Published research from Edge Hill University as part of the Ready Set Move Programme shows that children are becoming more active over time, with the greatest increases happening during the school day.

The study followed 250 children across Year 4 and 5, and gives a clear picture of when and how children move more, and why school-based approaches like Ready Set Move matter so much. Read more about the details of the study.

Some of the key findings of the research are explored below.

Children are moving more during the school day

One of the most positive findings from the research is that children’s physical activity increased as the school year progressed.

What’s especially encouraging is that:
• Children moved more over the course of the research
• The biggest increases happened on school days
• Weekend activity stayed fairly steady

This tells us something important: the school day is a powerful opportunity to support children to be active.

Ready Set Move is designed around this idea. By embedding movement into lessons, routines and breaktimes, schools are creating more opportunities for children to move naturally throughout the day, not just during PE.

* The schools involved in data collection have all participated in the Ready Set Move Middle Leaders Programme. They have introduced changes such as adopting more active uniforms, reimagining spaces to encourage active play, and incorporating movement into classrooms. As the Middle Leaders worked to embed and sustain these changes between Autumn 2023 and Summer 2024, it’s encouraging to see signs that these efforts may have contributed to an increase in children’s activity levels.*

The children who needed it most benefited the most

Another finding is that children who were least active at the start of the year showed the biggest improvements. This means:
• Ready Set Move approaches are reaching children who may otherwise miss out
• Activity isn’t just increasing for already-active children
• Schools are helping to reduce gaps

This is a real strength of whole-school approaches. By building movement into everyday school life, through strategies such as active learning in curriculum lessons schools are creating opportunities that work for all children, whatever their starting point.

More movement across the day really adds up

The research shows that children didn’t become more active because activities became harder or more intense. Instead, they moved more because movement was happening more often across the day.

This strongly aligns with Ready Set Move’s core message to schools: ‘move more and sit less’ – reducing sedentary time across the whole school day through adding in, not adding on, whilst making movement purposeful to learning.

Small changes like active learning, movement breaks and transitions, more active breaktimes and better use of space, all add up to improvements in children’s activity levels.

It strongly supports that embedding movement into what already happens makes a real difference.

Why this is such positive news

Tackling physical inactivity in children is a complex challenge and can’t be solved by a single programme or intervention alone. Many factors influence how active children are, but this research shows that the school day plays a critical role.

This is encouraging, because it reinforces how:
• Schools can make a difference every day, through small, consistent changes
• Staff don’t need to do this alone – working collaboratively and aligning physical activity to school priorities creates routines, shifts mindsets and ultimately, culture starts to change
• Supporting schools through programmes like Ready Set Move is a powerful way to create lasting change

This published research adds strong evidence to what schools are already telling us:

Ready Set Move is helping children move more, feel better and engage more in their learning.

Read the full published Ready Set Move research paper here.

Find out more about the Ready Set Move programme and how it has been enabling school leaders to think differently, build their skills and shift school culture.

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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

Read the full Ready Set Move Middle Leaders Research Report

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What we heard was consistent across the participants and their schools: This isn’t just about getting children more active. It’s about developing people who can lead change across the whole school system.

Across the interviews, four consistent themes emerged:

1. From awareness to everyday practice

Many Middle Leaders started the programme already passionate about physical activity, but without the awareness that they could be doing more, and with uncertainty about how to embed movement consistently across the school day.

While many schools initially viewed themselves as active, often based on strong PE or sports provisions, the programme has helped them to identify gaps in whole-school consistency, reach and integration.

“From a PE perspective, we’re very hot on that… but definitely not wider school… it wasn’t really on my radar that whole school approaches were out there.” 

What’s changed is not just how much movement is happening, but how it shows up in the school day. It’s not something extra to add in, but has become part of how learning happens.

“So every classroom is having activity now… lessons are a lot more active and they’re enjoying that.” 

“My day is very ‘get up and go’… if learning is applicable it will have some kind of movement element.” 

From active lessons to rethinking lunchtimes and classroom environments, schools are creating more opportunities for children to move, engage and learn differently.

2. Growing confidence to lead change

Another consistent theme across all interviews was the shift in confidence.

Middle Leaders spoke about moving from uncertainty to clarity, developing the knowledge, language and belief to influence others.

“My knowledge has developed and that’s given me the confidence to speak about it. I actually feel like I know what I’m talking about now.”

“Before the programme I would have rated myself about a two or three. Now I’d say nine or ten.”

This growth in confidence is critical. It’s what enables leaders to move beyond their own classroom and start shaping wider practice.

