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									              Surrey SSCO Training
                      Event

                 PGL Marchants Hill

               Wednesday 21st November
                       2007




 Tarique Choudhury
Development Manager
  Youth Sport Trust
    Outcomes for this Session?


• Purpose of M&E                • Targeting activity to
• 5 hour offer                    include all YP in PE and
• Id range of practical and       Sport
  effective ways of             • Communicating with
  monitoring work of families     Primary Schools more
  of schools                      Effectively
• Recognising potential roles   • Primary Talent ID/G&T
  of PDM, SSCo, PLT and           Criteria
  others (teachers, AOTTS)      • Knowledge of initiatives
  in contributing to the M&E      and funding
  process
• Planning and time             • Action Planning Session
  management                      and id of CPD needs
             What is monitoring &
                evaluation?
Monitoring                        Evaluation
is about putting in place         is the process of looking at
   simple & effective practices       the information generated
   that can be used to gather         and considering if you are
   information about what is          achieving the progress you
   going on.                          hoped for.

e.g. collecting information       e.g. have you increased the
   about participation in OSHL       targeted young people‟s
   through the use of                participation in OSHL?
   registers.
       Why monitor & evaluate?

To prove:                    To improve:

i.e. to demonstrate          i.e. to continuously seek
   progress to schools,         to raise the standard
   local partners, funders      of your work and
   and national agencies.       make greater impact.
Sustainable development




     Plan – Do - Review
          National reporting

• Annual PESSCL survey – requirement of
  funding award; demonstrates progress
  towards PSA target

• Annual review – requirement of funding
  award; demonstrates progress towards
  PDP targets – allows for more qualitative
  feedback on impact
        £100 Million Campaign
 Up to 5 hours of sport per week
•5 Hour Offer
•A new National School Sport Week
•Expansion of the Competition Managers Programme
•More coaches in schools and the community
•Further Education SSCO’s

     The Government will also challenge the sporting
  bodies to develop modern school sport competitions
      leading to local, regional and national finals.
                    PSA 22
         Government aim for 2008 – 2011
 ‘In addition to at least 2 hours per week of high
  quality PE and Sport in school for all 5 – 16 year
  olds, all children and young people aged 5 – 19
    will be offered opportunities to participate in a
    further 3 hours per week of sporting activities
    provided through schools, FE Colleges, clubs
               and community providers.
This will create a sustainable legacy both in terms
     of future elite success and grassroots sport’
                            Methods of collecting data

Register of attendance     Questionnaire                 Show of hands
Discussion groups          On line survey                Pupil record of achievement
End of year reports        Participation award           Video
Club membership cards /    Pupil journals                Clubs questionnaire / survey
swipe card system

LEA and/or OfSTED          Individual progress charts    End of year reports
evaluations

Interviews with pupils     Review tools e.g. ‘smiley’    Discussion / focus groups
                           faces, chuff charts etc.

EWO / tutor reports        Staffing timetables /         Observation
                           attendance lists

Interviews with coaches    Attendance & exclusion        Accreditation e.g. JSLA /
                           statistics                    CSLA / NBG awards

Detention logs             Photographic record           Pre & post course testing
Interviews with teachers   PE department meetings        Recruitment & induction of
                                                         AOTTs

Coaches’ log               Behaviour/ incident logs /    Staff meetings
                           records




         What exists already? What do you have to create?
         Who else can help?
            Monitoring protocol

•   Sample / be selective
•   Keep it simple
•   Keep it realistic
•   Keep it consistent
•   Share responsibility & clarify roles
•   Make sure “why” is understood
•   Make sure “how” is understood
•   Agree timescales
             Who else can help?

