The Ultimate PE Leader Pack
Copyright © 2020 The Active Education Company Ltd, all rights reserved
The Ultimate PE Leader Pack | The Active Education Company
Copyright © 2020 The Active Education Company Ltd, all rights reserved 01
Contents
Introduction
Physical Education, School Sport and Physical Activity Delivery
Example Long Term Curriculum Plan
Example Lesson Plan
Teacher Development Questionnaire
Self Evaluation: Entry and Exit Tickets
Finance and Administration
PE Cupboard & Equipment Audit
Active Playground Audit: Staff
Active Playground Auditi: Children
Extra Curricular Pupil Survey
Primary PE and School Sport Premium: Examples of Spend
Whole School Culture
Example PE, Physical Activity & School Sport Policy
Sports Council Application Template
Sports Leaders Job Description & Application Template
Active Timetable Example
Other Top Tips
Useful Partners
02
03
04
05
06
08
09
10
12
14
15
18
20
21
22
24
25
26
27
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Introduction
PE Lead, Head of PE, Subject Leader for PE, PE Coordinator - whatever your title, we know you have a huge job on your hands. While other subject leaders may claim their subject is more important than PE, professionals who have experienced the role of Primary PE Coordinator will tell you, there is an ever expanding expectation with a growing workload to match.
You are likely to bear responsibility for most areas, ranging from curriculum interpretation and signposting your colleagues to effective schemes of work, to dealing with specialist coaches, scheduling extra-curricular activity, hall space, transport, budgets and much more!
Whilst the thought of the tasks ahead can be quite daunting, there are many organisations, resources and support networks out there for you to call upon should you need additional support. Our team at Active Education Co. have put together this handy e-book full of resources, templates and examples to support you in your role. For ease of use, the resources and templates are separated into three key areas:
1. PE, School Sport and Physical Activity Delivery2. Finance & Administration3. Whole School Culture
Should you have any further queries, questions or need any advice please do not hesitate to contact a member of our team via email at [email protected].
Thank you for supporting our mission to champion health, wellbeing and physical activity across the education sector.
#JoinTheMission#TheFutureIsActive
Top TipEvery school and educational setting is different and there isn’t a “one size fits all” strategy for success. What you choose to implement and change must be at a pace that is appropriate for your school. Please note, some of the examples provided in this e-book may not work for your school or be relevant to your setting.
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The delivery of PE, School Sport and Physical Activity ultimately is what your school will be judged on when it comes round to inspection time from our friends at Ofsted. There are a number of key elements that all combine to create high quality delivery across the PESSPA from long term planning to efficient lesson planning and delivery.
With this in mind we have provided a list of templates and examples to support the development and delivery of PESSPA in your school. Please see below for further details regarding each template, example and resource.
Resource
Example Long TermCurriculum Plan
Teacher Development Questionnaire
Example PELesson Plan
Self-Evaluation; Entry & Exit Tickets
Description
The long term curriculum plan is a vital document in the development of high quality PE provision in any school. It sets out which units/areas of the curriculum are to be taught and when throughout the year, ensuring the requirements of the National Curriculum are fully met. We have provided you an example plan, pre-filled with a variety of sports and areas covered.
Getting your teaching staff onside with your mission to create an active school culture is crucial. Providing Teacher Development Questionnaires for your colleagues will help you create a personal action plan for each teacher that covers the areas they require support with and the areas they view as their strengths.
Lesson planning varies from school to school and we are aware that each teacher, coach and professional may have their own effective way of planning a lesson. However, for some, the actual planning of the lesson and what it should contain is an area for development. As a result, we have provided an example lesson plan for you to use in school if you feel this would be of benefit.
Entry & Exit tickets are a brilliant way of gathering information from children about the way they are feeling ahead of a specific PE topic or Extra Curricular Club. You will be able to get a better understanding of those that are looking forward to taking part in the topic area and those that are dreading it! This may help you tailor lessons/activities and also your approach to ensure all children are engaged in the sessions.
