Leisure Activities

Leisure activities are an important part of everyday life. The guiding principle is that cared for children should, as far as possible, be given the same opportunity to take part in normal and acceptable age-appropriate activities as their peers. Judgment should depend on the assessed risks and needs of the child. See also Delegation of Authority to Foster Carers and Residential Workers Procedure.

Leisure activities benefit a child and can help develop their emotional, intellectual, social, creative and physical skills.

Children should enjoy and have access to a range of social, educational and recreational opportunities, including activities in the local community, as appropriate. They should have the opportunity to participate in after-school activities or community-based activities and school trips and holidays, and be supported to engage in faith-based activities if they wish.

Arts and drama can help a child or young person to express their feelings with the child being free from everyday pressures. Mental wellbeing can also be supported by sports and other activities as it gives a child or young person an outlet for their energy, emotions and/or focus.

Taking part in after school activities can increase a child or young person self-esteem and give them another skill such as piano lessons, football, drama classes etc. It can also help with structuring a child or young person's week and give them security.

The existing leisure interests of a child or young person can play an important role when a child or young person becomes cared for as it provides some stability and continuity for the child and helps maintain friendship groups.

The child or young person's interests, hobbies and leisure activities should be considered when placing a child. As far as practical hobbies and interests should be maintained and encouraged. This will form part of the placement plan (see Decision to Care For Procedure and Care Planning Procedure).

A child or young person's personal education plan should be used to encourage a child or young person to develop leisure activities both in and out of school.

The placement plan should also detail and add clarity around day-to-day decisions and activities such as education, leisure activities, overnight stays, and personal issues such as haircuts.

The child or young person's Cared For Review should be used to evaluate the effectiveness of these plans and ensure that a child or young person's needs are being met.

Children should be supported to take age-appropriate risks that are considered with carers, placing social workers (as appropriate) and the children themselves, following appropriate risk assessment.

An integral aspect of effective care planning includes raising aspirations for children and young people and ensuring they have access to the same opportunities as their peers.

Children should be encouraged and supported to pursue their interests and unlock talents and passions for a wide variety of activities in the arts/culture/sports sector where possible.

Pursuing extracurricular activities is about so much more than the activity itself. Activities have the potential to boost confidence, self-esteem, make new friendships and increase socialisation skills. They also promote positive use of free time and can reduce vulnerabilities in some circumstances.  Sefton’s Cared for Service and the Virtual School have collaborated to offer opportunities to our cared for children and young people to fund extracurricular activities to enhance their wellbeing and increase access to opportunities via the Strive to Thrive fund.

Social workers may make an application to this fund by completing the relevant referral form. Applications are considered on a case-by-case basis and are jointly approved by the cared for Service Managers and Virtual Headteacher.

Foster carers and residential staff should be proactive and encourage the child to take part in leisure activities, and outside interests should also be encouraged.

Carers play a vital role in the supporting young people to pursue extra-curricular activities, and this should be championed wherever possible. It is recognised that this can often involve timely commitments transporting children to/from activities etc. If foster carers anticipate any difficulty in supporting children in their care to engage in wider curricular activities, this should be raised with both the supervising and children’s social worker to identify resolution.