Primary Sport Premium - May 2016

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A GUIDE TO USING YOURPRIMARY SCHOOL SPORT PREMIUM SECOND EDITION – MARCH 2016

IMPROVE YOUR PE AND SCHOOL SPORT


1 PURPOSE OF THIS GUIDE2 OVERVIEW3 HOW TO USE THE PE AND SPORT PREMIUM4 KEY PARTNERS5 INVEST IN EXCELLENCE7 CASE STUDIES OF EFFECTIVE PRACTICE46 LOCAL SUPPORT47 LOCAL CONTACTS

CONTENTS

A GUIDE TO USING YOUR PRIMARY SCHOOL SPORT PREMIUM 4

PURPOSE OF THIS GUIDE

WELCOME TO THE SECOND EDITION* OF A GUIDE TO USING YOUR PRIMARY SCHOOL SPORT PREMIUM.

This resource is specifically designed to help schools across Greater Manchester make the most of their PE and Sport funding.

Developed by the Greater Manchester Sports Partnership (GreaterSport), in collaboration with ten local authority Primary School Sport Premium Leads, this issue will focus on the positive impact the funding is having on schools in order to improve the quality and breadth of physical education and sport provision.

The guide features a host of case studies from schools in Greater Manchester, all of which demonstrate how they have utilised the funding to enhance one or more of the following:

• Coaching

• Competition

• Health/Physical Activity

• Use of Specialist Teachers

• Professional Learning

GreaterSport and local partners are committed to improving the lives of young people through physical education, physical activity and school sport. We are here to help so please do not hesitate to contact GreaterSport or your relevant local area contact (see page 46) and we will provide you with all the support you need.

Have a fantastic year of PE and sport!

Matt Stocks

Development Manager GreaterSport

w. www.greatersport.co.uk

e. [email protected]

t. 0161 223 1002

Twitter @GreaterSport

Facebook GreaterSportGM

*The first edition can be found here www.greatersport.co.uk/primary-guidance-documents

WE’RE HERETO HELP!



The PE and Sport Premium is ring fenced money in order to improve the quality and breadth of physical education (PE) and sport provision in Primary Schools.Funding is allocated through a lump sum for each school and a per-pupil top-up mechanism. It is to be used for PE and school sport only (incorporating health and active lifestyle programmes) and is subject to the Ofsted framework and review.

The government’s PE and school sport VISION supported by national partners:

VISION “ALL PUPILS LEAVING PRIMARY SCHOOL PHYSICALLY LITERATE AND WITH THE KNOWLEDGE, SKILLS AND MOTIVATION NECESSARY TO EQUIP THEM FOR A HEALTHY LIFESTYLE AND LIFELONG PARTICIPATION IN PHYSICAL ACTIVITY AND SPORT”

The funding has been provided to ensure impact against the following OBJECTIVE:

OBJECTIVE “TO ACHIEVE SELF-SUSTAINING IMPROVEMENT* IN THE QUALITY OF PE AND SPORT IN PRIMARY SCHOOLS.”

*It is important to emphasise that the focus of spending must lead to long lasting impact against the vision (above) that will live on well beyond the Primary PE and Sport Premium funding.

It is expected that schools will see an improvement against the following 5 key indicators:

• The engagement of all pupils in regular physical activity - kick-starting healthy active lifestyles.

• The profile of PE and sport being raised across the school as a tool for whole school improvement.

• Increased confidence, knowledge and skills of all staff in teaching PE and sport.

• Broader experience of a range of sports and activities offered to all pupils.

• Increased participation in competitive sport.

Accountability

Under the new Inspection Framework, Ofsted inspectors will assess how effectively leaders use the Primary PE and Sport Premium and measure its impact on outcomes for pupils, and how effectively governors hold them to account for this.

Schools that receive the PE and Sport funding must publish details of how they spend this funding and the effect it has had on pupils’ PE and sport participation and attainment. This must include:

• How much PE and sport premium funding you received for this academic year.

• A full breakdown of how you’ve spent or will spend the funding this year.

• The effect of the premium on pupils’ PE and sport participation and attainment.

• How you will make sure these improvements are sustainable.

The Youth Sport Trust and the Association for Physical Education (afPE) have collaboratively produced new guidance and a template to support schools in evidencing the impact of the Premium.

OVERVIEW

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


HOW TO USE THE PE AND SPORT PREMIUM

SCHOOLS MUST USE THE FUNDING TO MAKE ADDITIONAL AND SUSTAINABLE IMPROVEMENTS TO THE QUALITY OF PE AND SPORT THEY OFFER.

Improvements should enhance, rather than maintain existing provision.

This means that you should use the premium to:

• Develop or add to the PE and sport activities that your school already offers.

• Make improvements now that will benefit pupils joining the school in future years.

For example, you can use your funding to:

• Hire qualified sports coaches to work with teachers.

• Provide existing staff with training or resources to help them teach PE and sport more effectively.

• Introduce new sports or activities and encourage more pupils to take up sport.

• Support and involve the least active children by running or extending school sports clubs, holiday clubs and Change4Life clubs.

• Run sport competitions.

• Increase pupils’ participation in the School Games.

• Run sports activities with other schools.

You should not use your funding to:

• Employ coaches or specialist teachers to cover planning preparation and assessment (PPA) arrangements – these should come out of your core staffing budgets.

• Teach the minimum requirements of the national curriculum - including those specified for swimming (or, in the case of academies and free schools, to teach your existing PE curriculum).

HOW CAN THE PREMIUM

BE USED?


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 Primary School Sport Premium presents schools with a real opportunity to enhance their PE and sport provision and in turn significantly contribute towards the mental, physical and social well-being of its pupils.

I really encourage schools to utilise the funding in a sustainable way so that it leaves a lasting legacy”.

Matt Stocks, Development Manager, GreaterSport

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 Primary PE and Sport Premium is giving schools a unique opportunity to put PE, sport and physical activity at the heart of their school. By developing teaching staff and extending opportunities for student participation it will lead to a sustainable system and ultimately young people being active for life. Schools achieve more through collaboration and sharing what is having the biggest impact on raising standards”.

Rachel Redmond, Development Manager, Youth Sport Trust

Greater Manchester Headteacher Alliance

This is an Alliance of Headteachers passionate and determined to see young people from across Greater Manchester achieve their full potential in school and life. Senior leaders from primary and secondary schools in each of the ten boroughs of Greater Manchester make up the Alliance. They act as advocates for high quality PE, physical activity and school sport and are responsible for the development and implementation of the Greater Manchester Physical Education, Physical Activity and School Sport strategy.

“ We believe that through engagement in physical activity, high quality PE and school sport opportunities, young people become competent and confident learners. The benefits of which cannot be overstated. Children thrive when this is well delivered, in all ways – physically, socially and academically. I really hope all schools take full advantage of this opportunity”.

Neville Beischer, Headteacher, Wright Robinson College, Chair of the Greater Manchester Headteacher Alliance

KEY PARTNERS

THIS GUIDE HAS BEEN APPROVED BY THE FOLLOWING:

If you would like more information about the Greater Manchester Physical Education, Physical Activity and School Sport strategy visit www.greatersport.co.uk/pledge or if you are interested in joining the Alliance, please contact [email protected]


This is a recognised qualification to improve the overall delivery of the physical education curriculum within primary schools.

The aim is to up-skill primary school teachers and higher teaching and learning assistants to enable them to lead the delivery of the primary school physical education curriculum.

On successful completion of this qualification, delegates will be able to take subject leadership within primary school physical education teaching and deliver sustainable high quality primary school physical education.

Feedback from current learners on AfPE:

“ Attending the PE specialism course provided me with valuable professional development to enhance further my knowledge in PE subject leadership. The course gave everyone the chance to share ideas of good practice in schools and discuss issues arising from being a PE subject leader. The course was well run, tasks specific to PE in school with lots of topic discussions which encouraged some in depth thinking!”

“ I thoroughly enjoyed the course and the tasks we were required to complete. The staff leading the course were always available for support and made the course an enjoyable experience.”

“ This is an excellent course for anyone wishing to develop their subject knowledge in PE and sport in school and is accessible for both teachers and HLTAs.”

For further details and course dates contact:

Nick Lowden

Development Officer (Workforce) e. [email protected] t. 07726 902889


INVEST IN EXCELLENCE

LEVEL 5&6 QUALIFICATION IN PRIMARY PE SPECIALISM & SUBJECT LEADERSHIP.

This is a recognised qualification to improve the overall delivery of the physical education curriculum within primary schools. The aim is to up-skill primary school teachers and higher teaching and learning assistants to enable them to lead the delivery of the primary school physical education curriculum. On successful completion of this qualification, delegates will be able to take subject leadership within primary school physical education teaching and deliver sustainable high quality primary school physical education.

Feedback from current learners on AfPE:

“ Attending the PE specialism course

provided me with valuable professional

development to enhance further my

knowledge in PE subject leadership.

The course gave everyone the chance to

share ideas of good practice in schools

and discuss issues arising from being a

PE subject leader. The course was well

run, tasks specific to PE in school with

lots of topic discussions which

encouraged some in depth thinking!”

“ I thoroughly enjoyed the course and

the tasks we were required to complete.

The staff leading the course were always

available for support and made the

course an enjoyable experience.”

“This is an excellent course for anyone

wishing to develop their subject

knowledge in PE and sport in school and

is accessible for both teachers and

HLTA’s.”

For further details and course dates

contact:

Nick Lowden

Development Officer (Workforce)


t. 07726 902889


TAKE A CLOSER LOOK.

CASE STUDIES OF EFFECTIVE PRACTICE

WANT SOME INSPIRATION?


What was the impact on pupils?

• Pupils’ performance has improved in weekly PE and school sport sessions, this has been identified through pupil evaluation.

• Before the PSSP funding the school did not enter many competitions. Through additional coaching pupil confidence has grown and engagement in competition has increased, particularly in new sports such as taekwondo, street dance, boxing and dodgeball.

• An increase in PE and school sport opportunities has increased pupils’ self-esteem.

• Street dance in year 5 has helped male and female interaction and broken down the barriers allowing boys to feel confident to participate in dance.

• The health and wellbeing of pupils has increased by them accessing various activities on offer that historically haven’t been available before the PSSP funding.

