primary school premium guidance document

A GUIDE TO USING YOURPRIMARY SCHOOL SPORT PREMIUM FIRST EDITION – SEPTEMBER 2014

IMPROVE YOUR PE AND SCHOOL SPORT

1 OVERVIEW 2 KEY PARTNERS3 WHAT IS THE PRIMARY SCHOOL SPORT PREMIUM?4 RECOMMENDATIONS AND REQUIREMENTS 5 Ofsted Framework 5 Primary Literacy Framework 10 Self-Review Tools 12 Professional Learning 16 Employment and Deployment of Coaches

21 KEY PARTNERS WHO CAN SUPPORT YOU 22 Youth Sport Trust 22 afPE 23 Sports Coach UK 23 English Federation of Disability Sport 23 Active Kids for All Inclusive PE Training 23 National Governing Bodies of Sport

50 SCHOOL SPORT COMPETITION51 LOCAL SUPPORT52 FREQUENTLY ASKED QUESTIONS

CONTENTS

OVERVIEW

THIS GUIDE IS INTENDED TO PROVIDE ADVICE AND GUIDANCE FOR SCHOOLS ON THE EFFECTIVE USE OF THE PRIMARY SCHOOL SPORT PREMIUM ACROSS GREATER MANCHESTER.

Developed by GreaterSport in partnership with a number of national and local partners, it offers key recommendations on how schools can deploy their share of the funding in order to improve the quality and breadth of physical education (PE) and sport provision.

GreaterSport are here to help and can provide you with all the support you need.

Please do not hesitate to contact us or your local area partners for further support.

Matt Stocks

Development Manager (Children & Young People) at GreaterSport

w. www.greatersport.co.uk

e. [email protected]

t. 0161 223 1002

Twitter @GreaterSport

Facebook GreaterSport

WE’RE HERETO HELP!

A GUIDE TO USING YOUR PRIMARY SCHOOL SPORT PREMIUM 1

GreaterSport GreaterSport is a Greater Manchester charity committed to changing lives through sport and physical activity. We are part of a network of 45 County Sports Partnerships in England who lead and facilitate joint work at a local level with a wide range of sport, health and education partners. One of our key ambitions is to inspire and provide opportunities for children and young people to lead healthier and more active lives through participation in sport and physical activity. www.greatersport.co.uk

The Youth Sport Trust The Youth Sport Trust is an independent charity devoted to changing young people’s lives through sport. Established in 1994, they are passionate about helping all young people to achieve their full potential in life by delivering high quality physical education and sport opportunities. www.youthsporttrust.org

The Association for Physical Education The Association for Physical Education (afPE) is the only physical education subject association in the UK. They are committed to being the representative organisation of choice for people and organisations delivering or supporting the delivery of physical education in schools and in the wider community. Their purpose is to promote and maintain high standards and safe practice in all aspects and at all levels of physical education, influencing developments in physical education at national and local levels. www.afpe.org.uk

Sport England Sport England is a non-departmental public body of the Department for Culture, Media & Sport. Their work is focused on growing and sustaining participation in grassroots sport while creating strong talent development pathways that help individuals fulfil their potential. www.sportengland.org

KEY PARTNERS

THERE’S LOTS OF HELP AND SUPPORT AVAILABLE. INFORMATION IN THIS GUIDE HAS BEEN SUPPLIED AND APPROVED BY THE FOLLOWING PARTNERS.

WWW.GREATERSPORT.CO.UK2

SO HOW DOESIT WORK?

WWW.GREATERSPORT.CO.UK3 A GUIDE TO USING YOUR PRIMARY SCHOOL SPORT PREMIUM 3

Funding will be allocated through a lump sum (£8,000) for each school and a per-pupil top-up mechanism. A typical primary school with 250 pupils will receive around £9,250 per year.

The funding is being jointly provided by the Departments for Education (£80m), Health (£60m) and Culture, Media & Sport (£10m) and is to be used for PE and school sport only (incorporating health and active lifestyle programmes). It is subject to the OFSTED framework and review.

Funding Schools must spend the funding on improving their provision of PE and sport, but they will have the freedom to choose how they do this.

The four objectives of the Primary PE and Sport Premium funding are:

1 To improve the quality of existing PE teaching through continuing professional learning in PE for generalists, so that all primary pupils improve their health, skills and physical literacy, and have broader exposure to a range of sports.

2 To increase participation levels in competitive sport and healthy activity of pupils, and maintain these into adolescence.

3 To increase the quality of initial teacher training in PE and sport, and to promote PE specialisation in primary level workforce.

4 Schools understand and value the benefits of high quality PE and sport, including its use as a tool for whole school improvement.

Possible uses for the funding might include:

• HiringspecialistPEteachersorqualifiedsports coaches to work with primary teachers when teaching PE.

• Supportingandengagingtheleastactivechildren through new or additional Change4Life clubs.

• Payingforprofessionaldevelopmentopportunities for teachers in PE and sport.

• Providingcovertoreleaseprimaryteachersfor professional development in PE and sport.

• Runningsportcompetitions, or increasing pupils’ participation in the School Games.

• Buyingqualityassuredprofessionaldevelopment modules or materials for PE and sport.

• Providingplacesforpupilsonafterschoolsports clubs and holiday clubs.

• Poolingtheadditionalfundingwiththatofother local schools.

WHAT IS THE PRIMARY SCHOOL SPORT PREMIUM?

THE GOVERNMENT IS INVESTING £150 MILLION PER ANNUM FOR EACH ACADEMIC YEAR UNTIL 2020TO SUPPORT THE DELIVERY OF PE AND SPORT IN PRIMARY SCHOOLS.

A GUIDE TO USING YOUR PRIMARY SCHOOL SPORT PREMIUMWWW.GREATERSPORT.CO.UK3 A GUIDE TO USING YOUR PRIMARY SCHOOL SPORT PREMIUM 3

WHAT IS THE PURPOSE?

RECOMMENDATIONS AND REQUIREMENTS

“A MEASURABLE AND SUSTAINED IMPROVEMENT IN SCHOOL PE AND SPORT,UNDERPINNED BY HIGH-QUALITY TEACHINGTHAT INCREASES PARTICIPATION LEVELS

IN PHYSICAL ACTIVITY, AND LEADS TOHEALTHIER PUPILS WHO ARE MORE ENGAGED ACROSS THE WHOLE CURRICULUM. THIS WILLBE OUR LEGACY TO THE LONDON 2012 OLYMPIC

AND PARALYMPIC GAMES.”The government’s PE and school sport vision supported by national partners


Ofsted Framework The use of this funding is subject to OFSTED framework and review:

• Inspectorswillassessandreportonhoweffectively this funding is being used to improve PE and sport provision when making the judgement on the quality of the school’s leadership and management.

• Inspectorswilluseevidencegainedfrom meetings with school leaders, including governors to assess the impact of additional funding on improving the quality and breadth of PE and sport provision. Inspectors may also use evidence from observations of lessons and/or extra-curricular sports clubs, and discussions with pupils.

• Inspectorsmayalsoreviewthedetailsofa school’s PE and sport provision on their school website prior to an inspection.

• TheSchoolinspectionhandbookandSubsidiary guidance have been updated to include these changes.

Further guidance, including case studies of good practice is available on the Department for Education website: www.gov.uk/government/ organisations/department-for-education

School inspection handbook, Ofsted, 2014: www.ofsted.gov.uk/resources/120101

Primary Literacy Framework The Physical Literacy Framework provides schools with simple, easy to understand guidance on how best to structure PE and sport provision to ensure every opportunity is provided to develop the physical literacy of their pupils.

Physical literacy is the outcome of high quality PE and school sport, it helps primary school children’s development as competent, confident and healthy movers at an early stage. It builds their motivation, confidence, physical competence and understanding of movement, providing them with better grounds to sustain their lifelong participation in physical activity.

The framework will help schools consider what appropriate PE and school sport opportunities they need to offer at each stage of a child’s development, in order to maximise the potential to develop their pupils’ physical literacy.


— Amateur Boxing Association of England Ltd — Archery GB — Amateur Swimming Association — Badminton England — Baseball Softball UK — British Cycling — British Gymnastics — British Orienteering — Canoe England — England Athletics — England Basketball — England Handball

— England Hockey — England Netball — English Federation of

Disability Sport (EFDS) — English Lacrosse — English Table Tennis Association — Golf Foundation — Rounders England — Rugby Football League — Rugby Football Union — Tennis Foundation — Volleyball England

This Primary School Physical Literacy Framework has been developed by Youth Sport Trust (YST) in partnership with:

Primary School Physical Literacy Framework

Acknowledgements Introduction

What is physical literacy?Physical Literacy can be described as the motivation, confidence, physical competence, knowledge and understanding that provides children with the movement foundation for lifelong participation in physical activity. Enabling them to be physically literate supports their development as competent, confident and healthy movers.

How will this framework help you?This framework has been designed to support those working in primary schools to consider how best they can structure their PE and school sport provision to ensure maximum opportunity is provided to develop the physical literacy of all their pupils.

Why should schools, and partners working with schools, consider this?In a school context developing physical literacy is the foundation of PE and school sport. Physical literacy is not a programme, rather it is an outcome of any structured PE and school sport provision, which is achieved more readily if learners encounter a range of age and stage appropriate opportunities. This framework will help you to consider what those age and stage appropriate opportunities need to focus on to maximise the potential to develop the physical literacy of all pupils through PE and school sport.

— Sport England (SE) — County Sport Partnership Network (CSPn)

— Association of Physical Education (afPE) — sports coach UK (scUK)

and the following National Governing Bodies of Sport/ Membership Organisations:

Supporting primary schools to develop the physical literacy of all their pupils

THIS IS GREAT!

FOR A COPY OF THE PRIMARY SCHOOL PHYSICAL LITERACY FRAMEWORK, PLEASE EMAIL: [email protected]


— Amateur Boxing Association of England Ltd — Archery GB — Amateur Swimming Association — Badminton England — Baseball Softball UK — British Cycling — British Gymnastics — British Orienteering — Canoe England — England Athletics — England Basketball — England Handball

— England Hockey — England Netball — English Federation of

Disability Sport (EFDS) — English Lacrosse — English Table Tennis Association — Golf Foundation — Rounders England — Rugby Football League — Rugby Football Union — Tennis Foundation — Volleyball England

This Primary School Physical Literacy Framework has been developed by Youth Sport Trust (YST) in partnership with:


Acknowledgements Introduction

What is physical literacy?Physical Literacy can be described as the motivation, confidence, physical competence, knowledge and understanding that provides children with the movement foundation for lifelong participation in physical activity. Enabling them to be physically literate supports their development as competent, confident and healthy movers.

How will this framework help you?This framework has been designed to support those working in primary schools to consider how best they can structure their PE and school sport provision to ensure maximum opportunity is provided to develop the physical literacy of all their pupils.

Why should schools, and partners working with schools, consider this?In a school context developing physical literacy is the foundation of PE and school sport. Physical literacy is not a programme, rather it is an outcome of any structured PE and school sport provision, which is achieved more readily if learners encounter a range of age and stage appropriate opportunities. This framework will help you to consider what those age and stage appropriate opportunities need to focus on to maximise the potential to develop the physical literacy of all pupils through PE and school sport.

— Sport England (SE) — County Sport Partnership Network (CSPn)

— Association of Physical Education (afPE) — sports coach UK (scUK)

and the following National Governing Bodies of Sport/ Membership Organisations:


HELPING CHILDREN TO BE COMPETENT, CONFIDENT AND

HEALTHY MOVERS!

JUST LIKEUS!!


Physical Education Curriculum Extra-curricular School Sport Breakfast, lunchtime or after-school programmes

Competitive School Sport A year round programme

Literacy, Learning, Leadership Exercise, Engagement, Enjoyment Coaching, Competition, Clubs

High quality physical education for every child Equipping every child to lead healthy active lifestyles Creating participation pathways inclusive of all young people

Competition formats providing opportunities that include all young people

Delivered by teachers Delivered by teachers and appropriately qualified and skilled coaches/professionals*. Supported by young leaders and volunteers

Delivered by teachers, coaches and volunteers. Supported by young leaders (including young officials)

Through the provision of structured and free play, create environments which introduce and develop control and co-ordination in large and small movements. Helping children to move confidently in a range of ways, negotiating space safely. Helping them to understand factors that contribute to keeping healthy, such as physical exercise and the food they eat. Pupils can express themselves about things they can do to keep themselves healthy and safe

Not applicable

Creating a movement foundation to underpin lifelong participation, enabling pupils to access a range of learning experiences which supports the development of competent and confident movers

Multi-skills clubs for every child that builds on the development of movement foundation within the curriculum PE sessions. Places them in clubs that provides play and reinforces the importance of being physically active, as well as introducing basic leadership opportunities and social interaction

Year round programme of activities focused on setting personal challenges, based on movement foundation and multi-skills. Delivered in and around PE or extracurricular time and culminating in a one-off annual celebration event

Adapted physical activities through which a young person develops and applies a broad range of skills in different contexts — enhancing their creative, social and thinking skills in PE. They also begin to gain an understanding of the positive benefits of being physically active

Fun and engaging non-traditional/alternative activity formats that get children and young people active in themed multi-activity environments; introduces simple messages around health, e.g. in Change4Life Sports Clubs (Combat, Adventure, Flight)

Multi-sport clubs delivered by appropriate, qualified and accredited ‘multi-sport’ coaches. Utilising the skills and characteristics of a range of sports in a themed sports club i.e. Invasion, Netwall, Strike/Field, Disability Sport. Equipping young people with the skills and confidence to progress into age and stage appropriate National Governing Body (NGB) formats

Themed formats, delivered in extra-curricular time. Building from competition introduced in PE, focussed on games and personal challenge activities that use the skills and characteristics of NGB sports. This supports School Games competition at Level 1 (Intra-), Level 2 and 3 (Inter-) i.e. Target, Netwall, Combat or Inclusive Games festivals. The very few early specialisation sports may have NGB formats for this age

Learning physical, social and thinking skills through sport specific activities (modified to be age and stage appropriate). They are also developing leadership skills and are able to articulate the benefits of regular exercise

Alternative or modified extracurricular activity that supports young people interested in an alternative sports and activity pathways that transition into recreational opportunities offered at KS3 i.e. Dodgeball, Ultimate Frisbee, Cheerleading, StreetDance or Wheelchair Sports Skills

Sport specific (modified to be age and stage appropriate) extra-curricular clubs for young people wanting to be involved in Intra- and Inter-school sport. Supporting transition to a local clubmark (or equivalent) accredited community sports club

NGB formats delivered in extra-curricular time building from competition introduced in PE. Based upon modifications designed to be progressive and appropriate to the development stage of young people. Examples on the Sainsbury’s School Games site www.yourschoolgames.org

Teachers supported to deliver inclusive PE ensuring all children and young people who have special educational needs (SEN) or disabilities fully access and engage in PE lessons

Identifying and addressing the barriers to participation in consultation with young people who have SEN or disabilities and their carers. Utilise adaptive games packages such as TOP Sportsability to increase opportunities for young disabled people to access a range of activities and sports

Modifying and adapting activity to create ‘inclusive competitions’. Utilising existing NGB ‘inclusive’ formats and designing personal challenges that enable young people who have SEN or disabilities to achieve their personal best



*The minimum qualification, recommended by the National Partners, for a coach or professional working in the primary school context is considered to be a UKCC Level 2 coaching qualification or equivalent in the activity being delivered.


