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
Laura
Last Name
Bassett
Pronouns
She/Her
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
Oval Learning Cluster
Year that you started/ registered your organisation
2013
Initiative Title
Shared Spaces: An Inclusive Place-Based Network of Practice and Pathways for Movement and Belonging
My initiative is designed for and delivered in London
1
Website URL(s) or Social Media Handles
https://www.ovallearning.org/
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 unlock school assets, practitioner knowledge and family relationships across 15 Lambeth schools and adjacent VCS provision, opening up schools as shared hubs for inclusive sport, physical activity and play, and supporting SEND children and families to access provision through clear, supported pathways.We are uniquely placed to do this: we hold trusted relationships with our schools and VCS providers, have a parent-led community development arm (KOnnect Kennington and Oval CIC), and two sister clusters giving reach to 40 Lambeth school communities. Our schools choose to work together — partnerships built on shared values. Our development phase — three live pilots and co-production activity with reach to over 200 children, families and practitioners — has confirmed the model, tested the barriers, and produced tools including a SEND activity timetable revealing delivery gaps. Across OLC's 13 schools — 10 mainstream primaries, one secondary, and two special schools— 3,800 pupils are on roll, of whom 970 have identified SEND. Over Y1, we will reach 440 SEND children — 1 in 2 of the identified SEND mainstream population — across 8 weeks of sessions per school, totalling 1,000 SEND child-sessions x 2 hours = 2,000 hours.
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?
Children and families in Lambeth experience unequal access to out-of-hours sport, physical activity and play, with the widest gaps affecting pupils with SEND, neurodivergence, emotional regulation needs, and emotionally-based school avoidance. Only around 47% of children in Lambeth reach recommended activity levels, with marked differences linked to disability, gender and socioeconomic factors. Families face practical and relational barriers to sustained participation: after-school pick-up logistics, confidence in unfamiliar settings, and limited opportunities to build trusted relationships with providers. Our development phase confirmed additional structural barriers specific to this community: Lambeth SEND transport arrangements often prevent children attending after-school activities at their own school. First-come-first-served sign-up systematically excludes families with neurodivergent barriers. Sessions without regulation support result in children being removed when dysregulated — reducing participation and disrupting others. Schools hold valuable spaces and trusted family relationships, but access operates school-by-school and inclusive practice develops unevenly. Oval Learning Cluster works directly within this challenge — convening school and family networks, supporting OPAL-informed play practice in and after school and contributing to national conversations on children's right to play. A cluster-wide School Council discussion with over 100 children found 60% said they do not have enough free play time, while 40% argued against needing more — citing unsafe streets and outdoor spaces. This is not a problem solved by opening spaces alone. It requires changing the adult attitudes and structural barriers that have kept them locked. We will act on both fronts.
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?
Playgrounds and halls sit empty while SEND children routinely miss out on after-school physical activity because of how access and provision is designed. Transport arrangements prevent children staying after school. First-come-first-served sign-up excludes the parent who is overwhelmed or neurodivergent themselves. Sessions without regulation support end with children being removed for dysregulation in an environment not built for them. Open outdoor spaces carry real risk for children with additional vulnerabilities. Provision that exists is hard to find and doesn’t always reach people where they are. Our solution is to connect schools into a shared system of spaces, pathways and relationships — from empty, locked schools to 15 schools unlocked out of hours, with a clear route to scale across 40 schools through our tri-cluster network (Brixton Learning Collaborative and Windmill Clusters). This aligns with Lambeth's wider London Sport investment. OLC and partner schools already hold strong relationships, shared ambition and emerging practice. Funding acts as the catalyst: a pan-school multi-sector network, space audits and visits across the cluster, and specialist taster sessions delivered by established partners including Kia Oval, Black Prince Trust, Girls Allowed/Girls United and adventure playground partners. Headteachers are the key decision-makers on space access — our cluster relationships mean we already have their trust. Supported transitions move families from tasters into sustained community provision. Our development phase has generated pilots, provider partnerships, community voice and tools now able to be put into active use: All findings: https://inclusionovallearning.netlify.app SEND timetable showing Lambeth’s gaps: https://sendolc.netlify.app/
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?
