“There is no such thing as a vulnerable group of young people, just unsuitable provision….

Changing the way we think about ‘vulnerable’ groups of young people

Kevin BartonHead of Achievement, Youth Sport Trust

Challenging ourselves to think differently in working with particular groups of young people

Who are your vulnerable young people?

How can Physical Education, physical activity and school sport help all young people develop, demonstrate and articulate the skills, attributes & behaviours they need to be successful at and beyond school?

Five key principles based on DfE guidance for the use of the Pupil Premium

Rigorous data analysis & monitoring

Raising aspirations

Improving social & emotional skills

Parental engagement

Key transition points

“Precision has an inverse relationship with accuracy

Professor Dylan WilliamInstitute of Education

Rigorous Data Analysis

“Precision has an inverse relationship with accuracy

Observing young people in Physical Education settings gives teachers an opportunity to build a more rounded picture of their strengths and weaknesses

Rigorous Data Analysis

“For young people to succeed, they need to feel:

That they have some control over their own destiny

That they are valued by parents, peers, teachers and others

A sense of belonging to a community

Aspirations

“For young people to succeed, they need to feel:

That they have some control over their own destiny

That they are valued by parents, peers, teachers and others

A sense of belonging to a community

Aspirations

And, if doesn’t come from you…

“‘The characteristics we learn through playing sport like team spirit, being competitive, determined, organising ourselves and playing fairly helps us improve in the classroom.Being selected for school teams gives us more confidence and the willingness to try hard and speak-up for ourselves.’ Student, Eastbury Comprehensive School

“Going the extra mile- excellence in competitive school sport.” Ofsted 2014

Social & Emotional Skills

• How explicit are you in developing these skills?

• How do you use PEPASS to build educational capital in disadvantaged young people?

• How well do you track participation and representation?

• What steps can you/do you take to improve opportunities for vulnerable young people?

Social & Emotional Skills

“The impact caused by different levels of parental involvement is much bigger than differences associated with variations in the quality of schools.

The scale of the impact is evident across all social classes and all ethnic groups.

(Harris and Goodhall 2007)

Achievement for All Independent Review

Parental Engagement

‘Hard to reach’ students often have hard to reach parents and come from hard to reach communities.

How can PEPASS provide a non threatening, positive opportunity for parents and carers to re-engage?

Parental Engagement

Challenge 1 - Aspirations, talk & think like an athlete…Walk, talk & think like an athlete

Devise an intervention that uses elite athletes as role models to raise aspirations in a targeted group of young people

Who, why, what, how?

Challenge 2 - Social & Emotional Skills

Educational Capital

How effective is your co-curricular programme at attracting ‘hard to reach’ young people? What simple adaptations could you make?Offer, marketing, peer leadership, working with the whole school staff

Challenge 3 - Parental Engagement

Physical Activity as a Vehicle

Create a physical activity scheme that brings less active parents & their children together in school. Could you extend the benefits across the school?Welcoming environment, the right offer, connections with other staff

Challenge 4 - Key Transition Points

Physical Activity as a Vehicle

Develop a PE based peer mentoring scheme to ensure that students who join the school midway through a year have a smooth and successful transition Aspirations, social & emotional skills, parental engagement…

How can we help?

Sky Sports Living for SportGirls ActiveGet to the Start Line

How can we help?

Sky Sports Living for SportGirls ActiveGet to the Start Line

Get to the Start Line