Bromley Primary Schools’ Physical Education Meeting Monday 23 September 2013 Howard Marshall Giles Platt [email protected]

Agenda

• Welcome and introduction • The new context - PE Premium, The

National Curriculum and Ofsted Framework

• Auditing and monitoring the outcomes • Best practice indicates........ • The PECPD package for 2013/2014 • Competition update • Anything unclear? • AOB

Inspecting Primary School PE and School Sport: New Funding

• In April 2013, the Government announced

new funding of £150 million for physical education and sport. This funding should be used to improve the quality and breadth of PE and sport provision.

• Funding will be allocated to all

maintained and state-funded schools with primary phase pupils, including: primary, middle, special and non-maintained special schools, academies and pupil referral units from 1 September 2013. A typical primary school will receive about £9,250 annually in the academic years 2013/14 and 2014/15.

Primary School Sport Funding 2013 - 2015

• Funding for schools will be calculated by

the number of primary-aged pupils (between the ages of 5 and 11) as at the annual schools census in January 2013.

• All schools with 17 or more primary-aged

pupils will receive a lump sum of £8000 plus a premium of £5 per pupil. Smaller schools will receive £500 per pupil.

Primary School Sport Funding 2013 - 2015

How the funding will be paid:

• For 2013/14 and 2014/15 the sport funding will be

included in the additional grant for schools (AGS) 2013 14 and 2014-15. AGS is distributed to local authorities in late September or early October each year.

• The payments will cover the total funding for the

academic years 1 September 2013 to 31 August 2014 and 1 September 2014 to 31 August 2015. The allocations for each eligible school in the authority will be set out in a spreadsheet that will accompany the note on the conditions of grant for the initiatives being supported by the AGS.

• Academies will receive their AGS directly from the

Education Funding Agency (EFA).

• Eligible special schools will receive their funding directly

from the Department’s special education needs and disability division.

Ofsted: Inspecting Primary School PE and School Sport: New Funding

• Schools are free to determine how

best to use this funding to improve the quality and breadth of PE and sport provision, including increasing participation in PE and sport so that all pupils develop healthy lifestyles and reach the performance levels they are capable of. Examples of how this funding might be spent are set out in annex A of the' Briefing for Section 5 Inspection' guidance.

Annex A

• See Handout

Ofsted – 2013 Handbook

• In primary schools, how increasing

participation in PE and sport is helping all pupils develop healthy lifestyles and reach the performance levels they are capable of

• How well the school uses the new

primary school sport funding to improve the quality and breadth of PE and sport provision, including increasing participation in PE and sport so that all pupils develop healthy lifestyles and reach the performance levels they are capable of

From the Inspector Briefing

• From September 2013, inspectors will be asked where

possible to observe PE lessons or sports enrichment activities during section 5 inspections. They will make judgements about the quality of teaching and coaching, its impact on pupils' learning and progress, and on their behaviour.

• In meetings with the headteacher and with school

governors, inspectors will ask for a brief evaluation of the quality of PE, pupils' participation in school sport and how they have used the new funding to make improvements.

• In meetings with pupils, inspectors will ask them their

views about PE, about their participation in lunchtime and after-school sport and what else the school does to keep them healthy and active.

Ofsted Subsidiary Guidance

Inspectors should consider the impact of the new primary school sport funding on pupils’ lifestyles and physical wellbeing by taking account of the following factors:

• the increase in participation rates in such activities as games,

dance, gymnastics, swimming and athletics

• the increase and success in competitive school sports • how much more inclusive the physical education curriculum

has become

• the growth in the range of provisional and alternative sporting

activities

• the improvement in partnership work on physical education

with other schools and other local partners

• links with other subjects that contribute to pupils’ overall

achievement and their greater social, spiritual, moral and cultural skills

• the greater awareness amongst pupils about the dangers of

obesity, smoking and other such activities that undermine pupils’ health.

Ofsted Subsidiary Guidance

• Inspectors should meet with as many governors

during an inspection as is possible, and should determine how well governing bodies evaluate the performance of the school, particularly in terms of: .......... the new primary school sport funding.

• Inspectors should also satisfy themselves that the

governing body is ensuring that the school’s finances are properly managed, and investigate governors’ role in deciding how the school is using ........the new primary school sport funding.

