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EQIA



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Equality impact assessment

NLINE 39 ONPROTECTED EQUALITY IMPACT ASSESSMENT LINE 18 LINE

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Name of policy: School Sport Award

Introduction

Lead officer

Robbie Stewart

Others involved in the assessment

Michelle MaGee, David Williamson, Dawn McAulay, Penelope Peacock, Mary Allison, Jacqueline Lynn, Darren McKay

Date(s) of assessment

8 August 2013, Updated 26 March 2015, Final Update 2 September 2015

Description of policy

Background

Scottish Government announced the intention to create a School Sport Award programme in September 2012. The School Sport Award is also a Scottish Government objective within the 2014 Legacy plan for the Glasgow Commonwealth Games. sportscotland have led the development and implementation of the programme.

There has been a phased roll-out of the School Sport Award with phase one taking place between January and May 2014 in three local authorities; North Lanarkshire, West Lothian and Argyll and Bute. The local authorities were selected to reflect the diverse nature of school offering in Scotland. These trailblazer local authorities assisted in refining the award prior to the national launch and roll-out which commenced September 2014.

The sportscotland School Sport Award recognises and accredits schools that continuously improve physical education and school sport, within and outwith the curriculum, and strengthen sporting links between the school and the communities around them. The award also recognises a school’s achievement in putting quality physical education and school sport at the heart of a school’s planning, practice and ethos.

This work aligns to the existing work schools are undertaking to deliver a Curriculum for Excellence as well as contributing to the development of a world class sporting system.

Purpose and outcomes

The School Sport Award provides a platform for schools to self assess their current practice and apply for a national award to recognise their achievements.

The School Sport Award has five key outcomes in relation to physical education and school sport:

  • Recognise and celebrate successful physical education and school sport models within both primary and secondary schools

  • Encourage schools to self reflect and continuously improve

  • Help schools to increase young people’s opportunities in physical education and school sport and provide a pathway to life long participation

  • Put young people at the forefront of the decision making, planning and implementation processes

  • To help schools to put physical education and school sport at the heart of their planning, practice and ethos.

How it links to sportscotland corporate and business plans

The School Sport Award is a key project within the schools and education portfolio of sportscotland’s 2015-17 business plan. It is also reflected within the participation impact measures in the 2015/19 corporate plan:

We will have used the sportscotland School Sport Awards to strengthen the quality of sport within schools, driving strategic quality improvement and impact.

The Award focuses on the following nine core areas, which are linked to the Scottish Government’s youth sport strategy, Giving young people a sporting chance;

  1. Physical education

  2. School sport

  3. Pathways

  4. Compete and perform

  5. Celebrating sport

  6. Leadership

  7. Career Long Professional Learning (CLPL)

  8. Recognition and awards

  9. Access to school facilities (secondary only)

How we intend to implement the policy

The School Sport Award provides schools with access to an online self assessment tool through the sportscotland website. The tool encourages self reflection and continuous improvement to help schools make real quality improvements in physical education and school sport.

The self assessment tool asks schools a series of questions to help them identify where they are positioned against an aspirational Gold standard. On completion of the assessment schools are provided with a report to give them an overall score, current level of award and details of how they have rated in each core area. Schools are also provided with a development plan template and asked to select at least one area they want to improve on and explain in their plan how they propose to progress this area.

Guidance is available to schools via the sportscotland website and local support for schools is also available from Active Schools coordinators and physical education lead officers.

Schools will be notified if they have scored high enough to be eligible for a Gold School Sport Award and if they choose to apply for a Gold Award they will be asked to go back through each section and upload evidence to support their application as well as their development plan. There is also a supporting statement box for each section to be completed by the young people who sit on their school sport committee.

The Gold Award applications are externally assessed in two stages;

  1. An initial assessment is completed by the associated local authority partnership manager (LAPM) using the CRM system to input their feedback and recommendations to the review panel

  2. A School Sport Award review panel has been established to make the final decision on each application based on the evidence and supporting statements provided and the recommendation and feedback provided by the LAPM’s.

The School Sport Award review panel consists of representatives from the following groups and organisations;

sportscotland

Education Scotland

National Governing Bodies of Sport

Physical Education Lead Officer network

Active Schools network

Young People’s Sport Panel


Representatives from sportscotland and from the School Sport Award review panel will visit every successful school to present them with their sportscotland Gold School Sport Award flag and certificate. Gold Awards are valid for two academic years. At the end of the two years schools must re-assess and if eligible they will need to re-apply for a new Gold Award for the next two academic years.

