Contents Foreword Acknowledgments

1.0 Introduction 2.0 The benefits of community sport and arts on school and education sites 3.0 How to do it well – key principles and where to find guidance

Appendices A Who’s who – a guide B The legislative and policy context C Key programmes D References E Glossary

Contents_Sport England Chair’s foreword I am delighted to introduce ‘The Win Win Scenario’, which will encourage education policy makers and practitioners in England to open up schools, colleges and universities to the public to take part in community sport and the arts.

This tool provides practical guidance This publication has been developed and best practise on how to develop following extensive consultation with and deliver opportunities for both education providers, local education community sport and the arts on authorities and the sports and arts education sites. This remains a sectors. Thank you to all those who largely untapped resource for local have contributed. We are confident communities, despite the fact that that it will be a practical tool which unprecedented investment is going brings lasting benefits to the schools, into education sites across England. colleges, universities and the local communities which they serve. At Sport England, we believe that making facilities on education sites Derek Mapp accessible to local people is vital if Chair, Sport England we are going to achieve our ambition of getting two million people doing more sport by 2012.

Foreword_Sport England Acknowledgments Sport England and partners thank everyone who helped in the development of this publication.

Consultees and Case Studies Fiona Bevan, Nigel Bolton, Andy Buck, Mike Colcombe, Jenny Darby, Colin Davis, Helen Dennis, Karen Duval, Nic Fiddaman, Matthew Freeman, Marie Hartley, Henry Holman, Julie Jones, Peter Jones, Lisa Keane, Su Lewis, Marten Payne, Paul Rider, Chris Stokes, Dennis Tattoo, Michael Thomas, Diana Walton, Spencer Whittlestone.

Virtual Steering Group Norinne Betjemann, Jill Borrow, Rebecca Bracey, Ian Broadbridge, Dean Creamer, Frances Duffy, Sarah Fretwell, Suzanne Gough, Nina Hughes, Steve Keable, Carol Lukins, Steve Mannix, Richard Page, Ged Sola, Chloe West, Ben Woods, Felicity Woolf.

Project Team Lesley Bray, Liz Delany, Brian Whaley.

Consultants John Chapman and Sandy Craig of Leisure Futures Ltd.

Acknowledgments_Sport England 1.0 Introduction Welcome What we mean by ‘community sport and arts’ The benefits to schools and colleges How to use this guide How to keep up to date

Introduction_Sport England Welcome Capital funding from BSF, from the This guide is intended for schools and Learning and Skills Council (LSC) colleges. It is also aimed at a range of and from the new Primary Capital local authority officers and extended Programme (PCP) will help to provide schools advisers working on the roll out modern, high quality community and legacy of programmes such as sport and arts facilities in schools and Building Schools for the Future (BSF), colleges. Schools, local authorities and at the new BSF Stakeholder and other agencies planning together Groups for PE & Sport, specialist to combine school use with groups at local authority level who opportunities for the whole community will be working on BSF projects. can further improve and extend the facilities for individual schools – with The document is not meant to be capital and revenue funding from read from cover to cover, rather as non-DCSF sources – so that both a reference toolkit from which just schools and the whole community the relevant sections can be used. get the best: a win-win scenario. It aims to highlight the benefits of community use and also how to The guidance then highlights the key create and provide it successfully. principles underpinning the successful planning, development and delivery This guidance shows how a of community sport and arts facilities collaborative approach between on school and education sites. The schools, colleges and outside principles are illustrated by case agencies to extending access to sport studies and backed up by practical and arts on education sites to the tips. The aim is not to cover whole community: everything in detail – this is an • Has direct educational benefits, introduction not an encyclopaedia. • Helps achieve ‘Every Child Matters’ Instead the guidance signposts you to (ECM) Outcomes, the detailed, up-to-date guidance and • Helps deliver the extended schools practical help (literature and websites) core offer, on planning, financing, implementing, • Has community benefits, sustaining and evaluating the success • Attracts mainstream DCSF and of your community sport and arts external funding, and facilities and services. • Helps develop better facilities.

Welcome_Sport England What we mean by However, this guidance takes as its ‘community sport starting point the latter definition of and arts’ ‘community’ – everyone living or When education, sport and arts working within the catchment area professionals use the word of a school or education site whether ‘community’ and talk of ‘community or not they have any connection with sport and arts opportunities’ they the school. sometimes mean two quite different things – We also take a wide definition for both • Sometimes the community is sport and arts. seen primarily as the pupils of a secondary school’s ‘feeder’ Sport includes not just the traditional primary schools, plus their parents sports (e.g. football, rugby, hockey, and siblings; netball, basketball, athletics, tennis, • Sometimes the community is seen table tennis and swimming), but also as the whole community who live or informal sport and recreation (e.g. work in the school’s catchment area, cycling, walking, frisbee), adventurous including those who have no specific sports (e.g. BMX, blading/boarding, relationship with the school. climbing), martial arts and fitness related activities (e.g. fitness circuits, In sport, the development of the PE, indoor rowing, dance exercise, yoga). School Sport and Club Links (PESSCL) strategy including Specialist Sports The arts include performing arts (e.g. Colleges and the School Sport music, dance, drama, carnival), visual Partnerships (SSP) programme has arts, craft and design (e.g.drawing, greatly strengthened school sport links painting, ceramics, sculpture and between secondary schools and their textiles), literature (e.g. poetry, feeder schools. It is still early days for scriptwriting, storytelling), media and the SSP programme and, quite rightly, multimedia (e.g. photography, film, this is the focus of their work. There are video, computer arts, games design, increasing links with sports clubs but, live art), new art forms and emerging in general, the programme does not cultural activity. prioritize sport opportunities for the whole community. The priorities are similar for Specialist Arts Colleges as they develop their community strategies.

What we mean by community sports and arts_Sport England The benefits to schools “By developing a whole community Community benefits and colleges ethos to education, it improves results. The community directly benefits in being There are many good reasons And that’s the business we’re in.” able to access more and better facilities why schools and colleges should (Nic Fiddaman, Headteacher, for sport and arts. Community usage collaborate both with each other and Woodlands Primary School, in Inspiring goes up: the NOPES evaluation shows outside agencies to ensure the sport Active Minds and Bodies, Space for community use of school sports facilities and arts facilities on their sites provide Sport and Arts DVD Evaluation, 2005). doubling. Increasing participation opportunities for the whole community. results in improvements in public health The attraction of sport and arts including child obesity (one of the Increasing educational attainment; programmes, the different learning Government’s PSA targets). Education improving attendance and environment, the examples of peer sites – in particular where sport and arts attitudes; engaging pupils at and adult role models – these all help facilities and youth centres are provided risk; providing opportunities for to engage pupils at risk. – are a key setting for delivery of Positive school staff. Activities for Young People. This, in turn, The additional sport, fitness and arts helps towards the Government’s Youth Matters outcomes. All unitary and Evidence from large-scale educational facilities can help retain school staff; county authorities now have a statutory studies shows that offering a varied and, working with sport and arts duty to work towards a National menu of activities – of whatever kind, professionals, increases teachers’ Standard to provide access to all young not just sport and arts – in schools confidence and skills and provides people of two hours a week of sporting valuable professional development. ‘after hours’ and involving the activity and two - three hours of other community helps increase pupils’ constructive activities in clubs, youth Achieving ‘Every Child educational attainment. groups and classes). Opportunities Matters’ outcomes for volunteering, for gaining sport and Every Child Matters aims to ensure that Ofsted inspections of the Specialist arts qualifications, for casual and Schools and Academies with a focus every child and young person has the sessional work and using these on Sport or the Arts and of the School opportunity to fulfil his or her potential. transferable skills improves the Sport Partnerships programme have It has five outcomes for children and economic vitality of the community. been positive: they help increase young people – be healthy; stay safe; The school benefits, over time, as educational attainment. enjoy and achieve; make a positive the higher regard of the community contribution; and achieve economic is reflected in increasing numbers of Providing high quality facilities for well-being. Schools and colleges are prospective parents wanting to enrol PE and sport have also been found major partners in achieving these their children at the school. to raise attainment. Independent outcomes. Developing sport and arts evaluations of the UK wide Big Lottery opportunities for the whole community Attracting more funding Fund investment programme New will help them achieve many of the Significant funding, both capital and Opportunities in PE and Sport Public Service Agreement (PSA) revenue, is available from mainstream (NOPES), have shown consistently national targets which underpin DCSF funding streams. On top of evidence of increased average Every Child Matters. this, developing a whole community standards of attainment in PE (and in approach to sport and arts attendance at PE lessons) since Delivering the extended services opportunities opens up a range of these new sports facilities opened. ‘core offer’ in Schools other sources of funding particularly At the heart of ‘Every Child Matters’, where projects clearly contribute to As the NOPES evaluation notes, the Government expects that, by achieving Government PSA targets improving attendances and attitudes 2010, all schools will be providing and link to specific agendas such as goes hand in hand with these access to a core range of services and Youth Matters and Healthy Schools. increases in educational attainment. activities to meet the needs of children, their families and the wider community. Developing better facilities Many schools will develop the core For some local authorities, saddled with offer by working in partnership with old, high-cost sport and arts facilities, existing local private or voluntary the current capital investment in sector providers or by building on education sites provides a real existing links with other local schools opportunity to replace their sport and and working as a cluster. As part of arts estate. If, in two-tier local authority the core offer, schools will be offering areas, district/borough councils plan access to a varied menu of activities, strategically with their county councils which might include sport and/or arts and, in unitary authorities, cultural and and creative activities. Where a school children’s services work together, capital has facilities suitable for use by the receipts from these existing facilities wider community (such as sports will help build modern, high quality facilities, playing fields, art studios), sport and arts facilities in schools it should look to open these up to meet and colleges, with some of the local wider community needs in response authority’s revenue funding supporting community use. Result? Better sport to an assessment of local demand. and arts facilities and services than schools could provide on their own; better facilities for the community; and management by leisure specialists experienced in working with the community. A true win-win situation!

The benefits to schools and colleges_Sport England How to use this Need more evidence about Need advice on a specific issue? guidance the benefits? Convinced of the benefits, but don’t Different people will seek different If you are uncertain about the benefits know who to talk to about a specific things from the guidance. Some of community sport and arts, turn issue e.g. how to set up a booking will have limited knowledge of the to Section Two – The Benefits of system, how to deal with VAT, or how community sport and arts sectors Community Sport and Arts on School to manage and staff the community and how they operate. Others will have and Education Sites for an overview hours while ensuring the facilities a good understanding. Some will be of the evidence. make an operating surplus? Turn to tasked with developing and building the discussions of these issues in the new facilities as part of a BSF Concerned about the impact of Section Three. If what you are looking programme. Others will need to community sport and arts on for is not here, the ‘Who’s Who guide’ know more about delivering high education responsibilities? (Appendix A) will help you identify the quality community sport and arts A common concern is that the time best people to contact and the most programmes. Some may be wary and effort required to open the useful websites. of opening up school and college school for community access and sport and arts facilities. Others will opportunities may divert attention Want a quick refresher on who be enthusiastic but unsure how away from the core business of does what in sport and the arts, to proceed. the school – providing high quality the latest government guidance, education for its pupils. Turn to or relevant sport and arts As a general rule, this guidance is not Section Three, How to do it Well, programmes and initiatives? intended to be read straight through for discussions of specific issues, Go straight to the relevant Appendix. from cover to cover, but dipped into key principles and signposts to and used as a reference resource. detailed guidance.

How to use this guidance_Sport England How to keep up to date There are frequent changes in both the education and community sport/arts sectors. New guidance material and case studies are being documented and posted on websites all the time. Links to the BSF-Culture site will be placed on the websites of Sport England’s partner organisations – DCMS, DCSF, ACE, PfS, YST and BIG.

A limited number of hard copies are available from Sport England Publications (details below). The ring-binder format allows you to add updates and your own reference materials and notes.

Download copies are available at www.bsf-culture.co.uk and www.sportengland.org. BSF-Culture works on behalf of Sport England, Arts Council England and Yorkshire Culture in promoting good practice in extended services for sport and arts in schools under the ‘Building Schools for the Future’ investment programme. BSF-Culture intends to maintain an ‘update’ section on its website, possibly linked to a Free Email-Alert for registered subscribers. Sport England publications To order any Sport England publications, please contact: PO Box 7 Wetherby LS23 7LZ

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How to keep up to date_Sport England Educational benefits

Educational benefits_Sport England Direct educational University of Strathclyde and the Know The Score – A Collection of benefits Prince’s Trust National Evaluation Evidence to Support the Impact Increasing educational attainment This major study, tracking 10,000 Key of the Sports College Network Why does a whole community Stage 3 and 4 pupils in 53 inner city (for the Youth Sport Trust 2006) approach to education help to schools over three years, showed that This analysis of a number of increase attainment? pupils participating in a varied menu of independent studies found that for study support activities out-of-hours, secondary schools in School Sport We are only in the foothills of our compared with similar pupils who did Partnerships, “Over half of pupils (54%) understanding of learning, yet we know not participate, attained, as an average were successful in gaining 5 good that it is a social activity, shaped by improvement, three and a half grades GCSEs (5 or more grades A*-C) in interaction between parents, teachers more across all their GCSE results or 2006. This has been on a positive and peers. We know that offering one better A*-C grade in their best 5 upward trend and in the last year children a varied menu of activities results. (The Impact of Study Support, alone has risen by 5 percentage points. outside the core teaching hours is a DfES, 2001) This rate of this improvement has been significant complement to classroom higher in specialist sports colleges teaching. This is what research studies Evaluation of the PESSCL when compared to other specialisms and evaluations tell us. Strategy (Ofsted 2005/06) and the rise seen in the national Ofsted inspectors found that, “Almost average. All cohorts of sports colleges all pupils in the primary schools visited have seen improvements in their were achieving at or above the GCSE performance since becoming nationally expected standard in designated as a specialist sports most aspects of PE.” college. The longer a sports college is designated the bigger the increase they see in their GCSE performance.”

case study: Woodlands Primary School, Medway (from Inspiring Active Minds and Bodies, Space for Sport and Arts DVD Evaluation, 2005) Woodlands Primary School received funding from the Space for Sport and Arts lottery programme and has opened up its arts facilities (dance studies, recording studio, conference facilities, theatre, etc) to the whole community. Headteacher, Nic Fiddaman, says, “Most schools can’t push their children any harder. You can’t give them any more booster sessions. You can’t actually give them any more hours of English, Maths and Science. It’s impossible. What you have to do is develop the whole community to appreciate education...It’s a straight correlation to the quality of the results [the pupils are] achieving in the core subjects. So by developing a whole community ethos to education, it improves results. And that’s the business we’re in.”

To find out more, go to www.woodlands.medway.sch.uk

case study: Marion Richardson Primary School, Tower Hamlets (from The Guardian, February 2007): About 100 children, including 20 infants, attend one of the gymnastics clubs run by the school before and after the school day. Gymnastics has not only improved pupils' fitness, it has transformed their performance in lessons, too. The gym club was launched shortly after Key Stage 2 SATS tests were introduced in primary schools in 1995. Since then, results have improved out of all recognition. The headteacher, John Ridgley, says the school was “right at the bottom” of the league tables, with just 21% getting scores at the expected level 4 or above at key stage 2. “Now 89% do,” he adds proudly. This is remarkable, given that 80% of the children are of Bangladeshi origin (educational attainment among those from Bangladeshi backgrounds is below the national average) and that the school is situated in the poorest ward in the poorest borough in the country.

To find out more, go to www.marionrichardson.towerhamlets.sch.uk

Direct educational benefits_Sport England Educational Outcomes and Ofsted’s 2005/06 evaluation of Playing for Success (DfES, 2002, Value Added by Specialist Schools PESSCL and SSPs replicated the 2004) also found significant (for the Specialist Schools and Strathclyde findings. The programme improvements in terms of more Academies Trust 2006) encouraged primary pupils with positive attitudes, self-image of This 2006 analysis of specialist schools learning difficulties and disabilities pupils and independent study skills. and colleges found that schools with to take part in all lessons, promoting an arts specialism achieved on leadership opportunities in secondary All these structured sport and arts aggregate a ‘value-added’ percentage schools, and helping to reduce initiatives are successful because, score of +0.7% compared to -2.7% inappropriate behaviour. Overall, in the words of Professor MacBeath, for non-specialist schools. “Schools (primary and secondary) they “pay attention to the physical, reported that the improved provision social and task environments to It is not just offering a varied menu had helped to motivate pupils, raise produce congenial and stimulating of out-of-hours activities with study their self-esteem and contribute to their places in which to learn with friends.” support that helps to increase personal development.” Evaluation of educational attainment. While both the PESSCL Strategy (Ofsted 2005/06) As well as increasing educational the PESSCL Strategy and Arts Council attainment, extended sport and arts England’s Strategy for Children, ‘Know the Score’ reached similar programmes also help schools Young People and the Arts involve conclusions on the impact of sports address one of the Public Service work in schools during and outside colleges on pupils’ personal and Agreement (PSA) indicators for the curriculum, their remits are wider social development: schools and Children and Young – with links to sports clubs and arts “Sports colleges are using the positive People’s Services: “Half days missed organisations. Plus, there is a wealth personal values of sport to instil through absence”. of ‘anecdotal’ evidence from schools confidence and raise self-esteem that have adopted a community ethos among young people, leading to that it really works. increases in educational attainment.” Know The Score – A Collection of Improving attitudes Evidence to Support the Impact of the and attendance Sports College Network (Youth Sport Alongside increased educational Trust, January 2006) attainment come increased pupil motivation, self-esteem and Evaluation of a pilot of The Arts Award, behavioural improvement. To quote a new national arts award with three from the Strathclyde University and levels (Bronze, Silver and Gold) that The Prince’s Trust research: gives young people aged 11 to 25 “More individual focus on Maths, for recognition of their individual example, could increase attainment achievement in the arts, found: but it was less obvious at first sight why • “9 in 10 young people agreed that joining a chess club or starting up a their ability to work with others rock group could also raise Maths had improved considerably attainment. The answer is that what • 4 in 5 said their self-confidence pupils achieve in school is powerfully had improved considerably mediated by engagement and attitude. • 3 in 5 agreed that their ability to Where there are opportunities to take a leading role had improved develop new interests, to become considerably.” The young people’s good at something, to connect socially Arts Award pilot, (Arts Council with peers and adults, self efficacy, England, January 2006) hope and aspiration are enhanced... Those forms of Study Support that prove most successful pay attention to the physical, social and task case study: environments to produce congenial and stimulating places in which to South Wirral learn with friends. So in a climate High School where learning takes precedence over Mark gained his Silver Arts Award teaching and pressures of discipline at the school and has gone on to are replaced, the rewards of collegiality secure a college place to study and new modes of relating to teachers music technology. His new skills and other staff are formed.” (Study have also provided employment Support Makes a Difference, John as a technician for the school MacBeath, Professor of Educational one day a week. ‘The Arts Award Leadership, University of Cambridge in has given me experience and Study Support, a National Framework confidence, which has helped for Extending Learning Opportunities, me get into the college of my DfES 2006) choice’, says Mark.

To find out more, go to www.artsaward.org.uk

Educational outcomes and value added by specialist schools_Sport England Engaging pupils at risk It also headlines the benefits of the Extended opportunities in schools programme to children with learning for sport and arts improve learning difficulties and disabilities, encouraging environments. They are popular with them to join in all lessons and activities. children. They are fun. They help children express themselves, develop Helping children and young people at wider interests and skills and find risk is vital for their sakes and for their activities they both enjoy and are good families. Crime, in particular youth at. The evidence shows that, with the crime, is also often perceived as involvement of the wider community the most important issue for many and the examples of peer and communities: helping to reduce youth adult role models, sport and arts crime through extended schools programmes also help schools to benefits the community. Plus, head engage more effectively with pupils for head, much greater public who have poor attendance records, resources is spent (through both with low achievers and with hard-to- education and youth justice system reach groups. funding) on the relatively few individuals at risk than for the great majority of their The Know the Score evaluation peers. Relatively small resources commented specifically on the devoted to structured, long-term sport programme’s efficacy in tackling and arts interventions in this area is inclusion and re-engaging those at risk: money well spent. “The specialism has been used to tackle issues of inclusion and to re-engage those at risk of becoming disengaged. Innovative approaches to case study: St Paul’s Community tacking inclusion are being developed.” Know The Score – A Collection of Sports Academy, Bristol Evidence to Support the Impact of the This major Sports Academy opened by Tessa Sanderson OBE in 2003 is Sports College Network (Youth Sport located on the site of Cabot School in the heart of inner city St Paul’s, one Trust, January 2006) of the most deprived and ethnically diverse areas of Bristol. Funded by the City Council, Sport England and the South West RDA, St Paul’s Community Sports Academy has a four-court sports hall, two multi-purpose exercise and meeting rooms, a health and fitness suite, changing rooms and three outdoor floodlit multi-use courts. The local community uses these facilities extensively out-of-hours. During consultation, local young people identified football – including girl’s football – and basketball as top sporting priorities. A Junior Activity Programme in these key sports (plus karate and gym) runs at the Academy with discounted prices for St Paul’s local residents, engaging young people at risk.

To find out more go to: www.bristol.gov.uk/ccm/content/Leisure-Culture

case study: South Town First School, Great Yarmouth This school, in a partnership with the local Home Office/Crime Concern ‘Positive Futures’ project hosted and managed by Great Yarmouth Sports & Leisure Trust, provides weekly after-school sessions in rugby league and gymnastics for a group of Year 3 children about to move up to Middle School. The programme is designed to address poor behaviour at an early age and provide young children positive experiences of sport and social education. Children and young people living in this area are exposed to risk of getting involved in juvenile offending, alcohol and substance abuse.