PE, School Sport andPhysical Activity Delivery
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Example Curriculum Term Plan
Term 1
Au
tum
n Term
Fu
nd
am
en
tal M
ove
me
nt
Skills: S
pa
tial A
wa
ren
ess
N & R
EYFS
Yr 1
Key Stage One
Yr 2Yr 3
Lower Key Stage Two
Yr 4Yr 5
Upper Key Stage Two
Yr 6
Gy
mn
astics
Fu
nd
am
en
tal M
ove
me
nt
Skills: S
pa
tial A
wa
ren
ess
Gy
mn
astics
Gy
mn
astics
Gy
mn
astics
Gy
mn
astics
Gy
mn
astics
Fu
nd
am
en
tal M
ove
me
nt
Skills: S
pa
tial A
wa
ren
ess
Fu
nd
am
en
tal M
ove
me
nt
Skills: S
pa
tial A
wa
ren
ess
Inva
sion G
am
es: F
oo
tba
ll
Inva
sion G
am
es:
Fo
otb
all
Inva
sion G
am
es:
Fo
otb
all
Term 2
Mo
vem
en
t & D
an
ce
Da
nce
Se
nd
ing
& R
ece
iving
:T
hro
win
g
Da
nce
Da
nce
Da
nce
Da
nce
Da
nce
Se
nd
ing
& R
ece
iving
:T
hro
win
g
Inva
sion G
am
es:
Ho
ckey
Inva
sion G
am
es:
Ho
ckey
Inva
sion G
am
es:
Tag
Ru
gb
y
Inva
sion G
am
es:
Tag
Ru
gb
y
Term 3
Sp
ring
Term
Fu
nd
am
en
tal M
ove
me
nt
Skills: A
gility
, Ba
lan
ce &
Co
ord
ina
tion
Se
nd
ing
& R
ece
iving
:C
atch
ing
Mu
tli Skills: H
an
d E
ye
Co
ord
ina
tion
Se
nd
ing
& R
ece
iving
:C
atch
ing
Inva
sion G
am
es:
Ha
nd
ba
ll
Inva
sion G
am
es:
Ha
nd
ba
ll
Inva
sion G
am
es:
Ba
sketb
all
Inva
sion G
am
es:
Ba
sketb
all
Mu
tli Skills: H
an
d E
ye
Co
ord
ina
tion
Inva
sion G
am
es:
Ba
sketb
all
Inva
sion G
am
es:
Ba
sketb
all
Inva
sion G
am
es:
La
crosse
Inva
sion G
am
es:
La
crosse
Term 4
Gy
mn
astics
Fu
nd
am
en
tal M
ove
me
nt
Skills: A
gility
, Ba
lan
ce &
Co
ord
ina
tion
Mu
tli Skills: F
oo
t Ey
e C
oo
rdin
atio
n
Fu
nd
am
en
tal M
ove
me
nt
Skills: A
gility
, Ba
lan
ce &
Co
ord
ina
tion
Strikin
g &
Fie
ldin
g:
Ro
un
de
r’s
Strikin
g &
Fie
ldin
g:
Ro
un
de
r’s
Strikin
g &
Fie
ldin
g:
Ro
un
de
r’s
Strikin
g &
Fie
ldin
g:
Ro
un
de
r’s
Mu
tli Skills: F
oo
t Ey
e C
oo
rdin
atio
n
Tea
m G
am
es &
Co
mp
etitio
n
Tea
m G
am
es &
Co
mp
etitio
n
Tea
m G
am
es &
Co
mp
etitio
n
Tea
m G
am
es &
Co
mp
etitio
n
Term 5
Su
mm
er Term
Mu
lti Skills:
Ha
nd
Ey
e/Fo
ot E
ye
C
oo
rdin
atio
n
Fu
nd
am
en
tal M
ove
me
nt
Skills: A
gility &
Ba
lan
ce
Atta
cking
& D
efe
nd
ing
Fu
nd
am
en
tal M
ove
me
nt
Skills: A
gility &
Ba
lan
ce
Ne
t & W
all:
Ten
nis
Ne
t & W
all:
Ten
nis
Ne
t & W
all:
Ten
nis
Ne
t & W
all:
Ten
nis
Ne
t & W
all:
Intro
du
ction to Te
nn
is
O.A
.A:
Pro
ble
m S
olvin
g &
C
om
mu
nica
tion
O.A
.A:
Pro
ble
m S
olvin
g &
C
om
mu
nica
tion
O.A
.A:
Tea
m B
uild
ing
& O
rien
tee
ring
O.A
.A:
Tea
m B
uild
ing
& O
rien
tee
ring
Term 6
Ath
letics
Ath
letics
Atta
cking
& D
efe
nd
ing
Ath
letics
Ath
letics
Ath
letics
Ath
letics
Ath
letics
Strikin
g &
Fie
ldin
g:
Cricke
t
Strikin
g &
Fie
ldin
g:
Cricke
t
Atta
cking
& D
efe
nd
ing
Atta
cking
& D
efe
nd
ing
Atta
cking
& D
efe
nd
ing
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Example PE Lesson Plan
Year Group Topic
Learning Intention / Objective
Equipment/Resources Needed
Warm Up
Cool Down Plenary
Skill Development
Application of Skill (Competition)
Next Steps / Actions For Next Lesson
Brief
Cross Curricular Links
Key Questions To Assess Prior Learning:
Key Teaching Points:
Key Teaching Points:
Key Teaching Points:
Differentiation:
Differentiation:
Key Questions For Assessment:
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Teacher Development Questionnaire
People
I am confident when planning a PE lesson
I am confident when demonstrating a skill in PE
I am confident with my subject knowledge in PE
I am confident when assessing children’s progress in PE
I am confident when delivering PE lessons
I enjoy delivering PE lessons
I am confident when progressing skills in PE
Str
ong
ly D
isa
gre
e
Dis
ag
ree
Nei
ther
Ag
ree
/ D
isa
gre
e
Ag
ree
Str
ong
ly A
gre
e
Name Date
My strengths when teaching Physical Education are...