Key Findings Primary Schools - Ofsted

• Achievement was good or outstanding in two

thirds of schools visited. Boys and girls, disabled pupils and those with special educational needs made similar progress in PE.

• By the end of Key Stage 2, most pupils had

achieved age-related expectations, including in swimming. However, a fifth of schools visited had not ensured that every pupil could swim 25 metres by the end of Year 6.

• Pupils’ achievement and enjoyment of school,

including their personal development and well being, were enhanced significantly by opportunities to train as playground buddies and junior sports leaders.

Key Findings Primary Schools - Ofsted

• Teaching was good or outstanding in more than

two thirds of schools visited. None of the schools visited had inadequate teaching. Where it required improvement, the main weaknesses were the teachers’ limited subject knowledge and use of assessment which led to superficial planning and insufficient challenge, particularly for the more able pupils.

• In a quarter of schools, pupils were not challenged

to improve their personal fitness sufficiently. Warm-ups were too short and too easy, and were often followed by long periods of inactivity as teachers introduced the lesson. Only a few schools had adapted PE programmes to suit the individual needs of obese pupils, or engaged with health agencies, parents and carers to improve the lifestyle of these pupils.

Key Findings Primary Schools - Ofsted

• The quality of the PE curriculum was good or

outstanding in over three quarters of schools visited. Most schools provided two hours of PE each week and have enhanced their provision to achieve a good balance of games, gymnastics, swimming, dance and athletic activities. They provided a wide range of after school clubs and inter-school competitions.

• Since September 2012, inspection judgements that are

not good (grade 2) have been judged to require improvement (grade 3). For reasons of consistency, all grade 3 inspection judgements in this survey are referred to as ‘requires improvement’.

• Two hours of PE and school sport each week was an

aspirational target for schools introduced by the previous government. There is no statutory requirement for schools to devote a specific amount of time to PE.

Key Stage 1 (from September 2014) Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

•

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

•

participate in team games, developing simple tactics for attacking and defending

•

perform dances using simple movement patterns.

Key Stage 2 (from September 2014) Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

• • • •

use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns

•

both individually and within a team

•

take part in outdoor and adventurous activity challenges compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Subject Leader Report Subject Leader:……………………………………………………………………………… Subject:………………………………………………………………………………………… Date:……………………………………………………………………………………………..

Standards in the subject: (end of Foundation, end of KS1 and end of KS2) Quality of learning: Quality of teaching: Strengths and weaknesses in the subject: Priorities for improvement: Recommendations to the Leadership Team:

•

Ofsted Subsidiary Guidance

pupils' learning and progress

• the increase in participation rates in such activities as games,

dance, gymnastics, swimming and athletics

• the increase and success in competitive school sports • how much more inclusive the physical education curriculum

has become

• the growth in the range of provisional and alternative sporting

activities

• the improvement in partnership work on physical education

with other schools and other local partners

• links with other subjects that contribute to pupils’ overall

achievement and their greater social, spiritual, moral and cultural skills

• the greater awareness amongst pupils about the dangers of

obesity, smoking and other such activities that undermine pupils’ health.

Assessing Understan ding

19

Promoting Best Practice: Examples

• • • • • • • • • •

Share expertise through networking with fellow subject leaders Aim to visit other schools so that you can gain an insight into the quality of their provision. Surf their websites for ideas Ensure that all teaching staff have a sound knowledge and application of your school’s PE schemes of work and any bought-in lesson plans Audit the needs of your staff to take advantage of Inset opportunities Keep reinforcing the Olympic & Paralympic values as the bedrock to your school’s learning ethos Liaise with your pupils so as to glean what they think of the PE lessons-Ofsted will!

Ensure that any community club coaches whom you employ are all quality assured (CRB; Insurance; Qualified) Are they aware of DfE & Ofsted expectations? It is about supporting them to become teachers as well coaches-how do you quality-assure their work?

Address playtime/lunchtime provision e.g. HQ Play Leaders Scheme (Intra Comp) Address high quality provision for the semi/non sporty as well as those who are gifted and talented Promote and celebrate your hard work and achievements via your school’s website=a powerful marketing tool

Targets: Ofsted Subsidiary Guidance

Inspectors should consider the impact of the new primary school sport funding on pupils’ lifestyles and physical wellbeing by taking account of the following factors:

• • • • • • •

the increase in participation rates in such activities as games, dance, gymnastics, swimming and athletics ASA recommendation to use Primary PE Premium for statutory lesson provision that can include transport the increase and success in competitive school sports Intra as well as Inter how much more inclusive the physical education curriculum has become school employ?