Engaging pupils at risk_Sport England Providing opportunities for school staff Providing access to extended services case study: Hareclive Primary reduces burdens on head teachers School, Bristol and teaching staff. Better access Hareclive Primary School received funding from ‘Space for Sport and to services means that the wider Arts’ towards a new sports hall and a multi-purpose arts space (and problems getting in the way of from NOPES for a climbing wall) for use by the school children and the children’s learning can be more easily community. The school uses both teachers and coaches working together dealt with by appropriate professionals, to deliver a broad range of PE and sports activities including dance, leaving teachers free to concentrate climbing, archery and sailing. Former Headteacher Brian Hall says “It’s on teaching. Teachers and other just not feasible for people in primary schools to be experts in 12 subjects. school staff will also often be able Coaches come in who have a real love of their particular sport or activity”. to benefit personally from school The school is now working on a ‘Room 13’ project to broaden the range based activities and services. of arts activities. An existing classroom has been extended and equipped and, on two days a week, arts activities will be planned and organised by At the most basic level, sport and arts the children themselves using a budget allocated by the school to employ facilities can be enjoyed by teachers specialist artists in residence. Current Headteacher, Mike Colcombe, and school staff out of school hours, says “bringing in outside people to support teachers, pass on expertise whether this is relishing a recreational and help cover their PPA (Planning, Preparation and Assessment) time game of badminton or five-a-side is all about getting the right quality. We only have one teacher with a PE football in the sports hall, honing one’s background for example. It makes sense |to employ high quality support. keyboard skills in one of the music Children need access to a wide range of activities”. practice rooms or enjoying a yoga, dance or fitness session. A better To find out more, go to www.hareclive.bristol.sch.uk school with better leisure and cultural facilities on-site will, albeit at the margin, help in terms of staff retention and well-being.

More importantly, engagement with the community sport and arts sector brings opportunities for school staff (and sixth formers) to increase their skills, gain qualifications, (e.g. recognised coaching qualifications, Community Sports Leaders Award (CSLA), Arts Award) and help their professional development. These new skills and qualifications may then lead to additional work and income, e.g. sessional coaching, facility supervision.

Developing links with sports clubs, arts organisations and community groups also helps schools to bring in suitably qualified and experienced specialist staff to work alongside teaching staff to deliver the National Curriculum for PE or art and, in so case study: YMCA Nottinghamshire doing, broaden the teachers’ skills Nottinghamshire YMCA has been engaging children across the City and base. Staff can also pick up new skills County for a number of years in both community settings and in school from sports coaches coming in to through its Children & School Services Department. In partnership with the support schools in delivering PE schools, the YMCA has created a weekly programme of sport and physical and out-of-hours activities. activity working with 48 primary schools across Nottinghamshire delivering 250 sessions per week for around 8,500 children. Feedback from schools has been overwhelmingly positive, demonstrating that voluntary sector organisations have the potential to complement and enhance the PE curriculum.

“The staff at Nottinghamshire YMCA are specialists in the true sense; they are reliable, flexible and are always prepared to adopt the ethos of the school”.

The YMCA is now exploring the possibility of offering specialist support to primary schools in arts and music.

Providing opportunities for school staff_Sport England 2.0 The benefits of community sport and arts on school and education sites Introduction Educational benefits • Increasing educational attainment • Improving attitudes and attendance • Engaging pupils at risk • Providing opportunities for school staff Achieving ‘Every Child Matters’ outcomes Delivering the extended services ‘core offer’ Community benefits • More and better facilities for sport and arts • Healthier communities • Safe, strong, sustainable communities • Economic vitality and workforce development • Well-being Attracting more funding Developing better facilities

Introduction_Sport England Introduction

Introduction_Sport England Introduction This section gives an overview of the benefits of community sport and arts on school and education sites, and sets out the evidence for these benefits.

Some of these benefits relate directly to the primary purpose of the school or college – the education of their pupils and students.

Others relate less directly to this primary purpose or are expectations on schools set out in the Every Child Matters outcomes, the Extended Schools Core Offer, the PE, School Sport and Club Links (PESSCL) Strategy and the national ambition for up to five hours of quality PE and Sport per week for all children and young people by 2010, and other guidance such as the Healthy Schools Standard.

Others, while they will almost certainly benefit schools and colleges in the long-term, will be of greater and more immediate benefit to the community.

Introduction_Sport England Achieving ‘Every Child Matters’ outcomes

Achieving ‘every child matters’ outcomes_Sport England Achieving ‘Every Child And, under the ‘Achieve Economic Secondary schools with sixth forms Matters’ outcomes Well-Being’ outcome, schools and and further education colleges have Every Child Matters (ECM) aims to colleges are central to increasing been able to provide vocational, ensure that every child and young the ‘Percentage of 19 year olds work experience and earning person has the opportunity to fulfil his achieving L2+ in NVQ2 or equivalent’. opportunities for their students in or her potential. It has five outcomes For instance, the Arts Award evaluation community sport and arts facility for children and young people – shows that, by widening pupils’ operation. This contributes to the • Be healthy understanding of potential careers, ‘Ready for Employment’ outcome • Stay safe a number of young people decided and its associated PSA indicators • Enjoy and achieve to pursue further or higher education and targets. It provides students • Make a positive contribution, and in the arts. with qualifications, experience • Achieve economic well-being and earnings. It can even help ameliorate the shortage of PE Schools and colleges are major teachers in some areas. partners in achieving these outcomes. A community ethos will help schools achieve a number of the case study: Barking Abbey School, educational outcomes. Barking & Dagenham Most directly, under ‘Enjoy & Achieve’, Barking and Dagenham has difficulties in recruiting PE teachers. To a where schools and colleges are central certain extent this is because of poor external perceptions of the area, to achieving all the national targets and partly because – like all London boroughs – housing costs are high. indicators, they can help increase – Specialist schools, like Barking Abbey, a specialist sports and humanities college, employ their sixth-formers as part-time or sessional recreation “Percentage of 11 year olds achieving assistants in their sports centre. This suits the students because it earns L4+ in English and Maths, including them money, gives them experience of the sports sector and helps them floor target”, with their studies. It suits the School because the students have more ownership. It suits the Sports Centre management: they know who they “Percentage of 14 years olds achieving are employing and the students already know the facilities and many of L5+ in English, Maths, Science & ICT, the centre’s systems. Some of the School’s Academy students go on to including floor targets” and scholarships in the USA and Spain; others train as PE teachers in this country. While at university some return for holiday work at the school. One “Percentage of 16 year olds achieving or two are now qualifying as PE teachers and returning to teach in Barking the equivalent of 5 A*-C GCSE, and Dagenham. (Having lived all their lives in the area, they don’t share the including floor target”. negative perceptions of the area and, for a while at least, can live with their parents – keeping housing costs to the minimum.) And this suits the local Schools and colleges can also help authority. DCMS/DCSF named this school ‘School for Sport Champions’ achieve a number of ECM’s other, less in 2006 and again in 2007 in recognition of both its success in sport and its directly educational, outcomes. For academic improvement. instance, under ‘Enjoy and Achieve’, schools are key to increasing the To find out more, go to www.babbey.bardaglea.org.uk ‘Take-up of sporting opportunities by 5 to 16 year olds’ (a target of 85% by 2008 and 100% by 2010), while further and higher education colleges are case study: John Mason Arts College, central to ‘Take-up of cultural and sporting opportunities among Oxfordshire 16+ year olds’. The Art Department at this Specialist Arts College in Abingdon runs an ‘Arts Extend’ programme using its newly built ‘O6’ gallery space where year 12 students are trained by staff at Oxford’s Modern Art Gallery to set up exhibitions and lead workshops with the community and feeder primaries. The programme is delivered annually and provides skills leading to employment opportunities for school leavers. It forms part of a growing extended schools core offer planned through a partnership of 25 schools in The Abingdon Partnership.

To find out more, go to www.johnmason.oxon.sch.uk

Achieving ‘every child matters’ outcomes_Sport England The contribution of sport activities to ‘Children and Young People are physically healthy’ under ‘Be Healthy’, case study: Mind, Exercise, is obvious, in particular to helping Nutrition...Do It (MEND) achieve the PSA target of halting There has been extensive piloting of ‘Healthy Living Clubs’ including ‘The percentage of obese under exercise, diet, nutrition and other activities – for instance in primary schools 11 year olds’. in Southwark, through the London Sports Action Zone, schools and the PCT. The Big Lottery Fund has now funded a national programme, MEND whose Southwark programme is based in sports and community venues as well as at secondary schools like the Peckham Academy. MEND is a multi-disciplinary programme comprising 18 two-hour sessions, typically run across a nine-week period during a school term. It combines all the elements known to be vital in treating and preventing childhood obesity including family involvement, practical education in nutrition and diet, increasing physical activity and behavioural change.

To find out more, go to www.mend.org.uk

Community sport and arts opportunities can also help reduce levels of offending under the ‘Positive Case Study: Toolbox Arts at Ramsey Contribution’ outcome, e.g. the Youth Centre, Cambridge PSA target to ‘Reduce the level Dudley, a Bronze Arts Award holder from Cambridgeshire who at the start of offending’. was attending school part-time only is now a competent drummer as a result of taking the Arts Award. His award adviser, Dibs, says, “He’s felt a real Risk and protective factors associated sense of achievement and is more motivated to do well again at school”. with youth crime and effective interventions to prevent it (Youth Justice Board, 2001) shows that there is a range of risk factors which increase the risk of young people committing crime and a range of protective factors which bolster them against that risk. Community sport and arts opportunities help combat risk factors (e.g.low achievement and truancy) while increasing protective factors (e.g. promoting healthy standards, providing a sense of self-efficacy and a positive disposition amongst pupils).

Thus, many of the young people taking part in the Arts Award initiative Manningham Sports Centre, have been motivated by their artistic Yorkshire & Humberside achievements to go back to NOPES funding paid for upgrading to a sports hall, new changing rooms and attending school full time. outdoor sports areas including a floodlit synthetic turf pitch and CCTV on a school site in an inner-city area in Bradford. The area had suffered from rioting The Space for Sport and Arts and the existing outdoor sports pitch at the school was badly vandalised and evaluation and the experience of the unused during the evenings and at weekends. The new, upgraded facilities New Opportunities for PE and Sport are now being used by more than 1,000 pupils from three adjacent primary (NOPES) programme also shows that schools that have no green space of their own and some 10,000 community running community sport and arts use visitors a year. The increased use by the local community together with the in the evenings and at weekends help CCTV has resulted in much reduced vandalism. to decrease vandalism. To find out more, go to www.biglotteryfund.org.uk

Achieving ‘every child matters’ outcomes_Sport England Delivering the extended services ‘core offer’

Delivering the extended services ‘core offer’_Sport England Delivering the extended schools ‘core offer’ case study: Brackenbury in schools The Government has set out a Infant School, Dorset ‘core offer’ of extended services and This school in Portland, an area of relatively high deprivation, includes sport activities that it expects all children, and arts as part of high quality year round childcare, supported by the West young people and families will be able Dorset School Sports Partnership, both before and after school. The school to access in or through all schools by links with Dorset Artsreach – a project to bring local artists into schools to 2010 (Extended schools: Building on work with teachers, parents and children. Examples of activities taking experience, DCSF, June 2007): place involving visiting artists include: DVD making, 3Dart, street dance and • A varied menu of activities (including a range of craft skills such as wire sculptures, stencils and glass painting. study support and play) and A number of the projects involve family learning, for example a craft childcare: For primary schools this project using flotsam and jetsam recovered from Chesil Beach to raise means providing access to a varied environmental awareness (e.g. waste management and recycling). menu of activities, combined with childcare, from 8am to 6pm, five To find out more, go to www.dorsetforyou.com days a week, 48 weeks a year. In secondary schools this means access to a varied menu of activities which also offer young people a safe case study: Robert Hitcham place to be from 8am to 6pm during term time and more flexibility in Primary School, Suffolk the holidays. This rural primary school is working with the Suffolk Children’s Service Area • Parenting support, including Extended Schools Officer and partner agencies. It offers sport and arts family learning. activities run by parents, teachers and private organisations both as part of • Swift and easy access to targeted year round childcare, linking with the local leisure centre, and in homework and specialist services. clubs and study support. Family learning and parent support – such as family • Community access to literacy and numeracy classes – form part of the overall offer. Multi-agency school facilities. support groups are on hand enabling early intervention, targeted support and appropriate referral for children and their families. Schools can offer sports and arts as part of the varied menu of activities, To find out more, go to and should look to open up their ww.suffolk.gov.uk/EducationAndLearning/Schools/ facilities to meet wider community needs in response to an assessment In the arts, national partnerships and A community approach includes, of local demand. programmes – notably Arts Award and but is wider than, providing children Arts Extend (developing sustainable arts with a menu of activities. Sport and arts programmes in and around Extended opportunities can encourage greater Schools) – involve working with local parental involvement in children’s authorities, groups of schools, voluntary learning, e.g. through providing sector arts organisations and local volunteering opportunities for parents, artists to increase the range and quality developing parents’ skills, increasing of arts opportunities during and outside their aspirations and encouraging curriculum time. In sport, the School greater parental involvement in their Sport Partnerships (SSPs) are children’s learning. increasing sport opportunities and physical literacy for all children and young people in curriculum time and out of school hours.

case study: Luminate - Telford & Wrekin Council Arts Extend project launch Nine schools working with a variety of artists created Luminate, the public launch for the ‘Arts Extend Telford’ programme – one of nine across the country – held in March 2007. For this event young people in each of the nine partner schools worked with artists to explore and be inspired by the themes of light, regeneration and new beginnings. Using sculpture, animation, mask, music, dance and visual art (and concluding with a firework display), they created an arts event for all the family in the town park that celebrated the seasonal change from Winter to Spring. Arts Extend Telford plans to develop a programme of high quality, sustainable arts provision within extended schools services.

To find out more go to: www.artsextendtelford.com

Delivering the extended services ‘core offer’_Sport England Community benefits

Community benefits_Sport England Community benefits Schools which provide sport and arts facilities and opportunities for case study: M6 Theatre Company the whole community benefit the in Rochdale community in a number of ways. This leading touring theatre company established in 1977 and working in schools and community centres had, until 2004, no permanent More and better facilities performance venue and shared a school hall at Hamer Primary School for sport and arts in the town. A Space for Sport and Art lottery grant and government funds The BSF, NOPES and other capital enabled M6 to build a 92-seat studio theatre at the school for the children programmes give a once-in-a- and as a base for its rehearsals and performance. generation opportunity to build modern, high-quality sport and arts To find our more go to www.m6theatre.co.uk/texts/studiotheatre.html facilities not just for the pupils of the school but for the whole community. Accessing these facilities will help address some of the community’s sporting, artistic and health needs. Healthier communities Safe, strong, sustainable It will increase participation and help Self-evidently an increase in sport communities to make a more active community. For and arts participation leads to The most recent Head Teacher example, the latest annual evaluation healthier communities, both physically Standards (‘National Standards for report of the NOPES Big Lottery (with improvements in terms of Headteachers’, DfES, 2004) identify Fund investment programme in sports cardio-vascular disease, strokes, ‘Strengthening Community’ as one facilities and programmes on school osteoporosis) through increased of the six key areas of a head teacher’s sites shows community use doubling exercise and mentally (with role and emphasise the importance from 101 beneficiaries in a typical week improvements in mental health) of connecting pupils’ learning with pre-opening to 200 post-opening. through the social bonds formed the wider community and providing with other participants in sessions a range of opportunities for In some areas, local authorities and and classes and the increase in young people. individual schools are making the self-esteem, confidence and most of the opportunities afforded self-efficacy that these activities give. More recently, in 2007, the ‘National by the Government’s investment in Standard for Positive Activities’ was extended schools to locate new, introduced and a statutory duty placed community theatres and performance on unitary and local authorities to venues on school sites in areas lacking consult with young people aged 13-19 in provision. In others, dance studios, (up to 25 in the case of young people fitness suites, floodlit artificial turf with learning difficulties) concerning pitches are complementing sports hall their needs for activities both at school facilities and answering the increasing and in their leisure time and to ensure, demand for dance, yoga, aerobics, by working with partners, that all young fitness, five-a-side and other team people have access to information and sports – demand which otherwise may sufficient provision to meet these have gone unsatisfied. needs for four hours a week.

Both trust and community capital are built through this increased activity, improved public health, and the social bonds and informal networks that arise from community sport and arts activities. In turn, these make better communities, communities able to resolve their own issues, communities that are safe, strong and sustainable. Schools whose facilities are open to the whole community can play a large part in supporting these developments. This is particularly important in neighbourhood renewal areas and in rurally isolated communities where a school with an inclusive approach to its wider community can act as both catalyst and hub for wider activity in the area.

Community benefits_Sport England Economic vitality and workforce development Community sport and arts use case study: Westway Development can help the economic vitality Trust, North Kensington and workforce development of the This development trust for community benefit which owns and manages neighbourhood. Both sport and arts extensive, modern facilities for sport and fitness on two sites in North activities provide many opportunities Kensington, works closely with local schools and operates a training grants for volunteering, e.g. sports coaches, scheme assisting local people with the fees (and in some cases books, arts leaders, volunteer organisers travel costs, and materials) for part-time or short sports courses which of events, stewards. Both provide qualify them to coach or instruct. School-leavers, having first gained an opportunities for individuals to interest and experience in sport or fitness at the Trust’s two centres, learn new skills and gain new have gone on to complete training and find employment in the industry. qualifications – whether these are musical or performance skills, To find out more, go to www.westway.org.uk/sports/communitysport or coaching, workshop-leading or tuition qualifications.

Sometimes these can lead to sessional coaching or casual work at the school’s case study: ‘Mouth That Roars’ facilities or elsewhere. Because these Arts Award are transferable skills, this can lead to Yacoub, a young aspiring filmmaker, joined this Arts Award project to gain employment. Similarly, skills gained experience of making films outside his college BTEC Media course. Yacoub at community classes in, say, pottery worked on a film called The Hamlets about the history of the Tower Hamlets or jewellery making can help some London borough with five other young people. Winner of the Gold Arts students begin to work as artists. Award, Yacoub says ‘The award definitely gave me the motivation to think In small but important ways this I can be a film director. Now I hope I can do this for a living’. helps improve the economic vitality and workforce development of To find out more, go to www.artsawards.org.uk the community.

Well-being Increased sport and arts participation, increases in public health, the building of trust, community capacity and cohesion, and improvements in economic vitality – all lead to a better quality of life for the community and a sense of well-being. And this, in turn and over time, benefits the school when the higher community regard is reflected in the increasing numbers of prospective parents wishing to enrol their children at the school.

Economic vitality and workforce development_Sport England Attracting more funding

Attracting more funding_Sport England Attracting more funding Overall, the Chancellor of the The Government has committed Exchequer announced in the Spring considerable additional funding to 2007 Budget above-inflation rises support schools in setting up and to education spending (£60 billion embedding their extended services, in 2007-08, £64 billion in 2008-09, such as those relating to sports and £67 billion in 2009-10, and £74 billion arts. A total of £840m has been made in 2010-11). available in the 2003-2008 period, including £238m in 2007-2008 available via local authorities through case study: Little Snoring the Standards Fund and the General Sure Start Grant, some of which Primary School, Norfolk supported minor capital adjustments Situated near Fakenham, Little Snoring Primary School is in an extremely in primary schools over the last two rural area. The new facilities, which include a multi-use hall, a new hard play years. £150m is being made available area and grassed area returned to playing fields, have had a crucial impact directly to schools through the School on the taught curriculum, the life of the school and the local community, Standards Grant (SSG). Further as previously the nearest facility was eight miles away. The facilities were investment in extended schools of built under Space for Sport and Arts and are highlighted in ‘Inspiring more than £1.3bn over the next three Active Minds and Bodies’. years has recently been announced. To find out more go to www.norfolk.gov.uk Capital funding for new and improved education buildings and support facilities has never been greater. Investment in new and refurbished secondary schools under Building Schools for the Future (BSF) is running at £2.3 to 3.5 billion per annum. Capital spending on the Primary Capital Programme is forecast to reach £130 million in 2007/08 rising to £500 million by 2009/10. Many more millions are committed to the Learning & Skills Council capital improvement budget for further education colleges and to the Higher Education Funding Council’s (HEFC) budget to support new university building projects. In addition, the Big Lottery NOPES programme is spending almost £600 million, largely on capital projects in Developing a whole community Similarly, if the school is addressing schools in England between 2001 approach to sport and arts facilities and meeting a community sports and 2009, channelled via local and services opens up a range of need, and can demonstrate that it is authorities. While all these capital funds external funding streams on top of working in partnership with its relevant are primarily for facilities that support these, e.g. other National Lottery Community Sports Network and improved standards of education and programmes linking to sport, physical County Sports Partnership, then will not fund spaces exclusively for activity or the arts, local authority further funding may be available via community use, in every case there is culture and leisure funding (including Sport England. a strong presumption that new facilities PFI credits), and funding for on education sites funded from these volunteering earmarked to achieve In these ways, unprecedented levels of sources will be used to further the aims the targets of the Russell Commission funding are available to those schools of Every Child Matters, Youth Matters (the ‘Respect’ agenda). embracing the Extended Schools and the delivery of the Extended agenda and prepared to increase Schools Core Offer. For instance, a local authority needs access and opportunities in sport to achieve at least a ‘2 star’ rating for and the arts for local communities. its Cultural Services under the Audit Commission’s ‘Harder Test’ inspection regime in order to gain a top ‘4 star’ Comprehensive Performance Assessment (CPA) overall rating. This then unlocks extra funding. Community sport and arts services on school sites can make a major contribution to achieving this rating.

Attracting more funding_Sport England Contents Foreword Acknowledgments

1.0 Introduction 2.0 The benefits of community sport and arts on school and education sites 3.0 How to do it well – key principles and where to find guidance

Appendices A Who’s who – a guide B The legislative and policy context C Key programmes D References E Glossary

Foreword_Sport England Acknowledgments Sport England and partners thank everyone who helped in the development of this publication.

Project Team Lesley Bray, Liz Delany, Brian Whaley.

Consultants John Chapman and Sandy Craig of Leisure Futures Ltd.

