Ernest Bevin College Annual Review 2016-17

Welcome

2017 marks Greenhouse Sports’ 15th In , the Under 16s were crowned year delivering inspirational sports champions in the National Cup, six young coaching and mentoring to young people people were selected for the cadet and in . This year, we ran 45 junior squads and the Under 15 programmes in mainstream schools, squad won Team of the Year in the Active nine in schools for pupils with special Wandsworth Awards, with Coach Ashley educational needs, two performance also picking up the Coach of the Year title. clubs and our community football club in Southwark. We worked with over 7,000 In the English Schools Table young people and delivered almost Association National Championships, the 50,000 hours of coaching in , Under 13 and Under 16 teams triumphed , tennis, volleyball, , in multiple regional rounds to qualify for football, and multi-sports for students the national finals, securing fourth place with special educational needs. and runners up finishes respectively. Individual players also won medals in a At Ernest Bevin College, Greenhouse number of prestigious ‘2 Star’ open Sports Head Coaches Renan, Mike and tournaments. Ashley, ably assisted by Assistant Alongside the remarkable sporting Coaches Annie and Terrell, delivered 3,268 hours of table tennis, judo and success achieved this year, six young people developed their leadership skills volleyball coaching, engaging participants for an impressive 33,054 through the Advanced Level Apprenticeship in Sporting Excellence hours. programme, and four participants were Our coaches ran sessions before, during elected to represent their peers on and after curriculum time, as well as Greenhouse Sports’ first ever Youth throughout the school holidays. Council.

Both teams and individuals from Ernest Bevin College achieved notable success in their sports this year. Participants of the judo programme excelled in picking up medals in the English Open, in both cadet and junior age categories, three participants made the England cadet and junior national teams and Ayoub Dafallah performed brilliantly to reach the number one ranking in the UK, in the 50kg category.

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Programme delivery

336 32% 138

Young people Participants Participants eligible for Pupil attended 2+ Premium hours per week

The Greenhouse Sports Approach

Engaging young people in sport offers a fantastic opportunity to foster important life skills such as teamwork, communication, leadership, self- discipline, commitment and resilience.

At Greenhouse Sports, we recognise that the benefits of sport are not automatic but are dependent on thoughtful and deliberate planning and delivery. Therefore, our programmes are carefully designed to be fully inclusive and establish an environment which is fun, safe and engaging. Sessions are well planned and structured, with a culture of high expectations for coaches and participants alike. Importantly our coaches encourage participants to self-reflect, taking responsibility for their choices, behaviours and personal development. For these reasons we expect our coaches to not only be technically skilled and highly qualified, but also to act as role models and mentors.

To help participants develop valuable life-skills, Greenhouse Sports programmes focus on the following four components: high quality, intensive sports coaching; mentoring; competitive opportunities; and enrichment activities.

Extra-curricular Mentoring & Competitive Holiday clubs & sports coaching targeted work opportunities events

1,172hrs 565hrs 739hrs 296hrs

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Our impact “There is widespread evidence that engagement with

Educational outcomes Greenhouse Sports raises

Research points to a ‘virtuous circle’ for schools, attendance and academic in which promoting physical and mental health among pupils reinforces their attainment and attainment.” therefore their sense of personal achievement and well-being. – Loughborough This year, Greenhouse Sports commissioned a team of researchers from Loughborough University University to investigate the impact of our - programmes in schools. This research found “widespread evidence that engagement with Greenhouse Sports raises attendance and academic performance”.

Loughborough’s findings also identified that by motivating young people, raising their aspirations and helping them to reach their full potential, we have a positive impact on both our participants and the whole school.

Comparing the attendance of our participants with that of other pupils in schools with

Greenhouse Sports programmes shows our impact in this area. This increased attendance is crucial – it provides pupils more opportunities to focus, think and behave appropriately, and work productively while they are at school.

*See Public Health England’s, ‘The link between pupil health and wellbeing and attainment’

School attendance

From the charts below, we can see that the average attendance for Greenhouse Sports participants at Ernest Bevin College in 2016-17 was approximately 7% higher than their non-Greenhouse peers. This equates to 14 more days in school. A positive difference can be seen across each school year group from Year 7 - 11.

95 95

90 90

Attendance % Attendance % 85 85

80 80

15-16 16-17 7 8 9 10 11 Non-Greenhouse Non-Greenhouse School Year Greenhouse Greenhouse

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Our impact

Transferable life skills

Our programmes do not just focus on excellent and intensive sports coaching, but also employ 1 in 2 activities designed to develop the Social, Thinking, Emotional and Physical (STEP) skills of improved their participants. Through developing their STEP fitness capabilities and by offering them opportunities to apply and transfer these skills inside as well as outside the sports hall, our programmes support young people to reach their full potential.