Which elements of the curriculum would you most like to develop your knowledge, understanding and delivery?
Please tick all that apply.
EYFS
Physical Literacy
Invasion Games
Net / Wall
Swimming
Fundamental Movement Skills
Striking / Fielding
Athletics
Gymnastics
Dance
Health and Fitness
Outdoor & Adventurous
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Teacher Development Questionnaire - Part 2
High quality and effective delivery of Physical Education in Primary School is a combination of the following different elements:
• Subject knowledge• Effective planning• Assessment• Modelling• Differentiation• Use of space
• Applying skills• Active starters• Warm up/cool down• Intervention & feedback• Guided discovery
• Activity levels & pace of thelesson
• Appropriate use of equipment• Communication• Progression• Use of resources
From the above criteria, what are your top three areas of development?
1
2
3
Support can be offered in a variety of ways.
Please tick the options that you feel would be most beneficial for you:
Support in class from a Specialist PE Teacher / Mentor
Specific CPD Training, i.e. Courses
Shared ideas and best practice, i.e. Inset days
Better resource,s i.e. Schemes of work
Other (Please specify):
Describe what your current PE lessons look like:
How would a child in your class describe your PE lesson?
How would you describe PE, physical activity and school sport?
Please provide any further comments below:
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Self-Evaluation: Entry & Exit Tickets
Top TipWork your way through the Emojis and add words under each face, this is a great starter activity to match the word to the face or ask children to describe how that Emoji is feeling before they complete the ticket!
My PE Reflection TicketENTRY
EXIT
BONUS
In red, circle the Emoji that reflects your knowledge of the chosen topic this half term e.g. Dance.
In green, circle the Emoji that now reflects your knowledge of the chosen topic this half term e.g. Dance.
Turn this ticket over and write three things you have learnt this half term and one thing you could improve on.
Name:
My Sports Club Reflection TicketENTRY
EXIT
BONUS
In red, circle the Emoji that reflects your knowledge of the chosen topic this half term e.g. Dance.
In green, circle the Emoji that now reflects your knowledge of the chosen topic this half term e.g. Dance.
Turn this ticket over and write three things you have learnt this half term and one thing you could improve on.
Name:
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Finance & Administration
At present, with the high profile of PESSPA and the use of the Primary PE Sports Premium, it is vital that all your records including finance, decision making, impact reporting etc. are accurate and up to date. In addition, if Ofsted decide to pay your school a visit and conduct a ‘Deep Dive’ in PE, the decisions you have made will need to be justified through the use of audits and action plans.
We have provided a list of templates and examples to support the finance and administration element of your role. Please see below for further details regarding each template, example and resource.
Resource
PE Cupboard &Equipment Audit
Extra-CurricularPupil Survey
Active Playground Audit’s(Staff & Children)
Primary PE and School Sport Premium: Examples of Spend.
Description
Regardless of how brilliant your teaching staff are at delivering PE or how many activities you have available for extra-curricular opportunities, without sufficient equipment in your PE cupboard you are going to hit a roadblock. Take some time to complete an equipment audit so you have a clear picture of exactly what you are missing at school.
Competitions and Extra-Curricular Clubs are pivotal to an active school culture but do your students know about the opportunities that are available in school? A competition and extra-curricular audit will provide a great picture of who does and does not access the opportunities and more importantly the reasons for this.
Are you utilising break and lunchtimes effectively? What do your colleagues and students say about lunch and break times? A staff and student Active Playground Audit will provide you valuable insight into what happens out on the playground.
The Primary PE & School Sports Premium has come under criticism by some members and organisations within the PESSPA industry. Everyone from headteachers, SLT members, teachers, coaches and external bodies have had their say on the positives and negatives of the premium. We have purposely steered well clear of that and instead provided three examples of how you may use the Premium to meet each Key Indicator. Please still ensure how you use the premium is relevant to your school’s needs.
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E / DEssential or Desirable
E - Essential is the bare minimum required.
D - Desirable forms part of the ‘perfect PE cupboard’.
R / A / GThe condition of the equipment if you do have it.
R - Needs replacing immediately.
A - Worn but can still be used, will need replacing within 12 months.
G - Perfect condition and does not require any further action.
Y / NDo we have it?
Y - Yes, we have it.
N - No, we don’t have it.
