Implementation: Promoting Participation and Removing Barriers

An Inclusive Clubs and Enrichment Offer

Our clubs and enrichment provision plays an important role in ensuring that every student has opportunities to develop friendships, discover new interests and experience a sense of belonging within #TeamPrenton.

We recognise that participation outside lessons can sometimes be affected by transport arrangements, caring responsibilities, confidence or other personal circumstances. To reduce these barriers, we provide a wide range of activities during both lunchtimes and after school, alongside timetabled enrichment experiences delivered within the school day.

Our #TeamPrenton Clubber’s Guide, updated every half term, includes structured club blocks and flexible drop-in opportunities. We encourage every student to attend at least one extracurricular club and provide support to help students find activities that match their interests and needs.

Promoting Opportunities Across School

We actively promote clubs and wider Student Life opportunities through:

• Our half-termly Clubber’s Guide and Arbor timetable.
• Whole-school emails, student briefings and form tutor notices.
• Digital displays, school social media and promotional materials.
• Student leadership teams and peer encouragement.
• Celebration of participation, achievements and student-led activities.

By making opportunities visible and regularly celebrating students’ involvement, we aim to strengthen the profile of extracurricular participation as an important part of school life.

Monitoring and Encouraging Participation

Club attendance is recorded through Arbor registers, with participation analysed every half term.

This analysis identifies students who are attending clubs and those who are not yet participating. Information is shared with form tutors, who can discuss students’ interests, explore potential barriers and encourage them to try suitable activities.

Participation can also be reviewed across year groups and student groups, helping us identify patterns of engagement and consider where additional encouragement or adjustments may be beneficial.

Previously reported school data showed that over 31% of students engaged in intervention and enrichment clubs. Our updated Arbor monitoring arrangements provide a clearer basis for evaluating extracurricular participation during 2026/27, including identifying students who have not yet accessed a club.

A Programme Shaped by Students and Staff

Student voice and staff voice are central to the development of our provision.

Students contribute ideas for clubs, activities and wider opportunities through surveys, Form Leaders, Prenton Parliamentarians and student leadership discussions.

Staff are also encouraged to share their interests, skills and expertise, helping us offer activities that extend beyond their usual curriculum responsibilities.

This collaborative approach supports a varied and evolving programme that reflects the interests, talents and needs of our school community.

Staff Commitment to Student Life

Our staff make a significant contribution to Student Life, with many generously volunteering their time to lead clubs, support intervention activities and provide enrichment experiences beyond their teaching responsibilities.

Their commitment allows students to benefit from a wide range of experiences, including opportunities that develop creativity, teamwork, resilience, confidence and practical life skills.

By sharing their own interests and expertise, staff also help students develop positive relationships, discover new talents and explore opportunities beyond the taught curriculum.

Impact: Evaluating Participation and Personal Development

Our ambition is not simply to increase the number of clubs available, but to ensure that more students benefit from meaningful opportunities that support their personal development.

We evaluate our provision through:

• Participation: the number and proportion of students attending at least one extracurricular club, using Arbor data.
• Equity of access: participation across year groups and student groups, including disadvantaged students and students with SEND.
• Identification of non-participation: ensuring students who are not attending clubs are recognised and offered encouragement through their form tutors.
• Student experience: feedback about enjoyment, belonging, confidence and the variety of opportunities available.
• Student voice: evidence of activities introduced, adapted or developed in response to students’ ideas.
• Personal development: reflections recorded through Unifrog, including students’ recognition of their leadership, organisation, resilience, initiative and communication skills.

This information informs our half-termly review of provision, helping us identify strengths, understand barriers and plan improvements.

Our measure of success is not simply what we offer, but who participates, what students experience and how those experiences contribute to their confidence, skills and sense of belonging.