Young girls at Burnley High School are stepping into a more active future thanks to a generous donation of over forty pairs of trainers from the Sweaty Betty Foundation as part of the Department for Culture, Media and Sport’s (DCMS) Let’s Move! Campaign.

The Let’s Move! campaign encourages children across Lancashire aged 7-11 to be more physically active by breaking down the barriers that prevent them from taking part in sport and exercise. The campaign aims to help children and young people achieve the NHS recommendation of 60 minutes of daily activity, which can start with 10 minutes.

The trainers were awarded to Together an Active Future with a clear purpose: to help remove barriers that prevent girls from participating in sport and physical activity. Our Active Schools Lead, Helen Newman, quickly identified Burnley High School as an ideal partner.

Burnley High School has been on an inspiring journey to develop a stronger culture of physical activity and wellbeing over the past year. The school has recently committed to joining TaAF’s Secondary School Leadership Programme, demonstrating its ambition to further embed sport and physical activity into school life and create positive opportunities for young people.

Helen Newman comments:

“It has always been an ambition of mine to secure funding, donations and opportunities like this and, hopefully one day, even establish a charity that can provide local children with the trainers, clothing and equipment they need to lead active lifestyles.”

What the school said…

The trainers have already had a significant impact on the girls who’ve received them, helping boost their confidence, improve inclusion, and encourage greater participation in sport and physical activity.

Assistant Headteacher Mr Roberts says:

“The girls are absolutely buzzing with their trainers! Things like this can make a real difference to our pupils. Thank you so much.”

And some of the student’s appreciation is shared below:

“Having the right trainers means I can take part in sport and physical activities without feeling different to everyone else. They give me confidence to join in, be active and enjoy spending time with my friends.”

“These trainers will make a big difference to me because I love being active. Having proper sports kit helps me feel comfortable and ready to take part in PE, clubs and activities both in and out of school.”

“Receiving these trainers has made me feel supported and valued. Having the right footwear means I can focus on enjoying sport, improving my fitness and being more confident when trying new activities.”

“Being active is important to me because it helps me stay healthy and feel good about myself. These trainers will help me take part more often and make the most of every opportunity.”

“Sometimes it’s the small things that make the biggest difference. Having a new pair of trainers means I can join in with confidence, stay active and not worry about whether I have the right kit.”

The initiative highlights the power of partnership in tackling inequalities and ensuring that every young person has the opportunity to enjoy the physical, social and mental benefits of being active. Through the support of the Sweaty Betty Foundation and DCMS, and the commitment of schools like Burnley High, barriers are being removed and opportunities created for girls to thrive through sport and physical activity.

Millie Pattison from the Sweaty Betty Foundation remarks:

“For too many girls, not having the right kit can be the difference between getting active and missing out. Something as simple as a new pair of trainers can help build confidence and make girls feel like they belong. One girl described receiving her trainers as ‘like opening your new self’ – a powerful reminder of the difference the right support can make.

We’re proud to have partnered with DCMS on the Let’s Move! campaign, helping more girls across the UK get active and enjoy movement.”

Sports Minister Stephanie Peacock responds:

“It’s fantastic to see ‘Let’s Move!’ and our partnership with the Sweaty Betty Foundation making such a tangible difference to these young girls.

Whether it’s targeted initiatives like this, our £400 million of funding for grassroots facilities or the £1 billion we’re investing in school sport, this Government is determined to break down barriers and make it easier for people to lead healthy, active lives.”

Learn more about Active Schools and the Let’s Move campaign

Learn more about our Active Schools workstream, click here

The next phase of the Let’s Move campaign will commence in the Autumn. Find out more about the Let’s Move campaign, click here

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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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What we’re learning

The post What the Data Tells Us: Building Confident Leaders and More Active Schools appeared first on TaAF - Together an Active Future.

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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The Research Study

We wanted to understand how children’s physical activity levels change throughout a school year, including a comparison of weekdays to weekends. Instead of just looking at one point in time, we followed the same children across three seasons to see patterns and trends.