PE Cupboard & Equipment Audit
Equipment E / D
E
E
E
E
D
D
E
D
D
D
D
D
E
D
E
D
E
E
E
E
E
D
Y / N R / A / G
Generic
4 x Sets of 10 Bibs
5 x Sets of 10 Cones
Flat Markers / Spots
Hula Hoops
Skipping Ropes
Bean Bags
Quoits
Gymnastics
Mats
Climbing Frame
Vault
Tables
Balance Beam
Benches
Athletics
Standing Long Jump Mat
Vertical Jump Board
Speed Bounce Mats
Foam Javelins
Pop Up Hurdles
Mini Hurdles
Relay Batons
Stop Watches
Agility Ladder
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PE Cupboard & Equipment Audit - Part 2
Air Flow Hockey Balls
Tennis Racquets
Cricket Bats
Pop Up Football Nets
Pop Up Tennis Nets
Cricket Balls
Rugby Tag Belts
Shuttlecocks
Rounders Bats
Rounders Bases & Poles
Fixed or Portable Basketball Hoops
Netballs
Footballs
Tennis Balls
Wickets & Stumps
Rugby Balls
Badminton Racquets
Cricket Batting Tee
Pop Up Badminton Net
Rounders Balls
Rounders Batting Tee
Basketballs
Handballs
Netball Specific Bibs
D
E
E
D
D
D
E
E
E
E
E
E
E
E
E
E
E
E
D
D
D
E
D
E
Net & Wall Activities
Striking & Fielding Activities
Hockey Sticks
Soft Discus
Soft Indoor Shot Puts
E
E
E
Invasion Games
Measuring Tape D
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PE Cupboard & Equipment Audit - Part 3
Date of Audit
Audit Review Date
Signed
Top TipThis is a recommended equipment list. You must tailor this to suit your curriculum and school specific offering for PESSPA.
Additonal (Insert others below)
Medium Plastic / Rubber Balls
Tri Golf Pack
Dodgeballs
Outdoor & Adventurous Pack
E
D
D
E
Other
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Active Playground Audit: Staff
People
Activities
Space
All lunchtime supervisors are proactive on the playground.
Children have a wide variety of activities to choose from during break and lunchtime.
The playground is too small.
Our school council helps to decide what activities are available on the playground.
Children bring their own equipment from home to play with.
Children from different year groups mix together when playing.
Children often create their own games on the playground.
Older children are given responsibility such as mentors or leaders.
Football is the dominant activity in the playground.
The playground is split into specific areas for different activities.
Teachers are present in the playground during break times.
All children are able to play football at some stage during the week.
All staff engage with children on the playground.
We have adequate equipment to be able to deliver a variety of activities at lunchtime.
Both girls and boys play together.
Children are given activity cards to promote active games at lunchtime.
Lunchtime Supervisors have been offered training to create the playground more active.
Str
ong
ly D
isa
gre
e
Dis
ag
ree
Nei
ther
Ag
ree
/ D
isa
gre
e
Ag
ree
Str
ong
ly A
gre
e
Job Role
Name
Date
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Other
Additonal (Insert others below)
We utilise/maximise the space we have.
Students play well together during break and lunch times.
The students have sufficient outdoor seating areas including benches.
Children get bored during break times and this results in poor behaviour.
One group of children are the main aggressors during lunch and break times.
The playground is in a good state of repair.
Children are aware of what is expected of them during break and lunch times.
We have issues with vandalism in our playground from members of the local community.
Senior Leadership within school values the need to improve our lunch and break times.
Creating an active playground is part of our whole school development plan.
Our playground is divided into different Key Stage areas.
First Aid incidents are minimal during break and lunch times.
We have playground markings that are used by the children.
First Aid incidents occur most due to sport/active games.
Our children have access to other elements and structures for our children to use such as walls, climbing frames etc.
Lack of space or misuse of space contributes to a large amount of first aid incidents.
We have issues of bullying occurring during lunchtimes.
Our school has a sheltered outdoor seating area.
Children play aggressively during break and lunchtimes.
A large majority of time at playtimes is spent dealing with incidents.
We could engage better with our local community to allow the facilities to be used during the evenings and school holidays.
The playground inspires our children to be active.
Active Playground Audit: Staff - Part 2
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Active Playground Audit: ChildWe’re looking to improve our break and lunchtime activities at school and we need your help! Thinking about your current break and lunch times, please complete the table below:
Name
Year Group
If you answered NO to question 1 above, please explain the reason for this below:
I look forward to break and lunchtimes.
I like going outside at break or lunchtimes.
Our playground is too small.
We have a big choice of activities at break and lunchtime.
The same group of people always play the same sports.
I get bored at break and lunchtimes.
I wish there was more to do on the playground.
We don’t get the chance to play certain sports due to the older children playing them.
Sometimes people argue about the games we play so I don’t play them.
In the playground, I often run around a lot.
I feel safe when I am playing outside at break and lunchtime.
We have lots of equipment to use at break and lunchtime.
The same group of people always play the same sports.
I like it when our coach/teacher does a specific lunchtime club.
We have enough time on the playground.
Children from different year groups mix and play together.
The lunchtime staff often play games with us on the playground.
YES UNSURE NO
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Extra-Curricular Pupil SurveyDear Parent/Carer,
Extra-curricular activities and school sport competitions are both areas we are looking to develop at school. The feedback from our pupils will help to shape our decisions moving forward. Please fill out the questionnaire below with your child/children and return it to their class teacher.
Thank you for supporting our mission to improve the opportunities we offer children at our school.
Regards,
The Sports Council.