•   SSCos                   •   Young leaders
•   PLTs                    •   HEI students
•   PE teachers             •   FE students
•   Primary teachers        •   SDOs
•   Form tutors             •   CSP staff
•   School administrators   •   NGBs
•   LSAs                    •   Coaches
•   Pupils                  •   Club administrators
•   Parents                 •   Leisure centre staff
                                 M & E protocols
         (Example adapted from Idsall School Sport Partnership, Shropshire)
                                                   Key aims
            To provide quantitative and qualitative data to evidence and permit analysis of:
  Impact of the partnership on Physical Education (PE), Out of School Hours Learning (OSHL), and
                                           competitive school sport
Progress towards the achievement of the Public Service Agreement (PSA) target of a 75% participation
                     rate of pupils per school in 2 hours high quality PESS per week
                    Achievement of the partnership development plan (PDP) targets
  Accountability of Primary Link Teachers (PLTs), School Sport Co-ordinators (SSCos) and Specialist
                                             Link Teachers (SLTs)
                                                  Objectives
                                             Case study evidence
    PDM and SSCos will use a case study template to record examples of good practice including
 documentary evidence such as: photographs, feedback from students, teachers, parents and AOTTs;
       recorded numbers of pupil participation etc. SSCos will complete 1 case study per term.
                                                    Purpose:
                         To showcase the impact of the school sport partnership
                    To support sharing of good practice between all partnership staff
                                         Profile of registers for OSHL
 PLTs and SSCos will ensure all pupils attending OSHL opportunities          relating to PE and sport are
                                  registered, including information on the
                                  activity, gender and age groups taking part.
                                                      Purpose:
                    To provide quantitative data for progress towards the PSA target
                       To assist completion of the annual national PESSCL survey
                  To enable a review of participant groups and pinpoint priority areas.
           Key roles and responsibilities for partnership personnel
                                 PLT responsibilities
             Maintain a register of pupils attending OSHL opportunities
                                SSCo responsibilities
            Produce 1 case study per term using a partnership template
                                 PDM responsibilities
    Support all personnel involved in the monitoring and evaluation process
                                Analyse and evaluate:
                           - PESSCL survey information
                   `          - Annual partnership data collection
         - Termly and annual reports from SSCos on the progress of their family
                                              plans
       Collate and distribute to SSCos results of all data collection projects
Report evaluations of data to SSCos and PLTs and ensure they are reflected in the
                                         PDP
   Ensure family plans reflect the areas of need highlighted by the analysis of
                                  partnership data
  Provide an annual report on the partnership for Momenta, using the template
                                      provided
    Planning and Time Management


• Use of Family PESSCL data to inform work
  priorities over the short, medium and long
  term
• Use of a Progress sheet using 7 PESSCL
  questions and a red/amber/green system to
  inform your work
• Use of an Interim report using 7 PESSCL
  questions listing present term’s achievements
  and plans for next term
            Targeting Activity

      Including all YP in PE and Sport


Outcomes
• Identifying current non-participants and recognising
  barriers to participation
• Using different models of Inclusion and developing
  ideas to include current non-participants
• Identifying practical solutions for including non-
  participants
         Food for thought

Do what you‟ve always done and
 you‟ll get what you‟ve always
 got.

To get something different……..
        …….. do anything different!
           National target groups

•   Girls
•   Young people from socio-economic disadvantage
•   SEN pupils
•   Disaffected pupils
•   KS1 pupils *
•   KS4 pupils *
•   Young disabled people *
•   Young people from ethnic minorities *
*   Highlighted as concerns – PESSCL survey
Phase
                                                                                   Surrey SSPs




                                                                    Years 1 - 2




                                                                                  Years 3 - 6 2006




                                                                                                     Years 7 - 9 2006




                                                                                                                                                          S/C Links
                                                                                                                                        S/C Links 2006
                                                          PSA
                            PSA

                                      PSA

                                                PSA




                                                                                                                                                                                                                        LEA
                                                                                                                                                                                L and V




                                                                                                                                                                                                        LEA
                                                                                                                                                                      L and V
                                                                                                                                          Years 10 - 11
                                                                                                                        Years 10 - 11




                                                                                                                                                                                                         Competition
                                                                                                                                                                                          Competition
                                                                                     Years 1 - 2




                                                                                                        Years 3 - 6




                                                                                                                         Years 7 - 9
                                                                                        2007




                                                                                                           2007




                                                                                                                           2007

                                                                                                                           2006

                                                                                                                                              2007




                                                                                                                                                                                            2006

                                                                                                                                                                                                            2007

                                                                                                                                                                                                              2005/06
                            2003/04

                                      2004/05

                                                2005/06




                                                                                                                                                                                                                        2006/07
                                                          2006/07




                                                                                                                                                                      2006

                                                                                                                                                                                2007
                                                                                                                                                          2007
                                                                    2006
                             n/        n/        n/        7          n/           8          n/      9          n/     7      n/        4         n/       2          n/                  n/           3                8
10      Ash Manor            a         a         a         8          a            3          a       3          a      5      a         6         a        1          a         7         a            5        81      0

