Section Two: Combined Schools Case Studies

Some schools in their AEBSD Expressions of Interest specified an intent to target certain groups. Five schools targeted pupils entitled to free school meals and four schools targeted pupils with additional learning needs. Others target groups included LGBTQ+ (two schools), ethnic minorities (1 school), Travelling community (1 school), girls (1 school), and boys (1 school).

PHYSICAL ACTIVITY AS A SCHOOL PRIORITY

To help provide context regarding how the staff viewed physical activity in their school, they were asked to consider how physical activity was prioritised and integrated within their school, as this could help schools in the future when implementing the programme. The top three approaches selected from a pre-determined list were:

• Budget is allocated to enable a breadth of physical activity learning
• Prominence to physical activity learning offer through school events, celebrations, parent’s evenings, open dates etc
• Dedicated member of staff responsible for physical activity learning

COMMUNITY COHESION

Seven of the eight schools answered the question relating to community cohesion due to the phase they were in relative to the programme implementation. On a 5-point Likert scale, schools were asked to what extent involvement in the programme had improved community cohesion. All schools found staff wanted to be involved and that the relationship with the wider community had improved. Given the benefits of partnership working, it is positive that five of the schools reported connecting with neighbouring schools on programme content (Table 2). Through reflections, the schools have further outlined ways that the programme has impacted community cohesion (Box 8).

Table 2. Extent schools agreed/strongly agreed with the community cohesion statements

Quotes from school/sport development staff outlining ways that the programme has had an impact on community cohesion

“Community Cohesion includes links with community clubs and the goal is just to build on what we offer and doing lots of consultation with the kids”

“Difficult to engage clubs using volunteers. There is not a great netball, badminton, rounders offer because there aren’t the volunteers to do it.”

“Our governors, in terms of things like the 3G pitch, they wanted that to support local clubs. We want to provide access to everyone and as a business manager it does offer an opportunity to generate finance from the use of facilities, and invest in our facilities, a win-win for school and local community 

Next Steps

Schools were asked who their target populations are over the next five years. All eight schools reported that their own pupils would be a focus; seven schools reported neighbouring school pupils and wider community; and six schools reported parents, school staff and community groups. To implement the AEBSD programme for the next five years, schools were asked what support they require from a pre-determined list (‘other option’ was also available to select). Seven schools (out of eight) reported needing further funding, three schools reported increased participation, two schools reported increased parental engagement, and one reported needing support with administration processes (e.g. insurance and risk assessments).

MONTHLY LEARNING LOGS: CROSS-CUTTING THEMES

Eleven schools submitted reflective learning logs, which have been considered together to draw reflections on the impact schools recorded on: i) their educational priorities; ii) sport and physical activity; and iii) community cohesion.