Name
Year Group
Gender
If you answered YES to question 1 above, did you enjoy attending the club? Circle Appropriate Answer:
Please provide further details including which club you attended:
YES NO
Question
1. Have you attended an extra-curricular club so far this school year?
2. Have you represented school in any sports competitions so far this school year?
3. Do you join in with the sports on offer at lunchtime?
4. Are there enough opportunities for you to take part in sport and extra-curricular clubs in school?
5. Is there enough variety on offer in relation to extra-curricular activities at school?
YES NO
If you answered YES to question 2 above, did you enjoy playing on a school sports team Circle Appropriate Answer:
Please provide further specific details:
YES NO
If you answered NO to question 1 above, please explain the reason for this below:
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Question
Would any of the following alternative clubs be of interest to you?
1. The sports on offer do not interest me.
Parent and Child Afterschool Club
2. The clubs offered to my class are not at an accessible time for me.
Non-competitive clubs (e.g. multi skills)
3. At lunch times, I often take too long to eat.
Clubs for siblings in mixed year groups
4. I have had a bad experience in sports clubs before.
6. Other (e.g. childcare - I have a sibling that needs picking up from school at the end of the day)
5. I do not like sports / clubs.
Tick All That Apply
Tick All That Apply
If you have selected NO please provide further details:
Other (e.g. childcare - I have a sibling that needs picking up from school at the end of the day)
Please provide any further comments that you feel will help to improve our extra-curricular activities and sports teams at school:
If you answered NO to question 2 above, would you likethe opportunity to represent school on a sports team?
Extra-Curricular Pupil Survey - Part 2
Which club would be more accessible to you: Breakfast Club, Lunchtime Club, After School Club?
YES NOCircle Appropriate Answer:
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Primary PE & Sport Premium: Example of Spend
• Key Indicator One • Key Indicator Two • Key Indicator Three • Key Indicator Four • Key Indicator Five
The profile of PESSPA being raised across the school as a tool for whole school improvement
The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school pupils undertake atleast 30 minutes of physical activity a day in school
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
Key Indicator One
Key Indicator Two
Example One
Intent: To increase the participation of girls in Key Stage Two in PESSPA.
Implementation: PE lead held girls only after-school sports club for summer term.
Impact: An increase of 25% of girls in other after-school clubs.
Example One
Intent: To display our PESSPA work and achievements at the front of the school for pupils, visitors and parents to see.
Implementation: Purchased a display board and a trophy cabinet. Created a celebration section on the board to showcase achievements of particular pupils/groups/teams.
Impact: Pupils gather at the cabinet whilst waiting to be picked up from after-school clubs and look for their pictures, certificates and trophies. They stand and talk about their achievements and how they felt whilst taking part.
Example Three
Intent: To improve the fitness of lower Key Stage Two pupils, following CHAMP results.
Implementation: Change 4 Life lunchtime club for Spring Term.
Impact: Improved results in the summer CHAMP measurements.
Example Three
Intent: To have a group of Year 5 pupils as playground leaders to engage their peers in lunchtime activities and games.
Implementation: Trained the children on a course, purchased related activity cards and bibs.
Impact: Lunchtimes are much busier with a huge variety of activities on offer. Children look to the playground leaders for ideas and guidance.
Example Two
Intent: To ensure EYFS pupils are physically competent prior to moving into Year One.
Implementation: Balance Bike scheme introduced for all pupils in Nursery and Reception - purchase of equipment and a term of external provider coaching.
Impact: Physical Development results are 17% higher this year compared to last.
Example Two
Intent: To create a Sports Council to give children a voice to express what they want to see improve in school.
Implementation: Purchase Sports Council badges for the children to wear on their uniforms.
Impact: The children are immensely proud to be on the Sports Council. Other children are inspired to apply.
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Primary PE & Sport Premium: Example of Spend - Part 2
Key Indicator Three
Key Indicator Four
Example One
Intent: To improve staff members’ planning for the subject in order to increase the variety and quality of lessons being taught across every year group.
Implementation: Became members of an online PE platform in order to give staff a bank of resources and lesson plans.
Impact: Teachers appreciate having lessons planned for them, as it means they can concentrate on delivering the sessions. It has improved their confidence - 75% of teachers said they now lookforward to teaching PE!
Example One
Intent: To purchase equipment for new sports/activities being introduced into the curriculum.
Implementation: Purchased specialist equipment for tag rugby, cheerleading and handball.
Impact: Children are learning to apply their skills to unfamiliar sports, and can talk about the transference of skills.
Example Three
Intent: To work with 3 teachers (one in each key stage) to feel confident to deliver PE.
Implementation: Teachers took part in a curriculum support programme, delivered by a sports coaching company.
Impact: These teachers are developing more of their own ideas for delivery and are producing more engaging sessions.
Example Three
Intent: To bring in external coaches to deliver sports with specialist equipment that we wouldn’t otherwise be able to offer.
Implementation: Hired a squash coach for Autumn 2 half-term and a fencing coach for Spring 1 half-term.
