My initiative is designed for and delivered in London
Yes
I am 18 years of age or above, by the application deadline.
Yes
My organisation is a registered UK entity and has a London-based address.
Yes
My organisation is a non-profit (e.g. school, university, or local authority) — not a for-profit, which can only join as a partner.
Yes
If there is a for-profit organisation as a partner in my initiative, they work on a cost-recovery basis only.
Yes
My solution is implemented at scale, or if not, I have a clear business plan, a minimum viable solution (prototype, pilot, or proof of concept), evidence of access to a lease for the space you are leveraging, and evidence of work or impact in London within your coalition.
Yes
I am aware that, if I am submitting more than one application to a Challenge run by Ashoka and Go! London, only one of them is able to progress through the stages.
Yes
Are you an employee (and their children and grandchildren) of Ashoka or any of its respective affiliates and participating advertising and promotion agencies?
No
I have read and accepted the Challenge Terms & Conditions.
Yes
First Name
Katharine
Last Name
Bennett
Pronouns
She/Her
Email address
I would like to receive notifications and updates about Go London!, Ashoka, Ashoka Changemakers, and other Ashoka opportunities.
1
Are you an Ashoka Fellow?
No
Are you applying from an organization founded by an Ashoka Fellow?
No
If you are applying from an organization founded by an Ashoka Fellow, please specify the name and organisation of the fellow below.
Lead Organisation Name
Katharine Bennett
Year that you started/ registered your organisation
1926
Initiative Title
Transforming Our School Netball Court into an All-Weather MUGA for Inclusive Sport and Community Use
My initiative is designed for and delivered in London
1
Website URL(s) or Social Media Handles
https://www.malmesbury.merton.sch.uk/ https://www.instagram.com/malmesbury_primary?igshid=uuvlmjsodkw1
Initiative Stage
Idea (You have a solid concept and are hoping to get started in the future)
Sectors/Themes: What topic does your project most directly relate to?
Children & Youth
Initiative Summary: Describe your initiative in one sentence
We will transform our unsafe netball court into a high-quality, all-weather MUGA, providing free, inclusive PE lessons and extracurricular sports clubs for pupils in a high-deprivation community (43% Pupil Premium, 42% EAL, 21% SEN). The space will support year-round physical activity and serve as a shared facility for pupils, local youth, and borough-wide events through our partnership with Merton School Sport Partnership.
The Problem: What problem are you helping to solve and who will benefit the most from your solution? How close are you to the problem and/or community impacted?
Our existing netball court is damaged and uneven, limiting safe use for PE, break-time activity, and after-school sport. This disproportionately affects pupils in our local-authority primary school, where 43% are Pupil Premium and 21% have SEND, as many families face financial or transport barriers to out-of-school sport. School is often the only place these children can access regular, structured physical activity. We are closely connected to the community: we work daily with pupils and families, secure charitable funding for free sports clubs, and partner with Merton SSP to widen access across the borough. Limitations of the playground are felt immediately by staff and pupils, giving us first-hand insight into the urgency of creating a safe, inclusive, engaging space.
Your approach: How are you/ will you addressing the problem outlined above? How does your solution unlock or reimagine access to spaces for sport and physical activity? What role do landowners, local authorities, or other decision-making stakeholders play in your approach? We'd love to know about the origin of your idea, and what was your "aha" moment" that led you to take action?
Our approach responds to a key School Improvement Plan priority: increasing attendance, especially for disadvantaged and SEND pupils. We know engagement and belonging drive attendance; for many pupils, positive experiences of sport and play are vital for motivation, confidence, and connection to school life. The idea to transform the netball court into a high-quality, all-weather MUGA emerged when we saw frequent lesson and club disruptions caused by poor weather and surface deterioration, disproportionately affecting the pupils who rely most on school for safe activity. Unlocking this space addresses physical activity, wellbeing, and attendance simultaneously. The MUGA will be a flexible hub for curriculum PE, free enrichment clubs, targeted provision for disadvantaged and SEND pupils, and community sport. Embedding it into the school day removes barriers such as cost, weather, and limited access. The school will lead delivery with robust governance, supported by local authority oversight. Strong partnerships with Merton SSP and local clubs will ensure full utilisation and links to borough-wide provision. By transforming an unsafe space into a vibrant, inclusive sporting hub, we strengthen attendance, improve wellbeing, and create a space where every child—particularly the most vulnerable—can thrive.
