the challenge to future wellbeing and population health and why this approach is so critical. Our health is more than just a statistic; it matters because:
1. We all want longer, healthier, more independent lives — for ourselves, our families and our friends. Good physical and mental health is central to our happiness. It enables us to engage fully in community life, and with the things that matter most.
2. A healthy nation is vital for a strong economy — boosting employment and productivity. Ill-health amongst working-age people alone costs the economy around £100 billion a year. We need to do better if we are to maintain our success on the global stage.
3. Better health reduces the pressures on the NHS, social care, and other public services — with pressure on GPs, hospitals and social care services growing year on year. Today, we are spending almost 10% of our national income on healthcare. We need to focus on prevention to slow the growth in demands on the NHS — making it sustainable for future generations.
What is exciting is that the strategy outlines several key policy areas for children’s health inequalities that are highlighted through our YST Strategy and how wellbeing is at the heart of the solution. In summary these are:
Giving our children the best start in life:
• Working to improve language acquisition and reading skills in the early years
• Helping families by taking a whole family approach
• Protecting and improving children’s mental health.
Supporting healthier food and drink choices:
• Introduction of the sugar levy spent on the PE and Sport Premium
• Healthy Pupils Capital Fund implementation.
Getting people more physically active:
• Government published Sporting Future• A cross-government School Sport
and Physical Activity Action Plan• Sport England investment
into tackling inactivity.
Encouraging active travel:
• Increasing opportunities to walk and cycle to school.
Reducing levels of loneliness and social isolation:
• Investigation into the impact of social media on social connectedness.
There are several opportunities in this strategy for school, health and sport networks to change lifestyle behaviours in children and their parents and improve the wellbeing of future generations, and we continue to advocate for the role of schools in helping to deliver this.
Healthcare only accounts for 10% of the population’s health; the rest is determined by socio-economic factors.
Marmot Review – ‘Fair society healthy lives’ (2010)
You can find more about our local health commissioning work and how we are engaging the NHS and Clinical Commissioning Groups on preventative projects at www.youthsporttrust.org/active-healthy-minds
YOUTHSPORTTRUST.ORG
STRATEGIC OBJECTIVE: STRENGTHENING FOUNDATIONS
With the recent release of the new Department of Health and Social Care strategy ‘Prevention is better than cure’ we examine the slow shift towards a preventative way of improving outcomes for children’s health and achievement.
CHRIS WRIGHT Head of Wellbeing, YST
PREVENTION IS BETTER THAN CURE – THE GOVERNMENT’S NEW HEALTH STRATEGY
The Youth Sport Trust has been funded by People’s Health Trust using good causes money raised through society lotteries operated by the Health Lottery to support the health and wellbeing of communities in Brent, Hull, Dorking, Milton Keynes and Swansea.
CHRIS ELLISDevelopment Manager, YST
29LOCAL PEOPLE PROJECT
Thanks to the continued investment from the People’s Health Trust the projects have been extended into 2019, to continue to create physical activity opportunities for the local neighbourhood’s. At the heart of the project is the provision of opportunities for young people to develop skills to support them to grow, live and work.
The Local People Project aims to engage and empower five targeted neighbourhoods to genuinely design and lead physical activity-based interventions that make their area better places to grow, live and work.
We are collaborating with five local community partners to engage people in creating and implementing physical activity interventions to impact upon the knowledge, understanding, influence and confidence of the neighbourhood. Our community partners are; The Hill Community Development Trust in Swansea, Community Action MK in Milton Keynes, Active Sporting Communities in Brent, Southcoates Primary School Association in Hull and YMCA East Surrey in Dorking.
HULL
The project has helped to develop the skills and confidence of two young people who have been volunteering at a local youth club. Through a Community Activation Grant, Alex and Luke have been supported to attend a Youth Leader qualification which will help them pursue a career in youth work.
Luke says: “I have been volunteering since June 2017 at SSNC Youth Club. I have been doing activities with the young people and I want to do this qualification to help the young people and guide them onto the right path to help them and to provide a place where they feel safe and comfortable. Also, I came to the youth club and it helped me through difficult times so I want to give some help back to them.”
Alex added: “At youth club, I have been leading activities since June 2017. I want to do this qualification because I have the chance to help the children if they need it and by doing this I may be able to change someone’s life for the better and my own.”
SWANSEA
Lilly is 14 years old. She lives with her mother on the estate. When she was 11 years-old Lilly tragically lost her father, something that she struggled to come to terms with.
