The art of engagement

Context, Intent and Target Group

Background Information

As an SGO new to the area it was evident that the majority of schools in the area did not engage ALL young people in physical activity and sport, and that their priority within the competition calendar was focused on the A team and club players. At one of my first headteacher meetings I was informed by one headteacher 'we focus on the elite' . After this conversation, I was determined to open up the calendar to ALL pupils so they could engage on a level playing field, tackle inequalities and engage schools in a new way of thinking around pupil engagement through the use of  physical activity, competition, sport and leadership activities  

Within the 5 towns that are part of the School Games area, all had a strong primary school fixture list led by the local High school. However this was predominantly for A team and club players, and there was no provision for SEND children or children who did not engage in traditional sports such as football, netball, rounders and athletics. 

Schools were also only on board with the school games programme through outcome 2, inter school competitions. They knew very little about the other 4 outcomes. 

There was a lot of work to do around school engagement and I focused on this through offering a variety of different events targeting different children, but which would  also support schools in the 5 outcomes. 

What was the aim of work?

The aim of the work was to encourage schools to focus on engaging ALL young people in physical activity and sport, through participation or leadership activities It was to raise awareness of the capabilities of ALL young people and to ensure they were offered opportunities they would like to engage in. 

As an SGO I focused on the INTENT of the competition and festivals, targeting specific children that were being left out. The aim for the children was to develop and increase motivation to take part in activities and start to lead a healthy active lifestyle. We should be encouraging a 'can do' attitude by levelling off the playing field make competition fun and not just about winning.

Which outcome(s) did it focus on?

• 1. To advocate and position the delivery of the CMO daily active minutes for all young people, as a universal offer to maintain and grow school engagement
• 2. To ensure all competition has a clear intent and creates positive experiences based on the motivation, competence and confidence of the young people that need our support the most
• 3. To have a clear focus on secondary school engagement and transition points
• 4. To support the personal development of targeted young people through youth engagement and leadership
• 5. To advocate and engage key stakeholders on the value of School Games to support local provision and improve the experience for young people and their families

Which expectation(s) did it meet?

• Using the development plan to show how community connections will be made for young people to continue their participation.
• Using the events calendar to upload a termly offer of events and activities with a clear intent, updated once each term.
• Using local insight and youth engagement to identify young people and schools that would most benefit from a targeted School Games offer.
• Developing a case study to show where you have made the most impact against local priorities, and through effective storytelling share your learning locally and nationally.
• Collaborating with key partners to inform the local and county offer to tackle inequalities and ensuring inclusive and safe practice.
• Prioritising resources to implement meaningful youth engagement so young people have a voice and choice of opportunity.
• Work with schools to maintain and grow their active engagement in School Games.
• Identify schools that are not engaged and developing strategies to improve this.
• Planning for and increasing delivery of 60 active minutes for every child.
• Provide an offer of professional development and communication for all schools to increase their understanding and increase their provision of 60 active minutes.
• Work intensively with a minimum of two low engagement schools to improve their understanding, engagement and access of the School Games offer.
• Co-ordinate and signpost schools and young people to a programme of relevant training of leadership, coaching, volunteering and officiating experiences.
• Co-design and deliver a broad and balanced School Games offer that is informed by insight and youth engagement and embeds positive experiences. It is expected that an SGO will facilitate a minimum of 12 targeted inter competitions/events/festivals with clear intent.

Community links

• Community sports clubs
• Headteacher group
• Multi Academy Trust leads
• SEND leads / SENCO

Intent

The intent of this work was to: 

• Engage schools in the school games programme
• Enable schools to recognise there was a large cohort of young people being excluded from physical activity and sport
• Engage more young people in physical activity and sport
• Target young people and improve transition into year 3 and 6 and 7
• Develop character and lifeskills of the young people 
• Engage parents of these young people to speak positively about the school games 

Target group

• All School Staff
• Behavioural Challenges
• Boys
• Ethnically Diverse Communities
• White (British or English)
• White (not British or English)
• Mixed
• Asian or Asian British
• Black or Black British
• Free School Meals
• Girls
• Primary Schools
• Pupil Premium
• School Governors
• SEND
• A physical disability (e.g. problems moving around unaided)
• A cognitive disability (e.g. problems thinking or remembering)
• A sensory disability (e.g. problems with vision or hearing)
• A mental health or emotional disability (e.g. problems with mood)
• A communication or social relationships disability (e.g. autism, Asperger's, ADHD)
• Any other disability
• Specific Year Group
• 3
• 6
• 7
• Targeted Groups of Young People

Aligns to Schools Games Intents of:

• Widening the competition environment to develop character and life skills
• Adapting the scoring to develop different sport skills
• Adding fun elements to engage new audiences
• Widening the competition environment to develop health
• Adapting the format to increase motivation
• Considering age or maturity levels to support fair competition and foster social connections
• Adapting the competition environment to support individual development in sport

Implementation

I met with headteachers and PE leads and we engaged young people in pupil voice activities to share their ideas of why they do not participate in activities and what would encourage and engage them to join in. 

A calendar of activities was set up and delivered based on these discussions.  These festivals and competitions focused on the Aspire and Celebrate groups to engage a different cohort of young people, other than the 'elite'  This was completed through school discussions, meetings, emails, direct targeting of schools, use of the School Games INTENT competition guidelines

The SGO also delivered School Games Maker training sessions within schools to ensure their understanding and delivery of 60 active minutes, inter house competitions, transition activities for targeted children in years 3 and 6,7  character development and engaging their parents. This training enabled schools and young leaders to target specific children to join in different physical activities and to develop a balanced inter house programme that caters for all young people. 

Impact

Schools and staff loved the fact that these children had been targeted and valued this approach to the competition calendar. 

Over 200 children were targeted, loved the events and benefitted in different ways:

One pupil who attended the Disney Shooting Stars event for targeted year 3 children struggling with transition stated: "This is the best thing I have ever done. I want to do it again".

This young person is now much more confident at taking part in activities back at school and more willing to join in.

Another child with behaviour issues demonstrated a marked difference in his behaviour after he had attended a circus skills activity afternoon for those disengaged in learning. He was more approachable and more engaged in everyday learning back at school. 

The dance festival targeted on years 3  who needed to develop confidence, social skills, physical literacy competence, memory skills. Many of the children said they loved joining in and wanted to do it all over again. 

The School Games maker(leadership) programme has developed character and life skills in the children. They have developed skills such as:  social skills, team work, independent working, organisational skills and timekeeping skills, plus resilience and confidence.

Within schools the leadership training has improved schools delivery of 60 active minutes for all children,  reviewed how they deliver inter house competitions and the links to sports day, how to target young people using pupil voice and how to engage parents in helping out. 

More schools are engaged in the school games programme through this targeted approach.

Challenges

School engagement - lots of targeted work to engage more schools in recognising the need to engage ALL young people.  

Timing of events - some schools could not release a member of staff during the day and others would not bring these children after school. This was overcome by offering an event in the afternoon, and again after school, on the same day to accommodate all schools.

Sustainability

Continue to do targeted work with schools and use pupil voice to ensure ALL young people access opportunities that are suitable and favourable to them and not just the traditional sports within their school and across the partnership.

Use the School Games  high quality competition principles and the "Reframing Competition" 

resources to ensure all young people access the appropriate competition / festival.

Deliver a School Games Maker conference to engage more young people in leadership.

Set aside one day to do hands on work with schools to continue to engage schools.

Top tips