CASE STUDY: BOLTON

Background

St Ethelbert’s RC Primary School is in the south east of Bolton. The school currently has 247 pupils and is situated in an area of high deprivation. This school has always been proactive regarding school sport and developing pupils through this strand. Bolton Council works in partnership with the school to support CPD and Teacher development. They have limited local community sport opportunities and limited infrastructure for healthy lifestyle and sport participation.

What actions were taken?

Bolton Councils Sport & Active Living Service provide specialist coaching for Key Stage 1 and 2 pupils for 12 hours a week during the course of the academic year. An early years development programme also sits alongside this.

Specialist coaches work with teachers and Adults Other than Teachers (AOTs), developing their subject knowledge.

Coaching

Competition

Health/Physical Activity

Shared or Single School PE Specialist Teachers

Professional Learning


What was the impact on the school?

• The PSSP funding has made a huge difference in teaching and learning, offering pupils a wide range of curricular and extra-curricular opportunities in PE and sport.

• School is now currently accessing available CPD school sport opportunities.

• The school has entered 100% more intra and Level 2 inter competitions through the School Games programme.

• Through specialist coaches working with staff, teacher skills have improved and provided positive attitudes towards school sport. This has been identified by the teachers giving positive feedback and being more confident teaching a wide range of activities.

• Three school to club links have been developed between the school and local community sport clubs. The school actively advertise these accredited links with the pupils and parents.

“ St. Ethelbert’s RCP has made effective use of its PE grant, using it to improve all aspects of its provision, including staff development. As a result, healthy lifestyles are promoted, teachers’ subject knowledge is developing and our pupils now participate in competitive sport. The use of professional coaches from the LA, local secondary school and external agencies has provided our pupils with wider opportunities in taekwondo, football, boxing, canoeing, gymnastics, basketball, mountain-biking, cross-country running, tennis, athletics and dance. Previously, there was no competitive sport at St. Ethelbert’s. Since the introduction of the Primary School Sport Premium Funding, teams of pupils across all year groups have represented the school in competitions and tournaments, raising the self-esteem of our children and increasing participation rates.”

Mandy Messham, Headteacher, St.Ethelbert’s RCP

Want more information regarding this case study? Contact

Jamie Agar Bolton Primary Sport Premium Lead e. [email protected] t. 01204 336 843

ST ETHELBERT’S RC PRIMARY SCHOOL

“I HAVE ABSOLUTELY LOVED THE DANCE SESSIONS ESPECIALLY THE

PERFORMANCE TO PARENTS” YEAR 5 PUPIL



Pupil’s performance has improved in weekly PE and school sport sessions, this has been identified through pupil monitoring and evaluation.

• Pupil’s attitude towards school sport is overall positive.

• Key stage 1 & 2 pupils have engaged in competitive school sport within Cluster 1 and the School Games and Bolton Games 2014/15.

• Previously before the PSSP funding the schools in Cluster 1 did enter competitions but there are more opportunities now through PSSP funding.

• An Increase in PE and school sport opportunities has increased pupils self-esteem.

CASE STUDY: BOLTON

Background

Eagley Juniors Primary School became an academy in 2012. The school sits within Cluster 1 comprising of 5 schools situated in north east Bolton. Historically the school has been proactive regarding school sport and developing pupils through this strand.


Working in partnership with the School Games Organisers (SGOs), Bolton Council, Bolton School and Bolton Wanderers Football in the Community, it was agreed across the Cluster to utilise the Primary School Sports Premium funding to enhance CPD/Teacher development, Competition and Coaching.

Eagley Juniors, Eagley Infants, St Johns, Walmsley and Egerton schools decided to pool resources, releasing a percentage of their funding to employ a primary school PE teacher. This would provide each school with a dedicated specialist who would support curriculum delivery at key stage 1 and 2, upskill and mentor school staff in the delivery of high quality PE and school sport and help plan and deliver a varied programme of physical and sporting activities. This would include intra and inter school competition and sports leadership training.

Coaching

Competition






• The PSSP funding has made a huge difference in teaching and learning, offering pupils a wide spectrum of curricular and extra-curricular opportunities using PE and sport.

• The cluster has entered more intra and Level 2 inter-competitions, and staff knowledge of PE and sport has improved.

• The specialist teacher has worked with staff and teachers skills have improved and provided positive attitudes towards school sport.

• This has been identified by the staff and teachers giving positive feedback and being more confident teaching a wide range of sports activities.

• Partnership working made a big difference. This provided a co-ordinated approach and the PE teacher now attends termly partnership meetings. This meeting provides advice and support for coaches, CPD, competition and any current policies, etc.

“ I would say that the main impact of my role has been raising the quality of teaching in Physical Education and as a result I feel that the pupils have developed a much higher level of skill and knowledge. Also, I am able to support members of staff in their own PE lessons improving their confidence and subject knowledge at the same time. I maintain that we need more PE specialists teaching in primary schools and would encourage other schools to consider this as an option.“

Chris Foley, Cluster 1 Specialist PE Teacher


Jamie Agar Bolton Primary Sport Premium Lead e. [email protected] t. 01204 336 843

EAGLEY JUNIORS PRIMARY SCHOOL

HOW WOULD YOUR SCHOOL

BENEFIT?


What actions were taken

The funding has allowed them:

• To deliver a ‘Sports Week’ where they dedicated a whole week to sport with whole school participation in different activities.

• To roll out a ‘Life Education Day’ where the ‘Life Education Caravan’ was hired and classes attended sessions throughout the day.

• Hire the ‘Food Education Company’ to deliver sessions on healthy eating.

• To run a ‘Change for Life Club’ for some of the least active pupils.

• To employ specialist coaches / teachers of PE.

• To utilise the services of Bury FC Community Trust to deliver lunchtime sessions every day of the school week, with each class participating at least once a week.

• The school used their funding to raise awareness of the importance of living a healthy,active lifestyle.They used a number of approaches to engage the least active including.

CASE STUDY: BURY

Background

St Luke’s Church of England Primary School is a larger than average primary school with Early Years Foundation Stage provision of nursery and reception classes. The school has a lower than average proportion of girls, and the proportion of pupils eligible for free school meals is above average. About two thirds of pupils are of Pakistani heritage and just under one quarter is White British. The proportion of pupils who speak English as an additional language is almost three quarters, much higher than found in most schools. Approximately one sixth of pupils are either supported by school action plus or with a statement of special educational needs. This is double the national average. A higher than average number of pupils join or leave school partway through their education.

Coaching

Competition






• Sports Week allowed pupils to recognise the importance of being physically active and allowed them to engage in activities that they had not done before.

• Improved behaviour and enhanced a sense of fair play, not only at lunch times due to the structured activities but also within lessons.

• Improved pupils concentration, commitment and self-esteem – observed and commented upon by lunchtime supervisors, teaching assistants and teaching staff.

• Academic achievement has been enhanced leading on from an improved level of concentration.

• Pupils have a much better understanding of the health benefits of physical exercise and a balanced diet.

• Pupils have an increased knowledge and understanding of the food spectrum, allowing them to make healthy choices observed most notably at school lunch times.

• Improved attitudes towards PE.

• It has enhanced the inclusive curriculum and extra-curricular provision, leading to a higher proportion of pupils taking part in physical activity and those already taking part, doing more.

• Each class now gets an extra ½ hour of PE per week in addition to their two hour curricular sessions.


• The Change for Life Club was run as a breakfast club and therefore there was an improved attendance and punctuality for those pupils involved.

• Clearer talent pathways, highlighted by the sports specialist staff.

• Increased school community links.

• More confident and competent staff. Staff have benefited from observing and working alongside specialist coaches to improve the content and delivery of their own lessons.

• Improved attendance due to pupils looking forward to curriculum and lunchtime sessions.

• An increase in cross-curricular links, with pupils now making the connections between PE/Health and other subjects.

“ The development of structured sport and organised play within lessons and unstructured breaks, has meant that the pupils are returning to lessons ready and prepared to work. This has had a positive impact on behaviour for learning and reduced the amount of time wasted dealing with issues. It has had a massive impact on their understanding of different activities and sports open to them.”

James Rolt, Deputy Headteacher


Gill Molloy Bury Primary Sport Premium Lead e. [email protected] t. 07989 300 283

ST LUKE’S CHURCH OF ENGLAND PRIMARY SCHOOL

“I LOVED THE CHANGE FOR LIFE CLUB IN THE MORNING. I HAD TO GET UP EARLIER BUT I GOT BREAKFAST THERE. WE USED A BAG OF LOTS OF THINGS I HAVE NEVER SEEN BEFORE AND WE TRIED NEW GAMES. I LAUGHED A LOT.”

YEAR 5 PUPIL



The funding has allowed them to employ a specialist PE teacher for 2 days a week. As well as utilising him to deliver high quality PE lessons they were able to use him to review the quality of their PE curriculum, this included:

• Staff Professional Development.

• Increase consistency of teachers delivering good or outstanding lessons.

• Access to resources and external facilities.

• Pupil needs (school council questionnaire).

• Gifted and talented in PE.

• Assessment.

The funding also allowed them to focus on participation and success in competitive school sports, by:

• Reviewing their strategy for engaging in competition.

• Engaging with the School Games Organiser.

• Encourage more staff / parents/ volunteers to engage in supporting competition.

• Improve links with other schools and clubs.

CASE STUDY: BURY

Background

Holly Mount Primary School is a Catholic school in Bury. The school is located in a rural setting. The proportion of pupils receiving pupil premium is well below the average.

The school is larger than the average-sized primary school. The proportion of pupils eligible for free school meals is well below average. The great majority of pupils are of White British origin. Almost all of the few pupils from other minority ethnic backgrounds speak English as their first language. The proportion of disabled pupils and those with special educational needs is below average, and an average proportion has a statement of special educational needs.

The school holds the Basic Skills Quality Mark, Active and FA Charter Marks and has Healthy School status.

Coaching

Competition






• Increased pupil participation.

• Increased confidence in their PE skills.

• Increase of sports clubs, therefore more opportunities for pupils to improve.

• Improved behaviour in PE and other lessons. It was decided that due to the poor behaviour of the year 5 class that they would start the week by having a 1 hour 15 minute PE session led by the Sport Specialist, this made a significant improvement to the behaviour of the whole class not just in PE but throughout the whole week.

• Positive attitudes to health and well-being.

• Enhanced, inclusive curriculum provision – pupils have had the opportunity to experience some alternative sports such as boxing, handball and goal ball. The school has received positive feedback in particular from parents of children with disabilities who have commented on an increased level of interest and engagement.