                             n/                            8                       8                  9                 8                5                  1                                           2                8
 8      Bishop Wand          a        70        78         2        63             4          85      0          88     8      58        5         18       5           8        8        37            9        81      0

                             n/        n/        n/        7          n/           7          n/      8          n/     8      n/        5         n/       2          n/                  n/           2                8
10      Epsom and Ewell      a         a         a         4          a            2          a       1          a      2      a         0         a        1          a         2         a            7        81      0

                             n/        n/        n/        7          n/           7          n/      9          n/     8      n/        4         n/       1          n/                  n/           2                8
10      Royal A and A        a         a         a         8          a            8          a       1          a      0      a         8         a        6          a         3         a            7        81      0

                             n/        n/                  8                       9                  9                 8                6                  1                    1                      3                8
 9      Therfield            a         a        76         4        81             0          89      2          75     7      51        3         28       3         12         2        31            7        81      0
                                                           8                       8                  8                 7                7                  1                                           2                8
 7      Winston Churchill   69        76        89         0        82             2          89      7          91     6      92        1         28       8         12         6        37            8        81      0
        Surrey Total %                                     7                       8                  8                 8                5                  1                                           3                8
        Average             69        73        81         9        75             2          88      9          85     1      67        6         25       7         11         6        35            1        81      0
                                                          8                                                                                               2                     1                       3
        National Av %                                     6                                                                                               9                     2                       5


        under 64


        64-70


        71-74
                  Targeting
Targeting is the process of identifying a specific
  group of young people who have needs you hope
  to address through your programme. It is a
  means of identifying how to engage with different
  groups of young people and allows activity to be
  designed around the needs of those groups to
  maximise the benefits for them. When we target
  an activity, we are including people, not
  excluding them. To identify the target group, we
  need to find out which groups of young people
  are not participating.
                                      Consulting with young people
Consultation with young people is an essential part of inclusion as it is the first step to engaging with young people.
                                             Why consult with young people?
                                           Encourage ownership of the programme
                             Help build self-esteem, confidence and sense of responsibility
                                Ensure activities are appropriate, appealing and engaging
                                   Provide information about the target group’s needs
                                           When to consult with young people?
                                          During the audit process to identify need
                                  At the planning stage to determine programme design
                            During the programme as part of ongoing monitoring and review
                           At the evaluation stage to determine effectiveness and next steps
                                            How to consult with young people?
                                                   School sports councils
                                                       Questionnaires
                                                  Computer-based surveys
                                                Website discussion boards
                                                         Graffiti walls
                                                          Hands up
                                                          Interviews
                                                        Focus groups
                                                         One to ones
                                                       Suggestion box
                                                     Telephone hotline
                                                      SMS messaging
                           Creative approaches e.g. role play, drama, video, photography etc.
                               What to consider when consulting with young people?
                                       What method best suits which young people?
                                       Is the method accessible to all young people?
                                  Could peer group pressure prevail or is it confidential?
                              Is the person leading the consultation trusted by the group?
                               Are the individuals truly representative of the target group?
                                         Are the boundaries and constraints clear?
                                      How long will it take? How long have you got?