Impact: Children are inspired to try ‘different’ sports, and can see how their skills can be transferred. 5 children went on to join the local squash club.
Example Two
Intent: To train teaching assistants to deliver lunchtime clubs for small groups.
Implementation: Three TAs attended CPD on small group activities using simple equipment in April.
Impact: The TAs lead lunchtime clubs, but also apply the learning to general outdoor provision. It has led to an improvement in behaviour from the children at break times in particular.
Example Two
Intent: To expose all children to disability access sports.
Implementation: Purchased specialist equipment for Boccia and blind football.
Impact: Children are aware of how sports can be made inclusive, and how everyone can take part, regardless of any physical barriers.
Key Indicator Five
Example One
Intent: To join the school sports partnership for the area in order to enter inter-school competitions.
Implementation: Paid into the SSP.
Impact: The school has attended 24 different competitions this year. We were champions at 4 of them, and runners up at 7 of them.
Example ThreeIntent: To take part in disability festivals.
Implementation: Attended 3 disability festivals (1 in each term).
Impact: 100% of the participants said they enjoyed the festivals and felt valued that they had had the chance to attend an event outside of school.
Example Two
Intent: To provide transport to competitions that aren’t in walking distance.
Implementation: Paid for mini-buses/coaches to competitions.
Impact: The school has attended 24 different competitions this year. We were champions at 4 of them, and runners up at 7 of them.
*Please note: these are examples, you must take actions that are relevant to your school’s needs.
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Whole School Culture
In order to have sustainable, long lasting and impactful change at your school you may need to look at the wider school culture and mindset when it comes to physical education, physical activity and school sport. Some of your colleagues, parents, children and wider community will already have their opinions on the subject and will have negative connotations with the subject itself. As a PE Coordinator/Lead it is your responsibility to work with your SLT to break down these barriers and instil a positive whole school culture when it comes to PESSPA.
To support you on your mission, we have provided some ideas below which include creating a whole school PESSPA Policy, implementing a Sports Council, appointing a group of Sports Leaders and introducing an active timetable to the school. We have created some templates and examples to kick start your journey to creating a positive whole school culture. Please see below for further details regarding each template, example and resource.
Resource
Example PE, PhysicalActivity & SchoolSport Policy
Sports LeadersJob Description &Application Template
Sports CouncilApplication Template
Example ActiveTimetable
Description
Enhancing the profile of PESSPA across school is one of the key indicators set out in the Primary PE & Sport Premium guidance. One of the most effective ways of doing this is to sit down as an SLT and set out a policy for PE, Physical Activity and School Sport. This should include a vision for the subject, an overall aim and what you intend to do. Share it in a whole school CPD session and make sure everyone is on board with your plans. We have provided an example policy to give you some inspiration.
In addition to a Sports Council, further responsibility can be given to the children by introducing a group of Sports Leaders to the school. Usually made up of children in upper key stage two, the Sports Leaders can be given the role of hosting and organising activities for children to take part in a break and lunchtimes. Similar to above, to support the implementation of Sports Leaders, we have provided a template application form for students to apply for the role.
We have all heard of the ‘pupil voice’ so when it comes to PE & school sport one of the best ways to tap into this is through a specific Sports Council. The Sports Council are an elected group of individuals representing their peers and have several responsibilities; the most important one is providing a voice for all pupils in school in all matters regarding sport and PE. To make the implementation of a Sports Council easier for you, we have provided a template application form for students to apply for a role.
Creating an Active Timetable provides a great opportunity to highlight and review how active your school community is throughout the week. This will take into account travel to and from school, curriculum times and after school provision.
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Example PE, Physical Activity & School Sport Policy
Intent Implementation Impact
Introduction
Vision
Aim
We believe that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure children attain optimum physical and emotional development and good health.
We intend to deliver high-quality teaching and learning opportunities to enable children to develop the knowledge, skills and competence required to excel in a broad range of sports and physical activities.
In addition, through a school wide approach we intend to champion the wider benefits of PESSPA to inspire children to lead healthy, active lifestyles.
Children will be provided with two high quality PE lessons per week, covering a wide variety of topic areas and sports.
Teachers will be offered regular continuous professional development to ensure their teaching & delivery is of the highest calibre.
Children will be provided with multiple opportunities to take part in cross curricular physically active learning lessons, extra-curricular clubs, and competitive sporting opportunities.
Identified children will be offered targeted interventions to develop their education surrounding healthy living and lifestyles.
All children will be encouraged to take part in the mile a day initiative and the active travel scheme.
We ensure that our PE curriculum and wider physical activity/school sport offer is inclusive and progressive for all.
It is a priority that through the impact of our provision we are improving the wellbeing and fitness of all children. In addition, embedding healthy active habits through the continuous support provided to all children.
Our impact will also include changing the mindset of teaching staff when it comes to valuing PE, School Sport and Physical Activity. Ultimately resulting in a whole school approach of championing PESSPA.