• Increased school-community links.

• Clearer talent pathways. The PE specialist’s background has allowed him to be able to direct more talented pupils to clubs outside of school.


• More confident and competent staff. The school have recently employed 3 NQT’s who have all benefited from observing and working alongside Mr. Grundy.

• Enhanced quality of teaching and learning, backed up by positive feedback from parents about specialist PE lessons and based on lesson observations.

• Positive impact on whole school improvement.

• Over the past two years the school has won the Bury finals in indoor athletics, dodgeball, netball and tag rugby and have gone on to represent Bury at the Greater Manchester School Games.

• The Sport Specialist has worked with the PE Coordinator to help develop a new PE assessment policy.

“ We are currently in a very strong position with the delivery of PE at Holly Mount. The addition of Phil Grundy as PE teacher is a big win, win for us. The children are getting a rich mix of different sporting experiences –parents and staff know that their classes are being taught to a high standard and our results in sporting competitions are at an all-time high. Sport for all, in all weathers, is being enjoyed by all our pupils. At last a Government driven project that really delivers for children.”

David Golding, Headteacher


Gill Molloy Bury Primary Sport Premium Lead e. [email protected] t. 07989 300 283

HOLLY MOUNT PRIMARY SCHOOL

“WE REALLY LOOK FORWARD TO PE WITH MR GRUNDY BECAUSE WE GET TO DO LOTS OF NEW SPORTS LIKE

BOXING, HANDBALL AND DODGEBALL. HIS LESSONS ARE EXCITING AND HE MAKES THEM FUN. PE AT OUR SCHOOL

IS BRILLIANT.”SAM, ETHAN & WILL –YEAR 5/6


The school recognised the need to use PSSP funding as a way to:

• Ensure a continued high quality curriculum for PE which engages all children and allows for maximum progress.

• Enhance our high quality extra-curricular programme, which will also impact upon participation rates in competition.

• Ensure that all children have the appropriate competitive experiences.


• Initially the 4 NQTs were prioritised as it was essential to ascertain where support was needed. This support culminated in a final lesson observation assessment.

• Five teachers requested curriculum support and a negotiated package was programmed by the Specialist Leader of Education.

• Full staff training package on the implementation of the new schemes of work, which are aligned to the new National Curriculum.

• Implementation of a new Assessment and Recording system aligned to criteria for Assessing without Levels, plus relevant INSET.

CASE STUDY: MANCHESTER

Background

St. John’s RC is situated in the south area of Manchester, with just over 500 pupils on roll, and holds the very prestigious ‘Specialist Sports’ status. The school motto is “Surrounded by Opportunities” and is supported by:

• Academic rigour being valued at all stages, with the classroom being the focus of challenge, engagement and achievement.

• Learning being celebrated in all its forms.

• A strong pastoral structure underpinning the curriculum, which seeks to develop the potential of every student.

• A huge range of extensive activities enhancing the formal curriculum.

Mrs Coyle (Headteacher) and the dedicated team of well-qualified and highly committed staff (teaching and non-teaching) work extremely hard to ensure that children at St. John’s are a respected part of the Catholic community, one where they feel valued and secure. Supporting the children to be the best that they can be.

St. John’s were the first primary school in the country to be awarded the ‘AfPE High Quality Mark with Distinction for PE’; they have also achieved Gold standard in the ‘School Games Mark’ and the ‘YST Quality Mark’.

Coaching

Competition





• More targeted use of Pupil Voice, via the School Games Organising Crew (SGOC). Greater provision for the more able children was identified and a Gifted and Talented session of targeted gymnasts was introduced.

• Target set to increase the number of teams entering into the School Games competition programme.

• SGOC helped to design the Autumn term Level 1 Intra-School programme, to include gymnastics, gaelic football, athletics and tag-rugby.

• Identified staff attended the Manchester Sport-Specific Professional Learning course.

Mrs. Vecchione, Specialist Leader of Education, emphasises that without the additional grant funding, their support for the NQTs would not have been as extensive. She also stated that the money has enabled a broader programme for all children, in terms of extra-curricular and facilitated entries into more competitions than in the previous year.

What was the impact on pupils and the school?

• NQTs now able to teach gymnastics independently and greatly value the mentoring/support.

• NQT quote: “programme of support has been outstanding ….. essential for me to deliver HQ lessons”.

• The five staff who received curriculum support delivered HQ demonstration lessons at a Manchester NQT Professional Learning course.

• Very positive feedback from staff with a gained confidence in delivery of new schemes of work.

• Lesson observations show evidence of accelerated learning which is attributed to the staff training.

• The new provision for more able gymnasts has resulted in them winning Gold in the Manchester Key Step 2 and Key Step 3 Team Competition and Gold in the Individual KS1 and KS3 competitions.

• SGOC have redesigned the lunchtime enrichment programme to include three new sports and a focus on Key Stage 1 physical activity. As a result, all pupils have Sport and Physical Activity out-of-school-hours.

• A minimum of two teams have been entered into Level 2 competitions – up to four in sports which allow multiple entries, enabling more children to gain experience of inter-school sport and St. John’s representative honours.

• Level 1 Intra-School competition programme (designed in conjunction with the SGOC) delivered in the Autumn term, with 100% participation rate.

• Increased engagement by all pupils but particularly targeted group via C4L and the parallel competition calendar allowing all children to have a level 2 competitive experience. These children have a renewed enthusiasm for all areas of their work!

“ The impact of the sport premium funding on all our young people at St. John’s is highly evident. Children are motivated and engaged in physical education and keen to participate in as many out of school hours learning opportunities as possible. Competition is key at St. John’s and our children love all the levels they participate in. PE and sport at St. John’s is in the strongest position and school continues to recognise the huge benefits it brings to all areas of school life!”

Hannah Vecchione, Specialist Leader of Education

“ The Pupil Sport Premium grant has a crucial impact across the whole school. It allows us to engage all children in at least one physical activity which means that enthusiasm and passion for PE and sport is at an all-time high. In addition, the wide range of enrichment activities on offer at lunchtime has considerably reduced the number of lunchtime behaviour incidents. At St. John’s, we are convinced that our focus upon PE and sport has a positive impact upon the academic success of the pupils.”

Mrs Coyle, Headteacher


Martin Wright Manchester Primary Sport Premium Lead e. [email protected] t. 07565 525 121

ST. JOHN’S RC PRIMARY SCHOOL


CASE STUDY: MANCHESTER

Coaching

Competition





From the feedback, six sports were identified:

• Pop lacrosse

• Tag-rugby

• Quicksticks hockey

• Basketball

• Kwik-cricket

• Football

NGBs were approached and the appropriate discussions took place to create a bespoke course for staff (including non QTS) which would increase their skills, knowledge and understanding in the identified sport. All National Governing Bodies of Sport (NGBs) agreed to include curriculum delivery in their Professional Learning Course.

The PSSP funding was used to release staff who attended the courses. Further funding was then used to establish an after-school club in the specific sport.

All six NGBs were very keen to be involved in this pilot, agreeing to provide relevant resources for each of the delegates for use in their schools. One tutor actually encouraged delegates to film the sessions so that they would have a visual resource to use.

Background

This case study will focus on the difference the Primary Sport Premium funding has made to schools across Manchester with particular emphasis on professional learning and the positive impact this has had on participation in competition.

The Manchester School Games Organisers (SGOs) conduct an annual analysis of schools participating in the out-of-hours competition programme. As a result, identified schools were asked what was preventing them from taking part in targeted sports. The high percentage of the feedback stated that staff were not experienced or confident enough to lead clubs in their own schools.


MANCHESTER PRIMARY SCHOOLS


The uptake has been phenomenal, with courses being fully booked in a matter of days. To date, 116 staff have attended, with representation from 44 schools across Manchester.

Delegates were encouraged to contact the course tutor, to arrange any further Professional Learning required. They also provided details of local clubs where children could gain further participation.

The feedback from delegates has been very positive:

“ Just what I needed”……‘simple skills practices for me to use with the children”…..“ I have been teaching it, but didn’t really know if what I was doing was right”…..“the resources are brilliant”

“I now have the confidence to organise a club after school and we now enter the competitions, where previously we did not”

J. Grundy

“ I didn’t have any rugby training in my course, so this has made a huge difference to my levels of understanding and to the learning of the children”

J. Blake

“ We have several apprentices here at St. Francis RC Primary and it was a priority for them to attend the sports courses alongside members of our teaching staff. The skills and knowledge gained has made a real impact on their confidence and delivery when they support lessons and after-school clubs. In turn, there has been a significant effect on the children’s learning and progress.”

Louise Frize, Headteacher, St. Francis RC Primary

What was the impact on the schools?

Schools who were represented on the courses were targeted for entry into the specific competitions. There has been a marked increase in the school entry for competitions in:

• Pop Lacrosse: 16 teams – up from 11 last year

• Tag Rugby: 52 teams – up from 30 last year

• Quicksticks: 54 teams – up from 27 last year

• Basketball: 60 teams – up from 42 last year

Football and kwik-cricket competitions have not been completed to date, however 56 schools are taking part in separate Year 4/5 and Year 5/6 football leagues pilot for this academic year.72 more teams have taken part in the above sports, equating to 432 more children being exposed to competitive school sport in just four sports.English Lacrosse have agreed to stage a ‘New-to’ pop lacrosse competition in the summer term in order to accommodate those schools who have introduced the sport post-attendance at the course.

“ We are delighted to be involved in this Manchester initiative ….. it is essential that the basics are taught well”Julie Longden, England Hockey

“ We have been trying to get into more primary schools for ages and this is an ideal way to introduce our sport”Martin Cragg, English Lacrosse

“ Our ‘Kids First’ initiative is an ideal way to introduce the sport to children …..delegates were extremely keen….. essential for the Governing Body to be able to access school staff”Josh Cammiss, England Rugby

What next A record of competition entries is kept, by each SGO, which is cross-referenced with the school representation list for each course. Those schools who did NOT enter the specific competition this academic year will be prioritised for entry in the next academic year. NGB representatives have a list of schools who attended and have been encouraged to make contact in order to discuss their requirements. Some have arranged for teacher support during lessons, whilst others have developed out-of-school learning opportunities, where previously there were none. With demand being so exceptionally high, the intention is to repeat specific courses next year to enable more staff to be upskilled.