Who policy is likely to impact on and how

Who will the policy benefit (i.e. who is the customer?) If applicable, you should consider how sportscotland’s investment is spent in the context of this policy.

Young people in schools – The Award should support and encourage schools to provide more and better opportunities to participate in physical education and school sport.

Local authorities – The Award should bring focus to delivery, improving integration between Active Schools, PE and sports development. The Award should improve the sport pathway, and ensure leadership and other development opportunities.

Is it designed to impact on one/some/all people who share a protected characteristic? How?

The Schools Sport Award is designed to have a positive impact on all children and young people in schools. It is not targeted at any specific groups.

How will customers be involved in the development and roll out of the policy? If no involvement mechanism, how will customer needs be identified and addressed?

Young people – The Young people’s sports panel have been involved in consultation and development and a formal record of feedback is available, including video evidence.

Local authorities – The three pilot local authority areas were involved in consultation and development. A formal record of their feedback is available.

Education Scotland – were consulted throughout the development process and they developed the reflective questions for the PE section of the assessment. HMIe were also consulted. Education Scotland also have representation on the School Sport Award review panel.

PE lead officers (PELO’s) – were consulted at one of their national training days and a PELO sits on the review panel. Representation from the PELO network on the review panel will be rotated on an annual basis.

Scottish governing bodies of sport (SGBs) – consultation has taken place with Scottish Swimming and the Scottish Rugby Union. A member of the SRU represents the SGB network on the School Sport Award review panel. Representation from the SGB network on the review panel will be rotated on an annual basis.

Scottish Disability Sport (SDS) – consultation with SDS has been ongoing. On completion of the first year of the national roll out on 7 May 2015 a questionnaire will go out to all ASN schools that have registered on the SSA system to get feedback to inform any future changes we may need to make to reflect their needs.

Higher and further education (HE/FE) – were consulted via the Association for Physical Education (AfPE).

Consultation has also been undertaken internally at sportscotland with a range of sports development partnership managers, lead managers and the school sport programme board.

Which partners will be involved in the development and roll out of the policy and how?

Education Scotland – ongoing support and guidance and representation on the School Sport Award review panel.

Local authorities – Will ultimately deliver project locally

SGBs – ongoing support and guidance and representation on the School Sport Award review panel.

Scottish Government – Strategic lead

PEPAS Excellence Group – National representative body, check and balance, consultation role

Think about the impact the policy/practice will have on eliminating discrimination, promoting equality of opportunity and fostering good relations between different groups.

Protected characteristic

What do we know about this group in the context of this policy?1

What further evidence should we collect?

What is the potential impact (positive, neutral and negative) on people who share the characteristic?

What could we do to reduce any negative impacts, maximise positive impacts and ensure quality information?

What further evidence should we collect?

Age

The following information about children in Scotland and the physical activity recommendations* is collected through the Scottish Household Survey (2011):

Including school-based activity**:

  • Overall 73% of children met the physical activity recommendations

  • 80% to 81% of children aged 5-10 met the recommended physical activity levels

  • This declined to 75% at age 11-12 and further to 59% of those aged 13-15

  • It is important to recognise the connection between age and sex. The decline with age was particularly apparent in girls (48% of girls aged 13-15 met the recommendations compared with 69% of boys)

Excluding school-based activity:

  • Up until the age of 8-10, the proportion of children meeting physical activity recommendations varied little by age (ranging between 70% and 72%).

  • It dropped to 64% for those aged 11-12 and to 50% for the oldest age group (13-15 year olds).

  • Again the connection with sex is important. For boys, levels were largely similar up until aged 13-15 when they dropped to 59%. For girls the proportion meeting the target began to drop at age 11-12 (56%) and then reduced further to 41% for those aged 13-15.

Active Schools data

Active Schools monitoring gathers information on the consumption of activity, broken down by the year group of participants, which can be used as a rough proxy for age. This data suggests that the consumption of activity increases as pupils move through primary school, and decreases throughout secondary school. The data does not show whether this is through the provision of fewer opportunities for early primary and later secondary, or whether this is through poorer uptake amongst these age groups

Active Schools data does not tell us whether the percentage of pupils who regularly participates is unevenly distributed across age groups (though we might expect this to be clustered in the same age groups as the consumption of participation).