Acknowledgments_Sport England Developing better facilities

Developing better facilities_Sport England Developing better In two-tier local authority areas, facilities this joined-up approach depends on Some local authorities are also thinking the district or borough councils, as the about the strategic benefits that the owners of the leisure estate, engaging BSF programme brings for their sport with their county council, as the drivers and arts services as well as their of the BSF and LSC & PCP investment education service. Many local programme, right at the start of the authorities are saddled with old sport programme planning process. and arts facilities – Victorian-era Similarly, in unitary local authority areas, swimming baths, 1960s civic halls, the cultural and children’s services theatres and entertainments venues departments must be planning and 1970s sports and leisure centres strategically together. – which are expensive to run, maintain and staff, don’t meet today’s The revenue costs associated with expectations and are of poor quality. whole community use of the facilities For them, the BSF investment can be transferred from the Leisure programme provides a real opportunity and Culture’s existing revenue budget, to replace their leisure and culture while the management of the facilities estate with something better, more can be left to the leisure and culture modern, more accessible – and professionals. Since the revenue costs cheaper to run and maintain. (The of existing facilities are likely to be BSF, NOPES and Active England greater than the revenue costs of the investment programmes all include equivalent school-based facilities, innovation and best practice in the the local authority leisure and culture design and management of facilities departments and their finance as a key outcome.) department will also be pleased. A true win-win situation! The capital receipts that are released from selling the sites of these old centres can be pooled with BSF or case study: Nottinghamshire County NOPES funds. This will provide much better and, where appropriate, larger Council and Bassetlaw District Council sport and arts facilities for both school Under Nottinghamshire County Council’s Private Finance Initiative new and community than would have secondary schools will be built in both Worksop and Retford. Bassetlaw happened with BSF or NOPES funds District Council is working with the County Council to ensure state-of-the-art alone and a more restricted vision community leisure facilities at these new schools will be available to all for community use. And it ensures residents. To this end, the District Council has taken lead responsibility for strategic provision across the local the leisure management specification and procurement of a specialist authority area. leisure management contractor.

To find out more, go to www.bassetlaw.gov.uk

“I love the fact that the school’s open from eight till ten and I love the fact that we have got people coming in. You case study: Boldon School, walk round the school and there are South Tyneside all sorts of parents and children from South Tyneside MBC was successful in combining ‘leisure’ PFI credits from other schools in and they are looking the DCMS – funding a 200 seat theatre and sports centre with a 4 lane 25 around and saying really nice things metre pool, sports hall, gymnasium, fitness centre, sauna and sports pitches about the school and the things we – with DCSF credits to build a new school. The theatre and sports centre have. I can’t see me ever wanting have separate signage, parking and reception areas for community users. to go back and just run a school.” The local Boldon Community Association has a formal agreement with the Nic Fiddaman, Headteacher PFI operator to book the facilities at agreed rates between 6.30pm and Woodlands Primary School in 10pm. Other arrangements with the operator provide for access for other Inspiring Active Minds and Bodies, local residents and groups and the flexibility for development of partnerships Space for Sport and Arts, DCMS, with more outside sport and art groups in the future. DCSF and partners, 2006 To find out more go to www.boldonschool.com/

Developing better facilities_Sport England 3.0 How to do it well: Introduction The process – flow chart Strategic planning and the roles of Local Authorities Consultation Partnerships Resourcing the work Business planning Design and procurement Disability equality Revenue funding Governance, legal and insurance Management structures Staffing Marketing and hard-to-reach groups Booking and membership systems Repairs, maintenance and renewals Keeping the revenue finances on track Monitoring and evaluation

How to do it well_Sport England Introduction

Introduction_Sport England Introduction Meanwhile, BSF-Culture (working on While there is a lot to be done when behalf of Sport England, Arts Council developing community sport and arts England and Yorkshire Culture) runs opportunities in your school or college, a website and has a Project Manager there is a lot of support and guidance working on art and sport in the out there to help you. As well as Yorkshire Region. Sport England’s documents, toolkits, templates North West and London Regions also and examples of good practice have Project Managers working on downloadable from websites, there assisting local authorities with current are also dedicated sport and arts BSF and PCP projects. professionals. To quote again from the successful Woodlands Primary To help ensure that local needs for PE in Medway: and sport are considered strategically “It’s a long process. There’s a lot of within each local authority’s BSF paperwork but also a lot of support Strategy for Change vision, PfS there too. If you have the vision and advocate local PE & Sport Stakeholder use this support to go with it, you can Groups involving key people. This is certainly succeed.” illustrated in the following diagram:

Extended Schools Core Offer To support the roll out of the Extended Schools Core Offer, DCSF had Headteacher representing contracted a range of national partners CSP (e.g. TDA-Development, 4Children, specialist ContinYou) to work together to help sport college deliver services in school that are high quality, sustainable and which meet pupil, family and community needs. Every local authority also has at least BSF PE & Sport one Extended Schools Remodelling Stakeholder Group Adviser (ESRA) who acts as the link between the local authority and its schools. Strategic lead Building Schools for the Future Head of Leisure (BSF) for PE & Sport Partnerships for Schools (PfS, part of DCSF) has two advisors for PE and sport (part funded by PfS, Sport England and the Youth Sport Trust) working on the BSF secondary school programme and supporting a national Local authority’s Strategy for Change: team of BSF Project Managers on PE visioning document for future provision and sport issues. In some local authorities, the PE & More locally, you should first try your Sport Stakeholder Group includes arts, local authority lead officer for PE & museums and libraries within a wider Sport who will provide help or be ‘Culture’ group. able to refer you to others – perhaps the SSP Partnership Development Specialist support at a regional level Manager, the Head of Leisure, on sport or arts issues is also available a member of your County Sports from staff at the nine regional offices Partnership or local Community Sports of Sport England Network – who may be better placed (www.sportengland.org ), to help with your particular query. Arts Council England (www.artscouncil.org.uk) and For the arts, most local authorities have from the Youth Sport Trust an Arts Development Officer or Arts (www.youthsporttrust.org). Team. Some authorities also have an arts education agency or arts education co-ordinator, responsible for developing partnerships between schools and the arts sector.

Introduction_Sport England The process

The process_Sport England The process Strategic planning • Define school’s vision for community sport and art. • Assess strategic ‘fit’ of vision with needs, taking advice from local authority officers and outside agencies and amend as necessary.

‘Testing the Water’ • Consult widely – children, parents, staff, sport and art networks, including ‘hard to reach’ groups in the community. • Act on the outcomes – shape the vision in response to feedback received and keep people informed.

Partnerships and resourcing • Build partnership support and secure funding. • Set up a Working Group with Terms of Reference and a Project Champion to see the vision through to reality.

Business planning Design feasibility • Document what you propose to do, who for, • If your proposals involve a building element – when it will be done by and by whom, what it is i.e. for new or extended facilities for sport or the likely to cost, how this will be financed and how arts – commission a feasibility study or, if part of you will measure success. Check your a larger project, liaise closely with Project assumptions with others. Manager throughout.

Implementing • Make sure funding is in place – capital and revenue • Address governance and legal issues – check VAT • Put in place management structure, systems, and budgets linked to detailed operating & marketing plans.

Managing and monitoring • Keep the finances on track – monitor weekly. • Ongoing staff and volunteer recruitment and training. • Monitor wear and tear on the facilities and equipment and maintain to high standard. • Evaluate success and learn from mistakes.

The process_Sport England Management structures

Management structures_Sport England Management structures Essentially the available options the school to establish a new post A range of options are available for fall into four categories – of, e.g. Community Manager or managing sport and arts facilities 1: School-based Management Sport/Arts Manager reporting to out of hours for study support and Existing Staff – Many community sport the Headteacher or a Deputy and, community use activities. These or arts operations on school sites are possibly, being a member of the range from doing it yourself – managed directly under the school’s management team. In some rural controlled directly by the governing control with out-of-hours facility communities, a number of primary body – right through to management management the responsibility of schools have joined together to as part of a PFI contract. Under PFI, an existing member of staff (e.g. the apply for revenue funding to pay for management of the facilities out-of- Head of PE and Sport, the school’s a Community Use Co-ordinator to hours is wrapped up within a larger Administration Officer or Bursar). set up and manage community use contract to design, build, finance and While low cost, careful consideration across these schools. It should also operate all the schools facilities and should be given before this approach be highlighted that many schools services except for the teaching and is taken. The staff member must are now employing extended school governance. There are a number of have sport and arts management co-ordinators, and this could be other options along the way. As part expertise (the sport and arts part of their remit. of the business planning process, businesses are very different from your working group will need to the education business) and be able consider these options and decide to devote sufficient time to making which is likely to fit best with your it a success. New Post – often, needs and situation. if affordable, a better option is for

case study: Thornden Hall, Thornden School, Hampshire Thornden School – the first specialist arts college in Hampshire – is the site of Thornden Hall, a 400-seat concert venue and home to the County Youth Orchestra and a range of other music and dance groups. In addition to the main auditorium, there are two specialist drama studios, two music rooms, a dance studio, foyer and bar areas. The facilities are popular with community groups from a wide area both for the arts and for meetings and presentations. The facilities are built to high quality and are easily accessible from the M3. The scale and popularity of the venue allows the school’s governing body to employ a dedicated Community Arts Manager.

To find out more, go to www.thornden.hants.sch.uk

case study: Catmose Gallery and Theatre, Vale of Catmose Art College, Rutland Since 2003, this specialist art college has developed a regional reputation in the visual arts based on a programme of exhibitions of internationally renowned work in a new Gallery on the college site funded by DCMS. There is also the Catmose Theatre on the school site, hosting both local and national touring productions. The school employs an Arts Officer to manage a programme of exhibitions, productions and arts education programmes for students, teachers, parents and others from the wider community.

To find out more, go to www.catmose.rutland.sch.uk

Management structures_Sport England School companies and If control of any part of the school 3: Management by a Federations of schools premises is to be shared or social enterprise The Education Act 2002 empowers transferred during school hours, The governing body may decide the governing body of a school to join the school must first get consent to enter into a Transfer of Control with other governing bodies and/or from the local authority to the terms Agreement with a local community other parties to form a company to of its Transfer of Control Agreement. group or social enterprise to run its undertake specified activities. School sport or arts facilities either out-of- companies can provide services 2: Management by the hours only or throughout the day. This or facilities. They are one way of local authority type of management arrangement is formalising partnership arrangements It is common for the community use more prevalent for larger facilities on between different schools, for of sports centres and swimming pools school or college sites with sufficient example a group or federation on secondary school sites, particularly income from community use and of schools in one or more local in rural counties with two-tier local charges to offset the management School Sports Partnerships. A £50m government, to be managed by the and staffing costs of the community Targeted Capital Fund is available local authority’s sport or arts service. group or social enterprise. Increasing for financial years 2006-08 for Typically, the facility will have been numbers of local authorities now Federations of schools with shared funded jointly by the local authority contract with social enterprises to governance and Fresh Start schools (the County) and the district or manage their community sports to develop joint facilities (buildings borough council (often grant aided centres and swimming pools. and ICT), which would be used across by the National Lottery) and the (Sometimes these are ‘leisure trusts’ a partnership of schools to enhance governance is vested in a committee set up by the local authority itself). collaborative activity. controlled by the school’s governing Having the same social enterprise body and including representatives managing the community use of Trust schools of the district or borough council. The school-based facilities can have The trust school model is a further management functions are delivered advantages in terms of economies Government initiative aimed at by staff employed and trained by the of scale and for marketing, e.g. providing opportunities for schools to district or borough council under the linked membership and discount build long-term relationships with new terms of a form of Transfer of Control schemes and complementary partners or other schools to harness Agreement often called a ‘Community activity programmes. outside energy, experience and talent. Use Agreement’. Funding is available to support an individual school or a group of schools (for example schools that are in the same area, spread across the country case study: Weald Sports Centre or share a specialism) wishing to at Angley School, Kent establish and work within a Trust. The Weald Sports Centre in Cranbrook, Kent is built on land at Angley Each Trust school will be a foundation School donated by Kent County Council with capital funds from the school supported by a charitable Sport England Lottery Fund, Tunbridge Wells Borough Council and foundation or Trust, which will appoint community/parish fundraising. The Sports Centre is owned by the governors to the school’s governing Borough Council and operated as a community leisure centre on behalf body. They will be funded in exactly of the Borough Council by a leisure management social enterprise. the same way as other local authority The same organisation also manages the Council’s two other sports maintained schools. A Trust school centres, of which one is also on a school site, bringing a range of service will employ its own staff, and manage advantages to the community. Angley School – the first in Kent to its own land and assets. Schools will achieve Sports College status – enjoys free access to the Centre’s be able to opt to become a Trust sports hall for curriculum use during term time and makes extensive School once the relevant parts of the use of the swimming pool on a paying basis. Education and Inspections Act come into effect in early summer 2007. The Borough Council has entered into partnership arrangements with a number of other schools at primary and secondary level across both Transfer of Control Agreement the maintained and independent sectors. Nigel Bolton, Head of Leisure If the school, whether maintained or Services, believes strongly that a partnership approach, and involving foundation status, and whether alone specialist management expertise, provides better value for money or in a federation with others, sets and better quality of service to the community than the alternative of up a company to run its sport or arts the education and community leisure sectors providing and operating facilities, it will normally specify how sport and arts facilities and services in isolation. this is to be done in a Transfer of Control Agreement. This will specify To find out more, go to www.tunbridgewells.gov.uk which party controls particular facilities, at what times, the number of staff and who employs them, financial arrangement such as which party fixes fees and charges, what happens to income from charges, treatment of energy and other costs, responsibility for health and safety and a range of other matters.

Management structures_Sport England 4: Commercial management leisure management companies The governing body may decide to case study: All Saints ‘buy-in’ specialist expertise for its Sports College, Sheffield out-of-hours community sport All Saints Catholic High School in Sheffield was prioritized by the former facilities and services by negotiating LEA for capital funding as it was a sports college with poor facilities. a Transfer of Control Agreement Following a bid to the Big Lottery Fund, All Saints were awarded the with a private sector leisure second largest NOF PE and Sport (NOPES) programme grant in the management company. This is only a country – £1.875 million. This funding was paired with an investment of viable option in the larger school or £1.75 million by a commercial partner specialising in 5-a-side soccer college based sports facilities – most centres. The sports centre – comprising 2 sports halls (one 4 court and one typically those with high quality health 8 court), 10 floodlit synthetic 5-a-side football pitches (suitable for football and fitness gyms – that can generate and for teaching rugby and hockey) and a range of ancillary facilities – was sufficient revenue surplus to provide designed and built by the commercial partner and is also fully managed by the management company with a them. The centre is used exclusively by the school between 9am and 5pm profit or where the local authority during school term times and by approximately 4,000 community users a has a budget to subsidise the week during the evenings and at weekends. community use by guaranteeing a deficit payment to the contractor. To find out more, go to www.bsf-culture.co.uk/case_study It is not applicable to arts facilities and programmes, as few leisure or theatre management companies manage school-based arts facilities and arts development services. case study: Park Lane and Halifax PPP and PFI High Schools, Calderdale Schools PFI Commercial management of out- These two schools developed under a PFI, have a range of sports facilities of-hours sport and arts facilities is for use by the schools and the community, supported by the NOPES Big increasingly common. Some public Lottery Fund programme. The Council’s PFI contractor commissioned a private partnerships (PPPs) are leisure management company specially formed to provide support to local self-financed by the local authorities authorities and schools in delivering their extended schools services to using existing budgets, capital provide a management service for these facilities. The service is tailored to receipts from sale of assets and the local needs of the two schools, their local communities and the sports funds raised from private sector clubs in the area while ensuring commercial viability. From the viewpoint of partners. Others include government Calderdale Council’s Principal Officer (Access & Capital), the experience PFI funding. Projects in the Building and sensitivity of the company’s principals to the particular needs of the Schools for the Future secondary education sector has been critical to the success of the community school programme follow both operation in significantly increasing usage by the local community and funding models. developing new clubs and leagues. “Many commercial organisations are insufficiently flexible in dealing with the extra tensions involved in working Within this relatively new and with schools – the difficulty being to consult with and satisfy the range of growing sector, a number of interested parties that are likely to be involved in decision-making, planning different management approaches and management around maintenance charges and income generation”. are emerging. Innovative examples include: To find out more, go to www.bsf-culture.co.uk/case_study

Management structures_Sport England In some cases the facilities Key principles • Consider all staffing needs, both for management company within a • A Facilities Management Strategy teaching the curriculum and for PPP or PFI consortium will take is an important element of your extended services that include the on all aspects of the management business plan. whole community, in the round. and operation of the sport and arts • If your project involves new or The staffing of these roles needs facilities, apart from the core teaching remodelled buildings, then clarity on to be complementary. function. Most facilities management management structure and staffing • Once you have narrowed the companies have no specialist expertise levels will be needed to inform the options down, talk to head teachers in study support or in community design brief for your architect. If your and governors at schools with sport or arts development. As a result, project is part of a Local Education different management structures out-of-hours use of sport or arts Partnership led PPP or PFI Building for their community sport and arts facilities in schools managed in Schools for the Future contract, activities to find out more about the this way tends to be limited to make sure your school’s needs and pros and cons. Where possible, visit straightforward hires to established preferences are taken into account other schools so that you can see sports clubs and arts groups. when decisions are taken by the LEP for yourself how the management on the contract arrangements for structure works. You will also be able As well as this limitation there are community use management. to pick up many practical tips, often other difficulties inherent in the PPP/PFI • Consider the advantages and on how not to do it, from visits. contract structure when dealing with disadvantages of each option in financial risk in relation to income from relation to the ethos of your school, community use. Because of this, the types of community use you some local authorities have excluded are aiming to develop – e.g. whether the sport management function from predominately lettings to groups or schools’ PPP or PFI contract and let open to casual ‘pay-and-play’ users this separately to a specialist leisure – before coming to a decision. management operator.

Sources of guidance

Best for... Who/what... How to find... Federations of schools ‘Standards’ section of www.standards.dcsf. the DCSF website gov.uk/federations/

Trust Schools ‘Key Points on www.findoutmore. Trust Schools’ on dcsf.gov.uk/2006/11/ DCSF website trust_schools_u.html

Practical information www.specialist on application process schools.org.uk on Specialist Schools & Academies Trust website

School companies ‘Practical Know How’ www.teachernet.gov. section on teachernet uk/wholeschool/ website extendedschools/ practicalknowhow

Information on Association of www.lmca.info leisure management Leisure Management companies Contractors

Information on Association of Sports www.sporta.org/ leisure trusts and and Recreation Trusts social enterprises

Key principles and sources of guidance_Sport England Staffing

Staffing_Sport England Staffing These partners will also be able to Staffing by pupils School-based management provide useful information – e.g. skills In secondary schools and FE colleges, If you have decided to take on the required, ways of working and consider the educational, vocational management of the facility directly likely changes as a result of the learning, leadership and volunteering or through a sub-committee of your Government’s strategy for reform of opportunities for your students. After governing body, you will need to ‘The Children’s Workforce’ towards training, most staffing roles can be consider the type and number of the five Every Child Matters outcomes, performed by senior pupils or students staff required to run the facility on a and templates – e.g. job descriptions, provided they are adequately managed day-to-day basis, for example for person specifications, application and supervised. This can reduce the reception, coaching, marketing, forms and terms and conditions of costs of the community services while setting up equipment, cleaning employment – that can be tailored providing students with an income and maintenance/caretaking. to your needs. plus valuable training, qualifications and work experience (in line with the It may be worth considering the Management by a third party ‘Ready for employment’ outcome of appointment of some staff on a part If the School decides to transfer control Every Child Matters). time or sessional basis. This will of its community sport or arts facilities give greater flexibility in terms of and services to a third party (a school This is easier to arrange under a programming and means that the company, local authority, social school-based management structure hours of community use can be enterprise or private leisure – volunteering and leadership is one geared to the needs of the community. management company), then this third of the eight work strands within the party organisation will be responsible National PE, School Sport & Club It is also worthwhile to take advice from for the staff and their employment. Links (PESSCL) Strategy – but can the Director of Specialism, headteacher However the agreement should specify be achieved through working in or Partnership Development Manager what staffing arrangements need to be partnership with a third party at your local sports or arts college, or in place – e.g. minimum levels and management organisation. This is the local authority PE Adviser, Leisure qualifications – and allow for the best discussed as part of the initial Services Manager or Arts Manager introduction of new, enhanced negotiation of the terms of the on whether sport or arts development standards that may result from transfer of control rather than roles can be shared across several implementation of the Children’s ‘bolted-on’ afterwards. schools offering community access Workforce Strategy. or with local authority sites.

case study: Thomas Mills High School, Suffolk Thomas Mills High School plays a vital role for the community in Framlingham, a rurally isolated market town in Suffolk with no local authority swimming pool or sports hall for some 12 miles. The High School is the hub for community sport for the town and for many smaller villages. By providing pupils with work experience as sessional recreation assistants and coaches the School is helping an increasing number of young people to go on to higher education and develop careers in PE, sport or leisure management. This policy has further benefits: it provides the young people with an income and is cost efficient.