Want more information regarding this case study? ContactMartin Wright Manchester Primary Sport Premium Lead e. [email protected] t. 07565 525 121



All PE lessons are planned to ensure that pupils can progress and enjoy, catering for both Gifted and Talented and Special Needs. Sports are delivered in an appropriate developmental setting to suit the age and ability of the pupils. Differentiation is apparent through modified activities for the different abilities. The use of a specialist to do this has been significant in raising the physical skill levels of pupils.

Through the improvement in pupil skill level more staff have shown an interest in delivering extra-curricular clubs. They have better confidence in their own delivery because they have been upskilled through the use of coaching in the classroom. Resources are plentiful and easily accessible to help with the planning. The school have taken advantage of National Governing Body of Sport primary school offers such as England Hockey’s Quicksticks and the Tennis Foundation’s Mini Tennis resources.

CASE STUDY: OLDHAM

Background

Hodge Clough is a large, split site Primary School with approximately 400 pupils with predominantly White British population with almost 30% claiming free school meals.

PE and sport was already well valued prior to the funding, however the funding has allowed for additional capacity to support the school’s PE and school sport provision. The school identified that the funding should be utilised to enhance the quality of PE and sport across the whole school and as such identified activities where teachers required upskilling and consequently deployed a PE specialist. This individual possesses excellent curriculum knowledge to support the delivery of PE and school sport in addition to offering many and varied opportunities for their pupils out of school hours.

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“ At HCPS we see PE & school sport as a fundamental part of both the curriculum and the enrichment of the children’s lives. PE and SS is built into the curriculum and also the out of school activities. The school tries to offer a wide variety of activities to cater for all children. Evidence shows the children enjoy their lessons as after school sports are vastly oversubscribed every term.

Nicola Smith, our PE Coordinator drives us forward setting high expectations and levels of achievement that both the school and children can be proud of. Each year our achievement at competitive levels across a wide variety of sports grows and we are extremely proud of the reputation our school has earned not just locally but also across Greater Manchester.

As well as the obvious benefits of leading a healthy lifestyle, we also believe that PESS improves children’s self-esteem and life skills. Underpinning this philosophy there is a genuine hope that all the children will go on to build upon the skills they have learnt at primary level; we hope they continue to enjoy sport into their teenage years and throughout life. We strongly believe that a proportion of them will also go on to work in the sporting industry because of the enjoyable experiences they gained at our school”.

Neil Cavanagh, Headteacher


Vicky Dean Oldham Primary Sport Premium Lead e. [email protected] t. 07720 716222


• Standards of PE attainment are now much higher since the introduction of specialist coaching in the curriculum with rewards introduced for remembering PE kit.

• Coaching outside the curriculum has led to more pupils taking part in Level 2 school games competitions.

• 46 students represented Oldham at town team or Level 3 competitions during 2013/14 which is the highest of any school in Oldham.

• They enter the majority of the competitions organised by the School Sport Partnership with A and B teams and sometimes C teams.

• The students recognise the end product and want to represent the school so competition to be selected for teams is high. The pupils recognise that lessons are excellent and when the coach employed by the school is absent they are aware that the quality is not as good and so appreciate what they have.

The impacts above would not have been possible without the support given by the PE Specialist. This was made possible by the Sport Premium.


PE is valued as an equal subject as other subjects in school and the school are committed to the values that participating in PE and school sport give their young people including teamwork, determination and resilience which are difficult to gain through other subject areas. Children are now willing to come back to school at weekends and holidays to take part in activities and so want to be at school. This has improved school attendance and punctuality overall.

The school now has a Gold Sainsbury’s School Games Mark award for their commitment and developments in PE and school sport.

HODGE CLOUGH PRIMARY SCHOOL

TEACHERS AND PUPILS SHOULD ALL BENEFIT ALIKE


CASE STUDY: OLDHAM

Background

Christ Church CE Primary School have 280 children on roll across EYFS, Key Stage 1 and 2 with a mixed intake of pupils including 30% Black and Minority Ethnic (BME) and 15% claiming free school meals. PE and sport has been valued at the school for many years, however with the Sport Premium funding it was felt that delivery could be significantly improved. Through working with key partners including the School Sport Partnership and Oldham Sport Development the services of a sports coach was brought in to develop and improve teaching and learning in and beyond the curriculum. The school also link with The Radclyffe School who are a secondary school who have retained a School Sport Co-ordinator.


Christ Church have utilised the funding to employ an outstanding PE practitioner who works alongside the teachers and support staff in PE to develop their technical knowledge and pedagogy of delivering high quality lessons. The lessons are planned in conjunction with teachers in particular gymnastics and dance to ensure that all children can progress in PE.

In addition to the support in lessons, staff have been released to attend organised CPD courses through the SSP. The latest development is children now taking responsibility for their own learning through leadership and assessment.

The confidence levels of staff have much improved across all areas of the PE curriculum which is notable in gymnastics and dance where staff feel able to deliver progressive activities. This has meant staff are now willing to try new activities to broaden the curriculum and this year has seen an introduction of lacrosse and water polo leading into Level 2 School Games competitions.

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100% ALL PUPILS NOW TAKE

PART IN COMPETITVE SPORT


CHRIST CHURCH CE PRIMARY SCHOOL


Progress is now effectively measured and improvements are being made throughout the curriculum. All pupils now participate in competitive school sport which has improved from only 20% before the introduction of the funding.

In terms of whole school improvement PE and school sport has been used to ensure pupils are punctual, organising breakfast sports clubs and because children now enjoy PE lessons they are more likely to attend before school which has had a positive effect on attendance and punctuality figures particularly where children have been targeted for this reason. Cross curricular aspects are now a regular feature in PE lessons utilising literacy, numeracy and science skills.

Girls have seen the biggest impact with many more girls now participating in extra-curricular clubs which stems from more engaging and fun PE lessons. Pupil Voice questionnaires completed by pupil’s shows that attitudes towards PE and school sport is more positive particularly amongst girls which is reflected in the higher numbers at extra-curricular clubs.

Through Pupil Voice we know that there are more children taking part in community clubs in a range of sports including cricket, football, netball, gymnastics and dance.


Teachers are now delivering more effective lessons because they understand the assessment process and how to structure a progressive PE lesson where all pupils can feel secure in their learning. This is because of the input from Lee and the support he gives the teachers to feel confident.

“ We have also seen teachers and support staff taking a better interest in their own health and well-being through a better understanding of the benefits of being physically active with many staff now going to Zumba classes!

By using the key partners we have been able to access many resources required including employing Lee within school and having the benefit of his knowledge and experience. The links with The Radclyffe School and the SSP have provided competitive and additional opportunities to participate in events.

PE and Sport is a real strength with the children having many more high quality additional opportunities within and beyond the curriculum.”

Deborah Payton, Headteacher


Vicky Dean Oldham Primary Sport Premium Lead e. [email protected] t. 07720 716222 “PE IS NOW MORE ENJOYABLE

BECAUSE IT IS FUN. I NOW GO TO MORE AFTER-SCHOOL CLUBS BECAUSE I ENJOY PE MORE”.

CHARLOTTE, YEAR 6


CASE STUDY: ROCHDALE

Background

St. James’ CE Primary School is located in Wardle village on the east side of the Borough of Rochdale. The headteacher, SLT and Governors are very supportive and have actively promoted the development of excellence in PE and school sport over the last 10 years. The school is involved in a wide range of activities, both competitive and non-competitive and regularly accesses training and support offered through Rochdale School Games Partnership (RSGP). They have been a very active member of the RSGP since its inception.

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The school conducted a self-review and it indicated that whilst it has an excellent and varied provision in PE and sport, some pupils were proving hard to reach. The school also wanted to evidence the positive links between active involvement in PE and school sport and increased engagement in learning and improved academic attainment.

In order to meet these needs St. James decided to utilise the funding to employ two PE Teaching Assistants to provide teaching support before and after school with a particularly emphasis on the inclusion of all pupils. Alongside this, training was provided to upskill the existing teaching staff. Finally they also provided exit routes to local competitions and events, specialist clubs and activities.

Having two dedicated TAs enabled the school to enhance the extra-curricular programme to 10 clubs per week, including two specifically aimed at hard to reach children. This academic year the school is due to take part in over 50 inter school competitions and matches in a range of activities such as underwater hockey, archery and martial arts.


ST. JAMES’ CE PRIMARY SCHOOL


• Achievement in PE lessons has improved, children are reaching a higher skill level than previously, and they are more engaged and look forward to PE.

• Pupil participation in sports activities has increased with 87% of children in Y6 13-14 attending at least one club. 45% of the cohort represented the school in at least one sporting activity and 55% of the children representing school achieved L5 in both Maths and English KS2 SATs.

• Health has improved and in 2014 St. James had significantly fewer children deemed ‘overweight’ than both Rochdale and national averages and the school had no children classed as obese.

• Target club has had significant impact with four children from last year’s club representing the school in sports this year.

• One hard to reach child, who refused to participate or get changed, now attends three clubs and has represented the school in dance at Greater Manchester School Games Opening Ceremony.

• Achievement in competitions has greatly improved 13-14: national finals lacrosse, county events, sports hall athletics, tri-golf, dodgeball, rounders, lacrosse, and gymnastics.

• The school is also involved in local school leagues for football, cricket, netball and rounders and for the last three years has won the Outdoor Athletics Trophy for both U10 and U11 age groups.

• PE staff have formed informal links with local schools with different ethnic and socio-economic backgrounds and have organised various inter school competitions to develop inter school links and community cohesion.

• PE and school sport is a vital part of school ethos, as a Rights Respecting School we are committed to ensuring that all children have the opportunity to develop their talents to the full (Article 29) to develop a healthy lifestyle (Article 24) and to relax, play and join in a range of activities (Article 31).

“ The funding has also been used to target the hard to reach children by offering specialist clubs, that make PE inclusive such as target games and skills 2 play. These clubs are run before and after school, the children are invited with a golden ticket making them feel special’’.

Deb Brand and Stacey Palfreyman, PE Teaching Assistants

“ I am immensely proud of the staff and children at St. James’. Their commitment to develop the whole child, to ensure their health and fitness as well as their academic success and to prepare them for an active healthy lifestyle. PESS has contributed massively to this work”.

