Behaviour: Over half of the schools recorded a positive impact on pupil behaviour in school as an educational impact, with some improvements in attendance at school noted. The investment had helped to improve facilities and create a more positive learning environment. Organised after-school activities provided a safe space for pupils to go to, often where there was little else available for young people in the neighbourhood. Schools reported that pupils were getting involved in the new sporting offers and activities were generally in high demand. The delivery of some sporting offers became an effective tool to teach pupils to manage their emotions and learn self-control. Schools often noted that having external providers to lead these activities had a positive effect on the pupils. Whilst a teacher may have been able to deliver a similar sport, having an independent person to deliver the activity who was perceived as an ‘expert’ enabled greater engagement in the learning experience. Pupils listened.
“Boxing has become a tool in school for regulating emotions.” (Primary school)
“The planetree activities (outdoor adventure-based provider) encompassed a lot of team-building exercises and working together whilst active. Some of the children who have shown behaviour issues are beginning to show more self-control. This might be partly due to Tae Kwando and discipline involved.” (Primary school)
“The success this month has enabled one student to improve their behaviour within the classroom. Due to their success at the external club, they now feel a sense of accomplishment and are now using this to motivate themselves within school. This has been supported by an external provider/sports coach. The external provider has taken on a mentorship relationship with the student and is supporting them in choosing the correct behaviours whilst in school.” (Secondary school)
Improving confidence, self-esteem, and resilience: The AEBSD sessions contributed to a positive atmosphere around the school, with pupils and staff enjoying the range of different provision, developing confidence and resilience from trying new things, and persevering to learn new skills. Schools reflected that pupil’s became more involved in school life after taking part, with a knock-on positive effect on their involvement during curricular time.
“We have found that this project has had a positive impact on the schools’ educational priorities as the pupils engaged in the project are more confident, motivated, and are engaging better in school life in general. Their behaviour has improved as they feel part of the school and can see the benefit is it having on them.” (Secondary school)
“Pupil engagement with school has improved. Parental feedback was great, showing that the club was appreciated. Pupil feedback showed that all had increased levels of self-confidence and self-esteem. All felt they had persevered at new experiences.” (Primary school)
Cross-curricular and collaboration benefits: Some of the project outcomes and successes have helped deliver cross-curriculum benefits, as well as collaborative learning between schools. Two schools had used activities that supported Welsh language provision; they have linked with the Urdd and participated in the Eisteddfod. Two schools were using the focus of leadership in the new curriculum and using the activities to give pupils a greater understanding of the importance of a healthy lifestyle and the part physical activity can play in achieving that.
“Due to the success of the project and the enjoyment from students, next academic year as a school we will be prioritising student leadership across the school. Not only in Physical Education lessons but across all subjects.” (Secondary school)
“This developed school-to-school working as the relationship strengthened between feeder primaries through dance.” (Secondary school)
“Sessions being held in one school has strengthened the feeling of togetherness and has built positive relationships between the children and staff from the two schools.” (Primary school)
“Pupils developed their cross curricular skills through further developing their use of Welsh language by participating in the Eisteddfod and learning Welsh clog dancing.” (Secondary school)
Four schools reported that the programme had supported their school’s overall well-being plans. One school commented that a school priority was to increase parental engagement, and this funding had helped by enabling them to offer adult classes, in addition to the pupil provision.
Sport and physical activity impact: All schools highlighted that the programme had, in their anecdotal opinion, resulted in increased levels of physical activity and sports participation. Sessions had been full and in high demand; sometimes schools had to organise additional sessions to increase capacity. Through the pilot project, new activities and tasters were introduced to pupils, providing them with the chance to try something they would be unlikely to otherwise access - either due to cost or lack of access. Some schools observed pupils passing on their new skills to peers and younger children who had not been at the sessions, thereby transferring skills and concepts from the sessions into non-session time. There was a suggestion in the school reflections that the pilot had increased interest in volunteering among pupils, as they now wanted to help provide activities, as well as participate in them.
Schools reported:
- Increased levels of physical activity and improved fitness
- Attendance of pupils who were previously inactive
- Successful engagement of pupils eligible for free school meal
- Encouraging disengaged girls to be involved and reengaged in physical education
- Boys participating in new activities, such as dance
As a result of the opportunities, physical skills were developing and schools observed a better standard of performance, equipping pupils with the foundations that could lead them to exit routes of community-based provision. Having a positive experience and improving physical competence can support lifelong physical activity and sports participation, as highlighted by this school’s reflections:
“The project has had a massive impact on sport and physical activity levels of the pupils in the school. We have children engaged who do not usually engage in sport and physical activity at all. We have seen them not just engage in one session but in many, and their confidence and motivation has exceeded our expectations. The instructors not only teach them skills for the activity, but they are also teaching them life skills and how the choices they make now will impact them going forward in life. They are being taught to value what they do and that they can achieve things when they work hard and have a positive attitude. The project has had a really positive impact on many of the pupils, but especially the previously inactive ones. They are now not only engaged in physical activity in the programme but also during curriculum time.” (Secondary school)