Raising the profile of PE and sport across the school as a tool for whole school improvement

Kim Henderson PE Consultantconsult@kimhenderson.co.uk

Successful learners ……..

Habits of mind

THE 10 LEARNING HABITS OF CHAMPIONSGuy Claxton

1. Responsibility: self-coaching, designing own learning

2. Self-evaluating: honest self-awareness, setting targets, seeking and taking feedback

3. Determination: resilience, bouncing back, self-talk

4. Curiosity: wondering, asking questions, experimenting

5. Paying attention: noticing, concentrating, peripheral vision

6. Smart practising: automating, flexing and the ‘hard parts’

7. Visualisation: mental rehearsal, copying, being your hero

8. Collaboration: team learning, being supportive, giving feedback well

9. Reviewing: reflecting on progress, making links, looking for transfer

10. Performance mindset: optimising focus, psyching up and down, learning to stay fluid under stress

To what extent (1-5) do I develop each of these systematically, developmentally and progressively?

What does Ofsted say about successful learners in PE?Acquire new knowledge and skills exceptionally well and develop in-depth understanding

Practise skills by themselves and are able to apply them in new situations

Are physically fit, exercise regularly, remain active for sustained periods

Think for themselves, take the initiative, show leadership skills and qualities, instil excellent attitudes in others

Show good levels of originality, imagination and creativity

Know how to improve their performance and work for extended periods of time without the need of guidance or support

Develop a passion and commitment to the subject and eagerly participate

Can swim at least 25m and remain safe in and around water

Continue to participate in the next stage of their education / in healthy active lifestyles

Impact and outcomes thus far?

• Great opportunity – what difference has it made?

• PESSPA related outcomes?

• Has this automatically led to holistic/ whole child/whole school outcomes? For how many children?

Whole school priorities

What are yours?

Whole school priorities from Ofsted 2017 reports for some Herts schools (these are all from ‘good’ schools)• Increase level of challenge to ensure progress

• Give more time to extend thinking and reasoning skills

• Continue to develop an effective curriculum that enriches and extends children’s imaginations, skills and knowledge

• Develop the skills of writing for different purposes

• Challenge the more able

• Provide wider opportunities for pupil independence so that they take a greater lead in their learning to take risks and develop resilience

• Embed the habits of being successful learners early in their school lives

• Ensure outdoor play for EYFS is sufficiently challenging

Examples from Head teacher colleagues

• Ensure our whole school community develop greater resilience

• Support pupils to have ownership of their own behaviour

• Develop an understanding of growth mindset and how this can support effective learning

• Develop progress in Habits of Mind and how this is assessed

• Pride in yourself – presentation / behaviour

• Well being – Physical / Emotional / Family and community

• Raise awareness and promote healthy lifestyles inc. the emotional wellbeing of children, parents and staff

• Increased pupil confidence through aspirational events to motivate pupils to complete their best work, inspiration through observing others' work and termly celebration events/displays

• Extending performance opportunities in the wider curriculum; pupils develop their cross curricular understanding whilst also developing self-confidence through presentation and deeper engagement

• Dialogic learning / To develop speaking and listening skills / Oracy across the curriculum

• To raise achievement in writing by focusing on the use of talk to organise ideas and develop vocabulary and presentation.

• To support the development of learning character• Assessment of progress / using ICT and Apple TV /

keep good evidence of progress across all areas of the curriculum

• To differentiate effectively to ensure that children of all abilities are motivated and challenged

• Improving pupil voice to support high quality learning behaviours

• Ensure learning activities are well matched to pupils’ abilities

• Integrating subjects and using a creative approach• Improved lunch and break time experience for

children• Embed a consistent whole school approach to

teaching and learning through the implementation of the school ‘Passport to Success’

• Narrow the gap of attainment between pupils and challenge the more able

• To increase the attainment of boys in EYFS• To enrich pupils’ learning through outdoor learning

opportunities

How do we achieve our priorities using PESSPA as part of the answer?

Examples – Possibilities – Creative solutions

• What ideas can we develop – what programmes / resources can we develop /utilise?

• Consider time for PE – space and facilities – equipment and resources both from school and through SSPs – approaches to teaching, learning and evidence of learning – links across the curriculum – links between curriculum / extended activities and learning beyond the curriculum / the community

• Embedding change to make a difference – sustainability – role of Governors / parents

Using a Learning Wall for Physical EducationGymnastics example

LEARNING OBJECTIVE

FOCUS FOR MY LEARNING IN GYMNASTICS

Balance (Physical)

I WANT TO CHALLENGE

MYSELF TODAY BY…….

I WANT TO KNOW / LEARN

/ BE ABLE TO…….

SUCCESS CRITERIA

WHAT QUESTIONS

CAN I ASK TO HELP ME GET

BETTER / MAKE PROGRESS?

WHAT QUESTIONS

CAN THE TEACHER ASK TO HELP ME

GET BETTER / MAKE

PROGRESS?

WHICH HABIT OF MIND WILL HELP ME TO BE

A GOOD LEARNER TODAY?

HOW HAVE I CHALLENGED

MYSELF TODAY?

HOW WILL I CHALLENGE

MYSELF NEXT LESSON?

Resources in our learning and teaching spaces

• Hall?

• PE cupboard?

• Classroom?

• Display boards / displays around school / in playground?

Higher order questioningSome examples…. Which type of roll links more fluently to your landing from a turning jump off the apparatus? Which ideas did you contribute to your group choreography and why did you make those suggestions? Choose which tactic works best for your team in your 3v3 game – explain how you came to this answer. Compare the performances of 2 other gymnasts in your group – what is similar and what is different with respect to their actions used? Why did the movements you saw the other group performing work well with the theme / music?

Highlight a question the children have asked you recently in PE –was it about learning and developing learning / making progress?

What do we do in PE lessons that encourages children to ask questions about their learning and their progress?

Leadership pathway

Intra school competition

• Leaders

• Match reports

• Etc etc

A school that promotes health and well being- physical and emotional• Looks like?

• Sounds like?

Governors / parents / community

• What role do the Governors play?

• What do interact with parents and carers on this agenda?

• Which community partners do / could support you and how?

Value and kudos of PE, SS and PA in your school?• How is PE,SS, PA currently valued at your school? What do you share /

celebrate? How? With whom?

• What would the children, staff, parents and carers, Governors, community say? What do they say when asked? Does it match your message / vision? How will you find out if you do not know?

• How do any of your school community (children, staff, parents and carers, SLT, Governors) walk the talk / reinforce value messages / act as role models?

• 1 action from today will be?