Catherine Aden, Headteacher


Emma Mooney Rochdale Primary Sport Premium Lead e. [email protected] t. 07800 672 501

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CASE STUDY: ROCHDALE

Background

Broadfield Primary is an ethnically diverse school based in Rochdale town centre. The school has a very supportive SLT and has developed a strong link to PE and school sport in the past five years. PE and school sport has had a level of priority in this school, however the Primary Sport Premium has really enabled the school to further enhance their existing offer and focus on what is needed the most.


Following a self-review of the existing provision of PE and school sport, the school identified two specific areas for improvement. Firstly the quality and consistency of curriculum PE and extra-curricular sport and secondly, the schools ability to access competitive sport opportunities.

To raise standards of teaching and learning and to ensure the consistency of delivery, during the curriculum and after school, the Deputy Head appointed a full time PE Teaching Assistant. This role involved a full timetable of curriculum PE delivery and a remit to run after school clubs for all children, with a specific emphasis on including SEND pupils and increasing levels of participation in competitions and events.

Transport had always been a barrier to accessing competition and the School’s Governors agreed to utilise some of the Sport Premium to enter into a lease agreement for a 13 seated minibus. This has enabled pupils to be transported to events and competitions on a more regular basis.

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“PARTICIPATION AND ENJOYMENT ACROSS THE SCHOOL HAS INCREASED DRAMATICALLY”

KATHRYN KNIGHT, HEADTEACHER


BROADFIELD PRIMARY SCHOOL


There has been a remarkable improvement within PE lessons. The introduction of a specialist has seen an improvement in pupil’s attitudes towards learning and they are more focused, engaged within lessons and eager to participate outside of the curriculum. This uplift in after school participation has also encouraged more pupils to take part in competition.

The greatest impact has been on those individuals who have been previously identified as those falling behind National Curriculum Standards. The TA4 (Higher Level Teaching Assistant) has closely worked with these children and they are now performing and progressing at a faster rate and are on track to achieve their end of year target.

The school now has 82% of children in Key Stage 2 taking part in extra-curricular sports, a huge improvement on previous years. Every pupil now gets the chance to take part in a minimum of one competitive event, organised by the Rochdale School Games Partnership. This has been made possible since acquiring the minibus.

Comparing assessment data in PE from the last academic year, it has shown that the progress rate of children has significantly improved. The majority of children in school are now meeting expected levels with some going above and beyond. With a new assessment pro forma staff are now monitoring progress and recording this every term.

Children who have not made the same amount of progress have been identified to ensure that they are accessing extra-curricular clubs as are those who have been identified as Gifted and Talented.


The TA4 has also enhanced the teaching staff’s ability to deliver PE. They have co-ordinated an In Service Training Day showing how to plan and deliver effective games, circuit training and dance lessons in addition to conducting lesson observations. As a result, teaching and learning in PE has improved significantly and a new curriculum has been introduced on the back of this.

Overall, PE and sport now has a much higher priority both in the curriculum and through extra-curricular activities. Staff are more enthusiastic, eager and confident in delivering PE with more staff now offering extra-curricular clubs too.

These improvements in take-up has enabled Broadfield to retain their enhanced Healthy Schools award with this extra effort for the physical activity strand. The school now has on average 16 extra-curricular clubs and are due to enter 60 competitions this academic year which is a marked increase from previous years.

“ Employing a TA4 with the responsibility for supporting Teaching and Learning in PE and organising and running extra-curricular sports clubs has impacted very positively on the profile of PE and sport at Broadfield. More children and staff are actively engaged and skills and talents have greatly improved.

Having our own minibus has also enabled more children to access sports competitions and travel to venues further afield. Overall participation and enjoyment across the school has increased dramatically”.

Kathryn Knight, Headteacher


Emma Mooney Rochdale Primary Sport Premium Lead e. [email protected] t. 07800 672 501


CASE STUDY: SALFORD

Background

The Irlam and Cadishead area has eight schools that contribute Primary PE and Sport Premium funding to release a specialist Primary PE teacher to provide PE curriculum support and a local calendar of sports events (that link to the School Games calendar). Each school receives in house training every term on a specific relevant area of PE or school sport. These sessions usually take the form of demonstration lessons with resources disseminated in a cascade approach. The cluster works closely with the School Sport Partnership and utilises their expertise and resources. The headteacher at the host school (Irlam Endowed) has committed to releasing the PE specialist to support the other local schools. Before the Primary PE and Sport Premium there was little involvement in cluster events from many of the schools, and PE was not a priority.


The School Sport Partnership provided support to the specialist PE teacher in terms of training and guidance on an appropriate delivery model. Each school was then consulted to ensure teachers received training in Physical Literacy (utilising the Youth Sport Trust Bupa Start 2 Move training) at Key Stage 1 and the principles behind the ‘new look’ Youth Sport Trust TOP Sport programme at Key Stage 2. Schools also identified needs in gymnastics training and dance. The specialist teacher consulted the High Quality Officer in the authority to support the gymnastics training.

Termly meetings for the PE leads were introduced in each school, to plan the calendar of events, share expertise and fine tune the CPD required. Each school releases their PE lead for an afternoon to attend these.

A termly cluster sports newsletter is now published. This collaboration between the PE leads celebrates sporting achievements and key activities. The publication produced which summarises the sporting successes is distributed throughout the locality. This has far more impact than several just being done at school level. This local publication clearly shows the inter school relationships, shared commitment to the sporting agenda and is fantastic evidence of the impact of the sport premium.

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130 CHILDREN TOOK PART IN A CLUSTER GYMNASTIC DAY


IRLAM AND CADISHEAD

The cluster has worked closely to extend the funding available to the initiative. So as well as sports premium, several further grants targeting improving fitness and attitudes to exercise have been awarded. These include the procurement of a class set of bikes for families from four of the schools to do weekly bike trails. Also, monies have been received to set up a half termly activity club to target less active families and introduce them to the fun and fitness side of sport. Finally school based successful bids which allowed over 30 sets of wheelie toys to be bought for an after school club and lunch time fitness sessions.

Impact on the young people

As teacher confidence has developed, the amount of children involved in local cluster competition has grown massively. For example, the most recent gymnastics day saw 130 participants from the cluster take part. Two years ago 45 children took part. This pattern has been mirrored in all competitions and culminates in schools sending all their Year 2 pupils to a celebration of their Physical Literacy in a World Sports Day, led by the School Sports Crew.

There are more children involved in a variety of sports. Prior to the Primary PE and Sport Premium local cluster competitions only had high numbers for football competitions. Recently there have been excellent participation numbers in a wide variety of sports such as lacrosse, hockey, tri-golf and basketball. This has at least doubled participation in most schools in the School Games and also led to a higher standard of competition with some schools moving on to Salford Finals for the first time.

Impact on the schools

All schools in the ‘Irlam Model’ have increased curriculum time in PE and now have systems in place to monitor children’s participation in competitions and after school clubs. The Irlam and Cadishead area now offers the most local sporting competitions out of any Salford cluster area. In the current School Games Mark window four schools attained the Silver or Gold Mark, three for the first time.

The cluster has recently secured £22,000 of funding to identify children and families at risk of inactive lifestyles.

This process supported the host school in achieving the AfPE Quality Mark with Distinction, a first for Salford.

“ The allocation of the funding in our cluster of primary schools has massively impacted on the quality of sports provision across our locality. We continue to extend the role of our cluster specialist PE facilitator and there is an abundance of evidence to support our successes. Funding this role through the premium has facilitated high quality PE training for staff, extensive inter-schools sports competitions (in a wide range of sports), as well as offering support in accreditation applications. The cluster of schools continue to prioritise use of the money for this role, which shows the value and the real difference it has made.”

Jill Da Costa, Headteacher, Irlam Endowed


Dean Gilmore Salford Primary Sport Premium Lead e. [email protected] t. 0161 921 1911

“WE LOVE THE FACT THAT WE ALWAYS HAVE TWO HOURS PE. A WEEK. WE ALSO LIKE THAT WE CAN DO SO MANY DIFFERENT SPORTS. THERE ARE SO MANY DIFFERENT COMPETITIONS LOCALLY THAT NEARLY

EVERYONE IN OUR CLASS HAS PLAYED A GAME AGAINST SOMEONE ELSE.”

MOLLY AND BILLY, YEAR 6


CASE STUDY: SALFORD

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Background

St. Mark’s is a school where each child is valued and the mission statement includes the phrase “we believe all people matter.” Pupils are given the opportunity to develop to their fullest potential in a supportive and caring environment. Children are encouraged to aim for the highest standards in all that they do and above all the school values every single child as an individual and seeks to work in close partnership to provide the best all-round education. A supportive Governing Body and a committed staff made the decision to invest in professional development for all teachers in PE a straightforward one with some of the Sport Premium funding. A hardworking subject co-ordinator had already identified the need for such support prior to the funding.


The school approached the authority High Quality Officer to design a bespoke professional learning programme for teachers. All staff attended an initial meeting and completed a strengths and weaknesses analysis in physical education of their own teaching. They also identified specific areas for additional support.

The PE co-ordinator and the headteacher then allocated funding towards professional development both on site and via locally available CPD for a range of teachers. Further to this, the school invested in some training for pupils, including asking them to write an application to receive training to support and lead PE and informal activity. The school carried out an evaluation at the end of ‘year one’ and has decided to extend the model for a further year as ‘both pupils and teachers have found this a rewarding and valuable experience’.


ST. MARK’S R. C. PRIMARY SCHOOL


At the outset the question was asked, “Please assess your confidence in organisation, knowledge and understanding of, and teaching of PE. The initial needs analysis responses were as follows:

• Needing development – 30 responses

• Secure – 3 responses

The minimum time devoted to professional learning was twelve hours, although some staff members received considerably more than this. For the annual Salford Primary PE Conference the school sent four members of staff instead of the usual one as a direct result of the analysis. Each teacher was asked to keep a record of how the professional learning had an impact on pupil achievement.

“I have seen good progress in all the children.” “As I am more confident, the children are a lot more confident and able”. “A positive impact on the children’s attainment.” “I learned how to stretch the higher ability children and to better cater for them and have the chance to show their skills.” “The children perform movements to a higher level now.”


The school’s sport premium report states, “Teachers will be able to use the skills learned to improve their own teaching of PE in the future, ensuring all our children are taught high quality PE lessons.”