As a school, we believe physical education, school sport and physical activity play an integral role in developing children as a whole. It is our belief that every child is entitled to benefit from varied opportunities to take part in physical activity and school sport, coupled with high quality physical education. There have been a number of studies with significant evidence to show that a combination of those listed above supports learning right across the school curriculum.
In addition, we also promote the wider benefits of physical education, physical activity and school sport including promoting and creating healthy, active lifestyles, improving emotional wellbeing, reducing poor behaviour, increasing attendance and developing key skills including leadership, social skills, confidence and team building.
As a school, our aim is to immerse all pupils in a variety of healthy and active opportunities to enable them to make progress with their physical, social and mental development through physical education, physical activity and school sport. It is our aim to continuously increase the quality and quantity of physical activity for every child with a view of demonstrating how physical activity, physical activity and school sport can enhance children’s attainment and achievement, whilst creating pathways for them to continue to be active beyond their school life. We aim to develop key links to partner agencies and clubs which will help to generate positive interaction within school and the wider school community.
Our vision is to promote good health, well-being and physical activity to all children, through a holistic approach. We want to help children develop healthy habits which are embedded into their future lifestyle.
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Sports Council Application Form
Introduction to the Sports Council
The Sports Council for our school is made up of seven representatives from Key Stage Two. Each Key Stage Two year group has a representative, plus someone representing the whole of Key Stage One, a Chair and a Vice Chair.
The role of the Chair is to ‘chair’ each Sports Council Meeting and take notes to keep a record of all areas that have been discussed. They are also the person who informs the rest of the school on decisions made in assembly. The Vice Chair supports this role and where needed steps in should the Chair be absent from school.
The Sports Council plays an integral role in raising the profile of school sport and physical activity. Each class representative (and KS1 Rep.) is responsible for communicating the thoughts of their class to the Council and bringing forward any issues or ideas they may have on their behalf.
Discussing new initiatives, providing feedback to their peers and fellow students, organising sports events, fundraising for new sporting equipment are all key responsibilities of members of the Sports Council
The Sports Council meets monthly at lunchtimes, however, during the build-up to big events, such as Sports Day, additional meetings may be required. Sports Council members are required to attend ALL Sports Council meetings unless they are absent from school.
It is also expected that Sports Council members will:
• Be passionate about sport• Show commitment to helping others• Be a role model for others• Demonstrate good organisational skills• Be reliable and have excellent punctuation/attendance• Be approachable to their peers and fellow students
If you wish to be considered as a member of the Sports Council, you must fill out this application form and submit it to your class teacher. Applicants who have submitted an application may be required to have an interview for the role.
*Please note to be considered for the leadership roles of Chair and Vice Chair you must be in Year 5 or 6 and theapplication must be signed by a parent/carer to give permission to take up this additional role in school.
Name
Please tick this box if you wish to be considered for the position of Chair or Vice Chair
Year Group
Please tick this box if you wish to be considered for the position of Key Stage One Representative/Spokesperson
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Sports Council Application Form - Part 2
Why do you want to become a member of the Sports Council?
What do PE and sport mean to you?
In one sentence, why should your class choose you as their representative on the Sports Council?
What skills or characteristics do you have that will help you on the Sport Council?
What changes to PE and sport would you like to see in our school?
Parent/Carer Signature
Date
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Sports Leader Application Form
Introduction to the Role
Sports leaders at our school are appointed for a whole school year. They are selected through an application process. The Sports Leaders must have qualities that will enable them to fulfil the demands of their roles. A Sports Leader will:
• Be passionate about sport • Show commitment to helping others• Be a role model for others• Demonstrate good organisational skills• Be reliable and have excellent punctuation/attendance• Be approachable to their peers and fellow students
If you wish to be considered for the role of a Sports Leader, you must fill out this application form and submit it to your class teacher. Applicants who have submitted an application may be required to have an interview for the role.
*Please note all sports leaders must be in Year 5 or 6 and the application must be signed by a parent/carer to give permission totake up this additional role in school.
Name
Year Group
Parent/Carer Signature
Date
Why do you want to become a Sports Leader?
What have you achieved in sport so far at school?
What makes you a good role model for others?
What can you bring to the role of Sports Leader?
In one sentence, describe the role of a Sports Leader
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Example Active TimetableAn Active Timetable effectively colour codes each area of the school day based on how active it is! You will need to send out questionnaires to children in order to establish their travel method and activity before and after school.
Below is an example of an average Active Timetable for a chosen class, it incorporates many different opportunities to stay active during the school day with each day having a minimum of 30 minutes’ physical activity.
