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Contents Foreword Acknowledgments 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
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