Children at the centre Co-production sessions — immersive world-building, a SEND drumming workshop, a green space visit and an OPAL school playtime observation — generated insight from 35 SEND children aged 7–11. A Pupil Wellbeing Ambassador session across 22 schools and a pan-cluster School Council reached a further 200. Children named barriers (cost, transport, siblings' timetables, safety), described wanting YES environments, asked for build-and-crash opportunities, quiet dens, and parents as play partners. Their experiences directly shape activities, environments and coaching approaches across all 15 settings. Parent co-production surfaced critical barriers: the double-pickup problem (collect at 3:15, deliver elsewhere, collect again — solved by the walking bus), siblings with higher support needs, selective eating, and needing to know a provider personally. Programme design responds to each (food included, relationship-first). Our pan-cluster SEND Parent Network brings families together for peer support while children take part in sessions on school sites — reducing isolation and building confidence in navigating provision. We will work with Dads Clubs already active in our schools to expand father-child activity outside school hours. Three live pilots tested school and provider co-creation in practice: Pro Elite Football & Multi-Sports at Ashmole Primary, a SEND yoga club at Wyvil, and a walking bus from Herbert Morrison to the Ben Hollioake Learning Centre at Kia Oval. Each generated specific learning about what can make provider–school partnerships work: taster demonstrations in school, on-site storage, clear communication, mutual trust and SEND-responsive staffing.
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 development phase evidences change we can scale. The SEND yoga club at Wyvil built participation through in-class demonstrations — exposure within the school day generated demand. A walking bus ran four sessions from Herbert Morrison to Kia Oval, proving supervised travel solves the "double after-school pickup" problem. At a network visit to Lansdowne and Turney, headteachers observed outdoor environments and discussed how physical activity supports children's regulation. Henry Fawcett — OLC's only OPAL school — presented on individual play plans, the loose part kit that can be used in and out of school hours, and the principle of keeping children in the activity space. Quiet corners and fidget tools are the difference between a child accessing physical activity and losing out through exclusion. Some provision exists — but the model that works is: children are already at school every day, and schools already hold the relationships. We can unlock school spaces after hours so children stay on-site with providers they've been introduced to, doing activities they've helped choose. Where children want to go further afield, the walking bus extends that reach to nearby providers and community spaces. 15 schools delivering 8-week programmes will reach 440 SEND children — 1 in 2 of OLC's identified SEND mainstream population — generating 2,000 hours of inclusive activity in year one. We will track sustained attendance; teacher and facilitator reported regulation change; and family confidence in accessing wider provision. Our tri-cluster network of 40 schools is the pathway to systemic change: schools as shared community hubs, providers with the conditions to deliver inclusively, and SEND families with the confidence and relationships to sustain participation long-term.
Innovation: What is different about your initiative compared to other solutions that are already out there? How is your approach original and innovative?
The innovation lies in SEND voice-led system design. Schools operate as connected hubs combining space access, inclusion practice, trusted relationships and clear pathways into community provision. The same school space supports children's activity, family connection, practitioner learning and provider engagement simultaneously — a repeatable model for unlocking access at scale. Crucially, the model shifts adult attitudes to risk and play — through peer shadowing, practice exchange and shared evidence — not just access to spaces. For the first time, schools have the latitude to co-design their own delivery with SEND children, families and local providers — moving beyond prescribed programmes to bespoke provision shaped by the people it serves: YES environments, bespoke play plans and SEND-responsive staffing built around each setting. Transition design is integral. Children experience tasters in trusted school settings then move into community provision through warm handovers, coordinated logistics and active relationship brokerage with families. Partners work cross-phase, becoming known to pupils and families across primary to secondary and mainstream to specialist transitions — supporting sustained participation and strengthening the local sport and play ecosystem. Existing OLC networks provide the delivery infrastructure. This funding enables those networks to function as an active, multisectoral learning system with dedicated coordination and shared practice — a cluster-wide CPD and peer learning model that accelerates inclusion quality across settings. Only 9 of 36 cluster schools currently advertise spaces for community hire. Our network will change that — unlocking underused school assets for community use at scale.