To find out more, go to www.thomasmills.suffolk.sch.uk

Community volunteers Key principles fitness training and possibly Community volunteers are an • Ensure there are sufficient staff, cardio-rehabilitation qualifications invaluable resource for staffing whether paid or voluntary, to look for fitness studio supervisors. community use of school sites. after the school’s facilities and to run • Include an adequate training For instance, many sports coaches the activity programme safely. budget in your business plan, provide their services on a voluntary • Make sure all staff – whether paid not only at ‘start up’ but on-going basis. Volunteers are crucial for many or volunteers – are trained to the to ensure continuous professional types of community sport and arts appropriate level to ensure a safe development and to allow for events, selling tickets and programmes, operation and a quality experience staff turnover. supervising parking, acting as for the community users. Most staff • If using volunteers, support them ushers, etc. will need training in core skills such as well and recognise their contribution. customer care, cash handling, health Most volunteers will soon stop if If you are planning to use volunteers, and safety including child protection, they think they are being taken apply the same standards as for first aid, equal opportunities. Others for granted. employed staff in terms of provision will need more specific training of adequate induction and training, dependent on the nature of the health and safety, child protection facilities and services offered e.g. awareness and CRB checks (where lifesaving, pool water treatment, needed), and use simple ‘volunteer safe handling of chemicals (for agreements’ or ‘job descriptions’ swimming pools), governing body to avoid misunderstandings. coaching awards for sports coaches,

Staffing_Sport England Sources of guidance

Best for... Who/what... How to find... Employing staff and volunteers for Sections 2.06 and 2.07on http://www.sportengland.org/ sports programmes ‘Get Funding Making It Happen’ index/get_funding/funding_ section of Sport England website resources/guidance_ templates.htm Sample staffing plan Template E (as above)

Sample volunteer role description Template G (as above)

Funding and other resources ‘V’ – a charity set up to encourage http://www.wearev.com/ to encourage young people more young people (16-25 year olds) into volunteering to volunteer

The minimum wage, current rates Regular updates are posted on the www.dti.gov.uk/employment/pay/ and changes to the legislation Department of Trade and Industry national-minimum-wage (DTI) website

Health and safety guidance Detailed guidance is available from www.hse.gov.uk the Health & Safety Executive (HSE)

Practical fact sheets, information notes The Institute for Sport, Parks & Leisure www.ispal.org.uk/info_hub.cfm and other forms of guidance on most (IPSAL) aspects of good practice in the safe and efficient operation of sports and The Institute for Sport & Recreation www.isrm.co.uk/products/ recreation facilities and sports Management (ISRM) development programmes

Training Courses for aspiring and The YMCA Fitness Industry www.ymcafit.org.uk/coursedetail professional personal fitness instructors Training charity – YMCAfit

Top tips and fact sheets aimed at ‘runningsports’ (developed and www.runningsports.org volunteers in sport covering a wide funded by Sport England to provide range of issues including recruitment skills and support for volunteers and screening, risk assessments etc working in all sports)

Links to all the national governing The Central Council for Physical www.ccpr.org.uk bodies of sport to find out their Recreation (An independent umbrella coaching and training resources organisation for national governing and courses and representative bodies of sport and recreation in the UK)

Details of Coaching for Teachers (CfT ) Sports Coach UK www.sportscoachuk.org programme providing opportunities for teachers and Adults Other Than Teachers (AOTTs) who contribute to school sport through the extended curriculum

Details of Sports Leaders awards Sports Leaders UK www.bst.org.uk for young people

Details of The Children’s Workforce reform – Every Child Matters www.everychildmatters.gov.uk/ Workforce Strategy deliveringservices/workforce To this end, the DCSF has developed reform/ The Children’s Workforce Strategy – employer-led reform through http://www.everychildmatters. the Children’s Workforce gov.uk/resources-and-practice/ Development Council IG00210/

Detailed information on how to provide School Induction Pack for Adults http://www.afpe.org.uk/public/ a professional induction for any adults Supporting Learning (ASL) – this publications_listing.htm supporting learning in schools pack by Sports Coach UK and the Association for PE replaces the School http://www.1st4sport.com/ Induction Pack for Adults Other Than 1st4sportsite/pages/product/ Teachers (AOTTS) product.asp?prod=B40280

Sources of guidance_Sport England Marketing and hard-to-reach groups

Marketing and hard-to-reach groups_Sport England Marketing and hard-to- If you plan to manage the programme • If your project seeks to engage reach groups ‘in house’, you will need to draw up with young people in deprived Effective marketing is essential to a marketing plan as part of your areas and/or young people not developing community use. Firstly, business plan. If control is transferring interested in traditional sport or this means ensuring the nature of the to a third party, the marketing plan arts activities, consider whether facility and the programme of activities will be their responsibility – but make subsidies can be offered and reflect the aims of the project and the sure you are happy with their how these can be funded. Think findings from community consultation. proposals. Key elements of the plan carefully about how your activity Secondly, it means promoting them in – e.g. the core programme hours, programmes can be tailored to a way that reaches the right audience activities and charges – should be address different interests. and gives them a message relevant documented in the Transfer of Control • Having estimated the revenue to their interests. It is extremely difficult Agreement. The agreement should costs of managing, staffing and to sell someone something they do also make provision for annual sustaining your project, consider not want. review and approvals for new what sort of activities are successful marketing proposals. in generating income – e.g. five The basis of effective marketing is a side football leagues, badminton, often explained in terms of shaping Key principles fitness classes, dance classes four elements known as the ‘four Ps’ • Before deciding on your marketing and children’s parties – and – product, price, promotion and strategy – programmes, prices build enough of these into your place. For a community sport or arts and promotions etc – spend some programme at the appropriate facility, ‘product’ means the range of time finding out about your local charges to sustain ‘loss making’ activities on offer, ‘price’ the charging community, other sports and arts activities that may fit more closely structure, ‘promotion’ the advertising services available to them locally, with your aims for study support and related sales techniques, and what they charge, how they are and community sport and ‘place’ the quality of the facility itself promoted – so that your plans arts activities. and the times it is available. are clearly shaped by what • If, for ease of management and people need and can afford. administration, your community For most schools, one of the key • Consider the particular needs use is restricted to a regular hires to marketing decisions is whether to of different groups in your local existing sports clubs, ensure these hire your facilities on a regular basis community and how to overcome clubs share your school’s aims for to a few sports clubs or groups, barriers they face in accessing your sports development. Check they or whether to programme it more facilities and services. For example, have open membership, trained actively with ‘pay and play’ sessions a study support or community sport coaches and effective policies for casual users, classes (e.g. dance, or arts programme in a rural school for introducing and developing yoga) and developmental activities will need to consider carefully young people in their sport (perhaps targeted at specific groups community transport needs, including policies aimed at within the community). availability and costs. attracting under-participating groups, e.g. women and girls, The former is easier to plan and black and ethnic minorities manage and less risky. It is probably and disabled people. more suited to schools with smaller, more basic and less conveniently located facilities. The latter is better case study: Paignton at developing sport and arts, has greater community benefits, puts Community College the school more at the heart of the A key program at this NOPES funded four-court sports hall at the Paignton community and – potentially – can Community College is ‘Body Management’ for teenage girls (14-16 years) attract more users and generate more from schools around Torbay. Six secondary schools send around 15 girls income. But it needs more active and for a ten-week course. professional management and the income generated is more uncertain. “These girls are targeted because they don’t do much PE and they’re Generally it is most suited to schools not really interested in physical education,” Mr Tony Callcut (Partnership with larger, more extensive facilities Development Manager) said. “We consulted with the girls and the bottom located in ‘high visibility’ locations. line was that they didn’t enjoy the existing PE program. So we developed a new program with a mixture of activity and fashion, including yoga, kick-boxing, fencing, trampolining and scuba diving; along with things like hair care, skincare and beauty makeup. We want to show them that there is a link between looking good and feeling good. It’s recognised both nationally and locally that there’s a big drop out, when girls get to their teenage years, so this was a way of re-engaging with them. Some of our girls now use our fitness suites off their own backs, some have joined local sports clubs and quite a few have asked to get back on the programme.”

To find out more, go to www.biglotteryfund.org.uk

Marketing and hard-to-reach groups_Sport England Sources of guidance

Best for... Who/what... How to find... Sports development planning in Clubmark Resource Pack http://www.sportengland.org/ developing a Programme of Use index/get_resources/resource_ downloads/club_resources.htm

Section 2.05 and 2.09 on the ‘Get http://www.sportengland.org/ Funding Making It Happen’ section index/get_funding/funding_ of Sport England website and Sports resources/guidance_templates.htm Development Planning Template

Promotion of sports facilities Section 2.11 on the ‘Get Funding http://www.sportengland.org/inde and programmes Making It Happen’ section of Sport x/get_funding/funding_resources/ England website guidance_templates.htm

Activities both in and outside school ‘Schools Plus: Building Learning http://www.teachernet.gov.uk to improve the educational chances Communities’, Report by Schools of children and young people from Plus Policy Action Team 11, disadvantaged areas DfEE, 1999

Consultation with young people ‘Sport a Positive Activity – Guidance www.sportengland.org about access to positive activities on the contribution of sport to positive activities for young people’, DfES/Sport England, May 2007

Practical fact sheets, information The Institute for Sport, www.ispal.org.uk/info_hub.cfm notes and other forms of Parks & Leisure (IPSAL) guidance on marketing sports and recreation facilities and The Institute for Sport & Recreation www.isrm.co.uk/products/ sports development programmes Management (ISRM)

Designing and implementing renewal.net, on-line guide to what www.renewal.net/toolkits/ sports projects in neighbourhood works in neighbourhood renewal. SportsToolkit renewal areas Documents on the site include ‘how to’ guides, case studies and project summaries

Details of initiatives in schools to Youth Sport Trust – e.g. campaign www.youthsporttrust.org encourage greater participation for more dance mats in schools in PE and Sport by girls

Sources of guidance_Sport England Booking and membership systems

Booking and membership systems_Sport England Booking and Key principles membership systems • Consider the needs of your Booking and membership systems community users and who you are are marketing tools to make it easier aiming to attract in deciding on the to attract and retain community users booking system for your community and to plan your staffing needs. use programme. If you are aiming to attract young people who do If the programme is to be managed by not normally participate in sport the school, you will need to decide who for example, insisting on advance will be responsible for taking bookings, booking or use by members only what kind of booking system it will is unlikely to work. be (e.g. in person, by telephone, • Strike a balance between what is paper-based or computerised, on-line best for your target communities or a combination of these), how people and what you are able to afford. find out about the system, whether Buying, maintaining and training casual pay-and-play use can be staff how to use a top of the range accommodated as well as pre-booked computerised management use, how to deal with cancellations, information system with online whether to have a membership system booking options will be quite and, if so, what benefits will be offered costly when all you may need is a in terms of advance booking privileges, dedicated phone line and a simple reduced or free session charges, paper-based booking system and so on. for your school sports hall or drama studio. Along with other facets of marketing, • The local authority sports centres this area of the operation of community and swimming pools will operate sport and arts facilities is one of existing systems in your area. the most challenging for schools. Consult with your local leisure It requires dedicated time and services manager about these specialist skills in customer care, and explore whether there may be cash handling and, in case of mutual benefit in using the same computerised systems, training in the system or, perhaps, the local use of the specialist software. The lack authority providing your booking of a well-managed and well-promoted and membership services on booking system for community use is your behalf. a common reason for poor take-up in many schools. It is also the reason why many schools with sufficiently Sources of guidance large community operations choose to contract with a specialist operator Best for... Who/what... How to find... with skills and expertise in these areas. Industry standards QUEST Facilities http://www.quest and good practice in Management Model nbs.info providing a customer – the UK quality focused management accreditation scheme framework, including for sport and leisure provisions for repairs and renewals

An operational handbook The Institute of Sport & Available in pdf file format for sports and recreation Recreation Management to download at: facilities including (ISRM) Integrated http://www.isrm.co. booking and Management System uk/products/mang_ membership services 2nd Edition integrated.html

List of organisations Guidance Note B8, www.ispal.org.uk/info that provide membership The Institute for Sport, _hub.cfm software systems Parks & Leisure (IPSAL) including addresses, telephone, fax and Also see database email, websites of Current Articles on booking and membership issues – eg. member retention

Booking and membership systems_Sport England Repairs, maintenance and renewals

Repairs, maintenance and renewals_Sport England Repairs, maintenance Key principles and renewals • Do not overlook the likely impact of Extending the hours of use and longer hours and greater intensity intensity of use of the School’s sports of use on the cost of repairs and and arts buildings and specialist maintenance both to the buildings equipment will impact on costs and equipment. of day-to-day repairs and on the • Make adequate provision for frequency of planned maintenance these additional costs in your and redecorations. It will also impact financial projections. on how often some major items, • Treat renewal and replacement such as sports playing surfaces, costs separately from repairs and need replacement. maintenance costs, consider what items are likely to need renewing These increased costs need to be and replacing and at what intervals. allowed for in your revenue estimates • Talk with other schools and leisure to ensure the community facilities centre operators and with suppliers remain financially sustainable. to check your assumptions. Make sure you have allowed for the full A classic example is a floodlit artificial cost of a replacement, e.g. changing grass playing pitch. Longer hours of a blown floodlight bulb is likely to operation and greater intensity of involve costs for machinery or a use will require more frequent routine scaffold tower and the time of the sweeping and litter picks, more fencing engineer to do the work. repairs and bulb replacements and, • Where practical in terms of cost, most important, more frequent relaying available storage space and set of the playing surface itself. These up times, look to community costs need to be budgeted for groups and sports clubs using their alongside the revenue account for own equipment rather than the the operation of the community school’s. Where groups and clubs facilities and a sum set aside each year need to use equipment belonging to meet the cost of replacing the pitch to the school, take repair and surface and shock pad (if applicable) replacement costs into account when necessary. Consider the whole in setting hire charges. life-cycle costs of playing surfaces and make a provision within the annual budget for a replacement Sources of guidance or ‘sinking’ fund. Best for... Who/what... How to find... Industry standards and QUEST Facilities http://www.quest good practice in Management Model nbs.info providing a customer – the UK quality focused management accreditation scheme framework, including for sport and leisure booking and membership services

An operational handbook The Institute of Sport & Available in pdf file for sports and recreation Recreation Management format to download at: facilities including (ISRM) Integrated http://www.isrm.co. booking and Management System uk/products/mang_ membership services 2nd Edition integrated.html

Guidance on repair Technical Design Notes http://www.sport needs and typical on specific facility types england.org/index/ lifecycles of specific – e.g. Synthetic Turf get_resources/ sports surfaces Pitches, Multi Use resource_downloads/ Games Areas, Sports facilities_guidance/ Halls, on Facilities facilities_guidance Guidance section of _documents.htm Sport England website

Repairs, maintenance and renewals_Sport England Keeping the revenue finances on track

Keeping the revenue finances on track_Sport England Keeping the revenue The main areas of expenditure that Key principles finances on track are likely to need apportioning are: • Establish separate budgets for Whatever forecasts you made in • Overheads (e.g. rates). the community use – both for your business plan for the running • Energy and utility costs. income and apportioned costs. costs and income of the community • Maintenance and repair costs • Agree a method of apportioning operation, these are unlikely to be – buildings and equipment. costs and stick to it. borne out by the actual costs and • Cleaning. • Set up a system for financial income. As with any new project, • Insurances, legal and audit. accounting and for regular and something always costs more • Shared staff costs (e.g. reception, frequent review and reporting than originally envisaged and the administrative staff, caretakers). so that any problems can be unexpected will happen along • Replacement costs. spotted and remedied quickly. the way. Also, it takes time for • Allow a contingency of 3 – 5% a community programme to There are different models for to cope with the unforeseen. develop to its full potential. apportioning these costs – e.g. according to hours of use, The finances of the community numbers of users, square metre operation should be separated as far rates. Whatever method is used, as is reasonably practical from other it is important that it is clear, school budgets. This will involve definite and agreed by all parties. apportioning certain costs between school budgets and community budgets. While often difficult to do Sources of guidance with any accuracy, the process is necessary to comply with the Best for... Who/what... How to find... Government requirement that a school’s financial management and Specific advice and Extended Schools Find contact via your reporting should identify separate troubleshooting Remodelling Adviser local authority website spending on those activities that and Children & Young are not eligible for funding from the People’s Service delegated budget – i.e. activities that are solely for the community. Schools Good practice standards Schools Financial www.teachernet.gov. can do this within the main school in budget monitoring Management Standard uk/management/ account if they use separate coding and control & Toolkit, DfES schoolfunding/ arrangements. The DCSF introduced changes to the ‘Consistent Financial Business Development The Toolkit includes www.playlines.org.uk/ Reporting Framework’ from 2006/07 Toolkit designed for templates for revenue products/toolkit.asp that create additional codes to childcare services (NB. budgets etc. Developed capture separately income and adaptable for use with by 4Children in expenditure that relate to activities sport and arts services) association with Playlines. that cannot be funded from a school’s delegated budget. Where extended school activities are significant, largely free-standing and managed separately, a separate bank account is likely to be appropriate.

Keeping the revenue finances on track_Sport England Monitoring and evaluation

Monitoring and evaluation_Sport England Monitoring and If the management of your project is During Ofsted’s new shortened evaluation contracted to a third party, ensure that inspections, it will not be possible Establish a sound monitoring and there is a requirement in the transfer for inspectors to visit all extended evaluation system for your community of control, PFI or other agreement to activities, but evidence about their activities at the outset. This will help monitor and report against agreed key quality and take-up will form part of you keep on track and ensure its indicators. With external management, inspectors’ discussion with the school, ongoing financial sustainability. ensure the contractor maintains and of their consultation with parents records and reports on failures in and some of the agencies which work Having basic performance data will areas such as opening hours, with the school to provide the services. help the governing body to recognise cleaning, maintenance and overall user Ofsted will be asking the school which activities and programmes have satisfaction levels. In some contract leadership team: worked well and which have not; and arrangements, failures to meet the • Why did the school decide which community groups targeted at required standards can lead to to offer these particular the outset have been attracted and financial penalties. extended opportunities? which have not. • How are they impacting on The statutory purposes for school standards and achievement? This data will enable the school to inspection already include a • How well are the activities and make informed decisions on its future requirement to evaluate and report services used? programme development, help to on schools’ contributions to the Every support future funding applications to Child Matters outcomes. This includes Key principles other agencies and provide evidence an evaluation of the extent to which • Establish key performance of achievement to existing funders, enrichment activities and extended indicators at the outset: these the school community and the services contribute to children’s should relate to your aims and wider community. and young people’s enjoyment be simple to collect. and achievement. • Collect the data and review the findings regularly. Sources of guidance • Use the data to inform decisions on changes to your programme or Best for... Who/what... How to find... other aspects of your business plan and to showcase your successes Introduction to the Section 2.13 ‘Measuring http://www.sport to Ofsted and others. principles of measuring Performance’ on the england.org/index/get performance ‘Get Funding Making It _resources/resource_ Happen’ section of downloads/club_ Sport England website resources.htm

Sport England KPI’s, Sport England www.aelz.org definitions of terms, M&E Toolkit (Active England Learning practical resources, Zone website) guidance on monitoring and evaluation

Focus on evaluation of ‘Partnerships for www.artscouncil. arts education but also Learning: A guide to org.uk useful for anyone who evaluating arts education organises, funds, projects’, Arts Council delivers or takes part in England 2004 participatory arts projects

Tips and hints on simple renewal.net, on-line www.renewal.net/ monitoring techniques guide to what works in toolkits/SportsToolkit for sports projects neighbourhood renewal. Documents on the site include how to guides, case studies and project summaries

Advice on evaluating ‘High-quality PE and http://publications. success in areas such sport for young people: teachernet.gov.uk as pupil inclusion and A guide to recognising the development of and achieving high- confidence and quality PE and sport competence in PE in schools and clubs’, and sport DfES March 2004

How to evaluate the ‘Evaluation http://www.teachernet effectiveness of Know-How Leaflet’ .gov.uk/wholeschool/ extended school extendedschools services in accordance with the Ofsted inspection framework

Monitoring and evaluation_Sport England Strategic planning and the roles of Local Authorities

Strategic planning and the roles of local authorities_Sport England Strategic planning Aim to get an overview of these and the roles of strategies for your local authority area, local authorities find out what other schools in your Strategic planning area are doing, and pinpoint the The first step towards forming your potential impacts and opportunities proposals is to consider how the for your plans. School and your vision for sports or arts development within the School sit The local authority often owns the within the overall strategic framework land and buildings and has control for children and young people’s over planning consents and highways services in your area. Failure to plan issues. Check for consents. Check strategically with other schools and that there are no covenants over any outside agencies in your area can part of your land. lead to duplication, programmes or facilities that cannot be sustained financially or other problems down case study: Strategic planning for the line. If you have new sports or arts facilities in mind, do not fall into extended schools core offer in a the trap of starting with a design! single tier, ‘unitary’, local authority Working through ‘Children’s Trust’ In 2003, Portsmouth City Council set up an ‘Extended Schools Steering arrangements, local authorities take Group’ with representatives from schools to agree a citywide strategy for the lead in strategically planning and extended schools core offer. Following consultation with head teachers auditing extended schools core and governors, the city’s 74 schools formed five area based ‘Community offer and producing a ‘Children and Improvement Partnerships’. Young People’s Plan’. This will include consideration of how best to meet To find out more, go to www.portsmouth.gov.uk locally the new National Standards for Positive Activities. Local authorities also take the lead in determining the ‘Strategy for Change’ in their areas case study: Strategic planning for for transforming secondary education through new and remodelled schools extended schools core offer in a funded via the Government’s two-tier local authority area ‘Building Schools for the Future’ Devon County Council set up a central Extended Schools Team and (BSF) programme. From 2008, local a network of regional Extended Schools Co-ordinators recruited by authorities will also be responsible for appointment panels involving local head teachers. Local Learning setting out a similar strategic vision for Communities (LLCs) across the county nominate one head teacher to the new ‘Primary Capital Programme’ be the local contact for the Regional Extended Schools Co-ordinators. for primary schools in their area. To find out more, go to www.devon.gov.uk Check out the Community Strategy and Local Area Agreement published by your local authority and the themes and aspirations within them. District, Key principles • Identify and take advice from County and Unitary authorities often • Allocate sufficient staff resource strategic planners for sport and also publish more detailed plans and time to this strategic arts in your local area in assessing called cultural strategies. These will needs assessment. community needs, for example the be based on a local audit of facilities, • Head teachers are unlikely to lead officer for PE and Sport in your venues, clubs and organisations have sufficient time to dedicate to local education or children and and have involved consultation meetings and discussions with other young people’s service, the Director with local people. They can include schools and the local authorities. of the County Sports Partnership, specific strategies for art, sport and If so, select another member of the the local authority lead officers for recreation/physical activity including management team or a governor sport and arts development, the open space and playing pitches. to lead and report back. Partnership Development Manager for the School Sports Partnership. • Beware of being overly influenced by ‘single interest’ community sport or arts lobby groups in determining your school’s plans for new sport and arts facilities and extended services.

Strategic planning and the roles of local authorities_Sport England Sources of guidance

Best for... Who, what... How to find...

