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AWARD WINNERS PRIMARY PE AND SCHOOL SPORT PREMIUM AWARDS ARE IN CONJUNCTION WITH Celebrating the best uses of the Primary PE and Sport Premium across Yorkshire SPONSORED BY

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Page 1: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

AWARDWINNERS

PRIMARY PE AND SCHOOL SPORT PREMIUM AWARDS ARE IN CONJUNCTION WITH

Celebrating the best uses ofthe Primary PE and SportPremium across Yorkshire

SPONSORED BY

Page 2: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

Primary Schools from across

Yorkshire and Humber were

invited to enter their PE and

School Sport Premium funding

projects into the 1st Yorkshire

PE premium awards.

The vision of the PE and Sport Premium is that all pupils leave primary

school physically literate and with the knowledge, skills and motivation

necessary to equip them for a healthy lifestyle and lifelong participation

in physical activity and sport. The PE and sport premium is designed to

help primary schools improve the quality of the PE and sport activities

they offer their pupils and help schools to achieve self-sustaining

improvement in the quality of PE and sport in primary schools

The 2016 Awards recognise schools that have innovated and endeavoured

to provide improved outcomes for pupils using the Primary PE and Sport

Premium grant.

All schools from across Yorkshire and Humber had the opportunity to

submit best practice case studies demonstrating the impact of the PE

premium grant in five category areas.

• Pupil engagement in physical activity • Whole school improvement • Up-skilling staff • Broader sporting experience • Increased participation competitive sport

The Yorkshire PE and Sport Awards have been a collaborative project

delivered by Active Humber, South Yorkshire, West Yorkshire and North

Yorkshire Sport. The Yorkshire Awards were designed to showcase best

practice in PE and School Sport in the region with National experts in

education and sport judging the 2016 Awards. Judging was done by our

National Partners, Sport England, Association for Physical Education,

County Sports Partnership Network, sports coach UK, UK Active and

Youth Sport Trust. Award winners showed great examples of sustainable

impact of the investment with clear improvements to the PE and Sport

offer within their schools.

hello

Yorkshire Primary PE and Sport Premium Awards 2016 3

School to school supportDraw on specialist knowledge and network with other schools at our next Primary and Early Years Education Conference, 12 January 2017

CPDProfessional learning and development programmes in specialist areas such as PE, Maths, literacy, STEM and SPAG

Leadership developmentOur Master's and Doctoral programmes are designed for both early career and more experienced teachers. We also offer specialist training programmes in PE and SENCO

ResearchOur research expertise covers a number of specialist areas including childhood and early years, practice, innovation and professional learning

Changing the face of education at every age and every stage

Sheffield Institute of Education, part of Sheffield Hallam University, is a major national and international centre of education, involved in training teachers for over 100 years.

We research, support and develop all aspects of learning and education and we can work with you to deliver continuous professional development for you and your colleagues.

To find out more email [email protected]

shu.ac.uk/sioe

Introduction

The Primary PE and Sport Premiumhas enabled schools to raise theprofile and prioritise PE and schoolsport like never before. SportEngland and other national partnersare working with the Government tosupport the Primary PE and SportPremium fund and have collectivelydeveloped the following vision forPE and School Sport:

All pupils leave primary schoolphysically literate and with theknowledge, skills and motivationnecessary to equip them for ahealthy lifestyle and lifelongparticipation in physical activityand sport.

As all case studies included in thisbook are winners of county orregional awards, achieved bysubscribing to this vision while beinginnovative and inspiring for theirpupils. Importantly, all examplesdemonstrate a commitment toproviding high quality PE and sportfor their pupils and, where everpossible, are sustainable and willprovide a legacy for future pupils.

It’s great to see the four YorkshireCounty Sport Partnerships workingwith us and other national partners,including the Youth Sport Trust, theAssociation for PE, sports coach UK,and UKactive Kids to collect andshare the very best examples ofinvesting the Primary PE and SportPremium grant.

WILL PARKERSPORT ENGLANDHEAD OF SCHOOL SPORT

‘‘‘‘

Page 3: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

About the PE and School Sport in this school: Physical development and well-being of our children is well-led, inclusive, engaging

and having a significant impact. A detailed SWOT analysis of our provision enabled us

to strategically plan for change and facilitate development opportunities for children

to; be more physically active, access high quality physical education, experience

competition, impact the wider areas of our school curriculum, and improve attendance.

Membership with the YST has enabled us to review and challenge ourselves for

continued long-term improvement. As a result of employing a specialist PE teacher,

regular CPD during twilight sessions, team-teaching, collaborative planning, and

supportive coaching, we have started to see a sustainable change. We have targets

around ensuring that physical activity becomes a regular component of class routines

in KS2, in addition to PE lessons. Yoga and Tai Chi are used to promote mindfulness and

link to our SMSC curriculum. We will also utilise the benefits associated with active

learning through active number and word lessons.

Children in EYFS and KS1 have physical development provision and PE delivered by class

teachers and support staff, ensuring a sustainable model for the future. Children

experience weekly physical literacy lessons providing stimulus to develop the basic

fundamentals of movement and physical literacy. In addition, therapeutic outdoor play

provision is in place and regularly accessed. Children are encouraged to engage in

physical activity to support learning in core curriculum areas; actively developing their

phonics knowledge and numeracy skills through application in physically active

contexts such as active-phonics and football-phonics. Children in KS2 have a

progressive PE curriculum that looks to; build on, refine and embed the fundamentals

of movement and physical literacy. A strong emphasis of KS2 is on children becoming

resilient, reflective and self-aware learners along with developing the self-confidence

to competently lead other children in physical activity whilst pursuing their own

interests. These characteristics link to roles within our pupil leadership team which

creates the opportunity for children to lead children in many aspects of school life. To

aid with secondary transition; Year 6 children take part in weekly PE sessions at Malton

Secondary School. Here they are exposed to KS3 PE curriculum concepts and benefit

from experiencing sporting facilities and high quality teaching from PE specialists.

About the impact including evidence: Children are regularly assessed on their physical development across both key stages

in line with age-related expectations as part of our bespoke curriculum assessment

tracking tool. Over 84% of children from across KS1 and 2 are working at or above age-

related expectations (January 2016 Assesment). 87.8% of EYFS children have reached

their expected level of physical development in moving and handling goals, with a

further 9.8% having exceeded expectations for physical development in moving and

handling goals. We believe that physical development is an essential component of the

development of the whole child and as a result children performing beneath age-

related expectations are identified and strategically planned for in our inclusive

curriculum. We also provide inclusive physical activity lessons for individual children

requiring focused behavioural support within our local authority. 94% of parents

returning sports satisfaction questionnaires identified that they were satisfied with

the existing provision available to their children in school, of which 47% identified that

they were extremely satisfied (January 2016). Over 40% of Key Stage 1 and 2 children

are participating in a school club at least once per week. 24 Year 2 children participate

regularly in our weekly Change4Life club. A further 20 children also take sports

leadership responsibilities which engages a further 30-40 children in organised

physical activity each day.

www.primarypremiumawards.com4 Yorkshire Primary PE and Sport Premium Awards 2016 5

NORTH YORKSHIRE PE AWARDS APPLICATION

WHOLE SCHOOL IMPROVEMENT

Malton Primary School

About the PE and School Sport in this school: We aim to improve the quality of PE and increase the participation of sport, physical

education and activity within our school through the sports premium. Teachers ‘team

teach’ with the PE specialist, ensuring all staff value PE. This has so far created a

positive impact throughout the school in regards to the children’s health, behaviour

and focus within classes.

