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School-club links
Recognising and achieving effective linksbetween schools and sports clubs
The Club Links programme is a fundamental part of the Government’s NationalSchool Sport Strategy. Its purpose is to strengthen the links between schools andlocal sports clubs and, in so doing, increase the number of children and youngpeople who become members of accredited sports clubs. Strengthening the linksbetween clubs and schools will help to create a culture of participation from ayoung age.
We are keen to ensure a smooth and natural transition from school to cluborganised sport. The Club Links programme being delivered through sport’snational governing bodies and the national network of school sport partnershipswill provide more opportunities for children and young people as they move fromschool sport to club sport. We also recognise the importance of providing highquality sport in an environment that is recognised as safe and meets childprotection requirements. Effective links between schools and clubs willencourage young people to adopt healthier lifestyles, enjoying sport whilstparticipating in a safe environment and hopefully going on to achieve sportingsuccess. These are all key aims of the Every Child Matters agenda.
We therefore welcome this booklet, which is the latest in a series of documentsthat underpin the National School Sport Strategy being jointly delivered by ourtwo departments – the Department for Culture, Media and Sport, and theDepartment for Education and Skills. We are grateful to all those who haveassisted in its production by contributing case studies of good practice and awealth of other helpful information. The guidance will help you to set up andmaintain effective school-club links and enable you to recognise their positiveoutcomes for young people.
We hope that you will be able to use this information to build on all thetremendous work done since 2002 and continue to transform the opportunitiesavailable to our young people through school and club sport.
Rt Hon Richard Caborn MP Andrew AdonisMinister for Sport Under-Secretary of State for Schools
Rt Hon Richard Caborn MP
Andrew Adonis
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This guide has been produced to helpschools, clubs, national governingbodies and county sports partnershipswork together to provide effectiveschool-club links. It focuses on how to:
• lay the foundations for achievingeffective school-club links
• recognise the effectiveness of a linkby looking at its impact on youngpeople.
The detail of how to set up, develop andmaintain effective school-club links willbe covered in training provided as partof the national PE, School Sport andClub Links (PESSCL) strategy and byRunning Sport for volunteers.
In clubs, much good practice is alreadyin place and many volunteers alreadyoffer young people excellentopportunities to make progress in thewider sporting environment. This guideaims to promote existing good practice,enabling clubs to see the value ofgaining club accreditation and makingeffective links.
Similarly, many schools and school sportpartnerships already have effective linksin place and are working hard with localproviders to offer pupils newopportunities to take part in sport. Thisbooklet gives them further ideas aboutwhat might be achieved and supportsthem in evaluating and developingtheir existing links.
About this guide
Terms used in this guideSport: includes dance, outdoor
education and wider physicalactivity
Club: any provider of sport, dance,outdoor education or widerphysical activity
Coach: anyone who teaches sport,dance, outdoor education orwider physical activity in a club
Dance linksThe booklet Dance Links:A guide to delivering high qualitydance for children and young people(DCMS/DfES, November 2005)focuses on schools working withdance clubs. It includes guidance oncreating effective links and casestudies of dance links in action.Details of how to order a copy aregiven on page 16.
Multi-skill clubsThe new network of multi-skill clubsplays a vital part in the pathwaybetween school sport and club sportfor young people. Many of theprinciples in this guide can beapplied to multi-skill clubs. Details ofhow to order a copy of the multi-skillclubs and academies brochure aregiven on page 16.
Effective school-club links have a vitalrole to play in ensuring that all of thesetargets are met. The 2004/5 PESSCLsurvey showed that an average of 22%of pupils in partnership schoolsparticipated in at least one sports clubwith links to their school.
School-club links and the national strategyIn 2003, the Department for Education
and Skills (DfES) and the Department
for Culture, Media and Sport (DCMS)
published Learning through PE and sport.
This set out the national PESSCL
strategy and stated that:
‘... the overall objective, a joint DfES and
DCMS Public Service Agreement target,
is to enhance the take up of sporting
opportunities by 5-16 year olds. The aim
is to increase the percentage of school
children in England who spend a
minimum of two hours each week on
high quality PE and school sport within
and beyond the curriculum to 75% by
2006.’
