Fit to Succeed - Toolkit - Schools Representative
Schools representative on the Partnership Management Group
Nationally many schools are members of cross-phase academic councils or cluster groups that meet on a regular basis to provide a professional support network and to share strategies for responding to local and national educational issues.
The representative for the schools plays a key role in the management of the project, thus it is important that they are a member of the schools groups overarching management committee.
Their key tasks are to:
All parties, schools, local service providers, clubs and other associated bodies need to share a common commitment to facilitating opportunities for increasing activity levels for young people and, where ever possible, their families.
Partnership ensures that the project has sustainability and is not just another ‘good idea’ that entails more work for busy teachers.
Nationally many schools are members of cross-phase academic councils or cluster groups that meet on a regular basis to provide a professional support network and to share strategies for responding to local and national educational issues.
The representative for the schools plays a key role in the management of the project, thus it is important that they are a member of the schools groups overarching management committee.
Their key tasks are to:
- ensure effective communication
- represent the interests of members of the schools group
- ensure the programme can be offered without overburdening members
- help identify what member schools are able to offer.
- keep the profile of the programme high on the schools groups agenda as the scheme develops.
All parties, schools, local service providers, clubs and other associated bodies need to share a common commitment to facilitating opportunities for increasing activity levels for young people and, where ever possible, their families.
Partnership ensures that the project has sustainability and is not just another ‘good idea’ that entails more work for busy teachers.
Benefits for schools:
- The Fit to Succeed research indicates that there is potential for raising standards within the classroom, particularly boys. The original Project schools have seen an increase in achievement and self-esteem among their pupils and teachers observe more co-operative, motivated classes with pupils more on task and showing fewer signs of lethargy.
- Interspersing lessons with opportunities for bouts of exercise to get oxygen moving more quickly to the brain has proved beneficial. ‘Brain Gym’ activities are encouraged by many schools as they help exercise the youngsters’ brains to make them more receptive to learning.
- In addition to providing opportunities for activity, access to water has been recognised as important. Pupils are much more likely to perform well in class if they are sufficiently hydrated.
- Schools receive feedback and reports from the research questionnaires that contain data which can be used within the curriculum e.g. PSHE or as source of school-based evidence for planning or for discussion by pupil councils.
- Being part of the Fit to Succeed initiative helps schools to enhance links with their local community.
- The project provides pupils with a wider set of opportunities for activity in their local area and because of the nature of that provision can encourage parents also to become more active, either individually or as a family.