                                    Are you really listening? Have you an open mind?
                                                  How will you feedback?
                                                Inclusion spectrum
 The inclusion spectrum, developed and adopted by the disabled people’s movement, states that barriers to participation by
 disabled people are not due to an individual’s medical condition or impairment, but are caused by attitudinal, economic and
    environmental factors. By taking this approach the focus is on the activity, rather than upon the person’s impairment.
This principle applies equally well to other non-participating groups. SSCos need to consider ways in which they provide and
                                          deliver activity in order to include all young people.
                         Examples of how the inclusion spectrum can be applied to other target groups:
                                                               Open activity
                                   Everyone doing the same, without adaptation or modification:
                 Activities that include everyone performing at their own level e.g. mass target throwing game
                                                             Modified activity
                          Everyone doing the same task but with changes to rules, area or equipment:
                                    Wheelchair user – double bounce of ball permitted in tennis
                                     Girls and/or younger pupils – tag instead of tackle in rugby
                              Boys from Sheik community – wear turban instead of climbing helmet
                                                              Parallel activity
         Everyone plays the same game but different groups play the game in different ways and at different levels:
                                  Sitting volleyball for pupils with less mobility; standing for others
                                      7-a-side netball game parallel with high five netball game
                                   Group pupils according to their ability within a specific activity
                                             Targeted activity (disability sport activity)
                          Reverse integration: non-disabled people take part in disability sport activities:
                                       Boccia – develops everyone’s skill within a target game
                               Kabadi – everyone participates in an activity from a different culture
                                   Boxercise – everyone participates in a non-traditional activity
                                                             Separate activity
                                                   A group of people play separately:
                                          Table cricket – for pupils with physical impairments
                                       Single sex swimming – to encourage girls’ participation
                                   Breakfast club – for KS1 pupils who are too tired after school
                    Different approaches can be used at different times to meet individuals’ learning needs.
                                              STEP framework
 The STEP framework offers a format to help adapt activities so that all young people can achieve success and have
                            fun. It is not just for inclusion of disabled pupils. STEP stands for:
                                                               Space
                                                                Task
                                                             Equipment
                                                              People
Page 12 of the ‘First Steps’ guide highlights some of the ways in which STEP can be used to change and vary tasks to
support a pupil’s learning and progress. The following ideas extend this framework to consider the active involvement
                                 of all young people and/or key target groups. For example:
                                                              Space:
                      Is the facility accessible to disabled young people with mobility impairments?
                                Does the facility enable you to provide single-sex sessions?
                                   Is the facility accessible to young people in rural areas?
                              Do the young people feel comfortable and ‘safe’ in the facility?
                              Do the young people have a sense of ownership of the space?
                                                               Task:
                             Is there a wide choice of activities within the OSHL programme?
                   Have the young people been involved in determining the programme of activities?
        Do the young people perceive the activity to be about fun, participation, performance or competition?
            Do the young people need a ‘taster’ or ‘foundation skills’ programme before joining an activity?
                                                            Equipment:
                                  Is the activity too expensive for young people to access?
                                   Are the rules about kit off-putting and/or discriminatory?
                                    Is specialised equipment provided and/or subsidised?
                                                  Is the equipment child-friendly?
                                                              People:
      Are young people encouraged to take on leadership and/or administrative roles as well as participating?
       Who do the young people prefer to participate with e.g. single-sex session, others of same ability etc?
              Who leads the session? Is it a role model that young people will respect and respond to?
                Who else influences the young people’s involvement? Can you win them over first/too?
                      In November 2002 a series of SSCo network meetings was held across the country. The focus was on
                      inclusion and, from the many issues and ideas that were discussed, we have created these TOP Tips to
  TOP TIPS
                      help you tackle the issue of including ALL young people in PE and school sport.