This target has been increased to
85% by 2008, with a further aim for
children to have access to at least
four hours of PE and sport each week
by 2010.
In addition, a specific target was
set to enhance school-club links:
‘To increase the percentage of 5-16 year
olds from school sport partnerships
participating in high quality club
environments from 14% in 2002 to 20%
by 2006, and to 25% by 2008, while
achieving a floor target for key stages
2-4 of 15% each and 20% by 2008.’
What is a school-club link?
1. meet the needs of all young people,whether they want to get involved:• as an elite performer• to enjoy sport and develop their skills• for social or recreational reasons• to maintain or develop their fitness• as a young leader or coach• as a club officer
2. provide new and varied opportunitiesfor young people
3. help young people to realise theirambitions in sport and dance byproviding pathways for them to follow
4. agree good standards of provision andput in place quality controls and club andschool developments to ensure thatstandards remain high.
Action• The Cornwall Cricket Board was
allocated PESSCL funding by theEngland and Wales Cricket Boardto increase participation in juniorclubs and to build and sustainschool-club links. This funding wasmatched by Sport Englandthrough the Cornwall SportsPartnership with CommunitySports Coach funding and withcontributions from focus clubs.
• A part-time community cricketcoach was appointed to work withthe feeder primary and secondaryschools of four focus clubs eachyear (all have achieved Clubmark).
• In the first year, he delivered acricket leadership course to clubmembers and secondary teachers.He also delivered ‘Howzat’ 1st
Innings training to 12 primaryteachers.
• The coach spent over 200 hours ofcurriculum time in primary schoolsand ran Kwik Cricket festivals atclub grounds (these each attractedover 50 children).
• An assembly package promotingcricket was delivered to all thefeeder primary schools.
Impact in the first year• Under 11 membership increased
from 15 to 32 at Liskeard CricketClub. The number of children aged6 to 9 with ball skills membershipat Truro Cricket Club rose from 21to 31. Junior membership atMenheniot Cricket Club increasedfrom 14 to 22.
• All of the clubs completed orcommitted to completingcomprehensive development plans.
• Six new primary schools enteredthe BBC Sport Kwik Cricketcompetitions.
Why does the link work?• Cornwall Sports Partnership and
Cricket Board work together tomake the most of existingprogrammes and initiatives.
• All of the focus clubs make afinancial commitment.
• The community cricket coachliaises with other communitysports coaches to share goodpractice and works closely withthe county sports partnership.
Cornwall cricket clubs hit for sixThe partners: cricket clubs in Cornwall; Cornwall Cricket Board;England and Wales Cricket Board; local primary and secondary schools
A school-club link is an agreement between a school or school sport partnership and acommunity based sports club to work together to:
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Action• An Amateur Rowing Association
community sports coach wasfunded by Hampshire and Isle ofWight Sports Partnership and bythe four clubs that formed thesteering group for this project.
• The Amateur Rowing Associationand club volunteers helped to setup links between the rowing clubsand schools.
• Pupils were introduced to theworld of rowing in assemblythrough the Go Row programme(this includes a video, games,activities and an opportunity toobtain certification for indoorrowing achievement).
• The clubs ran taster days in theirlink schools, at which every year 7pupil took part in a health andfitness indoor rowing session.
• An after school indoor rowingclub was set up for eight to tenweeks in each school, followingthe Go Row programme.
• An inter school indoor rowingcompetition was hosted by one ofthe schools.
• Pupils took part in swimming andwater safety training at a localpool, led by qualified volunteercoaches.
• The clubs set up an after schoolclub to introduce pupils to rowingon the water.
Impact• The community sports coach who
led the programme won the SportCoach UK Young Coach of the YearAward.
• In total, 3332 young people inHampshire and the Isle of Wighttook part in rowing sessions.
• 170 juniors took part in clubbased water activities. Many willtake part in competitions duringtheir first year and several areaiming to join regional teams.
