CASE STUDY/ LEADING PRACTICE TEMPLATE

 Case Study Title:              Halton Junior Play Leader Award Scheme

 Senior Management quote:

CONTEXT (Background detail)

 School/ Partnership/ Other Setting name:                 Halton LEA SSCO Partnership

 Example of Sports College development work                        Example of SSCo partnership work? 

 YST Area:        NW                      Location: Urban
 If applicable:
 Age Range:          4 – 11yrs             Type of School:     Primaries              Admission Policy:
 Optional Information:
 Attendance:               %          Pupils FSM:     %           5 GCSE A*-C:    %       1 GCSE A*-G:    %

 Extra context details if applicable:

 Source of Case Study:

 Core YST Information Area:
 (Please tick as appropriate)
 PESSCL                                      School Improvement and Diversity 
 School in the Community                     Inclusion 

PROCESS (Steps of the process which the school/ partnership/ other setting went though)

 What were the Key Aims and Objectives
    To address the needs of primary schools around lunchtime activity / behaviour using young
    Development of a Junior Play Leader Scheme to train Y5/6 pupils as young leaders to organise
       and lead structured play activities in lunchtime sessions for pupils 3-6 yrs. Sessions are open to
       all pupils in YR and KS1
    Development of skills through play – leaders encouraged to focus activities around skills required
       in KS1 curriculum. Opportunities for pupils to acquire and develop their skills and apply them to
       various situations. Improved experiences of fitness and health through increased opportunity for
       physical activity. Links to citizenship agenda and safe practice

Contact name:                                                                                             1
 What were the key targets/actions you set?
    Improved playground environment and behaviour
    Increase the number of young people with leadership skills and experience
    Raise physical activity opportunities for KS1
    Develop a strategy to enhance the delivery of PESSCL target of 2 hrs high quality PE & Sport
    Support vulnerable young pupils
    Improve the relationships between key stage phases and adults and pupils
    Create partnerships between pupils; MDA’s; SSCO’s; secondary schools and pupils and external
       agencies including sports development and Healthy Schools programme
    To sustain the programme through the SSCO network
    Raising standards through physical skills; attitudes and behaviour
    Improve the quality of work in KS1 particularly during the afternoon period
    Reduce the number of incidents at lunchtime
    Increase the use of playleaders across the whole school community
    Set up a monitoring and evaluation process to assess the impact of the programme

IMPACT (What difference has it made?)

 What has been the impact to date?
    Improved playground behaviour
    Reduction in the number of reported incidents at lunchtime
    1400 young leaders trained from Y4 – Y6
    100% of primary schools involved in the project
    raising of standards, particularly in physical skills and behaviour during the afternoon
    increase in confidence and self esteem, both within KS1 and trained play leader groups
    increased impact upon pupils who previously exhibited behavioural difficulties
    increased dedication of time to physical activity in KS1
    increased awareness of the scheme within the primary sector and individual schools
       involved in the programme
    impact on schools using scheme to contribute to achieving Halton Healthy Schools award
       in a variety of strands including physical activity; emotional health & well being;
       potentially vulnerable young people; safety & citizenship
    Scheme used nationally in 14 SSCO / SSC partnerships; 8 LEAs and 13 individual schools
       across the country

 What do you feel is still to be achieved?

        Looking at possibilities of developing a similar scheme for Junior playground using trained
 To continue family training delivered by SSCO’s and sustained and supported through JSLA / CSLA
 students in all partner secondary schools
      Monitoring the transition of playleaders from Y6 into Y7 – have just started a process by
         which secondary schools are informed of trained playleaders from their feeder schools in
         order to sustain their involvement in leadership opportunities in year 7.
 Development of partnership accredited leaders award for Y7-Y9 to enavle links to be made
 smoothly from JPLA in Y6 to JSLA in Y10. this will be developed through the SSCO partnership
 and shared with other schools across the borough ( also in consultation with British Sports Trust)

 How have you promoted and disseminated this example of good practice with others?
     Healthy Schools network
     Local SSCO conference
     TOPS newsletter
     Word of mouth from participating schools / LEA’s – feedback from evaluations shared with
       schools and purchasers
     PDM / SSCO regional networks
Contact name:                                                                                      2
      Delivery of training to SSCO partnerships and schools across the country
      Scheme available nationally to purchase
      NW Advisory network
    Invited to speak at PE conferences / networks around the country – PDM national conference 2003;
 Baalpe NW conference 2002; Cumbria PE & Sports Conference 2003

 What key mechanisms are in place to ensure the sustainability and development of these
 improved standards?

    Continued support for schools through
        LEA programmes of work – scheme is embedded within Halton Educational
           Development Plan / Children & Young Peoples Plan
        National Healthy Schools Standard
        SSCO programme Development Plan
        NOF/ OSHL programme
        Support of PESSCL strategy target of 2 hours physical activity
        Schools encouraged to self support through peer mentoring scheme using current
           and aspiring playleaders
        Secondary schools identify young leaders in Y7 and responsibilities delegated within
           and beyond PE department
        SSCOs now trained to deliver in family schools


 Details of evidence to support case study (quantitative and/or qualitative information)

 Please see attached summary of responses of evaluation questionnaire sent to participating
 schools within and outside the borough of Halton and regional LEA’s and SSCO partnerships.

 In addition:-
 100% of borough schools including special schools involved in the proect
 1400 playleaders trained since the start of the project
 Over 10,000 pupils in KS1 benefited since the scheme started

 The following are examples of comments made in review sessions:

 “ There have been less incidents during the lunchtime since the scheme started” (MDA)
 “ Play leaders are enjoying the work they are doing and the infants love the increased contact
 with older pupils and the use of different equipment” (Headteacher)
 “ I have got a lot more confidence now since being involved” (Y6 pupil)
 “ The group have devised strategies to cope with organisational and discipline issues that have
 arisen” (Headteacher)
 “ There has been a significant improvement in the confidence and attitude of play leaders to their
 school work since being involved in the programme” (Y6 class teacher)

 Endorsement by other partners (If your Case Study has involved other partners e.g. LEA, LA,
 EYDCP, NGB, include information or quotes from them which endorses the work)

 Scheme is included in examples of good practice case study for the promotion of physical activity
 and its contribution to other strands within the NHSS

Contact name:                                                                                          3

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