Question 1: Enabling A School To Become An Active Education Setting

Most schools were successful in progressing towards becoming or becoming an active education setting. Schools took very different approaches in investing the funding, dependent on their existing resources (physical and organised) and programmes of physical activity. While some schools required modifications to the buildings (e.g. changing rooms, security systems), others financed transport for after-school sessions, and/or covered staff costings through providing extra hours to existing staff or outsourcing external provision. Schools recognised the need for consultation from pupils and other audiences to shape the provision to make it most relevant and desired by the target audience. An issue highlighted was the provision for younger groups due to the need for higher staff ratios. It was suggested that there is a need to ensure equal opportunity across the ages to make sure the programme is inclusive. Increasing and initiating communication earlier was highlighted as a lesson learnt as a way of promoting the sessions with the intention of boosting attendance. In addition, communicating roles and responsibility of those involved was suggested as an enabler of becoming an active education setting. Considering how pupils will travel from the sessions is key; whilst some pupils reported walking or running to the sessions, arranging travel provision, such as a late bus, was well received by pupils. Based on the experiences of many of the schools, it is evident that some schools were able to bridge the gap between school and attendance to community sports groups. Through the programme, schools have acknowledged the benefits of cohesion between neighbouring schools, which can help to provide complementary, rather than competitive, offerings.