3. From classroom change to system change

What stands out most is how quickly this work moves beyond individual practice.

Middle Leaders are influencing:

• teaching approaches across subjects
• staff training and CPD
• school policies and expectations
• conversations with senior leaders and governors

“We’ve written active learning into our teaching policy, appraisal and recruitment… that wouldn’t have happened before.”

There’s a clear shift from “what I do in my lesson” to “how our school works.”

4. A different approach to leadership

The programme’s focus on strengths-based leadership has also played a key role.
Rather than focusing on gaps, middle leaders were supported to understand and use their strengths to lead change.

“The training focused on our strengths… it really empowered us as middle leaders.”

This has helped leaders build relationships, navigate resistance and bring others with them.

What we’re taking forward

The learning from these interviews reinforces our core belief at TaAF:
When you invest in people, by building skills and capabilities or changing beliefs and attitudes, you can change the systems they work in.
While experiences varied depending on school context, leadership support and available capacity, the overall direction of change was consistent.

Through Ready Set Move, Middle Leaders are:
• embedding movement into everyday teaching
• improving engagement, behaviour and inclusion
• building confidence to influence beyond their role
• creating sustainable, whole-school change

And perhaps most importantly, they are starting to see themselves differently.

“It’s given me the belief that I can make a difference.”

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The campaign features real families from across Lancashire and other regions having fun getting active together in ways which suit them. Angela from Burnley, who features in the campaign with her two children, comments:

“As the darker nights set in, it can be a challenge to keep the kids motivated to move. But we’ve discovered that even the simplest activities – like longer walks at the weekend, going to the park, or dancing around the kitchen – they all help keep our children active, boost their mood, and improve their focus.”

The images are featured in out-of-home and social channels in the local areas to inspire others to visit nhs.uk/LetsMove for tips, local activities and inspiration.

The national campaign is supported by TV personality Joe Wicks, who got the nation moving during ‘PE With Joe’, is backing the campaign following the success of his animated workout series Activate, which was supported by a cross-section of government departments including DCMS, DfE and DHSC. The series aims to make fitness fun for kids with short five-minute animated workouts. He shares new top tips as part of the ‘Let’s Move’ campaign to help families slot activity into their everyday life, including being a role model, exploring local activities and getting outside whatever the weather.

NHS guidance recommends that children get at least 60 minutes of physical activity each day, including 30 minutes outside of school hours. Yet the new survey reveals that 81% [1] of parents underestimate how much physical activity children need. Already, more than half of children in England aren’t getting the recommended amount of movement and, worryingly, the research shows this will increase during the colder months.

The campaign supports the Government’s Health Mission, which prioritises preventative health measures, including addressing physical inactivity.  Already, more than £900 million has been committed to build grassroots facilities in the places that need them most and deliver a pipeline of major sports events that inspire the nation. Alongside this, the new School Sport Partnerships and Enrichment Framework will ensure all young people have equal access to high-quality sport and extracurricular activity. Sport England evidence shows that improved health from participation in sport and physical activity relieves pressure on the NHS through £10.5 billion a year in health and social care savings.

Sports Minister Stephanie Peacock says:
“Building a more active nation is a huge part of this Government’s Plan for Change and we want to show families all over the country just how many ways there are to get involved.  Whether it’s dancing, playing team sport or playing in the playground with their friends, we know that children who get at least an hour of exercise a day experience so many benefits – they’re happier, healthier and focus better at school.”

Sport England data also shows significant inequalities remain in activity levels, with Black (42%) and Asian (43%) children and young people, and those from the least affluent families (45%), still less likely to play sport or be physically active than the average across all ethnicities and affluence groups.

Chris Boardman, Chair of Sport England remarks:
“Active kids grow into active adults, easing pressure on the NHS and strengthening the economy. Everyone wins and it can start with something as simple as a ten-minute dance in the living room or a quick bike ride”.

Lancashire parents face challenges in keeping children active, with 50% of kids not meeting the daily 60-minute activity goal. New research findings show that two thirds (66%) of parents say their children’s physical activity levels are likely to suffer a seasonal dip during autumn and winter, with cold or wet weather (43%) and darker evenings (38%) highlighted as the key barriers.

The ‘Let’s Move’ campaign promotes families moving more together and emphasises how parents’ habits shape their children’s lifestyles – the majority of parents (87%) believe their habits influence their child’s activity levels, and highlights how everyday routines can support healthy, active lifestyles.

While many children enjoy sports, some are deterred by low confidence or dislike of competition, however, 94% of parents in Lancashire say their children enjoy play as a form of movement, with top activities including visiting the playground (43%), riding a bike (31%), dancing (51%) and playing tag or chase (33%).