Physical Education Curriculum Extra-curricular School Sport Breakfast, lunchtime or after-school programmes

Competitive School Sport A year round programme

Literacy, Learning, Leadership Exercise, Engagement, Enjoyment Coaching, Competition, Clubs

High quality physical education for every child Equipping every child to lead healthy active lifestyles Creating participation pathways inclusive of all young people

Competition formats providing opportunities that include all young people

Delivered by teachers Delivered by teachers and appropriately qualified and skilled coaches/professionals*. Supported by young leaders and volunteers

Delivered by teachers, coaches and volunteers. Supported by young leaders (including young officials)

Through the provision of structured and free play, create environments which introduce and develop control and co-ordination in large and small movements. Helping children to move confidently in a range of ways, negotiating space safely. Helping them to understand factors that contribute to keeping healthy, such as physical exercise and the food they eat. Pupils can express themselves about things they can do to keep themselves healthy and safe

Not applicable

Creating a movement foundation to underpin lifelong participation, enabling pupils to access a range of learning experiences which supports the development of competent and confident movers

Multi-skills clubs for every child that builds on the development of movement foundation within the curriculum PE sessions. Places them in clubs that provides play and reinforces the importance of being physically active, as well as introducing basic leadership opportunities and social interaction

Year round programme of activities focused on setting personal challenges, based on movement foundation and multi-skills. Delivered in and around PE or extracurricular time and culminating in a one-off annual celebration event

Adapted physical activities through which a young person develops and applies a broad range of skills in different contexts — enhancing their creative, social and thinking skills in PE. They also begin to gain an understanding of the positive benefits of being physically active

Fun and engaging non-traditional/alternative activity formats that get children and young people active in themed multi-activity environments; introduces simple messages around health, e.g. in Change4Life Sports Clubs (Combat, Adventure, Flight)

Multi-sport clubs delivered by appropriate, qualified and accredited ‘multi-sport’ coaches. Utilising the skills and characteristics of a range of sports in a themed sports club i.e. Invasion, Netwall, Strike/Field, Disability Sport. Equipping young people with the skills and confidence to progress into age and stage appropriate National Governing Body (NGB) formats

Themed formats, delivered in extra-curricular time. Building from competition introduced in PE, focussed on games and personal challenge activities that use the skills and characteristics of NGB sports. This supports School Games competition at Level 1 (Intra-), Level 2 and 3 (Inter-) i.e. Target, Netwall, Combat or Inclusive Games festivals. The very few early specialisation sports may have NGB formats for this age

Learning physical, social and thinking skills through sport specific activities (modified to be age and stage appropriate). They are also developing leadership skills and are able to articulate the benefits of regular exercise

Alternative or modified extracurricular activity that supports young people interested in an alternative sports and activity pathways that transition into recreational opportunities offered at KS3 i.e. Dodgeball, Ultimate Frisbee, Cheerleading, StreetDance or Wheelchair Sports Skills

Sport specific (modified to be age and stage appropriate) extra-curricular clubs for young people wanting to be involved in Intra- and Inter-school sport. Supporting transition to a local clubmark (or equivalent) accredited community sports club

NGB formats delivered in extra-curricular time building from competition introduced in PE. Based upon modifications designed to be progressive and appropriate to the development stage of young people. Examples on the Sainsbury’s School Games site www.yourschoolgames.org

Teachers supported to deliver inclusive PE ensuring all children and young people who have special educational needs (SEN) or disabilities fully access and engage in PE lessons

Identifying and addressing the barriers to participation in consultation with young people who have SEN or disabilities and their carers. Utilise adaptive games packages such as TOP Sportsability to increase opportunities for young disabled people to access a range of activities and sports

Modifying and adapting activity to create ‘inclusive competitions’. Utilising existing NGB ‘inclusive’ formats and designing personal challenges that enable young people who have SEN or disabilities to achieve their personal best



*The minimum qualification, recommended by the National Partners, for a coach or professional working in the primary school context is considered to be a UKCC Level 2 coaching qualification or equivalent in the activity being delivered.


EQUIPPING EVERYCHILD TO LEAD HEALTHY ACTIVE LIFESTYLES.

FOR A COPY OF THE PRIMARY SCHOOL PHYSICAL LITERACY FRAMEWORK, PLEASE EMAIL: [email protected]

Self-Review Tools

Using the guidance provided by Ofsted, afPE (Association for Physical Education) and CfBT (Centre for British Teachers) have developed a new, easy to use self-review resource. It provides invaluable advice on using the funding effectively, supports schools in establishing a baseline of current provision and generates an action plan. It also assists schools in measuring impact effectively.

Visit www.greatersport.co.uk/psspresources to download your Primary Physical Education and Sport Premium Self-Review and Planning Resource and Guidance for Use document.

The Youth Sport Trust have also created a separate self-review tool to help schools to assess their current provision and outcomes in PE and school sport, and then identify priorities for development.


Questions Emerging Established EmbeddedDoes your school have a vision for PE and school sport?

There is a limited (or no) vision which identifies the potential for a whole school approach to, or recognises the value of, PE and school sport.

There is a vision statement, adopted across the school and included in public documents available to parents.

There is a clear vision statement included in the school’s aims that recognises the value and impact of high quality PE and school sport which pupils and parents understand and have contributed to.

Does your PE and sport provision contribute to overall school improvement?

PE and sport are recognised for the impact they have on a positive school ethos and there is some attempt to use major sporting events or the positive values of sport in whole school strategies.

PE and sport are celebrated across the life of the school. The context of sport is regularly used in other curriculum lessons and as a whole school theme.

PE and sport is a central part of the school development plan. The context of sport is used across the curriculum and the skills and positive values of sport are integrated into the school ethos. PE and sport are used to engage the wider community and foster positive relationships with other schools.

Do you have strong leadership and management of PE and school sport?

The headteacher understands the importance of PE and school sport and there is an identified PE co-ordinator.

The PE co-ordinator is a skilled professional who has developed core provision and is supporting all staff. The headteacher values PE and school sport and it is integral to school development.

There is a detailed PE development plan with short and long term targets that enable all pupils (including target groups) to progress and achieve. The PE co-ordinator is highly skilled, able to motivate staff and has the support of the headteacher, staff, governors, pupils and parents. Staff regularly participate in CPD relevant to high quality PE.

Do you provide a broad, rich and engaging PE curriculum?

The PE curriculum covers the minimum National Curriculum expectations in a safe, yet limited, range of environments. It focuses mainly on developing pupils’ physical skills. Pupils receive less than two hours timetabled PE each week.

The PE curriculum is broad and balanced, going beyond the National Curriculum expectations. It is fun and delivered safely in a range of environments, which develops all physical skills and some leadership and coaching skills of pupils. All pupils receive two hours of timetabled PE.

The PE curriculum is diverse, providing pupils with the confidence to try new activities as well as enhancing their existing skills in a diverse range of environments. There are opportunities for all pupils to develop their leadership, coaching and officiating skills. All pupils receive two hours or more of timetabled high quality PE.

How good is the teaching and learning of PE in your school?

The confidence and competence of staff varies. A limited number of lessons are good or outstanding. Most pupils make some progress but assessment lacks rigour. Limited reporting of progress to parents or carers.

Most staff are confident and competent to use a range of teaching and learning styles in PE. Most lessons are good or outstanding. The majority of pupils make good progress, which is fully reported to parents or carers, and there is a sound assessment process.

All staff are confident and competent to deliver high quality PE and the quality of all lessons is good or outstanding. Teaching and learning styles are matched to lesson content and to encouraging all pupils to participate. All pupils make good progress which is clearly reported to parents or carers. Assessment involves pupils fully and identifies and celebrates their achievements.

Are you providing high quality outcomes for young people through PE and school sport?

Most pupils are engaged in PE and can demonstrate their level of understanding and skill. The majority of behaviour is good and pupils are starting to make healthy lifestyle choices.

All pupils are engaged in PE and can demonstrate their level of understanding and skill. Behaviour is good across all PE lessons and pupils co-operate in collaborative and competitive situations. All pupils are starting to make healthy lifestyle choices.

All pupils are engaged, motivated, demonstrate a high level of understanding and skill and take some lead in high quality PE lessons. Behaviour is excellent across all PE lessons and pupils make decisions that challenge and inspire them even further. All pupils consistently make healthy lifestyle choices.

Are you providing a rich, varied and inclusive school sport offer as an extension of the curriculum?

Most pupils are able to access a basic range of opportunities to take part in school sport through clubs and competitions. Through these opportunities pupils learn about training and competing, although leadership development is not catered for. Provision for, and the inclusion of, young disabled pupils is inadequate.

The school sport offer includes activities that cater for and appeal to all pupils. The programme enables pupils to utilise a range of skills and establish participation habits through regular clubs and competitions both within and between schools. Pupils enjoy participation and leadership, this enhances their understanding of sports participation and increases the likelihood that they will continue to take part.

All pupils are able to access a broad offer of school sport activities (as participants, leaders or organisers). An extensive range of sports is available, including opportunities for young disabled people, through a programme that both responds to demand and introduces sports activities that the pupils may not otherwise experience. Numerous young people represent the school and are part of community clubs that the school has links with. Pupils’ achievements are celebrated and shared with parents or carers.

Are all pupils provided with a range of opportunities to be physically active and do they understand how physical activity can help them to adopt a healthy and active lifestyle?

Staff in the school have a knowledge and understanding of the key behaviours of a healthy and active lifestyle. There is a programme of extra-curricular and informal opportunities that promote physical activity, but the breadth of the provision is limited and the offer is universal.

The school is committed to supporting every child to be physically active. Staff can identify target groups of pupils that are deemed less-active and barriers to their participation are being addressed. Positive attitudes towards healthy and active lifestyles are encouraged among all pupils.

The school has a clear physical activity policy which incorporates PE and school sport but also offers informal physical activity such as break-time activity, active travel and supervised play. Strategies are in place so that pupils are consulted about the activities offered. Positive attitudes towards healthy and active lifestyles are encouraged among pupils and staff, and is extended to parents or carers.

Does your school know how to effectively utilise the new PE and school sport funding?

Consideration has been given and a basic plan of how to use the funding is being established.

It is clear how the planned budget will improve provision and outcomes in PE, physical activity and school sport.

Budgets are monitored regularly, enabling the school to see which elements of spend have the greatest and most sustainable impact.

1

2

3

4

5

6

7

8

9

This self-review tool will help you assess your school’s provision and outcomes in PE and school sport. It will also help you identify your school’s priorities.

It’s easy to use — answer the questions by selecting your level of provision as emerging, established or embedded.

BECOME OUTSTANDINGTo find our how Youth Sport Trust Membership can help you address those priorities contact our team (01509 226600) and they will put you in touch with our local representative.

Our Membership also offers professional development opportunities for your staff, including training, events and conferences, school visits from our trained experts and athlete mentors and access to resources.

Whatever your level of provision — emerging, established or embedded — you’ll benefit from being part of a national network where you can learn from, and share practice with, the best schools in the country.

Youth Sport Trust Membership also offers access to a nationally accredited Quality Mark which expands on these questions and celebrates your school’s success.

www.youthsporttrust.org/full-primary

Sign up to our Membership to enhance your school’s provision.

FOR A COPY OF THESE SELF-REVIEW TOOLS, PLEASE EMAIL: [email protected]


Questions Emerging Established EmbeddedDoes your school have a vision for PE and school sport?

There is a limited (or no) vision which identifies the potential for a whole school approach to, or recognises the value of, PE and school sport.

There is a vision statement, adopted across the school and included in public documents available to parents.

There is a clear vision statement included in the school’s aims that recognises the value and impact of high quality PE and school sport which pupils and parents understand and have contributed to.

Does your PE and sport provision contribute to overall school improvement?

PE and sport are recognised for the impact they have on a positive school ethos and there is some attempt to use major sporting events or the positive values of sport in whole school strategies.

PE and sport are celebrated across the life of the school. The context of sport is regularly used in other curriculum lessons and as a whole school theme.

PE and sport is a central part of the school development plan. The context of sport is used across the curriculum and the skills and positive values of sport are integrated into the school ethos. PE and sport are used to engage the wider community and foster positive relationships with other schools.

Do you have strong leadership and management of PE and school sport?