At the start and end of the school year, we ask our participants to complete our Participant 64% Questionnaire. Participants respond to a series of statements about their own behaviour, which improved 3 or more have been adapted from previous research, and which map on to the life skills in our STEP STEP skills framework. By analysing the responses to these statements, we can provide an average score out of 10 for each STEP skill, using the participant’s own self-assessments at baseline and follow-up.

Greenhouse Sports STEP capabilities framework

Social Thinking Emotional Physical Problem-solving & Agility, Balance & Communication Confidence Creativity Coordination Teamwork Self-reflection Determination Fitness Leadership Planning Self-discipline Sporting Skill

The chart below shows the percentage of Greenhouse Sports participants at Ernest Bevin College, grouped by the number of STEP skills improved in the year between October 2016 and May 2017.

45% 39% 40% 35% 30% 25% 24% 25% 20% 15%

% ofParticipants % 10% 7% 5% 5% 0% 0 1 to 3 4 to 6 7 to 9 10 to 12 No. STEP skills improved

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Meet Joshua

Joshua joined the volleyball programme after Joshua’s commitment and dedication to seeing a demonstration in assembly and deciding volleyball made coaches Ashley and Terrell well- to give it a try. However, his behaviour did not placed to mentor him on his attitude on and off always meet the standards expected by his the court. Joshua told us about his relationship coaches. He explained how he would frequently with his coaches: get into trouble at that time: “They are the best. They help you if “I didn’t listen that much. I was a you are struggling or if you are upset. nuisance... I got into the wrong crowd They always help you through and I was just going to the wrong situations and support you whether places, coming home late and getting you are going through bad days or into more trouble. It got to a point good days, volleyball or not where Terrell said, ‘well you can’t train volleyball.” if your behaviour is this bad, why should we have you in the team?’.” Terrell outlined some of the mentoring strategies he employed while working with Joshua: After some time away from the programme, Joshua came back to training, on the condition “Recently I have been mentoring him that he would improve his behaviour. Coach via STEP and setting goals for him. Terrell told us how he used volleyball to help Most of his mentoring relates to Joshua find the right path: school rather than volleyball, so things like behaviour in lessons, “Joshua came to me and said, ‘I’ve focussing better in class and been thinking about it and I want to managing his behaviour towards return and play’, so he committed to teachers and classmates. be here. Technically and physically he was always very adept. But he was I am constantly talking to his tutor to quite easily influenced socially. The see how he is progressing in lessons. I first thing I wanted to do was get him ask Joshua what has happened today, to be responsible for his own actions. and I feel he is happy when he comes to me and says, ‘I had a good day, I Volleyball is a very team-focussed have done good things’.” game. Within the team every single person has got a job to do. No matter Ashley and Terrell highlighted Joshua’s growing what you are doing in a team, it maturity as a real achievement. Joshua also contributes to how the team functions recognised the role of volleyball in his improved and succeeds.” behaviour:

Joshua also commented on the importance of “Last year my behaviour was really teamwork, in order to be successful in volleyball: bad. I was getting into all sorts of trouble. But then, through volleyball I “It is all about teamwork and building have kind of put all of that aside. a relationship with your teammates, Because I play volleyball, I just focus and that is how I think you win. on that… volleyball and school work, and it has really helped me change. We have played a lot of games as a team and developed friendships I am not hanging out with the wrong outside of volleyball. Everyone is people. Rather than going to the chip valued, and everyone trains hard to shop and causing havoc, I will be improve, and that’s why we are such a training hard for the next tournament. good team.” Now I am more committed at schoolwork and in volleyball.”

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Satisfaction

We asked Ernest Bevin participants, on a scale of 1 to 10, how much they agreed with the following statements. Here are their average responses:

“The Greenhouse “My coach is an “My coach is an Sports programme inspirational excellent coach” is excellent” person”

9.2 9.4 9.6

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“Sport has a unique power to attract, mobilize and inspire. By its very nature, sport is about participation. It is about inclusion and citizenship. It stands for human values such as respect for the opponent, acceptance of binding rules, teamwork and fairness…”

– the Charter of the United Nations

Why Sport?

Research demonstrates that participation in sport:

• Promotes social integration and tolerance. • Improves physical and mental wellbeing. • Increases concentration and attentiveness in class. • Improves a young person’s school attendance and behaviour.

The positive effects of sport do not develop automatically. Greenhouse Sports recognises the right of all young people to participate in, and have a positive experience of sport. Our programmes give priority to healthy development and are carefully designed and delivered by our inspirational coaches to be truly inclusive.

Greenhouse Sports Tel. 0208 576 6118 19 Hatfields Email. [email protected] Follow Us London Web. www.greenhousesports.org SE1 8DJ Charity No: 1098744