• The indoor rowing competitionhas become an annual event.
• Schools are now asking to getinvolved with the rowing clubs,rather than the other way round.
Why does the link work?• The volunteers and community
sports coach support the link fromschool to club. This gives youngpeople someone to relate to whenthey move from activities inschool to the club environment.
• There is a strong emphasis on funand enjoyment.
• Communication is good betweenschools and clubs, with regularmeetings held to discuss theprogramme.
Oarsome rowing linksThe partners: four rowing clubs in Hampshire and the Isle of Wight;Amateur Rowing Association; seven local secondary schools
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What will you see in schools when a school-cl
• getting involved in PEand sport for at leastthree to four hourseach week
• making a positiveconnection betweenwhat they learn inschool and what theylearn in the club
• showing enthusiasmfor what they aredoing
• having fun andworking hard
• thinking about whatthey could becomeand achieve throughinvolvement in PE andsport
• having role modelswho inspire them toachieve
• having clear andrealistic goals tomeasure their progress
• knowing how toachieve these goalsand understandinghow the school canhelp them
When a school-clublink is effective,schools will see thefollowing outcomesin their pupils. 1
Young peopleenjoying andregularlyparticipating in PE and sport 2
Young people witha desire to achievein PE and sport
>
4
ub link is effective?
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• becoming increasinglyskilful and confident
• continually improvingtheir performance
• growing in mental andphysical strength
• taking greater initiativefor what they do andbecoming better atchoosing andvolunteering for roles(whether as performer,leader, official or clubofficer)
• being aware of thedifferent pathwaysthey can follow to fulfiltheir potential
• gaining a sense ofachievement fromknowing they aredoing their best
• understanding that PE and sport are animportant part of ahealthy, active lifestyle
• balancing theirinvolvement in schooland club, and planningtheir training,competition andperformancecommitments so theyare not overloaded(parents and carers ofyounger children willplay a key role in this)
• sharing theirinvolvement in sportwith all adults involved,including teachers,coaches and parents
• feeling good aboutthemselves
• having time for otherinterests andcommitments atschool, home and inthe community
• being recognised forwho they are and whatthey achieve in bothschool and club
• being interested in andsupportive of others
• having the confidenceto take on new rolesand try differentactivities
• taking someresponsibility for their own progress
When a school-clublink is effective,clubs will see thefollowing outcomesin young people. 1
Young peopleenjoying andregularlyparticipating inclub sessions 2
Young people witha desire to achievein sport
>
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• showing commitmentto the club
• having fun,working hardand involvingothers inactivities
link is effective?
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• helping to design theirtraining programme
• beginning todemonstrate a widercommitment by takingon volunteering roleswithin the club
• beginning to leadactivities
• gaining a sense ofachievement andunderstanding the importantcontribution of others around them
• understanding andvaluing thecontribution of clublife to a healthy, activelifestyle
• balancing theirinvolvement in sport,and planning theirtraining, competitionand performancecommitments so theyare not overloaded(parents and carers ofyounger children willplay a key role in this)
• sharing their wholeinvolvement in sportwith all adults involved,including teachers,coaches and parents
• feeling good aboutthemselves
• having time for otherinterests andcommitments atschool, home and inthe community
• feeling secure andsupported in the clubcommunity and seeingit as a central part oftheir life
• holding positions ofresponsibility
• helping to organisecompetitions,tournaments, fixtures,festivals orperformances
5Young people witha strong sense ofbelonging in theclub
Key people and organisations
The following can play a vital role in helping to set up and maintaineffective school-club links.
All clubs should have arepresentative who works witheither their school sportpartnership, county sportspartnership or national governingbody to make school-club links. Ifclubs contact schools directly, theyshould let their county sportspartnership or national governingbody know what they are doing.
The club
Local Authority sport developmentunits help to establish links byputting PDMs in touch with clubsand through the local sport specificdevelopment group.
The Local Authority
The county sports partnership isinvolved in club development, is incontact with PDMs and also workswith sport specific developmentgroups. As a result, it can play apivotal role in putting clubs intouch with PDMs and facilitatinglinks through Step into Sport andother club development.