Collaboration with young people and the community: In what ways does your initiative engage young people and community members closest to the problem? What role do they play in building the solution you deliver?
Our initiative is shaped by the voices and needs of pupils and the wider community. Pupils helped inform the design, prioritising an all-weather surface, multi-sport markings, safe entrances, and activities such as football, netball, basketball, and informal play. We build on pupil-voice structures through the School Council and half-termly sport reviews to gather feedback on usage, identify barriers, and shape future provision. Trained Year 5 Sports Leaders support sessions, mentor younger pupils, and officiate games, ensuring the initiative remains pupil-led and inclusive. Parents and carers help shape access through curriculum, free after-school clubs, and borough-wide events. Community partners — including Merton Hockey, Surrey Cricket, WJTI, Merton SSP, Harlequins Foundation, Sean McInnes Coaching, and Dean Jeeves PGA — co-deliver sessions, providing role models and widening opportunities. By involving young people at every stage, we co-create a space that reflects local need, encourages ownership, and strengthens community connections around physical activity.
Potential for/Evidence of Impact: How do you imagine your initiative will make a difference in unlocking spaces for and access to physical activity and sport so far? If you have already implemented it, what difference have you made so far? What is the impact your initiative has had , and or what impact do you envision having in the future?
The MUGA will significantly increase access to physical activity for pupils and the local community. The damaged court currently restricts PE, break-time, and after-school provision, limiting opportunities for many children, especially 43% Pupil Premium and 21% SEND pupils. Once complete, over 400 pupils will benefit weekly through curriculum PE and school-run clubs, with additional reach via borough events through Merton SSP. We already run free before-school sports clubs three days per week and have observed improved attendance and reduced lateness on these days. However, delivery is currently limited to the school gym, restricting capacity and the range of activities offered. The MUGA would significantly expand this proven model. Outputs include daily multi-sport use, expanded free enrichment, increased participation from underrepresented groups, and strengthened leadership through mentoring and co-delivery. Trusted partners provide diverse sporting pathways and inspire aspirations. Longer term, the MUGA provides sustainable, climate-resilient infrastructure that strengthens attendance, wellbeing, confidence, and social cohesion. Participation tracking, pupil feedback, and attendance data—particularly for disadvantaged and SEND pupils—will evidence inclusion and sustained engagement. By embedding the space into school life and community structures, we create scalable, lasting impact.
Innovation: What is different about your initiative compared to other solutions that are already out there? How is your approach original and innovative?
While Multi-Use Games Areas exist in some schools, our initiative reimagines an underutilised, unsafe space in a high-need community to maximise inclusion, accessibility, and impact. Rather than resurfacing the netball court, we are creating a flexible, all-weather hub for multiple sports, year-round activity, and both formal and informal play, addressing the structural barrier of limited safe, affordable spaces. The project is distinctive in its whole-school and community integration, embedding the MUGA into curriculum planning, inclusion strategies, enrichment programmes, and community access. This ensures all pupils benefit, not just those already engaged in sport. Partnerships with Merton SSP extend impact for borough-wide festivals, training, and professional development. Innovation also lies in phased testing, pupil feedback, participation tracking, and external evaluation, keeping the space responsive and adaptable. The model is replicable; documenting processes, partnerships, and impact data creates a blueprint for similar schools facing space constraints and limited community facilities.
Viability and Scalability: How are you setting your initiative up for success, and what is your plan to ensure operational sustainability of your solution and its impact? What are your ideas for scaling your initiative to the next level?
The school will lead the initiative, with robust governance, procurement, and day-to-day management, supported by local authority oversight. Strong relationships with Merton SSP, local clubs, and charitable organisations provide networks for ongoing delivery, volunteer support, and co-created programmes. Operational sustainability is built through multi-use scheduling for PE, after-school clubs, community activities, and borough-wide events, maximising impact and resource efficiency. Costs are managed through charitable funding, school budgets, and potential sponsorships; equipment and facilities are designed for durability and climate resilience. The PE Lead, with 19 years’ experience at Malmesbury, brings deep community knowledge and longstanding relationships with clubs and charities to secure inclusive, low-cost provision. For scaling, the MUGA can serve as a model for other schools and communities. Capturing participation, engagement, and outcomes creates an evidence base for replication, unlocking underutilised spaces in high-need areas and strengthening partnerships between schools, local authorities, and sports organisations.