Who was studied
• 249 children aged 7-8 years (year 4) from 7 primary schools in East Lancashire
• About half were girls (51.4%)
• Children wore special activity monitors on their wrists for a week at three different times during the 2023-24 school year

When they were measured
Autumn 2023 (November-December)
Winter 2024 (February-March)
Summer 2024 (June-July)

Key Findings

Overall activity levels were encouraging
• All children were quite active – even the “least active” group met healthy activity levels
• Most children got at least 10-15 minutes of activity at running level-intensity each day

Weekday activity increased over the school year
• Children’s physical activity significantly increased from autumn to summer on weekdays
• The biggest increases happened during their most active moments of each day
• Boys were generally more active than girls throughout the year

Weekend activity stayed more stable
• Weekend activity levels showed smaller, less consistent changes
• Overall weekend activity was lower than weekday activity at all times of year

Important insights
• Spring/summer months showed a boost in children’s activity levels
• Different children have different activity patterns – one size doesn’t fit all

Three groups of children emerged
The research found children naturally fell into three activity groups:
1. Most Active Group (about 1/3 of children)
• Stayed consistently active throughout the year
• Maintained high activity levels in all seasons

2. Moderately Active Group (about 1/3 of children)
• Showed moderate increases in activity over time

3. Least Active Group (about 1/3 of children)
• Started with lower activity but showed the biggest improvements by summer
• Even children who started as the least active group showed significant improvements over the school year, suggesting that all children can benefit from supportive environments that promote physical activity.

Why These Patterns Might Occur

School Structure and Opportunities
• Consistent daily routines on weekdays provide regular activity opportunities
• PE lessons, break times, and after-school activities create structured movement time
• Active travel to school (walking, cycling) is more common on weekdays
• Schools may increase outdoor activities and sports due to seasonal factors

*The schools involved have all participated in the Ready Set Move Active Schools Middle Leaders Programme, which focuses on embedding a new culture of movement within schools. They have introduced changes such as adopting more active uniforms, reimagining spaces to encourage active play, and incorporating movement into classrooms through active learning. 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.

Individual Development Patterns
• Least active children may gain confidence and skills over the school year
• Social connections and friendships formed through school activities encourage participation
• Motor skills development throughout the year makes activities more enjoyable
• Some children may discover new activities or interests as the year progresses

Translating the data

Understanding the data was only the first step – what really matters is how we translate those insights into action. To make the findings meaningful and usable for everyone in the school system, we created a range of tailored outputs designed to speak to different audiences:

• Academic reports summarised the evidence for senior leaders and governors, helping them see how school structures and routines can influence physical activity throughout the year.
• Infographics and visual summaries made the data accessible to teachers, showing clear, practical ways to build movement into the school day. See an example of the infographics here.
• Pupil voice videos brought the numbers to life, sharing children’s reflections on why movement is important – helping other children and parents understand the experiences behind the data.

By translating findings into clear stories and visuals, schools can better see what’s working, what might need to change, and where new opportunities lie. The learning is already helping shape how middle leaders plan, reflect and make decisions, helping to bridge the gap and turn evidence into everyday action.

Using the data to inform decisions

The schools were supported by a research assistant and our Active Schools Lead through a series of one-to-one workshops and meetings. These sessions helped them analyse and interpret their data to plan and design further changes and physical activity opportunities within their schools.

All Saints used the data to identify points in the school day when children were least active. From this, they were able to adjust their timetable so that more active lessons (such as Design & Technology, Science, and Art) were interspersed with the more sedentary ones (such as RE, Maths, and English), helping to break up prolonged periods of sitting. Read their story here.

Broadway used the data to identify specific groups of pupils who were still struggling to engage in physical activity and movement opportunities. Targeted provision and interventions were then designed with these young people to help them participate, engage, and move more. Read their story here.

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