The headteacher understands the importance of PE and school sport and there is an identified PE co-ordinator.

The PE co-ordinator is a skilled professional who has developed core provision and is supporting all staff. The headteacher values PE and school sport and it is integral to school development.

There is a detailed PE development plan with short and long term targets that enable all pupils (including target groups) to progress and achieve. The PE co-ordinator is highly skilled, able to motivate staff and has the support of the headteacher, staff, governors, pupils and parents. Staff regularly participate in CPD relevant to high quality PE.

Do you provide a broad, rich and engaging PE curriculum?

The PE curriculum covers the minimum National Curriculum expectations in a safe, yet limited, range of environments. It focuses mainly on developing pupils’ physical skills. Pupils receive less than two hours timetabled PE each week.

The PE curriculum is broad and balanced, going beyond the National Curriculum expectations. It is fun and delivered safely in a range of environments, which develops all physical skills and some leadership and coaching skills of pupils. All pupils receive two hours of timetabled PE.

The PE curriculum is diverse, providing pupils with the confidence to try new activities as well as enhancing their existing skills in a diverse range of environments. There are opportunities for all pupils to develop their leadership, coaching and officiating skills. All pupils receive two hours or more of timetabled high quality PE.

How good is the teaching and learning of PE in your school?

The confidence and competence of staff varies. A limited number of lessons are good or outstanding. Most pupils make some progress but assessment lacks rigour. Limited reporting of progress to parents or carers.

Most staff are confident and competent to use a range of teaching and learning styles in PE. Most lessons are good or outstanding. The majority of pupils make good progress, which is fully reported to parents or carers, and there is a sound assessment process.

All staff are confident and competent to deliver high quality PE and the quality of all lessons is good or outstanding. Teaching and learning styles are matched to lesson content and to encouraging all pupils to participate. All pupils make good progress which is clearly reported to parents or carers. Assessment involves pupils fully and identifies and celebrates their achievements.

Are you providing high quality outcomes for young people through PE and school sport?

Most pupils are engaged in PE and can demonstrate their level of understanding and skill. The majority of behaviour is good and pupils are starting to make healthy lifestyle choices.

All pupils are engaged in PE and can demonstrate their level of understanding and skill. Behaviour is good across all PE lessons and pupils co-operate in collaborative and competitive situations. All pupils are starting to make healthy lifestyle choices.

All pupils are engaged, motivated, demonstrate a high level of understanding and skill and take some lead in high quality PE lessons. Behaviour is excellent across all PE lessons and pupils make decisions that challenge and inspire them even further. All pupils consistently make healthy lifestyle choices.

Are you providing a rich, varied and inclusive school sport offer as an extension of the curriculum?

Most pupils are able to access a basic range of opportunities to take part in school sport through clubs and competitions. Through these opportunities pupils learn about training and competing, although leadership development is not catered for. Provision for, and the inclusion of, young disabled pupils is inadequate.

The school sport offer includes activities that cater for and appeal to all pupils. The programme enables pupils to utilise a range of skills and establish participation habits through regular clubs and competitions both within and between schools. Pupils enjoy participation and leadership, this enhances their understanding of sports participation and increases the likelihood that they will continue to take part.

All pupils are able to access a broad offer of school sport activities (as participants, leaders or organisers). An extensive range of sports is available, including opportunities for young disabled people, through a programme that both responds to demand and introduces sports activities that the pupils may not otherwise experience. Numerous young people represent the school and are part of community clubs that the school has links with. Pupils’ achievements are celebrated and shared with parents or carers.

Are all pupils provided with a range of opportunities to be physically active and do they understand how physical activity can help them to adopt a healthy and active lifestyle?

Staff in the school have a knowledge and understanding of the key behaviours of a healthy and active lifestyle. There is a programme of extra-curricular and informal opportunities that promote physical activity, but the breadth of the provision is limited and the offer is universal.

The school is committed to supporting every child to be physically active. Staff can identify target groups of pupils that are deemed less-active and barriers to their participation are being addressed. Positive attitudes towards healthy and active lifestyles are encouraged among all pupils.

The school has a clear physical activity policy which incorporates PE and school sport but also offers informal physical activity such as break-time activity, active travel and supervised play. Strategies are in place so that pupils are consulted about the activities offered. Positive attitudes towards healthy and active lifestyles are encouraged among pupils and staff, and is extended to parents or carers.

Does your school know how to effectively utilise the new PE and school sport funding?

Consideration has been given and a basic plan of how to use the funding is being established.

It is clear how the planned budget will improve provision and outcomes in PE, physical activity and school sport.

Budgets are monitored regularly, enabling the school to see which elements of spend have the greatest and most sustainable impact.

1

2

3

4

5

6

7

8

9

This self-review tool will help you assess your school’s provision and outcomes in PE and school sport. It will also help you identify your school’s priorities.

It’s easy to use — answer the questions by selecting your level of provision as emerging, established or embedded.

BECOME OUTSTANDINGTo find our how Youth Sport Trust Membership can help you address those priorities contact our team (01509 226600) and they will put you in touch with our local representative.

Our Membership also offers professional development opportunities for your staff, including training, events and conferences, school visits from our trained experts and athlete mentors and access to resources.

Whatever your level of provision — emerging, established or embedded — you’ll benefit from being part of a national network where you can learn from, and share practice with, the best schools in the country.

Youth Sport Trust Membership also offers access to a nationally accredited Quality Mark which expands on these questions and celebrates your school’s success.

www.youthsporttrust.org/full-primary

Sign up to our Membership to enhance your school’s provision.

DOWNLOAD YOUR SELF-REVIEW RESOURCE FROM THE AFPE, CFBT AND YST AT WWW.GREATERSPORT.CO.UK/PSSPRESOURCES


The PE curriculum

Healthy and active lifestyles

School sport

Cross-curricular learning

PE co-ordinators/Subject leaders

Specialist PE teachers

Teaching assistants

Class teachers Coaches

Apprentices

WHAT

Adults supporting learning

WHO

Professionallearning

Improving young people’s emotional well-being so that they achieve in school and throughout life

How can effective professional learning maximise the Primary PE and Sport Premium?The additional investment of the Primary PE and Sport Premium funding, will enable a measurable and sustained improvement in school PE and sport, underpinned by high quality teaching that increases participation levels in physical activity, and leads to healthier pupils who are more engaged across the whole curriculum.


• To improve the quality of existing PE teaching through

continuing professional learning in PE for generalists,

so that all primary pupils improve their health, skills

and physical literacy, and have broader exposure to

a range of sports

• To increase participation levels in competitive sport and

healthy activity of pupils, and maintain these into adolescence

• To increase the quality of initial teacher training

in PE and sport, and to promote PE specialisation

in primary level workforce

• Schools understand and value the benefits of high

quality PE and sport, including its use as a tool for

whole school improvement.

To ensure sustainable impact of this investment, schools should review their PE and school sport provision to identify where their greatest priorities are in terms of improving their PE and school sport.

This poster will provide you with the information you need to understand the value and outcomes of ensuring you have a suitable professional learning culture for PE and sport, that also supports the teachers’ standards framework. Being aware what quality professional learning providers look like, as well as a self-review process, will enable you to understand what support or learning your staff need to ensure they are confident and competent to teach PE and school sport.

Effective professionallearning

Raising standards in PE and school sport requires all teachers and other practitioners to have access to effective professional learning. This will ensure that all teachers are making progress and will therefore support them in developing their teaching standards and supporting the school in its overall effectiveness. It is important that schools have completed an audit of what professional learning is required to meet the needs of the school.

Guidance to support the identification of providers who can demonstrate learning opportunities which impact upon key outcomes of professional learning is provided below. We recommend that providers should be accredited with a kite mark which endorses the quality and effectiveness of their delivery.

The value of effective professional learning needs to be assessed on the impact it has on specific outcomes, the most important of which are:

• Improving teaching and learning • Improving attainment, achievement and standards• Fulfilling the teachers’ standards criteria.

If the above are improved, this should significantly impact on:

• Improvements in curriculum and extra-curricular opportunities

• Increases in participation in sport/physical activity. This should

raise standards across the whole school including behaviour

and attitudes to learning.

Types of professional learning that you could consider:

• Team teaching with an experienced practitioner

• Lesson observations/shadowing within school/partner schools

• Quality assured resources to support planning and delivery

• Whole school professional learning events

• Mentoring

• Peer coaching

Professional learning provider check list:

The provider should be able to provide references from schools and Local Authorities that have engaged with the provider

The provider should be able to provide evidence of whole staff training/support

The provider should have awareness of Ofsted criteria and national frameworks such as the Physical Literacy framework

Acknowledgements

This professional learning framework has been developed by:

• Youth Sport Trust (YST)

• Association for Physical Education (afPE)

• County Sports Partnership Network (CSPn)

• Sport England (SE)

• sports coach UK (scUK)

This outline has been developed from the CPD Process Model produced by Professor Jeanne Keay (University of the West of Scotland) and Dr Christine Lloyd (University of Roehampton) published in ‘Linking Children’s Learning with Professional learning: impact, evidence and inclusive practice’ (2011) Sense Publishers.

New providers should be able to provide a PE and school sport vision and their experiences to date

The provider should be able to demonstrate relevant year group experiences

The provider should be able to demonstrate impact of PE and school sport in other schools

Maximising the Primary PE and Sport Premium through effective professional learning

FOR A COPY OF THE EFFECTIVE PROFESSIONAL LEARNING FRAMEWORK PLEASE EMAIL: [email protected]

Professional Learning

National partners (Sport England, CSPN, Youth Sport Trust, afPE and Sports Coach UK) have also produced recommendations on effective professional learning and the employment and deployment of coaches.


The PE curriculum

Healthy and active lifestyles

School sport

Cross-curricular learning

PE co-ordinators/Subject leaders

Specialist PE teachers

Teaching assistants

Class teachers Coaches

Apprentices

WHAT

Adults supporting learning

WHO


Improving young people’s emotional well-being so that they achieve in school and throughout life

How can effective professional learning maximise the Primary PE and Sport Premium?The additional investment of the Primary PE and Sport Premium funding, will enable a measurable and sustained improvement in school PE and sport, underpinned by high quality teaching that increases participation levels in physical activity, and leads to healthier pupils who are more engaged across the whole curriculum.






a range of sports



• To increase the quality of initial teacher training

in PE and sport, and to promote PE specialisation

in primary level workforce

• Schools understand and value the benefits of high

quality PE and sport, including its use as a tool for

whole school improvement.

To ensure sustainable impact of this investment, schools should review their PE and school sport provision to identify where their greatest priorities are in terms of improving their PE and school sport.

This poster will provide you with the information you need to understand the value and outcomes of ensuring you have a suitable professional learning culture for PE and sport, that also supports the teachers’ standards framework. Being aware what quality professional learning providers look like, as well as a self-review process, will enable you to understand what support or learning your staff need to ensure they are confident and competent to teach PE and school sport.

Effective professionallearning

Raising standards in PE and school sport requires all teachers and other practitioners to have access to effective professional learning. This will ensure that all teachers are making progress and will therefore support them in developing their teaching standards and supporting the school in its overall effectiveness. It is important that schools have completed an audit of what professional learning is required to meet the needs of the school.

Guidance to support the identification of providers who can demonstrate learning opportunities which impact upon key outcomes of professional learning is provided below. We recommend that providers should be accredited with a kite mark which endorses the quality and effectiveness of their delivery.

The value of effective professional learning needs to be assessed on the impact it has on specific outcomes, the most important of which are:

• Improving teaching and learning • Improving attainment, achievement and standards• Fulfilling the teachers’ standards criteria.

If the above are improved, this should significantly impact on:

• Improvements in curriculum and extra-curricular opportunities

• Increases in participation in sport/physical activity. This should

raise standards across the whole school including behaviour

and attitudes to learning.

Types of professional learning that you could consider:

• Team teaching with an experienced practitioner

• Lesson observations/shadowing within school/partner schools

• Quality assured resources to support planning and delivery

• Whole school professional learning events

• Mentoring

• Peer coaching

Professional learning provider check list:

The provider should be able to provide references from schools and Local Authorities that have engaged with the provider

The provider should be able to provide evidence of whole staff training/support

The provider should have awareness of Ofsted criteria and national frameworks such as the Physical Literacy framework

Acknowledgements

This professional learning framework has been developed by:

• Youth Sport Trust (YST)

• Association for Physical Education (afPE)

• County Sports Partnership Network (CSPn)

• Sport England (SE)

• sports coach UK (scUK)

This outline has been developed from the CPD Process Model produced by Professor Jeanne Keay (University of the West of Scotland) and Dr Christine Lloyd (University of Roehampton) published in ‘Linking Children’s Learning with Professional learning: impact, evidence and inclusive practice’ (2011) Sense Publishers.

New providers should be able to provide a PE and school sport vision and their experiences to date

The provider should be able to demonstrate relevant year group experiences

The provider should be able to demonstrate impact of PE and school sport in other schools

Maximising the Primary PE and Sport Premium through effective professional learning


7Evaluate the

impact of professional

learning

1Professional

learning culture

2Children’s learning

needs

3Identifying

the evidence of learning

4Planning

professional learning

5Undertaking professional

learning

6Using new learning


Professional learning culture

2 Children’s learning needs

1

Identify the evidence of learning

How will you know if the professional learning is addressing the pupils’ learning needs?

3

Planning professional learning

What professional learning will need to be undertaken to meet the needs of the pupils?

How well is professional learning quality assured?

Is the provider of professional learning appropriate for your school?

How does professional learning link to performance management objectives?

What professional learning opportunities are linked to the whole school development plan?

4

Undertaking professional learning

How clear is the person/s undergoing professional learning about how it will impact on their practice?

How well does the member of staff understand the benefits of the professional learning?

How will professional learning effectively be shared across appropriate staff?

How can wider school staff support and benefit from the professional learning?

