What happens when you invest in Middle Leaders to lead change in schools?
A new qualitative research study, drawing on 35 case studies from schools across Pennine Lancashire, explores exactly that. The study captures how schools taking part in the Ready Set Move Middle Leaders Programme are embedding physical activity into everyday school life, and the difference this is making for pupils and staff.
Movement isn’t just for PE or break times. Instead of layering isolated interventions on top of busy timetables, our Ready Set Move workstream is rethinking behaviour, culture, and environments across the whole school. The programme is all about how schools start to think beyond single programmes or interventions and how they adopt and embed a culture of movement across their whole school.
The Ready Set Move Middle Leaders programme has shown that when you invest in middle leaders, schools are better able to embed physical activity into everyday practice in ways that improve learning, wellbeing and inclusion.
The independent research has highlighted that the Middle Leaders Programme has contributed to:
• More active learning embedded into everyday lessons
“Teachers were provided with training; a bank of resources and equipment was created to support the delivery of energiser breaks.”
• Improved pupil focus, behaviour and readiness to learn
“There are less behaviour disruptions… leading to more learning!”
• Stronger staff confidence and consistency in using active approaches
“We have moved away from ‘brain break’ videos in class. Teachers thought this was active learning, but now realise that active learning can be linked to the curriculum topic.”
• More inclusive opportunities, particularly for pupils with SEND and those previously less active.
“Children enjoy active learning opportunities and ALL children participate in the learning.”
These findings show how Ready Set Move is helping physical activity become part of how schools work, a lasting cultural shift led by those within the school itself.
What the research tells us
The full research report draws on qualitative synthesis of case studies from 35 schools across Pennine Lancashire and explores what change looked like in practice, what helped it happen, and what difference it made for pupils and staff.
Evidence of good practice in schools
Across the schools involved, Ready Set Move supported practical, real-world changes, including:
- More opportunities for children to be active across the day, particularly through active lessons, lesson transitions, and break and lunchtimes
- Increased staff confidence and capability, supported by training and professional development for teachers, teaching assistants and lunchtime staff
- Improvements to equipment and outdoor spaces, creating more accessible and engaging environments
- Strong use of pupil voice, with children helping to design activities and taking on leadership roles such as Play Leaders or Sports Ambassadors
- A clear focus on inclusion, ensuring pupils with SEND, girls and children from minority backgrounds could participate fully
What enabled change to happen
The research shows that activities alone were not enough. Change was most successful when key conditions were in place, including:
- Increasing awareness – Staff and leaders developed a clearer understanding of how physical activity supports learning, behaviour and wellbeing. Tools such as pupil surveys and activity mapping helped schools identify where change was most needed.
- Sharing learning – Observing practice, taking part in CPD and learning from other schools helped staff build confidence and move beyond seeing activity as an “add-on”.
- Collaboration – Working across roles, year groups and with pupils helped build shared ownership and consistent practice.
- Senior leadership support – Headteachers and leadership teams played a critical role by protecting time, providing resources and legitimising the work.
- Champions and change teams – Middle leaders and motivated staff helped drive momentum, model practice and support others.
- Bravery – Schools that were willing to challenge routines, try new approaches and learn from what didn’t work were more likely to embed lasting change.
“Protected time out of the classroom to meet with the Ready Set Move network has been given with the full support of SLT. This has allowed the changes to be embedded across the whole school.”
The difference it has made
Schools reported clear benefits for pupils and staff, including:
- Learning outcomes – improved focus, engagement and behaviour, with some schools reporting measurable gains in attainment
- Physical activity outcomes – pupils moving more and sitting less across the school day
- Health and wellbeing outcomes – happier pupils, stronger relationships and a more positive school climate