The county sports partnership
Different national governingbodies offer clubs different levelsof support. Some county officersput clubs in direct contact withschool sport partnerships. In othercases, regional or national officersknow how to set up effective linksin their area.
National governing bodies
School sport partnerships shouldkeep in touch with their localclubs to explore opportunities towork together. Partnershipdevelopment managers (PDMs)should then work with schoolsport coordinators (SSCos) andprimary link teachers (PLTs) to setup links. They may invite clubs tocontribute to school sportsessions or to Step into Sportleadership work.
<>LINK
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The school or school sportpartnership
A high quality club:• has Clubmark accreditation or its national governing
body equivalent. Clubmark is awarded by Sport Englandto high quality clubs with junior sections
• is affiliated to its national governing body and hasstrong connections with the county sports partnership,Local Authority and county association
• has high quality, experienced coaches who are qualifiedto work with young people and registered with theirnational governing body
• is committed to professional development for itscoaches and volunteers
• ensures that its coaches and volunteers have attendedchild protection training and been Criminal RecordsBureau (CRB) checked
• provides a safe and effective environment
• has clearly defined pathways for young people asplayers and volunteers
• involves young people in decision making
• has an induction policy for young people and theirparents and carers
• is committed to continuous development andimprovement
• follows the principles of long term athletedevelopment/talent development.
Schools that provide high quality PE and school sport:• ensure all pupils take part in PE and school sport for a
minimum of two hours each week
• have between 75% and 100% of their pupils consistently displaying the 10 high quality outcomes (as defined in High quality PE and sport for young people,DfES/DCMS, 2004)
• have pupils that make good progress in PE and schoolsport and achieve high standards
• offer consistently high quality teaching and learning
• have effective processes for developing and improvingthe quality of teaching
• have a PE curriculum that pupils find stimulating andchallenging, and that enables them to make good progress
• listen to pupils and act on what they say
• use good systems for assessing pupils so that they knowwhere they are and can achieve the highest possiblestandards
• keep parents and carers well informed about theirchildren’s experiences, progress and achievement, andinvolve them in decision making
• use time, facilities and resources effectively to improvepupils’ learning
• recognise and reward pupils’ participation andachievement in PE and school sport.
Checking the quality of potential partners
School-club links work best if they bring together a high quality school orschool sport partnership with a high quality club. But how can schoolsidentify whether clubs are high quality? And how can clubs identifywhether schools are providing high quality PE and sport?
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Getting startedThose responsible for managing aschool-club link need to begin bydeveloping a shared understanding ofthe main aims of the link and how itwill benefit young people. How will ithelp young people to achieve theirpotential? What other benefits will ithave? Who will take on different rolesand responsibilities?
Reaching an agreement – owned jointlyby the club and the school or schoolsport partnership – helps to establishground rules and manage expectationsfor the link.
The club and school or school sportpartnership then need to work togetherto put the link into practice by:
• explaining the benefits of the linkto young people, teachers, coaches,parents/carers, governors and clubmembers
• ensuring that young people haveenough time to get involved andachieve
• providing the right teachers,coaches and volunteers andmaking sure that they haveattended child protection trainingand been CRB checked
• providing enough spaceand resources
• ensuring that school and clubenvironments aresafe and welcoming
• celebrating young people’sinvolvement andachievements
• listening to and acting onthe views of young people,parents/carers and others.
Helping young peopleto make progressTo ensure they make a real differenceto young people, the club and schoolor school sport partnership need to:
• set out what each young personneeds to do to make progress inboth settings
• communicate these steps to youngpeople, their parents/carers andother teachers and coaches
• make sure that young peopleunderstand the relationshipbetween their performance atschool and club
• work together to ensure youngpeople make progress and remaincommitted
• give young people time to think,reflect and make decisions forthemselves
• build excitement and motivation byhelping young people to see theprogress they are making
• give young people opportunities toevaluate their progress andachievement, and to decide what todo next.