We should also consider the differences between a pupil’s age and their year groups. Research suggests that a pupil’s relative age within a year group is determinant of sporting participation.

The Scottish Government’s Teacher Census provides data on the demographic of teachers.

Active Schools monitoring has no information on the age profile of deliverers.

The self-assessment tool will collect evidence against six core areas:

  • PE

  • School sport (i.e. extracurricular activities)

  • Pathways (links to wider community sport)

  • Compete and perform (i.e. participation in events, competitions and festivals)

  • Celebrating sport – attendance at sporting events, sports days, recognition

  • Leadership – Opportunities to lead, deliver and influence

The school sport awards self assessment tools does not measure the quantity of consumption of participation, it measures the percentage of the school roll that regularly participates.

Potential positive impact on young people as improvement initiatives should create more and better opportunities to participate in sport

Potential positive impact on adults who work in school environments as there will be increased learning and development opportunities

Opportunity cost (Existing participants or non-participants who fall out with target groups): Potentially negative impact on the participation of young people who are not within a targeted group.

While guidance should encourage schools to target provision to every child, it should also recognise that some groups participate less than others (e.g. teenage girls) and we may need to target specific activity to encourage these groups to participate more.

Specifically ask schools to give examples and evidence of targeted activity they offer for groups that are under-represented in school sport. In particular there could be a question about uptake of Active Girls initiatives.

  • Add this to the guidance note for uploading evidence for the core areas of School Sport and Compete & Perform.


Disability

Active Schools data

Active Schools monitoring data provides limited information on participation amongst pupils and young people with a disability. There is information on the amount of participation in Active Schools supported activity in ASN schools, however, this does not necessarily equate to participation by young people with a disability (depending on the definition of disability). Active Schools monitoring has no information on the participation of pupils with a disability within mainstream schools.


Potentially positive impact because schools can be encouraged to demonstrate inclusive practice for children and young people with disabilities through the evidence provided in the self-assessment. If schools are unable to demonstrate inclusive practice, this can be identified as an improvement area. Good examples of inclusive practice can be shared more widely across Scotland.

Opportunity cost (Existing participants or non-participants who fall out with target groups): Potentially negative impact on the participation of young people who are not within a targeted group.

Specifically ask schools to give examples and evidence of inclusive practice for children and young people with disabilities across their PE and school sport programme.

- Add this to the guidance note for uploading evidence for the core areas of PE and School Sport.

Ensure local partners are aware of disability and inclusion resources and support available to staff and volunteers working in PE and school sport. SDS will also be able to provide advice in this area.

- Add links to useful resources and sources of information to the School Sport Award website.

Questions for SDS:

What evidence exists around participation rates for disabled people in PE and school sport?

What resources and sources of useful information are available to PE and school sport practitioners?

Gender reassignment

The Equality Network’s Out for Sport report on tackling transphobia in sport found that many transpeople had a negative experience of sport at school. 74% of respondents were keen to see schools have a primary involvement in reducing discrimination.

The Rugby Football League’s report into young LGBT people’s perceptions and experiences of rugby league found that trans young people may experience particular anxieties around changing rooms.

Active Schools monitoring has no information on gender reassignment.

Potentially positive impact on trans young people as schools can be encouraged to demonstrate career long professional learning (CLPL) that helps staff and volunteers involved in PE and school sport understand the needs of trans young people.


Ensure local partners are aware of training and development opportunities around the needs of trans young people in sport.

- Add links to useful resources and sources of information to the School Sport Award website.

Question for LGBT Youth Scotland: What specific training and guidance is available around the needs of trans young people in PE and the wider school sport environment?

Race

Active Schools monitoring has no information on race, religion or belief.

Additional analysis undertaken on Scottish Household Survey data from 2009 found that:

  • People who identified as ‘other British’ or ‘any other white background’ were more likely to participate in sport than other groups. Asian people were least likely to participate. Participation for those who identified themselves as Scottish was close to the average participation rates.

  • After walking, swimming was the most popular sport for all groups except Asian and Any Other Background. For Asian people the most popular sport was running/jogging, closely followed gym and keep fit/aerobics. For Any Other Background, the most popular sport was running/jogging, followed by dancing.

This is for adult participation. The same information is not available for young people.