5

Using new learning

How do teachers demonstrate a new confidence and competence in classroom delivery through the new learning?

6

What evidence will you need to show/see to know that the teacher/pupils have become more effective?

What will the pupils know, be able to do or understand if the professional learning has impacted on pupil learning?

Evaluate the impact of professional learning

How have the pupils learning improved as a result of the professional learning?

Is there an improvement in the quality of teaching and learning in PE and how do you know?

Is there an improvement in the quality of the provision in curricular and extra-curricular programmes and how can you evidence this?

Is there an improvement in participation and engagement of learners and how do you know?

7

Are teachers able to use the new learning to support colleagues with their PE delivery?

How do teachers share the knowledge and resources to improve planning across the whole staff?

How has the new learning enabled some consistency of pedagogy across the school?

How well is PE and sport covered in the whole school professional learning strategy?

How well is the planned professional learning positioned to support the needs and development of the individual attending?

How well is the professional learning personalised to enhance the knowledge and skills of the individual?

How well does the school know the strengths and areas of development of the physical, social and emotional skills of their pupils?

What are the learning needs or areas to develop for each class?

How will the planned professional learning support help improve the learning and progress for the pupils in the class/year group/key stage/school?

What impact will the professional learning have on the pupils in the school?

Professional learningmodel — self-reviewHow to use this self-review...

This continual professional learning model is designed to help you to identify the needs of both staff and young people. Review your professional learning culture by answering the questions to find out what professional learning is required and what impact this can have on teaching and learning.

Signposting

Coaching in Schools Portal — sports coach UK is the lead coaching agency in the UK, and has coordinated and collaborated with afPE, CSPn, Sport England and the Youth Sport Trust to produce a free to access web portal containing all the information headteachers will require to maximise the use of coaches in their school through the Primary PE and Sport Premium.

Our vision is to put coaching at the heart of sport, enabling every child to follow their dreams, have fun and fulfil their potential.

Two recommended workshops to consider undertaking are: Coaching Children (5–12) and Introduction to the FUNdamentals of movement.

For more information go to: www.sportscoachuk.org/primary-school-head-teachers-web-portal

sports coach UK

afPEOne of afPE’s corporate objectives is to play a leading role in the development of a workforce with the skills and qualities required to assure high quality physical education and in sport in schools. Safe teaching and learning is also at the heart of what we do.• Membership to support the workforce to deliver high quality outcomes — www.afpe.org.uk/membership-services

• The Professional Development Board

— www.bit.ly/afPE-PDB

• Professional learning opportunities — www.afpe.org.uk

• Bespoke professional learning — www.afpe.org.uk

Youth Sport TrustThe Youth Sport Trust is passionate about helping all young people to achieve their full potential — and we also have a range of support available to those working in education and school sport.Our extensive range of programmes and initiatives; sport and education resources; events and continuing professional development programmes; and of course our school Membership scheme are all created to achieve the best possible outcomes for young people.

Our specialist staff work closely with all schools (primary, secondary and special educational needs) and a range of partners including National Governing Bodies of Sport and our corporate partners, to get even more young people involved in PE and school sport.

For more information go to: www.youthsporttrust.org

Sport England is committed to helping people and communities across the country create sporting habits for life. We know that young people form habits at an early age and that school sport is important in building strong foundations of sporting habits for life. This means investing in organisations and projects that will get more people playing sport and creating opportunities for people to excel at their chosen sport. One of the important groups of organisations we fund are National Governing Bodies of Sport (NGBs).

NGBs — Across England there are many different NGBs who have responsibility for managing their specific sport, and coach education will be a key component of their sports development plans. Information on the sports specific coaching courses they offer can be obtained through contacting the sports directly, or through your local County Sports Partnership.

For more information go to: www.sportengland.org

Sport England

Your local County Sports Partnership coordinates a range of training, networking and development support with local and national partners, and can help you secure training to meet the needs of your school workforce and maximise the impact of your Sport Premium funding. To find your CSP visit: www.cspnetwork.org

CSPnetwork

FOR A COPY OF THE PROFESSIONAL LEARNING MODEL, PLEASE EMAIL: [email protected]

Professional Learning

AfPE and Sports Leaders UK have released a brand new qualification aimed at qualified Primary School Teachers or Higher Teaching and Learning Assistants (HTLA). The qualification is called the Level 5 & 6 Professional Qualification in Primary School Physical Education Specialism and Subject Leadership.

For further information please contact: Rory Marsden, Workforce Development Officer at GreaterSport e. [email protected]


7Evaluate the

impact of professional

learning

1Professional

learning culture

2Children’s learning

needs

3Identifying

the evidence of learning

4Planning

professional learning

5Undertaking professional

learning

6Using new learning


Professional learning culture

2 Children’s learning needs

1

Identify the evidence of learning

How will you know if the professional learning is addressing the pupils’ learning needs?

3

Planning professional learning

What professional learning will need to be undertaken to meet the needs of the pupils?

How well is professional learning quality assured?

Is the provider of professional learning appropriate for your school?

How does professional learning link to performance management objectives?

What professional learning opportunities are linked to the whole school development plan?

4

Undertaking professional learning

How clear is the person/s undergoing professional learning about how it will impact on their practice?

How well does the member of staff understand the benefits of the professional learning?

How will professional learning effectively be shared across appropriate staff?

How can wider school staff support and benefit from the professional learning?

5

Using new learning

How do teachers demonstrate a new confidence and competence in classroom delivery through the new learning?

6

What evidence will you need to show/see to know that the teacher/pupils have become more effective?

What will the pupils know, be able to do or understand if the professional learning has impacted on pupil learning?

Evaluate the impact of professional learning

How have the pupils learning improved as a result of the professional learning?

Is there an improvement in the quality of teaching and learning in PE and how do you know?

Is there an improvement in the quality of the provision in curricular and extra-curricular programmes and how can you evidence this?

Is there an improvement in participation and engagement of learners and how do you know?

7

Are teachers able to use the new learning to support colleagues with their PE delivery?

How do teachers share the knowledge and resources to improve planning across the whole staff?

How has the new learning enabled some consistency of pedagogy across the school?

How well is PE and sport covered in the whole school professional learning strategy?

How well is the planned professional learning positioned to support the needs and development of the individual attending?

How well is the professional learning personalised to enhance the knowledge and skills of the individual?

How well does the school know the strengths and areas of development of the physical, social and emotional skills of their pupils?

What are the learning needs or areas to develop for each class?

How will the planned professional learning support help improve the learning and progress for the pupils in the class/year group/key stage/school?

What impact will the professional learning have on the pupils in the school?

Professional learningmodel — self-reviewHow to use this self-review...

This continual professional learning model is designed to help you to identify the needs of both staff and young people. Review your professional learning culture by answering the questions to find out what professional learning is required and what impact this can have on teaching and learning.

Signposting





sports coach UK

afPEOne of afPE’s corporate objectives is to play a leading role in the development of a workforce with the skills and qualities required to assure high quality physical education and in sport in schools. Safe teaching and learning is also at the heart of what we do.• Membership to support the workforce to deliver high quality outcomes — www.afpe.org.uk/membership-services

• The Professional Development Board

— www.bit.ly/afPE-PDB

• Professional learning opportunities — www.afpe.org.uk

• Bespoke professional learning — www.afpe.org.uk

Youth Sport TrustThe Youth Sport Trust is passionate about helping all young people to achieve their full potential — and we also have a range of support available to those working in education and school sport.Our extensive range of programmes and initiatives; sport and education resources; events and continuing professional development programmes; and of course our school Membership scheme are all created to achieve the best possible outcomes for young people.






Sport England

Your local County Sports Partnership coordinates a range of training, networking and development support with local and national partners, and can help you secure training to meet the needs of your school workforce and maximise the impact of your Sport Premium funding. To find your CSP visit: www.cspnetwork.org

CSPnetwork

I FOUND THIS SELF-REVIEW SO USEFUL!


The UKCC Level 2 coaching qualification or equivalent, recommended by National Partners, is the minimum requirement for coaches employed to work within the school context, however it is acknowledged that other volunteers, including Level 1 assistant coaches, and under-18s, including young leaders, may support delivery, but this must be under the direct supervision of a qualified teacher or Level 2 coach.

*

How the employment and deployment of coaches can help you maximise the Primary PE and Sport Premium

The employment anddeployment of coaches

The outcomes of good or high quality sports coaching:

• Improved sports skills in children through increased opportunities

in school and the wider community

• Better physical, technical, tactical and mental understanding

of a range of sports

• Development of wider life skills through sport which build

on from the PE lessons, i.e. communication, teamwork, fair

play and leadership

• Age and stage appropriate provision.

Outcomes of good or better PE curriculum delivery:

• Develop all young people’s physical literacy in order for them

to engage in lifelong participation

• Young people make progress in, and understand how to move

effectively. They will then go on to achieve their potential in a

variety of activities

• Develop young people physically, socially, morally, culturally and spiritually

• Young people understand the importance of being safe and feel safe

in physical activity.

The additional investment of the Primary PE and Sport Premium funding, will enable a measurable and sustained improvement through:

• PE and sport, underpinned by high quality teaching

• Increasing participation levels in physical activity

• Increasing healthier pupils who are more engaged

across the whole curriculum.






a range of sports



• To increase the quality of initial teacher training in PE and sport,

and to promote PE specialisation in primary level workforce

• Schools understand and value the benefits of high quality

PE and sport, including its use as a tool for whole

school improvement.

To ensure sustainable impact of this investment, schools should review their PE and school sport provision in order to identify where their key priorities are in terms of improving PE and school sport for all pupils.

This poster will provide you with the information you need to consider how the employment and deployment of coaches can help you to enhance the provision of PE, school sport and healthy activity across your school. The flow chart over the page is designed to provide guidance in relation to the employment of your coaches and consider what steps, if any, you need to take to maximise their impact or potential impact for your pupils and school, and signpost you to where help can be found.

Working with coachesCoaches are different from teachers (however it is recognised that some teachers will have expertise in some sports) in that they have detailed knowledge, understanding, qualifications and experience in specific sports.

When coaches complement teachers (where they feel they need support), outstanding outcomes can be achieved by using their technical knowledge and skills.

Where can coaches support your school’s PE and school sport offer?Firstly schools need to ensure that their PE and school sport provision is appropriate, if you are unsure please refer to the Ofsted inspection framework, the national curriculum for PE and recently published Physical Literacy Framework (this can be downloaded from www.bit.ly/ystplf). This will support schools’ understanding of what they should be providing in PE, physical activity, school sport and competitive sport, as well as ensure teachers and coaches are working towards outstanding delivery.

Physical EducationExpertiseDirect delivery of parts of the lesson where they have the expertise, under the direction of the teacher

Peer mentoring (if appropriate)— Knowledge transfer to teachers— Build confidence in teachers

School sportEnrichA wider range of sports and activities

EnableDevelop skills and competence

ExtendImprove performance and prepare for competition

Wider school outcomesTo your workforce— Positive role models— Adults other than teachers supporting learning

To your pupils (where appropriate)— Lifeskills development (i.e. communication skills)— Aiding their transition from primary to secondary

The teacher’s role is to ensure the child makes significant progress and achievement in all areas of school curriculum. It is therefore vital that teachers are up-skilled and supported and not replaced or displaced by coaches. Appropriately qualified coaches can help to up-skill teachers’ technical knowledge in specific activities, but should support and not replace teachers in curriculum provision.

PPA time:

To make a sustainable impact with the Primary PE and Sport Premium, schools should adopt best practice when deploying coaches by ensuring they work alongside teachers. Schools must also ensure they do not double-fund PPA time by using PPA funding and the PE and Sport Premium.

The recognised minimum standards for coaches employed to work in school sport:• Minimum age — 18 years old for all paid coaches working in schools• Appropriate qualifications — the minimum qualification, recommended by the National Partners, for a coach or professional working in a primary school context is considered to be a UKCC level 2 coaching qualification or equivalent in the activity being delivered*• Appropriate insurance cover that covers them for the duties you have asked them to carry out at the school• Policies and procedures. As a minimum, your school should have in place, and require a coach to sign up to, the following policies: code of practice, equality, participant welfare, health and safety, which should be part of a thorough school induction• Safeguarding children and vulnerable groups — must have a DBS check completed where necessary.

The additional recommendations (best practice) of coaches working in support of PE:• Coaches should have a sound understanding of what safe practice in PE and sport looks like. Therefore coaches can develop pupils’ understanding of being safe, and feeling safe in physical activity. Refer to Safe Practice 2012 at www.bit.ly/afPE-publications• The coach has been through an appropriate induction process by the school, so is thoroughly prepared and comfortable in the environment• Schools to ensure that they have a system in place to regularly monitor and evaluate the coaches provision• afPE believes that by 2015, coaches employed in or by schools supporting Curriculum time PE should be working towards a 1st4sport/afPE Level 2 and 3 in supporting PE and school sport or equivalent, to comply with the forthcoming afPE Safe Practice Guidance for Schools• Coaches may consider a Multi-Skills Level 2 qualification. www.1st4sportqualifications.comFOR A COPY OF THE EMPLOYMENT AND DEPLOYMENT OF COACHES

FRAMEWORK, PLEASE EMAIL: [email protected]



*

How the employment and deployment of coaches can help you maximise the Primary PE and Sport Premium

The employment anddeployment of coaches

The outcomes of good or high quality sports coaching:

• Improved sports skills in children through increased opportunities

in school and the wider community

• Better physical, technical, tactical and mental understanding

of a range of sports

• Development of wider life skills through sport which build

on from the PE lessons, i.e. communication, teamwork, fair

play and leadership

• Age and stage appropriate provision.

Outcomes of good or better PE curriculum delivery:

• Develop all young people’s physical literacy in order for them

to engage in lifelong participation

• Young people make progress in, and understand how to move

effectively. They will then go on to achieve their potential in a

variety of activities

• Develop young people physically, socially, morally, culturally and spiritually

• Young people understand the importance of being safe and feel safe

in physical activity.