Providing the right peopleIt is essential to have experiencedteachers, coaches, assistants andvolunteers who are qualified to workwith young people and are keen toimprove their expertise. Peopleinvolved in school-club links need tobe committed, enthusiastic and act aspositive role models. They shouldnurture young people’s determinationand desire to achieve by showingconfidence in their ability to makeprogress. They should value youngpeople by listening to their views andcelebrating their successes.
Everyone involved in working withyoung people as part of a school-clublink should be CRB checked.
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Putting a link into practice
Information on how to contactnational governing bodies can befound on the Sport Englandwebsite (see page 17 for details).
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Making a link sustainable
What makes aschool-club link
sustainable?
Agreement
A formal agreement, whetherwritten or achieved through mutualunderstanding, should benegotiated at the start of the linkand maintained throughout. Thisshould clarify roles andresponsibilities, and agree a vision,expectations and goals.
Communication
Good communication is crucial toa sustainable link. Clubs andschools need to be in regularcontact and share each other’sachievements, talking about andcelebrating young people’sprogress. Clubs and schools alsoneed to ensure that theycommunicate well with youngpeople and their parents/carers.
Involving young people
Most coaches and teachersacknowledge that they need atleast five to ten young people toestablish an effective, sustainablelink. However, a high number ofparticipants does not necessarilymean that a link is effective. Abetter indication is the number ofyoung people who stay year afteryear, attend regularly andeventually become full juniormembers of the club.
Coaches in schools
Many schools value the input of clubcoaches, as they have goodknowledge and are up to date withrules, coaching methods, events andissues in their sport. Having theopportunity to work togetherstrengthens the partnershipbetween teachers and coaches,helping them to share and developapproaches and expertise.
Shared standards
Many schools are proud of theirstandards in PE and school sportand are anxious that clubsreinforce good practice. In line withthis, teachers and coaches need towork together to ensure that theyshare a common approach toworking with young people andinvolving parents/carers. Areas fordiscussion might include expectedstandards of behaviour andattitude (of both young people andadults), preparation and planning,providing positive feedback, andinvolving young people in theirown learning.
Understanding andrespect
For a link to be sustainable, theclub and school or school sportpartnership must show respect forone another’s role. They need toactively promote and support eachother, rather than being incompetition for young people’stime and commitment. They alsoneed to understand andappreciate the roles andresponsibilities of others thatsupport the link, such as PDMs andcounty sports partnerships.
Continuity
Continuity for young people comesthrough linking the PE curriculum,out of hours activities and theschool-club link. Young people whojoin clubs after experiencingparticular sports in PE at school areusually more confident in theirability and knowledge. Teachers canhelp to make links by promotingclubs immediately after a unit ofwork or during an out of hoursactivity. If young people know aclub’s coaching staff or othermembers – perhaps through tastersessions in school or a coach’sinvolvement in an after schoolactivity – this can help theirtransition from school to club.
This draws on Sport England’s guidance on Developing sporting partnerships (2001).
Case studies
Action• A full-time community sports
coach based at the school coachestrampolining in the curriculum,after school and in satellite cluband community settings.
• NTGA runs a satellite club at theschool for eight hours a week(delivered by the communitysports coach).
• To celebrate achieving BritishGymnastics GymMark and SportEngland Clubmark, NTGA put on adisplay that included pupils fromthe school.
• The school funded the club to setup a special needs programme,provided it with video analysissoftware and ICT support, andprovided funding for four NTGAcoaches to attend the SportsCoach UK MovementFundamentals course.
• Coaches from NTGA support andtrain PE staff.
• The school and club worktogether to ensure a balancebetween talented pupils’schoolwork and training. Theywork in partnership on the Junior Athlete Education andGifted & Talented programmes.
• The school and club also worktogether to run trampolinegymnastics festivals.
• The school and PDM activelypromote the club’s school andcommunity programmes.
• A County Schools TrampolineAssociation has been establishedwith help from NTGA and theschool.
