During the School Sport and Activity Sector Partnership Summit on Thursday 24 September 2024, we facilitated some discussions to support our purpose to drive collective action.

Following the Summit, we shared a summary of the themes that came out of each room during the mid-morning collective action session. These formed the foundations for new pledges to evolve, and having utilised feedback provided to us by partners during the months that followed, We collectively agreed the partnership’s new pledges for 2025.

Pledge - Advocacy and influence

As a sector we will use the strength of our united voice to:

• Provide a strong and aligned response to policy consultations and development across key government departments, reinforcing the importance of 60 active minutes a day in supporting children and young people's wellbeing and development, and how this can deliver progress against the Government's missions
• Highlight to all education settings (primary, secondary, special schools and alternative provision) the value and importance of multi-skill and multi-sport approaches for developing positive relationships with movement, and encourage their usage
• Evidence and advocate for the role of physical free play aligned to a wider ambition to embed physical activity (including PE, sport and play) across and beyond the school day, linked to community provision.

Pledge - Direct and collective action

As a sector we will go beyond single sport/organisation solutions by:

• Developing multi-sport content supporting youth-led after school clubs to give every child opportunities to develop and maintain a passion for movement
• Working with young people to co-design and co-produce meaningful Key Stage 4 physical activity and sport content.

Pledge - Improve the sector from within

As a sector we will collaborate to tackle inequalities by:

• Sharing effective practice and case studies within our organisations and across our networks
• Improving how we engage with seldom heard young people, particularly those with SEND (and their advocates), from low-income households and ethnically diverse communities (as well as children and young people with two or more characteristics of inequality)
• Understanding the impact of inequalities on education outcomes and experiences, taking these into account and using insights to inform our language and interventions when designing and delivering a PESSPA response.