To assess the impact the question of teacher organisation, knowledge and understanding and confidence was re-visited. The responses were as follows:

• Still needing development – 7 responses

• Secure – 26 responses

This represents 70% of teachers moving from ‘needing development’ to ‘feeling secure’ in their PE teaching following the programme of professional learning. Teachers that still needed development reported, “I’m not 100% confident because of what prior learning pupils will have.” and “I just need to understand the rules of various games in more detail.”

In recognition of the commitment to professional development and enhancing opportunities for young people the school received the School Sport Partnership ‘School of the Term’ Award. In addition, for the first time the school has gained the Silver School Games Mark.

“ The new Primary School Sport Funding has impacted positively on staff training and has increased the amount and variety of sporting opportunities available for the children.”

Trish Garner, Headteacher


Dean Gilmore Salford Primary Sport Premium Lead e. [email protected] t. 0161 921 1911

“I AM VERY ATHLETIC AND I HAVE LEARNED TO BE A GOOD LISTENER. I KNOW LOADS OF NEW GAMES AND

CAN HELP IN THE TEACHING OF OTHERS.” DARCY, YEAR 5


CASE STUDY: STOCKPORT

Background

Romiley is a two form entry school with an average number of pupils on pupil premium and with special educational needs. They are part of the Werneth Cluster. PE and sport was highly valued prior to the funding and was and still is used as a tool for whole school improvement. There has been a very supportive SSP in Stockport since 2003, throughout all the government changes the SSP has retained its infrastructure and has changed with the times to continue to support schools in the way that compliments the requirements of the Primary Sports Premium (PSP).


The funding has been utilised to access the services of the Stockport School Sport Partnership. This has significantly enhanced their PE and School Sport offer in a number of ways.

• Continuing Professional Development (CPD) courses and whole school insets have been delivered to develop staff knowledge, understanding and expertise.

• The School Sport Coordinator (SSCo), who is funded by the PSP, has a fortnightly rolling programme of curriculum support to further develop staff understanding, knowledge and delivery of PE lessons, which has all had a hand in developing high quality PE and has given staff more confidence.

• The Partnership Development Manager (PDM) has delivered whole staff insets in gymnastics, dance, games and athletics, again enhancing staff confidence and subject knowledge. The headteacher has also taken part in the whole staff training which shows the staff how important the subject is.

• Curriculum support is provided with the SSCo developing lesson plans for all staff. The PDM also delivers NQT/RQT courses which are always attended by Romiley staff.

• Staff have worked alongside the SSCo to develop small clubs for KS1 using the ‘play leaders’ to lead at lunch times, building relationships amongst the pupils and giving the older children the expertise to lead.

• The school participate in the competitions provided by the SSP. This gives pupils the opportunities to gain skills and confidence, learning valuable life skills along the way.

• Opportunities through Change 4 Life (C4L) clubs and mass participation events have improved the health and wellbeing of ALL young people.

• The school has provided free after school sports clubs using the PSP, whereas before the funding, children had to be charged in order to afford visiting coaches in this school.

• Whole school inset has helped to develop high quality PE and more opportunities have been created for participation, in turn helping to improve attainment, attendance, punctuality, behavior and alert active minds. There are a number of hard to

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ROMILEY PRIMARY SCHOOL

reach children due to various learning disabilities, who once upon a time would have been ‘climbing the walls’, but who are now focused and engaged during their PE lessons and also in other areas of the curriculum, due to the improved delivery of the lessons. The PSP has helped make these improvements possible.


• Achievement in weekly PE lessons has improved.

• Staff are a lot more confident, feel as though they have more subject knowledge and are a lot more relaxed about teaching PE.

• Pupils’ participation in competitive school sport has increased by around 20%.

• Personal health and wellbeing has improved as have attitudes and behavior towards learning, due to engaging more challenging children and children who find it hard to focus. It has also meant that pupils achieving higher standards in lessons can be nurtured more through increased subject knowledge and more opportunities out of the classroom.

• Children are more engaged in PE and sport which data can show is impacting on other curriculum areas.

• As a result many children now attend the community clubs in a whole range of sports including swimming, tennis, golf and dodgeball.


• A noticeable difference to teaching and learning of PE has been made because of the focus on CPD provision by the PE coordinator for the whole staff and the increase in curriculum support. It has helped to make PE a priority subject in school and has improved the quality of the delivery. Staff have gained confidence and understand the importance of PE.

• There has been a measurable and sustained improvement in PE and sport. Data shows that in the Autumn term 2014, 221 pupils took part in extra-curricular activity compared to 229 throughout the whole of 2013-14.

• SSCo work and whole school insets have increased staff confidence and they now have a greater knowledge and understanding of PE and sport. It has all helped to make PE lessons more sustainable.

• Training for NQTs also helped to increase high quality PE.

• Participation levels have increased in competitions as staff know how important they are to develop life skills.

• The PE coordinator can now see staff teaching their PE lessons as opposed to avoiding them, which has happened in the past. People look happier and more at ease teaching their PE lessons and observations show an improvement in quality.

• SEN children are more engaged and staff have a more positive outlook.

• Through the PSP funding the school are able to access the highest package of support the SSP provide.

“ The PSP has helped to increase participation during school and after school by around 70%. It has helped to upskill not only staff but children as well. I think it has had a massive impact on the quality of PE lessons and helped children participate in after school activities. It has also helped to raise the profile of PE and the importance of it. It used to be one of those lessons that got by-passed. Staff are more professional about PE. It has impacted on the whole of school life.”

John Tomlinson, Headteacher

“ By upskilling school staff through one to one curriculum support as well as whole staff inset and staff attending central CPD, the staff are now more confident and happy to ‘go it alone’ and therefore will be more likely to sustain the high quality delivery of their lessons. The Headteacher places great importance on PE and makes sure that good practice is embedded. The school receives a lot of support from the SSP and engages well with local community clubs building pathways for the pupils to continue their sporting interests outside of the school day.”

Jude Riddings, School Sports Partnership Development Manager


Charlotte Pratt Stockport Primary Sport Premium Lead e. [email protected] t. 0161 474 2141


CASE STUDY: STOCKPORT

Background

Cheadle Heath Primary is a one form entry school (in the process of expanding to two forms) and the pupil premium is above average. The proportion of disabled pupils and those who have special educational needs supported through school action is above average.

Partners working together to maximise the use of the funding include the Schools Sport Partnership (SSP) with the School Sport Coordinator (SSCo). PE and school sport was valued prior to the funding and it is used for whole school improvement. There has been a very supportive SSP in Stockport since 2003, throughout all the government changes the SSP has retained its infrastructure and has changed with the times to continue to support schools in the way that compliments the requirements of the Primary Sports Premium (PSP).


The funding has enabled the school to continue to be a member of the Stockport School Sport Partnership. This has enriched their PE and school sport provision is a variety of ways.

• Working alongside a dedicated SSCo, the range of after school clubs on offer has helped pupils to develop their knowledge and skills across different sporting activities.

• The SSP provide a comprehensive competition and events structure and the funding has enabled pupils to access these and play to a better standard. As a result they have gained an understanding of the importance of sportsmanship and developed vital life skills which they can then use in the future.

• The SSCo (funded by the PSP) has helped create Young Ambassadors and this has enabled pupils to understand the importance of being leaders, giving them more self-confidence.

• The SSP and SSCo have provided Continuing Professional Development (CPD) to help staff gain subject knowledge and a greater understanding of the importance of high quality PE and school sport. The SSCo gives weekly support, building staff confidence in developing high quality PE lessons.

• The funding has been used to drive physical activity initiatives in the school. C4L Clubs and mass participation events such as Be Active Be Healthy days have been organised to improve the health and wellbeing of ALL young people.

• Having whole school inset, other CPD courses and working alongside the SSCo has helped to develop high quality PE and more participation opportunities created for all pupils, in turn helping to improve attainment, behaviour and school work with children’s alert, active minds and a tool for whole school improvement. This has again been made possible through the provision of the PSP.

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CHEADLE HEATH PRIMARY SCHOOL


• Achievement in weekly PE lessons has improved as has pupils’ participation in competitive school sport.

• Personal health and wellbeing and attitudes and behaviour towards learning has improved as the more challenging children are engaging more as well as the children who find it hard to focus.

• Data from other curricular areas shows how this is having a positive impact across the school.

• Improvements have helped to engage Special Educational Needs (SEN) children who find it difficult to focus and engage with others.

• Many children now attend more community clubs.


• Level 1 – 100% of KS1 & 2 and Early Years Foundation Stage (EYFS) have taken part in at least one competition.

• Level 2 – Pupils in the school attended 36 level 2 SSP events over the year.

• A much greater number of children are taking part in Level 2 events

Year Group 2014 2013

Year 6 80% 35

Year 5 60% 15%

Year 4 100% 0

Year 3 40% 0

Year 2 30% 0

Year 1 100% 0

Overall 68% 8.5%

• Level 3 – the school sent 16 children to the Greater Manchester Level 3 Games in March 2015 and came back with gold medals in the Y3/4 team gymnastics, silver medals in the Y1/2 team gymnastics, silver medal to Y5/6 individual competitor and bronze to the Y5/6 team gymnastics.

• There are more clubs than last year running at the school, lead by a combination of outside providers and school staff.

• The school held a hugely successful ‘Be Active Across the Ages Day’ in the Autumn Term attended by Year 3 pupils and

their parents/grandparents, highlighting the importance of physical activity.

• The school take advantage of a highly successful Young Ambassadors Programme. These students have already led activities at the Infant Festival and will be organising their own dodgeball festival later this term.

• The school have sent many SEN and Disability (SEND) pupils to inclusion competitions. Last year the school didn’t send any pupils to disability events.

• Staff are very aware of the benefits children are getting from this increased level of participation and as a result more of them than ever before are volunteering to get involved with after school sports and clubs.

• The school hosted the Level 2 Infant Athletics Competition for the first time.

• Due to the comprehensive CPD programme, staff are reporting to be more knowledgeable and confident delivering curriculum PE. This is evidenced from the feedback surveys conducted by the SSCo.

“ The impact of the Primary Sports Premium at Cheadle Heath has been significant. We are part of a very supportive PE network through the local Schools Sport Partnership which ensures both competitive support for the children and ongoing professional development for the teaching staff and other adults in school. Being able to work alongside qualified practitioners to develop their own skills has developed competence and given staff confidence, which has enabled us to offer a wider range of extra-curricular activities than previously available. Pupils are more engaged and motivated to play sport and participation rates have soared across the whole school community. Following the cessation of the grant I anticipate there being a wider, stronger skill set within school to enable ongoing safe and effective delivery of PE and Sport.”