Potentially positive impact on black and minority ethnic groups (BME) as schools can be encouraged to demonstrate targeted activity at groups who are under-represented in school roll.

Opportunity cost (Existing participants or non-participants who fall out with target groups): Potentially negative impact on the participation of young people who are not within a targeted group.

Specifically ask schools to give examples and evidence of targeted activity they offer for groups that are under-represented in school sport.

- Add this to the guidance note for uploading evidence for the core areas of School Sport and Compete & Perform.

Question for CRER:

What evidence exists around participation rates for BME young people in PE and school sport?

Is there any guidance available on sports participation amongst young BME people (i.e. barriers, challenges, preferences, etc.)?

Religion or belief

Please note that all of the evidence provided below is not specific to children and young people but will in the most part still be applicable. .

Scottish Health Survey

  • Overall, respondents who said they had no religion were the most likely to meet the physical activity recommendations.

  • Muslims were the least likely to participate in sport (39%).

  • Roman Catholics also had a significantly lower participation rate than the national average (46%).

  • People from ‘other Christian groups’ had a significantly higher participation rate at 52%.

Scottish Household Survey

  • Again limited data from SHS although ad hoc analysis has provided an indication

  • Little variance across religious groups and does not separate out a vast number of religions so we cannot see what the figures look like for ‘other’ religions

  • For those who identified with a religious belief, the Church of Scotland had the lowest levels of participation followed by Roman Catholic, Other and Christian.

Other points to consider

  • In some parts of Scotland there are divisions between different religious groups which can impact on society and also on sport. Indeed, in December 2011, the Scottish Parliament passed the Offensive Behaviour at Football and Threatening Communications (Scotland) Act to address some of the issues which arise from sectarianism in football

  • Various attitudes and requirements exist within different religions which impact on people’s ability to take part in sport (e.g. appropriateness of clothing, religious dates, fasting, single-sex provision). Furthermore religion can sometimes dictate daily life and be the principal organiser of social life.

  • We noted earlier that racial and religious discrimination are closely related. Sporting Equals suggest that people often prefer to be defined by their faith identity than their ethnic origin.

  • Respecting religious and cultural identity is key in supporting people to participate in sport.


Potentially positive impact on religious groups as schools can be encouraged to demonstrate targeted activity at groups who are under-represented in school roll.

Schools also have the opportunity to tackle divisions between religious groups by providing education on these issues within a sporting context.

Opportunity cost (Existing participants or non-participants who fall out with target groups): Potentially negative impact on the participation of young people who are not within a targeted group.

Specifically ask schools to give examples and evidence of targeted activity they offer for groups that are under-represented in school sport.

- Add this to the guidance note for uploading evidence for the core areas of School Sport and Compete & Perform.

There have been a number of initiatives to tackle sectarianism in the west of Scotland in particular. We would encourage schools that have engaged in these programme to share their experiences and the impact these programmes have had on their pupils. This would be done through their evidence and collated within best practice case studies. This learning would be helpful for other schools and could also be used to tackle wider religious issues.

Sex

Scottish Household Survey (2011) findings:

Including school-based activity:

  • 76% of boys and 70% of girls met the physical activity recommendations

  • Although there was little change for boys between 2008 and 2011, the proportion of girls meeting the recommendations increased from 64% in 2008

Excluding school-based activity:

  • Boys were more likely than girls to meet the physical activity recommendations (69% compared with 62%).

  • The main difference between the genders was the point at which the proportion meeting the recommendation began to decline. For boys, levels were largely similar up until aged 13-15 when they dropped to 59%. For girls, the proportion meeting the target began to drop at age 11-12 (56%) and then reduced further to 41% for those aged 13-15.


Active Schools data

Active Schools monitoring data suggests that female participation is marginally lower than male participation. However, the gender balance of participation changes significantly as pupils grow older. Although both male and female pupils participate less as they move through secondary school, female participation decreases far faster than male participation.

Local monitoring data gathered as part of the Active Schools programme may help schools to identify which pupils are participating in Active Schools supported activity, helping them to effectively target their approach.

The Scottish Government’s Teacher Census provides data on the demographic of teachers. The 2012/13 pupil census reports that female pupils make up 49% of the school population.

Potentially positive impact on girls as schools can be encouraged to demonstrate targeted activity at groups who are under-represented in school sport.

