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For the first time in a generation, enrichment is moving centre stage.

The government’s forthcoming signal something important: that sport, arts, volunteering, outdoor learning, youth social action and other enriching experiences are not an optional extra.

They are a core part of helping young people to develop the confidence, relationships and sense of purpose they need to thrive.

New enrichment benchmarks

Across the country, schools and colleges are already creating powerful opportunities for young people beyond the classroom.

Done well, the benchmarks should not feel like another initiative being imposed upon leaders; they should help schools and colleges to recognise, strengthen and build on the great practice that already exists.

That matters because, while enrichment changes lives, access to it remains deeply unequal. For many young people, particularly those growing up in under-served communities, opportunities that others take for granted remain out of reach.

If this renewed national focus is going to make a real difference, the young people who currently miss out need to be the first to benefit.

A sense of belonging

One of the most powerful things that enrichment provides is a sense of belonging. It helps young people to discover new interests, build confidence, develop skills and imagine different futures.

There are already strong examples of what this can look like. At Oasis Academy Immingham, a deliberate focus on enrichment - from boxing and bricklaying to debating and employer partnerships - has helped to reduce the number of students becoming Neet (not in education, employment or training) to zero in recent cohorts.

Importantly, this wasn’t about doing more; it was about being intentional: making sure every young person had access to meaningful experiences and clear pathways beyond school.

Schools and colleges should not feel they need to do this work alone.

Enrichment for all

Over the past year, Oasis Community and Big Education have come together with other leaders across sectors in a coalition called .

We have worked with leaders across education, youth, sport, arts, culture and community sectors to understand what effective enrichment looks like in practice.

Alongside the publication of the government’s benchmarks later this term, we will be launching an enrichment benchmarks companion toolkit, bringing together practical ideas, case studies and approaches from schools, colleges and organisations already doing this well.

Again and again, we have seen that the strongest enrichment offers emerge when schools and colleges work alongside youth organisations, employers, sports clubs, cultural institutions, local authorities and community groups.

The most successful approaches create an ecosystem of opportunity around young people.

The government’s Enrichment Expansion Programme, supporting 400 secondary schools in under-served communities, is an important start.

But if this moment is to fulfil its potential, schools and colleges will need more than a framework. They will need access to partners, evidence, capacity and investment that help turn ambition into opportunity.

What government needs to do

If the enrichment benchmarks are to become more than a well-intentioned framework, government now needs to do three things:

1. Invest in the places and young people who stand to benefit most.ÌýClosing the participation gap will require sustained investment in schools, colleges and communities, particularly where opportunities are currently most limited.
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2. Support the local partnerships that make enrichment possible.ÌýSchools and colleges cannot do this alone. They need the time, capacity and infrastructure to work alongside youth organisations, employers, sports clubs, cultural institutions and community groups.
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3. Help the system learn what works.ÌýA shared understanding of participation, quality and outcomes would help schools, colleges and partners improve their practice and ensure that more young people benefit from high-quality enrichment.

This is a national moment. The opportunity now is to turn ambition into reality.

If we get this right, we will do more than improve participation rates; we will help more young people to find what they are good at, build confidence, develop a sense of belonging and see a future full of possibility.

And the real measure of success will be whether the children and young people who currently have the fewest opportunities are the ones who feel the difference first.

John Barneby is CEO of Oasis Community Learning andÌýLiz Robinson is CEO of Big Education