Creating Active Schools - Every Child Active
Improving whole-school outcomes with physical activity
The Creating Active Schools (CAS) professional development programme supports schools to create happy and healthy environments through physical activity.
Using behavioural science, CAS helps schools to create impactful and sustainable change for physical activity. Underpinned by world-leading research CAS supports schools to build on their strengths while identifying areas of improvement that can be improved step-by-step.
Creating Active Schools is based on the only evidence led, collaboratively produced framework advocating for a whole school, behaviour change approach to physical activity in schools. No off-the-shelf interventions are prescribed; it’s up to schools to test and learn what works best!
An exclusive online bank of training directly linked to your bespoke action plan! Co-designed by internationally recognised researchers and practising teachers, bite sized modules are designed around you with a full suite of supporting resources to aid your learning journey.
Full wrap around support
Evaluate, plan, do, review. A fully interactive and bespoke online service appraises current strengths and challenges and creates your school physical activity action plan which directly links to appropriate CPD. All you need to create real system change in your school!
Join The Movement
Hundreds of schools are learning about how CAS can positively impact on a range of outcomes by collaborating in local partnerships.
Learning modules completed
We were determined from the start as a school for CAS to be the driver for whole school improvement rather than a short term initiative. The oracy skills of pupils was a priority on our school improvement plan and the CAS profile analysis helped us to specifically plan how physical activity interventions could support this area. We did not want to add additional workload to staff so considered very carefully how we could build in opportunities for children to develop their speaking and listening through an active curriculum. The expectation of being physically active has meant that our children have had to engage with peers to share learning or explain instructions which has had a big impact on their development.
David Richardson, Headteacher at Sunnyfields Primary School, Doncaster
The data and insight produced by the CAS profiling tool is incredibly useful for those stakeholders whos remit it is to support schools with PE, Sport and physcial activity within a locality. The data we are starting to receive from the schools involved with CAS in our area has helped us to understand where the need is for these schools, whether that be directing support via themed Community of learning sessions or bringing together key partners that can then support the schools to meet specific objectives.
Being involved in the CAS process has allowed us to work with a number of partners and demonstrate the role they can play in supporting and influencing schools to embed a whole school approach to providing physcial activity. These partners vary from those directly involved in the School Sport and Physical acitvity agenda to those involved in broader local outcomes inc health and active travel.
Jessica Simons, Active Children Lead, Greater Manchester Moving
The robust nature of the CAS framework in terms of it being research based, has provided huge credibility when introducing the approach into school. The sharing of CAS as a behavioural science approach, focusing on the capability, opportunity and motivation of all school stakeholders, particularly the wider workforce; such as support staff has been crucial in embedding CAS as a whole school approach.
CAS has been pivotal in inspiring positive early habits surrounding physical activity for pupils. The opportunities to break the cycle of sedentary behaviours within the school day have increased tremendously. Purposeful physical activity has been prioritised in the school development plan and this is reflected though an offer which has been designed to consider the holistic needs of all pupils, which has had a huge impact on their health and wellbeing.
Niall O'Brien, PE and Outdoor Education Lead, Bradford
The cornerstone of the CAS framework is establishing whole-school practice and ethos for physical activity - the underlying sentiment that informs the beliefs, customs and practices around creating a physically active school.
The physical environment reflects the amount, variety (e.g. green space, playground, school hall) and quality of school spaces and resources available.
Five groups are included as essential stakeholders; school leaders, teachers and other school staff, children/young people, parents/guardians, and wider stakeholders (e.g. active school coordinators, public health specialists, local organisations and clubs).
Combined, the environment and key stakeholders determine the implementation of physical activity across seven opportunities. The opportunities are determined by what the school can control (O1-4) and opportunities that the school can influence (O5-7). The opportunities with the greatest potential impact on whole-day physical activity reside closest to the framework midline.