Opportunity cost (Existing participants or non-participants who fall out with target groups): Potentially negative impact on the participation of young people who are not within a targeted group.

Specifically ask schools to give examples and evidence of targeted activity they offer for groups that are under-represented in school sport. In particular there could be a question about uptake of Active Girls initiatives.

- Add this to the guidance note for uploading evidence for the core areas of School Sport and Compete & Perform.

Sexual orientation

Stonewall Cymru and Sport Wales’ research on understanding LGB sports participation in Wales found that:

  • Many LGB people have negative perceptions of team sports in physical education (PE), which they say has influenced their long-term views of sport.

  • School sport is a major factor in why many gay men have been turned off sport.

  • LGB participants said they often felt let down by their PE teachers, who they felt tolerated bullying, harassment and exclusion more in PE, than other school lessons.

  • LGB participants feel that advocating different sports for boys and girls in PE reinforces gender stereotypes. This causes the exclusion of young people who don’t conform.

  • The word ‘gay’ is synonymous with ‘rubbish’ and ‘weak’ in schools. This has particular currency in PE and is used by some pupils to identify those that aren’t as good as them at sports.

The report recommended that schools should:

  • Recognise the specific types of homophobia in PE and equip PE teachers to identify and challenge homophobic bullying in a sport setting

  • Provide pupils with a diverse range of sports to minimise stereotypes based on gender and sexual orientation

  • Demonstrate their commitment to equality for their lesbian, gay and bisexual (LGB) pupils and staff, and develop good practice through joining a programme such as Stonewall’s Schools Champions programme

The Equality Network’s Out for Sport report found that:

  • The use of the word “gay” to mean something that is negative is endemic within school sports environments. This often goes unchallenged by teachers or coaches and affects both LGBT and non LGBT people.

  • Many other LGBT people had been put off mainstream sports settings because of earlier negative experiences at school and elsewhere.

  • A number of the research participants flagged up a range of popular gender stereotypes around the labelling of sports as “boys’ sports” and “girls’ sports”. For some gay and bisexual

  • men, a limited range of sports available at school, twinned with this gender labelling meant that they had little alternative but to play football, rugby and other ‘male’ sports, when they would have preferred to have played sports that were deemed out of bounds. Meanwhile some women who took part in the research were excluded from playing football, rugby and other sports at school.

  • Sports related homophobia and transphobia in schools is a significant problem and has a major effect on the participation of LGBT young people in sport which is continued into later life.

The report recommended that:

  • training should be developed for teachers and staff working in schools, clubs and elsewhere, on sexual orientation and gender identity issues including the identification, prevention and challenging of homophobic and transphobic bullying.

  • there should be an early and sustained focus from the Government on the issues faced by LGBT young people participating in sport and physical activity, to help reduce the teenage drop off in sports participation by LGBT people. This could include looking at homophobic bullying in sports contexts, the equality agenda in PE teacher training and the range of sports offered in schools.

The Rugby Football League’s report into the perceptions and experience of young LGBT people found that:

  • The most significant barrier to participation appears to be their negative experiences of sport in school.

  • Homophobia resulting from changing room experience is being compounded rather than challenged by teachers who, following complaints from `straight pupils about not sharing a changing room with gay pupils’, are making the young gay pupils change elsewhere rather than addressing the homophobic attitudes, beliefs and fears of pupils.

  • A significant number of the group had experienced being removed from PE either directly or indirectly, for example by teachers allowing them not to participate and by not imposing sanctions for forgetting kit, or by removing the gay pupils from PE in order to take part in extra English or other subject areas.

  • Sport is clearly seen as a gendered experience and tied into assumptions around masculinity, femininity and sexuality. Some sports are perceived to be appropriate for either male or female participants and others seen as gender neutral. Young people who do not conform to these stereotypes in terms of the sport they play are often assumed to be gay

Stonewall’s School Report found the following:

  • Boys are more than twice as likely as girls to be bullied during sport.

  • 32% gay and bisexual boys 14% of lesbians and bisexual girls experience homophobic bullying during sport.

  • Almost half (45 per cent) of gay pupils say they feel it’s ‘hard for people like me to be accepted’ at their school. Two thirds (68 per cent) of gay pupils say they don’t like team sports.

The report recommends, schools should acknowledge and identify the problem; address staff training needs; and promote a positive social environment in the context of PE and extracurricular sport.

