impact report

celebrating improvements in staff confidence, pupil engagement,

pupil progress and the broader impact of real PE across the school.

subject leader reportDeveloping and delivering an outstanding PE Curriculum for all children We were determined to explore an approach and supporting resources that would directly align with the vision and values of our school. We know active, healthy children achieve more. It was essential that Physical Education supported the philosophy of Peterbrook Primary School, developed the whole child and that every pupil felt included, challenged and supported. We wanted a programme of training and materials that, with the subject leader’s guidance and mentoring, enabled all teachers and support staff to deliver exciting and engaging lessons with the confidence over time to deliver outstanding outcomes for all children. It was essential for us that we could demonstrate and evidence clear impact of learning, perceptions and positive behaviours and make the very best sustainable use of our sports premium spend. We believe we can create an enabling environment in PE where young people feel included, valued, challenged and supported to achieve their maximum potential, in school and in life.

Create Development share our ambition and have a vision to create positive relationships with physical activity for life. Their vision is to redefine what’s possible for PE, Sport and physical activity through a new, positive and inclusive culture. real PE is a PE curriculum philosophy and approach which helps ALL children develop the physical literacy, emotional and thinking skills to achieve in PE, sport and life. It places the learner at the heart of practice with the ultimate goal of transforming how we teach PE, applying all of the high quality learning and teaching skills that have become the norm in other subjects. It supports teachers and other practitioners to make small changes that will have a significant impact on their learners.

Mr Colin Hughes

real PE is clear and well structured. It is KS1 friendly and has a clear assessment process and progression of skills for pupils to work through.

Miss Allen - Year 1 Teacher

“

impact

report

2 3

Where we are nowA sustained commitment is established to improve the quality of existing PE teaching through continuing professional development in PE for generalists, so that all primary pupils improve their health, skills and physical literacy, and have exposure to a broader range of activities.

A needs-led staff development plan is established including provision of relevant externally provided training, supporting resources and teaching aids.

An evidenced increase in staff confidence and positive perception has led to an increase in quality of learning and teaching, with individual staff taking greater responsibility for their own future development.

staff confidence:

real PE is inclusive for all abilities. It engages and encourages all children and promotes a real love for physical activity and exercise.Mr M Rowe - Year 3 Teacher“

impact

report

Before real PE After real PEWhat percentage of staff enjoy teaching PE?

What percentage of staff enjoy teaching PE?

What percentage of staff feel empowered to teach high quality PE lessons?

What percentage of staff feel empowered to teach high quality PE lessons?

What percentage of staff feel confident to teach PE?

What percentage of staff feel confident to teach PE?

44 100

33 90

44

% %

% %

% %

4 5

To maximise learning and impact, real PE was supported by a 3-day programme of training and support. The subject leader was introduced to a new approach to teaching PE which was followed by a whole school inset for all staff. The model also allowed the subject leader to use the real PE approach with their pupils and to support other staff before a review at the next training day. This ensured a full understanding and the sharing of best practice. (Through the creation of a community of learning.)

100

impact

report

6 7

Where we are nowAll pupils are included within lessons with activity levels high. Teaching is well judged and often imaginative producing high levels of engagement from all pupils.

Pupils are working at different and appropriate levels, with interventions personalised to challenge and support all groups.

Effective and timely review of learning by teachers and pupils is an integral part of all lessons.

Consistent praise of positive behaviours means pupils have highly positive experiences in the subject and consequently want and expect to do well.

pupil engagement:

Before real PE After real PEWhat percentage of pupils enjoy PE?

What percentage of pupils enjoy PE?

What percentage of pupils feel challenged in PE?

What percentage of pupils feel challenged in PE?

What percentage of pupils feel successful in PE?

What percentage of pupils feel successful in PE?

76 93

25 87

55 83

% %

% %

% %

I love the real PE lessons because we are challenged all the time. All of the exercises and games make me work really hard. Millee, Year 6 pupil

real PE gives us lots of new and challenging activities that keep us fit and healthy. I love the lessons! Tia, Year 5 pupil

““

F Y1 Y2 Y3 Y4 Y5 Y68 9

pupil progress:

Where we are nowClear learning journeys are established so that pupil progress can be recognised.

Less able pupils are supported effectively and the more able appropriately challenged so all groups make clear and evidenced progress.