Christine Meekley, Headteacher


Jude Riddings Stockport Primary Sport Premium Lead e. [email protected] t. 0161 474 3585


CASE STUDY: TAMESIDE

Background

Pinfold Primary School is a large two form entry primary school (450 pupils) on the outskirts of Manchester. The school has a passion for developing sporting achievement and has achieved much success in competitions over the past few years. The school utilised the funding to raise standards in teaching via specialist coaches and this boosted participation in intra and inter school competition.


• The Sport Premium allowed the school to employ a number of specialist sports coaches who, as well as providing high quality curriculum delivery, were able to mentor teaching staff so their subject knowledge increased within a range of sports and across all ages.

• With teachers more confident and competent to teach PE, this resulted in the overall structure of the PE curriculum being overhauled. It also motivated staff to offer more after school clubs in greater variety of sports. Additionally it encouraged the school to partake in more intra and intra school competition.

Coaching

Competition





PINFOLD PRIMARY SCHOOL


• The school has a willingness to work across a wide range of sports and embed them within the curriculum. This enables pupils to improve their skill level and feel more confident about taking part in competition.

• After school clubs are planned in line with the competition schedule which allows for effective teaching and learning to occur prior to entry. This timetable is run across all age ranges to allow for progression so by the time the children enter the upper juniors they are ready to represent the school.

• As well as external competitions, the school also encourages competition within school. This culminates in a Sports Day which celebrates sports and sporting achievements throughout school.

• The school has had some real success and has been privileged to represent the Borough at the Level 3 Greater Manchester School Games last year.

• The school teams have benefited from expert coaching extending beyond the curriculum through after school clubs each evening and additional sports sessions being offered during dinnertimes. These coaches have supported teams when participating in competition.

• The school endeavours to take several teams of differing ages and abilities to allow children the experience of competition and to support progression. On average taking up to 15 children per event.

• Furthermore, their participation in sports has enabled the school to make links with local clubs which has helped in supporting children who are Gifted and Talented in pursuing sport in the community.

• The school is committed to ensuring that children develop a good sporting attitude which is built upon respect and sportsmanship. They are taught good attitudes towards competition outcomes. As a result of this high expectation, the behaviour of children at competitions is impeccable. The children learn how to work as a team and support one another in whichever sport they participate.

• Part of the funding has been used to purchase a minibus which has made a huge difference to the volume of competitions they can attend.

“ Sport within Pinfold has become an integral part of every day school life. It has raised self-esteem and confidence to have a go and to work as part of a team, to try your best. It has had a positive impact upon all areas of the curriculum.”

Jennie Burlinson, Assistant Head

“ We are so proud of all of our children’s sporting achievements. Sport at Pinfold, is one of the ways in which children, staff and parents can come together and celebrate success.”

Sally Savarizadeh, Deputy Head


Geoff Oldfield Tameside Primary Sport Premium Lead e. [email protected] t. 07432 148045

“IT ’S GREAT TAKING PART IN COMPETITIONS BECAUSE YOU GET TO MEET NEW PEOPLE AND WE LOVE TRAVELLING ON OUR OWN MINIBUS –

IT MAKES US FEEL LIKE CELEBRITIES!” JORGE – YEAR 6


CASE STUDY: TRAFFORD

Coaching

Competition




Background

Victoria Park Junior School, are a school in the north of Trafford, who are a member of the Trafford School Sports Partnership and is involved with the SCITT site at Ashton on Mersey. They are also involved with a previous SSP cluster of schools in terms of competition and festivals. PE and school sport has always been an integral part of this school but the PE and Sport Premium has allowed the subject leader to fully embed this and train other members of the school staff to spread the role. This case study is specifically about their development of Level 1 and 2 competitions.


This year the school have recruited two new members of staff, one of the desirable criteria requested was as expertise in PE and School Sport. One of the members of staff recruited has come from the SCITT at Ashton on Mersey. This has allowed the PE subject leader to share some of the whole school responsibilities around PE, school sport and healthy active lifestyles.

Through buying into the Trafford School Sport Partnership these staff have been able to access 7 separate training courses to support their development which has meant that the capacity around the delivery of high quality competitions has increased.

The school introduced a Sports Week of Level 1 competition back in 2012 but the Sport Premium funding has enabled this to continue as a legacy event. For two days of this week the timetable is collapsed and ALL pupils take part in competitions across 12 different sports. On the third day all students are transported to the local athletics track for a full day of athletic events. In addition to this the school have utilised the funding to work hard to develop an active SSOC. The SSOC are used to hold lunchtime Level 1 competitions across six sports.


VICTORIA PARK JUNIOR SCHOOL

What was the impact on participants?

The receipt of the Sports Premium funding has meant that participation rates have significantly increased across the school as well as the achievement in PE. Sport is used as a vehicle for whole school improvement and pupils who do not behave in the expected way are unable to attend external competitions.

The school has also done some targeted work with those who are inactive and brought in alternative activities such as ‘i Move’ so they can compete in events that may not be considered to be ‘sporty’. Some of their funding has been utilised to facilitate children with barriers accessing community clubs such as the local rugby club where transport and fees were covered by the school.


The Primary Sport Premium funding has raised the profile of PE and sport at the school. The opportunity to release staff and access additional CPD has meant that it is not only the PE subject leader that can access training to improve the quality of delivery. The increase in participation has meant that they are now a Games Mark Gold School.

Victoria Park Junior School works very closely with a cluster of schools. Each of those schools takes responsibility for delivering cluster events. These events allow for B, C, and D teams to access competition and experience competing against other schools at a similar level. The sport premium has removed the barrier of transport for this.

“ The children have always enjoyed PE at Victoria Park Junior School and it has historically been a strength of the school, however over the last couple of years it has been used as a vehicle to get the best out of a whole range of pupils. The additional funding from Sports Premium has enabled us to give additional time to our PE subject leader, who with his expertise, vision & drive, has transformed PE across the school. More children than ever before are competing in competitive sport. We often enter more than one team in competitions and it is great to see children who have not had opportunities to compete before experiencing the thrill of competition. Due to additional training and staff confidence, most of our teachers are involved with at least one aspect of sport/PE-meaning our staff are healthy, good role models and are able to offer a large range of extra-curricular activities to children.

Mrs Taylor, Headteacher


Kay Statham Trafford Primary Sport Premium Lead e. [email protected] t. 0161 912 2947

IF WE DIDN’T HAVE THE CHANCE TO TAKE PART IN COMPETITIONS I WOULD NOT ENJOY SCHOOL AS MUCH. I HAVE A NICE TIME WHEN I TAKE PART IN

COMPETITIONS. I LIKE BEING PART OF THE SSOC AS I ENJOY LEADING AND SETTING SPORTS UP FOR THE

CHILDREN TO PLAY. DOMINIC – YEAR 6


CASE STUDY: TRAFFORD

Coaching

Competition




Background

Tyntesfield Primary School is a large two form entry school with close to 450 children currently on roll. Situated in the heart of Sale, the school works closely with the Trafford School Sports Partnership (SSP) to provide a comprehensive range of opportunities for its staff and pupils. In 2014 the school achieved the Silver School Games kite mark and is now targeting Gold by the end of the academic year.

In a 2014 inspection by OFSTED the school was judged outstanding in all areas of teaching and learning. However, the leadership team felt that physical education was an area that the school could progress further and unlock its potential as a vehicle to develop the whole child.


As a result of the Sports Premium funding, the school were able to appoint a qualified teacher with PE specialism to not only take on the position of subject leader but to also deliver around 80% of PE lessons. This appointment was made with a view to:

• Improve teaching and learning across PE.

• Create a detailed scheme of work showing clear pathways for progression.

• Demonstrate continuity and consistency between PE and classroom taught subjects.

• Design and implement a model for assessment to track individual progress.

• Raise participation and performance levels.

• Offer a greater number and range of extra-curricular clubs (breakfast, lunch and after school).

• Create more opportunities for intra and inter school competition.

• Capitalize on any potential for cross curricular links within PE.

• Establish an effective child led sports crew.


TYNTESFIELD PRIMARY SCHOOL


• All children have experienced success within PE lessons and are encouraged and challenged to achieve their personal best.

• Increased confidence and a greater enjoyment in lessons due to the improvement in delivery and the appropriate use of equipment.

• Establishing a sports crew, and planning lessons which facilitate social interaction has seen a number of children develop confidence within roles of leadership.

• A number of groups of children have approached staff with ideas for lunchtime clubs and have had the confidence and the ability to promote and deliver these (e.g. heely club, fitness freaks, playground games, fun basketball for KS1).

• Children have been able to refer to their experiences of PE and discussions on team work when participating in cooperative tasks within the classroom.

• Raising the profile of and celebrating competitive sports has seen children become far more motivated to represent the school at these events.

• Due to the consistency of the PE specialist delivering the majority of curricular and extra-curricular PE, the children have begun to link positive attitude and performance during these lessons as a chance for them to earn a place in the schools teams.

• A fantastic rise in the number of children attending lunch time clubs (more than 50% of juniors) has meant that we now have separate days for individual year groups.

• After-school clubs ran by specialist teacher consistently have 30+ children in attendance.

• A number of the children who have attended the ‘Friday Fun Club’ have since shown the confidence and desire to participate in other extra-curricular activities.

• Some of the children who have attended competitions and/or coaching ran by local clubs have continued to participate in these sports outside of school.


• The introduction of a specialist teacher has raised the profile of physical education within the school and given the subject a renewed level of respect from the other members of staff.

• Focused learning aims and assessments have highlighted the importance of physical as well as academic education to the children.

• The level of delivery has greatly improved according to observations from the senior leadership team.

• Other teachers within the school now have a person to approach with any questions about PE.

• Created potential for all staff to access in-house CPD.

• As a qualified classroom practitioner the specialist teacher has been able to provide a high standard of cover across the school.

• Tyntesfield were awarded the Gold School Games Mark for 2014-15 in September 2015.

“ Sport Premium funding has had a significant impact at Tyntesfield as it has enabled us to raise the quality and profile of PE and sport provision through the appointment of our specialist primary PE teacher. Through the creation of this post and the appointment of a high skilled teacher we have targeted our Sport Premium funding to directly impact on raising standards. Our children now have access to high quality PE lessons that are tailored to the needs and interests of our pupils and adapted for effective, well-planned cross-curricular links. Our school’s Teaching and Learning and Challenge Policies are now embedded within our PE provision, raising standards of pupil achievement. In addition, our now wide range of before school, after school and lunchtime clubs have increased pupil participation and enthusiasm for PE and sport.”