The school has introduced a new scheme of work called “Real PE” and “Real GYM” which

focus on the whole child and their development. We have invested financially and

emotionally in these schemes of work and are currently seeing the rewards through

staff visual observations. This includes the children’s self-assessment booklet that has

been created by the PE specialist. The school had issues with attendance, particularly

that of pupil premium children and wanted to develop an initiative to successfully

engage pupils. After consultations with parents and pupils we made a link with a local

martial arts club as we wanted an activity that promoted resilience and self-esteem

to overcome the traditional notion of PE activities only being for the physically able

and talented. We deliver up to three of these sessions per week (Foundation, Y1 / Y2

and Y3 - Y6). 60 - 70 children per week from the school have been regularly involved in

these sessions. This group of children who come from a vulnerable and disadvantage

background have thoroughly enjoyed taking part in these clubs and in a large

percentage of cases it’s actually improved their attendance, attainment and behaviour

in school as a consequence. We have also delivered a ‘Change4Life club’, which was

focussed on a selection of children who we believed would benefit from

self-esteem / self-confidence based activities that would encourage engagement in

PE We operate ‘Playground Leaders’, which gives children the opportunity to receive

high quality playground leader training, which enables older children to become a

‘coach’ and ‘mentor’ to younger children.

About the impact including evidence: The impact of all this activity is that our attendance levels

rose from 94.7 to 96.2% in 2015. The change in curriculum

and teaching methods has seen children develop into

‘master sports people’ without focussing on ability or

competition, but on developing confidence, resilience and

self-esteem. We are seeing drastic improvement in the

children’s social, cognitive, physical, creative and personal

skills through their interaction and participation in PE

Teachers are now more actively involved in PE lessons

through team teaching and the completed team teach

proforma sheets enable SLT to have a more detailed insight

into the quality of PE. Meetings between the PE sports

coach and the class teacher happen on a regular basis to

discuss the progressions and development of each child in

their class. Through this improved communicative

structure, teachers have a better understanding of the

child’s goals and can use this knowledge to encourage

improvement of skills and progress throughout that

specific period. We have created a self-assessment booklet

for every child in the school to take with them through their

school life. This helps the children visualise and recognise

what they have achieved so far in that half term in

comparison to the criteria of the scheme of work.

SOUTH YORKSHIRE PE AWARDS APPLICATION

WHOLE SCHOOL IMPROVEMENT

Owston Park Primary School

The Impact of all this activity is that ourattendance levels rose from

94.7%to

96.2%

children alsotake sportsleadershipresponsibilitieswhich engages a further

to

children inorganisedphysical activity each day.

20

3040

Page 4: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

www.primarypremiumawards.com6 Yorkshire Primary PE and Sport Premium Awards 2016 7

About the PE and School Sport in this school: We have allocated the Primary PE and Sport Premium to a Sports Leader’s salary. One

of the Sports Leader’s roles is to run an intervention programme every morning before

school that develops children’s stamina, co-ordination, improves their core stability

and develops their motor skills. This is called the ‘DICSO Movement Group’. While the

core aim of the intervention programme is to develop children physically, we have

found it has had a significant impact on children’s academic development too.

The DISCO Movement Group is planned in a way that is fun for children and each session

is tailored to the individual children’s needs. This can be achieved as there is a maximum

of 16 children in the movement group. The session is made up of children actively being

involved in a variety of activities to develop their stamina, co-ordination, core stability

and motor skills. They enjoy the range of activities including catching bean bags whilst

saying a colour, jumping in hoops with one and two feet and moving along benches.

The key to the movement group

is to use the everyday equipment

in school effectively and in a fun

way to develop the specific

physical needs for each individual

child. One of our current DISCO

group children has specific

exercises recommended by the

physiotherapy department and

we ensure he is provided with

lots of opportunities to take part

in these during the sessions. We

find that by holding the

intervention group before

school, children attend every

session and parents are very

willing to drop their child off at

school at half past eight to avoid

the usual school run.

About the impact including evidence: Our DISCO Movement Group also aids children’s concentration and has a positive

impact on their learning. The programme has changed throughout the years from an

intervention specifically targeting children with physical needs to one to which

teachers and specialists refer children with poor concentration. Teachers have found

that children who attend group are much “more alert throughout the day.” One child

who attended the group was discharged from the physiotherapy department on the

proviso that they “continued to attend the movement group.”

We have also found children have made more than expected progress in writing and

maths with some children making progress in line with their peers, even with

their difficulties. A child who had severe speech difficulties, learning difficulties

and dyspraxia attended movement group. In her last year at school she achieved

4 points in English and Maths. She made progress in line with her peers even with

her difficulties. Parents have also seen the impact attending movement group

has achieved. “I have seen the difference in my child. They have more control

and co-ordination.”

WEST YORKSHIRE PE AWARDS APPLICATION

WHOLE SCHOOL IMPROVEMENT

Holy Trinity Primary School

About the PE and School Sport in this school: Historically the school would have described itself as being ‘sports

focused’. Few children take part in any structured physical / team activity

outside of school due to financial issues or parental priorities. Clearly if

participation in physical activity was to change for children at Thanet, the

school needed to become a key player in facilitating this change.

The PE offered in terms of activities was not always broad and balanced.

The PE & School Sport Pupil Premium provided the school with the

motivation to address the issues. Previously, governors and the school

leadership did not see PE and school sport as such a high priority. Pupils

were occasionally excluded from PE lessons, extra-curricular activities

and competitions as a sanction for not adhering to the school behaviour

policy. This had a negative impact on some pupils with a few losing their

enthusiasm for PE and sport in general. However, in January 2016 Ofsted

identified PE and sport as one of the main strengths of the school. It is

now fair and reasonable to say that the school is not only ‘sports

focussed’, but uses sport as a driving force for whole school improvement.

All staff surveyed said that engagement improved in PE lessons and

school sport has had a positive impact on pupils’ in other curriculum areas

and wider school life. ‘The PE and Sport Premium funding is used well.

External support provides coaching and development for teachers. As a

result, more pupils are participating in a wider range of sports than

previously. Several teams have gained success when playing games

against other schools’. (Ofsted, 2016)

About the impact including evidence: The attendance of four year 5 and 6 children to the Bronze

Young Ambassadors training has encouraged more peer

leadership amongst the pupils. These pupils now lead clubs

of their own supported by a member of staff. Leadership is

also more widely encouraged in PE lessons with children all

having the opportunity to coach and assess each other.

Within recent governors’ meetings sport has become more

of a focus and seen as an integral part of the whole school

development plan. Governors are starting to question the

impact and success of sport and showing an interest in the

more unfamiliar activities. Sport is being used as a tool to

promote appropriate behaviour. All pupils are expected to

conduct themselves well in and around school; they are no

longer excluded from taking part in school sport for their

poor behaviour. Instead their inclusion in the clubs and

competitions has acted more as a motivating factor to

improve their behaviour and attitudes towards their

learning. This is reflected in the school behaviour logs.

ACTIVE HUMBER PE AWARDS APPLICATION

WHOLE SCHOOL IMPROVEMENT

Thanet Primary School

I have seen thedifference inmy child. Theyhave morecontrol and co-ordination.

‘‘‘‘

As governor of Thanet andForedyke federation I wasasked to attend a crosscountry event at St Mary’sCollege. How surprised I wasto see the determination andencouragement from thepupils of Thanet to their peersin the races. I felt exhaustedwatching them as they wentover the line withperspiration and grit etchedon their tiny faces. It was allquite emotional. I can’t waitfor my next invite.

ANDY WILSON

SCHOOL GOVERNOR

‘‘‘‘

Page 5: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

www.primarypremiumawards.com8 Yorkshire Primary PE and Sport Premium Awards 2016 9

About the PE and School Sport in this school: We have used the School Sport Premium funding to dramatically increase the

percentage of active children – up to 90% from Year 2 upwards so far this year. We

consulted the children who did not attend clubs what they wanted to do, as a result

set up clubs such as basketball, Zumba, cheerleading, street dance, fencing and golf.

Easter half term (April to May 2016) we will have three different lunchtime or after-

school clubs taking place in school every day of the week.

This level of sporting activity has led to St Wilfrid’s winning

the Active York School of the Year award in 2014 and 2016.

