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, aligned response to government consultations and new policies across key government departments, helping to advance progress against the Government’s missions.

• Reinforce the importance of 60 positive and meaningful active minutes a day in supporting children and young people’s wellbeing and development.

• Showcase the value and importance of multi-skill and multi-sport approaches to all education settings (primary, secondary, special schools and alternative provisions) in developing positive relationships with movement.

• Evidence and advocate for the role of unstructured and informal play, aligned to a wider ambition to embed physical activity across and beyond the school day.

Pledge - Direct and collective action

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

• Develop multi-sport content that supports after-school clubs, allowing every child to build confidence, develop skills, and maintain a passion for movement.

• Collaborate with young people to co-design and co-produce Key Stage 4 PE, physical activity, and sport content.

• Provide resources, tools, and insight to support the development of our workforce, including young people.

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.

• Engaging with seldom heard young people, particularly those with SEND (and their advocates), from low-income households and ethnically diverse communities to understand and address systemic barriers to participation.

• Understanding the impact of inequalities on education outcomes and experiences, and use insights to inform our language and interventions.