Mrs K. Spark, Headteacher


Chris Dyson Trafford Primary Sport Premium Lead e. [email protected] t. 0161 973 1179


CASE STUDY: WIGAN

Coaching

Competition




Background

Abraham Guest Academy is a former Specialist Sports College and a Youth Sport Trust gold member school. The Academy plays host to the School Games Organiser and plays a fundamental role in leading PE and Sport within the local community.

In response to local primary school need for a PE specialist Abraham Guest Academy, in conjunction with the primary school partners, made the appointment in September 2014. The post holder works with four local primary schools as well as teaching in the Academy.

Wood Fold Primary School is the focus for this case study. At Wood Fold the PE co-ordinator identified through a skills audit and self-review that the teaching staff required professional development and support to increase confidence in their teaching of PE. The school felt that the ongoing support of a PE specialist would be the best way forward with the specialist working with teachers from early years up to and including key stage 2 for one day per week.


The PE co-ordinator identified a need to develop the confidence and knowledge of the teaching staff delivering PE. All teaching staff completed a PE teaching and learning questionnaire this identified their current strengths and prioritised their areas for development.

Teaching groups were planned for the PE specialist to work alongside considering the school’s long term breadth of study and the areas identified for individual teachers from their skills audit.

Teaching staff work with the PE specialist who plans, delivers and assists with the assessment of teaching a unit of work with their class. Each teacher then consolidates their understanding by teaching the same lesson to the other class in the year group.

At the end of each unit of lessons teachers complete feedback forms where they reflect on what they have gained from working alongside the specialist and more importantly how this will impact on their future teaching in PE. They also use this form to identify areas and strands which they would like to develop further.


WOOD FOLD PRIMARY SCHOOL


• Improved quality of PE lesson provision is offered resulting in more positive attitudes to PE.

• Achievements in PE lessons has increased and significant improvement in physical literacy levels has been noted.

• Teaching staff have implemented changes in their planning, teaching style, organisation and structure of their lesson delivery resulting in a greater enjoyment of the subject by both teachers and children.


• Improved standards of delivery of PE within curriculum time as evidenced by lesson observations.

• Renewed passion for PE and an understanding that it can be a vehicle for whole school improvement.

• A more positive attitude shown from staff who felt valued by investment in professional development for PE as evidenced in their end of unit evaluation surveys.

• An increase in participation in PE lessons from the children, very rarely do children forget their kit for a PE lesson.

• 100% of the staff completing the end of unit evaluation surveys have returned positive comments identifying an increase in their confidence in delivering PE lessons to a good or outstanding level.

• Teaching staff understand and enjoy delivering “fun and engaging lessons that inspire and encourage children to participate”.

• Abraham Guest Academy are keen to support the sustainability and development of the PE specialist role in the local area and are offering local primary schools the chance to opt in to the PE specialist service that they offer.

• They firmly believe that a specialist PE teacher is by far the best way to improve the quality of existing PE teaching through continuous professional development of general teachers.

“ Schools have seen a profound improvement in the confidence of their staff delivering PE, an increase in participation and progression of children in the subject and more enjoyable, engaging lessons for children.’

Keith Willock, PE Specialist


Cathy Robinson Wigan Primary Sport Premium Lead e. [email protected] t. 01942 776193

“EMPLOYING A SPECIALIST PE TEACHER HAS HAD A GREAT IMPACT ON PE AND SPORT WITHIN OUR SCHOOL. TEACHERS HAVE BEEN INSTILLED WITH

CONFIDENCE FROM WORKING WITH THE SPECIALIST OVER SEVERAL WEEKS AND HAVE BENEFITED FROM SEEING THE PLANNING, TEACHING AND ASSESSMENT

PROCESS EFFECTIVELY IMPLEMENTED.”MIKE RIGBY, ASSISTANT HEADTEACHER


CASE STUDY: WIGAN

Coaching

Competition




Background

St. Michael’s is a Voluntary Aided Church of England Primary School, which caters for the education of boys and girls from the age of four plus to eleven years. There are approximately 206 children on roll. St Michael’s is an outstanding school.

The school serves a socially and economically mixed area. Almost all pupils are of White British heritage. The proportion with learning difficulties and/or disabilities is broadly average. The school provides for the Early Years Foundation Stage in one reception class.

The school aims to provide children with a wide range of physical activities, so they can acquire and develop skills for participation, leadership and understand how physical activity contributes towards a healthy lifestyle. St. Michael’s achieved the Silver School Games Mark in 2014.

The funding has utilised to enhance the schools PE and School Sport offer in a number of ways, but specifically to:

• Raise the quality of teaching and learning in gymnastics lessons by upskilling teachers to be confident and competent.

• Improve the structure of gymnastics lessons in light of the new PE National Curriculum and for them to be fun for all children.

• Better assist teachers to monitor the progress of children in gymnastics.


• A PE Consultant was employed to work one to one with class teachers and teaching assistants in 6 week blocks to improve the teaching of gymnastics in a planned, structured process starting with KS1 and Y5 and Y6.

• The programme of CPD for staff was systematically planned through one to one weekly meetings with the PE Consultant and PE Subject Leader.

• The PE Consultant delivered INSET to aid staff development via a coaching/mentoring role.

• The PE Consultant observed the class teacher teaching gymnastics.

• The PE Consultant delivered model outstanding lessons for the class teacher to observe.

• The PE Consultant and the class teacher then planned lessons together and team taught.

• The class teacher then taught the lessons and the PE Consultant monitored and evaluated staff progress through lesson observations.

• The PE Consultant assessed/monitored all the children and shared the process/outcomes with the class teacher.

• The PE Consultant helped the PE subject leader to update the gymnastics scheme of work and link it to assessment.


ST MICHAEL’S CE PRIMARY SCHOOL


• The teaching staff were keen to teach PE lessons but now confidence and competence has increased in delivering fun, focused gymnastics.

• Students now access high quality gymnastics lessons and improved pupil behaviour was observed as a result of better engagement in the lessons.

• Increased confidence in pupil gymnastic skills and enjoyment in lessons from all abilities.

• Greater enjoyment in lessons due the use of better quality, more appropriate equipment


• The school-centred process met the needs of staff who are now empowered to understand what constitutes a good/ outstanding lesson in PE and skills have increased across a range of activities not just gymnastics.

• The systematic scheme of work planning starting with Y1 and continuing through the school will provide continuity in learning and enhanced pupil progress linked to improved teacher/pupil monitoring.

• Teachers now feel better able to plan and deliver appropriate gymnastics lessons.

• The PE Consultant has developed other areas of the PE Curriculum e.g. whole staff INSET on hockey, OAA activities so that staff confidence and competence are increased in a range of activities.

• The Schemes of Work will be developed to other areas of the PE National Curriculum.

• The school is working towards establishing an extra-curricular gymnastics club.

• Next academic year the school will work with the School Games Organiser to enter a team/s in the Key Steps Gymnastics competition.

• The school will continue to be a YST member school and access the CPD courses on offer for the cluster of schools e.g. Top Gymnastics and TOP OAA will provide another resource to supplement the teaching of high quality PE lessons across the range of activities.

“ The support the PE Consultant has given me as a subject leader has been invaluable. It has enabled school to develop a structured programme for physical activity throughout both key stages underpinned by the new curriculum. The improved confidence and expertise in teaching and assessing gymnastics has been excellent.”

Marjorie Evans, PE Subject Leader


Lesley McGreevy Wigan Primary Sport Premium Lead e. [email protected] t. 01942 767040 (Ext 5)

“IT’S BEEN REALLY GOOD WORKING WITH MRS. GARNER BECAUSE SHE’S SHOWN ME WHAT MY BODY SHAPE SHOULD

BE WHEN I DO GYMNASTICS AND THE LESSONS HAVE BEEN FUN.”


All ten authorities have a designated PE and Sport Premium Lead. To find out what support is available to you contact your local lead. Their details are listed opposite.

LOCAL SUPPORT

GREATERSPORT WORKS EXTENSIVELY WITH THE TEN LOCAL AUTHORITY AREAS OF BOLTON, BURY, MANCHESTER, OLDHAM, ROCHDALE, SALFORD, STOCKPORT, TAMESIDE, TRAFFORD AND WIGAN.

SEE YOUR LOCAL CONTACTS OPPOSITE


Jamie Agar Bolton PE & Sport Premium Lead e. [email protected] t. 01204 33 6843

Gill Molloy Bury PE & Sport Premium Lead e. [email protected] t. 07989 300 283

Martin Wright Manchester PE & Sport Premium Lead e. martinwrightcompetitionmanager@

googlemail.comt. 07565 525 121

Vicky Dean Oldham PE & Sport Premium Lead e. [email protected] t. 07720 716 222

Emma Mooney Rochdale PE & Sport Premium Lead e. [email protected] t. 07800 672 501

Dean Gilmore Salford PE & Sport Premium Lead e. [email protected] t. 0161 921 1911

Charlotte Pratt Stockport PE & Sport Premium Lead e. [email protected] t. 0161 474 2141

Jude Riddings Stockport PE & Sport Premium Lead e. [email protected] t. 0161 474 3585

Geoff Oldfield Tameside PE & Sport Premium Lead e. [email protected] t. 07432 148 045

Kay Statham Trafford PE & Sport Premium Lead e. [email protected] t. 0161 912 2947

Chris Dyson Trafford PE & Sport Premium Lead e. [email protected] t. 0161 973 1179

Cathy Robinson Wigan PE & Sport Premium Lead e. crobinson@

abrahamguestacademy.comt. 01942 776193

Lesley McGreevy Wigan Primary Sport Premium Lead e. [email protected] t. 01942 767040

GreaterSport are here to help and can provide you with all the support you need to make the most of the PE and Sport Premium.

Matt Stocks

Development Manager GreaterSport



t. 0161 223 1002



LOCAL CONTACTS


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 PE and School Sport Premium.

GreaterSport Wenlock Way Offices Wenlock Way Manchester M12 5DH

Matt Stocks Development Manager GreaterSport



t. 0161 223 1002



CONTACT GREATERSPORT

Primary Sport Premium - May 2016

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