Impact• There is now a continuous
pathway from school to out ofhours learning opportunities andon to the competitive clubenvironment, with clearlyidentified exit routes forparticipants, coaches andvolunteers.
• The programme of teachertraining and coach developmentthat has been established by the link has resulted in newlyqualified coaches and betterquality delivery.
• PE staff have gained the BritishGymnastics coachingqualification. One teacher nowtakes part in NTGA’s communityprogramme, is a volunteer coachand represents the club bycompeting at regional novicelevel.
• Club membership rose from 527in April 2005 to over 700 inJanuary 2006.
• Four new after school clubs havebeen set up, with over 60 newparticipants.
Why does the link work?• The key people from the club and
school are fully committed to thelink and will continue to worktogether to ensure that it remainssuccessful and sustainable.
• The East Midlands GymnasticsDevelopment Officer providesadvice, support and PESSCLfunding for the link.
• The GymMark process taught theclub the true value of the school-club link and the importance ofpartnership work through theschool sport partnership and thecounty sports partnership.
Jumping to successThe partners: Northamptonshire Trampoline Gymnastics Academy (NTGA);Northampton Academy Sports College; Northamptonshire School Sport Partnership
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Action• In 2003, the PE coordinator at
Beacon Hill set up a weeklyathletics club at the school, usingthe facilities of the very smallschool sports hall. She arrangedfor two coaches from IpswichHarriers Athletics Club to help herimprove the quality of the pupils’athletic skills.
• The club rapidly outgrew theschool sports hall, both in terms ofnumbers and pupils’ ability. Ittransferred to a local sports centreand opened its doors to childrenwith special needs aged 11 andover from any school in the area.
• The young people decided to calltheir club Orwell Panthers. It isfunded through grants from theborough council, somesponsorship, fund raising andmembership fees.
• The PE coordinator and thequalified Athletic Associationcoaches still provide coaching andsupport each week.
• Approximately 10 pupils fromBeacon Hill and a further 10 fromother schools are regularmembers. They take part inrunning, throwing and jumpingactivities, and compete in a rangeof competitions held both withinthe club and between clubs.
• The club took part in a SuffolkAthletics demonstration at theAAA championships.
Impact• For the first time, pupils with
special needs have theopportunity to compete in localand regional athleticcompetitions.
• Pupils’ social skills have developedas a result of mixing with childrenfrom other schools.
• Very good facilities and coachinghave meant that pupils’ athleticability has improved considerably.One club member is currentlyundertaking a level 1 athleticscoaching award and will soon becoaching alongside the club’squalified coaches.
• Pupils are committed tothe club. They enjoyattending and derivegreat pleasure fromjoining in andcompeting.
Why does the link work?• Because the coaches from Ipswich
Harriers worked alongside the PE coordinator on the school site,both coaches and pupils kneweach other before the club wastransferred to the sports centre.
• Pupils are highly motivated by theopportunity to experience highquality training and facilities.
• The PE coordinator has remainedinvolved in and committed to theclub. This gives pupils a familiarpoint of contact if there are anyproblems.
Athletics for pupils with special needsThe partners: Orwell Panthers Athletics Club; Beacon Hill School (a special school)
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Action• All five clusters (families of
schools) in the partnership weregranted Awards for All funding of£5000 to pay for basketballequipment and coaching.
• Two Blue Devils coaches delivereda six week basketball course toover 200 primary pupils (years 4 to6). Teachers learnt from watchingthe coaches so they could take onresponsibility for deliveringbasketball after the course.
• At the end of the six weeks, clustercompetitions culminated in theBury Blue Devils primarybasketball competition. In 2005,150 pupils from 16 schools tookpart. Players wore club T-shirtsand received a medal. Thewinning team went on torepresent Bury in the GreaterManchester Mini-Games.
• Club literature giving details ofsessions and training wasdistributed in schools.
• Year 7 and 8 pupils began to playin the Bury schools’ league for thefirst time. Basketball festivals arenow held three times a year forthese teams.
• Three secondary schools wereinvited to join the EnglandBasketballmark scheme throughthe Blue Devils link.
