Running drop-in sports activities for young people

When planning and running drop-in activities for young people, think about the ages and abilities of those who might attend, and how these might impact the sessions.  Also have a plan for managing behaviour. 

How can we ensure activities are age-appropriate? 

Plan and promote the activity as being for specific ages, with a variety of activities available to suit various ages, but always have an alternative plan in case activities need to change.  

Make sure that staff are trained to work with different age groups, and any equipment is age-appropriate. 

What if sessions are too difficult for some participants? 

At the start of the session, ask young people what experience they have, and continue to assess the activity as it progresses, to make sure that young people are as capable as they say they are. If not, you should adapt the activity or provide a new one to match their ability levels. 

You could also look at physical maturity in terms of the activity. For example, if playing games or team sports, match young people of a similar height and build. 

After the activity, ask the young people what they thought and adjust the difficulty of future sessions based on feedback. 

How do I make sure the activity is inclusive and accessible? 

Before the session begins, ask young people if they have any special requirements or need any adjustments, and keep a record.

It’s a good idea to have a variety of activities available at the same time, to suit different needs and ability levels. You should also adapt the activity if needed, and look at getting any specialist equipment that might be needed for the future. For example, a ball with a bell inside for visually impaired children. 

Another way of making sessions inclusive is to consider the characteristics and needs of previous participants. You could ask previous participants about their experience, and whether they found the sessions inclusive and accessible. 

Include equality, diversity and inclusion (EDI) in workforce training, and make clear how it applies in this context. Check your organisation’s equality, diversity, and inclusion policy for guidance. 

You can also get advice from disability organisations if needed. For example, the Activity Alliance, one of the seven national disability sports organisations, or the National Autistic Society, Mencap, or the RNIB. 

What if a child gets upset or is unhappy? 

If a young person appears upset or unhappy, talk to them directly about how they’re feeling.  

You could have a buddy system in place, where young people are paired together, and are supported by adults. 

How should we prevent and respond to bullying? 

Provide awareness training for workers so they can recognise bullying behaviour (as opposed to falling out between friends).  

Develop an anti-bullying policy and procedures for dealing with bullying, and include bullying as part of the code of behaviour. If a new person is joining the activity, ensure they understand the code of behaviour. 

Buddy up new young people with established members, and make sure everyone knows what to do if they’re being bullied. 

Signpost young people to Childline’s information on bullying and safety. 

For more information, look at our anti-bullying guidance. You could also use the Anti-Bullying Alliance’s resources and NSPCC Learning’s information on bullying. 

How do we deal with harmful sexual behaviour (HSB)? 

Include harmful sexual behaviour as part of the codes of behaviour, and show young people the codes. Try to embed and maintain a positive environment. 

Challenge inappropriate behaviour and keep a record of any concerns. You should also consider whether any issues need to be dealt with under child -protection procedures. 

Visit NSPCC Learning for more information on harmful sexual behaviour. 

How do we handle poor or challenging behaviour? 

We recommend that you include this as part of your codes of behaviour, and let young people contribute to setting these. Talk to the young people who are exhibiting challenging behaviour to try and find out why they are acting that way. 

Arrange for staff to attend positive behaviour management training, and consider the lessons to be learned from applying a trauma-informed approach to behaviour management, including managing harmful sexual behaviour. This means trying to understand where the behaviour is coming from and focussing on understanding, prioritising safety, trust, and relationships instead of judgement and punishment.

NSPCC Learning have information about how childhood trauma affects child brain development. 

What if a child is bored or not interested? 

Before the activity, ask young people what they would like to do, in line with the Play Their Way campaign. 

Ask for feedback throughout the session. If young people are bored, try to find out why and be prepared to adapt and change plans if they’re not working. 

If there are multiple leaders, you could have more than one activity on offer, so young people have a choice and can switch activities if they want to.

Be aware of health and safety considerations when planning drop-in activities, and take steps to mitigate any potential risks. 

What information do we need from parents or carers? 

It's best practice to seek consent for participation from parents or carers of young people under the age of 16. For those aged 16 and 17, decide if consent from parents or carers is necessary, depending on the activity and young person’s circumstances. Where possible, ask parents or carers for information on their child’s medical or care needs.

You should also seek consent from the children and young people, and ask them for the contact number of their parent or carer, so you can call on the day to get consent.  

If you can't get consent, decide whether you can continue with the activity - consider the type of activity and the age and needs of the young people.

If we can't speak to parents or carers, what can we do to mitigate the risks? 

You should register the children or young people when they arrive - collect names, ages, addresses and emergency contact information, and ask if they have any medical issues, or need any extra help to take part. 

It’s also a good idea to collect an email address as part of registration, and send a consent form via email, as well as sending a paper consent form home with the young person after the first session.

Record what steps were taken.  

What is a legitimate level of risk/activity for young people to take part in? 

Risk-assess the activity beforehand, be aware of any other activities taking place in the same area, and begin with something simple and low risk before moving on to anything more complex.

Ask about any experience the young people have, and evaluate high-risk activity based on the experience and circumstances of the young people. 