Involve the young people themselves in decision making and in making things happen
Ask young people what they want and involve them in decision making from policy areas (e.g. PE kit, changing
areas etc.) through to their own learning (e.g. how to include a young disabled person in a lesson/activity, or
what sports are on offer in OSHL opportunities). Develop a school sports council.

Think about how you can use other people to influence and make provision for young people’s
participation
E.g. An SSCo was struggling to engage young people from an Asian community in activities that involved the
students’ parents. Many of the parents were keen cricketers and they gave practical support to the development
of a local cricket league through the provision of transport, as many of them were employed locally as taxi
drivers.
Consider how you can influence the strategies that make opportunities available to young people
Timetabling, transport, moving and handling are some of the internal policies that have been challenged and
changed to improve opportunities (e.g. a rurally-based SSCo school has developed different transport
arrangements twice a month to allow for OSHL clubs to run). The quality of provision outside the school has
also been changed (e.g. only clubs with a charter mark have been promoted to pupils).

Think about the media and format you use to communicate with young people
Use ICT systems to communicate (e.g. computer screen savers to advertise OSHL clubs, SMS text messaging
about forthcoming activity sessions and an e-mail suggestion box.) Involve pupils in developing their own notice
boards and designing posters to promote events etc.

Develop inclusion as a whole school approach
Make the inclusion of all young people the responsibility of every one involved in PE and school sport including
Heads and Governors through to PE teachers, learning support assistants, playground supervisors and AOTTs.
Consider their training needs in order to achieve the desired outcomes.
Dare to be a bit different. Be innovative. Try things out
If we always do what we have always done, we will always get the same result. Enthuse and excite the young
people by creating new and different opportunities for them to engage in. Becoming more inclusive is a process
NOT an end result. Introduce change over a period of time and anticipate where changes can be made in future
provision. Use the young people’s creativity!
Increase the profile of ALL young people in the school
Celebrate the success of ALL young people through newsletters, presentations and assemblies (e.g. an SSCo
used single sex assemblies to promote positive messages). Introduce a positive reward system and celebrate
pupils’ achievements. (E.g. an SSCo held a demonstration for parents to mark the end of a scheme of work in
gymnastics, to celebrate the young people’s achievements, to involve the parents in their child’s learning, and to
identify support for an after-school club).
Identify agencies that have mutual interests and engage with them about PESS initiatives
A key to sustainability is tackling change with partners. E.g. an SSCo developed a partnership with a local
leisure centre regarding the distribution of discount cards for access to community sports opportunities. The
SSCos developed a whole school approach to distribute the cards to young people as a trial. That holiday the
leisure centre was overwhelmed with demand (whereas previously it had struggled to fill places) especially from
more disadvantaged young people.
Utilise different people as role models and leaders
Developing new leaders and coaches not only utilises people with new skills and additional time to support
activity but provides different role models. E.g. a group of schools in an inner-city used secondary-age girls to
lead playground dance sessions for primary pupils. This increased the participation of both sets of pupils and
improved the behaviour of both too.
Learn from others
Take advantage of the support structures: locally (e.g. community groups, race equality councils), area based
(e.g. YST area teams, Sport England, EFDS regional managers) and other partnerships (e.g. SSCo networks,
case studies).
                                              Sources of support
       These are a few examples of sources of support. In most cases, the SSCo’s first port of call will be the PDM.
                                                       Who can help?
Other school staff e.g. SENCO, learning support assistants, G&T co-ordinator, lunchtime supervisors, senior management,
                                                       physiotherapists
                                                 Parents and carers / siblings
                                    Young leaders / older pupils / peer group role models
                                                  PLTs / other SSCos / PDM
                                           Local authority sports development unit
                             LEA e.g. advisers, strategic managers, study support co-ordinator
                                                Youth service / social services
                                    Youth offending teams / police / Positive Futures team
                                              Voluntary and community groups
                                                         Connexions
                                                 County sports partnerships
                                               Sports clubs and local coaches
                               National governing bodies of sport (local, regional & national)
                                     Equity organisations: EFDS, WSF, Sporting Equals
                                                      Youth Sport Trust
                                                          ContinYou
                                                       sports coach UK
                                                        Sport England
                                                       What can help?
                                 Local funding and resources – through the above contacts
                                            National programmes and resources:
                                                          Youth Sport Trust:
                                               TOP programmes including TOP Sportsability
                                                                  Elements
                                                     Primary playground resource pack
                                                             Nike Girls in Sport
                                                               Living for Sport
                                                   DfES: Success for all CD-Rom
                                        BPA / NASUWT Paralympic curriculum support pack
                                                    Examples of practice:
                                      QCA PESS investigation website: www.qca.org.uk/pess
                                   Youth Sport Trust: www.youthsporttrust.org/partnershipintranet
                                                 How can you learn more?
                         National professional development programme modules on inclusion - LEA
Other School Policies and Plans
    Equal opportunities policy
       Inclusion statement
 Race equality or anti-racism policy
      SEN or SENDA policy
    Gifted and talented policy
        Anti-bullying policy
   Looked-after children policy
   Behaviour improvement plan
    Individual education plans
          Inclusion forum
               Working Effectively with Primary Schools
Advocacy
Spend ½ - 1 day with PLT acting as a TA (not necessarily in PE) – Get insight into the many ‘hats’ a
PLT wears and demands placed during an average day
Meet HT and Receptionist/Office Staff (Gate keepers of school) – Building relationships and
ingratiating yourself – Speak to HT whenever you can
Attend staff meetings where relevant i.e. ensure they all know about PESSCL
Attend/Lead assemblies giving out certificates, Young Leaders (supporting them working in the
school), Young Ambassadors
Attend Parent Evenings if relevant
Develop Sports Council and YP voice in Playground Development, OSHL Clubs and S-C Links
Help set up PESS noticeboard – Regularly updated with photos i.e. your own, playground leaders,
midday supervisors, contacts, local clubs, coaches, newsletter including cluster, family info etc, web
pages and links, PESSCL results
Set a professional image i.e. clothing, time keeping, punctuality, preparation, equipment