For more information about the campaign, please visit nhs.uk/LetsMove
(https://www.nhs.uk/healthier-families/activities/?WT.mc_ID=short_Nov25)

NB: The attitudinal research was conducted by Censuswide between 22.10.2025 – 28.10.2025, with a sample of 2,519 parents and guardians of 7-11 year olds in England only.
[1] 81% of parents underestimate how much physical activity children need (only 14% were aware it should be 60 mins or more.)

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What we’re learning

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At TaAF, we believe that changing the system starts with listening, learning and working together differently. When people with lived experience are part of the conversation, real change happens – because they help us see what’s possible and what needs to shift.

That’s exactly what happened when the Canal & River Trust teamed up with our Let Me Move Accessibility Advocates to understand some of the barriers to accessing and exploring the waterways safely and confidently. The conversation has since grown to shape their new Accessible Routes project – proving how collaboration can open up new ways of thinking and help more people enjoy moving in their own way.

Hear from Vicki Birch at Canal and River Trust:

“

Collaborating through an inclusion lens and alongside colleagues with lived experience of disability has been invaluable in helping us challenge our own thinking.  

The idea for the Canal & River Trust’s Accessible Routes project began with a simple conversation between Joe and me at the Active Burnley Forum, led by Together an Active Future (TaAF). Joe, who uses an all-terrain wheelchair and is part of TaAF’s Lived Experience Advisory Group, shared his experiences of wheeling along the canal and the barriers he regularly encounters. Many of these were gates originally installed to stop motorbikes, but as Joe pointed out, some are now broken or have alternative access points right beside them, meaning they no longer serve their purpose and instead create unnecessary obstacles for people using mobility aids. 

We talked about the challenges the Trust faces as a landowner, finding the right balance between keeping people safe and managing antisocial behaviour such as motorbikes on towpaths, while also wanting to open up access and remove barriers that limit independence. I suggested that we start by identifying which routes are already accessible and promote those locally. 

That initial conversation has since grown into the Sport England funded Accessible Routes project, a national piece of work designed to help people plan their visits in advance and feel confident exploring the waterways. The project focuses on providing clear pre visitor information and activation, highlighting routes that are already accessible and identifying where improvements could make the greatest difference. It also aims to improve signage and wayfinding so that people can move along the network safely and independently. 

Now preparing to be piloted in three key Trust (and Sport England) priority areas (Pennine Lancs, Bootle Sefton, and Black Country), the project continues to be shaped by people with lived experience like Joe and the wider lived experience advisory group.  

The insight we’ve got from working with the Let Me Move team has been invaluable in helping us challenge our own thinking and ensure that the waterways can be enjoyed by everyone, safely, confidently, and independently.  

“

Vicki Birch
Strategic Programme Manager (Communities and Participation)
Canal and River Trust

Read more about the work the TaAF Let Me Move team have been doing here

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Over 160 passionate educators, senior leaders and education partners came together in October for our second Active Schools Col-Lab. The day was centred around sharing our learning, collaboration and inspiring schools to go ‘from nothing to something, and something to more’.We kicked things off with Hywel Roberts, who opened the day with an enthusiastic and dynamic session on why active pedagogy truly matters, reminding us that movement and learning are deeply connected. His energy and insight set the tone for a day filled with opportunities to explore how we can embed physical activity across the whole school day.

Learning, Leading, and Taking Action
Attendees included headteachers, middle leaders, School Games Organisers, and representatives from local charities, the Youth Sport Trust, Sport England, and other partner organisations.

The programme included a range of interactive learning sessions, each focusing on a key topic led by some of the TaAF team and our amazing partners. Move & Learn shared ways to embed movement into the classroom, Richard Varey talked about Fearless Leadership, our Middle Leaders shared their stories of change, and our research associates at Edge Hill University discussed their child-level data collection.

“Very beneficial, it’s opened my mind towards an active schools and given me the motivation to report back to the wider school team”

The sessions also provided valuable opportunities to deepen understanding of whole-system approaches and systems leadership – exploring how these ways of working can help create lasting whole-school change, embedding movement and wellbeing into the fabric of school life.

Why these events matter
Events like the CoL/Lab provide the time and space for educators to step outside their daily routines and learn together, share what works, challenge assumptions, and see new possibilities. They remind us that changing people is what changes the system and that collective action across schools is what helps create the conditions for schools to be healthier, happier, and more active places to learn.

