evidencing the impact of the pe and sports premium cape ... · and team teaching. the pe lead has...

Evidencing the Impact of the PE and Sports Premium Cape Primary 2020-2021

Review of 2019-2020:

Total Annual PE & Sport Premium Budget: £21, 410

Development Target Cost

To ensure PE has clear progressive skills, knowledge and understanding that embed the overarching aims of National Curriculum.

£200- PE Lead Cover

To improve the quality of teaching and learning in PE by ensuring all staff are clear about the learning journey.

£995- DanceDesk

£200- Gymnastic Course

£4,690- CPD from WBA

£1000- Equipment Replenishment

To raise the attainment in Swimming across Key Stage. £6,450

Re apply for the AfPE quality mark in PE. £275

To improve the quality of provision and participation at lunchtimes.

£11,700. £6,800 from PE and Sport Premium. (£5000 is from main school budget)

£800- Hoop Guy Experience Other: CPD for PE Lead through DanceDesk. 2 hours of PE. Updated policies, risk assessments and PE and Sport report

Key achievements to date: Review of 2019-2020

1)Intent- To ensure PE has clear progressive skills that embed the overarching aims of National Curriculum. Implementation- PE lead revised the current curriculum provision for PE to ensure the coverage of skills clearly matches the overarching aims of the National Curriculum. PE lead has made clear links between skills in different areas of activity within PE to ensure skills are embedded in all lessons. PE lead to arrange targeted CPD for staff to ensure the progression of skills are understood and implemented by all staff. PE lead to rewrite accordingly the skills progression booklets for each area of activity. Impact- There are a range of activities to ensure learning is maximised and the revised curriculum content clearly identifies the overarching aims of the National Curriculum. Children are becoming more confident in performing the different key skills and demonstrating these through game play but this now needs to exited to other areas of activity such as gymnastics and dance. Staff are beginning to be aware of the progression of skills taught and how their ‘bit of the jigsaw’ impacts on the ‘big picture’ of learning. Children are beginning to make links between the skills they have already been taught and how this supports their current learning. The school has a revised PE curriculum statement that clearly maps how the learning journey for children at Cape meets the needs of our community. Data shows that a higher percentage of children are working at age related expectations or above. See data grid below.

NB: Due to COVID-19, this will need to continue into the next academic year, to ensure the implementation is continued by ALL staff and impact is evidenced.

2)Intent- To improve the quality of teaching and learning in PE by ensuring all staff are clear about the learning journey. Implementation- PE lead to revise the current skills progression maps to ensure they meet the needs of our school and community and the overarching aims of the National Curriculum. PE lead to provide staff with CPD to enable a clear understanding of skills progression. Staff to ensure the lesson sequence clearly builds upon prior learning by using the skills progression framework. Staff to ensure planned activities match the skills progression. PE lead to triangulate the data submitted by staff and analyse the strengths and areas for improvement across the year groups. WBA to support year group teachers in the delivery of different aspects of PE. The programme is designed for WBA coaches and teachers to work together in the delivery of lessons, through observation, support and team teaching. The PE lead has attended a 2day gymnastic course, developing her subject knowledge and the skills children need to be taught. Impact- There are clear skills progression guidance in place that is well matched to the needs of the school. Outcomes for pupils are continuing to improve with a clear learning journey. Staff subject knowledge is being developed and in turn outcomes for children are improving. Children are beginning to be clear about how their learning fits into the teaching sequence and how prior learning is built upon. Planning and lessons build on prior learning, and as a result, outcomes for pupils are improving. Data will show the strengths and areas for improvement in different activity areas. PE lead to provide additional support for different year groups based on the data submitted. Teachers feel supported by WBA coaches and have benefited from the team teaching in different aspects of PE. “Observing the Albion has been useful, watching how they engage and develop pace throughout the lesson. The Albion has had a good impact on the PE curriculum” (Year 2 teacher) Teachers are gaining more confidence in planning high quality lessons to ensure children are receiving the skills needed in different areas of PE. “WBA delivery is helpful. Useful to see how someone else delivers and pick up useful info and tips for teaching skills. The children have developed the skills needed.” (Year 4 teacher) COVID 19- After the PE lead attended the gymnastic course, a staff meeting had been planned, this will now need to be delivered to school staff during at the beginning of the academic year 20-21 to ensure good practiced is shared and the teaching of gymnastics is improved across the whole school.

