The document discusses how physical education, physical activity, and school sport can help all young people develop skills for success in and beyond school. It argues that there is no such thing as "vulnerable" groups, just unsuitable provision. It provides five key principles for working with different groups of young people based on rigorous data analysis, raising aspirations, improving social and emotional skills, parental engagement, and supporting key transition points. The document also shares several quotes about developing a sense of belonging, control, and value in order to help young people succeed.

1. “There is no such thing as a
vulnerable group of young
people, just unsuitable
provision….

4. Changing the way we think
about ‘vulnerable’ groups of
young people
Kevin Barton
Head of Achievement, Youth Sport Trust

5. Challenging ourselves to think
differently in working with
particular groups of young
people

6. Who are your vulnerable young
people?

18. How can Physical Education, physical activity
and school sport help all young people
develop, demonstrate and articulate the
skills, attributes & behaviours they need to
be successful at and beyond school?

19. Five key principles based on DfE
guidance for the use of the Pupil
Premium

20. Rigorous data analysis & monitoring
Raising aspirations
Improving social & emotional skills
Parental engagement
Key transition points

21. “Precision has an inverse relationship
with accuracy
Professor Dylan William
Institute of Education
Rigorous Data Analysis

22. “Precision has an inverse relationship
with accuracy
Observing young people in Physical Education
settings gives teachers an opportunity to build a
more rounded picture of their strengths and
weaknesses
Rigorous Data Analysis

23. “For young people to succeed, they need to feel:
That they have some control over their own destiny
That they are valued by parents, peers, teachers
and others
A sense of belonging to a community
Aspirations

24. “For young people to succeed, they need to feel:
That they have some control over their own destiny
That they are valued by parents, peers, teachers
and others
A sense of belonging to a community
Aspirations
And, if doesn’t come from you…

25. “‘The characteristics we learn through playing sport like team
spirit, being competitive, determined, organising ourselves and
playing fairly helps us improve in the classroom.
Being selected for school teams gives us more confidence and
the willingness to try hard and speak-up for ourselves.’
Student, Eastbury Comprehensive School
“Going the extra mile- excellence in competitive school sport.”
Ofsted 2014
Social & Emotional Skills

26. • How explicit are you in developing these skills?
• How do you use PEPASS to build educational capital
in disadvantaged young people?
• How well do you track participation and
representation?
• What steps can you/do you take to improve
opportunities for vulnerable young people?
Social & Emotional Skills

27. “The impact caused by different levels of parental
involvement is much bigger than differences
associated with variations in the quality of schools.
The scale of the impact is evident across all social
classes and all ethnic groups.
(Harris and Goodhall 2007)
Achievement for All Independent Review
Parental Engagement

28. ‘Hard to reach’ students often have
hard to reach parents and come from
hard to reach communities.
How can PEPASS provide a non
threatening, positive opportunity for
parents and carers to re-engage?
Parental Engagement

29. Challenge 1 - Aspirations
, talk & think like an athlete…
Walk, talk & think like an athlete
Devise an intervention that uses elite athletes as
Who, why, what, how?

30. Challenge 2 - Social & Emotional Skills
Educational Capital
How effective is your co-curricular programme a
Offer, marketing, peer leadership, working wit

31. Challenge 3 - Parental Engagement
Physical Activity as a Vehicle
Create a physical activity scheme that brings les
Welcoming environment, the right offer, conne

32. Challenge 4 - Key Transition Points
Physical Activity as a Vehicle
Develop a PE based peer mentoring scheme to e
Aspirations, social & emotional skills, parental

33. How can we help?
Sky Sports Living for Sport
Girls Active
Get to the Start Line

35. How can we help?
Sky Sports Living for Sport
Girls Active
Get to the Start Line
Get to the Start Line