Created by: Supported by:

Created by: Supported by:

Schools must use the funding to make additional and sustainable improvements to the quality of Physical Education, Sport and Physical Activity (PESPA) they offer. This means that you should use the Primary PE and Sport Premium to:

• Develop or add to the PESPA activities that your school already offer • Build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the

school in future years

Please visit gov.uk for the revised DfE guidance including the 5 key indicators across which schools should demonstrate an improvement. This document will help you to review your provision and to report your spend. DfE encourages schools to use this template as an effective way of meeting the reporting requirements of the Primary PE and Sport Premium.

We recommend you start by reflecting on the impact of current provision and reviewing the previous spend. Under the Ofsted Schools Inspection Framework, 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 are required to publish details of how they spend this funding as well as on the impact it has on pupils’ PE and sport participation and attainment by the end of the summer term or by 31 July 2019 at the latest. We recommend regularly updating the table and publishing it on your website throughout the year, as evidence of your ongoing review into how you are using the money to secure maximum, sustainable impact. To see an example of how to complete the table please click HERE.

Created by: Supported by:

Key achievements to date: Areas for further improvement and baseline evidence of need:

✓ Greater engagement in activity at lunch time which includes reluctant pupils

✓ A wide range of sports available to children both during lunch time and after-school, including Archery, Fencing, Curling and Bowling, tennis and multi skills.

✓ Children have developed understanding of keeping the whole body healthy in Health and Well-Being sessions and in D.T when cooking.

✓ Staff becoming more confident with teaching key areas of PE including Dance

✓ Staff becoming more confident with integrating science into PE through Health and Well-Being sessions

✓ Pupils to become leaders of activities at lunch time to ensure sustainability of active lunch time

✓ Active teaching throughout the day to be developed. ✓ Brain breaks incorporated through short, two minutes’ whole body

work outs to get the heart rate up. ✓ Using the Mess as an extra indoor space for an after school activity when

the hall is already in use and weather bad (St. Andrew’s only). ✓ Pupil Survey- to find how much sport and physical activity children do

outside of school. Target these children for after school clubs. ✓ Reinforce we are a healthy school by ensuring all staff are consistent

with ensuring children only have fruit for snack at break time (with the exception of SEND children).

✓ Ensure new equipment is looked after and children are taught to store items safely in the PE shed. All equipment to be stored in the shed with the oldest children trained up in how to collect and store new items. Assign PE shed monitors/prefects (with badges) from Year 6 at the start of the new school year. Celebrate the importance of this new role in Friday assembly with issuing of badges.

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

What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres? N.B. Even though your children may swim in another year please report on their attainment on leaving primary school.

86%

Support for review and reflection - considering the 5 key indicators from DfE, what development needs are a priority for your setting and your students now and why? Use the space below to reflect on previous spend, identify current need and priorities for the future.

Created by: Supported by:

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

86%

What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? 86%

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

No

Created by: Supported by:

Academic Year: 2019/20 Total fund allocated: £ 16,270 Date Updated: July 2020

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

Percentage of total allocation:

31 %

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

Children increase physical activity in school from the recommended 8% of the day to 28% of the day. To include:

✓ PE lessons ✓ Active teaching ✓ Lunch & break time activity ✓ Participation in the Daily

Challenge So that children are physically fitter and have better concentration during less active lessons.

✓ Daily lunch clubs to be provided for children with a variety of activities which will interest all children

✓ Daily lunch clubs which support children in becoming leaders of activity

✓ Daily Challenge to become embedded in daily life of the school

✓ Active activities embedded in daily planning

£5000 The Daily Challenge has encouraged greater activity for all pupils during the day. Daily lunch clubs are being attended by 100% of pupils over the week as there are a variety of activities which interest all children of any age or ability. Those children who completed the Play Leader training are now confident in leading activity at break times and engaging peers in activity.

To move away from having paid coaches coming in each day during lunch time to having them part of the week and children to be trained up to lead activities the rest of the week. To encourage children to create a personalised Daily Challenge to embed active lifestyles.

Pupil Survey- to find how much sport and physical activity children do outside of school. Non-participants, or those with low levels of physical engagement, are then targeted and given priority to join after school sports clubs. To ensure a personalised

Action Plan and Budget Tracking Capture your intended annual spend against the 5 key indicators. Clarify the success criteria and evidence of impact that you intend to measure to evaluate for students today and for the future.

Created by: Supported by:

Daily Challenge actually happens, pupils to identify what the physical skill is they want to accomplish with their teacher at the beginning of each half term, record in their passport, set a target to reach and track progress.

Key indicator 2: The profile of PESSPA being raised across the school as a tool for whole school improvement Percentage of total allocation:

23 %

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

Children to want to achieve in PE and Sport both inside school and outside of school so they feel active, fit and strong both physically and mentally.