Moving forward into 2020-2021, the PE lead now needs to track the data of chn achieving ARE and GD in the different aspects of PE to identify the strengths and weaknesses in PE.

PE Comparison Data 2017-2020. Percentage of children achieving Age Related Expectation and Greater Depth in PE.

Cape Primary experiences high mobility within year groups. We have a significant amount of children who start school part way through the year and who are either new to the country or have limited education experience. This can have an impact on the PE data each half term. Year 2019-2020, the PE lead has adapted the PE curriculum to ensure it is a skills based PE curriculum for all year groups. Skills have been added to ensure they are progressive across the year groups. This has also had an impact on the PE data each half term.

Children were selected, at random, to complete a pupil voice with the PE Lead. 94% of children enjoy their PE lessons and when asked whether they enjoy their PE lessons and if they are engaged, some of the responses were; “100%” “1000%” “We love it” “It’s so much fun!” “It’s magnificent” “You get to have exercise” “Yes I love PE, everyone loves PE.” “You get to do lots of different sports in PE and I like the clubs and football club” “I only don’t like the PE logs because I want to do PE instead, but sometimes the hall has someone else in like pirates and shows so I think the logs are actually good that we still have PE in the classrooms NB: Due to COVID-19, this will need to continue into the next academic year, to ensure the implementation is continued by ALL staff and impact is evidenced. 3)Intent- Raise the attainment in Swimming across Key Stage 2. Implementation- PE lead to work with Sandwell Leisure Trust to look at the swimming provision we offer the children at Cape and clearly identify the difference in swimming skills across key stage 1 and key stage 2. PE lead to track the progress of Key stage 1 children and Key stage 2 children in swimming. Provide parents with information regarding the importance of swimming. Impact- The Skills progression booklet shows the assessments in swimming that has been written by the PE lead and SLT. There is beginning to be an increase in the number of children being able to swim 25m unaided in comparison to previous years. Children enjoy their swimming lessons and are able to talk about water safety. Children are not as fearful when getting into the swimming pool and children are excited to go. “When is it our turn to go swimming? Are we going next? I love swimming” NB: Due to COVID-19, this will need to continue into the next academic year, to ensure more children are reaching the 25m expectation. PE Lead to look at the swimming provision to ensure those children who missed out on their swimming are able to attend before leaving Key Stage 2.

4)Intent- Re apply for the AfPE quality mark in PE. Implementation- PE lead to re-apply for the AfPE quality mark focusing on the distinction mark. Collect all the required data to demonstrate our high quality PE and sport within PE. Ensure children are taking part in competitive sports, clubs and activities throughout the year. Projected Impact (still projected due to COVID)- PE lead will meet with a member of the AfPE team and produce evidence of the high quality of PE and Sport at Cape.PE lead will demonstrate that PE and Sport at Cape has developed over the 3 years from good to distinction. There will be an increase in children taking part (including FSM, PP, Key Stage 1 and SEND children) in additional activities through lunch clubs and competitions. Children will be able to talk about the importance of health and well-being as well as being active. Children will have developed confidence in water safety and more children are able to swim the recommended 25m in a pool. NB: Due to COVID-19, the PE Lead has applied for the Quality Mark to be completed by February 2021. This will continue into academic year 2020-2021 5) Intent- To improve the quality of provision at lunchtimes. Implementation- Provide training opportunities for lunchtime staff in different sports and games. Purchase resources and equipment that can be used at lunchtime to deliver activities/games during lunchtime. WBA foundation to support lunchtime supervisors in the delivery of games/activities. Sports council pupils to help with the implantation of activities and games during lunchtimes and playtimes. PE organised a ‘Hoop Guy’ experience for children and staff to learn the skills in hula hooping. Impact- Lunchtime supervisors have gained knowledge on a broad range of games and activities that they can deliver during lunchtimes. A range of resources

