impact report

Giving all children the physical literacy,

emotional and thinking skills to achieve

in PE, Sport and life

subject leader reportDeveloping and delivering an outstanding PE Curriculum for all children

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

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

Flo Berry, Subject Leader, Abington Vale Primary School

I love that real PE gives ownership of learning to children and they can independently challenge themselves further. The clear progression of the FUNS cards are easy to follow and children can access them effectively. The children are engaged, excited and eager to learn in every PE lesson which is refreshing to see!

Miss Jade Dixon, Year 2

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impact

report

2 3

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

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

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

staff confidence:

I feel real PE has allowed me to teach fundamental skills in a fun, structured and positive way. It has made me focus my assessment for learning in other lessons using the Comfort, Stretch and Panic tool which has impacted a lot across the curriculum. The excellent use of peer assessment and feedback has changed my practise in PE but also in other lessons I teach.Mrs Claire Glazier, Year 3

“

impact

report

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

What percentage of staff enjoy teaching PE?

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

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

What percentage of staff feel confident to teach PE?

What percentage of staff feel confident to teach PE?

50 95

45 95

35 90

% %

% %

% %

4 5

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

impact

report

6 7

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

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

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

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

pupil engagement:

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

What percentage of pupils enjoy PE?

What percentage of pupils feel challenged in PE?

What percentage of pupils feel challenged in PE?

What percentage of pupils feel successful in PE?

What percentage of pupils feel successful in PE?

35 98

50 90

50 95

% %

% %

% %

I love the games and that we can learn new skills in each lesson. I like working in a team and all the challenges. I couldn’t balance on one leg but now I can for 20 whole seconds! I was scared to start with as I thought I would fall over but then I practised and practised and now I can do it!Harry, Year 2

real PE is good exercise and fun. I love the stories and being active. I can now do lots of hard challenges by closing my eyes and this makes it tricky! My heart beats really quickly now when I am exercising!Summer, Reception

““

F Y1 Y2 Y3 Y4 Y5 Y68 9

pupil progress:

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

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

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

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

impact

report

Imp

rove

d F

un

dam

enta

l M

ove

men

t Sk

ills

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

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

Stay on task with

help

Stay on task

Keep trying

Take control

Consistently try to

improve

Embrace challenge

Take responsibility

for mylearning

F

F

Y1

Y1

Y2

Y2

Y3

Y3

Y4

Y4

Y5

Y5

Y6

Y6

after real PEbefore real PE

after real PEbefore real PE

Play with others

with help

Understand others

Help & encourage

Improve others

Work well with

others

Direct others

Lead others

10 11

profile and broader impact of PE:

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

of the spending.

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

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

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

We chose to invest in real PE as it is very different to traditional PE schemes. The impact I have seen has encouraged staff to confidently teach high quality PE lessons in our school.Laura Cichuta, Head Teacher

“

real PE has allowed staff to focus on children’s fundamental skills but also consider the holistic child and use the COGS; Physical, Social, Creativity, Health & Fitness, Personal and Cognitive in their lessons. We believe this has had the greatest impact.

The method of personal review; comfort, stretch and panic has had huge implications not only for children but for staff too. Staff training sessions on various topics start with comfort, stretch and panic and is a useful tool to see the personalised learning journey staff take in their own CPD. Teachers also use this method of review at the start and end of other lessons in the curriculum. Children are becoming increasingly more aware of how their reflections of learning are having an impact and where to go next. The commitment to collaborative learning is high on our agenda and we feel that real PE has encouraged us to do this further through reflections in class and giving children autonomy over their learning.

12 13

next steps...We are planning on investing our gymnastics curriculum to mirror that of real GYM. With staff members from each Phase being given training has meant they can deliver high quality gym lessons as part of the PE curriculum and be used as role models to other staff on how to upskill their own CPD.

By using the Learning Nutrition framework against our real PE drop ins has meant staff are able to see progression in their own lesson and are beginning to apply these principles in other lessons to change children’s mind-sets. This is something we hope to continue in the future to ensure high quality PE lessons are being delivered.

The introduction of Family Funs is another element of real PE we would like to consider to reach out to our families and communities. This additional support to help families means that the philosophy of real PE is being embedded within family values and culture which has a massive impact on the whole child.

With the confirmed financial gain for PE and Sport we plan on investing a large amount of our Sport Premium funds on future training and resources for staff to ensure we are “redefining what is possible” in the field of PE and Sport in our school.

Health & Well Being: Implementation of a family

engagement strategy to develop healthy habits and sustained

positive behaviours.

Staff Training & Support: Further alignment

of curriculum to the real PE approach using the real gym

programme.

Creating positive relationships

with physical activity for life

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Abington Vale Primary School Stirling House, 77 The Avenue, Cliftonville, Northampton NN1 5BTT: 01604 635 071E: LauraCichuta@avps.org.uk www.abingtonvaleprimary.co.uk @avpschool