evidencing-the-impact-of-primary-pe-and-sport-premium 2018...

Created by: Supported by:


Schools must use the funding to make additional and sustainable improvements to the quality of Physical Education, Sport and Physical Activity (PESPA) they offer. This means that you should use the Primary PE and Sport Premium to:

• Develop or add to the PESPA activities that your school already offer • Build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the

school in future years

Please visit gov.uk for the revised DfE guidance including the 5 key indicators across which schools should demonstrate an improvement. This document will help you to review your provision and to report your spend. DfE encourages schools to use this template as an effective way of meeting the reporting requirements of the Primary PE and Sport Premium.

We recommend you start by reflecting on the impact of current provision and reviewing the previous spend. Under the Ofsted Schools Inspection Framework, inspectors will assess how effectively leaders use the Primary PE and Sport Premium and measure its impact on outcomes for pupils, and how effectively governors hold them to account for this.

Schools are required to publish details of how they spend this funding as well as on the impact it has on pupils’ PE and sport participation and attainment by the end of the summer term or by 31 July 2019 at the latest. We recommend regularly updating the table and publishing it on your website throughout the year, as evidence of your ongoing review into how you are using the money to secure maximum, sustainable impact. To see an example of how to complete the table please click HERE.


Key achievements to date: Areas for further improvement and baseline evidence of need:

Y1 play leaders trained ready for September. KSSP providing sports coach 4x1 hour lunchtime sessions a week (2 sessions Y1, 2 sessions Y2). Targeted groups took part in lunchtime coaching sessions improvements seen with team work, sharing, physical skills and confidence. Teachers reported noticeable improvements in confidence and happiness in some children. Physical activity sessions taking place in Oasis – for children with emotional needs. Teachers observed PE specialist deliver model lessons across the school. Opportunity for discussions after modelled lesson. PE specialist observed PE lessons alongside head teacher and PE coordinator. Feedback given to improve the quality of PE lessons. Positive feedback received from most teachers who feel more confident delivering high quality lessons. PE coordinator attended network sessions with KSSP and partner primary schools. PE coordinator attended Role of the PE Coordinator course. PE coordinator has ideas for PE throughout the school and feels more confident organising extra-curricular activities. Dance Focus provided curriculum workshop for children in Y1 to 3 different dance genres- ballet, Charleston, street dance. Monitoring shows each cohort has a wide variety of clubs offered.

Play leaders are now in Y2 to increase physical activity opportunities for KS1. They will be organising games during playtimes and lunchtimes overseen by class teachers and sports coach. Sports coach to increase to 5 days a week. Now include EYFS activities – aimed at targeted children looking to increase physical activity levels, wellbeing and attainment in school. Monitor participation and target children who need to become more physically active. Within school council PE and school sport will be a focus. Pupil voice on lunchtime and after school activities will be considered. Profile of PE to be raised with all stakeholders to enable PE and PA to be embedded in school ethos. PE coordinator continues to attend KSSP training and network opportunities to be updated on current physical education and school sport agenda. Specific CPD for PE coordinator around leadership and management to enable high quality PE and school sport opportunities for all pupils within and beyond the curriculum. Continue to engage more pupils in a variety of extra curricular activity. Engage pupils not previously engaged. Free extra curricular clubs offered through the KSSP sports coach. Less active pupils targeted to attend these clubs too. Encourage girls to participate in extra curricular. Will monitor participation of all groups.

Support for review and reflection -‐ considering the 5 key indicators from DfE, what development needs are a priority for your setting and your students now and why? Use the space below to reflect on previous spend, identify current need and priorities for the future.


Evidence shows the current year 1 has increased in boys participation. Key stage 1 and FS held own level 1 competitions leading to Sports Day competition. Attended inter-competitions through KSSP partnership. Children attained 3rd place at Gifted and Talented Gymnastics competition.

Increase in intra-competitions during PE lessons and lunchtimes. Increase in inter-competitions with KSSP, including inclusion and gifted and talented festivals.

Meeting national curriculum requirements for swimming and water safety Please complete all of the below:

What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres? N.B. Even though your children may swim in another year please report on their attainment on leaving primary school.

% NA

What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]?

% NA

What percentage of your current Year 6 cohort perform safe self-‐rescue in different water-‐based situations? % NA

Schools can choose to use the Primary PE and Sport Premium to provide additional provision for swimming but this must be for activity over and above the national curriculum requirements. Have you used it in this way?

Yes/No NA


Academic Year: 2018/19 Total fund allocated: £ Date Updated:

Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school

Percentage of total allocation: %

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

All children offered the opportunity to achieve 30 active minutes daily through physical activity at playtimes, lunchtimes and in curriculum sessions – PE and active Maths/English.

Employ KSSP coach to deliver lunchtime activities every day. Target groups to attend lunchtime activities/clubs – least active and girls. Monitor participation of target groups. Monitor impact of activities – improvements in physical skills, confidence and wellbeing of target groups. Y2 play leaders leading physical activities and games at playtimes and lunchtimes. To introduce active Maths/English teaching tools – super movers etc.

Part of KSSP buy in. Free

16% of Year 2 pupils attend a lunchtime club twice a week. 16 % of Year 1 pupils attend a lunchtime club twice a week. 13 less active Year 2 pupils have attended at least one lunchtime club. 27 less active Year 1 pupils have attended at least one lunchtime club. (by Spring 2) Autumn Term : 20% Year 2 non-‐attenders. 49 % Year 1 non-‐attenders. PE coordinator to email ideas to teachers on how to make their lessons more active.