The additional investment of the Primary PE and Sport Premium funding, will enable a measurable and sustained improvement through:

• PE and sport, underpinned by high quality teaching

• Increasing participation levels in physical activity

• Increasing healthier pupils who are more engaged

across the whole curriculum.






a range of sports



• To increase the quality of initial teacher training in PE and sport,

and to promote PE specialisation in primary level workforce

• Schools understand and value the benefits of high quality

PE and sport, including its use as a tool for whole

school improvement.

To ensure sustainable impact of this investment, schools should review their PE and school sport provision in order to identify where their key priorities are in terms of improving PE and school sport for all pupils.

This poster will provide you with the information you need to consider how the employment and deployment of coaches can help you to enhance the provision of PE, school sport and healthy activity across your school. The flow chart over the page is designed to provide guidance in relation to the employment of your coaches and consider what steps, if any, you need to take to maximise their impact or potential impact for your pupils and school, and signpost you to where help can be found.

Working with coachesCoaches are different from teachers (however it is recognised that some teachers will have expertise in some sports) in that they have detailed knowledge, understanding, qualifications and experience in specific sports.

When coaches complement teachers (where they feel they need support), outstanding outcomes can be achieved by using their technical knowledge and skills.

Where can coaches support your school’s PE and school sport offer?Firstly schools need to ensure that their PE and school sport provision is appropriate, if you are unsure please refer to the Ofsted inspection framework, the national curriculum for PE and recently published Physical Literacy Framework (this can be downloaded from www.bit.ly/ystplf). This will support schools’ understanding of what they should be providing in PE, physical activity, school sport and competitive sport, as well as ensure teachers and coaches are working towards outstanding delivery.

Physical EducationExpertiseDirect delivery of parts of the lesson where they have the expertise, under the direction of the teacher

Peer mentoring (if appropriate)— Knowledge transfer to teachers— Build confidence in teachers

School sportEnrichA wider range of sports and activities

EnableDevelop skills and competence

ExtendImprove performance and prepare for competition

Wider school outcomesTo your workforce— Positive role models— Adults other than teachers supporting learning

To your pupils (where appropriate)— Lifeskills development (i.e. communication skills)— Aiding their transition from primary to secondary

The teacher’s role is to ensure the child makes significant progress and achievement in all areas of school curriculum. It is therefore vital that teachers are up-skilled and supported and not replaced or displaced by coaches. Appropriately qualified coaches can help to up-skill teachers’ technical knowledge in specific activities, but should support and not replace teachers in curriculum provision.

PPA time:

To make a sustainable impact with the Primary PE and Sport Premium, schools should adopt best practice when deploying coaches by ensuring they work alongside teachers. Schools must also ensure they do not double-fund PPA time by using PPA funding and the PE and Sport Premium.

The recognised minimum standards for coaches employed to work in school sport:• Minimum age — 18 years old for all paid coaches working in schools• Appropriate qualifications — the minimum qualification, recommended by the National Partners, for a coach or professional working in a primary school context is considered to be a UKCC level 2 coaching qualification or equivalent in the activity being delivered*• Appropriate insurance cover that covers them for the duties you have asked them to carry out at the school• Policies and procedures. As a minimum, your school should have in place, and require a coach to sign up to, the following policies: code of practice, equality, participant welfare, health and safety, which should be part of a thorough school induction• Safeguarding children and vulnerable groups — must have a DBS check completed where necessary.

The additional recommendations (best practice) of coaches working in support of PE:• Coaches should have a sound understanding of what safe practice in PE and sport looks like. Therefore coaches can develop pupils’ understanding of being safe, and feeling safe in physical activity. Refer to Safe Practice 2012 at www.bit.ly/afPE-publications• The coach has been through an appropriate induction process by the school, so is thoroughly prepared and comfortable in the environment• Schools to ensure that they have a system in place to regularly monitor and evaluate the coaches provision• afPE believes that by 2015, coaches employed in or by schools supporting Curriculum time PE should be working towards a 1st4sport/afPE Level 2 and 3 in supporting PE and school sport or equivalent, to comply with the forthcoming afPE Safe Practice Guidance for Schools• Coaches may consider a Multi-Skills Level 2 qualification. www.1st4sportqualifications.com



*

Does your coach/ professional have a level 2

qualification?

Are they clear about the difference between

physical education and school sport?

Are they happy to gain the minimum requirement

to work in the school?

Is your coach employed during curriculum

time?

Is your coach clear about the difference

between coaching and teaching and understand

their roles?

Is your coach providing additional opportunities that

wouldn’t otherwise exist?

YES

YES

YES

YES

YES

YES

It is important coaches working in your school are

clear about the difference and specific roles they are expected

to play in either context

A practical guide to coaches working in the curriculum can be obtained

from afPE’s websitewww.afpe.org.uk

Does your coach work alongside a member of school staff?

(preferred model) NB — This is absolutely imperative during curriculum time. This is the best way to maximise and sustain the impact, provided your coach has the

skills to mentor staff

Whilst this model is not deemed sustainable, it is acceptable in an

extra-curricular context, it is important though to consider how you will continue

this opportunity when your coach is no longer working in your school. Is your coach helping to provide

school club links?

It is important to audit your current provision, the skill set of your staff and the needs of your pupils

to ensure any additional coaching provision enhances your PE and school sport and does not duplicate or replace the work of existing teachers

Does your coach have the skills and abilities to work with children? NB — It is important that coaches not only provide

technical expertise but they have the skills and abilities to work

with and engage children

See the sports coach UK Coaching in Primary Schools Portal and coaching children workshops

www.sportscoachuk.org

Online coaching children modules available from

www.youthsportdirect.orgwww.afPE.org.uk

Does your coach have appropriate insurance

and DBS checks where necessary?

Contact your local County Sports Partnership or relevant

National Governing Body of Sport for details of coach education courses,

CSP details can be found atwww.CSPnetwork.org

Don’t proceed until

your coach meets the minimum

standard

NO

NO

NO

NO

NO

Please see the afPE guidance on the employment and

deployment of coaches and volunteers 2013

NO

Two resources to help you review your PE and school

sport provision are: The Youth Sport Trust self-review tool www.youthsporttrust.org

A Practical Guide to: Coaches Working in the Curriculum

www.afPE.org.uk

Please refer to the new PE National Curriculum and

afPE 1st4sport Coaching in Schools DVD

NO

YES

YES

See Minimum Standards for Active Coaches guidance


STARTHave you

undertaken an audit of need for your PE and sport

provision?

Can a sports coach help to

meet your needs?

School needs to undertakean audit first

NOYES

*

NO

The employment anddeployment of coachesHow can coaches best support your school’s PE and school sport offer?

Acknowledgements

This Employment and Deployment of Coaches framework has been developed by:• Youth Sport Trust (YST) • Association for Physical Education (afPE) • County Sports Partnership Network (CSPn) • Sport England (SE) • sports coach UK (scUK)

Signposting

The Youth Sport Trust is passionate about helping all young people to achieve their full potential — and we also have a range of support available to those working in education and school sport.Our extensive range of programmes and initiatives; sport and education resources; events and continuing professional development programmes; and of course our school Membership scheme are all created to achieve the best possible outcomes for young people.






sports coach UK

afPE

Youth Sport Trust

Sport England

One of afPE’s corporate objectives is to play a leading role in the development of a workforce with skills and qualities required to assure high quality physical education and in sport in schools. Safe teaching is also at the heart of what we do.A practical guide to coaches working in the Curriculum — an essential resource to assist coaches and school staff in working to support physical education in schools.

This collection of vital documents and templates aims to equip private providers, coaches, head teachers, physical education curriculum leaders and chairs of governing bodies with all they need to effectively employ/deploy a coach in a school environment.

Best Practice and Guidance on the use of individual and agency coaches: www.bit.ly/afPE-health

For more information go to: www.afpe.org.uk

This flowchart has been designed to help you review your use of coaches and consider what steps, if any, you need to take to maximise their impact or potential impact for your pupils.

Your local County Sports Partnership can assist you in the recruitment, deployment and development of coaches to enhance PE and sport in your school, and maximise the impact of your Sport Premium funding. To find your CSP visit: www.cspnetwork.org

CSPnetwork





FOR A COPY OF THE EMPLOYMENT AND DEPLOYMENT OF COACHES FRAMEWORK, PLEASE EMAIL: [email protected]

Coaching

Coachweb is a Greater Manchester website that can help schools recruit and deploy coaches to enhance their PE and sport provision

w. www.coachinggreatermanchester.co.uk

By signing up to the website, schools will be able to• Utilisethe‘findacoach’function,allowing

teachers to search from a database of 5,000 qualified coaches across a range of sports.

• Postopportunities(paidandunpaid)sothecoaches who are registered on the site can register their interest in the opportunity directly with the provider.

For more information contact: Jane Owen, Development Manager (Workforce) at GreaterSport e. [email protected] m. 0772 690 2889



*

Does your coach/ professional have a level 2

qualification?

Are they clear about the difference between

physical education and school sport?

Are they happy to gain the minimum requirement

to work in the school?

Is your coach employed during curriculum

time?

Is your coach clear about the difference

between coaching and teaching and understand

their roles?

Is your coach providing additional opportunities that

wouldn’t otherwise exist?

YES

YES

YES

YES

YES

YES

It is important coaches working in your school are

clear about the difference and specific roles they are expected

to play in either context

A practical guide to coaches working in the curriculum can be obtained

from afPE’s websitewww.afpe.org.uk

Does your coach work alongside a member of school staff?

(preferred model) NB — This is absolutely imperative during curriculum time. This is the best way to maximise and sustain the impact, provided your coach has the

skills to mentor staff

Whilst this model is not deemed sustainable, it is acceptable in an

extra-curricular context, it is important though to consider how you will continue

this opportunity when your coach is no longer working in your school. Is your coach helping to provide

school club links?

It is important to audit your current provision, the skill set of your staff and the needs of your pupils

to ensure any additional coaching provision enhances your PE and school sport and does not duplicate or replace the work of existing teachers

Does your coach have the skills and abilities to work with children? NB — It is important that coaches not only provide

technical expertise but they have the skills and abilities to work

with and engage children

See the sports coach UK Coaching in Primary Schools Portal and coaching children workshops


Online coaching children modules available from

www.youthsportdirect.orgwww.afPE.org.uk

Does your coach have appropriate insurance

and DBS checks where necessary?

Contact your local County Sports Partnership or relevant

National Governing Body of Sport for details of coach education courses,

CSP details can be found atwww.CSPnetwork.org

Don’t proceed until

your coach meets the minimum

standard

NO

NO

NO

NO

NO

Please see the afPE guidance on the employment and

deployment of coaches and volunteers 2013

NO

Two resources to help you review your PE and school

sport provision are: The Youth Sport Trust self-review tool www.youthsporttrust.org

A Practical Guide to: Coaches Working in the Curriculum

www.afPE.org.uk

Please refer to the new PE National Curriculum and

afPE 1st4sport Coaching in Schools DVD

NO

YES

YES

See Minimum Standards for Active Coaches guidance


STARTHave you

undertaken an audit of need for your PE and sport

provision?

Can a sports coach help to

meet your needs?

School needs to undertakean audit first

NOYES

*

NO

The employment anddeployment of coachesHow can coaches best support your school’s PE and school sport offer?

Acknowledgements

This Employment and Deployment of Coaches framework has been developed by:• Youth Sport Trust (YST) • Association for Physical Education (afPE) • County Sports Partnership Network (CSPn) • Sport England (SE) • sports coach UK (scUK)

Signposting

The Youth Sport Trust is passionate about helping all young people to achieve their full potential — and we also have a range of support available to those working in education and school sport.Our extensive range of programmes and initiatives; sport and education resources; events and continuing professional development programmes; and of course our school Membership scheme are all created to achieve the best possible outcomes for young people.






sports coach UK

afPE

Youth Sport Trust

Sport England

One of afPE’s corporate objectives is to play a leading role in the development of a workforce with skills and qualities required to assure high quality physical education and in sport in schools. Safe teaching is also at the heart of what we do.A practical guide to coaches working in the Curriculum — an essential resource to assist coaches and school staff in working to support physical education in schools.

This collection of vital documents and templates aims to equip private providers, coaches, head teachers, physical education curriculum leaders and chairs of governing bodies with all they need to effectively employ/deploy a coach in a school environment.

Best Practice and Guidance on the use of individual and agency coaches: www.bit.ly/afPE-health

For more information go to: www.afpe.org.uk

This flowchart has been designed to help you review your use of coaches and consider what steps, if any, you need to take to maximise their impact or potential impact for your pupils.

Your local County Sports Partnership can assist you in the recruitment, deployment and development of coaches to enhance PE and sport in your school, and maximise the impact of your Sport Premium funding. To find your CSP visit: www.cspnetwork.org

CSPnetwork





WE’RE HERE TO HELP.

KEY PARTNERS WHO CAN SUPPORT YOU


WE CAN DO ITTOGETHER.

Youth Sport Trust Primary Membership packages are designed to effectively support and add value to local arrangements. Membership will provide you with access to the latest national information, resources, training and events that will transform your PE and sport provision and impact on pupil achievement.

Youth Sport Trust Membership supports you to:

• Raisestandardsofachievementacrossyour school.

• Improvequalityofteachingandlearningin PE.

• EnhanceleadershipofPEinschoolsandacross clusters of schools.

• Promoteeffectivesportandhealthyactivelifestyle development.

• Benchmarkyourprovisionandoutcomesnationally in PE, physical activity and school sport.

• Sharepracticeandlearnfromthebestschools nationally and internationally.

The Youth Sport Trust aims to support all primary schools to make high quality PE and sport sustainable to the benefit of all young people. By becoming a member as a cluster of schools you will receive additional discounts and free, newly developed national training for your nominated cluster co-ordinator.

