from the classroom to the olympics ofsted and sport richard light hmi thursday 11 th september, 2014

From the classroom to the Olympics

Ofsted and Sport

Richard Light HMI

Thursday 11th September, 2014

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Share some of the findings of the latest Ofsted report of PE and sport

Explain some of the ways schools are using their funding to improve primary PE and school sport

Provide an overview of current inspection arrangements from September 2013.

AIMS:


Competition against core subjects and league tables

How to get high participation and high standards

Sedentary lifestyle and children obesity

Pathways and opportunities outside of school.

Challenges for PE


Beyond 2012 – Outstanding physical education for all.

One-day primary, and two-day secondary subject inspections in 120 primary, 110 secondary and seven special schools

2008-2012 ‘The Halcyon Days’

Raising the bar – the Olympic legacy.

Strengths:

PE is in pretty good health – in more than two thirds of primary it was good or outstanding

Significant investment in PE - impact of SSPs evident in almost all schools. Sports colleges had a high profile

Two hours of PE in key stages 1-3 in most schools. Most schools had a good or outstanding enriched curriculum

PE made a significant contribution to pupils’ personal development and well-being, and enjoyment of school

More young leaders across all phases.

Better primary leadership (PLTs).


Weaknesses: Not all pupils get a good physical education. PE

required improvement in one third of schools visited despite significant investment

Primary schools – limited subject knowledge, low confidence in teaching PE, swimming

More able not challenged

Secondary schools - low expectations, too much teacher-talk, lack of regular challenge for more able

No assessment and limited curriculum time

Not enough physical education in PE lessons

Balancing high participation and high performance.



Recommendations:

School leaders - monitor teaching and its impact on learning, and provide 2 hours each week

Subject leaders - raise expectations of colleagues, show them what to do, check that they are doing it well

Teachers - improve pupils’ fitness, challenge more able, think about planning, listen and learn so that all teaching is good - assessment

DfE - implement a new national strategy for PE and sport, ensure that providers of ITT allocate more time for PE

HMCI has commissioned a follow up survey to examine competitive school sport in state and independent schools


NEW FUNDING:

National strategy, local solutions

A threat or an opportunity?

The challenge – making sure it’s well-spent

New, additional, extra

Local models and good practice.


Spend, spend, spend ?

Hiring specialist PE teachers or qualified sports coaches

Running sports competitions or increasing participation in school games

Providing cover or professional development so more teachers are trained in PE

Buying football kits to tennis rackets

Providing places for pupils on after-school sport clubs and holiday clubs

Pooling money with other local schools

OFSTED FRAMEWORK

New framework since September ‘12

Only good is good enough

Outstanding schools exempt from inspection

To be outstanding, teaching must be outstanding.


Ofsted monitoring

School website prior to the start of an inspection

Inspection Handbook and guidance updated to help schools understand what inspectors will look for

Observe PE lessons and judge about the quality of teaching and its impact on learning and progress, and behaviour

Ask school leaders and governors for an evaluation of how new funding is improving PE and sport

Seek pupils’ views about PE lessons, lunchtime and after-school school sport and healthy, active lifestyles.


Implications for inspection

In lessons, check that PE is: highly physical, includes and challenges all, gets pupils thinking and doing, is tailored to meet specific needs, is fun and enjoyable, standards

Watch out for notes of absence, differentiated planning & tasks, more able going through the motions, obese and unfit pupils, spoon-feeding, use of coaches and volunteers

Teacher subject knowledge, teacher demonstration and modelling, assessment, use of ICT, curriculum enrichment and competition.


Outstanding achievement in PE

All pupils:

Show exceptional independence, think for themselves and take initiative

Independently explore and experiment with tactics and techniques

Show significant levels of originality, imagination and creativity in their understanding within the subject

Highly competent at evaluating

Demonstrate high levels of physical fitness

Make healthy lifestyle choices.


Outstanding teaching of PE

High levels of confidence and expertise – specialist knowledge

Use of wide range of innovative and imaginative resources and teaching strategies

ICT used very effectively to support observation and analysis

Ensure that pupils learn new skills and find out how to use them in different ways – repeat actions, sequences or team tactics

Frequent opportunities to assess their own performance.


An outstanding PE curriculum

Provides an extensive range of opportunities to participate, and excel in.

Complimented by a wide range of traditional and alternative activities before, during and after-school that engage pupils of all abilities and interests

Competitive sport is played to a high level

Partnerships facilitate participation outside of school

Sufficient time enables pupils to achieve well

The vast majority of pupils take up opportunities for at least one additional hour of school sport each week.