✓ Certificates awarded each week in Celebration Assembly celebrating progress and effort in the Daily Challenge

✓ Children who have made the most progress in the Daily Challenge to be awarded with active prizes

✓ Taster sessions offered to pupils in school time which can then be explored outside of school (Karate)

✓ Healthy body and Well-Being sessions provided for all pupils which allows them to make informed choices about their diet and physical activity

£100 £1500 £1200

Children are proud to receive their certificates in assembly and those children who made the most progress and put the most effort into the Daily Challenge enjoy using their winning items during lunch time. Teachers have fed back that the Healthy body and Well-Being sessions have given them greater knowledge and they feel more confident with teaching this element of the curriculum. The children have a greater understanding of the importance of both diet and physical activity and how they are linked.

Ensure children are signposted to relevant associated clubs so that they are able to continue with the sport outside of school and beyond their primary school years. The PE notice board can be used for this. Weekly certificates celebrate the active lifestyle and embed the importance to physical activity for all children. By placing this high importance on physical activity, it becomes part of the ethos of the school and therefore a part of everyday life which children can continue beyond their

Created by: Supported by:

during the day ✓ Termly active sessions

which have cultural links or introduce children to different ways of being active (Dance days and Skateboard/Scooter sessions)

£1000

primary school years. Children who partake in a less well known sport or who have succeeded in their chosen sport outside of school, to have a dedicated time (Friday) during whole school assembly to celebrate their sport and talk about how to persevere, accept defeat, etc from a personal viewpoint.

Created by: Supported by:

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

14 %

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

Ensure that staff are capable and feel confident with teaching a wide range of high-quality PE; by working alongside trained specialist coaches who deliver PE to the children and upskill the adults supporting the sessions so that PE teaching is sustainable.

✓ Employ skilled specialist PE coaches to deliver some PE sessions each week and work along supporting adults for planning and assessment

£2200 Through the year, Teachers and supporting adults have watched and taken part in input for football, dance and multi-skills. These were areas which Teachers felt less confident with teaching and which children lacked the appropriate skills in. With this support, adults now feel more confident with teaching a full programme of study in these areas and are developing an understanding of assessment in the areas.

This input will allow teachers and supporting adults to have confidence with teaching the subject area in future. This also allows supporting staff to continue using the skills when leading sport at lunch time. It may be necessary in future to provide further support for other areas of the study. Ensure staff PPA time is not always covered with a PE lesson as the opportunity to then embed CPD is missed. Inset Day: allocated time for competent staff knowledgeable in a particular sport to run a practical workshop on how to deliver that particular sport to their peers e.g. football, hockey, etc. Use of GetSet4PE website with its related planning materials, online assessment tools and potential staff inset (online) to further upskill all staff.

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

Created by: Supported by:

2 %

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

Children to have the opportunity to try different sports and activities so that they can find what they have a passion for. Children to have a variety of equipment they can access throughout the school day which will keep them active whilst enjoying being physical.

✓ A variety of play equipment purchased for use during break times and lunch times – including bowling and curling

✓ Lunch time clubs and an after-school club to offer a variety of activities – including archery and fencing

✓ An active after-school club offered

£400 Activities – such as the bowling and fencing – are well attended as pupils are keen to try something new. The active after-school club which offers something ‘new’ are fully subscribed each half-term.

Further equipment would need to be purchased to further sustain this interest in new sports. PE Federation Day – children gain exposure to a wider range of sports by rotating across 5 or 6 different activities involving both familiar and more unusual sports using both school staff and outside agencies. (Using PE Premium budget). Invite successful athletes within the county/region to give a talk in assembly to inspire the children to perhaps peruse a sport they hadn’t considered e.g. korfball. Display the contact details and information of local grassroots sports clubs on school PE board to provide crucial school/club links thereby giving children further opportunity to pursue their chosen sport/s outside of school.

Created by: Supported by:

Invite a member of a local sports club to give a talk to children in assembly. Encourage staff who have their own knowledge of the local area to promote school/club links.

Key indicator 5: Increased participation in competitive sport Percentage of total allocation:

14 %

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

All pupils in the school to take part in an inclusive Sports Day which will celebrate sport and encourage to children to compete against their school peers. All pupils to take part in a Daily Challenge in which they compete against themselves. Children to feel part of a wider Federation team by wearing a Federation team kit when attending events Pupils to attend cluster events where possible.

✓ Provide transport to events ✓ Purchase a Federation

team kit and bibs appropriate to the competition attending

✓ Plan and deliver an inclusive Sports Day

✓ Be part of the Long Stratton PE Cluster

✓ Enter Cluster events

£500 £400 £200 £1200

An inclusive Sports Day allows all children to take an active role and feel a sense of achievement which could develop to a passion for a sport which could continue past their primary school years. Those children who have attended outer-school competitions have been able to explore a passion and desire for sport.

To explore more opportunities for competition with other schools/teams. Arrange termly inter-school competitions between “houses,” e.g. Autumn Term Inter House Football for KS1 and KS2 pupils. Spring Term – Netball. Summer Term – tennis. KS1 & KS2 House Cup awarded. This then becomes a termly competition with children trying to defeat the current holders or retain their title.