GS4 run disability coaching programmes in local SEN schools in Hillingdon, Harrow, Three Rivers and Ealing.  We also run a drop in session for all local SEND children and their families. This is FREE session and can be booked through our Abbots Langley booking page. 

 We commenced our SEN programme in September 2018 at Pentland Field and Grangewood schools. It was met with great enthusiasm by teacher and students as you can see below. 

Since September 2018 we have welcomed on board the following schools and have introduced over 1300 children to the game of tennis. 

Pentland Field 

Grangewood

Shaftesbury High

RNB Sunshine House

Breakspeare School

Springhallow 

Woodlands School

Lake Farm Park

Meadow High School

Meadowood School

Colnbrook School

Garston Manor

Central Primary

 

 

Get Set 4 Tennis – Full Feedback Review 

 

As we draw to the end of a very successful year, GS4T have carried out an extensive feedback gathering exercise across the programmes we run. Below are the highlights of the information gathered – and we are very proud to confirm the feedback has been 100% positive.

 

Impact of the coaching felt in the classroom

“Children are more settled in class after tennis than other PE activities.”

“It has supported their speaking and listening skills.”

“Tennis lessons can be used as motivation/incentive for good behaviour as the pupils love it.” 

“Following tennis lessons, the pupils are noticeably calmer, more settled and focussed during lessons.”

“The tennis helps the children be more focused and relaxed in class.”

“Gives students chance to have exercise & burn energy = positive behaviour.”

“The pupils’ mood is generally very positive as they enjoy the successes achieved during the lessons.”

 

Impact on physical & mental well being

“The sessions have helped our students to be more sociable and independent.” 

“Children are so excited to go to tennis. On those days they are so well behaved.”

“Children are so proud of themselves after tennis lessons, they have a sense of achievement which leads to a really happy mood in class afterwards.”

“After tennis, the children reflect on what they have learned and are always positive.”

“The coaches are so supportive so the children come back to class so positive and enthused.”

“We have noticed improved balance and posture in our class.”

“Higher arousal level for pupils, especially those with low tone.”

“The main changes have been noticeable improvement in childrens’ confidence re their mobility. They are keen to try new things.”

“We have seen notable improvements with those children who have motor difficulties.”

“Two of the pupils have improved in their hand-eye coordination and a pupil who doesn’t normally join in PE always joins in with tennis and has improved their mobility as a result.”

“Class is always happy after the tennis.”

“Improvements noted in co-ordination – hand/eye and physical stamina. Some students have a marked improvement beyond expectations”

 

Feedback from parents

“Parents are happy their children are participation in sports.”

“Expands pupils’ interests, take an interest in television on the TV.”

“One parent mentioned their son loves tennis and is excited to volunteer with the coaches.”

“Parents are very proud that their children have acquired a new sporting interest and skill.”

“Parents say children speak positively about tennis at home and enjoy the support they get from the coaches.”

“Parents are delighted their children are interested in sportand their interests are expanded.”

“Parents have gone out of their way to mention their children are excited about tennis lessons.”

 

(Pentland Field School)

Get Set 4 Tennis – Measurement for Sustainability

10 point plan of best practice

1. We take time to reflect and learn from each project

At the beginning of any new project, we review feedback from previous projects and reflect on what went well & what we would modify for the new project, thus delivering the best outcomes for those attending and are constantly innovating what we do.

2. Present & analyse our data carefully

We have a comprehensive 360 feedback process. At the start we consult all stakeholders including teachers, parents, pupils, local authorities and partner organisations on all aspects of the participant’s well-being and expected outcomes. We revisit this data midway through and at the end to ensure the project delivers and influences future programmes.

3. Constantly review budgets, responsibilities, quality & risks

We want our projects to represent value for money and deliver the very best results. We are always looking to cut costs where they do not add value. Likewise, we constantly review best practice to ensure our programs are of the highest quality. We regularly seek input from our partners, the schools and organisations we work with to anticipate unforeseen risks. 

4. Manage capacity & demand

Whilst we would like to engage as many people as possible, we need to manage our capacity. We limit the number of projects we have at any one time, to avoid being stretched and the quality of our projects is not compromised. We also manage the timing of each project so we always have funds in hand, so participants are not disappointed by projects being delayed.

5. Not afraid to ask for help

We continually seek advice from senior charity executives, local authorities, associated trusts and partners to ensure we are using best practice. We have partnered with Middlesex LTA, Herts LTA, Anna Kennedy Foundation, Bright Ideas for Tennis, Herts Sports Partnership, Watford & Three Rivers Trust, Sport In Mind, Herts CC Children’s Services, The Reach School, Herts Mind Network, The Trinity Project, Abbots Langley Parish Council, Three Rivers District Council and conducted detailed research so our coaches deliver innovative and leading-edge sessions.

6. Each project has an exit strategy

Before starting, we discuss what will happen once the project has finished. We are keen to ensure there is an exit strategy and the program will continue once the funding has ended if appropriate. These exit strategies include corporate sponsorship, private benefactors, funding by parents, forming part of the PE curriculum, pupils moving to our dedicated fully accessible community tennis facility and future volunteering/employment of participants.

7. Define both a financial and social return

It is very important to us that a funder sees a return on their investment. We collect comprehensive feedback & expect to see improvements in a participant’s behaviour & well-being. We publish this feedback on our social media for everyone to see. We have first-hand evidence supporting research that competitive sport (such as tennis), greatly improves a participant’s future prospects as follows:

• Elevates mood, attention span & positive behaviour in classroom
• Enhances health through physical mobility including fine & gross motor skills.
• Improves mental health.
• Increased interest & participation in other sports.
• Introduces element of sporting physical competition that the participant would not have the chance to experience otherwise.
• provides future volunteering/career opportunities

8. Multi-faceted funding strategy

We seek to maximise all funding opportunities so reliance on any one funding source is minimised. Our funding strategy includes (but is not limited to):

• Community fundraising days & tennis fun days
• Partnership with other organisations
• Go Fund Me page
• Applications to Charities, Trusts, Livery Companies, National Lottery & Sports Foundations, Local Authorities & multiple grant making organisations
• Sponsorship from local businesses
• Private benefactors

9. Partner with specialist coaches

To mitigate financial risks to Get Set 4 Tennis, we do not have any contracted staff or coaches. We have taken time to source the very best independent coaches who have a wealth of experience in each of the areas we specialise in. All coaches are fully qualified, specially trained & LTA accredited. This avoids any financial risk to Get Set 4 Tennis in the event of any temporary gap in funding & allows it to operate with minimal overheads.

10. Maintain transparency

During the life of the project and beyond, we can provide information on how the project is progressing and where costs have occurred. In this way, we can fully justify all the revenue invested in each project and where it is being spent.