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?
OLC has the infrastructure to deliver and scale. We convene networks across 40 schools — SENDCOs, early years practitioners, family practitioners and Pupil Wellbeing Ambassadors — and hold strong relationships with local sport and VCS partners. The development phase demonstrated this: seven workstreams in seven weeks — three live pilots, a SEND activity timetable now in active use, an ethical co-production platform, and a consultation dashboard of evidence. Sustainability is built into the model. Schools align timetables, space access and delivery agreements through shared systems. Providers gain clear routes into schools and consistent inclusion expectations. Our SEND Parent and Family Practitioner Network sustains family engagement. A clear timetable makes cluster schools visible to families as genuinely open spaces. Year two sustains the network: CPD, work shadowing, shared communications and stewardship of legacy assets — keeping partnerships active and building the foundation for 40 schools to adopt the model. As London Sport raises facility quality across Lambeth; our schools are empowered to prioritise co-designed physical activity within and beyond the school day, capitalising on this moment to position Lambeth as a leader in SEND-inclusive physical activity and unlocking school spaces for excluded families. The GLA's Enabling Community Use of School Sports Facilities report signals London-wide and national traction. We are active in that conversation — and this work gives us the evidence, relationships and model to shift the dial on SEND inclusion in physical activity altogether.
Roles and Responsibilities: Describe how responsibilities are shared among your team or partners.
OLC holds overall programme leadership, financial management, governance and coordination. OLC convenes and facilitates the networks that connect schools, families, providers and community partners — and maintains the cluster SEND activity timetable, offer map and consultation evidence dashboard shared across the network. Within each school, the family relationship lead varies: often a SENDCO, pastoral lead or PE lead — whoever holds the strongest relationship with a family. This person coordinates engagement, supports sign-up and ensures the right provision reaches the right child. Schools provide access to spaces, nominate a coordination lead and embed movement and inclusion practice into routines. Each school co-designs its own SEND activity programme with SEND children and families, choosing providers based on what children actually say they want to do. OLC provides whole-of-market access to local sport, physical activity and play providers — arranging tasters, cross-school visits and provider demonstrations so that families can see provision in action before committing. Headteachers share learning directly with each other about what works; provider reputation travels through the network, and solutions are shared around making access work such as through community keyholding / entry pads and having Facilities staff on call across multiple premises. Lansdowne and Turney, as the cluster's special school provision, support cross setting practice exchange — hosting mainstream colleagues and contributing specialist knowledge of regulation, sensory environments and SEND-responsive outdoor play. Families and young people shape delivery through co-design sprints to determine each school's activities, and ongoing feedback and peer engagement- they are part of the ongoing accountability loop. Pupil Wellbeing Ambassadors and our SEND Parent Network support peer encouragement and help promote the programme across their schools.
Upcoming Milestones: Please provide an overview of the milestones that are required for your initiative to come to fruition/to grow.