Lilly’s mother was a member of the projects steering group and thought that it would help them both if Lilly became part of the group to get involved in creating activities for the community. Her first involvement was attendance at the project’s netball sessions – this really helped Lilly and her mother spend positive time together.
Since then Lilly volunteered at the local playschemes and slowly became involved in other activities in the area. Through her involvement in activities and leadership training, she decided that she would like to lead her own community event to provide opportunities for young people. She empowered adults on the steering group with her ideas and gained their support to deliver the event. Through her efforts and the support of those around her Lilly organised and led ‘Lilly’s Physical Activity Easter Egg Hunt’ this year. This was a great achievement for Lilly and it is clear to see her confidence increase as a result.
For more information about the Local People Project: www.youthsporttrust.org/localpeople or see our video at bit.ly/local_people
My Personal Best Primary resource cards are a member benefit at Primary Plus level. Contact [email protected] if you’re not sure how best to use these resources or where to start.
DRIVING SCHOOL VISION AND ETHOS THROUGH MY PERSONAL BEST PRIMARY
30
CHRIS WILLANHeadteacher Water Primary School, Rossendale
STRATEGIC OBJECTIVE: TRANSFORMING PE
Through our work with YST and our continued determination to evaluate and improve how physical education is taught, we began to look at ways in which we could develop our growth-mindset approach. This included PE, values and life skills and how we could use them as a mechanism to improve and sustain successful attitudes and behaviour, with the goal of allowing all our children to flourish, reach their potential and develop life-long learning habits.
The school received training from YST on their My Personal Best Primary approach and this has now been implemented for over a year. Throughout the school we had pockets of fantastic practice in terms of life skills, values and rewards but we missed a central component which would suitably link all our ideas. The YST My Personal Best Primary approach did this perfectly.
To incorporate My Personal Best Primary into the wider ethos of the school we needed it to originate from the PE lessons we provided. We needed to change the curriculum and how it was taught. Previously we taught PE in two weekly sessions (two hours), but we felt a lot of time in lessons was wasted.
We needed to squeeze every minute out of our PE lessons to achieve our vision. So, PE lessons are now timetabled for either a morning or an afternoon for each class and children come dressed in their Water Primary School tracksuits ready for a day of PE and active learning. Children are receiving three hours of taught PE per week, plus all the embedded physical activities they receive each day. This enabled My Personal Best Primary to fit within our PE lessons ensuring that PE remained active but also a purposeful vehicle in which to teach life skills and values. The teaching of PE also uses examples from professional and amateur sport for our children to see the purpose and see life skills in context, as well as identifying values within a curriculum area.
A particular value or life skill is now central to our whole school theme and is embedded within daily school life for a month. It is the basis for assemblies, rewards, awards and PE lessons. Teachers use the life skills throughout their classroom activities. A rolling programme of life skills is now planned and all of the skills are relevant to our pupils and school.
My Personal Best Primary has had such an impact in all areas of the curriculum, it is such a joy to see children engage with a theme or life skill and apply throughout the school. An ethos or life skill is shared each month and it really takes over the school. For example, recently we had a focus on ‘Respect’ and it was wonderful to see children greeting staff, each other and parents with a warm hello or opening doors for staff and visitors.
With the focus in PE not being just physical skills, all children are engaged and interact with the content. Our children show resilience in all subjects and not just PE. They don’t give up and when asked about why and how, they deliver an articulate answer citing My Personal Best Primary as the driving force behind the change of approach to lessons.
To summarise the YST My Personal Best programme has been a wonderful addition to our school, ethos and vision. It has enabled the school to purposefully join our approach in terms of PE, sport and our values/character education. It is the centre of everything we do and care about.
Water Primary School helped write and shape YST’s My Personal Best Primary — an approach to teaching Physical Education which focuses on the explicit teaching of life skills through PE. Here, headteacher Chris Willan describes the impact it is having across his whole school.
Get Exam Fit has been designed to help students achieve their potential in school exams. The programme focuses on building their confidence and managing their physical and emotional wellbeing through the use of high profile athletes and supporting resources.
The Get Exam Fit package
Four half-day athlete mentor workshops plus practitioner, parent and young person resources — £1,795*
For more information go to www.youthsporttrust.org/getexamfit*excluding VAT
The programme includes:
1. Four half-day athlete mentor workshops
2. Access to supporting resources for young people
