Carol Hawman

Primary PE and Sport Premium: are you making

a difference?

Revised vision and objectives – Jan 2015VISION All pupils leaving 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.

OBJECTIVE: To achieve self-sustaining improvement in the quality of PE and sport in primary schools. We would expect indicators of such improvement to include:• the engagement of all pupils in regular physical activity – kick-starting

healthy active lifestyles• the profile of PE and sport being raised across the school as a tool for

whole school improvement• increased confidence, knowledge and skills of all staff in teaching PE and

sport• broader experience of a range of sports and activities offered to all pupils• increased participation in competitive sport.

DfE conditions of grant

Maintained schools, including those that convert to academies, must publish, on their website, information about their use of the premium by 4 April 2015. Schools should publish the amount of premium received; how it has been spent (or will be spent) and what impact the school has seen on pupils’ PE and sport participation and attainment as a result. Schools should also consider how their use of the premium gives pupils the opportunity to develop a healthy lifestyle.

Ofsted recommendations for schools• Strategic plans with clear measurable targets for

improvement• Show how school leaders will evaluate the impact• Regularly monitor… specialist PE teachers and coaches• Professional development is systematically planned and

its impact monitored• Increase non-participants’ immediate and long-term

participation• Enable most-able to achieve high standards• Forge links with external sports clubs• Work closely with parents and health agencies to

promote health and wellbeing (especially re. weight)

Ofsted commitment

“Ofsted will continue to evaluate the use of the premium in section 5 inspections, focusing particularly on how effectively school leaders monitor the impact of new funding over time on increasing pupils’ participation, improving performance in PE and sport, and promoting health and wellbeing.”

Pupil outcomes: which pupils?

NUMBERS

e.g. 20 pupils…PERCENTAGES e.g. 45% of Y5 pupils…

PROPORTIONS e.g. most KS1 pupils…TARGET GROUPS

e.g. Less-active pupils…KEY BENEFICIARIES

e.g. Pupils with SEND…

Pupil outcomes: participation

Take part in… Represented the school in…

Attend…

Performed at…

Competed in…

Are active for…

…once a week

…each term

…over 26 weeks

Pupil outcomes: what can you see or hear?

BEHAVIOURS KNOWLEDGE

SKILLSATTITUDES

Pupil outcomes: what do pupils say?

ENJOY… FEEL…

INTEND…KNOW…

E.g. I like PE better

now…

E.g. I have more confidence now…

E.g. I will score more if I… E.g. I will play out

with friends more…

DO…E.g. I can hit a ball

now…

Pupil outcomes: what can pupils do?

PHYSICAL PERSONAL

CREATIVETHINKING

E.g. Have greater

agility…

E.g. Are more resilient…

E.g. Set realistic personal goals… E.g. Solve problems…

SOCIALE.g. Mix better

with their peers...

PE: Specialist dance teacher mentored KS1 staff for 12 weeks

Compared to last year, more Y2 pupils can confidently and consistently create and perform simple dance sequences.

SS: Orienteering club mapped school and ran taster sessions and events

25 KS2 pupils take part in a weekly orienteering after-school club. 10 of these, who had previously disliked competition, represented the school at a district event.

HAL: Bikeability tutor ran a bespoke course for pupils with SEND; bought adapted bikes

The targeted pupils’ levels of physical activity have increased from less than 20 minutes per day to an average of 40 minutes per day.

WS: SSP trained selected Y5 pupils as playground leaders

The young leaders show greater confidence and have improved speaking skills in English. Incidences of poor behaviour have decreased for all pupils.

Gathering evidence of impact

• Participation – registers, team sheets, activity logs/diaries, awards

• Attitudes – informal feedback, lesson plenaries, learning logs, online/paper surveys, interviews, creative review tools

• Behaviour – staff observation, parental feedback, behaviour logs, attendance records, progress/attainment in other areas

• Skills – teacher observations, pupil learning logs, photos, videos, skill ‘tests’ and challenges

Further support re. pupil outcomes • Association for Physical Education (afPE):

www.afpe.org.uk e.g.– PE Expert Group Guidance on Assessment– Assessing Without Levels

• Youth Sport Trust: www.youthsporttrust.org e.g. – Change4Life Five Step Plan for Success booklet– Health and Wellbeing booklet– TOP resources (for multi-abilities)/Start to Move (for fundamental skills – ABCs)– Skills2Achieve assessment resource: www.youthsportdirect.org

• Create Development: www.createdevelopment.co.uk e.g.– Real PE– Assessment wheel