Join as a cluster of 10 schools and each school only pays £270 for the standard package. Larger clusters receive larger discounts. Individual standard school membership is £300.

Please email [email protected] or phone 0150 922 6600 to register, for more details or to discuss your needs.

The Association for Physical Education (afPE) As the subject association for physical education, afPE provides quality assured membership services and resources, and valuable professional support for members and the teaching profession.

Please visit www.greatersport.co.uk/psspresources for further information on the following:

• afPEQualityMarkforPhysicalEducation&Sport.

• Level5/6VocationalQualification for Primary School Teachers.

• afPESchoolMembership.

• afPEGuidanceontheEffective Use of Coaches in Schools.

KEY PARTNERS WHO CAN SUPPORT YOU


Sports Coach UK Sports Coach UK’s PE and school sport resources allow headteachers to access all the information they require to maximise the impact a sports coach can have in their school. A dedicated portal has been created to provide schools with all the step-by-step information they might need, from finding a coach and inducting them into your school, through to suggesting additional professional learning to ensure the coach is equipped for working in the education sector.

Please visit www.greatersport.co.uk/psspresources for further information on the following:

• SchoolSportCoachingGuidanceforPrimary Headteachers.

• MinimumStandardsofDeployment.

• PrimarySchoolHeadteachersWebPortal.

English Federation of Disability Sport English Federation of Disability Sport (EFDS) is the national body for disabled people in sport and physical activity throughout England. The charity aims to increase opportunities at all levels of participation.

EFDS work with those in the relevant sectors to provide inclusive opportunities as well as encouraging more disabled people to take part. Where there are gaps in provision, we help by delivering programmes to meet the needs of disabled people.

Active Kids for All Inclusive PE Training The Sainsbury’s Active Kids for All Inclusive PE training is a Paralympic legacy initiative. It provides free training and resources to teachers, trainee teachers and other school staff. The resources are designed to improve the quality of PE provision for young disabled people and pupils with special educational needs in mainstream schools.

The resources and training will help develop knowledge, skills and confidence, to support you to ensure all pupils are engaged and make good progress within PE. These are essential components in outstanding teaching.

For further information visit www.greatersport.co.uk/psspresources

National Governing Bodies of SportNational Governing Bodies of Sport (NGBs) are keen to work with and support primary schools to make the most of the new School Sport Premium.

NGBs will support any schools which want and require help in maximising the investment or accessing services to help them improve the quality and quantity of physical education and school sport. Clear andsimple‘offers’havebeendevelopedwhich set out why each sport wants to support Physical Education in Primary Schools; what the benefits are for primary schools to work with each NGB and what each sport’s offer consists of.


Competition

• FestivalcardincludedintheArrowspackprovidessuggestionsfor competition which also ties in with the format for the School Games at primary level.

Exit routes

• Extra-curricular(afterschoolorlunch)aresupportedbyteachers and/or Young Leaders to link into the network of community clubs.

• AnetworkofcommunityclubsaffiliatedtoAGBprovidingarange of shooting opportunities for young people 8 years plus.

Direct support

• Coaching:directcoachingsupportmaybeavailableviaanetwork of AGB accredited coaches in local community clubs.

• ArcheryGBstaff:nationalmanagersareavailableforsupportand advice.

ARCHERY

NGB name: Archery GBEmail address: [email protected] Designated contact person: Kate Moss, Development Manager (Young People)Contact email address: [email protected]

Archery GB’s offer

• Arrowswww.archerygb.org/arrows

Teacher and coach education

• ThereisnotrainingrequiredtodeliverArrows.

• Youngpeople(14-19years)canaccessArrowsYoungLeaderscourses.

Resources

• Equipment:twodifferentsizedpackspurchasedfromwww.archerygb.org/arrows

• AGuideforTeachers:includesallinformationneededtodeliverArrows.

• Eightactivitycards:provideideastogetsessionsgoingstraightaway.

• Festivalcard:providescompetitiveoptionthatisalsotheformat for the School Games at primary level.

• Referencecard:foraquickreminderofthekeythingsforyoursessions.

• Onlinevideos:twoshortvideosavailableat www.archerygb.org/arrows go through some of the detail in the Guide for Teachers to provide further support.



• EnglandAthleticsprovideprimaryteacherswithaspecificallydesigned easy to apply training course known as Elevating Athletics.

www.englandathletics.org/schools

Resources

Primary school teachers education pack (Elevating Athletics):

• Easytouselessonplans/activitycards.

• Funinclusivegamesdesignedtohelpdevelopthechild’srunning, jumping and throwing skills (the fundamentals of athleticism).

• Teachingnotestohelpdevelopachild’sallroundphysicalliteracy.

• ExtensiveonlinevideolibraryofgamesandactivitiesforKS1and KS2.

• Extensivewebsitededicatedtoathleticsschoolsand youth competitions, awards and skills for teachers, children and parents.

http://ucoach.com/teachers

Competition

• Short,fun,excitingSchoolsCompetitionwhichcanbeused all year around and as part of an inter or intra schools competition.

• SportsHallAthletics(indoors)andQuadkids(outdoors)formats.

• Athleticsisalsouniqueinthatweofferawardsalongsideourcompetition programme which allows every child’s personal improvements to be measure and celebrated.

https://academy.britishathletics.org.uk/sportshall

Exit routes

• EnglandAthleticsarecurrentlyhelpingdevelopanetworkofsatellite clubs to provide extra-curricular provision (breakfast clubs/afterschool).

• AnetworkofcommunityclubsaffiliatedtoEnglandAthleticsproviding fun, structure, age relevant coaching provision for children of all abilities.

Direct support

Coaching/Schools Club Links and Competition:

• Educationcoordinatorssupportteachertraining.

• Clubandcoachsupportofficersprovidelocalsupport for satellite clubs.

• AthleticsNetworksprovideschooltoclublinksandcompetition opportunities.

• SchoolspartnersincludingSportsHallAthletics.

ATHLETICS

NGB name: England AthleticsEmail address: [email protected] contact person: Scott GraceContact email address: [email protected]


NGB name: BADMINTON EnglandEmail address: [email protected] contact person: Emily Weller, Development Project OfficerContact Email address: [email protected]


• BisiBadmintonteachercourse(3½hourtraining).

www.badmintonengland.co.uk/bisiteachercourse

Resources

• BisiBadmintonPrimaryresource.

• BisiBadmintonFestivalguides.

• BisiBadmintonequipment.

Competition

• BisiBadmintonFestivals.

www.badmintonengland.co.uk/bisifestivals

Exit routes

• Anetworkofaccreditedclubsprovidingarangeofplayingandvolunteering opportunities for young people.

BADMINTON

Direct support

County badminton associations

• Nationalgoverningbodiesatalocallevelwithprovision for badminton training and competition.

Performance centres

• Ourbeaconclubsthatsupportatalentpathway.

Community badminton networks

• Localcommunityofferforbadmintoninadefinedarealinkingprimary schools.

BADMINTON England workforce officers

• Workforceofficerscanhelpidentifycoachesoractivatorstowork in schools.


BASEBALL & SOFTBALL

NGB name: BaseballSoftballUKEmail address: [email protected] Designated contact person: Chris RawlingsContact email address: [email protected]


• Tailoredprofessionaldevelopmentcourses.

• Coachingforteachersbaseball/softballmodule.

• UKCCaccreditedcoursesavailable.

• INSETdeliveryavailabletosupportschoolstaff.

Resources

• Easytouseteachingresources(skillsandgamesbased).

• FlightbasedChangeforLiferesourcesincludesgamerelatedactivities.

• Ageappropriateequipmentpackagesavailablethroughpartner suppliers.

Competition

• PartofthenationalSchoolGamesprogramme.

• Bespokeresourcesavailableforintraschoolcompetitions.

• Bespokeresourcesavailableforinterschoolcompetitions.

Exit routes

• Anetworkoflocalclubsandleagues.

• Level2SchoolGamesdistrictcompetitions.

• Level3SchoolGamescountycompetitions.

Direct support

• BSUKDevelopmentManagersavailableinthefollowingregions: London, South East, Midlands & North West.

• BSUKaccreditedcoachesavailabletosupportschooldelivery.


BASKETBALL

NGB name: England BasketballEmail address: [email protected] Designated contact person: Charlie FordContact email address: [email protected]


• TheBasketballActivatorsAwardistheexcitingnewawardfrom England Basketball designed to empower young people with the skills, drills and basic technical knowledge to deliver basketball sessions within an educational environment.

Resources

• Acarefullyresearchedbasketballlearningplandesignedtoimprove a young person’s physical literacy

• Introductionofbasketballthroughfiveinnovateskillcards(dribbling, footwork, passing, scoring & rebounding) that include individual challenges and also promote teamwork.

• Fullyintegratedplayerproficiencyaward.

• Easy-to-followteacherdeliveryguidanceincludingmodifiedgame formats and rules.

• Classroomcrosscurricularlearningplans.

• Alltheessentialsinabasketballequipmentbag.

Competition

• IntraandinterschoolcompetitionscourtesyofIMBasketballPrimary – modified game rules, guidance and promotional materials included within resource.

Exit routes

• Thenationwidecoverageaccordedbyaffiliatedbyaffiliatedjunior basketball club, coupled with the support and guidance available from England Basketball staff, means that a comprehensive range of playing and volunteering opportunities are available.

• Resourcematerialspromoteon-goingparticipationwithintheschool in the form of lunchtime and/or after-school sessions.

Direct support

• Local,regionalandnationalEnglandBasketballsupport.

• Supportfromaffiliatedclubs,leaguesandassociations.


CRICKET

NGB name: England and Wales Cricket Board (ECB) & Cricket Foundation / Chance to Shine (C2S)Website address: www.ecb.co.uk/education / www.chancetoshine.org Designated contact people: Joe Steel, School Competition Executive /

Steve Peyman, Chance to Shine Operations ManagerContact email addresses: [email protected] / [email protected]


• ECB:cricketforteachersandaccreditedcoach education courses.

• C2S:informalINSETtrainingdaysforlargegroupsofteachers.These can be tailored to the needs of the school.

Resources

• C2S:schoolassemblies,coachingcards,teachingaids.

• Cricketforteachers:accesstoCPD,‘Howzat’coachingmanual.

• Nationalcurriculumtools:CricED,AshesSchoolChallengeandNational Cricket Day.

Competition

• AsdaKwikCricketlocal,countyandnationalfinalsfor Year 4, 5, 6 and a girl’s only route.

• ChancetoShineKwikCricketFestivals(intraandinter).

• AlllinkedtoSchoolGamesLevel1-3.

Exit routes

• Alargenetworkofcommunityclubswith‘Clubmark’ status to ensure the safeguarding and quality of environment provided to children to play and develop in cricket.

• Talentpathwaysforgiftedandtalentedchildrentobe linked with Local County Cricket Boards into District/ County teams.

Direct support

• LocalsupportfromCountyCricketBoards(nationwide)will ensure that you have access to high quality coaches, competition opportunities, CPD for teachers and young leaders, local club links and other information (facilities, insurance, equipment and guidance).


CYCLING

NGB name: British CyclingEmail address: [email protected] contact person: Rob MaceContact email address: [email protected]


• Stafftraining:one-dayCyclingforSchoolscoachingcourse.

Resources

• Coachingaidesincludingintroductorycompetitions.

• UseofbikesandequipmentwhenvisitedbyBritishCyclingprofessional coaches.

• Promotionalmaterials–electronicandhardcopypostersandleaflets.

Competition

• Intraandinterschoolcompetitionprogramme(SchoolGamesLevel 1 - 2).

• LinkstolocalentrylevelGo-RideRacingevents.

Exit routes

• NetworkofBritishCyclingGo-Rideregisteredclubswhichprovide beginners sessions specifically for young people.

Direct support

• BritishCyclingstaff:headofficeandregionalsupport.

• BritishCyclingGo-Ridecoaches:localsupportfromcoachesexperienced in working with young people.

• BritishCyclingGo-RideRacingcompetitionssuitable for the age and ability of beginner cyclists.


FENCING

NGB name: British FencingEmail address: [email protected] Designated contact person: Jack BotelerContact email address: [email protected]


• Stafftraining:onedayGo/FenceLeadershipcourse.

Resources

• 10sessionGo/Fenceactivityprogrammeincludingcompetitions.

• EquipmentthroughBritishFencing’ssupplier(LeonPaul).

• Promotionalmaterials–electronicandhardcopypostersandleaflets.

Competition

• Intraandinterschoolcompetitionprogramme (School Games Level 1 - 3).

• Accesstolocalfencingcompetitionseries.

Exit routes

• Extra-curricularsessionsaresupportedbyteachers,youngleaders and local coaches.

• NetworkofBritishFencingregisteredclubsthatprovidebeginners sessions and welcome young people.

Direct support

• BritishFencingstaff:headofficesupport.

• BritishFencingcoaches:localsupportfromcoachesexperienced in working with young people.

• BritishFencingrecognisedcompetitionssuitablefortheageand ability of new fencers.


FOOTBALL

NGB name: The Football AssociationWebsite address: www.thefa.com Contact number: 0844 980 8200


• Eachclassteachercanaccess6–12weeksofindividualisedsupport working with their class.

• Followupinserviceevents.

• SignposttocoacheducationincludingLevel1,2andageappropriate youth module 1, 2 and 3; working with disabled players.

• Additionalteachermodulesareindevelopment.

Resources

• Teacherresourcecards.

• Shorttermplan.

• Mediumtermplan.

• Assessmentmatrix.

• Gamecards.

Competition

• Modifiedsmallsidedgameswithincurriculumtimedelivery.

• EnglishSchoolFA(ESFA)andIndependentSchoolsFA(ISFA)national mini-soccer competitions.