and equipment is being used to help deliver different games and activities. Children are engaged and enthused during lunchtimes with children gaining skills in different sporting activities as well as building on team work/ independence skills. Behaviour has continued to be good as children are focused and engaged. Children, and staff thoroughly enjoyed the ‘hoop guy’ experience with many learning the skills behind hula hooping. More children are using the hula hoops during playtimes and lunchtimes, demonstrating the skills they have learn. Children have said “I couldn’t hoop before now I can. I can hoop for 100 seconds” (Year 3 child) “I can hula hoop and go onto my knees and back up again” (Year 5 child) “The hoop guy had a really big hoop and he made it stay up for ages. I can use this hoop and make it go round my arm and my leg and go on my knees” NB: Due to COVID-19, this will need to continue into the next academic year. WBA will be delivering ‘Young Play Leaders Award’ to Years 5 and 6, and continuing to work with Lunchtime supervisors.

Key Stage 1 have the chance to participate in more clubs over the academic year More children across the school has had more opportunity to take part as opposed to previous years. Previous years only 15 children per year group whereas this year 18

children have been invited to each club.

Yellow- percentage has risen from last year Green- percentage has stayed the same from last year

Blue- percentage has gone down less than 5% than last year No highlight- percentage has gone down more than 5% than last year

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

What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres?

20%

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

Front Crawl- 47%

Backstroke- 44%

Breaststroke- 28%

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

51%

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

Yes- Year 4 pupil attend swimming as part of the national Curriculum.

In addition, Year 2 pupils now attend additional swimming

lessons to allow them to gain confidence when in and around the water and to allow them to

gain understanding of water safety.

Areas for further improvement and baseline evidence of need: Plan for 2020-2021

Intent- To ensure that skills that were not covered in 2019-2020 (due to COVID-19) are, where possible, incorporated into this year’s planning and lessons. Implementation- To identify the key skills that were not taught in 2019-2020.To ensure the coverage of skills clearly matches the aims of the National Curriculum and incorporate any key/ progressive skills that were not completed in the previous year. To inform staff about what needs to be addressed from 2019-2020. Projected Impact- Opportunities to incorporate missed skills from 2019-2020 to ensure that the children do not have gaps in their learning. Staff will be clear about what skills need to incorporated into this year’s lessons and how these skills that have been missed, impact on the children’s learning. The children will be able to build on the skills they have and use these to progress onto the skills are learning for their current year group. Intent- To improve the quality of teaching and learning in PE by ensuring all staff are clear about the learning journey within their year group and what has previously been taught and what will come next. Implementation- To ensure that all staff use the year group handbook to plan lessons in PE. Referring to the progression of skills across the whole school and the yearly overviews with additional guidance. This will ensure they meet the needs of our school and community and the overarching aims of the National Curriculum. To ensure that all staff are using the Big 5 and Knowledge organisers effectively so that the children and staff are aware of the journey of the learning. To ensure that lessons are engaging and progressive (following the guidance given in the Yearly overviews.) To ensure that monitoring identifies how well the Knowledge organisers, Big 5 and Yearly Overviews are being implemented to improve the outcomes for children. Teaching staff to attend CPD in dance and work alongside a member of EpicDance to complete a dance unit ensuring skills are progressive. Projected Impact- Clear skills progression guidance in place that is well matched to the needs of the school. Outcomes for children improve with a clear learning journey. Children are clear about how their learning fits into the teaching sequence and how prior learning is built upon. Knowledge organisers and the Big 5 questions ensure that the children are very clear on their learning. Planning and lessons build on prior learning, as a result, outcomes for pupils improve. To ensure a 10% uplift in the number of children reaching ARE in PE. Staff will be confident in planning and delivering a series of dance lesson, and are able to articulate the skills that children are learning. Intent- Raise the attainment in Swimming across Key Stage 2. Implementation- Subject leader to work with Sandwell Leisure Trust to look at the swimming provision we offer the children at Cape. Subject leader to track the progress of Key stage 1 children and Key stage 2 children in swimming. Provide parents with information regarding the importance of swimming. Skills progression booklet will show the assessments in swimming that has been written by the subject leader and SLT. Projected Impact- There will be an increase in the number of children being able to swim 25m unaided in comparison to previous years. Children will enjoy their swimming lessons and be able to talk about water safety. More children will attend public swimming session during weekends and school holidays. Intent- Gain distinction in the AfPE quality mark in PE (PE Lead has already applied for the mark) Implementation- PE Lead to work with PE Network/AfPE assessor to obtain the quality mark. Collect all the required data to demonstrate our high quality PE and sport within PE. Ensure children are taking part in competitive sports, clubs and activities throughout the year. Projected Impact- Subject leader will meet with a member of the AfPE team and produce evidence of the high quality of PE and Sport at Cape. Subject leader will demonstrate that PE and Sport at Cape has developed over the 3 years from good to distinction. Children will engage in more competitive sport through

