Football Coaching & School Sports Provision

From a child’s first experience with a football to individual development, holiday programmes and curriculum PE, J W Football Coaching provides purposeful sessions that build ability, confidence and enjoyment..

Our services - Find the right Football Programme

Choose the support that best matches where your child is now - from their first experience of football to focused individual development/

Minis: First Steps

A positive introduction for children from 3 years and 9 months. Plenty of time with a ball develops coordination, confidence and enjoyment from the very beginning.

Weekly Development

Additional coaching for players of different experience levels, focusing on ball mastery, technique, decision-making and confidence in possession.

1-to-1 & Small Groups

Focused coaching shaped around the player, with more repetition, individual feedback and time to work on specific development areas.

Holiday Football Camps

Structured, active days combining technical coaching, challenges, competitions and matches during the school holidays.

PE & Sports Provision for Schools

Football is only one part of the support available to schools. Since 2010, I have worked within primary education as a PE and Sports Coach, planning and delivering lessons across the Foundation Stage, Key Stage 1 and Key Stage 2.

Activities are differentiated to make the curriculum and individual sessions more inclusive. Tasks can be adapted through changes to the space, equipment, instructions, level of challenge or group organisation, helping pupils with different abilities, needs and levels of confidence participate meaningfully and experience success.

Support can include curriculum PE, multisport lessons, lunchtime activities, after-school clubs, enrichment days, competition preparation and targeted physical-activity programmes. Delivery can be arranged as regular weekly provision, a focused block of lessons or support for a particular school priority.

Lessons are designed to keep pupils active and engaged while developing physical literacy, coordination, teamwork, communication and confidence. Every programme is discussed with the school beforehand so that the content, intended outcomes and delivery approach reflect the needs of its pupils rather than following a one-size-fits-all package.

Frequently asked questions

These are the questions I am most often asked before a child joins. If you are still unsure which option is right, please get in touch and I will help you choose.

Which coaching option is right for my child?

Children from 3 years and 9 months can begin with our Minis programme. Weekly development sessions suit school-age players who want regular coaching, while one-to-one and small-group sessions provide more focused support. Holiday camps offer additional football during school breaks. If you are unsure, contact me before booking and I will recommend the most appropriate option.

Does my child need previous football experience?

No. Children can join whether they are completely new to football or already play regularly. Practices are adapted through the level of challenge, space, equipment and individual support so that every player can participate, progress and remain engaged.

Can my child attend if they already play for a team?

Yes. Many children attend alongside their grassroots or academy football. The sessions provide additional time on the ball and focus on individual technique, confidence and decision-making rather than replacing their existing team training.

How do trials and bookings work?

Current availability, age groups, session times, venues and prices are displayed through ClassForKids. Where a trial is available, this will be shown when booking. Children should attend in suitable sports clothing with appropriate footwear, shin pads and a clearly labelled drink.

How can a school discuss PE and sports provision?

Schools can enquire about regular curriculum PE, short blocks of delivery, lunchtime activities, extracurricular clubs or enrichment programmes. After an initial conversation, provision can be shaped around the school’s pupils, timetable and intended outcomes

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