PE apprentice employed to support teachers during PE lessons, run lunchtime and after school clubs. PE apprentice to train Year 2 children to organise small games during lunchtimes in the playground zones. Teachers to continue to make lessons active where possible.

Action Plan and Budget Tracking Capture your intended annual spend against the 5 key indicators. Clarify the success criteria and evidence of impact that you intend to measure to evaluate for students today and for the future.


Key indicator 2: The profile of PESSPA being raised across the school as a tool for whole school improvement Percentage of total allocation: %




Targeted groups e.g. least active, emotional needs, girls. To participate in specific activities/clubs. Monitor improvements in wellbeing and attainments.

Target groups and Oasis group to attend lunchtime activities and extra-curricular clubs. Monitor improvements in wellbeing and attainment of targeted children through informal monitoring with class teachers. Pupil questionnaires for target groups. School council – PESSPA to be discussed at each meeting. Pupil voice used to identify extra-curricular activities and intra-competitions to be offered this year.

3 Year 1 pupils who attend the Oasis group have attended after school clubs. 11 Year 2 pupils who attend Oasis have attended a lunchtime or an after school club. One Year 2 teacher has noticed an improvement in one child’s behaviour during PE lessons -‐ the child is able to accept disappointments more often when they aren’t chosen first or part of the winning team since attending lunchtime and after school clubs. PE coordinator attended school council meeting 25.1.19. Children would like Football, Basketball, Tennis, Bowling, Dodgeball, Handball and Cheerleading clubs. Spring 2 -‐ basketball, football and cheerleading clubs offered.

PE apprenctice to work with target groups and monitor participation alongside PE coordinator. Pupil voice. PE coordinator to complete pupil questionnaire with target groups. PE coordinator to attend school council meetings once a term to discuss clubs the children would like.


Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport Percentage of total allocation:

% School focus with clarity on intended impact on pupils:



PE coordinator to confidently leading the subject enabling high quality PE curriculum provision and school sport.

Attend KSSP network meetings to receive national updates and network with local schools to enable good practice in school – network day 28th September, 6 month review 7th February and 12 month review 3rd June. PE coordinator CPD – leadership and management 2nd July. Learning walks – to monitor high quality curriculum delivery and provide feedback. Staff questionnaire – confidence teaching PE. Provide CPD for staff to enable them to introduce active Maths/English teaching tools – super movers etc.

Part of KSSP buy in.

28th September - PE coordinator networked with another local school- planning to host a competition in the Spring term. PE coordinator attended. Increased confidence in the leadership and management roles of PE. Due to PE coordinator attending extra CPD, learning walks will take place during the next academic year. During the Spring term staff had opportunities to work with a sports coach from Aston Villa foundation to develop PE practice. All teachers involved in the CPD had increased knowledge, skills and confidence when delivering PE lessons. (Evaluation forms and development journals).

PE coordinator to use skills and ideas from training attended to continue to lead and develop the subject. PE coordinator to conduct learning walks and provide feedback. Staff questionnaire to be sent to teachers in September to assess levels of confidence when teaching PE.


Key indicator 4: Broader experience of a range of sports and activities offered to all pupils Percentage of total allocation: %




To offer a broad variety of extra-‐curricular activities for all pupils, aiming to increase participation rates.

Offer free clubs at lunchtimes aiming to reduce barriers for previous non-attenders. Pupil voice – to identify clubs which interest the children. Provide clubs, where possible, following pupil voice. Target groups – girls and previous non-attenders. Monitor participation in all clubs.

16% of Year 2 pupils attend a lunchtime club twice a week. 16 % of Year 1 pupils attend a lunctime club twice a week. PE coordinator attended school council meeting 25.1.19. Children would like Football, Basketball, Tennis, Bowling, Dodgeball, Handball and Cheerleading clubs. Football, Basketball, Dodgeball and Cheerleading activities offered as after school clubs or lunchtime activities ran by lunchtime sports coach. Aston Villa providing after school football club for 16 Year 1 pupils in Spring term -‐ 15 of whom were previous non-‐attenders during Autumn term.

PE apprentice to run a free ‘healthy hearts’ club for those children who are inactive/less active. PE coordinator to attend school council meetings once a term to discuss clubs the children would like. PE coordinator continue to monitor non-‐attenders and girls and allow these monitored groups priority when allocating spaces at after school clubs. PE apprentice to support the monitoring and engagement of target groups.


Key indicator 5: Increased participation in competitive sport Percentage of total allocation: %




Increase number of intra and inter competitions, both in school and through KSSP network. More pupils participate in competitive sport opportunities.

Introduce intra competitions into PE curriculum. All staff to deliver 1 per term. Additional intra competitions to be delivered by KSSP sports coach at lunchtimes. Attend KSSP inter competitions. Attend KSSP inclusion and gifted and talented festivals.

Part of KSSP buy in. Transport.

All children participated in Sports Day 24.5.19. Year 2 multi-skills competition held 13.5.19. Due to difficulties with staffing and transport we were unable to attend KSSP events.

Discussions with class teachers the importance of competitions – last PE lesson of each half term to be a competition for children to use the skills taught. With the support of PE apprentice attend 1 KSSP inter competition or festival. Parents to collect their child from school and meet at the competition to solve transport issues.

evidencing-the-impact-of-primary-pe-and-sport-premium 2018...

Documents