the PE curriculum/ clubs and sports. They will be motivated to get involved and show ‘team sprit’ while engaging in competitive sport. Intent- To continue to improve the quality of provision at lunchtimes. Implementation- Ensure lunchtime supervisors have created a games/sports Rota that is being used to support active lunchtimes. Purchase resources and equipment that can be used at lunchtime to deliver activities/games during lunchtime. WBA foundation to support lunchtime supervisors in the delivery of games/activities. WBA to deliver the ‘Playground Leaders’ course to small groups of children. Projected Impact- Lunchtime supervisors will be confident in delivering a range of sports and games during lunchtimes. They are actively getting children involved in different games/sports. A range of resources and equipment will be used to help deliver different games and activities. WBA to support lunchtime supervisors but also encourage the lunchtime supervisors to take the lead in different games and sports. Children will gain knowledge in different sports/games that they can deliver at playtimes and lunchtimes. They will be confident in taking the lead in different games/sports and actively inviting other children to take part. Children will be engaged and enthused during lunchtimes. Behaviour will continue to be good. Children will gain skills in different games and activities.

Academic Year: 2020-2021 Total fund allocated: £21, 410 + £5.00 for every Reception Child- £450

Date Updated: June 2020

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

Percentage of total allocation:

£16,848. 77%

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

1. 2 hours of PE each week (1 hour swimming session per week for Year 2 and 4)

2. Reception and Nursery

will continue having a planned time to go into the hall to deliver the EYFS PE curriculum/WriteDance

Every class will be allocated 2 hourly sessions in the hall/playground

All children will have the correct Kit. Parents will be reminded of kit expectations.

PE lead to purchase spare swimming kits to ensure chn are able to attend their weekly swimming sessions

PE lead to purchase and replenish staff PE tops to ensure they are safety able to deliver PE lessons.

Ensure parents are aware of what PE clothing needs to be sent to school.

Discuss with parents, the importance of PE and independently changing

Children will be encouraged to dress independently.

£100- spare swimming kits. £100- staff PE kits

1.1 Children enjoy their PE sessions. 1.2 Most pupils will have the correct

PE kit. All pupils will participate in lessons

1.3 Increase in numbers of pupils attending swimming lessons

1.4 All pupils will make good or better than expected progress in PE and swimming

Children in EYFS will be able to: 2.1 talk about why they need to be

active and the importance of being active

2.2 to independently change for PE and care for their own needs.

2.3 talk about the key skills they are developing and why

2.4 demonstrate key movements and balances.

Additionally: 2.5 children will enjoy PE 2.6 their gross motor skills (co-

ordination, balance and core strength) will improve- this will be

3. Lunchtime Clubs and

Playground Activities

Children will have the kit and most will have the correct kit

Attend regular PE sessions

PE lead to ensure all staff are aware of the progressive skills throughout the EYFS PE programme and to outline what skills are being developed.