Months 1–2: Setup and activation Confirm participating schools from Windmill and BLC clusters (one from each); all 13 OLC schools already confirmed. Complete space audit; agree OOH access schedules, entry infrastructure and community keyholder arrangements where relevant. Begin OPAL accreditation process for two OLC schools. Establish the pan-school and multisectoral network; refresh provider map and progression routes; agree shared inclusion focus across networks. Set delivery calendar for 8-week programmes across all 15 schools. Months 2–4: Tasters, transitions and first delivery Launch taster sessions in schools — providers delivering in-school demonstrations so children and families can see provision before committing. Begin supported transitions into community provision. Expand walking bus model to schools adjacent to Kia Oval and Black Prince Trust / other local spaces. Embed more movement breaks and regulation supports into school routines. Launch CPD and job-shadowing exchange programme. Establish SEND Parent and Family Practitioner Network sessions on school sites. Months 4–6: Full programme delivery and family engagement All 15 schools delivering 8-week SEND-inclusive activity programmes. Expand Dads Club father-child sessions. Update, promote and distribute the SEND activity timetable and SEND offer map 0–25 across all schools and VCS partners. Capture participation data and family feedback through the evidence dashboard. First cross-school visit programme operational. Months 6–9: Learning, refinement and consolidation Consolidate CPD and shared learning cycles across the network. Refine delivery using evidence dashboard feedback. Both OPAL schools delivering accredited provision and after-school activity using OPAL kit. Grow provider participation; document operating model, inclusion resources and transition approach for replication. Conversations with BLC and Windmill cluster leads around wider practice adoption across those clusters. Months 9–12: Review, scale planning and Year 2 transition Complete year one delivery: 440 SEND children reached, 1,000 child-sessions, 2,000 hours of inclusive activity. Full programme review with schools, families and providers. Publish replication model. Align with borough sport and leisure strategy. Prepare Year 2 network plan. Year 2: Network sustaining OLC coordination continues: CPD, job-shadowing brokerage, shared communications around the activity offer, and stewardship of legacy assets and tools (SEND timetable, offer map, evidence dashboard). Evaluation findings are collated and shared across the network and with borough and national stakeholders. OPAL accreditation outcomes and inclusion practice from the two newly accredited schools are documented and disseminated — enabling a multiplier effect as other OLC and cluster schools adopt the approach. Cluster-wide shared outdoor play and family activity events bring the community together around the spaces we have unlocked, embedding the model in local life and demonstrating what schools as shared community hubs can look like in practice. Network kept active as the foundation for 40-school tri-cluster adoption and multisectoral place-based working.
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.
Provided separately
Now that you've explored what it truly means to put young people at the centre, how are you designing your initiative so that young people are genuine co-leaders and co-creators of the initiative?
OLC applied its existing expertise in co-commissioning and co-design — drawing on established good practice in immersive co-production with children to draw out voices. For this programme, we worked with 35 children aged 7–11 with SEND using drumming, world-building, loose parts play and a green space visit. Their programme asks — already detailed in our Collaboration response — have become direct design specifications. Our Pupil Wellbeing Ambassadors — trained peer wellbeing leads across all OLC schools — named activities they access, what they want more of, and barriers they face. Critically, they proposed solutions themselves: free trials and demonstrations in school playgrounds, promoted through PWA-led assemblies. This is now built into the programme. A Cluster School Council discussion with over 100 children found that 60% said they do not have enough free play time, while 40% said they didn't feel safe in outdoor spaces — citing streets and public areas rather than rejecting the idea of play itself. Opening spaces in schools and creating safe transport from schools to adjacent spaces responds directly to this need, but is not sufficient. We must actively offer children the counter-experience that changes their relationship with outdoor environments. In delivery, PWAs and School Council members are embedded in every school — designing peer communications, welcoming participants and advocating for play and movement. Each school will run a co-design sprint with children and families to determine what they want to see in their space. OLC brokers introductions between school staff and local providers, who showcase what they offer and how it has worked in other Lambeth schools. Children and families visit other settings and see demos before committing, and become able to access the offer as a whole.
What partnerships and collaborations are most critical to delivering and sustaining your initiative and how are you building/ plan to build them?