We passionately believe that getting children active at

primary school increases the chance of them staying fit and

active in later life, and also makes for happier, healthier

children who are more likely to make progress across the

curriculum. This year we are using a sports coach from the

local school sports network to work with our remaining

10% of inactive children who are not in a sports club as part

of curriculum-time Change4Life sessions. We have invited

these children to run with double Olympian Dame Kelly

Holmes in an attempt to hook them into a more active

lifestyle. Last year we spent £3,000 of Sport Premium

money on a new PE scheme for the whole school. Real PE

focuses on fundamental skills of agility, balance and co-

ordination through small step targets achieved through

simple but fun games. We encourage staff who come into

school to use Real PE targets to teach their sport. This

approach led to the school being nominated for an award

by Create Development, who recognised the impact we

were making in getting our pupils more active.

About the impact including evidence: The number of children attending extracurricular activities, from Year 2 upwards,

currently stands at 90%, up 5% from last year. (This figure stood at 45% before School

Premium funding). The children who are not attending any clubs have been invited to

take part in Change4Life sessions during curriculum time with a York School Sport

Network coach. The aim is to get them into one of our clubs. Parent Rachel Martin,

nominating the school for the sports award in 2016, said: “St Wilfrid’s has a very clear

belief when it comes to sport – encourage, experience and enjoy. I believe that the

school gives the children a chance to be Jessica Ennis for a moment. The school

wholeheartedly supports the belief that every child can have a go. The school may lack

some silverware in the trophy department, but it gives the children something much

more important: self-belief and confidence. They make each individual feel like

champions, learning along the way some valuable life skills which will serve them well

in later years.” Paula Stainton, chair of Active York, said: “St Wilfrid’s are very worthy

winners of the 2016 sports award. What we liked so much is that sport and activity is

fully ingrained in the whole school ethos: children, staff and parents all doing their bit.”

Year 6 pupil Niamh Tyssen said: "We have a great variety of sports at our school. There

is something for everyone, no matter what their ability. Everyone is encouraged to

have a try."

PUPIL ENGAGEMENT IN PHYSICAL ACTIVITY

St Wilfrids

About the PE and School Sport in this school: The school have developed an excellent programme of

interventions to address an issue that affected their school.

Through the 'National Weighing and Measuring' Schools

programme, the school were identified in 2010 as being a school

that had a high % of children who were overweight or obese.

The following actions have been undertaken to develop a

healthier and more active school.

The PE coordinator recognised that there was not one isolated

quick fix solution to this problem but that a more holistic

sustainable approach was needed which would alter the ethos

and thought processes of the school, children and parents. The

following strategies have been employed cumulatively over a

number of years in line with Sport Premium funding:

1. Development of Playtime leaders - Y2 & Y6 children

2. Festival Participation - Regular attendance at all local

festivals and competitions to engage as many children

as possible.

3. Creation of 'Morning Breakfast Stars' club - targeted non attending children

throughout the year.

4. Development of Comprehensive Database of participation for after school clubs

to monitor attendance and identify non-participants.

5. Involvement of Parents through termly consultation - ideas / suggestions for

clubs feedback from existing clubs every term.

6. Holiday and School Swim Program for all Year 2 children - 12 week program in

curriculum and additional holiday swim program for under achievers.

7. Pupil Voice Through 'Every child matters' questionnaires.

8. Activate / dancing playgrounds - classroom exercise program and dancing

playground performance each week.

9. Community Club Focus - encourage a lifelong participation in PE and sport

10. Playground Development to support active play.

About the impact including evidence: As a result of the many initiatives the school are no longer considered to have a large

percentage of children who are obese or over weight. During the last academic year

the school have offered on average a total of 90 individual children access to after

school clubs, which equals 91.4% of the children in KS1. On average a child has received

21.47 hours of additional out of hours provision throughout the year. Before the swim

initiative 33.9% of children could swim either aided or unaided and 66.1% were

non - swimmers. After swimming 65.3% of children can now swim unaided,

34.2% children can swim with arm bands. Children are ALL active at playtimes,

“playtimes are fun and engaging, not only are children active they are also having fun.”

As a result of the school's systematic and thorough approach to developing PE and

Sport and their aim to embed PE and sport within the curriculum and out of hours

provision the school has achieved Gold KS1 Sportsmark for this academic year

(2015/16). The remarkable work of this school has led to a culture change throughout

the school community. PE, Physical Activity and sport is not just a subject on the school

curriculum, but an expectation of pupils, staff and parents that permeates the whole

school approach to daily life.

PUPIL ENGAGEMENT IN PHYSICAL ACTIVITY

Waterthorpe Nursery Infant School.

SOUTH YORKSHIRE PE AWARDS APPLICATION NORTH YORKSHIRE PE AWARDS APPLICATION

We know thathealthy, happychildren are moreready to learn andmake strongerprogress across allareas of thecurriculum.

JANE CONWAY

HEADTEACHER

‘‘‘‘

Opportunities for youngchildren to take part in awide range of physicalactivities and sports arereally important. Theseare key to safe andhealthy personaldevelopment and help toset the foundations for anactive and interestingadult life. In their timewith us we work hard toensure that childrenparticipate in a range ofgames, learn to ride theirbikes and scooters safely,learn to swim, to dancecreatively, to take part incompetitions and toperform. It is wonderfulto see their excited facesas they learn a new skill orcelebrate an achievementwith their friends.

HELEN STOKES

HEADTEACHER

‘‘‘‘

Page 6: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

www.primarypremiumawards.com10 Yorkshire Primary PE and Sport Premium Awards 2016 11

About the PE and School Sport in this school: 12 months ago we had a good offer of extra-curricular sports clubs but due to staffing

we were never able to offer the children in our school community the clubs that they

needed. We decided to create a leadership role for a teaching member of staff who

would lead Sport, Health and Wellbeing throughout school. The aims were to

strategically develop the school sport and physical activity offer and to increase

opportunities for participation across school.

An evaluation of the schools physical activity provision was carried out which

identified increasing engagement in physical activity as a priority. We had a variety of

extra-curricular clubs in place however we were also aware that at least 180 children

were not able to participate in any extra-curricular activities. As well as using the

School Sport Premium, we also successfully bid for £9,680 through Awards for All.

This enabled us access to more high quality coaching, to broaden the variety of

physical activity clubs on offer throughout school and increase the age range that

could access them.

Previously clubs have been offered on a first-come first-served basis. This didn’t ensure

fair access to all children. Now, all of our clubs are opened up by application to every child

that the club is available for. New systems ensure that we are able to target and prioritise

places for particular groups of children. These are children that class teachers have

identified as a priority because they are inactive at school and home, and may have social

or emotional needs that would be met by the club. Children are then selected at random,

but with a priority given to children who don’t attend any other clubs.

Our initial evaluation highlighted that there was limited participation by girls in extra-

curricular clubs. Following feedback from

children, we were able to offer clubs that

were more appealing to girls in school.

These now include, gymnastics, netball,

table tennis, multi skills, Class Dynamix and

dance. Participation rates amongst these

identified groups are now much higher.

Our clubs have been organised to try and

ensure that there are no barriers to

children taking part. One barrier was

children not having a club for their siblings

on the same night, so parents would have

to visit school twice to collect their

children. We have structured the

clubs timetable so that there are clubs

for all children in years 1-6 every night

where possible.

About the impact including evidence: There are now 225 weekly places available at 15 physical activity clubs throughout

school every week. Throughout school, 49% of children are signed up to an after school

sports club.

Other monitoring and evaluation shows participation levels of girls and boys and a

wider age range of participants at after school clubs. The time children spend active

in PE lessons has increased. The development of skills ladders has led to an improved

level of competence for children in all key areas of PE. An increased proportion in at

least ‘Good’ PE lessons.

PUPIL ENGAGEMENT IN PHYSICAL ACTIVITY

Shakespeare Primary School

About the PE and School Sport in this school: At Griffin Primary occasionally teams competed in inter- and intra- school

competitions organised locally and were successful in football but rarely in any other

activity. The school is central to an area of high social deprivation and the health data

identifies high levels of obesity and low levels of physical activity. The PE & School

Sport Premium provided the school with the motivation to address the issues.

