Walter Evans Primary School September 2016-September 2017
Identified areas of relative strength /- Clear vision statement for PE
- Broad PE curriculum in a variety of safe environments.
- Pupils provided with at least 2 hours of PE per week
- Physical literacy being taught to groups of targeted children in FS and KS1
- Leadership and management of PE is at least good, with PE co-ordinator achieving Level 6 PE professional qualification.
- A high proportion of children represent the school in festivals and competitions, in all phases.
- Inter-house competitions (level 1) provided for all KS2 children.
- At least 26% of KS2 act as pupil ‘workforce’ that plans, organisers, manages and officiates physical activities.
- Assessment in PE has been introduced.
- ‘Change for Life Club’ and Intervention groups established to target the less active y3/4 children.
- Gold Kite mark achieved from ‘Sainsbury’s Your School Games’
Areas for Development /
- High staff turn-over and movement of staff between phases - improve on the confidence of staff in teaching PE and consistency of teaching in all areas of PE.
- Embed OAA planning, teaching and resources.
- Assessment, recording and reporting procedures to continue to be developed and monitored.
- Identification of pupils for intervention.
- SEND and ‘less active’ children to be fully included in lessons.
- Improve level of physical activity within and outside of the PE curriculum
- Provision for G and T pupils
Development foci /
- Training and mentoring of staff to develop confident and competent to use a range of teaching and learning styles in all areas of PE - focus of mentoring to be on three NQT members of staff.
- Monitor and manage the assessment of pupils’ progress in PE and identify intervention groups.
- Develop the level of differentiation and inclusions of SEND and low ability pupils in PE lessons.
- Maintain sports/mini-leaders, including ‘less active’ children.
- Physical activity challenges across school
- Maintain the involvement of pupils leading, managing and officiating in school games through ‘Sports Crew’.
- Maintain the level of participation in level 1 and level 2 competitions.
Total Sport Premium 2016-17 / £9375 / Cost of development programme outlined below / £9375
Quality of Physical Education Teaching
Priority -Objective / Action / When / Who / Success Criteria / Monitoring & Evaluation / Review
Improve confidence and quality of teaching and learning in all areas of PE – focus on 3 NQTs / Provide mentoring to three NQT teachers on teaching of gymnastics, dance, games and OAA.
Identify staff with low confidence in teaching areas of PE.
Mentoring support for staff – teachers to work with FGC to observe HQPE lessons; team teach; plan and deliver lessons. / Autumn 2016-
Summer 2017 / Jo Webb
DW
SSP workshops / Staff requiring / wanting support identified .
Staff observe HQPE teaching and then are able to plan and teach HQPE lessons. / Feedback from staff questionnaires.
Feedback from coaching lessons with other staff members and FGC
Observations by JW and DW / Staff meeting on use of assessment grids and Inset training delivered to staff on how to teach OAA.
NQT teachers received at least one and half terms of training from sports teacher, with one receiving a full years training. Observation of lesson was good+
Discussions and feedback from sports teacher very positive for all three teachers. All NQTs stated that their confidence in teaching PE had increased.
11 out of 13 teachers and 1xHLTA received mentoring with sports coach. 100% feedback from staff stating that they felt more confident teaching the subject they had been mentored in.
Sports coach produced HQ plans for teaching lessons; these were shared with teams. Teachers in each phase that received `coaching shared videos of the lessons they taught with the sports coach. This ensured continuity across the phases and shared good practice. This was particularly useful in dance lessons and some games lessons, eg handball. 100% positive feedback.
NQT – all spent one day on a course run by Derby City SSP on how to use schemes; differentiate; and use evaluation and assessment in lessons. Feedback very positive on quality of the course and all NQTs stated they felt more confident about planning and delivering these areas of PE.
Improved planning of PE curriculum / Development of new/ improved SoW and lesson plans in conjunction with (FGC) – continued focus on OAA. / Autumn 2016 and Summer 2017 Terms
Staff meeting / First Grade Coach,
PE Co-ordinator;
SLT / Shared schemes and lesson planning across phase.
Lessons observed at least good. / Feedback to individual staff on quality of SOW (help with writing from FGC) – inform future development.
Lesson observations. / Maintained use of resources for games, gym and dance (Derby City SSP). FGC added to lesson plans for all areas of PE, which show progress through the school and continuity across phases.
INSET training on OAA introduced staff to new OAA resources, and demonstrated how to plan OAA lesson and use the Matalan resources. These resources are now being used across the school. Planning lessons with sports coach has ensured progression takes place from FS through to Y6.
Games lesson observed in y3/4 showed differentiation, evaluation and assessment taking place. All pupils fully engaged.
Pupil interviews - Positive feedback from pupils – pupils said they enjoyed PE lessons; found them challenging; knew what they were good at and what they needed to improve on.
Creation of a bank of videos to run alongside lesson plans. / Autumn 2016-Summer 2017 / JW, DW, class teachers / Videos on the t-drive being used by teachers. / Monitor the quality of videos; take feedback from staff on how useful they are. / Videos taken by staff that had sports coach placed on the t-drive and used by members of staff. This has been particularly successful in KS2. This now needs to be developed more in KS1.
Achievement
Priority -Objective / Action / When / Who / Success Criteria / Monitoring & Evaluation
Co-ordinated approach to assessment of pupils’ progress in PE. / Monitor the assessment of PE across all phases; identify areas of strength and weakness.
Identify children below and above age expected level and create target groups.
Target groups identified. To include:
- Intervention classes with specialist PE teacher.
- Physical literacy intervention
- Act as mini-leaders
- Directed to Change for Life club
- Participation at competitions and festivals
- MMA placed on MMA list
FGC / Formative and summative assessment being implemented across all key phases.