PE lead to ensure staff are aware of the importance of demonstrating and modelling key skills accurately and ‘perfecting’ moves to ensure children are able to demonstrate these skills effectively.

PE lead to ensure a range of children i.e. boys, girls, FSM and PP are attending different clubs

Registers to be taken and monitored.

Target those children who aren’t engaging with extra-curricular sports.

Pupil voice will be undertaken to see what sports and clubs the children want and what impact they think the clubs are having.

WBA to deliver Young Leaders Award with Year 5 and 6.

Young Leaders to implement activities and games with children during playtimes and lunchtimes.

£15,148

£10,148 from PE and Sport

Premium (£5000 is from

main school budget)

shown through baseline and evaluation data

2.7 their fine motor skills will improve and support readiness for writing- evidence in Literacy books and learning journeys.

5.1 Increased activity levels at

lunchtime 5.2 Improved positive attitudes and

behaviour of children at lunchtime. 5.3 Improved health and well-being of

children 5.4 More confident children who will

try and have a go at different sports and activities

5.5 Improved and clear talent pathways for children

5.6 Increased child independence and child led activities

5.7 Increased links to PE their own PE lessons

5.8 Improved social skills, friendships 5.9 Increased friendly competition 5.10 Increased numbers of Young

Leaders who have the confidence to plan, share, lead, deliver and evaluate different games and activities during lunchtime and playtimes.

5.11 Children will develop skills in different activities and initiate activity independently and with a small group of friends.

4. Additional

swimming/water safety lessons for Year 2

5. PSHE days, including the

importance of being active, workshops planned across the year (including inter and intra

Monitor the children’s swimming ability and follow this up in Year 4 when they attend swimming again.

Pupil voice to gain children’s thoughts and their understanding of swimming

Teaching staff will ensure swimming instructors are monitoring the children.

Monitor the amount of children gaining different coloured certificates.

Direct parents to Sandwell leisure centres to encourage children to attend free swimming

Canal and River Trust to deliver water safety assemblies and workshops for Key Stage 1 and Key stage 2 children.

All children to have water safety booklets for them to complete.

PE lead to plan and arrange different activities for Sports Week.

PE lead to work with the PSHE co-ordinate to plan and deliver a being

£6,500

4.1 Increased number of children who

are confident and enjoy being in the water.

4.2 No child prevented from participating due to lack of appropriate clothing

4.3 Children have a gained knowledge of water safety and how to self/peer rescue. They are able to talk about different water dangers and how to stay safe.

4.4 Improved swimming data and more children making expected progress

4.5 The percentage of children being able to swim 25m unaided will increase by the end of Key Stage 2 (impact can now be monitored from Year 2- Year 4)

5.1 More pupils engage in a greater

range of sports/activities 5.2 Increased pupil enjoyment 5.3 Improved and increased pupil

awareness of how to stay healthy and lead an active lifestyle

5.4 Pupils gain an understanding of health and wellbeing and how they can best support themselves.

competitions, sports weeks and Sports Day)

an active day.

Sports council to set up activities/sports for their year group, including competitions and sports day.

Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement


£1,870. 9%




PE curriculum revised to show clear progression of skills across the whole school

Update the curriculum map to ensure full coverage over Key Stage 1 and Key Stage 2.

Update Skills Overview booklets for all year groups and share with all staff to ensure they are aware of the progression of skills they need to teaching.

Create Visual Prompts, Vocabulary Posters and Knowledge Organisers; share these with staff to upskill their knowledge and teaching in PE.

Work with outside agencies (WBA and SLT) to ensure they are aware of the schools progression of skills and are teaching the skills set out.

£600- PE Lead cover cost

Children continue to make age related progress and in some cases meet greater depth.

Children are able to talk about the skills they have/are developing and how this links to other areas of learning.

Children are able to talk about the key skills they are learning and the prior learning in each area of PE.