Efficient Communications
Find out best time to contact PLT during a working day
Let PLT know your release days and know what PLTs are doing during those days if you want to reach
them
Know PLTs school/personal e-mail; mobile phone no and give them your own
Use of Cluster meetings for PLTs to exchange nos and e-mail addresses so they can share good
practice and build good relationships
Applying Informal Pressure
Link PESS with ECM Agenda e.g. Enjoy and achieve through attending and enjoying school – Being
ready for school – Educational achievement – Personal and Social Development – Enjoying Recreation
Know your PESSCL data and display school results
Target intervention against the data
Measure and record and report the impact on YP with HT and staff – Use of 10 HQ Outcomes
Link PESS with whole school improvement in terms of attainment, behaviour and attendance (See QCA
PESS website for case studies) – BIG one with HTs
Use of OfSTED ‘Where is 2 hours PE in the curriculum?’ question
Link with Healthy Schools Award – 2 hour physical activity requirement – Might be part of PLTs
responsibility
Use of Activemark accreditation – Letter for why they might have not achieved it against which questions
for targeting in current year
Awareness of ‘Assessment for Learning’ – HQ learning at the pace of the YP taking into account their
learning styles and abilities – Involving them in the sharing of learning goals – YP knowing and
recognising the standards they’re aiming for – Peer and self assessment – feedback which leads pupils to
recognise next steps and how to reach them – involves teacher/coach and pupils in reviewing and
reflection on assessment
    Primary Talent Id / G&T Id Criteria

• Dave Morley (Leeds Met University) in
  collaboration with YST has developed a „Multi-
  Ability Model‟ used to id G&T in Years 5/6
  (www.talentmatters.org). We‟ve started to
  advocate this model after selection on to Multi-
  Skills Academies.
• Morley suggests using NC PE levels first and then
  the MA profile for high achievers to id strengths
  and weaknesses
• Gary Palmer – PDM – Richmond SSP also has a
  protocol for Primary G&T used across all his
  Primaries to standardise identification
• Secondaries should use Sports College exemplars
                                                      Multiability
                                                      pupil profile
Pupil’s name: School:
Comments:
                  Please respond: 5 = Excellent, 4 = V Good, 3 = Good, 2 = Satisfactory, 1 = Poor
                                                         Creative
Consolidates and develops skills in a creative, inventive and innovative way
Responds to stimulus in an innovative way
Offers a range of productive and viable solutions to a problem
Shows confidence in experimenting with acquired skills and ideas through application (e.g. within
a gymnastic sequence, dance composition or game)
                                                                                                    Total
                                                        Physical
Explores and develops skills demonstrating control, fluency and quality in a range of activities
Demonstrates a range of skills in different compositional and tactical situations
Demonstrates good peripheral vision and uses this in a range of situations across activities
Shows precision when executing movement skills with high levels of coordination
and balance
                                                                                                    Total
                                                        Social
Demonstrates the ability to take the lead when working with others
Communicates clearly to others when describing their performances showing an understanding
of tactics/strategies and compositional ideas
Demonstrates the ability to make good decisions when working collaboratively
Enables and empowers other pupils in participating effectively in activities
                                                                                                    Total
                                                          Cognitive
Demonstrates the ability to transfer skills effectively across a range of activities
Demonstrates the ability to plan and utilise a range of strategies in a number of activities
Identifies strengths and weaknesses, offering suggestions for improvement, across a range of
performances
Uses a broad analysis vocabulary when describing performances
                                                                                                    Total
                                                         Personal
Demonstrates the ability to maintain focused on task in a variety of situations
Demonstrates the ability to plan goals and set realistic targets
Highly motivated to achieve team and individual success
    Knowledge of Initiatives & Funding

                 How do we get it?
• BLF OSHL through SSP (PDM)
• Playground Development through ‘Playground Partnerships’
• ‘Awards for All’ through CSP or LA Sports Development
• School funding through PTAs / School
  Improvement/Development Plans
• New ‘Extended Activity Plans’ written with External Agencies
  i.e. Extended Services/Healthy Schools to access non
  participants and accessed via CSP (Suzanna)
• New ‘professionalised’ coaches providing alternative activities
  in alternative settings e.g. Youth Clubs, PGL
• Local businesses through promotion/advocacy work e.g.
  Epson & Ewell SSP, Richmond SSP
Individual Action Planning

  What is the good practice?   How can I implement it?   What difference will it make?

								
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