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What is the CAS profiling tool?

The Creating Active Schools (CAS) Profile is a robust, evidence-informed tool that enables schools to systematically evaluate and enhance their physical activity provision. The profile provides a comprehensive overview of a school’s approach to physical activity. Grounded in the CAS Framework, it evaluates current provision across four domains: Policy, Environment, Stakeholders, and Opportunities, to support reflection, planning, and continuous improvement. The profile is not intended for inter-school comparison but as a developmental tool to enhance each school’s own practice.

Profiling is conducted collaboratively between middle leaders and senior leadership teams, ensuring alignment between vision and practice. After initial profiling, schools re-profile three months post-programme to measure sustained change.

The domain areas are explained further below:

Policy

The policy domain forms the foundation of the CAS Framework. It captures how physical activity is embedded into a school’s ethos, vision, and strategic planning. Evidence from programme data highlights that policy has shown the greatest improvement across schools, reflecting a growing commitment to integrating physical activity into everyday decision-making and culture. This demonstrates a shift from ad-hoc provision to systemic, policy-driven change.

Environment

This domain focuses on the quality, variety, and accessibility of school spaces that enable physical activity. From playgrounds and green spaces to indoor halls, the environment shapes both structured and unstructured physical activity opportunities. Schools with diverse and well-maintained environments are better positioned to offer inclusive, engaging physical activity options throughout the school day.

Stakeholders

Stakeholders encompass all individuals and groups influencing physical activity behaviours, school leaders, teachers, pupils, parents, and community partners. Their collaboration ensures that physical activity promotion is shared, sustainable, and community-driven. The inclusion of wider networks such as local organisations and health agencies helps extend the reach and sustainability of physical activity initiatives.

Opportunities

Opportunities represent the time and context in which physical activity occurs. These range from activities schools can directly control (curriculum, breaks, PE) to those they can influence (travel to school, after-school clubs). Opportunities closer to the core of the school day tend to have the greatest impact on overall activity levels. Embedding physical activity into daily routines ensures that movement becomes an integral part of school life rather than an isolated event.