Staff are able to talk about the skills they are teaching in their lessons and know how to adapt skills where needed.

Staff are aware of the gaps in learning and are able to support children to make progress.

Staff, Governors, Ofsted,

PE Policy to be adapted and amended in line with new guidelines. PE Policy to be shared with Staff and governors Risk Assessments to be updated DanceDesk/Youth Sport Trust/ AfPE information and Guidance AfPE Quality Mark- Distinction

A clear vision statement needs to be developed that reflects the promotion of active, healthy lifestyles within our school ethos.

The PE Policy and risk assessments need to be updated and amended in line with AfPE recommendations and to be shared and agreed with all staff and governors.

Continue to attend network meetings delivered by DanceDesk/YST/AfPE and share information with staff and SLT.

Use information shared during cluster meetings to support staff CPD

PE lead to apply for the Quality Mark

PE lead to collect evidence towards the Quality Mark.

£995

£275

parents and children are aware of why we deliver PE and sport at our school.

Children, parents, staff, SLT and governors are aware of all changes.

Children are able to talk about how to stay safe in PE and how they can look after their selves and others.

Children continue to make good or better than expected progress

New initiatives and projects are shared with staff

Resources are used to support teaching and learning

Rise in pupil progress in PE and swimming from previous Quality Mark

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


£11,493. 53% School focus with clarity on intended impact on pupils:



CPD support for teaching staff in Team Games/Sports (from WBA foundation) CPD in Gymnastics delivered by PE Lead

PE lead and teaching staff will monitor the progression of children throughout the course of the sport.

Pupil voice

Staff voice

Encourage children to take part within local clubs

PE Lead to create a staff CPD session based on the information from the 2-day gymnastic course

PE Lead to deliver CPD to all staff

PE Lead to support teaching staff during Gymnastics Lessons

Staff Voice

Pupil Voice

Apart of the WBA- £15,148 £10,148 from PE

and Sport Premium

(£5000 is from main school

budget)

Teachers will be up skilled in the delivery of team games and sports

Their confidence in delivering high quality PE lessons will increase

Teachers will be able to support other staff with CPD sessions

Children will continue to make good progress or better than expected progress

Children will enjoy their PE lessons

Children will develop teamwork skills

Children will be able to evaluate their own performance and those in their team

Children will be able to talk about the key skills they have been learning and apply these to other sports.

Teachers will be upskilled in the delivery of gymnastics

Teachers confidence in delivering high quality Gymnastics lessons will increase

Children will make good progress and some making better than expected progress

CPD in Dance delivered by EpicDance Dance Network- Support for the PE lead through cluster school meetings. 1:1 support or a twilight session for staff at school.

EpicDance to deliver a CPD session to all staff on the fundamental skills in dance

EpicDance to work with PE Lead to create a Long Term plan for dance

EpicDance to work with Year Groups in planning a high quality unit of Dance

PE lead to attend cluster meetings regularly and arrange 1:1 support or staff twilight sessions- Dance

PE lead to ensure staff are using skills to improve the teaching and learning in school.

NQT CPD- training course

£350

£995

Children will develop their skills and knowledge in Gymnastics

Children will enjoy their Gymnastics lessons

Children to get involved in gymnastics outside of school through local clubs

Teachers will be upskilled in the delivery of Dance

Teachers confidence in delivering high quality Dance lessons will increase

Children will make good progress and some making better than expected progress

Children will develop their skills and knowledge in Dance

Children will enjoy their Dance lessons

Children to get involved in Dance outside of school through local clubs

PE lead to gain confidence and knowledge within the subject

Good practice being shared between local schools

PE lead to share information with school staff to enable their subject knowledge to develop.

The confidence and quality of teaching and learning raised throughout the school.

PE lead professional development

PE lead to ensure PE Premium is being spent effectively and efficiently

PE lead to observe lessons, monitor assessment sheets and photo evidence books.

PE lead to provide feedback to staff and support where necessary

PE lead to carry out monitoring on subject to ensure PE across the school is being taught, delivered and assessed to a high standard

Teaching staff are confident at delivering lessons, assessing and monitoring the children.