Impact• Pupils now have a clear, strong
pathway from school to clubbasketball.
• More pupils play basketball atschool. Average year 9 squadshave risen from around 9 playersto 16 or 17. A few pupils havesuccessfully campaigned for theirschools to form competitivebasketball teams for the first time.
• The standard of secondary schoolbasketball has improved. Threepupils attended a specialist campand now compete at regionaland/or national level.
• Over 20 primary pupils attend aweekly session at the club,14 boys and girls play in the club’sunder 12 team, and 66 youngpeople belong to its under 18section (many of these have comethrough the school-club link).
• The basketball club recently wonan award for services to thecommunity.
Why does the link work?• The Chair of Bury Blue Devils is
also a member of the basketballdevelopment group, an SSCo andcoordinator of the local secondaryschools’ basketball leagues. Thisgives him a unique overview of allaspects of the link.
• There is strong support for thelink from all involved, includingPLTs, SSCos, the PDM, Bury sportsdevelopment unit, club coachesand secondary school PE teachers.
• Bury Local Education Authority(LEA) and Greater ManchesterSport provide financial supportand advice. For example, the LEAwaives leisure centre fees for theprimary school festival.
A clear path to club basketball The partners: Bury Blue Devils Basketball Club; Bury / Broad Oak School Sport Partnership
Case studies
Action• The orienteering club gained
partnership funding from localauthorities, Tees Valley Sport andthe British OrienteeringFederation to work with schools inthis area of deprivation.
• The club formed links with sixschool sport partnerships andintroduced orienteering into theirschools. It gained Awards for Allfunding to cover the cost ofcommissioning orienteering mapsof the schools’ grounds and theexpenses of unpaid clubvolunteers who ran theprogramme.
• The club provided initial coachingand taster sessions in schools(either in a one hour or an afterschool session).
• Building on this initial training,many teachers went on todevelop their pupils’ orienteeringskills. Some teachers achievedlevel 1 coaching standard.
• The club set up inter schoolorienteering competitions in localwoods and parks, in addition to itsregular programme of localcompetitions at weekends.
Impact• In the academic year 2004/5, the
club provided or facilitated 5680 individual experiences oforienteering beyond its usualactivities.
• Young people who experiencedorienteering through the school-club link joined the club’s juniorsquad. This went on to win thenorth east junior inter clubtrophy and competein the nationaljunior inter clubcompetition.
• The north eastregional squadincludes two orthree youngpeople whohaveprogressedthrough fromthe school-club link.
• One sportscollege has formedits own orienteeringclub and hasadopted the coloursof the Cleveland clubfor its kit.
Why does the link work?• A small group of highly
committed volunteers is thecornerstone of the link. Withouttheir time and effort, theprogramme would not besustainable.
• PDMs and teachers have beenenthusiastic about carrying on theprogramme.
• The support from other partners,in particular the Tees Valley sportsdevelopment team, the localsports development unit and the governing body, has also been vital.
The way forward for orienteeringThe partners: Cleveland Orienteering Klub; six school sport partnerships in the Tees Valley area
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Case studies
Action• BADMINTON England has
developed the Academy SchoolProgramme to support schoolsthat commit to building linksbetween school, club andcommunity through the game ofbadminton.
• Witchford Village College affiliatedto the national governing body sothat it could apply to become anAcademy School.
• After gaining designation, abadminton development officer(funded by BADMINTON Englandand Witchford) was appointedand based at the school.
• The club established a juniorsection, which is now entered forlocal league competition andintegrated into senior club activity.
• School club activity consists offour different sessions for
beginners, more developedplayers, juniors and some seniors,seniors and some invited juniors.
• Pupils have been coached by anational squad coach and metworld class players. Some learnt toline judge and referee and wereinvited to line judge at the AllEngland National Championships.
• The school, regional developmentmanager and badmintondevelopment officer are workingwith the club to help it achieveSilver Club accreditation.
Impact• Badminton is now an important
part of the PE curriculum andschool club activity takes placefour nights a week. Over 60 pupilsplay regularly and are aiming tojoin the senior club.