The events are designed to:

• Providing on-going skill development
• Create space to learn together
• Inspire people to see how doing things differently can make impactful change
• Share learning from the Middle Leaders programme – bringing their work to life, and sharing the impacts

Collaboration across the system
The afternoon allowed schools the time and space to come together to share ideas and insights on how we can continue to grow and develop each local School Sport Partnership across East Lancashire. Exploring how the networks can operate at their for our children and young people.

“It was fantastic for all districts to be together today. The opportunities to network are so beneficial when we are all so busy! Our head teacher came too, and the sessions were really helpful. AMAZING, thank you”

Celebrating Our Ready Set Move Middle Leaders
A special mention goes to our inspiring Ready Set Move Middle Leaders from across all our cohorts, who proudly wore their Ready Set Move kit and came together to reconnect, reflect, and celebrate their achievements. Their energy, curiosity, and commitment continue to inspire others to take that first step – from nothing to something, and something to more.

Explore the stories of how the 5 cohorts of Middle Leaders have been creating change in their schools. 

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In the initial meeting, they informed us of the inclusive physical activity sessions they already provided, and we discussed what they wanted out of the training resource we were creating.

A key talking point surrounded the fear of getting things wrong, so we wanted to put them at ease by creating a “magic box” at our first session in November where they could write about any worries or questions they had. This was a really useful exercise as it allowed everyone to open up about their own experiences, both personally and professionally, and reduce any anxiety they may have had prior to delivering physical activity.

Prior to this, we delivered an activity which involved the staff moving around the area they found themselves in, labelling the activity ‘Move in any way you can’. We chose to do this intentionally to show the staff that you do not need lots of equipment or instructions to make physical activity fun.

Later, we got the group into a circle, giving individuals the task of experiencing physical activity through the lens of a different impairment. Examples of this included wearing a blindfold and earmuffs whilst trying to receive instructions from a partner about where the ball was.

The staff then had a go at creating their own session for each other, using a range of different equipment such as bell balls and sensory items.

The follow-up session took place in March 2025, and as well as creating their own session, the staff gained an insight from Let Me Move Staff member Bradley into the many people that can be involved in someone’s physical activity journey. Staff were assigned roles of different people within someone’s life, such as a doctor, teacher, or a parent, and the role each of these people play when promoting a positive relationship with physical activity.

Senior Family Support Worker at Pendle Family Hubs, Vanessa, gave her thoughts on what her favourite part of the day was:

“What is also helpful from today is the activity where we had to think different ways of adapting (the activities) because the staff come up with the planning for these events, so it’s built their confidence with using activities that we currently do already, but how to adapt them for the needs of the different people that may be attending our sessions.”

We were thrilled to be able to deliver this training and collaborate with Pendle Family Hubs. We thank them for their efforts throughout the training and hope the staff gained valuable learning from the two sessions we put on!

Watch the video here:

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Blackburn with Darwen (BwD) Council have been weaving strengths-based development into how they work, and it’s having a real impact on how teams lead, communicate and collaborate across departments.

Through engaging with strengths, coaching and leadership programmes, they’ve given people space to understand what they do best, and how to use those strengths in daily working life.

Getting started…

Like many councils, BwD wanted to support leadership, improve team culture and help people feel more confident in their roles. That’s where strengths coaching came in, first with senior leaders and managers, then gradually rolling out across the organisation.

This partnership wasn’t just about introducing a new way of thinking; it was about embedding it meaningfully into everyday practice. Through working side by side, the team’s confidence and capability has been growing, using their strengths to make a lasting difference in their communities.

People are getting to know themselves and their teams better

Senior leaders have shared how the approach has given them fresh insight into how they work.

For example, one leader discovered how to use her ‘arranger’ strength to delegate more, helping her team take more ownership. She said it helped her lead with more empathy and adapt her style across different teams.

“A strengths-based approach has reshaped how our teams connect and perform. It’s helped new teams build trust quickly, empowered struggling teams to rebuild morale, and enabled stronger collaboration across departments. The impact has been both immediate and lasting.”

Collaboration is improving across the board

The public health team realised they were low on ‘influencing’ strengths, so they teamed up with the comms team, who had bags of it! That has helped in leading to stronger, more effective campaigns. It’s a simple but powerful shift: bring together people with different strengths, and you unlock new possibilities.

It’s changing how people lead

Some teams have started to move from directive leadership styles to more coaching-led approaches. That shift is helping teams feel more empowered, heard and supported in their day-to-day roles.

“We’ve seen colleagues on the verge of leaving rediscover purpose and passion through strengths-based conversations. Whether it was rebuilding lost confidence, improving difficult relationships, finding clarity for career progression, or reshaping roles to better align with individual strengths, these tools have empowered people to thrive again.”