Advice on strategic fit of school/college Local Authority (County or Contact via County/Unitary Council plans for extended services in sport Unitary Council): Strategic Lead switchboard or website and arts and/or new or remodelled Officer(s) for PE& Sport and for Arts facilities with unmet needs of the (primary & secondary) local community Extended Schools Remodelling Contact via County/Unitary Council Adviser (primary & secondary) switchboard or website

Building Schools for the Future Contact via County/Unitary Council Manager (secondary only) switchboard or website

County Sports Partnership Director (all) Contact via Sport England website

Local Authority (Unitary or District Contact via District Council switchboard Council): Head of Leisure Services or website (or equivalent strategic lead officer for community sport, arts) (all)

Partnership Development Manager Contact via Local Authority lead person (School Sport Partnership) for Physical Education and/or Sport

Initial advice on local town planning Local Authority Planning Development Contact via County/Unitary or District issues (if planning new or Control Officer Council switchboard or website extended facilities) (as appropriate)

Information on satisfying Sport http://www.sportengland.org/index/ England’s requirements if proposal get_resources/planning_for_sport_ is on a playing field front_page/planning_for_sport_ playingfields.htm

Strategic planning process for new Background information on relevant http://www.sportengland.org/index/ community sport facilities or services local plans for sport get_resources/planning_for_sport_ front_page/planning-for_sport_ policy_context/planning_for_sport _policy_context_local.htm

Information on local Sport & http://www.sportengland.org/pab Recreation/physical activity strategies – Sport England ‘Planning Across Boundaries’ resources

Information on local sport and active http://www.sportengland.org/active recreation participation – Active People _people.htm

Information on local sports facility http://activeplaces.com provision – Active Places (you will http://activeplacespower.com need to go through your relevant local authority to access the more advanced tools)

Guidance to help schools plan and Planning and funding extended Download or order copies online at fund their extended opportunities (NB: schools: a guide for schools, local http://www.teachernet.gov.uk/ generic, not sport or arts specific) authorities and their partner publications organisations, DfES (2006) Plus technical guidance and case studies are available from: http://www.teachernet.co.uk/ extendedschools

Information on DCSF requirements http://www.teachernet.gov.uk/ that need to be met if proposal affects management/resourcesfinanceand school playing fields building/schoolslandandproperty/ schoolplayingfield/

Sources of guidance_Sport England Consultation

Consultation_Sport England Consultation Once your broad vision for sport or Key principles The local authority the arts has in principle support from • Work to ensure that disabled people The local authority (County, District your local authority, wider consultation and people from different ethnic and or Unitary Council) should be the first needs to take place. This wider religious groups in your community port of call in establishing whether your consultation needs to test your initial are consulted and included. School’s vision for sport or the arts – needs assessment, firm up the Consider support needed for all be it for a new facility or for a new concept and engage fully the support to participate fully in consultation, service using facilities your school has of both the school community and for example access to translators already – ‘fits’ with the proposals of external communities. and/or signers. other local schools and with local • Use imaginative and effective ways community needs, for example the Other consultees of consulting with children and needs of children and young people The Education Act 2002 requires that young people themselves so that to access ‘Positive Activities’. This will as well as the local authority, schools the sport and arts activities reflect help to fill gaps in services and avoid consult with the school’s pupils, their needs and aspirations and duplicating existing provision. their parents, staff and other groups are attractive to them. or individuals that are deemed • Use consultation to support It is usually better to talk first with the appropriate by governors when sustainability by – Council before consulting more widely considering community activity. • Mapping opportunities already with children, parents, staff and the available and identifying needs local community generally. Who to Benefits of consultation for additional activities. consult with in local authorities will Seeking the views of the whole • Ensuring the best use of vary from authority to authority. The community will gain support for your resources, by identifying the cost Director of Leisure/Sports Service proposals and, if your proposals implications (time, people, funding) Manager/Sports Development include new or remodelled facilities, of setting up new activities. Manager (Unitaries, District Councils, will help minimise objections to • Ensuring all parents, pupils and London Boroughs) should know difficulties caused by your building staff are able to contribute. about local facilities and, to some programme. A supportive community • Identifying appropriate charging extent, community needs. The can contribute by taking up the schemes and which activities the Extended Schools Remodelling sport or arts opportunities offered, wider community are able and/or Adviser in your local authority should by volunteering to help with their willing to pay for. have an overview of what other schools governance, administration or • Shaping what form activities are planning. Some larger local coaching, and by word-of-mouth should take. authorities have a PE Inspector and/or marketing – all of which will help ensure • Identifying where activities are an education strategy officer. Your the sustainability of the facilities. One best located and at what times Schools Sport Partnership (SSP) of the benefits of consultation is that they need to be provided. Partnership Development Manager it can unearth previously unknown will also be able to help. resources and expertise.

case study: Consultation on Extended School Services at Acton High School Acton High School canvassed all pupils by questionnaire. All forms were filled in during tutor lessons so that tutors could stimulate debate about what an extended school may be able to offer. This also got the staff thinking about the potential of the extended school. Analysis of the results revealed what pupils thought about the existing offer, what they wanted, and trends and attitudes. A music technology club, a creative writing club and professional writers and artists working with students are just a few examples of the activities set up as a direct result of the consultation.

Consultation_Sport England Sources of guidance

Best for... Who/what... How to find...

Ways to consult with children The School Works Toolkit www.school-works.org on design

Guidance, case study examples and Consultation Know-How Leaflet’, http://www.teachernet.gov.uk/ sample questionnaires for 2006 docbank consultation on extended services

Consultation with young people about ‘Sport a Positive Activity – Guidance www.sportengland.org access to positive activities on the contribution of sport to positive activities for young people’, DfES/Sport England, May 2007

Consultation with children on ‘Joined-Up Design for Schools’, http://www.thesorrellfoundation.com building design Sorrell Foundation July 2006

Consultation and Extended Schools ‘An Introduction to Extended Schools www.teachernet.gov.uk – providing opportunities and services for all’, DfES 2002

Website aimed at helping 11 to 17 Sportsearch - an online system www.sportshub.com year olds to assess their suitability to take part in different sports and activities and signposting to clubs

Research data on PE and school PESSCL survey data for each The Partnership Development Manager sport participation and needs secondary school for the local School Sports Partnership

Sources of guidance_Sport England Partnerships

Partnerships_Sport England Partnerships Your school will need to start planning Having consulted widely, the next step and talking with the BSF team in your is to develop links with and gain the local authority well before the LEP is support of key local agencies to help in place as, whilst the LEP will take you turn your project into reality. on the strategic planning function, much will be completed before the Local authority LEP is formed. You will need to maintain the active support of your local authority’s Making sure that community access is Children and Young People’s Service provided for and adequately protected throughout. The local authority is is a key challenge that needs to be critical to decision-making as the addressed early on in framing the source of funding and strategic lead management specifications that the on the Children and Young People’s LEP will work to. If your school is part Plan and Extended Schools, the BSF of a BSF programme being procured ‘Strategy for Change’ and, from 2008, by an LEP, make sure you keep the Primary Capital Programme. If you fully appraised on progress of these are planning a new building, the local discussions through regular briefings authority is critical as landowner and with your BSF Project Manager. planning authority. This will help to ensure your sports or arts development vision is not Local Education Partnership compromised. Due to the financing To drive the delivery of their BSF arrangements, many of the PFI ‘Strategy for Change’ programmes contracts entered into by local for secondary schools, some local authorities or LEPs are for 20 years authorities are forming ‘Local or longer. It is much better to get it Education Partnerships’ (LEPs) right at the beginning than to try to as joint ventures between the local re-negotiate contract terms part authority and its chosen private way through. sector partner. Typically an LEP will – • Work with the local authority and Talk to other schools or local authorities other local stakeholders to develop who have experience of the LEP strategic investment plans for approach (for example Bristol and secondary education for the area. Coventry) and find out how they have • Act as the single point of contact safeguarded community sports and for procuring and providing all arts development in their BSF projects. the services needed to deliver the investment programme – ranging from design, construction, project management and maintenance case study: Bristol City Council to ICT services. • Integrate and manage a – Hengrove Academy diverse range of supply chain In July 2006, Bristol City Council was the first local authority to form a sub-contractors – ranging from Local Education Partnership (with Skanska Education) to deliver the building contractors and Facilities city’s Building Schools for the Future Pathfinder programme over the next Management services providers 10 years. The LEP will develop and deliver all new Children and Young to ICT suppliers. People’s Services schools’ capital projects in the City where their capital • Enable delivery of projects through value is in excess of £0.5m. The first major project will be to replace a mix of procurement routes – the Hengrove Community Arts College with a new academy complete PFI and conventionally funded. with arts facilities for use by the school and the community including an outdoor amphitheatre for the performing arts. A ‘User Group’ is in place to input to the planning, design and facilities management specification for the academy right up until handover by the LEP. The management specification will provide for use of the facilities, with a focus on learning. This will be extended to pupils’ families and local people out of school hours with the aim of raising educational standards and attainment in this disadvantaged area of the City. The aim is to break with previous underachievement and low aspirations.

To find out more go to: www.bristol.gov.uk

Partnerships_Sport England Specialist Colleges Community Sports Networks Key principles For all Specialist Schools, the Director Sport England aims to have • Identify key individuals within the of Specialism could be a key partner. Community Sports Networks (CSNs) local authority, the local specialist As part of their initial Specialist School in place across England by 2008. sport or arts college, the SSP, Application, schools are required Usually CSNs are co-ordinated by the CSN and/or the CSP and to audit needs in terms of their the local authority sports or leisure District/Borough Leisure Services community: this includes intended service. These networks include local and seek their support for, and partner schools (secondary and sporting interests from all sectors – active involvement, in your project. primary) and wider community private, voluntary and public – and link • Whether your school is part of a groups. Specialist Schools may, closely with the SSPs in their area. BSF Strategy for Change therefore, hold some useful Maintaining a close relationship with programme or not, make sure information in terms of Sports the CSN for your area will help ensure your local authority’s BSF Manager and Arts. Contact the Director of the active support and involvement is fully aware of your school and Specialism for further information. of local sports clubs in shaping and its plans well before the LEP or sustaining your project. If such a PFI contractor is engaged. School Sport Partnerships network does not yet exist in your • If the School’s plans for community For all schools, the local School area, seek support and advice from sport or arts are limited to a small Sport Partnership (SSP) led by its the Director of your County Sports out-of-hours programme delivered Partnership Development Manager Partnership (CSP) – these are in place by one or a small number of local (PDM) will be a key partner. Since in all 45 English counties – and from clubs and groups using existing 2006, all schools in England have the lead officer for leisure services facilities, work with these groups been part of an SSP working to the within your local authority. to develop partnership agreements national PESSCL Strategy. While the that protect the interests of all PDM’s prime responsibility is delivery parties while delivering real sport of the PSA target of 2 hours a week and arts benefits to the school of high quality PE and school sport, and the community. the PDM and his or her team of School Sport Coordinators will hold a wealth of knowledge and contacts useful in planning for community sport on your site.

Sources of guidance

Best for... Who/what... How to find...

Local Education ‘Guidance for local authorities on www.dfes.gov.uk/publications/ Partnerships Guidance Local Education Partnerships’, DfES

‘BSF Local Education Partnership www.bsf.gov.uk Model’ DfES

Learning from the experience Youth Sport Trust Xchange www.youthsporttrust.org of headteachers and managers in schools TeacherNet - run by the www.teachernet.gov.uk Communications Unit of the DCSF

Partnerships for Extended Schools Extended Schools – Providing www.dfes.gov.uk/publications/ Core Offer opportunities and services for all, DfES, 2002

Partnerships for Building Schools Strategy for Change – BSF Guidance www.bsf.gov.uk for the Future for Local Authorities

A practical guide for volunteers in ‘Developing Partnerships with Clubs Available to purchase on the clubs on how to develop partnerships and Schools: a guide for sports Coachwise 1st4sport website: between clubs and schools volunteers’, runningsports (developed www.1st4sport.com/1st4sportsite and funded by Sport England to /product provide skills and support for volunteers working in all sports)

Partnerships_Sport England Resourcing the work

Resourcing the work_Sport England Resourcing the work Key principles The next step is to agree who is going • Make sure your project champion to take the work forward and their has sufficient responsibility and terms of reference. delegated authority to allow the project to succeed. Even the most modest programme for • The project champion must be community sport and arts will require given sufficient time to develop many decisions, e.g. the project properly – consider • Who will be responsible for opening secondment or cover up when a community group arrives arrangements if necessary. and locking up after they leave? • Include a parent governor, • Where will they change if they someone who can represent need to? the community and, where • Who will put out any equipment appropriate, a member of your and put it away afterwards? School Council on your working • What happens if there is damage group (as well as local authority, to the premises or equipment? LEP representatives and sport and • How will insurance, health and arts professionals) to help ensure safety and child protection the priorities identified in the original issues be resolved? consultation do not get lost along • What should the charges be, the way. how will payment be made and cash handled? Sources of guidance Best for... Who/What... How to find... Projects involving new or remodelled buildings or playing areas will require Governors as they work ‘Extended Schools – Available to order from many more decisions. with schools on A Guide for Governors’, the National Governors developing their plans Training and Association - email: Project working group for extended services. Development Agency for governorhq@nga. For this reason, it is best to set up Schools, March 2006 org.uk a working group to manage the http://www.teachernet process. In most cases, this Project Champion ‘Setting up extended .gov.uk/wholeschool working group will report and make and members of services: A step by recommendations to the governing Working Group step guide’ body, the final arbiter on the project. Make sure the working group has clearly set out terms of reference.

Project champion The most successful projects have a committed person to ‘champion’ the project, setting the timetable, securing funding, undertaking and delegating tasks, advocating the project to others and generally spurring people on.

In the case of large BSF rebuilding and remodelling projects led by a team in the local authority or by a Local Education Partnership (LEP), the individual schools may appoint a member of the management team or a governor to act as the school’s project champion to liaise with the BSF team or LEP and report back to the governing body.

Resourcing the work_Sport England Business planning

Business planning_Sport England Business Planning The draft business plan will then The draft business plan is the key The next stage involves drafting a map out your assumptions and document covering all the main business plan for your proposals, choices about: elements that need to be in place for whether these are limited to • Programming – when after school your project to be a success. (Some community access for sport or the activities and study support will of the key principles to look out for arts or cover a wider range of extended be offered to pupils, when access and sources of guidance about the school services. While your strategic will be available to the community key components of the business plan plan will have set out how your and what activities will be offered. are set out in later sections). programme or project fits with local • Marketing – how pupils and the needs and the plans of other schools community will be attracted, Key principles and outside agencies in your area, the including hard-to-reach groups. • Draft your business plan as early business plan will be specific to your • Management – how the community as possible – if you need to secure proposals. The business plan will set access and any additional facilities funding a draft business plan will be out clearly in writing your aims, what will be managed, maintained needed to support your application. you propose to do, when it will be done and staffed. • Remember the business plan is by, what it is likely to cost and how you • Finances – what the proposals will a ‘live’ document; the business will measure success. Having a good cost (both capital and revenue) and planning process is cyclical and business plan is vital. It will help you to how this will be financed; grants, the plan will need to be refined and identify the resources needed, to gain fees and charges and usage updated regularly throughout the support and funding from outside assumptions, sponsorship, etc. life of the project. agencies, to keep track of progress • Monitoring and evaluation – how • Remember also that making a and identify problems in good time performance will be monitored and change to one element will impact and to maintain the confidence and managed and how the success of on others. For example, a change support of the school’s governing the project against its aims (the sport to the aims – say to attract a body and partners. or arts outcomes) will be measured particular hard-to-reach group – and evaluated. will have implications for the Project aims marketing strategy (you may need The business plan will start with your If there is a capital element to your to lower charges for this group), aims for sport and arts for both school project – a new sports pitch or for the financial strategy (reduced and community. These should align performance space for example – income), possibly for management with the relevant proposals in your then preparation of the draft business (how a particular group is School Improvement Plan. They plan will usually run in parallel with supervised) and for how success should also reflect the outcomes of the preparation of the design feasibility is monitored and evaluated. your strategic needs assessment study examining the practical aspects and your consultation with partners and costs of construction, and (including other schools and all the informing the financial strategy. other services involved – health, youth services, social services, child care etc) and communities.

Sources of guidance

Best for... Who/what... How to find...

Planning and funding extended ‘Planning and funding extended Download or order copies online at schools (NB: generic, not sport schools: a guide for schools, local http://www.teachernet.gov.uk/ or arts specific) authorities and their partner publications organisations’, DfES, 2006 Plus technical guidance and case studies are available from: http://www.teachernet.co.uk/ extendedschools

Business Development Toolkit ‘The Extended Schools Business & www.playlines.org.uk/products/ designed for Extended Schools Financial Planner' Includes templates toolkit.asp for revenue budgets etc. Developed by 4Children in association with Playlines.

Preparing a business plan for a Funding guidance downloads and http://www.sportengland.org/ sport project templates – ‘Achieving your Goals, index/get_resources/resource Making it Happen’, Sport England _downloads/funding_information

Business planning for schools ‘Open All Hours’ – Managing Sport England publications developing community use of Community Sports Facilities on School Email (for order enquiries only): their facilities Sites, July 1997 [email protected]

Business planning for schools Sportscotland ‘Community Use of www.sportscotland.org.uk developing community use of School Sports Facilities – Workbook’, their facilities October 2000

Business planning_Sport England Design and procurement

Design and procurement_Sport England Design and If your project involves demolition of procurement existing sport and arts facilities that Well-designed facilities for the delivery were grant aided from the national of both the school PE and arts and of lottery or other sources to make out-of-hours sport and arts activities way for new or remodelled provision, will help to promote and increase discuss this with the funding community use. distributor early on in the project planning process to agree a strategy By the same token, a poor design that to maximize overall community fails to recognise the key issues when access and benefit. designing for a wide range of potential users at hours of use longer than the Key principles normal school day can scupper the The focus of this guide is on the most robust revenue projections benefits and principles of community within the business plan. sport and arts use of school sites, not facility design and procurement. If your school proposes a new sport Rather than try and cover the key or arts building or outdoor facility or principles here – which would a re-modelling of an existing space, make for a very long document – it is important to get specialist, we direct you to the best sources professional advice. Your first step for specialist guidance on design will be to contact your local authority and procurement matters, including or, if there is one, the Local design for sustainability and Education Partnership. accessibility approaches.

Sustainability needs to be Sources of guidance fundamental to the overall design There are many sources of design approach. Minimising energy use guidance for community use on and waste from the project will not school and college sites, some only reduce the environmental impact generic to all types of facilities to of your project but also keep down support extended schools core offer, running costs. Increasing energy bills others specific to sport and arts. in energy inefficient buildings is one of the biggest current issues facing local New guidance authorities and their management New design guides in production and partners for schools, public leisure due to be completed in 2007 include – centres and swimming pools. Designing Dual Use Sports Facilities on School Sites If your project is being procured Sport England under a PFI scheme, whether by the local authority alone or as part A Sustainability Guide for of a joint-venture Local Education Sports Facilities Partnership, take advice early in the Sport England planning process to ensure your school and community local needs Best practice in facility design for and objectives are fully recognised the arts in school environments in the specification (avoiding a ‘build The Specialist Schools & Academies to the minimum’ approach). Also Trust and Arts Council England check that community access times and charges are protected for the Design Guidance for College Projects long term in the PFI contract and The Learning and Skills Council that sufficient flexibility is in-built to allow for growth in community The best and most relevant sources access over time. of information on design and procurement available currently are detailed in the table below.

Design and procurement_Sport England Sources of guidance

Best for... Who/what... How to find... Design Design and planning of public sports Technical Design Notes and Facilities Available as downloads from: facilities e.g. sports halls, swimming Guidance – ‘Achieving your Goals, http://www.sportengland.org/ pools, activity studios, multi-use Making it Happen’, Sport England index/get_resources/resource_ games areas, STP downloads/facilities_guidance/ facilities_guidance_documents.htm

Preparing a design brief and ‘Creating Excellent Buildings: www.cabe.org.uk how to perform ‘the client’ role A guide for clients’, CABE 2003

Advice, particularly for schools and ‘Building Bulletin 98’ (Secondary http://www.teachernet.gov.uk/ governors, on how to develop a design Schools) and ‘Building Bulletin 99’ management/resourcesfinance brief for projects in new and existing (Primary Schools), DfES April 2004 andbuilding school building projects, as well as simple guidance on minimum recommended areas for all kinds of indoor and outdoor space

This publication, aimed at local ‘Schools for the Future: Designing http://publications.teachernet. authorities and schools, advises Schools for Extended Services’, gov.uk schools on how best to use DfES April 2006 their buildings to benefit their wider communities

Using real schools as examples, this ‘Schools for the Future: http://www.p4s.org.uk/design guide outlines the benefits of some Transforming Schools _guidance remodelling and some new building An inspirational guide to remodelling over total replacement, and discusses secondary schools’, DfES 2004 Downloads available from: what needs to happen when preparing www.teachernet.gov.uk for and implementing transformation, such as through BSF

Exemplar Designs, to demonstrate how ‘Schools for the Future: http://www.p4s.org.uk/design high quality secondary and primary Exemplar Designs’ DfES 2003 _guidance school designs could be achieved within the area and cost guidelines used as the basis of BSF funding

Encourages schools to consider ‘Schools for the Future: Designing http://www.p4s.org.uk/design how best to use their grounds for the School Grounds’, DfES October 2006 _guidance educational, recreational and social needs of their pupils. It gives practical case studies of where schools have transformed their environment and brought new learning and excitement for their children, staff and the wider community

Aimed at designers, school heads, ‘Schools for the Future: Inspirational http://www.p4s.org.uk/ local authorities and other providers. design for PE & Sport Spaces’ design_guidance Includes several case studies DfES November 2005 This guide is available to download as a pdf file in four parts: PE & Sport Spaces parts 1-4.

Particularly aimed at professionals such ‘Schools for the Future: Design of http://www.p4s.org.uk/ as designers and local authority clients, Sustainable Schools: case studies’, design_guidance this guide covers case studies of new DfES November 2006 This guide is available to download build schools and also addresses as a pdf file: Sustainable Schools: refurbishment of existing schools case studies

Uses CABE’s knowledge of best ‘Achieving well designed schools http://www.cabe.org.uk practice to help stakeholders, through PFI: Client guide’, CABE particularly the client, private sector Sept 2002 partner and the school community achieve well-designed new and refurbished schools through PFI.

