How I encourage girls to join my Code Club

At Code Club it’s our mission to get as many young people interested in coding as possible. Here Dan Powell, Programme Manager at Code Club, talks about his experience with inspiring girls (including his daughters) to get coding.

When I was 12, my parents bought me a Sinclair ZX81, and ever since then I’ve been interested in computers, moving on to an Acorn Electron and getting a B in my Computer Studies O Level. I didn’t pursue a career as a programmer, and got an arts degree instead. Yet after a few twists and turns, I became a digital sound artist, and so I find myself writing Python now and again. Doing that, alongside my work at Code Club, means that coding still plays a part in my day-to-day life.

Why am I telling you this in a blog about getting girls into coding? Because I have two daughters, and I want them to feel the same way I do about the possibilities that coding offers: even if you’re not a professional coder, it’s still incredibly useful to know how to write some code. However, I’m very aware that despite everyone’s best efforts, including here at Code Club, there still aren’t enough girls going on to a career in programming.


Dan and his daughter share a love for digital making

So what can I do about that? How can I help keep my girls engaged, and do my bit to redress the gender balance in the industry? As well as working at the Raspberry Pi Foundation, I also volunteer most weeks at the Code Club at my daughter’s primary school. The club was started by Wendy Armstrong, a freelance Full Stack .Net & Mobile Developer who shares my passion for getting girls into coding.

Female role models

There are a couple of things that we have done at my Code Club to try and engage girls. First of all, having an amazing female developer like Wendy is incredibly powerful. She is a huge inspiration to the girls who come to our club, proving to them that coding is not just for boys. One thing I know from working for Code Club is that girls often drop out when other clubs come along. That doesn’t really happen at our club, and I’m certain that it is because we have a great role model for them. So if you’re a female programmer, and even if you don’t code for a living, please think about volunteering at a local Code Club.


Volunteer and developer Wendy with some Code Clubbers

Gender quotas

The second thing we do is to reserve half of the spaces in our club for girls, and when Wendy does an assembly at the start of the school year, she actively encourages girls to apply. These means our gender balance is 50/50, which is where we want it to be. We think there are fewer opportunities for girls to get into coding, and we believe that prioritising girls at our Code Code goes some way towards addressing this.

One piece of evidence I can offer is my eldest daughter — she loves Code Club, and she even runs drop-in Python workshops at the Raspberry Jam I help organise. I asked her just now if she’d be as into coding if it wasn’t for Code Club and having Wendy as a role model. She said she wouldn’t be, and that’s all the proof I need.

Inspire girls to code by starting your own Code Club

Do you feel passionate about getting more young people coding? By starting your own Code Club, you can make a real impact in your community. Find out more on our website

How to build a Code Club from scratch

When starting your own Code Club, it is useful to remember that there are literally thousands of people who have gone through the process before you.

Here, Code Club volunteer Darren explains how he went from Raspberry Pi tinkerer to Code Club leader. Darren started by supporting a modest club of eight kids, and now he runs sessions with more than 20, including children with Special Educational Needs (SEN).

Staring a Code Club from Scratch

My name’s Darren, I’m 49, and I love Raspberry Pi and Code Club!

I’ve been a Code Club volunteer for around 18 months, but I first started doing stuff in my son’s primary school when I launched a Raspberry Pi Club to teach physical computing. The club had eight kids, and we used some Pi Zeros that I had, as well as six sets of monitors, mice, and keyboards donated by a local company changing its IT setup.


From there I also started a Digital Makers Club, allowing kids to choose their own projects to work on. Here I learned my first lesson: if you have no teaching experience, having six primary school students doing six different projects is quite hard to manage! But we all learned loads that term, and we had six great projects at the end of it.

Then I began my own Code Club (starting with Scratch), so I was running three clubs each week — a very busy year! In July, we held a afternoon of show-and-tell for the rest of the school, and everyone loved it.

By the next school year, the Code Club was very popular, with some of the kids wanting to progress to Python and some younger ones wanting to start to learn. I ended up with 23 students of a wide range of ages and abilities. This would have been impossible to manage if my older students weren’t brilliant at helping to support the younger novices — and they really enjoy passing on their knowledge!


Darren’s Code Club created a traffic junction simulation that is coded in Scratch

Supporting children with SEN

Supporting children with Special Educational Needs as part of my Code Club has been incredibly rewarding. My first club member with SEN was a boy with ADHD and dyslexia. After his first session, I had a chat with the school’s SEN Coordinator who gave me excellent advice. For example, I learned to print projects onto pastel-coloured paper in order to make the text more readable for him. The next week, the boy stayed focused and engaged for the whole hour. I now make a point of speaking to our SEN Coordinator at the beginning of each term to talk through the list of students and discuss their needs.