Key activities: • Key staff; the school became the lead school of a cluster who appointed a PE & School

Sport Teacher Mentor who spends a day in each school each week. Their role is to

improve the quality of teaching and learning in PE and sport in order to make this

funding sustainable in the long term. They work alongside teachers from planning,

through delivery to assessment for this purpose and there is a rolling programme of

support so that teaching is developed across the PE curriculum and children enjoy

and therefore engage in the lessons on offer. An Attendance Support Officer with a

personal interest in sport and a PE Apprentice support the delivery of lessons for

children of all ages and facilitate some extracurricular activity.

• Resources; A major audit of resources revealed that a significant spend would be

required in order to deliver the range of activities which was planned and the school

prioritised this spend from its general budget. Member of staff have trained in

TopSport, Energy Club and Change4Life opportunities. Keen to have children active

in different ways, the school subscribed to Maths of the Day. The school subscribed

to the Youth Sports Trust and a noticeboard has been designated in the hall so that

children can see the activities which are taking place and to celebrate successes.

• Extra-Curricular Activities; As the appetite for PE and Sport grew the pupils began

to identify things they wanted to do. Many of these focused around dance and so on-

going six-week blocks of ‘themed dance’ have been delivered. Lunchtime coaching

is bought-in for Y5 & 6 who now are participating in a much wider range of sports

and developing their key skills and gamesmanship in the process. Lunchtime clubs

for younger children include a fitness club plus Energy Club and Change4Life

activities are introduced into Breakfast Club. Involvement after-school has also

promoted physical activity to parents who are supportive in this way. The school

established and trained a Sports Crew. These children are key within the organisation

of sports activities and ascertaining the pupil views.

• Partnerships; the school has developed partnerships with the professional sports

teams in the city – football and both rugby teams. This has focused on the delivery

of coaching sessions in curriculum time followed by an inter-school competition. In

a recent staff survey 100% of staff agreed or strongly agreed that the improved

lessons were having a positive effect on pupil engagement with children bringing

kit, looking forward to PE, joining in more & trying harder. This is supported by a

recent pupil survey that was carried out externally, with 99% of Key Stage 2 children

saying that they enjoyed their PE lessons. 97% identified the wide range of activities

they cover in PE as one of the reasons. 93% of pupils also stated that PE made them

want to do more sports outside of school. 75% of children attending a lunch club,

57% attending an after school club, with 43% of children attending more than one

club. The competitive element of school sport as really captured the children’s

attention with 63% of year 5 and 6 children and 43% of years 3 and 4 having taken

part in an inter-school competition.

PUPIL ENGAGEMENT IN PHYSICAL ACTIVITY

Griffin Primary School

WEST YORKSHIRE PE AWARDS APPLICATION ACTIVE HUMBER PE AWARDS APPLICATION

Throughoutschool,

49%of children aresigned up to anafter schoolsports club. 100%

of staff agreedor stronglyagreed that theimprovedlessons werehaving a positiveeffect on pupilengagement.

93%of pupils alsostated that PEmade them want to do more sportsoutside ofschool

Page 7: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

Yorkshire Primary PE and Sport Premium Awards 2016 13www.primarypremiumawards.com12

COUNTY SPORTSPARTNERSHIPS,HELPING YOURSCHOOL ACHIEVE APERSONAL BEST!County Sports Partnerships (CSPs) across England

have a role to play in advocating, supporting and

sign-posting schools in making best use of their sport

premium funding.

CSPs across Yorkshire support schools throughout the region to spend the

grant effectively and continue to develop and improve primary PE and

school sport.

Contact your CSP for more information, advice and guidance surrounding

CPD for teachers and support staff, coaching providers, curriculum

packages, access to National Governing Bodies of Sport and much more;

West YorkshireDan WilsonWest Yorkshire [email protected]

TEL: 0330 20 20 280

www.wysport.co.uk

South YorkshireKathryn Mudge South Yorkshire [email protected]

TEL: 0330 20 20 280

www.sysport.co.uk

North YorkshireGavin PhillisNorth Yorkshire [email protected]

TEL: 01423 813032

www.northyorkshiresport.co.uk

Humber RegionLora WebsterActive [email protected]

TEL: 01482 244344

www.activehumber.co.uk

Page 8: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

www.primarypremiumawards.com14 Yorkshire Primary PE and Sport Premium Awards 2016 15

About the PE and School Sport in this school: About the PE and School Sport in this school: The School is committed to making

PE and school sport an important and valuable part of their lives in both school

and the community. A PE Coach / Co-ordinator is in place to provide expertise,

however every class teacher delivers PE. There is a whole school planning folder

for each class, which includes planning and teaching ideas, these have been

developed by the PE Coach / Co-ordinator, but are added to by the teaching staff.

To ensure high standards are maintained, regular observation of PE lessons and

clubs is undertaken by senior management. A PE progression of skills plan is in

place to ensure that there is a clear development plan for all staff. Continuous

CPD, focussing on weaker areas is identified through lesson observations. All

teachers received CPD via Team Activ and all NQTs attended a PE coaching course.

Regular staff training/ meetings are delivered to keep up-to-date on current

policies. A CPD calendar is compiled by all leaders to identify current need and

provide opportunities for development. All staff participate in focused CPD, and

have opportunities to team teach alongside specialists and develop their and

children’s skills in ‘extra’ sessions. Calendar also identifies CPD opportunities with

external providers to ensure best practice is spread and the curriculum is

enriched. Good practice is shared between all staff in school and external coaches

to enhance provision for the children and reflect upon what has made a real

difference to the young person. Lesson plans are shared with teaching assistants

(TA) so that they understand their role / focus within each lesson. Their support is

well focused and makes a significant contribution to the quality of learning;

extending and enriching the curriculum. Dedicated training to the TA team allows

SEN children sufficient support to access lessons and support to develop

independent skills in a controlled environment. The Headteacher and senior

leadership team have high expectations throughout school with lots of

management support to assure high quality teaching is consistently occurring.

About the impact including evidence: Staff confidence in lessons has improved, with lessons assessed as ‘engaging and

challenging’ which has had a positive impact on behaviour in school. Specialist

coaches have given CPD which has developed staff knowledge and understanding

of skill development. Members of staff have then used ideas in P.E lessons to

further improve and develop children’s skills. This has ensured continued high

expectations and competitive outcomes, in which children have excelled.

Children are motivated to participate in P.E (P.E questionnaire 2015 - 94% said they

enjoyed P.E and 98 positive comments were recorded for children’s feelings

towards P.E) Children are now regularly remembering PE kits and we have seen a

significant drop in children not participating (on average less than two a week).

Children engage in new sports and try different concepts. Children’s views are

listened to – Skateboarding skills, martial arts, opportunities provided and

children signposted to out of school clubs.

UPSKILLING STAFF

Upperwood Academy

SOUTH YORKSHIRE PE AWARDS APPLICATION

At the heart ofoutstanding teachingand learning is qualityteaching. This is evenmore relevant to theacquiring of PE skills ,skills which need to bebuilt upon year on year, ifchildren are to achievetheir sporting potential.To assure this happens atUpperwood Academy,our full time PE teacherspends valuable timesupporting teachers andsupport staff modellingand supportingeveryone's goodpractice. We haveathletics, football,cricket, tennis andgymnastic coaches onour staff team and arealways looking todevelop coaching furtherby expanding the CPD onoffer to all staff.

ALISTAIR BUDD

PRINCIPAL OF

UPPERWOOD ACADEMY

‘‘‘‘

About the PE and School Sport in this school: The Hemsworth Pyramid of 8 primary schools agreed to pool some of their funding

and pay a salary to the PE Specialist a secondary PE teacher from Hemsworth

Academy, to work full time for them in 2012 for at least 3 years.

The focus for the PE specialist and the eight schools was to improve the provision of

PE and sport in school by up skilling staff and improving staff confidence thus ensuring

sustainability. Their aims include providing a clear, structured curriculum that is

sustainable and consistent and to improve the confidence of those teachers involved

in the teaching of PE to deliver challenging, enjoyable and engaging lessons.