Stonewall’s Teachers Report found the following:

  • Teachers reveal that girls who play sports are victims of homophobic bullying.

  • Three in ten teachers say boys who are not into sports experience homophobic bullying in their schools.

  • Of secondary school teachers aware of homophobic bullying, three in ten say boys who don’t play sports and one in five teachers say girls who act or behave ‘like boys’ experience homophobic bullying

Active Schools monitoring has no information on sexual orientation.

Potentially positive impact on LGB young people as schools can be encouraged to demonstrate career long professional learning (CLPL) that helps staff and volunteers involved in PE and school sport understand the needs of LBG young people.

Opportunity cost (Existing participants or non-participants who fall out with target groups): Potentially negative impact on the participation of young people who are not within a targeted group.

Ensure local partners are aware of training and development opportunities around the needs of LGBT young people in sport.

- Add links to useful resources and sources of information to the School Sport Award website.

Question for LGBT Youth Scotland: What specific training and guidance is available around the needs of LGB young people in PE and the wider school sport environment?

Pregnancy and maternity***

The 2013 ISD Scotland Report on Teenage Pregnancy reports 5.7 pregnancies per 1,000 population in the under 16 age group in Scotland.

Teenage pregnancy is strongly correlated with deprivation, and correlated by geographic region. This means that it is likely to affect some schools more than others.

Although there are many studies on the role of sports participation on preventing teenage pregnancy, there is limited research into the impact of teen pregnancy on physical activity and sport. The majority of articles which look at the impact of pregnancy on sports participation focus on adult pregnancy. The results from such studies consistently suggest that physical activity amongst women decreases during pregnancy, and post pregnancy.

There appear to be no studies which examine the impact of pregnancy on physical activity and participation amongst teenage girls.

The Active Schools monitoring has no information on pregnancy.

N/A

N/A

Marriage/civil partnerships***

N/A


N/A

N/A

* Physical activity recommendations for children and young people aged 5-18:

**School-based activity is defined as active things that children who were at school did as part of lessons.

***where policy is HR related

Who will be consulted internally on this EQIA?

Head and leads of school and community sport

School sport portfolio management group



Who will be consulted externally on this EQIA?

In planning external consultation please refer to the guidance on page five and speak to the strategic planning team for advice and support. It may be that there are several EQIAs that require external consultation at the same time and it is important this is coordinated.

  • Equality Advisory Group and specific organisations identified in actions.



What recommended steps should we take to improve the policy and monitor its equality impact?

In developing an action plan, project leads should balance how to maximise the positive impact of the policy or practice on all people who share the protected characteristics, with the requirement to maximise the core outcomes of the policy/practice (i.e. recommendations should be proportional and relevant.) The assessment should take steps to embed ways of monitoring the ongoing impact of the policy and practice.

Action*

Responsibility

Timeline

Update relevant guidance notes for core areas of SSA to ask schools to describe or evidence inclusive practice / targeted activity for children and young people with protected characteristics, including (for example): disability, gender reassignment, race, religion or belief, sex and sexual orientation.

Robbie Stewart, Nicola Thomson

Completed

Jan 2016

Create a dedicated section of the SSA website to host resources and support available on inclusion, relevant to staff and volunteers working in PE and school sport.

Nicola Thomson

Completed

Jan 2016

Add links to key contacts and resources for various organisations that represent groups with protected characteristics such as SDS, CRER and LGBT Youth.

Robbie Stewart

Nicola Thomson

Completed

Jan 2016

Contact CRER to explore what evidence exists around participation rates for BME young people in PE and school sport.

Contact CRER to explore guidance available on sports participation amongst young BME people (i.e. barriers, challenges, preferences, etc.)?

Michelle Borland

October 2016

Contact LGBT Youth Scotland to explore what specific training and guidance is available around the needs of LGBT young people in PE and the wider school sport environment.

Robbie Stewart (Fiona Fagan)

October 2016

Contact SDS to explore what evidence exists around participation rates for disabled people in PE and school sport.

Contact SDS to explore what resources and sources of useful information are available to PE and school sport practitioners?

Robbie Stewart

Completed

Jan 2016

*All of the actions listed above will be reviewed when the Award closes for 2015/16 at the end of June 2016.

Sign off

Assessment signed off by:

Senior Management Team

Sign off date:

23/02/2016



1 Best practice would involve gathering evidence through internal and external consultation.

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