Outstanding leadership and management

‘Leaders change things. Leaders move things on. Leaders determine the culture and ethos of

institutions’. (HMCI)

The pursuit of excellence is demonstrated by an uncompromising and highly successful drive to improve or maintain the highest levels of achievement and personal development for all pupils over a sustained period of time

Subject leaders provide colleagues with clear guidance on what to teach and how to teach it well. They show them how to make routine assessments and how to use this information to raise achievement in PE.



Expert Subject Advisory Group

Variation in the way the new NC will be interpreted by schools and teachers

Slimmed down nature risks teachers taking content at face value and not providing a broad and balanced programme – gaps in provision and knowledge

Coaches – may not take responsibility for ensuring the progress of pupils and unlikely to have the pedagogical understanding necessary to teach all aspects.

Ofsted monitoring

Complete telephone interviews with school leaders early in the autumn 2013 to find out how they are using their new funding to improve PE and school sport.

Collate Section 5 inspection evidence from lesson observations and discussions with school leaders and pupils throughout the autumn 2013 and spring 2014.

Survey schools’ spending in the summer term 2014 and report in autumn 2014 on the impact of new funding in the first year.



Most schools are using it to:

employ new sports coaches

join with other schools to share the cost of new staff and provide more sport

provide staff training

use secondary PE teachers to teach PE and organise sport

employ new teachers or coaches to teach PE and coach sport.

Inspection Findings (January 2014)


A few schools are using it to pay for:

swimming lessons

existing coaches to continue to teach or coach what they have always provided

coaches to teach PE without monitoring the quality of their work or ensuring that NCPE requirements are met

enrichment activities not linked to improving PE and sport, or pupils’ health and well-being.

Inspection Findings (January 2014)


In less effective schools:

confuse key terms about PE, sport, health and the people employed to improve them

focus on existing rather than new, additional provision

do not observe lessons or sport activities to support their views

cannot explain what sports have chosen or what they expect to achieve

do not say how schools will monitor and evaluate the impact of new funding.

Inspection Findings January 2014


Inspection reporting

The school has a detailed plan for using new funding, based on the views of staff and pupils about how to increase pupils’ participation and improve their sports skills. This includes using sports coaches to work alongside teachers to improve their teaching. Teachers are expected to record what they have learnt from each session and review how well individual pupils have benefitted from their teaching. The plan also aims to increase the range of out of school clubs and improve the school’s success in sports competitions. The PE leader has planned how she will monitor the impact of these new initiatives on increasing pupils’ participation and performance in sport, and improving teachers’ confidence and competence in teaching PE.


Future reports due end Sept 2014

500 reports sampled – making a difference

Follow up – 22 schools visited case studies provided

HT’s see funding as opportunity to build on good practice

Most of the new funding was used to:

deploy new sports coaches and other personnel qualified in sport to teach pupils in PE lessons and coach in new, after-school sports clubs

join with neighbouring primary schools through existing sports partnerships or new arrangements, pooling their funding to share the cost of new sports staff and pay for organising inter-school sports competitions



improve staff subject knowledge and PE teaching skills by providing professional development and training for existing teachers, and enabling them to work alongside external coaches to observe and learn new skills and techniques from them

work in partnership with secondary schools to enable specialist PE teachers to teach PE and organise additional extra-curricular sport in primary schools

increase pupils’ participation in sport and physical activity, including involvement of parents, the community and local sports clubs

help selected pupils, including the disabled and those who have special educational needs, overcome barriers and enjoy the benefits of PE and sport.



All the schools had a detailed plan of how they intended to use the funding for at least the first year. However, a common weakness was that the plans generally lacked clear targets for improvement and failed to show how the impact of the actions would be monitored and evaluated.

Most schools employed specialist teachers and sports coaches to help improve the teaching skills of the class teachers and teaching assistants, and increase pupils’ participation in sport and physical activity.

Discussions with staff showed that where professional development was planned and structured, and focused on the identified needs of individual members of staff it was most effective. Where this was the case, teachers and teaching assistants demonstrated greater subject knowledge and specific subject teaching skills than where the development activities consisted of simply observing specialists with no additional support.


Still further work to be done

strategic planning - shows clear, measurable targets for improvement and make clear how the impact of the actions will be regularly monitored and effectively evaluated by the school’s leaders, including the governing body

regularly monitor the work of specialist teachers and sports coaches

ensure that staff development is systematically planned and structured

develop activities specifically aimed at encouraging and developing their most able students

be proactive in promoting pupils’ health and well-being, especially tackling obesity


Looking ahead

Read the survey reports, use the recommendations along with subject specific guidance – this spells out what to do

Leadership of PE – people make the difference

New NC – don’t get bogged down – teach what you like, just do it well and make sure it leads to high achievement

from the classroom to the olympics ofsted and sport richard light hmi thursday 11 th september, 2014

Documents

pe slide

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primary pe

teaching pe

hours of pe

pe impact

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pe lessons