• ESFAYear3and4festivalsinpartnershipwithFATescoSkillsand ISFA.

• ESFAlocalmini-soccercompetitions.

Exit routes

• FATescoskillscentres.

• Charterstandardclubs.

• Schoolteams.

• FAageappropriatequalifications.

• MashUpsessionsforchildrenenteringsecondaryschool.

• Playerdevelopmentcentresandcentresofexcellenceforgirlsand disabled players.

Direct support

• FATescoskillscoach.

• FATescoteamleader.

• LocalCountyFootballAssociations.


GOALBALL

NGB name: Goalball UKEmail address: [email protected] Designated contact person: Alex Bunney, National Development Manager Contact email address: [email protected]

Teacher and coach education resources

• Schoolleaderaward.

• Schoolgamescards.

Competition

• Currentlythereanodesignatedprimarycompetitionofferoutside of the School Games.

Exit routes

• Communityclubswww.goalballuk.com

Direct support

• Directsupportwillbemadeavailabletoschoolsorareasthathave a high number of visual impaired young people.


GOLF

NGB name: Golf Foundation on behalf of the England Golf PartnershipDesignated contact person: Brendon PyleContact email address: [email protected]


• 2hourteachertrainingworkshopat£20perteacherfocusingon practical activities, inclusion, Skills for Life, level 1 School Games and links to the local golf club.

Resources

• Teachermanualcontaining6weekschemeofwork,level1School Games competition cards, Skills Award programme, ideas on building a school golf course, posters and suggestions for non-participants.

• KS2numeracypack.

• Inclusioncardsthroughtopsportability.

Competition

• Level1activitiesbuiltintoteachertrainingmanual.

• Level2and3activitiescontainedwithSchoolGamestoolkit.

• IdeasforTri-GolfSuperSixesactivities.

Exit routes

• LocalgolfclubssignedupasHSBCGolfRootsCentres.

• SchoolGameseventsatlevels2and3.

Direct support

• PGAGolfCoachfromthelocalHSBCGolfRootsCentre.

• SchoolGamesOrganisersupportedbyaGolfFoundationRegional Development Officer.

Primary School Package

The Golf Foundation has developed a package of offers for Head Teachers that will be coordinated through the School Games Organiser:

• Eagle:aTri-Golfequipmentbag,PEandnumeracycurriculumresources, 2 places on a teacher training workshop, 4 lessons from your local PGA Coach for a cost of £500.

• Birdie:PEandnumeracycurriculumresources,2placesona teacher training workshop, 4 lessons from your local PGA Coach for a cost of £250.

• Par:£150–6lessonsfromaPGAcoach.


NGB name: British GymnasticsEmail address: [email protected] Designated contact person: Emma PilgrimContact email address: [email protected]

GYMNASTICS


• WeofferarangeofContinuingProfessionalDevelopment(CPD) opportunities for teachers, specifically for use in a school setting.

Resources

• TheProficiencyCoreGymnasticsAwardschemeis for beginners and children aged 5 years and upwards. Further information can be found here www.british-gymnastics.org/gymnasts/resources/ award-schemes

Competition

• TheKeyStepcompetitionresourcehasbeendesignedtointegrate with the British Gymnastics Proficiency Core Award Scheme. The competition framework can be delivered through intra or inter schools and fits within the School Games competition programme.

• KeyStepscoversthreeareasofgymnastics:Floor,VaultandBody Management. Further information can be found here www.british-gymnastics.org/clubs/schools/competitions

Exit routes

• BritishGymnasticsaffiliatedclubsofferawiderangeofgymnastics disciplines, delivered by qualified coaches in recognised environments. To find a club local to your school, please use www.british-gymnastics.org

Direct support

• AccesstosupportfromalocalBritishGymnasticsdevelopmentofficer is available for BG Partner Schools. www.british-gymnastics.org/clubs/schools/schools-gymnastics

• AsaBritishGymnasticspartnerschool,accesstoourGymNet coach tracker will allow you to advertise coaching opportunities and to search for coaches available in your area to deliver within a school setting.


HANDBALL

NGB name: England Handball AssociationEmail address: [email protected] Designated contact person: John ThomasonContact email address: [email protected]


• IntroductiontoTeachingHandballawardforstaff.Acoursewhich allows teachers to play adapted handball games, improvise facilities, resources and adapt rules, as well as enabling them to introduce handball into curriculum teaching. Priced from £150 per course.

Resources

• Primaryschools#BoxThatRocksequipmentoffer,includingballs, primary session plans DVD and a place on an Introduction to Teaching Handball course to support staff training – everything you need to get started for just £165.

Competition

• Locallyledintraandinterschoolcompetition.

Exit routes

• EnglandHandballwillencourageschool-clublinkswherethereis demand and build capacity at the handball club in line with appropriate standards.

Direct support

• EnglandHandballhasagrowingpoolofqualifiedtutorstosupport the training of teachers, leaders and other members of the schools workforce. The Association will also have a staff member in your area that can provide advice and support.


HOCKEY

NGB name: England HockeyEmail address: [email protected] contact person: Emma SadulaContact email address: [email protected]


• Practicaltrainingforteachers(approx3hrcourse),£100for the tutor or free online teachers course using videos to demonstrate key teaching points and activities.

Resources

• Acurriculumbookletwhichhasa6weekschemeofworkandlesson plans for each year group in Key Stage Two, linked to the national curriculum.

• Setof49challengecardswhichbothpupilsandstaff can use.

• Equipmentcanbepurchasedfrom www.youthsportdirect.org

• Freetemplatesandresourcesavailableat www.playquicksticks.co.uk

Competition

• Interschoolcompetition:localschoolgamesevents.

• Intracompetition:teamcompetitionsandchallengefestivalsguidance available on the website.

Exit routes

• Extracurriculumclubssupportedbylocalhockeyclubsandsecondary schools.

• Localcommunityhockeyclubsprovideavarietyofplayingopportunities.

Direct support

• EnglandHockeyRelationshipManagercanhelpdeveloplinkswith local hockey clubs who can provide support in schools.


JUDO

NGB name: British Judo AssociationEmail address: www.britishjudo.org.uk/contact Designated contact person: Andrew WilesmithContact email address: [email protected]


• Teachersawardcurrentlyunderdevelopment.

Resources

• Schools2Dojo,theschoolclublinkprogrammeoffersclear and maintained connection to local clubs and offer promotional resources to help the development of the sport in the school.

• monSTARSistheresourcethathelpsrewardtheprogressofpupils and track their development in the sport. This consists of an achievement book, class achievement posters and stickers that are used to reward pupils for progress. Certificates are then awarded for achievements from Level 1-5.

• Thegradingschemeistheofficialmethodofdevelopmentinjudo with players progressing through the Mon grades. These are awarded with different colour belts. Each pupil is given a training diary to help educate their progress and educates them on healthy living, cultural aspects of the sport and the values of the sport, promoting social and moral development.

• Judocoachesareacrossthewholecountry.OurApprovedProvider scheme can link your school with only the high quality coaches, ensuring standards are consistently high.

Competition

• Levels1and2competitionopportunitiesthroughtheSchoolGames.

Exit routes

• Schools2Dojoisastrongschoolclubslinkthatprovidesthemechanism to support clear communication between the school and club.

• ClearlinkstoanetworkofclubsacrossEngland.

Direct support

• DirectsupportfromtheNGBfieldstaffandtheNationalEducation Co-ordinator.


LACROSSE

NGB name: English LacrosseEmail address: [email protected] Designated contact person: Dave Coldwell, National Club Development ManagerContact email address: [email protected]


• Stafftraining:EnglishLacrosseprovidesCPDforstaffusingLevel 1 teachers courses and INSETS.

Resources

• Teachingaids:easytousemanuals,skillcards,lessonplansandschemes of work.

• Equipment:preferentialequipmentpurchasethroughpartnerLacrosse distributor’s (Bishop Sports).

• Promotionalmaterials:promotionalmaterialsuchasDVD’sandposters available from English Lacrosse head office which supports any project.

• CommunicationandadvertisingofeventsviatheEnglishLacrosseMagazineandE-Zine.

Competition

• InterschoolcompetitionisprovidedannuallybyEnglishLacrosse for Pop Lacrosse.

• IntraschoolcompetitionisprovidedbyEnglishLacrosseforPop Lacrosse.

Exit routes

• Extra-curricular(afterschoolorlunch)aresupportedbyteachers and English Lacrosse development staff to link into the network of community clubs.

• AnetworkofcommunityclubsaffiliatedtoEnglishLacrosseproviding a range of playing and volunteering opportunities for Young People at all ages.

Direct support

• Coaching:directcoachingsupportisavailableviaanetworkofEnglish Lacrosse accredited professional school coaches.

• EnglishLacrossestaff:regionalandcountydevelopmentofficers are available for support, advice and networking.

• Events:EnglishLacrossecanprovideassistancewithofficials,advertising, volunteers and insurance for school events.


NETBALL

NGB name: England NetballEmail address: [email protected] Designated contact person: Lauren Templeton Contact email address: [email protected] Please direct any enquiries to: www.surveymonkey.com/s/primaryschoolnetball


• High5workshop:a3hourpracticalcoursewithresourcestotake away including a DVD, resource cards with useful practices and fun games, a High 5 rules book and lots more. This is great for teachers, coaches or parents who want to get involved.

Resources

• Visitthewebsitewww.englandnetball.co.uk/my-game/High_5 for downloadable resources including the High 5 rule book, rotation sheets, score sheets and centre pass marker sheets.

• FurtherresourcesareavailablewhenyouattendtheHigh5Workshop.

• Memberschoolsreceiveatermlye-newsletterwithinformation for teachers and lots of information and things for pupilstodosuchaswordsearches,quizzes,meettheplayerandcompetitionstowinprizes.

• SchoolGamesresourcesforintraandinterschoolcompetitionare available at www.yourschoolgames.com

Competition

• EnglandNetballsupportedSchoolGamescompetitionforHigh 5 (years 5 and 6) available in the majority of counties.

• LookoutfornewcommunityHigh5competitioncomingsoon.

Exit routes

• WehaveanewcommunityHigh5programmeaimedatyears5 and 6 which will enable young people to access netball opportunities outside of school.

• CommunitynetballclubswhichofferplayingopportunitiesforU11s.

Direct support

• Coaching:supportfromEnglandNetballstafftoidentify a local coach (subject to availability).

• EnglandNetballstaff:supportfromEnglandNetballstafftoprovide information on training, resources, local competition and clubs.

Membership

• FreeaffiliationforallprimaryschoolsinEnglandwithschoolsreceiving a High 5 pack with rules book and poster when you join, termly primary school e-newsletter and members discount when attending the High 5 workshop


ORIENTEERING

NGB name: British OrienteeringEmail address: [email protected] contact person: Edward NicholasContact email address: [email protected]


• BritishOrienteeringprovidestwotrainingprogrammesforTeachers. These are Teaching Orienteering Parts 1 and 2. www.britishorienteering.org.uk/page/teaching

• BritishOrienteeringhasthreeUKCCendorsedcoachingawards(Levels 1,2,3)

Resources

• TeachingaidsandresourcescanbefoundontheBritishOrienteering website

• BritishOrienteeringcentralofficecanprovidecontactdetailsfor equipment suppliers.

Competition

• OrienteeringispartoftheSchoolGamesandagreedformatscan be found on the School Games website.

• Thereareanumberofcluborganisedlocalschoolleagues www.britishorienteering.org.uk/page/school_competitions

• BritishSchoolsandBritishSchoolsScoreeventshappenannually.

Exit routes

• Xploreractivitiesaimedatfamiliesandyoungchildreninvarious locations in the North and East Midlands www.xplorer.org.uk

• ClubNightsaresetuparoundthecountryandare a great environment for those new to the sport. www.britishorienteering.org.uk/page/community_o

• AnetworkofcommunityclubsaffiliatedtoBritishOrienteering.44 of these clubs are Clubmark Clubs and are welcoming to juniors.

Direct support

• Teachingtraining:BritishOrienteeringwilllinkinterestedschools to local tutors.

• Linkstoclubstoprovidemapping.

• BritishOrienteeringstaff:centralofficestaffcanprovideadviceand support to schools on how to deliver an orienteering offer and local orienteering opportunities in the schools area.

• Freeonlineaffiliation.

• Quarterlyemailnewsletter:informationaboutupcomingevents; links to Community activity and further resources.


ROUNDERS

NGB name: Rounders EnglandDesignated contact person: Dan NewtonContact email address: [email protected]


• Fordeliverytoprimaryschoolstaff:teachertrainingcourses(Coaching 4 Teachers).

• Fordeliverytosecondaryschoolpupilsforprimaryschoolsupport: rounders young leader award which includes prelim umpire award (14+) and UKCC Level 1 coach award (16+).

Resources

• TobeusedbyprimaryschoolteacherstodeliverRounderswithin and beyond the curriculum: basic skills award (includes KS1/2 lesson plans), Level 1 and 2 skills cards, small games cards and rounders DVD.

Competition

• Intraschoolcompetition:smallgames,skills-basedandfull-sided Rounders competition resources.

• Interschoolcompetition:SchoolGamesLevels2and3mixedrounders competitions, Year 6 mixed national finals.

Direct support

• Coaching:accesstoqualifiedcoacheslist.

• Schoolmembership(currentlyunderreview):rulebook,entry to national school championships, telephone support from head office, rules clarification, ball voucher from named supplier and discounted rates for resources. Further details www.roundersengland.co.uk/membership/school-membership

• Website:latestnews,accesstoresources,eventcalendarandlocal opportunities.


RUGBY UNION

NGB name: Rugby Football UnionEmail address: [email protected] contact person: David Fraser, National Schools Development ManagerContact email address: [email protected]


• KS2primaryteacherscourse(September2013– designed to support and enhance extra-curricular provision and help the teaching of the new national curriculum).