At least 85% of children at the end of KS1 and KS2 to be at expected or above. / Assessment sheets completed.
Support and extension given to identified children. / Intervention classes – DcitC
Mini-leaders – check list – includes Greater Depth (GD) children who have developed sports clubs in court and Below Expected (BE) children and less active who act as mini-activators and leaders. Participants also GD and BE children.
FG coaches completed two terms of ‘Change for life club’ (names from SMc)
Increased participation at competitions and festivals:
FS2 = 100%
KS1 = 75%
FS and KS1 participated in games festival and fundamentals festival.
Y3/4 = 75%
All Y4 took part in an event, including Boccia, basketball, dodgeball, athletics, girls and boys football, cricket, cross country.
Y5/6 = 100%
athletics, football, cricket, netball, cross country, orienteering and OAA; cycling, tennis, boxercise, rugby.
MMA – from assessment data, MMA placed on list. MMA day allowed them the chance to lead and take part in sporting activities run by specialist coaches. MMA have also been used to run clubs at lunchtimes; mentor dances as part of inter-house dance competition; act as sports leader in lessons.
Increase the involvement of SEND and low ability children in PE lessons / Training on differentiation in lessons – JW; Inset/staff meetings / Spring/ Summer 2017 / Derby City SSP
DW
JW / Increase involvement of SEND and low ability children and decrease in children below expected. / INSET on planning and delivering OAA included how to differentiate and include all abilities.
More training next year on inclusion in other areas of PE.
Increased levels of physical activity. / Children to engage in a ‘Daily Physical Activity’ Challenge.
‘Change for Life’ club, priority to ‘less active’ children; targeted at years 3/4
Sports Leaders to be trained in providing Energy Club to Y1/2 children at lunchtimes. / Spring (2) 2017
Spring (2) 2017
Autumn 2016 / DW; all staff
JW
JW / All pupils increase the amount of intensive activity performed in curriculum time – recorded on chart.
Sports Leaders trained, and planning and organising activities for younger children. / Chart to show the increased amount of physical activity per class.
Keep a register of attendance. / ‘Activity Challenge’ used in Summer term. All classes taking an active part. Charts show evidence of increased physical activity, particularly participation in ‘Daily Mile’. Feedback from pupils was extremely positive and asked for it to take place throughout the year.
Change for Life Club – JW and JS targeted Below Expected children. Data needs to be collected next year to show progress of these children.
Leadership
Priority -Objective / Action / When / Who / Success Criteria / Monitoring & Evaluation / Impact
Ongoing self-review process for PE and School Sport / Repeat YST PE and School Sport self-assessment annually to monitor progress of development
Review progress of Sport Premium Development Plan on termly-basis and revise as appropriate / 2016 – 2017
Termly throughout 2016– 2017 / Head Teacher
PE Co-ordinator / Progress against previous assessment
Plan revised and new targets established / Comply with Government and OFSTED requirements / Self –assessment to be completed in September 2017.
Support on-going development of PE Co-ordinators / Attend SSP ‘Primary Network Meetings’ and PE & Sport Conference / Sept 2016 – September 2017 / PE Co-ordinator
/ Minimum of one staff member at all events / DW attended PE and Sport Conference organised by Derby City SSP.
DW and DB attended Breakfast briefing organised by Derby City SSP.
Achieve YST/ School Games Gold Kitemark for second year / Maintain links with outside clubs and organisations (at least 6)
Maintain the provision of extra-curricular clubs to ks2 to 50% per month. / September 2015 / PE Co-ordinator / Gold Kitemark achieved / Gold kitemark application to be submitted before the end of July 2017.
Out of School Hours Leadership
Priority -Objective / Action / When / Who / Success Criteria / Monitoring & Evaluation / Impact
Maintain involvement of pupils leading, managing and officiating in school games. / House captains and other pupils (at least 20% of KS2) to take responsibility for leading, managing and officiating in inter-house competitions.
Use of TTAs to help organise mini-leaders.
Join ‘Sports Leaders’ scheme. / September 2016 – July 2017 / DW/SKP/MR/JW
House captains and vice captains
Mini-leaders and mini-activators / Pupils organise teams, equipment, rules and officiate in inter-house competitions; keep records of results.
Mini-leaders on main playground/court 4 days/week / Teachers observe pupils officiating at games; pupils keep records of games played, pupils involved and results
Observe mini-leaders working with KS1. / House captains (16 children + 4 other Y6 children) organised a variety of inter-house competitions. These included rounders, football, dance, dodgeball and handball. Also collated the results of the cross country competition.
Mini-leaders (20 children) organise and lead activities with KS1 daily. Open to any KS1 child.
Additionally, 10 MMA sports leaders have orgainsed and lead football training sessions for year 3/4 children and for the girls’ football team (Y3-6).
Maintain number and range of OSHL club opportunities / Use of TTAs, Teachers and outside organisations to provide extra-curricular clubs to at least 50% KS2 per month (average) / AutumnTerm 2016 – Summer 2017 / FGC/DA/DW/DH/Bushcraft/DCitC/ Derby Archery/Woodlands Tennis / Clubs established / Record of places available / Children surveyed on the type of lunchtime and afterschool clubs they would like to have.
Clubs throughout the year available to KS1 and KS2 pupils have increased. On average there were places for 62% of the children in KS2 (this does not include places at clubs run by the mini-leaders).
DA employed to run athletics and multisports; Premier Sports (athletics,rugby, multi-skills have been used to provide lunchtime and afterschool clubs since Christmas. DCitC (cricket and football) and Woodlands Tennis Club have provided after school clubs. DW and DH ran netball club. FGC have provided ‘Change for Life’ clubs, netball and rugby.