The most critical partnerships are those already deepened through the development phase — each playing a distinct role in making delivery genuinely inclusive. Lansdowne and Turney Schools are our specialist SEND anchors, providing all-through provision and deep expertise in regulation, sensory environments and outdoor play. Ten OLC headteachers visited during the development phase; the relationship can now become a formal practice exchange function. Their knowledge directly informs how mainstream settings adapt environments and staff approaches for SEND inclusion. Ben Hollioake Learning Centre at Kia Oval is a 20-year partner with proven SEND delivery experience — including tailored football tournaments that have included Turney pupils and hosted SEND network days. The walking bus pilot proved supervised transition from Herbert Morrison to the Oval works for supporting after school pick up logistics for parents, meaning children that might not otherwise be able to go along, can attend.. This is ready to scale to adjacent schools. Black Prince Trust — through Anthony Webster's Opening School Facilities Fund experience — shaped our thinking on keyholder models, tech-enabled access and the critical importance of SLT buy-in so relationships don’t break over time. KOnnect Kennington and Oval CIC, our parent-led community arm, provides the trusted relational infrastructure connecting schools to families furthest from provision. Lambeth Parent Forum contributed directly to the development phase — identifying gaps in SEND timetable communication and the system gap between Early Help and the Children with Disabilities Team that leaves parents with nowhere to go. Each school's co-design sprint will identify local providers with SEND capability. OLC brokers introductions, drawing on a mapped provider network. London Sport’s model locally and Lambeth Council — across Education, Assets, Leisure and VCS teams — provide borough-wide strategic alignment. The GLA's forthcoming Enabling Community Use of School Sports Facilities report and Go London’s that went before it, signals that this is a problem funders and London want solved. We have the model to solve it: co-design sprints with each school finding their own provider; a multisectoral network; relationship holders with families; a published timetable that makes the whole offer visible. This suite of assets and the approach we have outlined can support other schools and local authorities to crack this problem at scale.
What are you measuring, how are you measuring it, and what does the data tell you so far (quantitative and qualitative)?
The development phase established a measurement approach and early data — and the first thing the data told us was confirming that provision for these children is largely missing. Our SEND activity timetable — built by pooling information from SEND parents, flyers and online listings across Lambeth, Southwark and Wandsworth, and likely the first time those three boroughs' SEND offers have been brought together in one place — is live at https://sendolc.netlify.app In combination with our deep knowledge of the local youth and play offer, it reveals a missing middle: children whose needs exceed what typical mainstream provision offers, but who don't qualify for short breaks or specialist SEND services. What does exist is hard to find, hard to get to given SEND transport logistics, and often unknown to families who aren't yet confident navigating it, and so some much needed spaces go unused. Three live trials generated real participation data. The Wyvil SEND yoga club recruited children through in-school activity demonstrations that generated child enthusiasm, and conversations with parents supported them to say yes. Four walking bus sessions ran from Herbert Morrison to Kia Oval with 6 pupils per session. These are proof of concept figures. The trials were possible because schools had the latitude to co-design their own arrangements. OLC headteachers who trialled sensory and regulation resources within activity settings reported: improved self-regulation, reduced withdrawal, pupils remaining in the activity environment (where they may otherwise be excluded), and improved staff confidence. Structured consultation reached over 100 children through School Council, 35 through co-production, 70+ parents and carers, Family Practitioners Network practitioners, and providers including Pro Elite, Ben Hollioake Learning Centre and Black Prince Trust. All responses are sourced, attributed and held in the live evidence dashboard at https://inclusionovallearning.netlify.app Outcomes we will track (at all levels i.e. school, clusters, community, providers and partners include: unique SEND children reached and child-sessions delivered (target: 440 children, 1,000 sessions, 2,000 hours); sustained attendance across the 8-week programme; teacher-reported change in regulation before and after sessions; and family-reported confidence in accessing provision. We will also measure transition rates from tasters into wider community provision where there is underutilised capacity that families now feel confident accessing; and staff confidence shifts pre and post CPD. Qualitative voice will be captured through PWAs, our SEND Parent Network, Family Practitioners, EYFS Network, SENDCOs and Heads, using a Most Significant Change methodology to surface unforeseen longitudinal outcomes alongside the programme's most impactful elements.