All pupils are making secure and sustained progress aligned to the assessment framework.

A culture of high expectation with an established growth mindset amongst pupils is evident.

impact

report

Imp

rove

d F

un

dam

enta

l M

ove

men

t Sk

ills

The graph below uses the colour coded progressions of the FUNS programme to show the improvements in children’s Fundamental Movement Skills by Year group within the academic year.

KEY for all Pupil Progress graphs:

This graph shows improvements in children’s learning behaviours (Personal and Social abilities) as developed through real PE within the academic year.

Stay on task with

help

Stay on task

Keep trying

Take control

Consistently try to

improve

Embrace challenge

Take responsibility

for mylearning

F

F

Y1

Y1

Y2

Y2

Y3

Y3

Y4

Y4

Y5

Y5

Y6

Y6

after real PE

Play with others

with help

Understand others

Help & encourage

Improve others

Work well with

others

Direct others

Lead others

before real PE

10 11

profile and broader impact of PE:

What we have achievedA clear plan and report has been agreed and shared showing the spending of the PE & Sport Premium money and the impact of the spending.

ALL staff now have the skills and knowledge to deliver a fun and exciting PE curriculum that challenges and supports every child on an individual level.Mrs Thorne, Headteacher

“

The impact of real PE has been exceptional here at Peterbrook. It has developed a love for physical learning and has allowed staff as well as children to really develop a love of exercise. It has had a positive impact on the ability of every teacher to lead sessions and to challenge and improve their practice. It has introduced a high level of excitement, creativity and fun into the sessions and there is not a learner in the school that can’t wait for their sessions. It has changed perceptions, developed practice and ultimately impacted on our core task of learning and teaching!

Our sports coaches have also benefited through the Scheme of Work, using the FUNS cards within their lessons to develop the children’s agility, balance and coordination through fun and engaging activities.

Positive displays in the school highlight and celebrate the impact of real PE on our sports teams here at Peterbrook. With the help of the new Scheme of Work, for the school year of 2015-2016 we were awarded the School Games Silver Award for our commitment, engagement and delivery of competitive school sport.

Pupils have at least 2 hours of core PE lessons each week in KS2 with the role of PE and Sport seen as central to creating healthy and active learners.

It is a joy to watch the children at lunchtime, where they play games and show off the skills and movements they have been learning in lessons. They teach others their new games and work hard to develop their own fundamental skills.

Positive displays in the school highlight and celebrate positive PE experiences.

Pupils have at least 2 hours of core PE lessons each week in all Key Stages with the role of PE and Sport seen as central to creating healthy and active learners.

A broader impact on whole school improvement has recognised by parents, governors, senior leaders and across all staff. PE is highly valued throughout the school community.

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next steps...The development of physical learning is always on-going and it never stops. You never ‘get there’, as you are always challenging yourself to improve further.

We want to continue to develop the excellent work we are doing with the children in our school and really improve the concept that everyone can improve their Physical Education through continuous challenge.

Here at Peterbrook, we are working hard in all year groups to make sure that all children are challenged at a level appropriate to their stage of Physical Education and not their age. This will help all children to feel motivated by the fun and engaging exercises, which inevitably leads to even more enjoyment of lessons.

We will continue to maintain at least 2 hours of teaching of PE to all pupils and to ensure a good relationship is kept between the sports coaches and ourselves. This positive relationship allows for the real PE Scheme of Work to be used across all PE lessons so that children really develop their Fundamental Movement Skills, such as their agility, balance and coordination.

The staff and pupils are showing a real positivity towards the real PE Scheme of Work here at Peterbrook and the data collected has reinforced this. The staff now feels much more empowered to deliver high quality PE lessons, which will continue to benefit the children and their overall progress in Physical Education.

Health & Well Being: Implementation of a family

engagement strategy to develop healthy habits and sustained

positive behaviours.

Staff Training & Support: Further alignment

of curriculum to the real PE approach using the real gym

programme.

14 15

Creating positive relationships

with physical activity for life

Peterbrook Primary School High Street,Solihull Lodge,Shirley, Solihull,West MidlandsB90 1HRT: 0121 430 2545 E: office@peterbrook.solihull.sch.ukwww.peterbrookschool.com

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