Top tips

Showing children how they can use technology to create things instead of just consuming them is amazing! Code Club also builds resilience and problem-solving skills, which help the kids in their regular classes.

If you are thinking about starting your own Code Club, my advice is: just do it! Being part of Code Club has massive benefits for the adults involved as well, especially those who want to improve their computer science skills.


Under the hood of the traffic junction simulation

Another tip is to tell parents not to stand outside the classroom waiting for the club to finish, but to come in and see what the kids have been doing. I love hearing the parents’ amazement at just what these kids are capable of, especially the students who may not be doing so well in their day-to-day lessons.

Finally, remember there is no right or wrong way to run a Code Club. Each club is different, depending on the location, available hardware, mix of attendees, and skills of the volunteers. Don’t worry if the kids go in a different direction than you planned. Let them have fun, and they will learn without even realising!

Volunteering with Code Club is easy!

Has reading this blog made you feel that you, like Darren, could help the next generation to get coding?

Find out how you can get started with Code Club today at

5 top tips for running your Code Club

At Code Club we are lucky to have some volunteers who keep running Code Clubs year after year. These people are the real experts on how to run a club, and they have a wealth of advice to help newcomers get started.

One such volunteer is Richard Hind, who has been running his Code Club at a library in the North West for three years now. Here he shares his top tips on getting kids excited about coding.

Starting a new term has got me reflecting on what has and hasn’t worked over my last few years of running a Code Club. Whilst there are many tips I could give, the following five are the main ones that I always keep in mind when I am running my sessions.

1. There are dozens of ways to say “Hello World!”

A lot of children come to Code Club with the idea that they’ll be shown how to program in a very specific way. While for some of the projects this is true, sometimes ten pieces of different code can achieve the same result, and this should be encouraged!

For example, at the end of one Code Club session, I asked the kids to expand on that week’s project (Brain game). The next week, I received several different programs, all achieving the goal I set in very different ways. Letting the kids look at each other’s code to see different techniques is a really important way to help them learn.


2. Be prepared to say “I don’t know, but I’ll find out for you!”

Once you introduce children to the abstract world of programming, you will find that the questions start coming thick and fast, and there’s no stopping them. As the sessions progress and the kids’ questions become more sophisticated, you may find that they’re asking questions that are completely beyond you.

This is fantastic, as it shows that they are beginning to apply their new knowledge to new ideas! Many weeks I make notes of questions that I then follow up on with the children after an evening on the internet to fill in the blanks. The kids will teach you new things no matter what your level of programming experience is!

3. “You’ve shown me what it’s doing, but can you tell me why?”

One thing I noticed when handing out the Code Club project guides to the children at the start of the club session: some of them rush ahead, copying each code block until they are finished with half the session left. Yet they can’t tell me why their program worked.

To avoid this, what I now always do as we work through the projects is this: I get the group to take their hands off their keyboards (rule number one of our Code Club during questions), and I ask them to explain what their code is and why it’s doing what it’s doing. This way you can see if they’re gaining an understanding of the code as they’re developing it. It also encourages the kids to learn another major aspect of programming too — debugging the code!

Code Club - Labyrinth Coding FOL 22.06.17 VH (1)

4. Manage their expectations

Often the children do not understand the complexity of even simple programming projects, and you’ll have to curb that one kids who says they want to recreate Pokemon in Scratch, in an hour. My advice is to relate the projects you are doing at your Code Club to one big project so everyone can see that eventually, they’ll have the knowledge to make their own adventure game, with dozens of levels, enemies, scores, and much more.

Once you get them to see that a single program is actually dozens of smaller, manageable chunks, they will understand that creating a more-than-basic game takes far more time than they at first realise. It also gives them a realistic view of real-life programming.

5. “How do you think this works?”

As the club progresses, I’ve found that a great way of getting the kids to think in a different direction is to get them to reverse-engineer Scratch methods and games. By showing them a game where 75% of the code are things they know and 25% are new techniques, you can see if they’re able to figure out how the creator got to the final program.

This also makes the kids think about how code components work together, and how programs work as a whole. An example I’ve used a lot is making a tennis game where the ball goes back and forth, and grows and shrinks with a pseudo-3D effect. This will get your club members thinking about how they can make 2D objects appear to move in a 3D way.

Meet the Code Club community

The Code Club community is full of enthusiastic volunteers like Richard who are more than happy to provide you with tips and advice for running your own club.

We host regular meetups across the UK where you can meet other volunteers and share what each of you has learnt about how to run and grow your clubs. Find out when the next event near you is happening at