Roles and Responsibilities: Describe how responsibilities are shared among your team or partners.
Delivery will be a whole-school effort, drawing on leadership, teaching, and support staff expertise. Senior leaders provide strategic oversight, ensuring alignment with improvement priorities, monitoring progress, and supporting evaluation. The PE Lead coordinates day-to-day delivery, liaises with partners, and acts as the main point of contact. Teaching staff implement activities, support participation, and embed learning. School support staff manage logistics and supervision. Office staff manage the communication with families. The school benefits from a stable, experienced workforce, many staff serving 10–20+ years, fostering collaboration and flexible project support. The marketing team promotes the initiative to families and the community, maximising engagement and celebrating outcomes. This shared approach ensures clear responsibilities, sufficient capacity, and integration within school life.
Upcoming Milestones: Please provide an overview of the milestones that are required for your initiative to come to fruition/to grow.
The initiative will be developed as a long-term programme to enhance and sustain high-quality use of a dedicated space for all pupils at Malmesbury Primary School, embedded within curriculum delivery, enrichment provision, and community engagement. Phase 1: Planning and Set-Up (Initial Term) Confirm project leadership and governance, with the PE Lead working alongside senior leaders. Finalise plans for safe, inclusive timetabling across year groups. Formalise arrangements with local sports clubs and partners to deliver free enrichment opportunities. Agree community-use protocols, including collaboration with Merton SSP for events or training. Establish baseline data on pupil participation, activity levels, and engagement. Communicate plans to staff, pupils, and families. Phase 2: Curriculum Integration and Launch (Following Term) Introduce regular curriculum use of the space across PE and cross-curricular activities. Launch free after-school clubs delivered through established community partnerships. Pilot community-access sessions via Merton SSP. Monitor usage, participation, and operational effectiveness. Phase 3: Embedding and Review (Ongoing, Each Term) Conduct termly review meetings to assess impact and identify improvements. Collect pupil voice, staff feedback, and attendance data. Refine timetabling, delivery models, and partner involvement. Provide staff development to widen expertise and ensure sustainability. Phase 4: Expansion and Wider Engagement (Year 2 Onwards) Increase range of curriculum activities and enrichment clubs in the space. Extend opportunities for targeted groups. Broaden community use through events, training, and festivals with Merton SSP. Share learning and good practice within local networks. Phase 5: Long-Term Sustainability Embed successful approaches into school development planning and PE strategy. Maintain and grow partnerships with local clubs. Seek additional funding or sponsorship to enhance provision.
Capacity-Building Participation and Support Funding: If you were to make it as a finalist, you will be required to participate in an 8-week capacity building programme. If funding/ cost is a barrier to your participation, we may be able to offer up to 10,000 GBP of grant money available to support you. Please break down below, if it is the case, what costs you would incur and you would need covered. (Please note that there are restrictions on how the grant money may be used; please refer to the T&Cs for further details.
Malmesbury Primary School would be fully committed to participating in the 8-week capacity-building programme and recognises the value it would bring in refining, strengthening, and scaling the initiative. If selected as a finalist, the additional support funding of up to £10,000 would be used solely to support project development activities in line with the Challenge’s eligible expenditure criteria. This funding would enable the school to test, refine, and strengthen plans for long-term use of the MUGA across curriculum delivery, enrichment provision, and community engagement. Indicative costs may include: Specialist consultancy and external expertise: Advice on school sport facilities, inclusive design, safeguarding, or community-use models to optimise accessibility and sustainability. Design and feasibility work: Site assessments, layout planning, or technical guidance to ensure flexible use across curriculum, clubs, and partnership activity. Pilot equipment or temporary installations: Testing curriculum and enrichment uses of the space during development. Monitoring and evaluation support: Developing an evaluation framework, baseline measures, and impact tools to strengthen the proposal. Research and consultation costs: Engaging pupils, families, and partners to inform design decisions and refine delivery models. This targeted use of capacity-building funding would ensure the initiative is robust, evidence-informed, and ready for sustainable long-term delivery, maximising impact for pupils and the wider community.
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