By Tom Dell

Toward the end of last year, the Government quietly published its new National Youth Strategy. It arrived with little fanfare, and you would be forgiven for missing it. Yet buried within its pages are commitments that speak directly to some of the most pressing challenges facing schools today.

Chief among them is a pledge to halve the gap between disadvantaged young people and their peers in access to enrichment activities. This includes a renewed emphasis on Physical Education (PE) and sport. While the headline focus is on disadvantage, the ambition is broader. The strategy is clear that all young people – boys and girls – should be encouraged to participate. This, at least in my view, must include young people who simply feel that sport is “not for them”.

Sport, PE and active play are fundamental to young people’s wellbeing and development. The physical benefits are clear, but the impact goes much further. A healthy body supports a healthy mind.  Regular movement improves concentration, behaviour and readiness to learn.  Team sports and shared activities build confidence, resilience and a sense of belonging.

For these reasons, I welcome the Government’s commitment.  Delivering it, however, will not be straightforward. The £60 million set aside for the “Richer Lives” strand of the strategy must stretch across art, culture, heritage and sport. Early indications suggest funding will be targeted geographically. But schools don’t have time to wait for perfect conditions.  If we are serious about widening participation, the step change needs to happen now.

At Eastwick, we have enjoyed great success in increasing and widening participation in competitive sports and gaming. During the last academic year, we entered 165 pupils into inter-school competitions. In some year groups, we increased participation among girls by 43%. The activities we enter are varied and diverse. As just one example, last year, around 25 of our children entered the Mini London Marathon where they ran a mile around the actual marathon course.

Our success has been recognised nationally.  Last year, the Schools Games Mark programme awarded us platinum status.

We did not achieve this through one big initiative, but by removing small barriers and making activity feel normal, achievable and enjoyable.  Here are four things we do, which others may be able to learn from.

First, we build movement into the school day, not just into PE lessons.  Short “active blasts” during lessons get children up, moving and re-energised. They are informal, pressure-free and fun. And they particularly benefit pupils who may not see themselves as “sporty” but are happy to dance, stretch or shake along with their peers.

Second, we use simple, whole-school challenges to create momentum. Not every child is ready to join a team, but most will try a two-minute skipping challenge.  Our Skip2BFit initiative was time-limited, non-competitive and accessible.  Collectively, our juniors skipped 162,412 in 10 minutes, raising £650 for the Royal Marsden.

Third, we make daily activity flexible and inclusive. Our version of the “Daily Mile” allows children to walk, jog, skip or hop. Choice removes the fear of failure and enables every child to participate at their own level.

Finally, we invest in high-quality, varied PE, led by a dedicated PE teacher, with additional supported by specialist coaches. Variety is crucial.  Not every child will love football, but many will discover a passion for athletics, orienteering or tri-golf when given the chance.

If we want to widen participation, we must lower the barriers. By building confidence, fitness and interest, we can ensure that sport and physical activity are not the preserve of the few but are truly open to all.  That is how we turn strategy into experience, genuinely enriching as many young lives as possible.