• To support the additional out of
hours activity, the school hasembraced Step into Sport andBadminton England’s YoungHelper Award.
• Club members have moreopportunities to play now theyare able to use the school’sfacilities. Some have qualified ascoaches.
• Cambridgeshire CountyBadminton Association has begunto work in partnership with boththe club and the school.
Why does the link work?• BADMINTON England is fully
committed to the programme, theschool is highly motivated and thelocal club is keen to expand andget involved with junior players.
• Clear targets and templates areprovided to signpost and supportactivity.
Setting the standard for badmintonThe partners: Ely Victoria Badminton Club; BADMINTON England; CambridgeshireCounty Badminton Association; Cambridgeshire County Sports Partnership; WitchfordVillage College
Finding out moreDfES publications
The following publications can be ordered through DfESPublications, PO Box 5050, Sherwood Park, Annesley,Nottinghamshire NG15 0DJ. Tel: 0845 60 222 60 Fax: 0845 60 333 60 Email: [email protected]
Learning through PE and sport:An update on the national PE, School Sport and Club Linksstrategy (document reference: LTPES2)
High quality PE and sport for young people:A guide to recognising and achieving high quality PE andsport in schools and clubs (document reference: PE/HQ)
Do you have high quality PE and sport in your school?:A guide to self-evaluating and improving the quality of PEand school sport (document reference: PE/HQSE)
Dance links:A guide to delivering high quality dance for children andyoung people (document reference: PE/DL)
Swimming Charter (document reference: PE/SC)
Youth Sport Trust publication
Multi-skill clubs and multi-skill academies information andguidance (document reference: YST-MSA-02)Available from www.youthsporttrust.org
Action• In response to a lack of tennis in the
north west of Birmingham, the citycouncil gained City Tennis Clubstatus.The new club, BirminghamCity Tennis Club – North, is trying toattract young people from adeprived area.
• The club is based at four sites andis run by a full-time communitysports coach.
• The coach delivers tennis tastersessions in cluster primary andsecondary schools. The club alsoprovides mentoring and coacheducation to teachers and helpers.
• The club is establishing holidayprogrammes to ensure tennisactivity throughout the year.
Impact• 38 junior members have signed
up to the new club for regularcoaching, match play andcompetition. Many more youngpeople take part in sessions.
• Over 70 juniors took part in ajunior tennis festival at HamsteadHall School and Springfield TennisClub on the same day, playingtennis for free and learning abouttennis in the area.
Why does the link work?• The strong link between the
tennis club and schools is helping
to develop a pathway from school
to club.
• Having four club sites gives more
young people the opportunity to
take part, as travelling even short
distances is an issue for many
parents and carers.
• The four sites offer excellent
facilities – 25 tennis courts (2
floodlit), 4 indoor sports halls, a
fitness gym and an Astroturf
floodlit pitch for mini tennis.
Bringing tennis to BirminghamThe partners: Birmingham City Tennis Club – North; Springfield Tennis Club;Hamstead Hall School & Specialist Sports College; King Edward VI Handsworth;Holyhead High School; local primary schools
Websiteswww.teachernet.gov.uk/peNews and updates on the PESSCL strategy
www.culture.gov.uk/sport/school_sportInformation from the Department for Culture, Media andSport on the PESSCL strategy
www.qca.org.uk/pessQCA’s PESS website, which includes case studies on highquality PE and school sport
www.sportengland.org/index/get_resources/developing_sport/clubs.htmInformation to help with club development
www.sportengland.org/index/get_resources/resource_ul.htmLinks to national governing bodies’ websites
www.sportengland.org/index/get_resources/developing_sport/county_sports_partnerships.htmInformation about county sports partnerships
www.youthsporttrust.orgIncludes information on multi-skill clubs
www.adoptaschool.org.ukInformation about making links between schools andleisure centres
www.runningsports.orgInformation about Sport England’s education and trainingprogramme for volunteers
AcknowledgementsWith thanks to the Centre for Sport and Dance, LiverpoolJohn Moores University.
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