Sources of guidance_Sport England Sources of guidance

Procurement Key document templates for new BSF standard documents list http://www.p4s.org.uk/Standard buildings and facilities management DocumentList. services procured under the Private Finance Initiative

Explains how qualifying providers ‘Capital Handbook’, Learning http://propertyservices.lsc.gov.uk of FE colleges can access capital and Skills Council October 2002 /capitalhandbook/ funds from the LSC and the criteria surrounding access to that funding. Design and physical access for disabled people Access for Disabled People Design Guidance Note, Available as download from: Sport England 2002 http://www.sportengland.org/ index/get_resources/resource _downloads/facilities_ guidance/facilities_guidance _documents.htm

Sport England publications

Email (for order enquiries only): [email protected]

Physical accessibility regulations Part M of the Building Regulations www.thebuildingregs.com – Disabled Access to and Use of Buildings, The National Building http://www.thenbs.com/ Specification (NBS) May 2004 BuildingRegs/

Sustainability Sustainability ‘Sustainable Schools for pupils, http://publications.teachernet. communities and the environment: gov.uk/ An Action Plan for the DfES, DfES April 2007

Sources of guidance_Sport England Disability equality

Disability equality_Sport England Disability equality Since October 1999, when the Disability Discrimination Act (DDA) case study: Highbury Community came into force, service providers have had to consider making reasonable Campus, Birmingham adjustments to the way they deliver This new development is home to Queensbridge Fox Hollies Performing their services so that disabled people Arts College – awarded the Gold Arts Mark Award in 2002 in recognition can use them. of the cutting edge work of these two schools (one a special school) in the arts. It is supported by a number of professional partners including the In 2004, a further stage of duties under Birmingham Royal Ballet and, latterly, the Freefall Dance Company which the DDA came into force requiring has modern studio and performance facilities within the College and service providers to consider making provides opportunities for dancers of school leaving age with severe permanent physical adjustments to learning disabilities. their premises to afford disabled people access. Schools are required to produce accessibility plans and local authorities are under a duty to prepare accessibility strategies covering the case study: The Manor Sports maintained schools in their area. College, Nottinghamshire The Disability Equality Duty places a The Manor Sports College in Nottinghamshire has been a big hit with new positive duty on all public bodies disabled sportsmen and women since the extended facility opened in not just to make facilities and services April 2002. In addition to many other individuals from the local community, accessible but also to promote over 2,600 disabled people visit the facility annually to enjoy a whole range disability equality. of sports and activities made possible by investment of £1.4 million of funding by Sport England and The Big Lottery Fund towards total project All primary and secondary schools costs of over £1.9 million. The facility is also used as a ‘world class cell’ by maintained by a local education the county badminton association and the Nottinghamshire Youth Games authority, and all local authorities have also been held there. themselves, are covered by the Disability Equality Duty. This means that, alongside their existing duties, schools and local authorities have to take proactive steps to promote disability equality for pupils, Sources of guidance employees, and service users – including community users – and Best for... Who/what... How to find... document these steps in a Disability Equality Scheme. Secondary schools How to prepare a Schools and the Disability Rights in England should have put their Disability Equality Disability Equality Duty Commission website Disability Equality Scheme into action Scheme for your school in England & Wales – www.drc-gb.org by December 2006 and primary Guidance for Schools schools by December 2007. Guidance on achieving ‘The Equality Standard: The Equality Standard Key principles the Equalities Standard a framework document framework document The key principles underlying a school’s in sports services (NB for sport’, Sport England and guidance is available Disability Equality Scheme are to – Generic guidance not & sportscotland to download as a pdf file • Promote equality of opportunity limited to disability September 2004 at: http://www.sport • Eliminate unlawful discrimination and equality) england.org/index/ • Eliminate disability-related get_resources/ harassment resource_downloads/ • Promote positive attitudes towards club_resources.htm disabled people • Encourage disabled people’s participation in public life, and • Take steps to take into account people’s disabilities, even where that involves more favourable treatment.

In terms of planning your project, it is important to remember that promoting disability equality is not just about ensuring physical accessibility for people with different forms of disability and compliance with the relevant Building Regulations to ensure access for all (sources of guidance on these physical aspects are given in the design section above). Disability equality is also about being proactive and promoting opportunities to disabled people within your management and marketing strategies, and evaluating success.

Disability equality_Sport England Revenue funding

Revenue funding_Sport England Revenue funding Delegated budgets School and community Whatever the scale of your community The School can use its delegated bartering of services sport or arts programme, it will need budgets to support or subsidise Many schools and colleges are now funding either from the school’s extended activities – including sport successfully delivering sport and delegated budget or from new, and arts – provided they have an arts as part of after school clubs for external sources. educational benefit to children their pupils in partnership with local (whether attending the School or community groups, meeting costs To work out the revenue funding you another maintained school) during from their delegated budgets. One will need and whether the activity is term time. You may not use the tried and tested model is for a school eligible for subsidy from the School School’s budget to support extended to offer a local sports club use of its budget, it will be necessary to – activities that are solely for the sports hall or floodlit sports pitch for • Identify the sport or arts activities community such as sports activities evening training at a rate subsidised and programmes you intend restricted to members of a local from the school’s budget in return for to offer. community sports club or a holiday ‘free’ coaching services provided by • Identify who they will be offered to play scheme based at the School. the club to pupils attending after – whether the pupils at the School, school club sessions. pupils from another maintained School Standards Grant school, the parents and carers The Government is making an of pupils, the community or a additional £150 million available in combination of these groups. 2007-08 direct to schools via their • Work out the running costs School Standards Grant (SSG). associated with the activity – Schools can use money from their marketing, supervision, security, SSG to support the development of coaching/teaching, energy, extended services and activities. If equipment, repairs, renewals, your community sport or arts project cleaning and materials, licences, involves a study support element for additional insurance, etc. pupils and requires a subsidy you • Estimate any income from fees cannot fund from your existing and charges. delegated budget, then you should approach the Extended Schools Remodelling Adviser (ESRA) or the Business Support Officer in your local authority to discuss eligibility for additional funding. A further £238 million will be made available in 2007/08 to local authorities to fund the implementation of their local strategies for extended services.

case study: Robert Clack School, Barking and Dagenham Robert Clack School in Dagenham has benefited from a major sports lottery award to provide an Optimum model sports hall and other facilities for school and community use. The school has developed strong links with local sports clubs. Coaches and other Adults Other Than Teachers work in the school under strict guidelines set down by the Council’s Children’s Service. The coaches are not paid for their time. Instead, their host clubs benefit from subsidised hire rates when using the school’s facilities for club training sessions or matches.

To find out more, go to www.barking-dagenham.gov.uk

Revenue funding_Sport England Key principles Sources of guidance • In preparing the financial strategy for your draft business plan, Best for... Who/what... How to find... consider all the costs that you Financial planning of Template D on ‘Get www.sportengland. are likely to incur and allow for sport programme Funding’ section on org/index/get_ necessary repairs and Sport England website funding replacements over time. • VAT – Always make sure you Use of delegated budgets Planning and funding Download from check the VAT implications for to support or subsidise extended schools: www.teachernet.gov. your proposals with your local extended activities a guide for schools, uk/extendedschools authority finance department and, local authorities and their if necessary, directly with your local partner organisations, Customs & Excise Office. Generally, DfES 2006, p42 local authorities do not have to charge VAT on fees to the Article with practical ‘Extended Schools: http://www.children community or pay VAT on the ideas on raising Money Matters now.co.uk capital costs of building projects. funding to sustain Manual’ ChildrenNow However, this exemption on extended services March 2007 attributable input VAT is limited (‘the 5% rule’) and you will need to Current lottery Joint website of all www.lotteryfunding. check whether your project can be programmes and criteria ‘Good Causes’ org.uk/ delivered without triggering VAT distributors listing all on the build costs and charges. open programmes Schools and colleges not owned by the local authority are subject to Sport England funding ‘Get Funding’ section on www.sportengland different restrictions. 90 per cent programmes Sport England website .org/index/get_funding of the usage of non-local authority and ‘Finding Funding’ schools and colleges must be for Section 2.03 of ‘Funding www.sportengland.org its principal activity. If it opens its Support Pack’ /index/get_resources doors to community users for more than 10 per cent of the time – about Accounting for VAT ‘VAT and extended http://www.teachernet an hour a day after school – it may on extended schools Know-How’, .gov.uk/wholeschool/ lose its zero rating and have to pay schools activities Teachernet extendedschools/ the 17.5% VAT on its capital cost. practicalknowhow While the 2007 spring budget released Academies – including the academies with a focus on sport or the arts – from this restriction, it still applies to other non-local authority schools and FE colleges. VAT issues can be complex and open to local interpretation. The over-riding principle is always take professional advice. The teachernet resource has a ‘practical know-how’ section dedicated to accounting for VAT on extended schools activities.

Revenue funding_Sport England Appendix A Who’s who - an at a glance guide

Appendix A_Who’s who - an at a glance guide_Sport England 1: Sport Key Community Who they are What they do How to Sports contact them Organisations

National

Department for Government department It aims to improve the quality of life for all www.culture.gov.uk Culture the responsible for sport, through cultural and sporting activities, Media and Sport the arts, tourism and to support the pursuit of excellence and (DCMS) the media. to champion the tourism, creative and leisure industries. Its five strategic priorities include children and young people, and communities. Much of its work is done in partnership with Non-Departmental Public Bodies (NDPB) such as Arts Council England and Sport England.

Sport England NDPB responsible for Advise, invest in and promote community www.sportengland.org (SE) community sport. sport in England to create an active and successful sporting nation. Source of guidance on sport.

UK Sport (UKS) The UK’s high Lead agency for elite sports, dedicated www.uksport.gov.uk performance to world class sporting success. sports agency.

Big Lottery Fund UK wide lottery good Big Lottery Fund is committed to bringing real http://www.biglottery causes distributor body improvements to communities and the lives fund.org.uk officially established by of people most in need and is responsible Parliament in 2006. for giving out half the money for good causes raised by the National Lottery – a budget of about £630 million a year.

Youth Sport Trust Charity established 1994 The YST plays a central role in helping to www.youthsporttrust.org (YST) with mission to support deliver the Government’s PESSCL strategy, the education and working with Specialist Sports Colleges and development of young Academies with a focus on sport, School people through physical Sports Partnerships and Local Delivery education and sport. Agencies. YST programmes (including TOPs) have been developed in conjunction with a wide range of partners with the aim of delivering high quality PE and sport to all young people, regardless of ability.

Association for Charity working as the The mission of the Association for http://www.afpe.org.uk/ Physical physical education subject Physical Education (afPE) is to be the UK Education (afPE) association for the UK. representative organisation of choice for people and agencies delivering or supporting the delivery of physical education in schools and in the wider community. AfPE provides a national standard for school teachers and lecturers of physical education.

Central Council Representative body Lobbies Government. Interests across sport, www.ccpr.org.uk for Physical for National Sports outdoor pursuits, movement and dance. Recreation Organisations (CCPR) in the UK.

Sports’ National Controlling bodies for Responsible for the governance and Contacts for all NGBs Governing Bodies individual sports, e.g. development of their sport from can be found at: (NGBs) Football Association grassroots/community to excellence. www.allsportsinternational. for football. Larger NGBs have funding streams for co.uk/governingbodies the development of their sport. .html

Sports Coach UK Charitable organisation Develops the UK Action Plan for Coaching www.sportscoachuk.org and the lead agency for Framework, recruiting and supporting the development of the coaches, including coaching for teachers. UK Coaching System.

Appendix A_Who’s who - an at a glance guide_Sport England 1: Sport Key Community Who they are What they do How to Sports contact them Organisations

National

Sports Leaders Operating name of the Develops and responsible for a series of www.bst.org.uk UK British Sports Trust. sports leadership qualifications including Community Sports Leaders Award (CSLA), Junior Sports Leaders Award (JSLA), Certificate in Community Sports Work (CCSW),Certificate in Managing Community Sport (CMCS).

Youth Active UK wide multi-agency Exists to promote the value of physical www.youthactive.org partnership committed to recreation and sport in the personal and developing sport and social development of young people. Assists physical activity and supports youth organisations to deliver throughout the Youth sport and physical activity, supports youth Sector. Led by the workers in building their capacity to deliver National Council for sports, accesses additional funding streams Voluntary Youth Services for sport and physical activity. (NCVYS), in partnership with 4Children, Clubs for Young People, UK Youth and YMCA England.

Institute for Sport New professional institute Provides professional services to workers in www.ispal.org.uk Physical Activity for people working in the sport, parks and leisure industries including and Leisure sector in England formed sports development sectors including (ISPAL) from merger of two others information, factsheets and publications; – ILAM and NASD. training courses, seminars and conferences; qualifications, continuous professional development and career advice.

Institute for Sport UK wide professional Promotes professionalism in the www.isrm.co.uk and Recreation body for those in sport management of sport and recreation. Management and recreation. Promotes best practice; establishes Registered charity. qualifications; provides support and information to members including training.

Regional

Regional Nine offices representing Primary means by which a wide range of www.gos.gov.uk Government 10 Whitehall Departments Government policies are delivered in the Offices including the DfES, DoH English regions. Government Offices and DCMS. understand the particular needs of their region and offer expertise to Whitehall Departments in the development of policy and in the way that policies and programmes are delivered in the regions.

Sport England Nine Sport England Practitioners with local knowledge who help Go to Regional Offices Regional Offices and implement the ‘delivery system’ at a regional www.sportengland.org Regional Sports Boards level. Provide expertise on regional strategy, to access individual (RSBs). investment policy and sports plan, and regional sports boards. advice upon and/or make funding decisions.

Sports’ Larger NGBs are Responsible for development Search individual Governing Bodies organised by County, programmes in their region. NGBs websites. Regional Offices but most by Region. Some advise on funding decisions.

Appendix A_Who’s who - an at a glance guide_Sport England 1: Sport Key Community Who they are What they do How to Sports contact them Organisations

County

County Sports 44 + 5 sub-regional Sport The County level of the delivery system. Go to Partnerships and Physical Activity They are partnerships of agencies committed www.sportengland.org/ (CSPs) Partnerships in London. to providing a quality system for people to index/get_resources/ benefit from sport. They maintain a focus on county_sports_ children and young people; are committed partnerships.htm to quality; seek to ensure that sports development is driven through NGB plans; and are independent so that they can broker progress. Advise on funding decisions.

County Councils Some have sports service In two-tier regions of the country are or specialist officers for responsible for the education services sport for example in and lead on children’s services. PE community/adult Advisors/Inspectors, Music Advisors education service and other Arts Advisors are useful contacts, sources of information, and access to networks and professional advice.

Children’s Trusts Created to address Children’s trusts bring together all local www.everychildmatters. the fragmentation of services for children and young people, gov.uk/aims/childrens responsibilities for with the aim of improving ‘Every Child Matter’ trusts children’s services. outcomes. The Government expects all areas to have a children’s trust by 2008.

Local

Community Partnerships seeking CSNs are the grass-roots rung of the delivery Go to Sports Networks to develop sport and system. They are partnerships of agencies www.sportengland.org/ (CSNs) physical activity in and individuals and take the lead in csn/htm their locality. developing local delivery plans and advise County Sports Partnerships on investment in their local area.

Borough and About 300 in England Boroughs and District Councils are District Councils responsible for (the mainly non-statutory) sport, leisure and recreation services in their area including facilities and sports development. Consulted on National Lottery applications and applications to a range of other funding streams from their area.

Town and Parish About 8,000 in England With Schools and Borough / District Councils Councils are major owners of playing pitches and, in some cases, other sport facilities.

Appendix A_Who’s who - an at a glance guide_Sport England 2: Arts Key Community Who they are What they do How to Arts contact them Organisations

National

Department for Government department It aims to improve the quality of life for all www.culture.gov.uk Culture the Media responsible for sport, through cultural and sporting activities, and Sport the arts, tourism and to support the pursuit of excellence and to (DCMS) the media. champion the tourism, creative and leisure industries. Its five strategic priorities include children and young people, and communities. Much of its work is done in partnership with Non-Departmental Public Bodies (NDPB) such as Arts Council England and Sport England.

Arts Council The national development Advises, invests in and promotes the arts in www.artscouncil.org.uk England (ACE) agency for the arts in England to get more art to more people in more England, distributing places. Between 2006 and 2008 it will invest public money from £1.1 billion of public money in supporting the Government and the arts. Its aim is for everyone in the country to National Lottery. An NDPB have the opportunity to develop a rich and responsible to the DCMS. varied artistic and creative life.

Big Lottery Fund UK wide lottery good Big Lottery Fund is committed to bringing real http://www.biglotteryfund. causes distributor body improvements to communities and the lives org.uk officially established by of people most in need and is responsible for Parliament in 2006 giving out half the money for good causes raised by the National Lottery – a budget of about £630 million a year. nalgao (National England & Wales Provides professional services including www.nalgao.org Association professional association information, advice, publications, training and of Local for Local Government conferences. Most nalgao members are Arts Government Arts Officers specialists and can be called on for practical Arts Officers) help and advice.

Voluntary Arts UK & Republic of Ireland VAN aims to promote participation in the arts www.voluntaryarts.org Network (VAN) development agency and crafts across the UK and Republic of for non-professional Ireland. Over half the UK adult population is arts groups involved in the voluntary arts and crafts – for self-improvement, social networking and leisure. It has information, publication, training and funding services and practical advice for local arts groups.

Regional

Arts Council 9 Regional Offices of Responsible for regional arts policy, Go to: Regional Offices Arts Council England development and funding. www.artscouncil.org.uk

County

County Councils Most have arts officers Help to develop the arts in their area and a source of specialist arts advice. Some arts officers have access to (usually, small amounts) of grant-aid. (Non-statutory provision) Children’s Trusts See under Community Sports above.

Local

Borough and About 300 in England: Help to develop the arts in their area. District Councils Most have arts The numbers of arts officers are increasing. development officers Some arts officers have access to (usually, or teams small amounts) of grant-aid.

Town and Parish About 8,000 in England Some town councils and a few larger parish Councils councils are responsible for some arts activities but these tend to be limited.

Appendix A_Who’s who - an at a glance guide_Sport England 3: Education Key Community Who they are What they do How to Education contact them Organisations

National

Department for Government Department Responsible for setting Government education www.dfes.gov.uk Children, Schools responsible for improving policy and, with partners, for schools and and Families the focus on all aspects education funding. Major source of guidance, (DCSF) of policy affecting children advice, publications and other resources. and young people, as Jointly, with DCMS, leads on delivery of the part of the aim to deliver PESSCL strategy. educational excellence.

Partnerships for An executive NDPB of the Responsible for delivering the Government’s Also: DfES Publication, Schools (p4s) Department for Children, secondary school renewal programme, PO Box 5050, Sudbury, Schools and Families. Building Schools for the Future (BSF). Suffolk, CO10 6ZQ for p4s work with local authorities and the publications. private sector to rebuild or renew every one of England’s 3,500 state secondary Tel: 0845 60 222 60 schools during the 15 year lifetime of this www.p4s.org.uk £45 billion programme.

Learning and NDPB responsible for Aims by 2010 that young people and adults in www.lsc.gov.uk Skills Council funding and planning England have knowledge and skills matching (LSC) education and training the best in the world. Organised as a national for over 16 year olds in office with nine regional offices overseeing the England other than those local partnership teams throughout the country. in university. The LSC has a range of services including the National Employer Service (for large companies) and National Skills Academies for each major sector of the economy.

Training & An executive NDPB of the The principal aim of the TDA is to secure an www.tda.gov.uk Development Department for Children, effective school workforce that improves Agency for Schools and Families. children’s life chances. It supports schools Schools- to provide extended services for parents, Development children and young people. (TDA)

4Children 4Children is a national 4Children provide information and guidance www.4children.org.uk (formerly Kids charity dedicated to about childcare in extended schools; develop Club Network) creating opportunities and shape national policy; offer information and building futures about tax free childcare vouchers; develop for children. innovative programmes to tack issues such as social exclusion and crime; and represent the voice of children.

ContinYou National charity In addition to providing the TESSS alongside www.continyou.ork.uk contracted by DCSF to the National Remodelling Team, ContinYou deliver The Extended has an expanding programme of family Schools Support Service learning, online resources for schools extending (TESSS) to LAs and their out-of-hours provision and supports schools working with health improvement. 4Children and TDA.

Specialist Charity working with National body for secondary education in www.specialistschools. Schools & business and the wider England, part funded by the DCSF, delivering org.uk Academies Trust community to give the Government’s Specialist Schools and (SSAT) practical support to Academies programme. The Government’s the transformation of aim is that by 2008 all schools will be specialist secondary schools. except those planned to be Academies.

Appendix A_Who’s who - an at a glance guide_Sport England 3: Education Key Community Who they are What they do How to Education contact them Organisations

National

Qualifications NDPB sponsored by Regulation and development of the www.qca.org.uk and Curriculum the DCSF. national curriculum, assessments, tests Authority (QCA) and examinations; and accredits and monitors qualifications in colleges and at work.

British Council Membership organisation BCSE acts as forum for exchange, dialogue www.bcse.org for School made up of local and advocacy for anyone interested in Environments authorities, schools, learning environments – from educators to (BCSE) construction companies, policy makers, users to designers, managers architects and others to constructors. involved in the design and build process in the education sector.

Learning through The national school LTL undertakes research, develops http://www.ltl.org.uk Landscapes (LTL) grounds charity, programmes and provides training, resources campaigning on behalf and support to help schools and early years of all children for better settings improve their grounds and use outdoor environments in them to promote positive play, learning education and childcare. and personal development.

Commission The government’s advisor Champions good architecture and design for www.cabe.org.uk for Architecture on architecture, urban the build environment and parks and open and the Built design and public space. spaces. Source of guidance, information Environment A NDPB funded by and advice. (CABE). the DCMS and the Department for Communities and Local Government (DCLG).

Regional

Regional See under Community Sport above. Go to: Government www.standards.dfes. Offices gov.uk/studysupport/ implementing for ‘The Study Support Toolkit’

County/Local

Children’s Trusts See under Community Sport above.

Study Support Coordinators based Responsible for supporting headteachers and Go to: Coordinators in local authorities. others in developing and maintaining study www.everychildmatters. support (out of school hours learning) activities. gov.uk/ete/extended schools/

Extended The Extended Schools The advisor is supported by the TDA (see Also, see the extended Services Remodelling Adviser is above) which aims to ensure that the most schools area on Remodelling the strategic lead for appropriate person is engaged in developing TeacherNet Advisers developing the extended and delivering extended services. schools vision with each local authority.

School Sports School Sport Partnerships SSPs consist of a partnership development Go to: Partnerships are groups of schools manager (PDM), up to eight school sport www.youthsporttrust. (SSPs) working together to coordinators (SSCos) and 45 primary and org/subpage/specialist- develop PE and sport special school link teachers (PLTs). The PDM sport/index.html opportunities for is usually based at a Specialist Sports College. young people.