Children are observed having fun, working and supporting each other, using STEP to support their own PE learning.

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


£2,700. 12%




Year 5 trip to Edgmond Hall Health and Fitness Day

Children attend a residential away from their parents

Children to work within a team and engage in different activities

Children to be able to take of theirselves and understand the need to be safe and how to stay safe.

Arrange a timetable for all classes to take part in a Health and Fitness day and activities

Children engage in new

£5000 approx (School budget)

Children are happy being away from their parents

Children know how to keep their selves happy and safe

Enjoyment

Getting involved in new activities/sports

Reflecting on their own personal development and what they want to achieve and get better at.

Children’s strength and ability will increase

Children will be inspired to improve and get involved in different sports and activities

Replenishment of Equipment and Resources Specific Activities links to health and wellbeing i.e. First Aid sessions, Water Safety, mental health and wellbeing

sports throughout the year

PE lead to audit the current resources and equipment in school and ask staff what other equipment they need for them to deliver high quality lessons.

PE lead to monitor how much is being spent.

Pupil voice

Staff voice

Subscriptions to 5 a day, Cyber Coach and PE primary.

PE Lead to arrange visitors/companies to come into school to speak to pupils and complete activities based on the topic.

PE lead to work with the PSHE lead

£1500

£1,200

Children are happy and enjoy taking part

PSHE/PE books

Equipment and resources will support the delivery of lessons to ensure they are of a high quality and can support the teacher’s delivery of lessons.

Resources to support lunchtime clubs and playtimes- children will become more active more of the time.

Pupils are able to talk about different strategies on how to stay safe, healthy and have a positive attitude on their well-being.

Pupils are able to talk about First Aid and demonstrate how to perform First Aid on others.

Photos/evidence in PSHE books

Key indicator 5: Increased participation in competitive sport


£10,248. 47% School focus with clarity on intended impact on pupils:



Competitions across Key Stage 1 and 2 WBA Foundation: Football Team- boys and girls

PE lead to ensure acceptance of competitions invites and encourage a range of children take part through Sainsburys Games and Local School network

Direct children to different sporting clubs outside of school

Ensure all year groups are organizing and planning inter house competition every half term

Continue to have a girls and boys football team

PE lead will ensure children are taking part and developing their skills.

PE lead will direct children to different football teams/clubs outside of school

£100

Apart of the WBA- £15,148 £10,148 from PE

and Sport Premium

(£5000 is from main school

budget)

Increased pupil participation in more competitions

Positive attitudes and behaviour of children during competitions

Increased health and well-being of children

More than 1 team are entered into the competition

Children’s confidence and game knowledge will develop in a wide range of sports

Children develop a sense of healthy competition and sense of enjoyment

Encourage children to take up a particular sport outside of school

Competition lists

Photo evidence

A girls’ team will continue as well as the boys’ team to ensure a good gender participation ratio.

Children’s confidence and knowledge on how to play will increase

Sports Council to be trained in the delivery of activities during outdoor play Sports Day/Spots Week Transport to Competitions and events

Develop a batch of games and activities that are designed to be delivered by sports council

Lunchtime supervisors to support.

Equipment/resources will be purchased

Ensure all children participate in at least 6 different sports- ranging in different skills

Pupil voice and staff voice

Upkeep of the school’s mini buses

Have insurance

Licensed drivers

Booster seats

Risk assessments

(Schools Main Funding)

Children will be engaged during playtimes and lunchtimes

Children will be more active more of time throughout their play/lunch times

Children will develop leadership skills and be able to support others.

Children will develop life skills such as perseverance, resilience and fair play.

Team work

Increased participation in different sporting activities

Game play and team work

Social skills and friendly competition

Health and well being

WBA pathways into clubs

More pupils attend competitions

Pupil voice

Staff voice

evidencing the impact of the pe and sports premium cape ... · and team teaching. the pe lead has...

Documents