Long-term impact: what lasting systems change are you seeking to create and how will you know when it has happened?
The lasting change we are seeking is greater permeability, asset sharing and knowledge exchange — between schools and communities, between special and mainstream provision, and a shift in adult (school and parental) attitudes to risk versus reward and what children are actually supported to do to ensure richer, healthier childhoods. Structural change looks like: 15 schools with audited, accessible spaces available to community providers; a SEND activity timetable and offer map maintained as a live resource; OPAL accreditation embedded in two more OLC schools with outcomes and approach shared making richer and freer play the norm within the school day with kit and a staff wide knowledge and approach that can be used out of hours; and a walking bus infrastructure that means children travel from school to community provision without families needing to pick up twice from two different locations. Currently only 9 of 36 cluster schools publicly advertise spaces for hire — that number rising substantially is another measurable indicator of change. Cultural change looks like: mainstream school staff who have spent time in special school settings and changed how they design movement breaks and outdoor environments; headteachers who experience community lettings as a net gain; and children and parents who have had the counter-experience that shifts their relationship with outdoor play and risk. System change looks like: a replication model that travels — across the tri-cluster to 40 schools and potentially beyond Lambeth — because the operating model, partnership agreements, policies, experiences, and inclusion resources are documented, tested and freely shared. The GLA's interest and our engagement with local authority, ICB and leisure strategy leads signals that this model has traction beyond our cluster. We will know it is happening when SEND children are represented proportionally in after-school activity participation data; school spaces are in regular use out of hours; families report feeling that provision is genuinely designed for them and delivered by a provider they trust; children report confidence and enjoyment in physical activity settings; and for children for whom movement is the best part of their day, we see this reflected in school attendance and engagement data. The Most Significant Change methodology will help us capture what we haven't anticipated — some of the changes that matter most are often the ones we didn't know to look for. All of this is underpinned by relational working, and individuals being on board with this direction of travel and trusting us to support them on the journey. Oval Learning Cluster is well positioned to problem solve as we go along, and we can all learn from what does and doesn’t work to spare the same mistakes being repeated or new solutions always needed to be generated from scratch.
Is there anything else you'd like to share with us that you were not able to share in previous questions?
The development phase produced assets we have not been able to describe in full within the character limits of this application, and we want to name them here. We built a live evidence dashboard that attributes every consultation response to its source — child, parent, school, provider, or national evidence base. It is a living document that will be updated as the programme develops. https://inclusionovallearning.netlify.app/ We built a SEND activity timetable — a comprehensive, navigable map of SEND-specific physical activity sessions across Lambeth, Southwark, and Wandsworth. It can now be sense checked and be in use by our special schools, SENDCOs and SEND parents. https://sendolc.netlify.app/ We built a SEND offer map 0–25 — a full map of local SEND provision for use by SENDCOs and families navigating a complex system. Also being parsed by Lambeth and some others before able to be in full use. https://drive.google.com/drive/u/2/folders/1Jl1ANmVa06Rl3R3q3Ev9zE8tyic_5Zdv?usp=drive_link We built an MVP for EquiTable — an ethical community co-production platform designed to support genuine participation rather than tick-box consultation. It was not the primary co-production tool in this phase, but it represents our longer-term commitment to building infrastructure for voice. https://equitablemvp.netlify.app These assets and pilots were built and delivered in seven weeks in co-production with children, SEND parents and schools. What we are asking for is the resource to deliver inclusive physical activity and local prioritisation of this work at scale — and with proper coordination — what we have already shown we can do. In Lambeth we have been in a state of "it would be good to open up schools to more community use" and "it would be good if Lambeth's 8000+ SEND families were aware of and able to access a range of activities" for decades. This programme can be the step change, at a critical moment of complementary investment, to achieve a tipping point that enables a generation of SEND children to better access physical activity, while benefitting the whole school environment through improved approaches to child voice building, play and inclusion. The gates are ready to open. We need the resource to open it properly, and to keep it open.