All schools now have a PE Development & Action plan and a Vision Statement on the

school website. The PE Specialist delivers 2 hours of PE lessons every week (78 hours

in total) to all year groups alongside the teaching staff

who have observed, team taught and delivered the

lessons with the specialist. The teachers also complete

a written self-review sheet at the start of the year and

the specialist works with the teacher in the lessons to

help develop any areas the teacher feels they lack

confidence in. This is then reviewed again at the end of

the year to compare the progress of the member of

staff. At the end of term, each teacher and pupil then

completes a written evaluation form to provide

feedback to the specialist for future development.

Our PE Specialist also does learning walks, has written

complete sets of lesson plans and run extra training for

staff developing knowledge in games, athletics, dance,

OAA, assessment and gymnastics

About the impact including evidence: 100% of all staff who have worked with the PE Specialist now feel more confident &

knowledgeable when delivering PE lessons. This is evidenced from the feedback forms,

the self-review forms and the Learning Walks.

Some staff have been trained to run specific sports and activity clubs for all children,

including targeting those children that maybe more disaffected. More children have

taken part in activities than last year and are experiencing enjoyable and engaging

lessons with a wide variety of activities, which will help them in their efforts to lead a

more, healthy, active lifestyle.

After observing our PE Specialist, OFSTED stated “The Sports Premium Funding is

being used effectively to improve the skills of teachers to deliver high quality lessons

in Physical Education. As a result, pupils are much more involved in physical & health-

related activities”.

Staff have completed written evaluations of all lessons and CPD. 100% of staff felt that

the content, delivery, engagement & enjoyment of the children in lessons was of a very

high standard.

100% of staff who completed the self-review sheet feel that they have improved in

more than one area of teaching a high quality PE lesson. The majority of teachers have

moved up 1 or 2 stages of the review sheet on most of the areas, and now feel that they

are “good” or “outstanding” in those areas.

UPSKILLING STAFF

Hemsworth and Community Academy

WEST YORKSHIRE PE AWARDS APPLICATION

‘‘‘‘The Sports Premium

Funding is being usedeffectively toimprove the skills ofteachers to deliverhigh quality lessons inPhysical Education. Asa result, pupils aremuch more involvedin physical & health-related activities.

OFSTED

Page 9: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

www.primarypremiumawards.com16 Yorkshire Primary PE and Sport Premium Awards 2016 17

About the PE and School Sport in this school: The leadership team at St Thomas More Primary identified that the confidence of teachers

in delivering PE was an area in need of investment. They needed support in developing their

ability to use the range of equipment and excellent space to its full potential enabling the

pupils to make the best possible progress in PE.

The decision was taken to invest in an experienced qualified primary

teacher, who has a range of PE specialist qualifications, including a

degree who works in school one day per week. In liaison with the PE

Coordinator the Mentor works with all staff to identify their areas of

development and assists with improving their confidence, subject

knowledge and lesson delivery.

The mentor has supported staff with all areas of the PE Curriculum,

including gymnastics, dance and games along with supporting staff to

deliver dinnertime clubs. Support has also been given to the PE

Coordinator creating development plans, reporting and assessing

standards of PE across the school and assisting with organisation of

competitions. The PE Mentor works with staff to plan and deliver

lessons in areas they feel least comfortable. The PE Mentor models many

lessons which are filmed and photographed by staff and also within

many lessons, teaching staff are given small groups to work with to lead

tasks and activities and are also given the opportunity to deliver and lead

key parts of the lessons with the support of the PE mentor. The PE

Mentor has worked and continues to work with all of the staff, including

Foundation Stage teachers and assistants, KS1 and KS2 teaching staff

and assistants along with some dinner staff and visiting students too.

As a result of the PE mentor role, standards of PE teaching have improved and moved forward

significantly as staff are more confident and have clear planning and new ideas, strategies

and knowledge to be able to deliver a high quality PE lesson. It is also observed that as a

result, children are enjoying their PE lessons far more and engagement, effort and outcomes

are at a good standard. A recent staff survey evidenced that 100% of staff agree or strongly

agree that their confidence in delivering PE has grown. Staff also fed back with personal

comments which included;

• ‘Teachers are now more confident in developing progress within lessons

and sequences of lessons’ (Class Teacher)

• ‘The PE Mentor has given excellent support in all aspects of PE’ (PE Co-ordinator)

• ‘The support with planning and organising PE lessons has enabled me to become

more confident in delivering PE lessons’ (Class Teacher)

The survey also evidenced that 63% of staff also ‘strongly agreed’ and commented on their

ability and understanding of using a range of equipment in their lessons had greatly improved.

• ‘We have been shown how to use equipment, which previously had not been used’

(Teaching Assistant)

• ‘Gymnastics is my least favourite subject to teach! I feel my confidence has really

improved now I have plenty of warm up ideas and activities and how it all links to the

objectives’ (Class Teacher)

As a school we have achieved Silver and Gold School Games Kitemarks which is a result of

emphasis and investment placed on PE and School Sport by the leadership team.

UPSKILLING STAFF

St Thomas More Primary

ACTIVE HUMBER PE AWARDS APPLICATION

‘‘‘‘The differentiateduse of equipmentwas very valuablein providing mewith confidenceand inspiration to try new ideas in lessons.

CLASS TEACHER

About the PE and School Sport in this school: Filey Junior School identified staff development as a key area of development to ensure

that the PE and Sport premium funding is sustainable within our school.

At Filey Junior School there was a high proportion of teachers, who needed up-skilling in

the teaching of PE.

The school developed the leadership of PE & sports by providing additional management

and release time for the PE co-ordinator.

This has allowed the PE coordinator to observe staff across the school to ensure that they

are teaching PE lessons which are at least good.

In September the schools used a portion of the PE

premium budget to employ a PE specialist to teach 4

classes in school. Allowing all staff, the opportunity to

observe high quality PE lessons. In addition to staff

observing these lessons we have videoed the lessons so

that staff can refer back to these and also so we have a

bank videos of best practice ensuring that future staff

have the same opportunity to observe and improve. As

well as observing the PE lessons, we have accessed

sport specific teacher training in football, rugby

and tennis.

A major opportunity to be active is at break and

lunchtimes so the Midday Supervisors have all been

trained on how to get children involved and we have

also trained some children to be 'Lunchtime Buddies'

so these children help to lead the sporting activities on

a lunchtime.

About the impact including evidence: As a teacher, PE teaching is an area where I feel less confident in providing quality,

differentiated learning. Following the introduction of a PE specialist and videoing /

modelling of lessons, my confidence has now increased. The management of the subject

means I'm aware of progression within each unit and feel able to ask if I'm unsure

In January 2016, 6 lesson observations were undertaken by the PE co-ordinator, all of

these lessons were found to be good, some of them had elements of outstanding. Staff

feedback Terry Ellis has been fantastic!

Lunchtime issues are quickly resolved and do not enter the classroom. Meaning that

children are ready to learn far quicker than before. Since the timetable's introduction

there have been far happier and enthused children.

Over the past year, I have noticed significant improvements in the provision of outdoor

activities at lunchtime. Due to a well-organised, efficient approach, activities are available

that appeal to all children whilst maintaining their safety. Following training, midday

supervisors seem more confident in their approach to behaviour management and this is

reflected by a decrease in behaviour-related incidents at lunchtime.

Pupil Feedback - “PE in this school is brilliant.” “I love all the different sports that we can

do.” “Lunchtimes are fun.”

Parent feedback - “The sporting event was an amazing day, thank you for letting us

share the experience. Well done to all involved.”

UPSKILLING STAFF

Filey Junior School

NORTH YORKSHIRE PE AWARDS APPLICATION

‘‘‘‘The sporting event

was an amazingday, thank you forletting us sharethe experience.Well done to allinvolved.

PARENT FEEDBACK

Page 10: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

www.primarypremiumawards.com18 Yorkshire Primary PE and Sport Premium Awards 2016 19

About the PE and School Sport in this school: Greatwood have endeavoured to adapt and improve our curriculum provision

so that every child wants to be physically active and engaged in sport.

During the 2015/16 school year we offered our children an excellent range of

opportunities to engage in sport. We ensured that opportunities were available

not only to play sport but to organise and officiate sports.

We are keen to ensure that participation is not just playing. We encourage

leadership, officiating and organising of sport. Students have accessed training

in Play Leaders, Playground Games, School Games Crews and Mini Whistlers.