Appendix A_Who’s who - an at a glance guide_Sport England Appendix B The legislative and policy context Contents Foreword 3 Welcome 6 What we mean by ‘Community Sport and Arts’ 7 The benefits to Schools and Colleges 8 How to use this guide 10 How to keep up to date 11

Appendix B_The legislative and policy content_Sport England The Delivery System In direct response to Game Plan, Sport achieving Public Service Agreement for Sport England published ‘The Framework targets. The Delivery System is the In December 2002 the Government for Sport in England’ in 2004. ‘The delivery chain for sport – a complex published: ‘Game Plan’, a strategy for Framework’ set as its main target network of organisations including delivering Government’s sport and increasing community participation in central and local government, physical activity objectives. It laid out sport by at least 1% per annum. This agencies and bodies from the private plans to increase and widen the base is in line with the Government’s Public and voluntary sectors working together of people taking part in sport and for Service Agreement (PSA) target for the to achieve public sector outcomes. success on the international sporting DCMS. The Framework also identified These outcomes include an increase stage. Equally important, it also the need for better connections in community participation in sport called for reform to create effective between national leadership, priorities particularly among the hard to reach, delivery structures. and planning and local delivery of sport and improved talent pathways to in communities. support young people to achieve their full potential. In 2006, a joint report by the Audit Commission and the National The diagram below shows the Audit Office – ‘Delivering Efficiently: relationship between the key Strengthening the Links in Public components of the system connecting The delivery systemService Delivery for Chains’ – emphasised sports participants and local deliverers the importance of delivery chains in to policy makers and investors. community sport

National County People partners Sports behind Partnership the people

Regional Community People partners Sports Network taking part

National Partners County Sports Partnerships (CSP) Community Sports Networks (CSN) Sport England has the lead role in A geographically complete network of In some local authority areas, co-ordinating the work of the national 49 County Sports Partnerships (CSPs) a network of local sports and active partners including other government is now in place across London and recreation deliverers from a range of agencies, specialist expert bodies, England, financially supported by the organisations and agencies is in place independent trusts, and membership RSBs and their lottery funded to identify local priorities and initiatives organisations including sports national Community Investment Funds. The to increase participation in their area, governing bodies (NGBs). Other CSPs provide strategic coordination, particularly amongst hard-to-reach non-sporting partners also make a planning and promotion for sport and groups. These Community Sports significant contribution at this level, active recreation in their areas focusing Networks (CSN) are an important link including government departments primarily on delivering the community in the sports delivery chain ensuring for health and education. sport Public Service Agreement (PSA) that the people taking part in sport and supporting the school sport PSA and the people behind the people (e.g. Regional Partners with School Sports Partnerships. coaches, teachers and administrators) The nine Regional Sports Boards CSPs also work with the Sport England have a real voice in policy making and (RSBs) take the lead role in providing a Regions, LAs, NGBs and other prioritizing investment in their local area strategic regional context for sport and partners to develop Community Sports according to local needs. A key part active recreation. Each has a Strategic Networks across their areas. The CSPs of the job of a CSN is to consult with Plan reflecting regional priorities in attract investment funding and play local people and develop a local needs sport (established through consultation a key advisory role to the RSBs in analyses and action plans for sport and with stakeholders in local authorities, the distribution of Exchequer and active recreation that is closely aligned NGBs, County Sports Partnerships Lottery funding. to the Community Plan and Local Area etc) and the national policy framework. Agreements of the Local Authorities in The RSBs make decisions on the area. Setting up and supporting investment of Sport England many more CSNs is a key priority for Exchequer and Lottery funding. the Regional Sports Boards via the They also advise and support regional Sport England Regional Offices and partners in the health, education, the network of CSPs. The target is for regeneration, spatial planning and every local authority to have at least economic development sectors. one fit for purpose CSN by 2008.

Appendix B_The legislative and policy content_Sport England Every Child Matters Extended schools Healthy schools Extended schools is one of a number The Department for Children, Schools The National Healthy Schools of government policy initiatives and Families (DCSF) is working with the Programme is a joint Department of developed in response to the Every Training and Development Agency for Health and Department for Children, Child Matters agenda. In 2003, the Schools to provide support for schools Schools and Families initiative. Each Government published this Green and local authorities in developing Local Authority in England has a Local Paper alongside the formal response extended services. TDA has been Healthy Schools Programme and to the report into the death of Victoria working with governing bodies and an officer or team responsible for its Climbié. Following consultation on others on workforce reform for a delivery. Their role is largely twofold: the Green Paper, the Government number of years. It has both a national that of offering professional support published Every Child Matters: the base and regional extended schools to schools; and carrying out its work Next Steps and passed the Children remodelling advisers (ESRAs) in each within the quality assurance process. Act 2004, providing the legislative local authority. Many of these ESRAs The Local Programmes are in nine spine for developing more effective will already have been working with regional teams each with a Regional Coordinator who works closely with and accessible services focused schools on developing extended the Regional Government Office. The around the needs of children, services. TDA is working closely with National Programme is supported by young people and families. ContinYou and 4Children, who are also being funded to help support schools a central team working at national level with colleagues from the DoH, DCSF Every Child Matters: Change for and local authorities with developing extended services. and a range of partners. Children was published in November 2004 setting out a strategy for every The main elements of the extended The National Healthy Schools child, whatever their background schools core offer which all schools will Programme is a long-term initiative or their circumstances, to have the be providing access to are as follows: supporting the links between health, support they need from birth to 1. A varied menu of activities – which behaviour and achievement and age 19 to: might include academically-focused aims to: • Be healthy. activities, homework clubs, arts and • Support children and young people • Stay safe. creative activities, sports activities, in developing healthy behaviours. • Enjoy and achieve. and other recreational activities, • Help raise the achievement of • Make a positive contribution. including play – and childcare. children and young people. • Achieve economic well-being. In primary schools this means • Help reduce health inequalities. providing access to a varied menu of • Help promote social inclusion. Over the next few years, every local activities, combined with childcare, authority will be working, through from 8am to 6pm, five days a week, The programme is based on a children’s trusts, with its partners (from 48 weeks a year. In secondary whole-school approach to physical hospitals and schools, to police and schools this means access to a and emotional well-being focused voluntary groups) to find out what varied menu of activities which also on four core themes: works best for children and young offer young people a safe place to be • Personal, Social & Health Education. people in its area and to act on these from 8am to 6pm during term time • Healthy Eating. findings. They will need to involve and more flexibly in the holidays. • Physical Activity. children and young people in this 2. Parenting support, which means • Emotional Health & Wellbeing. process, and when inspectors assess providing access to parenting how local areas are doing, they will programmes, family learning The whole school approach involves listen especially to the views of children sessions, information sessions for working with children and young and young people themselves. fathers and mothers at the beginning people, parents, school staff and of primary and secondary phases, the whole school community to provide a solid foundation from which In March 2005, the first Children’s information about nationally and developments and improvement are Commissioner for England was locally available sources of embedded in a systematic way. These appointed, to give children and young information, advice and support. processes contribute to the physical 3. Swift and easy access to targeted people a voice in government and in and emotional development of all and specialist services: Schools, public life. The Commissioner will pay members of the school community. particular attention to gathering and working closely with other statutory services and the voluntary and putting forward the views of the The Government has set a target that community sector, should have most vulnerable children and young all schools will be participating in the a focus on early identification of, people in society, and will promote National Healthy Schools Programme and support for, children and young their involvement in the work of by 2009 and that 75 percent of schools people who have additional needs organisations whose decisions will have achieved quality assured or who are at risk of poor outcomes. and actions affect them. National Healthy School Status. This includes those with behavioural, In addition, the Children’s Fund was emotional and health needs or Sport and the involvement of the launched in November 2000 to tackle other difficulties. external school community – for 4. disadvantage among children and Community access to school example volunteer parent coaches – young people. The programme aims facilities: where a school has facilities can play a major role in delivery of the to identify at an early stage children suitable for use by the wider Physical Activity theme and, through community, for example playing and young people at risk of social use of local sports ambassadors and fields, sports facilities, IT facilities, exclusion, and make sure they receive role models, sport can contribute to halls it should look to open these the help and support they need to the Healthy Eating theme. Both sport up to meet wider community needs achieve their potential. and arts can contribute to Personal, in response to an assessment Social and Health Education, and to of local demand. Emotional Health and Well-Being.

Appendix B_The legislative and policy content_Sport England The National Curriculum In the longer term, PESSCL aims to Arts Award fostering and celebrating for PE & Sport meet the Government’s ambition to arts and creative experiences for In February 2007, the Government offer all children up to five hours of and by children and young people, Education Secretary announced plans sport every week – at least two hours Arts Extend monitoring and to make changes to PE lessons to help curriculum PE and an additional two evaluating approaches to the children avoid the problems of obesity, to three hours beyond the school day. arts and extended schools. thus helping towards the achievement • Grants for the arts often benefiting of the DoH’s PSA target to halt the The PESSCL strategy has an eight key children and young people. increase in obesity in under 11 year strands, each designed to maximize • Partnership working with olds by 2010. opportunities for young people to Government departments and access high quality PE and school agencies on the shared agenda It is proposed that lessons will combine sport. These strands include the of supporting the creativity and physical activity with learning how development of Specialist Sports enrichment of children and exercise affects fitness and health. Colleges and School Sport young people. It will also give schools more flexibility Partnerships (see Appendix C) within the National Curriculum and also include: The strategy sets out three aims for framework to run the physical activities • Step into Sport – a programme children and young people and the that best meet their pupils’ needs. which focuses on young people arts to 2008: aged 14 to 19, giving them a chance • To foster a world-leading arts The changes are recommended by to become involved in sports infrastructure alongside other the Qualifications and Curriculum leadership and volunteering. cultural organisations that supports Authority (QCA) for 11 to 14 year olds • Gifted and Talented – a programme and values the cultural expression as part of a wider review of the Key designed to help elite young athletes of children and young people and Stage 3 curriculum. realise their potential. increases their opportunities • Professional development – to engage in activities relevant Sports that would once have been in physical education and sport to their needs and interests. considered too expensive or for teachers. • To ensure the arts and creativity impractical now feature on the school • Club Links – strengthening the links have a place within wider syllabus alongside traditional sports. between schools and clubs with the Government and other policy The latest survey of school sport percentage of 5 – 16 year olds at agendas that have an impact showed that they offered pupils a clubs increasing from 14% in 2002 on children and young people. total of 42 sports. Secondary schools to 20% by 2006 (and including the • To see wide social recognition provide an average of 20 sports and development of 800 multi-skill of the value and transformational primary schools offer an average of 15. clubs for primary school children). power of the arts and creativity, Traditional sports remain popular, but • Sporting playgrounds – developing particularly in relation to children other sports are making gains. In the better playgrounds including the and young people. last three years, there have been big Zoneparc model (with sponsorship increases in activities like fitness clubs, by Nike). To take this vision forward, Arts golf and cycling. • Swimming – swimming and Council England is committed to: water safety are statutory activities • Develop approaches to ensure it The PESSCL Strategy at Key Stage 2. hears the views of children and The DCMS and DCSF in partnership • Specialist Sports Colleges. young people, engages them in have developed a National Strategy • School Sports Partnerships. decisions that affect them and for PE, School Sport and Club Links broaden the range and appeal – the PESSCL strategy, and the Children, Young People of the arts ‘offer’. Government are investing almost and the Arts Strategy • Maintain an accurate picture of £1 billion in the strategy between 2003 The Children, Young People and the arts opportunities available to and 2008. The Youth Sport Trust plays Arts Strategy was published by Arts children and young people. a central role in supporting its delivery. Council England in September 2005 • Develop the skills, capacity in response to Every Child Matters and and knowledge of people in The overall aim of PESSCL is to Youth Matters (see later in this section). organisations engaged with enhance the take-up of sporting Children and young people are one of children and young people in arts. opportunities by 5-16 year olds. Arts Council England’s five manifesto • Use strategic programmes and priorities as set out in ‘Ambitions for initiatives to continue to advocate The main short-term target is for 85% the arts 2003-2006’. for innovative practice with, of school children to spend a minimum for and by young people. of two hours per week on high quality Arts Council England works in • Work with partners to maximize PE and school sport within and beyond a number of ways, most involving the contribution of the arts to the curriculum by 2008. (The findings children and young people. their strategies. for 2005/2006 show that 80% of In summary, these include: • Advocating the transformational school children are spending a • Over 1,100 regularly power of arts and creativity by minimum of two hours per week on funded organisations. monitoring, evaluating and sharing high quality PE and school sport.) • Strategic initiatives – e.g. Creative high-quality work and using lessons Partnerships working with schools learned from initiatives as evidence. to inspire children and young people through the arts, Artsmark and The

Appendix B_The legislative and policy content_Sport England Positive activities Public Service The use of positive activities is seen as for young people Agreement targets part of an overall approach to delivering In January 2007 a new statutory duty The Government’s Public Service effective packages of targeted support, for local authorities was implemented Agreements (PSA) drive the information, advice and guidance for to secure access to positive activities development of public policy at young people and in reducing the for young people. The new section national level and cascade into proportion of 16-18 year olds not in 507B of the 1996 Education Act the policy frameworks of local education, employment or training, imposes a duty on unitary and government’s Local Area Agreements a key target for children’s trusts. county authorities, primarily through and statutory plans. Four of the children’s trusts, to be the lead current PSAs have a direct relevance In addition positive activities are seen body responsible for securing young to increasing opportunities for as contributing to many wider agendas people’s access to positive activities. community sports and the arts at a local, regional and national level More specifically the duty is to on education sites. Contributing to including the ‘Respect’ agenda; promote the well-being of persons achievement of the targets set out health improvement; learning and aged 13 – 19 (and of persons aged within these PSAs is the aim of the skills; community cohesion and up to 25 with learning difficulties) leading public sector agencies in the democratic engagement. by securing access for them to sector, particularly Sport England and sufficient educational and recreational Arts Council England. These PSAs Positive activities need to be diverse leisure-time activities and facilities, also drive public sector investment in nature in order to meet the different so far as is reasonably practicable. in key partner organisations in the needs and interests of young people. Such activities are collectively voluntary and charitable sectors Within this sport and arts (as positive described as ‘positive activities’. such as The Youth Sports Trust, activities) have a key role to play. Sport Youth Active and the National and arts can reach and engage young The Act places new legal Governing Bodies of Sport. people in many different settings – responsibilities on local authorities at a street level, in a sports club, at a to obtain the views of young people The four relevant PSAs are: park, in a school and in many other on existing provision of positive 1. To halt the year on year increase environments. Sport and the arts can activities and facilities and to take in obesity among children under 11 contribute to young people’s well being such views into account when by 2010 (DoH). by improving their physical and mental decisions are made. They are also 2. To increase by 3% by 2008 (i.e. health, developing new and more required to provide and promote 1% pa) the proportion of over 16 positive values and goals, creating a information to young people on the year olds from target groups taking sense of belonging and community opportunities available. In terms of part in sports or cultural activities at and providing opportunities to increase the delivery of positive activities, local least 12 times a year, and over 16’s their skills and future employability. authorities must consider whether as a whole taking part in at least provision can be made or improved 30 minutes moderate intensity The key proposal in Youth Matters: by delivery through alternative service sport and active recreation Next Steps (DfES, 2006) is for children’s providers to the authority itself. 3 x a week (DCMS). trust partners working with schools 3. To increase the proportion of and other providers to maximize the Statutory guidance accompanying the 5-16 year olds who spend at least potential of Study Support and to legislation has been published by the 2 hours a week on high quality PE implement the Russell Commission Department for Children, Schools and and school sport from 25% in 2002 proposals (A National Framework for Families. This identifies that sport and to 75% by 2006 and 85% by 2008 Youth Action and Engagement, Report the arts can assist authorities in the in England and at least 75% in of the Russell Commission, 2005) – delivery of their duty to secure access each SSP (DCMS, DCSF). to positive activities for young people. 4. To achieve measurable “National standards will set out the It sets out the government’s improvement by 2008 to the built activities that all young people would expectation that the local authority’s environment and public spaces benefit from access to in their free time, provision will meet the national (cleaner, safer, greener) in deprived for example: standards for positive activities, areas (ODPM). • access to two hours per week of which include a four hour offer of sporting activity; sporting and constructive activities These three-year targets, established • access to two hours per week of each week, and will work with in 2005, will be subject to review other constructive activities in clubs, partners over time to secure them. as part of the next Government youth groups or classes; Comprehensive Spending Review • opportunities to contribute to their Sport England has published specific in Spring 2007 and new targets communities through volunteering; guidance for children’s trusts and set for the period 2008 to 2011. • a wide range of other recreational, other service providers on the cultural, sporting and enriching contribution of sport to positive Youth Matters experiences; and activities for young people entitled The Positive Activities legislation forms • a range of safe and enjoyable places ‘Sport – A Positive Activity’. Schools part of a body of reforms that were in which to spend time.” (Study and other education sites are proposed in the Green Paper Youth Support: A National Framework for identified in this guidance as one Matters and which contribute towards Extending Learning Opportunities, of the key settings for the delivery the delivery of integrated youth support DfES, 2006.) of positive activities under the new as set out in Youth Matters: Next Steps statutory duty. (DfES, 2006). Once again, sport and arts are central to the achievement of this policy – through schools themselves providing these activities or linking to sports clubs and arts organisations.

Appendix B_The legislative and policy content_Sport England Appendix C Key programmes

Appendix C_Key programmes_Sport England 1: Arts – schools and Arts Extend Creative Partnerships the community Arts Council England has launched Creative Partnerships is the Artsmark the Arts Extend initiative to monitor Government’s flagship creativity Artsmark is the national award scheme and evaluate approaches to the arts programme for schools and young managed by Arts Council England that and Extended Schools in one local people, managed by Arts Council recognises schools with a high level authority per region in 2006/07 England and funded by the DCSF of provision in the arts. The award - 2007/08. The Arts Council is working and DCMS. It aims to develop: scheme is open to all schools in together with the Training and • The creativity of young people, England – primary, secondary, Development Agency for Schools raising their aspirations and special schools and pupil referral units, (TDA), 4Children, ContinYou and the achievements. both maintained and independent. Department for Children, Schools and • The skills of teachers and their ability Artsmark provides a benchmark Families (DCSF) to explore ways in to work with creative practitioners. for arts provision which encourages which the arts can support extended • Schools’ approaches to culture, schools to consider the opportunities schools services across the core offer, creativity and partnership they offer in art, dance, drama and meeting the needs of the pupil, family working; and music. By gaining an Artsmark a and community. • The skills, capacity and sustainability school shows its commitment to of the creative industries. the wider development of young Arts Council England believes that the people and teachers and to raising arts in extended schools can go further Creative Partnerships focuses on 36 the profile of the arts in the school than being part of a varied programme disadvantaged areas across England. and local community. of activities. Rather, the arts can add www.artsmark.org.uk significant value to all five areas of the The programme achieves its aims by core offer, from parenting support and nurturing the creativity of learners and Arts Award family learning, to quality childcare, educators, and developing creative The Arts Award is the first award referral to specialised support services, approaches to teaching all aspects scheme to recognise how young and community access. of the curriculum. people aged 11-25 develop as artists and arts leaders. The award One local authority in each region is Creative Partnerships enables head is a personal learning programme participating in Arts Extend. The criteria teachers to realise their personal which develops and assesses both used for selection were: vision for a school, freeing them up to arts-related skills (arts knowledge • An arts infrastructure that has the innovate and succeed. It encourages and understanding) and transferable capacity to deliver an extended an approach designed around the skills (creativity, communication, services programme. needs of the individual school with planning and review, teamwork • Good established extended learning tailored to the needs and and leadership). schools provision. aspirations of each child. • Extended Schools Remodelling The award is a QCA qualification Advisers and children’s services that Creative Partnerships enables accredited through Trinity College would support such a programme. schools to work with creative London and sits on the National practitioners to develop a broad, Qualifications Framework at levels 1, Arts Extend will be delivered with balanced and relevant curriculum. 2, and 3. It is on the learning one school cluster per local authority. It does so by supporting a range aims database. A steering group has been established of creative practitioners to work in in each area and has appointed a local partnership with schools in long The award is assessed through a coordinator. Arts providers will be term sustained relationships. portfolio of evidence created by the professional artists/arts organisations www.creative-partnerships.com young person presented in any format. and from the voluntary and community www.artsward.org.uk sector. The way that each area will deliver in practice depends on the local infrastructure and school needs. There is a lot of flexibility for local partners to negotiate ways of working.

Nationally, Arts Extend has a project board involving the Arts Council, DCSF, 4Children, ContinYou and TDA which oversees the programme direction. The Arts Council manages the national evaluation, communications and will disseminate the learning from the programme widely across the country. An evaluation of the programme, including case studies, will be available in the Autumn 2007. http://www.artsextendtelford.com/ national.php

Appendix C_Key programmes_Sport England 2: Education – Capital Learning and Skills Council In addition to improvements to the Funding Programmes Capital Programme – physical infrastructure and learning Building Schools for the Future further education colleges environments, the programme also – secondary schools The Government White Paper March aims to contribute to national targets Building Schools for the Future (BSF) 2005 Further Education: Raising Skills, for raising standards of education is the largest single investment Improving Life Chances provided for attainment, improving school food and programme in education for over major new investment in colleges as promoting sport and physical activity. 50 years. It is co-ordinated nationally part of a package of measures to www.teachernet.gov.uk/doc/9606/ by Partnerships for Schools, a encourage more 16-19 year olds Non-Departmental Public Body to stay in education and be better Specialist sports and arts colleges (NDPB), wholly owned by the DCSF prepared for employment. The Specialist Schools Programme but jointly funded by DCSF and helps schools, in partnership with Partnerships UK, a joint venture that The budget for 2006/07 was £371 private sector sponsors and supported bridges the gap between public and million rising to £500 million in 2007/08. by additional Government funding, private sectors, with a majority stake This spending is divided between: to establish distinctive identities held by the private sector. BSF aims • Modernising the college estate through their chosen specialisms and to transform the physical environment • Setting up a National Skills achieve their targets to raise standards. at secondary schools supported by Academy network Specialist schools have a special focus a massive capital investment. The • Setting up a Centres of Vocational on their chosen subject area but programme started in 1997 with Excellence (CoVE) network must meet the National Curriculum £700 million of investment and by requirements and deliver a broad 2005/06 investment had increased Inclusion of the further education and balanced education to all pupils. to over £5 billion. colleges in the BSF programme means for the first time there is a fully Any maintained secondary school in The scale of BSF allows the integrated capital strategy which will England can apply to be designated opportunity to move from ‘patch deliver improved learning environments as a specialist school in one of ten and mend’ spending on schools to for 14-19 year olds across schools specialist areas: arts, business and rebuilding and renewal with a more and the FE system. Similar to BSF, enterprise, engineering, humanities, strategic approach to funding, new and refurbished colleges under language, mathematics and design and procurement of buildings. this programme will be required to computing, music, science, sports consider and address the needs of and technology. Schools can also BSF is more than just a building students, employers and the local combine any two specialisms. programme providing new and communities for a range of services improved school buildings and built – including sports and arts – The Specialist Schools Programme environments. Local authorities in specifying their building plans. promotes school improvement by accepted on to the programme need www.lsc.gov.uk providing opportunities for schools to demonstrate a clear vision of how to work to their strengths, enabling the investment will contribute to the Primary Capital Programme them to deliver effective teaching and delivery of government education – primary schools learning in their area of expertise, policy, particularly reversing This programme (full title: ‘Every Child as well as across the curriculum, underperformance and the delivery Matters Primary Capital Programme’) and to drive innovation. of the extended services core offer. supports the policies set out in ‘Every Child Matters Change for Children, Specialist Schools work with named The BSF Vision therefore needs to the White Paper ‘Higher Standards partner schools for the benefit of pupils include consultation with community Better Schools for All’ and the beyond their own school boundaries stakeholders to ensure local needs Primary Strategy. and with other groups of people in including opportunities for sports the community. There are currently and the arts activities are taken fully The aim is to rebuild, remodel or around 2,700 Specialist Schools. into account. refurbish at least half of the country’s Every local education authority that http://www.bsf.gov.uk/ 19, 000 primary schools and has secondary schools, has at least primary-age special schools one Specialist School. over the next 15 years.

