Introduction
Born from more flexibility in how funding can be distributed and the change of direction of travel for the School Games and Active Partnership (AP) we were able to create funding opportunities for the School Games Organisers (SGOs) to apply for.
The projects were designed as an opportunity for SGOs to use the funding to add value to current work or test and learn with a new innovative project. All work was required to address at least one School Games priority and at least one AP strategic aim.
What happened?
Each SGO embarked on a distinct journey, acquiring diverse insights along the way. These projects evolved, contributing to the achievement of our overarching goal as an AP.
SGOs submitted funding applications to the AP covering what the project idea was and how it would be designed and delivered. The applciation included;
- Project Aims and Priorites
- Which of the AP strategic aims will the project meet
- Which School Games priorities will the project address
- Key deliverables
- Identifying the target group
- Sustainability of the project
- Evaluating and Learning
- Sharing and telling the story
We also asked the SGOs to reflect on the previous years projects and tell us what they have learned and how this will influence their decision making and methodolgy going forward.
SGO and AP consultations took place on a 1-2-1 basis for each project to ensure both parties were happy with the initial direction of each project. The projects were designed in a way that following youth voice consultation and co-design they were able to evolve to ensure they met the needs of the young people. So, what was originally written in the funding application isn't exactly what the project would look like upon delivery.
At the end of the projects each SGO was asked to evaluate the project, what they learned, what challenges they faced and how they overcame them. Suggestions were made as to what would possibly work better if it was delivered again or continued to run. This is the test and learn element where we can share the knowledge and learning with others, highlighting the successes and failures along the way.
Who was involved?
- School Games Organisers & Sports Partnerships
- Active Partnership
- Schools
- Community Stakeholders
- Leisure providers
- Leaders and Volunteers
- Young people and families
When?
There was one project in each district over the course of the school year. Each project was delivered across different periods of time relating to the design of the project itself.
These projects are designed to be sustainable for long term change so that they can continue, post evaluation, without large scale support from the SGOs.
Where?
Each district SGO work in different school environments. Some engaged with primary schools, some engaged with secondary schools where others looked at leadership. Primarily the target audience was those who are inactive or less active and are disengaged in physical activity/PE.
| Redcar & Eston | Active Travel Pilot |
Promote safe and active travel to and from school and beyond. Reduce the number of vehicles idling and parking outside of schools. Develop a tried and tested reward schemes to encourage both the school and children to take part. |
| Middlesbrough | Girls Leadership And Marketing |
To encourage more teenage girls to become and remain more active and the benefits of engagement in 60 active minutes. To highlight how being active is not just about improving physical health; but also, how it can positively affect mental wellbeing, confidence, self-esteem and social connectedness. |
| Hartlepool | SEND/Disabled young people- develop sports provision and competition calendar for young people with SEND through SGO and community clubs |
Work with SEND students to offer an improved provision of sport and physical activity linked to community clubs and organisations. Offer a range of festivals for young people with SEND to access to promote positive experiences of PESSPA and to provide staff with activities to implement back at school. |
| Darlington | Non-Sporty SEND Active 60 in secondary schools |
To maintain and grow school engagement in the School Games and their delivery of 60 Active Minutes Fantastic experiences for children and young people. Positive mental health. |
| Cleveland | ReActiv8 festivals |
To maintain and grow school engagement in the School Games and their delivery of 60 active minutes. To create positive experiences designed to reflect the motivation, competence, and confidence of young people. Positive Mental Health Re-engagement in Physical Activity |
| Stockton | Girls United |
help improve the girls’ enjoyment of sport & physical activity increase the amount time that girls are active each week use physical activity to have a positive impact on their confidence, self-esteem and mental health. |
How?
Building on the success of year 1 funding the innovation fund evolved to encourage SGOs to think differently. These projects allowed freedom to explore, test and learn through identifying need in their area and co-designing with the local group.
We encouraged the SGOs to work small and spend time diving deep into understanding what is wanted, needed, what works and what doesn’t. The primary objective of these innovation projects was around the development of the SGOs and influencing their way of working and encouraging sustainability.
Each SGO developed something different and through consultation with the AP officer each project was refined so it met the priorities of the School Games and the AP. The key to this was encouraging the SGOs to work on a much smaller scale to what they were used to. Supporting them and being a critical friend as part of the design process. The cost per head really didn’t matter to us as the value of the learning at the end was the true worth of the project. This approach is a huge shift in how the SGOs have traditionally worked where they must report throughput quantitative data.
Why?
The direction of travel shift the School Games has undergone in recent years has been challenging for the whole School Games network not least the schools involved. These innovation projects were brought in to be the next step in development for APs, SGOs and Schools, influencing behaviour change at all levels. There was a need to change our approach and with Sport England’s learning culture being filtered down this was an ideal opportunity to try something new, different and challenge our own status quo whilst ultimately meeting our collective priorities.
Each project has achieved its intended goals and recorded successes, making it essential to showcase and disseminate these achievements so that others can learn from and implement them in their respective areas. We have dedicated time to supporting the SGOs through the change towards a more value-based approach. The way of working has successfully transitioned, and they have adopted a more flexible way of working and thinking creatively. This has been achieved through peer support without any managerial influence and has been possible due to the strengthening of trusted relationships across the network.
So?
These projects have highlighted the areas where we, as an AP, can enhance our support for the SGOs, particularly in terms of Continuing Professional Development (CPD). The concept of sustainability and strategies for implementing it have become paramount. We intend to instil a mindset that contemplates the long-term impact, posing the question, "What happens if we aren't there anymore?" This approach allows us to build more profound relationships and drive more lasting change. However, we recognise the limitations of sustaining this effort year after year, making sustainability and legacy crucial components of all future projects. Youth voice has emerged as a central element in all these projects, emphasising that the work is developed according to the aspirations and needs of young people. The SGOs have comprehended the significance of this aspect and have embedded it into every facet of their delivery. The transformation is evident in the way Tees Valley SGOs have adapted their approach, incorporating more youth voices, co-design, working closely with priority groups, and, most importantly, fostering a culture of reflection where they openly share their learning, successes, challenges, and even failures.
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