Travel
Pre-School
Registration
Lesson 1
Break
Lunchtime
Lesson 5
Lesson 2
Lesson 3
Lesson 4
After School
Duration Mon Tues Weds Thurs Fri
07:30 – 08:30 Rewarded Active Travel Scheme
08:30 – 09:00Yoga Breakfast
Club
09:00 – 09:15Wake Up Shake
Up Assembly Assembly
09:15 – 10:00Guided
ReadingGuided
ReadingGuided
ReadingGuided
ReadingGuided
Reading
10:45 – 11:00 Mile A Day Initiative
12:00 – 13:00 Active Playground Programme
14:00 – 15:15 Dance Art RE ScienceReward
Time
10:00 – 10:45 Maths MathsActiveMaths
Maths Maths
11:00 – 12:00 English LanguageActiveEnglish
English
13:00 – 14:00 History PE MusicForestSchool
ICT
15:30 – 16:30
Key High Activity Some Activity Light Activity Inactive
EnglishActive
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Other Top Tips
Example Description
Mile A Day Initiative
You have probably heard by now of the benefits of being active in school, one of the easiest methods to implement is a mile a day initiative. There are a number of organisations who help support this from the traditional Daily Mile to the Kids Run Free version, Marathon Kids.
The reason a mile a day initiative is so popular is that it gets everyone in the school active every day, and best of all, most of the time it’s free to implement.
Travel To School Scheme
An active travel to school scheme can be a fantastic way of inspiring lifelong healthy habits not just for the children in your school but the whole family. In essence, however you choose to do it, you essentially reward children who choose an active alternative way of travelling to school than coming in the car and parking right outside the main gates.
Remember that for some, travelling by car is the only option. However, you could encourage them to park at least two streets away and compete the rest of the journey by foot. There have been some fantastic examples of how schools have implemented a ‘Cant See School’ rule. If you park far enough away from the school that you can’t see it then you are able to walk the remainder of the journey and you are then rewarded for your active travel.
It is also great to encourage cycling & even using a scooter to get to school! This all goes towards implementing a whole school positive culture towards physical activity.
Lunchtime Supervisor Training
Following your Active Playground Audits you are likely to find that some of your Lunchtime Supervisors are apprehensive about leading games on the playground. One of the most popular ways of combating this is to deliver training to them on the basics of leading active sessions. They are likely to have some negative connotations relating to sport that you may have to put at ease. Lots of local organisations will be able to help you plan the training itself and even deliver it on your behalf. It is also a sustainable way of using your premium as you no longer need that coaching company to deliver a lunchtime club because your supervisors will have it under control!
PE, School Sport and Physical Activity Specific Rewards
The majority of schools have assemblies weekly to celebrate the work children do. Have you thought about introducing a weekly award specific to PE, School Sport & Physical Activity? This could be in the form of a weekly certificate for a student in Key Stage One and Key Stage Two to celebrate their work in PE/Extra Curricular Clubs. You could tie this in with the School Games values!
PE Charter A PE Charter is a simple and free way of demonstrating to everyone across the school and wider community that you are looking to develop and enhance PESSPA. It is a set of rules and promises that the SLT, PE lead, children and parents agree to in terms of what you will provide as a school, what you expect of the children and what they will promise to implement. You could go one step further and include your local partners in the community.
It is really powerful to have this on display on your PESSPA display board signed by a representative from each year group/class. Top Tip: make sure you include that parents and children will have a PE kit!
Fundraising for Equipment
“We don’t use equipment at lunchtime because it always gets broken or lost…” We know schools do not have endless budgets and if children can’t look after the equipment, you can’t keep replacing it right? Well why not ask children to fundraise for equipment, that way they may be more inclined to look after it and encourage each other to take care of it!
Opportunities Board
An ‘opportunities board’ is a fantastic method of inspiring and encouraging children to take part in sport and physical activity outside of school. A simple but visual display board in a prominent area of the school filled with flyers and details of local and diverse sports clubs and sessions would be perfect for the job. To track participation, ask children to come to see a designated member of staff (usually the PE Lead) for further information about the opportunities. This allows you to follow up if they went along and enjoyed it!
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Useful Partners
Organisation Description
Association for Physical Education
The Association for Physical Education (afPE) is the only PE Subject Association in the UK. They provide quality assured services and resources as well as other valuable professional support for the physical education, school sport and physical activity sector.
Youth Sports Trust
The Youth Sport Trust (YST) is a children’s charity that works to ensure every child enjoys the life-changing benefits that come from play and sport. They have more than 20 years of expertise in pioneering new ways of using sport to improve children’s wellbeing and give them a bright future.
Sport England Sport England (SE) helps people and communities across the country get a sporting habit for life. SE is an executive non-departmental public body, sponsored by the Department for Digital, Culture, Media & Sport.
UK Coaching Whatever your role - coach, facilitator, instructor, leader, teacher or trainer - if you’re helping people to be active UK Coaching is here for you. UK Coaching work to develop coaches by collaborating with organisations from grassroots through to elite level coaching.
Your School Games
The School Games is a programme designed to keep competitive sport at the heart of schools and provide more young people with the opportunity to compete and achieve their personal best. The School Games involves funded School Games Organisers (SGOs) for your support.
UK Active UK Active exists to improve the health of the nation by getting more people, more active, more often. They serve over 4,000 members and partners from across the public, private and third sectors. They do so by facilitating partnerships, campaigning and providing outstanding membership services.
Organisation Description
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