We believe the skills they can learn are transferrable to all aspects of school

life. Year 6 children also have the opportunity to further develop their sports

leadership skills by engaging in the Playmaker scheme which involves the

children delivering sporting activities to the younger children both at

lunchtime and after-school.

We have up-skilled staff in order to improve the delivery of sport, with staff

members attending NGB courses. We broker relationships with local

organisations to support delivery, and to improve staff confidence and knowledge.

We try to give all children opportunities to access sporting activities; one of the ways we

do this is by delivering a Change4Life club for children in KS2. This encourages children to

increase their sporting activity and to live an active and healthy lifestyle. We have created

links with local charity, Skipton Extended Learning for All (SELFA), who delivered a fencing

taster session for children in our Change4Life club to give them an opportunity to try

something new. The club also provides links and opportunities to join local sport clubs.

We offer Year 5 children Playground Leader training which involves Year 5 delivering activities

on the KS1 playground at lunchtimes. We believe pupil voice is important and regularly ask

pupils for feedback on sporting activities and seek ideas for what else we can offer.

As also encourage our children to take part in sport outside of school by creating strong

links with local clubs and organisations

About the impact including evidence: There has been a vast improvement in the numbers taking part in activities and we have

had to develop our lunchtime sports to include a larger number of activities. In 2013/14

we had on average 30% of children in KS2 regularly taking part in lunchtime sport, this

increased to an average of 75% in 2014/15.

Listening to pupil voice and utilising funding to access activities that the children want,

has dramatically increased our participation levels. Levels of interest have increased and

we entered multiple teams into events to give all children who wanted to, the chance to

take part in competitive sport

As part of our Developing Sports Leaders programme we have diversified our range of

leadership opportunities for Year 5 and 6 children. These enabled children to learn the

foundations of leadership not only in sport but to apply these across lifelong learning. A

major achievement of our Playmakers was being shortlisted for the Sports Leaders UK

Young Leaders Awards in London, which sparked a visit from our local MP to witness first-

hand the outstanding sports provision we offer.

BROADER SPORTING EXPERIENCE

Greatwood Community Primary School

About the PE and School Sport in this school: At the School we believe that offering our children a broad range of physical activities

benefits the development of our children, academically, socially and emotionally.

Our initial step, to where we currently are, was to create a physical education

curriculum that was pertinent to our children in school and offer them a broad range

of physical activities. Secondary to this, was to form a partnership with the local SSP

with these two steps having had a twofold impact.

Firstly, we utilised the Real PE approach to physical activity

to design and create our own PE curriculum. Therefore,

based on this, we decided that for all children within school

the most important physical goals for them were to be

physically active and develop a wide range of physical skills,

such as jumping, balancing, throwing and catching.

Secondly, the partnership with the local SSP has both

underpinned and enhanced our PE curriculum delivery

within school. We set aside Wednesday afternoons as a clubs

slot for our key stage 2 children. These sessions are purely

focused on allowing the children to try different sports, such

as boccia, gymnastics, balance bikes, basketball and cricket.

This partnership has also allowed our staff to attend a range

of PE CPD opportunities in areas such as outdoor education,

Cue Zone Snooker, swimming and Physical Education

conferences.

It is the threefold approach of, a consistent and up to date curriculum model, regular

in school and out of school staff training and our partnership with the local SSP that

has allowed the children at the Special School to experience such a broad physical

education curriculum.

About the impact including evidence: The impact of this approach and believe in our PE curriculum has been twofold, firstly

our children have had the opportunity to engage with a wide variety of activities, such

as ice skating, table top cricket, taekwondo, yoga and curling. These opportunities have

allowed the children to experience a wide range of physical activities, increase their

confidence in their physical skills and keep them enthusiastic about developing their

physical skills.

Secondly, whilst the main focus of our PE curriculum is to develop the children’s

physical skills, in every subject in school, the overall aim is to holistically develop each

child. Therefore we have also seen positive impacts on our children’s speaking and

listening, using and applying and PHSE attainment.

In the area of speaking, the percentage of children who did not meet their target has

dropped from 23% in 2013 – 2014 to 2.5% in 2014 - 2015, whilst we also saw an increase

in children exceeding their targets from 0% in 2013 - 2014 to 15% in 2014 – 2015.

Finally, in relation to using and applying, we have seen a positive trend in the

attainment of our children. In 2013 – 2014 the children who did not meet their targets

was 17% with this dropping to 0% in 2014 – 2015, whilst the % of children who exceeded

their targets went from 0% in 2013 – 2014 to 8.3% in 2014 – 2015.

BROADER SPORTING EXPERIENCE

Mossbrook Special School

NORTH YORKSHIRE PE AWARDS APPLICATIONSOUTH YORKSHIRE PE AWARDS APPLICATION

The impact of PE andphysical activity atSchool is astonishing.Through the broadcurriculum and extra-curricular programmepupils develop socially,emotionally andphysically. Theexperience PE andSchool Sport can provideis unlike any othersubject. We aredelighted to have beenrecognised for ourapproach and willcontinue to use theSports premium toextend opportunities forour pupils.’

DEAN LINKHORN

HEADTEACHER

‘‘‘‘‘‘

‘‘At Greatwood thesport premiumenables us to offer anexciting and diverserange of sportingactivities that meetthe needs of all pupilsacross the school.Frequent use of pupilvoice, as well astargetted staffdevelopment, ensurethat children arehighly motivated forall aspects ofcompetitive and non-competitivesport. The impact ofsport premium atGreatwood has beenenhanced provisionfor all aspects of PE.

GARRY DE CASTRO

HEADTEACHER

Page 11: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

About the PE and School Sport in this school: Martongate Primary School has used the sports

premium to greatly improve provision across

all the different areas of PE & School Sport

hence why our nomination in Broadening

Sporting Experience.

The school have used some of the Sports Premium

money to buy into an agreement with Tigers Trust

a scheme linked with Hull City Football. The

coaches provide curriculum support throughout

the year for staff in KS1 with special emphasis on

physical literacy. It also provides an after school

club for KS1 (an area we have been keen to

develop). The scheme also allows the school to

participate in numerous KS2 alternative sports

competitions against local schools. For these

competitions the school gives first priority to

those pupils who have not currently represented school

so far this year and those on the vulnerable group list.

The Sports Ambassador Crew within the school have

developed a rewards scheme for pupils representing the

school in competition. The children are keen to work

towards the next badge. The badge has a high status

within the school’s reward system.

Sports Ambassadors and Play Leaders run lunchtime

clubs and activities for all year groups and promote the

competitions they run through assemblies. These

competitions range from organised football games to

one off sporting challenges - how many skips can you do

in 20 seconds for example. The Sports Ambassadors and

Play Leaders then produce certificates for those involved.

Sports leaders from the secondary school next door have

also got involved. We are also holding a Primary Sports

Ambassador Conference in the summer term where

community sports clubs from the less traditional sports

are going to spend an afternoon in school, where pupils

and parents can have a go.

A survey of pupils showed that Volleyball was a sport they

were interested in, Ben Pipes, ex GB Volley Ball captain

came into school during the summer term last year and

led an inspirational assembly as well as coaching every

child in KS2. We also have a golf professional visit the

school regularly too and it’s no coincidence that we have

won the Humber School games level 3 for the last 3 years

at YR5/6.

We have seen a significant rise in the number of pupils

involved in some form of competitive sport over the last

two academic years. The number of disadvantaged girls

is up from 39% to 61%

BROADER SPORTING EXPERIENCE

Martongate Primary School

www.primarypremiumawards.com20 Yorkshire Primary PE and Sport Premium Awards 2016 21

About the PE and School Sport in this school: At Moortown Primary, we pride ourselves on being a happy and healthy place to learn.

We ensure this funding is invested (rather than ‘spent’) to maximise the long term

impact of our PE provision for pupils and staff. Our provision plans show how we’re

investing the money and the way we closely monitor the impact of these initiatives

through assessment of children’s skills, staff and pupil feedback, uptake of clubs etc.