Resources

• TeacherandstudentresourcetosupporttheKS2courseforteachers.

• KS2PlaygroundLeadersAward.

• RFUonlineteachingandlearningresourcebankincludingPEand cross curricular activities.

Competition

• Levels1-3Sainsbury’sSchoolGames.

• Appropriatelocalcompetitiveopportunities.

Exit routes

• Nationwidenetworkofcommunityrugbyclubs.

• KS2primaryteacherscoursewillsupportschoolstomakethelink to their local community rugby club.

Direct Support

• DedicatedSchoolDevelopmentteambasedatTwickenham.

• EnglandSchoolsRugbyFootballUnion.

• RFUCountyRugbyDevelopmentOfficersandCommunityRugby Coaches are available for support and advice.


SQUASH & RACKETBALL

NGB name: England Squash & RacketballEmail address: [email protected] Designated contact person: Gayle PinkContact email address: [email protected]


• Teachersaward–KS1andKS2.

• EnglandSquash&Racketballleadersaward(for14plusyearolds: ideal for Sports Leaders & BTEC Sports students to lead activities in primary schools).

• EnglandSquash&RacketballLevel1awardincoaching.

Resources

• Teachingresourcesandprogrammes:minisquashcards,primary school schemes of work for years 1 - 6 (includes development of multi racket as well as sport specific skills), Youth Sport Trust School Game cards.

• OpportunitytobuyorborrowMiniSquashequipmentthathasbeen specifically developed for delivery in school halls.

• Accesstopromotionalmaterials.

• CommunicationandadvertisingofeventsthroughEnglandSquash & Racketball regional newsletters.

Competition

• Intraandinterschoolfestivalsandminisquashleagues.

• Localisedschool/clubdeliveryframeworkforSchoolGamescompetitions levels 1 - 3.

• YouthSportTrustSchoolGamesintraschool/level1resource:challenge cards x 3.

• YouthSportTrustSchoolGamesintraschool/level1resource:competition card.

• EnglishU11Championships(individualcompetitionforEnglishplayers).

• NationalSchoolsSquashChampionships(under15and19team competition).

Exit routes

• Extra-curricularactivity–supportedbyteachersandlocalsquash coaches.

• AnetworkofEnglandSquash&Racketballaffiliatedsquashclubs and satellite clubs providing a range of playing and volunteering opportunities for all young people.

• 38countyassociationsprovidingarangeofplayingandcompetition opportunities.

Direct support

• EnglandSquash&Racketballregionalmanagersandadministrators, coaching & performance department.

• EnglandSquash&Racketballaffiliatedclubsand qualified coaches.

• 38countyassociations.


SWIMMING

NGB name: ASADesignated contact person: Susan BarlowContact email address: [email protected]

ASA’s offer

• TheASAprovideadviceontheuseofthefunding, to ensure school swimming is prioritised.

• IfpupilsarenotbeingofferedswimmingaspartofthePEcurriculum then these funds should be utilised to address this immediately.

• Schoolsshouldinvestigatetheachievementlevelsoftheirpupils and look at supporting those children who are not reaching the minimum standards. Booster lessons are an ideal solution,oftenreferredtoas‘TopUps’.

• Aswellasnormallearntoswimlessons,provideadditionallessons around general safety in and around water. This essential component is sometimes overlooked in the delivery of school swimming but it is a statutory part of the national curriculum. Increasing knowledge and practice of water safety skills will save lives.

• Makesureschoolsaregettingthebestoutoftheirteachingstaff. The ASA recommend that anyone involved in the delivery of primary school swimming should take the specialised Na-tional Curriculum Training Programme qualification as a min-imum. Visit www.swimming.org/asa/teaching-and-coaching call 01509 640 463 or email [email protected]

• TheASAencourageschoolstomakeuseofalltheavailableresources that can support swimming delivery, such as a Games Pack and the range of awards available through the Kellogg’s ASA Award Scheme, visit www.awardscentre.org

• Formoreinformationonalloftheabove,pleasevisitwww.swimming.org/schoolswimming or email [email protected]


TABLE TENNIS

NGB name: English Table Tennis AssociationEmail address: [email protected] Designated contact person: Martin Ireland, National Programme Manager (Young People & School Games)Contact email address: [email protected]


Introduction to Table Tennis course

• Anideal3hourcourseforteachersandleadersenablingthebasics of table tennis to be delivered to any age group in a fun and meaningful way.

Coaching awards

• Furtherawardstobuildontheabovecourse: ETTA Teachers Award – 6 hour, ETTA Young Officials Award and UKCC Level 1.

Explore

• Videocoachingresourceandsessionplanner.

Resources

Butterfly skills manual and skills circuit cards

• Theprogrammesupportsteachers/coaches/leadersthroughthe provision of table tennis sessions, competition/festival ideas, skill practices and skills awards.

ESTTA butterfly more schools programme

• Ifyouhavelimitedspaceandequipmentthisonlinefreeresource gives you all the ideas you need for making the best use of space and equipment.

www.estta.org.uk

Competition ladder board

• Agreatresourcetohelporganisefunandcompetitivematches.

Instant Ping Pong

• IncludesinstantArtengoRollnet,batsandcompetitioncards.Ideal for use on school dining tables.

Resources – continued

ETTA

• Equipmentinformation,outdoortables.

Competition

ESTTA School League resource

• Allyourquestionsansweredonhowtoorganiseand run a meaningful table tennis competition, based on:

- Team: numbers of player.

- Time: how much available.

- Tables: equipment you have.

Exit routes

• Accreditedcommunityclubnetwork,contactdetailsthroughSpotlight map on ETTA website.

• Signpostingtolocalschoolswithtabletennisresources/satellite clubs.

Direct support

• Regionaldevelopmentandnationalstaffwhocanprovideadvice and guidance in targeted areas. Links to all the above via the ETTA website www.etta.co.uk/schools


TENNIS

NGB name: TennisEmail address: [email protected] contact person: Paul Williams, Schools Tennis ManagerContact email address: [email protected]

Teacher training and equipment

• Primaryschooltennisteachertrainingcourse:developedtogive teachers the confidence to deliver tennis.

• Coursesarefreetoattendandeveryteacherattendingthecourse receives a free copy of the DVD resource and every school receives a free Aegon Schools Tennis Equipment Pack worth over £500 (limited to one per school).

• Visitwww.schoolstennis.org

Resources

• GuidetoSchoolsTennis2013–providesanoverviewofalltheresource and support available from the Tennis Foundation and LTA.

• PrimaryschoolsDVDboxsetandhandbook: the pupil-facing, innovative DVD contains 5 weeks’ worth of lessons for Years 1 and 2, Years 3 and 4 and Years 5 and 6.

• Schoolstennisactivitycards:over70activitycardstohelpplanand deliver lessons to support ABCs, tricks, drills, main theme and competitive activities.

• Outofschoolshourstennisclubtoolkit:developedtomakerunning an Out of School Hours Tennis Club as easy as possible.

• Tennisactivityweekpack:apre-preparedweekofcross-curricular lessons, based on a tennis theme, ideal for delivering during NSSW or Wimbledon.

• Volleysandvalues:aninnovativecrosscurricularresourcefor children to learn more about the game of tennis and the Olympic and Paralympic Games.

Competition

• TheSchoolsTennisCompetitionFrameworkhasbeendeveloped to provide simple, inclusive and progressive opportunities for pupils of all ages and abilities.

• Forfurtherinformationvisitwww.lta.org.uk/clubs-schools/Schools-tennis

Exit routes

• Findalocalclubwww.allplaytennis.com

• Resourcetemplateswww.lta.org.uk/clubs-schools/Resources---programmes

Direct support and more information

• UsethesupportofyourcountybasedTennisDevelopmentManager to improve tennis in your school.

• TheSchoolsTenniswebsitewww.schoolstennis.orgcontainsarange of resources, support and guidance to help you develop tennis in your school.

• Registerasanindividualorjoinasaschooltoaccessresources,the School Members’ Wimbledon Ticket Ballot, a monthly e-newsletter, discounted equipment and much more! www.lta.org.uk/Tennis-Foundation/My-Schools-Tennis/Profile/


NGB name: Volleyball EnglandEmail address: [email protected] contact person: SuzyStevenson,YoungPeopleManagerContact email address: [email protected]

VOLLEYBALL


• Teachertraining:4-hourcoursesonhowtointroducethesportwww.volleyballengland.org/getintovolleyball/schools_and_youth

• UKCC1andUKCC2coursesorganisedregionally www.volleyballengland.org/courses

Resources

• Teachingresources:easytouse‘VolleySport’cardsforKS1andKS2 learners www.volleyballengland.org/shop

• PromotionalMaterials:advertisingposters,rulespostersandvideos available to download.

• Communicationandadvertisingofactivityandeventsviae-news,websiteand3-Touchmagazine.

Competition

• RegionalLet’sPlayVolleyballfestivalsheldannuallyforschoolsand club teams.

• SchoolGamesformatsdevelopedacrossalllevels (intra school 1, inter school 2, county 3 and national 4).

Exit routes

• AnetworkofcommunityclubsaffiliatedtoVolleyballEnglandprovide a range of playing and volunteering opportunities for Young People of all ages and abilities.

• Extra-curricular(afterschoolorlunchtime)clubsacrossthecountry are supported by teachers and Volleyball England staff through the Change4Life and Premier League 4 Sport programmes that link into the network of community clubs.

Direct support

• Coaching:directcoachingsupportisavailableviaanetworkofVolleyball England accredited coaches.

• VolleyballEnglandstaff:nationalstaffareavailableforsupport,advice and guidance within specialist subject areas with VolleyballRelationshipManagersavailablein‘priorityareas’across England.


WHEELCHAIR BASKETBALL

NGB name: British Wheelchair BasketballEmail address: [email protected] contact person: Matt GibbsContact email address: [email protected]


• Leadersaward:oneday(6hour)courseorganisedbyBritishWheelchair Basketball.

• GradeOneassistantcoachingaward:twodaycourseorganisedby British Wheelchair Basketball.

• GradeTwocoachingaward:fourdaycourseorganised by British Wheelchair Basketball.

Resources

• Teacher’sonlineskillsanddrillsresource (release September 2013).

• Websitewww.britishwheelchairbasketball.co.uk

• Flyersandposters(onrequest).

Competition

• Festivalsifrequired.

• Ticketstointernationalcompetitions(whenorganised).

Exit routes

• Communityclubs.

• Secondaryschoolsatelliteclubs.

Direct support

• Nationalguidanceonprimaryoffer.

• Contactdetailsforcommunityclubs(clubfinder on website).

• Organisationofworkforcecourses.


SCHOOL SPORT COMPETITION


Sainsbury’s School Games

Inspired by London 2012, the Sainsbury’s School Games is designed to motivate and enthuse more young people than ever before to participate in high quality, meaningful competition within and across schools, supporting them in achieving their own personal best in sport and in life.

The Games aims to positively impact on young people’s school sport and PE experience and add significant value to the whole school agenda. It also provides quality opportunities for future leaders, reporters, photographers, musicians and artists to showcase their talent and develop their skills in a live event environment.

The competition will run across three distinct, but integrated levels providing a simple and progressive pathway which culminates in a two multi-sport festivals (level 3) that showcase the very best of competitive sport across the county.

Level 1 and 2 competitions are organised by School Games Organisers (SGOs) in your area. The Level 3 Greater Manchester School Games involves over 3000 young people, 22 Sports and 60+ competitions, all of which take place in some of Manchester world class sorting facilities.

For further information, please contact your area SGO.

Visit www.yourschoolgames.com today and sign up!

More information is also available at www.greatersport.co.uk/schoolgames

LEVEL 3

Annual county/sub-regional culmination of inter-school competition

LEVEL 2

Regular inter-school competition between schools at local level

LEVEL 1

Intra-school competition

LINKED

FEEDS

GreaterSport works extensively with the ten local authority areas of Bolton, Bury, Manchester, Oldham, Rochdale, Salford, Stockport, Tameside, Trafford and Wigan.

See the accompanying insert for further information and contact details on who can support you locally.

LOCAL SUPPORT


SEE YOUR INSERT FOR MORE INFORMATION.


FREQUENTLY ASKED QUESTIONS

These questions may prove helpful as you consider how to use the Physical Education and School Sport Premium. Always ask yourself, “Is this sustainable, will it have an impact and will it leave a legacy beyond the funding?”

Can I use this ring-fenced money to pay a coach to deliver physical education in PPA time? Is this sustainable; are you up-skilling teachers? Are you already using coaches in PPA time? In which case, this would be double-funding.

Can we use coaches to support teachers in the curriculum? Yes. Coaches should help to up-skill teachers’ technical skills and support sustainability but should be appropriately qualified.

Can we use coaches to lead school sport? Yes. Consider how this will link to pathways into after school and other community clubs.

Can we pool resources across clusters of schools? Yes, but provision should address the needs of all schools.

Can we buy a minibus? Yes, if the audit identifies a need. However, will this be sustainable?

Can we use the money for courses, resources and other professional learning? Yes, if it will have an impact on pupil learning, participation and health.

Does the money need to be spent equally across physical education, school sport and health? No, it should be based on need in any one of these areas.

If you have any further questions, please contact Matt Stocks, Development Manager (Children & Young People) at GreaterSport e. [email protected] t. 0161 223 1002

GOT A QUESTION? GET IN TOUCH!

Designed by Sunny Thinking (www.sunnythinking.com)

GreaterSport are here to help and can provide you with all the support you need for the effective use of the Primary School Sport Premium.

GreaterSport Wenlock Way Offices Wenlock Way Manchester M12 5DH

Matt Stocks Development Manager (Children & Young People) at GreaterSport

w. www.greatersport.co.uk

e. [email protected]

t. 0161 223 1002

Twitter @GreaterSport

Facebook GreaterSport

CONTACT GREATERSPORT

primary school premium guidance document

Documents