The programme was launched by the DCSF in March 2006. Pilots run from 2006 using existing capital allocations. These finish in 2008/09 with additional capital from the programme’s first year budget of £150 million. This budget rises to £500 million in 2009/10. It is expected that investment will remain at that level for around 15 years, subject to future public spending decisions – some £7 billion in total. It is envisaged that this funding will be added to other DCSF capital for primary schools, local government receipts, prudential borrowing and other local and private sector funding.

Appendix C_Key programmes_Sport England Sports colleges Academies with a focus on Sports colleges are intended to raise sport or art standards of achievement in physical Like specialist schools, Academies education and sport for all their are all ability schools that offer a broad students across the ability range and balanced curriculum to pupils of leading to whole school improvement. all abilities focusing especially on one They are intended to become regional or more subject areas. The key focal points for promoting excellence difference is that unlike specialist in physical education and community schools, academies are established sport, extending links between by sponsors from business, faith or families of schools, sports bodies voluntary groups working in innovative and communities; sharing resources; partnerships with central Government developing and spreading good and local education partners. practice; and helping to provide a structure through which young people The Academies programme aims to can progress to careers in sport and challenge the culture of educational physical education. Sports Colleges under-attainment and deliver real will increase participation in physical improvements in standards. Most education and sport for all pre and Academies are located in areas of post 16 years old and develop the disadvantage. They either replace potential of talented performers. one or more existing schools facing challenging circumstances or are The Youth Sport Trust plays a central established where there is a need role in the development and support for additional school places. DCSF of sports colleges assisting schools in expects local authorities to consider the application process and working the scope for the establishment of with them to realise their potential Academies as part of their strategic once they have successfully achieved plans to increase diversity in Specialist Sports College status. secondary provision and improve There are currently approximately 400 educational opportunities. As an Specialist Sport Colleges in England. Academy becomes successfully established, the intention of the Arts Colleges DCSF is that it will share its expertise Similarly, specialist arts colleges and facilities with other schools and are intended to raise standards of the wider community becoming a achievement and the quality of significant focus for learning for its learning in their chosen area of the pupils, their families and other local arts for all their students leading to people. Hopefully this will help break whole school improvement. They the cycle of underachievement in will seek to identify ways in which deprived areas – whether in inner the arts can improve learning in cities, suburban or rural areas. other curriculum areas. The first Academy opened in There are three broad areas of the September 2002. Overall, the Arts – performing, visual and media. Academies programme aims to Schools may focus exclusively on one establish at least 53 Academies by of these areas or focus on one area 2007 and 200 by 2010 with 30 in but include an element from one of the London by 2008 and 60 by 2010. other two. Arts Colleges take a lead There are currently around 109 ‘live’ in using ICT as a means of enhancing projects (open and in development). learning in the arts and other subjects, 13 of the 46 Academies currently and enable students to work in open have a sport specialism, school with professionals involved in 6 an arts specialism. the arts and creative industries and www.specialistschools.org.uk to enjoy artistic experiences outside the classroom.

There are currently approximately 400 Specialist Arts Colleges in England. www.specialistschools.org.uk

Appendix C_Key programmes_Sport England 3: National Lottery Big Lottery Fund (BIG) significant increase in community use – arts, sport and The remit of the Big Lottery Fund at NOPES projects sites. The average physical activity (BIG) provides for funding for health, number of community users in a typical Arts Lottery Fund education, environment and charitable week per project site has almost The Arts Council England is licensed purposes. It is the largest lottery doubled from 101 users, to 200 by the Government to distribute the distributor, distributing over half the users post-opening. In addition, the Arts Lottery Fund. money raised through the National number of different activities available Lottery for good causes. The annual to the community increased from 6 Arts Council England invests in grant-making budget currently stands pre-opening to 11.1 post-opening. creativity and innovation in the arts at around £600m. BIG’s mission The activities with the greatest increase across the following priorities: is ‘to bring real improvements to in availability for the community were • Participatory Work. communities and the lives of people dance, basketball, fitness, table tennis • Children and Young People. most in need’. and netball. The enhanced choice in • Creative Economy. activities available to the community • Vibrant Communities and The Big Lottery Fund delivers was particularly important for getting Celebrating Diversity. according to its themes and outcomes disaffected young people to participate • Internationalism. framework, which followed a period in PE and sport. It is expected that of extensive consultation with this positive effect on community This National Lottery funding is stakeholders and the public, and was participation will be replicated as the available through and managed by agreed with Government. There are programme continues to roll out and the regional offices of Arts Council three overarching themes that provide more facilities become operational. England. Funding is awarded the strategic framework for all of the The full and summary evaluation through an open application process. work of the Big Lottery Fund: reports can be accessed at the www.artscouncil.org.uk/funding/ • Community learning and evaluation and research pages of creating opportunity. the BIG website at: • Promoting community cohesion www.biglotteryfund.org.uk. Sports Lottery Fund and safety. Sport England is licensed by the • Promoting well-being. Active England projects have been Government to distribute the successful in providing effective Sports Lottery Fund. The three themes are supported by approaches to engaging people in four outcomes, which are also high physical activity and sport, including Sport England invests the funding it level, setting out what BIG hopes focusing on specific socio-economic receives from the National Lottery to achieve, particularly through its groups, targeting particular groups in and from the Exchequer (DCMS) strategic programmes. The four need, creating innovative facilities and across two funding streams – outcomes in England are as follows: making maximum use of the natural Community and National. • People having better chances in life, environment. 57,000 participants with better access to training and were involved at the time of the most At a national level, Sport England development to improve their recently available report (April 06), works with and invests in a range life skills. suggesting that the overall total of of national funded partners. These • Stronger communities, with more participants across the programme include national governing bodies active citizens working together could be between 100,000 to of sport and other agencies with to tackle their problems. 150,000. Case study evidence shows expertise in areas such as coaching, • Improved rural and urban that projects are effective at boosting equity and volunteering. Investment is environments, which communities self-esteem and motivation, helping prioritized in 31 sports, comprising are better able to access and enjoy. people with weight loss, improving 10 UK priority, 9 English Priority and • Healthier and more active people well-being, improving family 12 development sports. National and communities. relationships, reducing anti-social investment funding is subject to a behaviour, improving social skills and business planning process by these BIG funding for sport and improving health and fitness levels. organisations and is not an open physical activity Further information is available on the application process. Through BIG’s earlier New Active England learning Zone website Opportunities Fund (NOF) at www.aelz.org. Sport England’s community – programmes, which have specifically or regional – funding stream is called targeted sport, it has awarded over For its new programmes for 2006-09, the Community Investment Fund, £849.3m to sport and physical activity BIG is committed to the broader or CIF. This National Lottery funding projects to date. These programmes agenda of increasing participation in is available through and managed by include the £750.75m (UK) from grassroots sport with an emphasis the regional offices of Sport England. New Opportunities for PE and Sport on ‘healthier and more active people Funding is awarded through an (NOPES), the UK-wide Community and communities’ and increasing open application process. Sports Programmes (include Active participation in physical activity, www.sportengland.org England, with Sport England) in line with its themes and outcomes and funding for School Sports framework. BIG has committed Coordinators. Funding through £2.6 billion to these programmes these programmes is committed up until 2009, many of which have to specific projects. elements that promote increased physical activity in communities – The latest (Year 4) evaluation summary for example, Well-being, Children’s indicates that there has been a Play and Parks for People. www.biglotteryfund.org.uk

Appendix C_Key programmes_Sport England 4: Sports – schools and roll-out extension began in October • Based around a chill-out space the community 2002 with further extensions in spring where young people can relax, meet Community Coaches 2004 and September 2005. This has their friends and enjoy their leisure The Community Sports Coach happened in two ways: for lower time in comfortable surroundings. scheme, launched jointly in 2004, division football clubs, through a • Have a quiet space where young by the Department for Culture, Media partnership between the Football people can access computers and and Sport (DCMS) and the Department Foundation and DCSF; and for other the Internet, study or read in peace. for Children, Schools and Families sports through funding secured • Offer an activity space, or access (DCSF) has created around 3,000 paid, following the department’s end to local facilities, providing young qualified Community Sports Coaches. year finance review exercise. people with a range of sporting, These work in local areas to increase arts and other opportunities. the number and range of coaching New sports involved include rugby • Are consultative, with mechanisms opportunities for young people. The league/union, cricket, hockey, ice in place to involve young people in scheme is partially funded by DCMS hockey, tennis, gymnastics, basketball all aspects of their club. and is managed nationally by Sports and horseracing. Coach UK and Sport England. In addition, Make Space clubs Community Sports Coaches work as a Currently over 150 sports clubs work towards: team across an area going into schools, have signed up to the full Playing for • Opening regularly after school from clubs and local authority sports centres Success model and 99 have opened 3.45pm until 9pm for young people and parks based on identified need. centres to date. Around 180,000 pupils aged 11-16. www.sportengland.org/cscs have benefited so far, and over 55,000 • Providing advice for young people will benefit each year when all centres on personal relationships, social Playing for Success – are open. and health issues. study support centres • Developing a membership system Playing for Success (PfS) is a Funding is based on a three way for access to the club. Department for Children, Schools and partnership between Government, • Implementing a fee structure to Families (DCSF) initiative established in Department for Children, Schools and support the sustainability of the club. 1997 by the department in partnership Families and Local Authorities through www.makespace.org.uk/ with the Football Association (FA) the Standards Fund, the sports clubs Premier League, the Nationwide and business sponsors. From October School Sports Partnerships League, their clubs and Local 2002, the Football Foundation became School Sport Partnerships (SSPs) are Authorities (LAs). a new partner in supporting centres in groups of schools working together football clubs outside the FA Premier to develop PE and sport opportunities Through Playing for Success, the and Division One leagues. for all young people. The programme department is establishing out of school www.dfes.gov.uk/playingforsuccess/ is supported by The Youth Sport hours study support centres within top Trust providing advice, investment football clubs and at other sports’ clubs Make Space and training. grounds and venues. The centres Make Space is a campaign launched use the environment and medium of in October 2002 by 4Children A typical partnership consists of – football, rugby and other sports to supported by the Nestle Trust with • A partnership development help motivate pupils identified by their the aim of transforming opportunities manager (PDM); schools as being in need of a boost for young people in England with • Up to eight school sport to help them get back up to speed in the development of a network of co-coordinators (SSCos); literacy, numeracy and information out-of-school clubs for 11-16 year • 45 primary and special school and communication technology (ICT). olds, supporting the extended link teachers (PLTs). services core offer. Centres are equipped with the latest A PDM is a full-time role usually based ICT facilities and are open after In three years, the campaign had within a Sports College. They manage school hours, at the weekend and registered over 1,000 member clubs, the SSP and develop strategic links in the holidays. Typically, each pupil supporting nearly 150 clubs to achieve with key partners in sport and the attends a two hour session each Make Space accredited status. wider community. week for 10 weeks. The clubs operate in a wide range of A School Sports Coordinator is A Centre Manager (a qualified, environments. They may be based in based in a secondary school and experienced teacher), supported by rural, urban or suburban areas and concentrates on improving school higher education and further education housed in schools, community centres sport opportunities, including out students and members of the local or purpose built accommodation. of hours school learning, intra and community working as mentors, staff Clubs may be run as charities, inter-school competition and club links, the centres. Centres have strong links by local authorities or as small social across a family of schools as well as with schools to ensure that Centre enterprises. The core criteria of in his or her own school. Managers understand pupils’ Make Space clubs are: needs and schools recognise • Dynamic and contemporary Primary Link Teachers are based in pupils’ achievements at the centre. out of school hours facility for primary and special schools and aim 11-16 year olds. to improve the quantity and quality Following the success of Playing for • Provide a safe and accessible of PE and sport in their own schools. Success in FA Premier League and environment appropriate to Nationwide Division One clubs the young people. There are currently around 400 SSPs, Department for Children, Schools over 2400 SSCos and 14,00 PLTs and Families supported a small covering most schools across England. pilot extension in 2000. A second www.youthsporttrust.org

Appendix C_Key programmes_Sport England National Schools Competition There are two levels of award: As a result, from 2006 the kitemarks Framework and Sportsmark and Sportsmark Gold. have rewarded delivery of the national Competition Managers Schools can receive a Distinction at PE, School Sports and Club Links In December 2004, the Government either level. In particularly the scheme (PESSCL) strategy and are awarded announced additional funding of concentrates on: annually in the autumn term to £519m for 2006 to 2008 to continue • the planned time given to physical successful schools, without the need and expand the national PE, School education within the core curriculum for a separate application, and based Sport and Club Links (PESSCL) • breadth and balance within the core on the findings of the national school strategy. Part of this will fund the PE programme sport survey, which all partnership employment of new Competition • the promotion of fair play and the schools take part in. Managers in School Sports encouragement of positive Partnerships. These will contribute sporting attitudes More information on the new significantly to the ambition that, • opportunities for students to kitemarks is available from by 2010, a high quality school sport extend their experiences outside www.teachernet.gov.uk/pe national competition framework the core curriculum, in out-of- will have been developed and school-hours clubs and with TOPS implemented locally providing other sports organisations The TOPs Programme pre-dates opportunities for all to compete. • the opportunities for competition the national PESSCL strategy but It is now recognised that high quality for students within and outside continues to make a significant competition is one of the four key the school setting contribution to the core aim of PESSCL elements – along with Out of Hours • the support given to to drive up participation and standards Activity, the PE Curriculum and Club talented performers in physical education and school sport. Links – within high quality physical • the development of sports TOPs is one of the programmes of the education and school sport for all partnerships within the community Youth Sport Trust and provides the young people. • leadership training and practical tools required for the delivery of high opportunities for students to quality PE and school sport for all The National Schools Competition extend their leadership skills young people from 18 months to Framework has been developed • opportunities for continuous 18 years. TOPs comprises training, to complement the principles of professional development resource packs and equipment for long-term athlete development. The for teachers teachers and others working in sport approach will provide consistency to • development targets for physical and PE with children. TOPs resources competition structures across sports education and school sport. are packaged and branded to suit that reflect the local player pathway children of all ages and abilities: development being undertaken by Activemark and Activemark Gold is an • TOP Tots (18 month to 3 year County Sports Partnerships. Seven accreditation scheme for the primary age group) – Uses physical activity sports have been included in the sector that recognises and rewards to develop communication and framework since September 2005 a school for its commitment to language techniques, co-ordination, and the competitions piloted in promoting the benefits of physical cooperation and social skills. 20 areas across the country. The activity and offering good physical • TOP Start (3 to 5 year age group) sports and competitions are as follows: activity provision. The programme – Focused on developing basic • Rugby Union provides schools with a thorough movement and ball skills. It is • Netball auditing and development tool to help designed to encourage the • Gymnastics raise the standard of physical activity full integration of children • Swimming provision. The Activemark process is with disabilities. • Badminton closely linked with the British Heart • TOP Play (4 to 9 year age group) • Tennis Foundation’s (BHF) The Active School – Develops core physical and • Table Tennis Resource Pack for Primary Schools, movement skills for this age group. which offers practical steps and • Primary TOP Programmes (7 to 11 Key Stage 3/4 (12-16yrs) guidance on how to plan, as well year age group) – As well as Inter-school leagues and as ideas on improving all-round developing skills in a range of sports cup competitions physical activity provision. for young people, the primary TOP Key Stage 3 (11-12yrs) www.sportengland.org/activemark_ programmes provide an enhanced Multi-sport competition central and_sportsmark.htm set of resources and training for venue leagues teachers supported by private Key Stage 2 (7-9yrs) Sports Partnership Mark sector sponsorship. Multi-sport competition central In 2004, Sport England, the • TOP Link (14 to 16 year age group) venue leagues Department for Children, Schools – Encourages 14-16 secondary Key Stage 1 and Families and The Department for school students to organise and Annual multi-skill festivals (off site) Culture, Media and Sport consulted manage sport or dance festivals in www.sportengland.org/index/get_ on proposals to further develop local primary schools and relates resources/school_sport.htm and reintroduce Activemark and directly to the ‘Step into Sport’ Sportsmark and to introduce a leadership and volunteering Activemark and Sportsmark new Sports Partnership Mark. The strand of PESSCL. Sportsmark is an accreditation proposals received strong support. • TOP Sportsability (all age groups) scheme for secondary schools. It is a – Focuses on the integration of developmental and auditing tool that disabled and non-disabled young rewards and recognises a school for people through a variety of its out-of-hours sports provision and sporting challenges. a broad and balanced PE curriculum.

Appendix C_Key programmes_Sport England Appendix D References

Appendix D_References_Sport England Arts matters – How the arts can help Every Child Matters: Change for National Standard for Positive meet the needs of children and young Children, DfES, 2004 Activities, National Youth Agency, people, Arts Council England, 2006 2007 (Draft out for consultation at Extended schools: Access to time of writing) Children, young people and the arts:- opportunities and services for all regional strategies for North East, – A prospectus, DfES, 2005 Planning and funding extended North West, Yorkshire and South schools: a guide for schools, East, Arts Council England, 2006 Extended schools – Building on local authorities and their partner experience, DCSF/ContinYou 2007 organisations, DfES, 2006 Educational Outcomes and Value Added by Specialist Schools, The Impact of Study Support, Playing for Success, DfES 2002, 2004 Specialist Schools and Academies DfES, 2001 Trust, 2006 Schools for the Future: Designing Inspiring Active Minds and Bodies, Schools for Extended Services, Evaluation of the New Opportunities Space for Sport and Arts DVD DfES, 2006 in PE and Sport (NOPES), Institute Evaluation, 2006 of Youth Sport for The Big Lottery Study Support, a National Framework Fund, 2006 Know The Score – A Collection of for Extending Learning Opportunities, Evidence to Support the Impact of the DfES, 2006 Evaluation of the PESSCL Strategy, Sports College Network, Youth Sport Ofsted, 2005/6 Trust, 2006 The young people’s Arts Award pilot, Arts Council England, 2006 National Standards for Headteachers, DfES, 2004

Appendix D_References_Sport England Appendix E Glossary

Appendix E_Glossary_Sport England business plan core offer PPA time A plan for a specific proposal or The Government have set out a Planning, Preparation and project. In a school or group of core offer of services that they would Assessment time; a Government schools, this could be a business plan like all schools to offer access to initiative which provides teaching staff for extended services across the five (in partnership with local authorities with time away from the classroom strands of the ‘core offer’ (see below). and local providers) by 2010: to plan and prepare for lessons. Or in a single school, the business • High quality wraparound childcare plan could be for a specific proposal, in primary schools provided on sinking fund or replacement fund say to extend an existing space in the school site or through other Monies put aside each year to the school for use to deliver the art local providers, with supervised provide for the cost of replacing curriculum and a varied programme transport arrangements where items of capital equipment. (Not to of after school activities followed by appropriate, available 8am-6pm be confused with depreciation – a community arts programme later all year round or to reflect an item on the balance sheet of in the evening. The business plan community demand. an organisation which takes into will state the aims and objectives • Varied menu of activities to be on account that the value of the of the proposals, the assumptions offer, including homework clubs organisation’s capital assets and choices made with respect and study support, sport, music will have fallen, or depreciated, to (amongst other things) usage, tuition, dance and drama, arts through the accounting period.) programming, pricing, staffing and and crafts, special interest clubs marketing. It will set out the projected such as chess and volunteering, strategic need assessment income and expenditure and how business and enterprise activities. An assessment of need that takes changes to the projected figures • Parenting support including an outward-looking approach and will be monitored and managed. information sessions for parents considers future needs, provision The business plan should be the key at key transition points, parenting and opportunities across an area. document in guiding management programmes run with the support A needs assessment will take into decision-making. of other children’s services and account a wide range of internal family learning sessions to allow and external factors established clawback and replacement children to learn with their parents. through consultation and A mechanism used by grant-aiding • Swift and easy referral to a wide desk-based research. organisations (e.g. Sport England range of specialist support services and other lottery fund distributors) such as speech therapy, child study support to ensure that the community benefit and adolescent mental health Activities which take place out-of- from grant aided facilities that are services, family support services, hours and which have a learning demolished to accommodate intensive behaviour support, focus linking to the school curriculum. redevelopment are replaced and (for young people) sexual with facilities offering at least health services. Some may be Transfer of Control Agreement/ the equivalent benefit. delivered on school sites. Community Use Agreement • Providing wider community access A Transfer of Control Agreement to ICT, sports and arts facilities and sometimes called a Community Use adult learning and sign-posting to Agreement specifies which party existing community facilities. controls particular facilities, at what times, the number of staff and who hard to reach groups employs them, financial arrangement Any group which is difficult to access such as which party fixes fees and for any reason, such as: charges, what happens to income • Physical inaccessibility. from charges, treatment of energy • Language. and other costs, responsibility for • Cultural perceptions and traditions. repairs, health and safety and a range • Social expectations. of other matters. If control of any part of the school premises is to be shared out-of-hours or transferred during school hours, Those hours outside normal the school must first get consent to lesson times. the terms of its Transfer of Control Agreement from the local authority.

a whole community approach, community access An approach that includes everyone living or working within the catchment area of a school or education site whether or not they have any link or connection with the school.

Appendix E_Glossary_Sport England