What made it stick?

• Top-level backing: Senior leaders backed the approach, championed the benefits and secured funding to keep it going.
• Internal capacity: They trained internal coaches to embed the approach long-term.
• Flexibility: As feedback came in, they adapted – offering team-specific coaching and scaling things gradually.

Still learning, still growing

Of course, it hasn’t all been smooth sailing, with barriers to overcome. Scaling the initiative across such a large organisation has taken time and not everyone was on board straight away, some staff were unsure about the value of self-reflection. But the momentum is growing. More teams are using the shared language of strengths, conversations are improving, and even retention has been boosted, with some people saying the experience reignited their confidence and commitment to their roles.

BwD Borough Council is just one example of the fantastic impact that a strengths-based approach can have when organisations invest in their people. Through engaging with Strengths Coaching, the Executive Leadership Academy and workshops/webinars in our Leadership Learning Series, they’ve been transforming individual roles, reshaping team cultures, boosting morale and strengthening connections. We’re excited to continue this journey with BwD and to support even more teams and leaders as they discover the difference Leading Through Strengths can make.

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Prior to recruiting individuals, we also had a look at the recruitment process itself and how we could make it easier for the individuals applying. Not everyone applies for job roles in the same way, and so we wanted to adopt an approach that focused on the most comfortable way for people to do so, in order for them to truly showcase their strengths. Within this process, we offered applicants the opportunity to either submit a 500-word document, a short video of up to three minutes, an audio recording up to three minutes, or any other way that met their needs.

Having already recruited two individuals with lived experience of disability when the workstream first began in May of the previous year, the idea was born out of a desire to expand upon an already growing network and tap into a diverse knowledge base that people with lived experience have to offer in addressing barriers to physical activity.

Lived experience is a key asset when it comes to finding solutions to barriers; however, often people with that lived experience are not directly involved in the process of identifying those barriers. So, we want to work with them to co-design solutions to these barriers and build upon existing networks and relationships with key stakeholders, as well as creating new ones in order to achieve sustainable change.

The group meets monthly to share their experiences and insight, as well as meet with a range of organisations and physical activity providers to talk about the work going on in the Burnley area and how they can support.

“As a group, we highlighted lots of disabilities, both visible and hidden, which need to be looked at when planning an accessible route for all. It makes me smile that we can make a difference to someone and that our input could be that difference for even one person.”

Connecting with Burnley Leisure and Culture

The first meeting took place on the 13th of May, where Alexis Turner, Outdoor Activity Coordinator from Burnley Leisure and Culture, came down to Thompson Park in Burnley to talk about the Beat the Street provision. Beat the Street is an engaging, real-life game that transforms towns into giant playgrounds, encouraging residents to walk, cycle, and wheel around their local area. In Burnley, this initiative has seen thousands participate, tapping sensors on lampposts to earn points and foster a more active, connected community.

Alexis listened to feedback from the group about how Beat the Street could be made more accessible, including reducing the height of the boxes on the lampposts, having a hands-free option to collect points, and different ways to take part in the sign-up process.

“I have really enjoyed the meeting today and enjoyed learning new things and listening to enthusiasm from others.”

Connecting with Canal and River Trust 

The following meeting took place on the 10th of June at Finsley Gate Wharf and involved meeting Emma Fielding from the Canal and River Trust to discuss ways we can make the canal paths more accessible for everyone. This included talking about creating wayfinding material to help people navigate their way around, the removal of A-frame gates, and introducing rest areas at certain points of the routes.

“My absolute highlight was that impairment-specific activity. It wasn’t just a theoretical discussion: it forced us to put ourselves in someone else’s shoes and consider the practicalities of filming, navigating, and experiencing the canals from different perspectives.”

Connecting with British Cycling

At the latest meeting on the 8th of July, the group had a visit from Claire Newton, Community Developer at British Cycling, to hear all about the Limitless Cycling provision happening across Burnley and Padiham. Limitless is British Cycling’s inclusive cycling programme, supported by Shell UK, dedicated to creating a nationwide network of cycling opportunities for disabled people of all ages, impairments, and abilities. Claire spoke to the group about the sessions which take place on Tuesdays at The Hive in Padiham from 10 am till 12 pm and on Thursdays at Thompson Park in Burnley from 10:30 AM to 12 PM. We also have a range of adapted bikes at our disposal to suite a range of needs.

By centering the voices of those most affected by accessibility barriers, it helps to create a more inclusive and active future for disabled people, ensuring that everyone has the chance to move more and thrive.

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