Children tell us they enjoy being active and want to take part in different physical

activities (Pupil health questionnaires, School Council minutes). As a response to this,

we have invested part of our PE premium in providing a broader sporting experience.

Physical activity after-school clubs are fully subsidised using our PE Premium and offer

a range of physical activities based on pupil feedback and annual pupil health

questionnaires. These include yoga, dance, gymnastics, athletics, netball, rugby,

soccercise, targeted Change4life clubs and new sports introduced to school including

tchoukball and korfball through employing a sports coach as a teaching assistant

in school.

Through our work with local sports organisations we have developed local links,

provided professional development for staff and offered a variety of sporting

experiences for our children. Themed weeks also provide the opportunity to work with

other providers to deliver additional physical activities, for example yoga and tai chi.

Through our investment in the Active Schools partnership we have offered our

children opportunities to have a wider sporting experience. This has included dance,

rugby, triathlons and other competition opportunities. A new Year 4 residential has

been partly subsidised using the PE Premium - for more information, please see

our website.

About the impact including evidence: Physical activity was recognised as a strength in the school’s Healthy Schools

moderation: ‘The passionate and highly dedicated team that lead on PE and Physical

Activity (including the dedicated sports coach employed by the school) has raised the

profile of the subject and inspires confidence in both staff and children. The children

spoken to on the day commented on how this has impacted positively on their

experience of the subject, both in and outside of the curriculum’.

By providing a broader sporting experience, children are now more engaged with

physical activity. This is evident from our physical activity tracker. This tracker monitors

club uptake, competition entries and other physical activities.

Responding to the question ‘How good is your school at encouraging you to have a

healthy lifestyle?’, 88% of pupils said ‘very good’ and 10% said ‘good’. In our pupil health

questionnaire there was a lot of positive feedback about PE: ‘I really enjoy PE.’ ‘I think

the lessons are run well as we do a variety of sports.’ ‘I enjoy PE because it is really

active.’ ‘I think PE is great and a way to keep fit and healthy.’

We closely monitor every initiative to ensure we achieve the maximum impact of

the funds. Further impact through children’s quotes and staff feedback is available

if needed.

Quote from a Year 4 pupil after attending a Primary PE and Sport Premium funded

excursion: “I figured out that working together was a lot more fun. I discovered that I

can cope without my family. I noticed that [another pupil] is really resilient because he

had a go at every challenge and, no matter what, he kept on going.”

BROADER SPORTING EXPERIENCE

Moortown Primary School

WEST YORKSHIRE PE AWARDS APPLICATION ACTIVE HUMBER PE AWARDS APPLICATION

QUOTE FROM A YEAR

4 PUPIL AFTER

ATTENDING A

PRIMARY PE AND

SPORT PREMIUM

FUNDED EXCURSION

‘‘

‘‘What our pupils think: “PE has basically helped me with everything. Theexercise helps my brain. It has helped me focus as Iused to find it difficult now I focus in sport and in theclassroom.” JOSHUA

“I have become more confident this year. I have beenencouraged by sports to try my hardest. I am moreconfident to speak up in class and give my opinions.”JACK

“I enjoy sport. I now have the confidence to try newsports. I went to the Primary AmbassadorsConference and I stood up in front of a lot ofstrangers, I wouldn’t have done that before.”JESSICA

“It’s great that more girls are competing and we canenter teams in girl’s events. Before we had to jointhe boy’s teams and it wasn’t fair.”MILLIE

What Ofsted thinks The school promotes a love of sport which encouragespupil participation, promotes physical skills and fosterstheir social and emotional development well. The widerange of extracurricular activities on offer to pupilsencourage high levels of participation and pupils candevelop their skills in many different areas. Effectiveuse is made of the physical education and sportsfunding. Opportunities for pupils to participate in awide range of sports are a key strength of the school.Pupils have wonderful opportunities to work alongsidesports specialists who represent their country, as theyare encouraged to excel in all aspects of sport. The useof sport as a way of engaging pupils is highly successfulin developing pupils’ self-confidence and self-esteem.

‘‘‘‘I figured out thatworking togetherwas a lot more fun.I discovered that Ican cope withoutmy family. Inoticed that[another pupil] isreally resilientbecause he had ago at everychallenge and, nomatter what, hekept on going.

Page 12: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

www.primarypremiumawards.com22 Yorkshire Primary PE and Sport Premium Awards 2016 23

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Page 13: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

About the PE and School Sport in this school: Christopher Pickering Primary School was opened in 2011 after merging

Bethune Park and Tilbury Primary School. We have worked extremely hard on

our sports teams and PE provision, having fantastic results with many of our

teams. The funding primary schools receive to help PE and Sport

has significantly helped Christopher Pickering develop the amazing

culture we currently maintain. Our extensive blog is the best way to see our

full provision.

As a new school, we wanted to build firm foundations and get involved in

school sports within Hull and its rich sporting community. We wanted to

ensure our pupils had ample opportunity to represent their school at inter

school competitions in a wide range of sports. We also wanted all children to

take part in whole school intra school sporting competitions. In 2014, we

achieved the School Games Gold Award.

Our young sports leaders play a large part in our sporting provision. On a daily

basis, eight leaders organise and referee competition for years three, four, five

and six. This has not only improved the quality of skill; children are getting a

better understanding of sporting etiquette, respect and sportsmanship.

We have recently started a children’s Sports Council to help organise events

and allow children to feedback to staff their feelings about the school’s PE

provision. In addition to the competitions calendar, we use extra-curricular

clubs to give children further opportunities to practice and hone skills learn

in their PE lessons. In 2014/15, Christopher Pickering had 84% of its children

attending an extra-curricular sports club. In order to inspire and engage

pupils, we try to provide them with chances to try something new. We are

proud of the sporting opportunities we offer our children through specialist

coaches, trained professionals and competitions. These include Trigolf,

Goalball, Boccia, Orienteering, Morris Dancing, Street dancing, Lindy Hop,

Baseball, Boxing, Ballet, Ice Hockey, Figure Skating, Badminton, Rugby League,

Squash and Archery.

Whole school sporting events and celebrations are a regular occurrence at Christopher

Pickering and 2013/14 was no different. Every child from Years 5&6 (85 in total!)

organised and ran a Sports Relief Mile event for the school. Our young leader's roles

included pace makers, warm up coaches, official time keepers and stewards. The event

was very successful and really demonstrated the strength of our young leaders. Our

final whole school event of 2014/15 was our School Games Day. We held our event at a

local athletics club and used their facilities to give the children a "professional"

sporting experience.

As well as holding and attending lots of sporting events, we have also worked hard to

build close relationships with several professional and amateur sporting clubs in Hull.

Many of these sporting opportunities came from taking full advantage of the

Sainsbury's School Games.

100% of children think they have lots of chances to play different sports at Christopher

Pickering. 88% of children have tried something new in PE and 100% of children

enjoyed our School Games Day. 74% of children play a sport outside of school, of this

39% of children started playing sport outside of school as a direct result of playing

different sport at Christopher Pickering. 84% of children attended an extra-curricular

sports club in 2014/15

www.primarypremiumawards.com24 Yorkshire Primary PE and Sport Premium Awards 2016 25

About the PE and School Sport in this school: The school have an extremely positive approach to

competition as a whole, including level 1, 2 and level 3

school games events as well as other competition

pathways and opportunities. Although numerous schools

perceive competition negatively the School are able

to have a fully inclusive sporting promise to children

entering school.

Throughout their time at School, every child will have the

opportunity to represent school at something and the PE

coordinator is dedicated to providing this opportunity. The

school utilise their funding to ensure that they compete in

almost every competition on offer to them. These

opportunities include local fixtures with A, B, C and D teams

in specific sports as well as access to class festivals and

inter school competitions across the 3 form entry primary

school, each half term.

The school access the competition pathway through School

Games as well as any other competition pathways on offer

to them. These include local football clubs, Sheffield

Federation for School Sport Events (on a weekend), National Governing

Body opportunities, local sports projects any many more. The school relies

on a fantastic support mechanism from staff and parents who take

numerous teams to festivals on a weekly basis. Although very successful

at most events the children at the School always showcase the spirit of

the games values and are respectful to officials.

