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St Anthony’s RC Primary School

School Focus: Creation of outdoor provision through the development of teambuilding

Expression of interest overview

St Anthony’s, which is a primary school in an area of social deprivation in Saltney, Flintshire, is well positioned in the community as pupil’s live close and can easily walk (or use active travel methods) to attend school activities. Unfortunately, there has been little appetite for previously existing activities. To support pupils to engage in physical activity provision, the school planned to run a sport offer three days a week and run sessions in holidays and one day a month on weekends. The sessions were to be open to the wider community - specifically, pupils’ parents and siblings to encourage family participation. They will also be delivered with incidental Welsh. The intention was for the funding to be spent on three overarching areas to support the creation of a community hub:

  • Additional support for vulnerable pupils (31.5% of pupils eligible for free school meals)
  • Staff costs
  • Session provision providers

Programme implementation 

The school received funding from February to December 2022. Attendance numbers recorded by the school showed attendance fluctuated across the months, with the greatest attendance in May (82 participants) and June (69 participants). The lowest attendance was in April (32 participants), which was notably lower than most months. Monthly learning logs listed activities the school had been offering, such as activities offered by Planetree Adventure and Taekwondo. Through the monthly completion of learning logs, the following key reflective points were highlighted, and the school’s implementation of the programme was documented in the timeline shown in Figure 11.

What worked well:

  • Whilst being a small school (75 pupils), both clubs ran for two hours a week after school and were well attended
  • Pupils really enjoyed the sessions and gave the school a lift
  • Pupils who attended Taekwondo began attending a local club, some with their parents

Learning points: 

  • Going forward, Taekwondo will be delivered for one hour a week with an emphasis on the younger children as the activity has been more popular with this age group

Next steps:

  • School in discussion with a local football team about taking sessions next term and training up a parent to become a coach through the club
Figure 11: The graphic shows the school’s monthly reflections on the programme implementation.  March - Active education launched. Two clubs offered for two hours a week after school on a Tuesday and Thursday.  April - Pupils continued to attend, and tutors were enthusiastic. Some pupils who previously displayed behaviour issues begin to demonstrate more self-control. This might be partly due to Taekwondo and discipline involved.  May - Children worked together in planetree activities outside enjoying the fresh air. Activities encompassed team building exercises and working together whilst being active.  June - Clubs continued. Taekwondo was more popular with the younger children in Reception to Year 3.  July - Planetree provision ended. Activity levels have increased. School observed that children who attend both clubs seem fitter.

PUPIL’S SURVEY OVERVIEW

Fifteen pupils completed the survey in July. Overall, 27% of children felt that attending the sessions increased their physical activity levels, with 40% reporting they attended 2-5 AEBSD sessions (Box 6). Pupils also reported that it was very easy to travel to the sessions as they went during their lunch time/after school. Figure 12 shows all pupils found the sessions helpful to spend time with their friends (100% agreed/strongly agreed) and meet new people (100%). Most also felt attending helped them learn or improve a skill (87%) and feel a part of their community (86%).

NEXT STEPS – SEPTEMBER 2022 ONWARDS

Monitoring of sessions ongoing until December 2022, when impact, if any, of the pilot project within the school community will be found.

Box 6: The graphic shows the pupil’s reported information for St Anthony’s RC Primary School.  Circle (i) shows changes in pupil’s physical activity levels because of attending AEBSD sessions.  27% increased 73% no change 0% decreased  Circle (ii) shows the number of AEBSD sessions pupils attended.  0% attended 1 session 11% attended 2-3 sessions 16% attended 6-10 sessions 74% attended more than 10 sessions  Circle (iii) shows how pupils travelled to the sessions.  100% stayed at school.
Figure 12: The chart shows the pupil’s perceptions of how attending Active Education Beyond the School Day sessions helped them.  47% strongly agree that the Active Education sessions helped them spend time with their friends.  53% agree that the Active Education sessions helped them spend time with their friends.  47% strongly agree that the Active Education sessions helped improve educational performance.  33% agree that the Active Education sessions helped improve educational performance.  53% strongly agree that the Active Education sessions helped them meet new people.  47% agree that the Active Education sessions helped them meet new people.  53% strongly agree that the Active Education sessions helped them feel part of their community.  33% agree that the Active Education sessions helped them feel part of their community.  40% strongly agree that the Active Education sessions helped them learn or improve skills.   47% agree that the Active Education sessions helped them learn or improve skills.   47% strongly agree that the Active Education sessions helped them feel good.  27% agree that the Active Education sessions helped them feel good.