If running an activity with additional risks, let the young people watch a demonstration first, before they take part. 

Continue to assess the activity as it progresses, to make sure that young people are as capable as they say they are. If they aren't, adapt the activity to match their ability levels.

What if a child gets lost? 

At the start of the activity, speak to the young people and ask them not to leave without letting someone know. Tell them they are free to go if the activity is not for them, but that they must let you know first. 

Put missing person procedures in place, contact parents or carers if their child is missing and have a register of participants’ names to be completed at the beginning and end of each activity. 

Follow the procedure for missing children at sports events. 

When does the duty of care start and end? 

The duty of care of activity organisers’ includes the following: 

• if a young person is injured respond with first aid if necessary. Get in touch with their emergency contact, or if you don’t have these details, ask the young person for them 
• if they have to go to hospital, procedures must be in place so they are handed over to an appropriate adult, who is responsible for them. This may need managing via the medical team or social care unless you have the parent or carer’s details 
• make sure the young person can get home – ideally not transporting them yourself but, if necessary, have two safely recruited adults accompany them 
• have a signing-in and -out point where young people’s names are registered at the beginning and end of the activity 
• be clear with young people that if they are watching on the sidelines of the activity and others come to them, they should tell the newcomers that they need to sign in. Have activity leaders watching on the sidelines as well 

Find out more about duty of care and organisations’ responsibilities.

What should be included in a young person’s induction to the activity? 

Have a standard induction for young people with brief information, including: 

• times, dates, location of activity 
• who to speak to if they have a concern 
• how to keep themselves safe during the activity 
• key contact – activity leader 
• code of conduct 
• types of activity 
• what they should bring with them 
• any costs 

What if there are any safeguarding concerns? 

If you think a child may be in immediate danger call the police on 999 straight away, don't wait!  

Try to get some information from the young person (as much as possible, including their name and address), and consider if you want the young person to go home if you feel they may be at risk. Share your concerns with your designated safeguarding officer, and follow your organisation’s recording procedures. 

You can also call the NSPCC helpline on 0808 800 5000 for advice or to refer concerns, and signpost the young person to Childline. 

See our guidance on putting safeguards in place. 

What if something goes wrong?  

Take all reasonable steps to make sure safeguarding and health and safety procedures are in place, and keep records of what you have done. You should also complete risk assessments before the event. If something goes wrong, follow these procedures to keep everyone safe.  

What if gangs are present, who may feel they have ownership of the facility? 

As standard, it’s a good idea to organise security for any event where possible. Before the activity, let local police and the local authority know that the activity will be taking place, and have key local police numbers to hand in case they are needed. 

Encourage a culture of information sharing, and if young people are frightened at any time, be ready to support them and alert police to any hotspots. 

If there are concerns about a young person taking part in relation to crime (for example, exploitation, county lines, knife crime etc.), follow your safeguarding policy and seek advice from statutory agencies 

See guidance on contextual safeguarding and protecting children from child criminal exploitation for further advice. 

What do we need to know about child sexual exploitation (CSE) awareness? 

Make sure activity leaders are alert to potential child sexual exploitation through procedures and training. 

Find out if the young people can recognise grooming behaviour, and provide information to raise awareness. For example, NSPCC Learning’s information on child sexual exploitation, and the National Working Group. 

Promote the Childline number – 0800 1111 – and if the young people have a phone, encourage them to put the number in their contacts 

What if more young people than we expect turn up?

Where possible, ask young people before the session if they’ll be attending, so you can be prepared for possible numbers. 

Make sure there are a large number of safely recruited staff and volunteers, even if there are more than needed in terms of supervision ratios. Always have at least two safely recruited, qualified and trained adults present, even with small groups and meet the following appropriate supervision ratios: 

• 9-12 years – 1 adult to 8 children 
• 13-18 years – 1 adult to 10 children 

As numbers of children increase, make sure that you’re still meeting the supervision ratios. Have extra helpers identified before you need them, but don't have people aged under 18 supervising the activity. And factor in that some young people need extra supervision; for example, depending on age, disability or the nature of the activity. 

If there are additional risks, consider whether the activity may need more supervision than lower-risk activities, and if any specialist equipment is needed, try to get it as soon as possible – in the meantime, improvise safely. 

See our guidance on supervising children’s sport and activities, and NSPCC Learning’s guidance on appropriate levels of supervision for children and young people.

What if not enough young people show up for the activity? 

Plan plenty of activities for smaller numbers of attendees. 

You can also let young people know in advance the minimum number needed to run the activity, to encourage them to join in. 

What if we want to take photographs or videos? 

Before the session, speak to young people and explain that consent to be photographed or filmed is needed. You should also try to get information about photography and filming to parents and carers, and get their consent using a consent form. 

Follow our guidance on photography and filming in sports and activities. 

How do we know children are getting home safely? 

Speak to young people about where they live and how they’re getting home. Include a section on the consent form about how they’ll be getting home. 

Will your insurance cover the event? 

Before the event you should speak to your insurance provider. Let them know about the activity and potential participants beforehand, and make sure your insurer knows that there are drop-in activities.