The school currently have Silver School Games Mark and are actively

working towards the Gold Mark for engagement in competitions and have

already reached the targets for this academic year.

About the impact including evidence: The impact of competition as a whole across school is that the children

are all more interested in PE and school sport. The use of sport and

competition from Early Years right through to year 6 means that the

children have a higher level of engagement and therefore a higher level

of physical literacy overall.

This follows through to Secondary school as the majority of children at

the local Secondary school who are engaged in PE and sport, come from

the School. As discussed above there is a tracking system in place that

ensures that different children are able to excel at different activities and

work has actively taken place to ensure that links are made from school

teams, to community teams where possible.

INCREASED PARTICIPATION IN COMPETITIVE SCHOOL SPORT

Marlcliffe Primary School

SOUTH YORKSHIRE PE AWARDS APPLICATION

INCREASED PARTICIPATION IN COMPETITIVE SCHOOL SPORT

Christopher PickeringPrimary School

ACTIVE HUMBER PE AWARDS APPLICATION

100%

of childrenthink theyhave lots ofchances toplay differentsports atChristopherPickering.

‘‘‘‘

At Marlcliffe Primary we makea strong commitment to therole of PE and sport in ourcurriculum. Our PE fundinghas enabled us to ensureeverything we offer is of thehighest quality and increasestaffing levels to support this.Children are givenopportunities to participate ina range of competitive sportsin lessons and inter-schooltournaments. Activelunchtimes and breaks areencouraged and as aninclusive school we ensurethat all children canparticipate fully. Our changefor life club helps us to passon messages about healthylife styles to targeted childrenin an enjoyable way.

ALISON MANN

HEADTEACHER

Page 14: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

Yorkshire Primary PE and Sport Premium Awards 2016 27www.primarypremiumawards.com26

About the PE and School Sport in this school: A sports specialist has been employed to improve sport across the school, involving

up skilling staff and to increase the participation in competitive sport both in intra

and inter school competition. We have also introduced a Sports Organiser Crew from

Year 6 to organise competitions for different year groups within school.

We have increased the leadership training given to children to allow them to lead and

encourage small games and events during lunchtimes. We have also used our funding

to invite specialist coaches into our school to teach the children in different areas of

PE, including gymnastics. This has resulted in increased participation of both girls and

boys with many joining clubs and competing within school and out. A Key Stage 2 squad

of 40 children recently competed in the Key Steps Gymnastics competition.

We have increased the amount of lunchtime and afterschool clubs to encourage

children of all abilities to be involved in sport and competition. Due to this we have an

increased participation in teams competing at all levels. During the summer of 2014

we developed a relationship with the Pennine Sports Partnership and took 12 Year 6

children to a National Schools Sports Week event in which the children developed their

leadership skills supporting Year 4 children taking part in the event. This was so

successful that this partnership has grown year upon year.

Last year we took 36 children from Year 6 over six days to support and lead children

from throughout Kirklees. In 2015 we held our annual sports day which included all

children across the school mixed in different teams that competed in a range of

sporting activities lead by a mix of staff and volunteers which included New College

students and University students. This further developed the community links within

the extended area.

About the impact including evidence: Comparing Autumn 2014 (26%) to Autumn 2015 (47%) we have seen a huge increase in

participation, with children now on a waiting list. The work with the sports leaders has

increased the confidence of all the children involved, some of whom previously

struggled socially and emotionally.

INCREASED PARTICIPATION IN COMPETITIVE SCHOOL SPORT

Moorlands Primary School

WEST YORKSHIRE PE AWARDS APPLICATION

‘‘‘‘

It is without doubt that here

at Moorlands Primary School;

morale, enthusiasm and

confidence in every child has

increased dramatically due to

our ever increasing

participation in a range of

competitive sporting events.

We are absolutely privileged

to have such a fantastic

sports coach along with

committed and enthusiastic

staff who have had a huge

impact on increasing

opportunity and

encouragement in

competitive sports for our

children. When competing in

sporting events, we are

proud to say that true

sportsmanship and excellent

behaviour by our children is

always demonstrated. We

continue to go from strength

to strength and look forward

to building on this further.

MRS AMANDA DENNY

HEAD TEACHER

About the PE and School Sport in this school: Settle primary School has worked tirelessly to increase their

participation in competitive sports. After appointing a PE trained

teacher to organise the delivery and pathway of competitions for the

cluster, competitions taking place in North Craven has raised from 11 to

23. We have entered teams in all regional competitions and often enter

a competitive team and a broad participation team. The school are North

Craven and Craven Champions in athletics and came fifth in the North

Yorkshire Finals 2016.

The School has introduced a House competition at KS2 which has

allowed for a rise in students taking part in competitive sports in school

by 100%. The house competitions allow all students who compete for

their House at the end of each school term, to compete in the sports

which they have learned during their PE lessons. There has also been an

increased number of sports clubs taking place after school with six

different clubs each week. These clubs have a focus on competition,

leadership and teamwork and have been well supported by the students

with vast participation at both Key Stages. The Year six students have

taken part in a Playground Leaders course during their lunch hour once per week for

15 weeks. They have all invented a competitive game which they now lead on at lunch

time for the rest of KS2 to take part in.

We have rewarded those who have taken part in competitive sports through praise

assemblies and a notice board dedicated to sports and competitions. There is a very

strong drive towards wanting to represent the school from students. They have a

passion for competing at both school and club level meaning that in many

competitions Settle have entered A, B and C teams.

About the impact including evidence: Our children have achieved great success in local, district and regional events such as

the Yorkshire School Games for netball, cross country, rugby and athletics. The school

enters A and B teams to ensure more students get involved in competition. 100% of

students in KS1 have participated in competitive sports in North Craven competitions.

68% of students in KS2 have participated in competitive sports in North Craven

competitions and 100% of students in KS2 have participated in competitive sport

during PE this year. Ofsted praised the school for the range of sports offered and the

expertise and quality of provision offered in Rugby and Judo.

63% of class 3 / 4 go to at least one sports club at Settle Primary each week. 75% go to

more than one competitive club in the area outside of school. Class 5/6 - 68% of class

5 / 6 go to at least one sports club at Settle Primary each week. 71% have represented

settle at a competitive sports event this year, and 57% go to a club outside of school.

Academically the increased sports participation matches our school motto to 'work

hard and play hard'. We are experiencing greater calm at play and dinner times.

Inclusivity means that opportunities are available for all abilities. Disadvantaged pupils

in particular are able to access activities, and improved performance in terms of

academic results is a trend that we are noticing. There has been a big social impact

including building leaders and encouraging principles of fair play, cooperation,

sportsmanship, trying hard and coming to terms with things not going your way. In

terms of performance our pupils are better at competing and not so easily

disheartened. Participation in regular competitions has meant they are more willing

to accept failure as well as success.

INCREASED PARTICIPATION IN COMPETITIVE SCHOOL SPORT

Settle Primary

NORTH YORKSHIRE PE AWARDS APPLICATION

‘‘‘‘

The Sports Premium has

succeeded in raising

both the profile and the

expectation for

delivering high quality

sports provision in our

schools. Through its

implementation it has

not only succeeded in

boosting pupil health

and well being but

providing important,

wider access to an

extensive range of

sporting and

competitive activities

that nurture and

develop important life

skills such as teamwork,

leadership, character

development and

resilience. Long may it

continue!

RICHARD WRIGHT

HEADTEACHER

Page 15: AWARD WINNERS · School Sport Premium funding projects into the 1st Yorkshire PE premium awards. The vision of the PE and Sport Premium is that all pupils leave primary school physically

PRIMARY PE AND SCHOOL SPORT PREMIUM AWARDS ARE IN CONJUNCTION WITH

C L O S I N G D A T E 2 4 T H M A R C H 2 0 1 7

ONL INENOMINAT ION L IVE FROM7th November2016

ON YOUR MARKS!Get ready to celebrate the

best use of your Primary PE

and Sport Premium in 2016/17.

Nominations open soon

www.primarypremiumawards.com