Sport for all irrespective of gender, ethnicity, ability etc. What strategies does your the growth in the range of provisional and alternative sporting activities Minority sports can provide the gateway to PE & Sport as well as other subject learning. Do you incorporate minority sports into extra-curricular provision?

the improvement in partnership work on physical education with other schools and other local partners Academy cluster/ regional groups; local partnership package links with other subjects that contribute to pupils’ overall achievement and their greater social, spiritual, moral and cultural skills attainment; achievement; community profile etc Promoting whole child development that can affect whole school improvement e.g.behaviour; the greater awareness amongst pupils about the dangers of obesity, smoking and other such activities that undermine pupils’ health. healthy lifestyles and ultimately tomorrow’s workforce Working, practical links with PHSE. Cross-curricular learning opportunities that impact upon promoting

•

AfPE Quality Mark

The afPE Quality Mark will recognise, through a succinct self review and evaluation process, the strength and quality of physical education and sport in your school. It will raise the profile of the subject and the school both locally and nationally and will promote the high quality work that is being undertaken on a day to day basis.

The benefits of the afPE Quality Mark:

• • • • • • •

Ensures rigour and sustainability in the planning, monitoring and continuous development of high quality physical education and sport Recognises outstanding practice and innovation in physical education and sport Raises the profile of physical education and sport at a local, regional and national level Involves individuals and groups in recording and celebrating success so that the school ‘stands out from the crowd’ Recognises best practice in physical education and sport and provides a platform for sharing excellence and success Promotes a positive message to the local community Celebrates excellence in the organisation, management and delivery of physical education and sport http://www.afpe.org.uk/professional-leadership/afpe-quality-mark-for-pe-a-sport

Education Select Committee Investigating 2012 Legacy

• ‘The more that different sectors – those in school

sport, those in community sport - can work together, the greater impact we will have’ England Mike Diaper OBE, Director of Community Sport, Sport

• ‘There has to be a multi-agency approach from

parents ,carers and right across and it has to be linked with diet and exercise’ Sue Wilkinson, Strategic Lead, Association for Physical Education

• ‘Surely, we should ,by now, have embedded a

culture of co-operation and of appreciation of the importance of exercise for the young. That should be embedded in every school’ Following London 2012 Graham Stuart MP, Chair of Education Committee School Sports

Bromley Primary PE Premium

-£500 Delyth Davies) -£250 Contact -£500

: Package

• CPD inclusive of website and

SEN/inclusion support (Howard Marshall, Giles Platt & Guy Wilkins)

• Competition (Neil Miller, Kim Bushnell & • Grants (Giles Platt)

www.gpcommunityfundraisers.co.uk

SUBSIDISED BROMLEY BOROUGH PACKAGE DEAL Grant awards average £10,000) : Only paid if the grant application is successful. Money back guarantee at the end of the year if bid has not been awarded. N.B: Commission fee is normally 10% of a successful grant award and paid from existing school/voluntary association funds. Duration of Offer: Autumn & Spring term 2013/2014 only

Grants: Maximising Your Funding Potential

Grants are available from a wide range of trustees to support non-statutory, extra-curricular who you could collaborate with are: PE & Sport provision. Examples of who can apply and

• School

Voluntary Associations

• PTA/Parents Association • Community Sports Club • Local Youth Organisations • Faith & Secular Groups

Grants: Maximising Your Funding Potential

• employing a specialist teacher or providing professional

development for staff to lead after-school sports clubs for disabled pupils and those with special educational needs

• procuring quality-assured professional training for staff to

raise their confidence and competence in teaching PE and sport

• paying staff or external sports coaches to run competitions, or

to increase pupils’ participation in national school games competitions

• pooling funding to employ qualified teaching assistants to

provide regular sports tournaments, festivals and competitions for pupils of all ages

• providing places for pupils in after-school sport clubs and

holiday courses

• engaging the least active pupils in after school activities, for

example ‘Change4Life’ after school clubs

• providing high-quality training for volunteers, parents and

carers, governors and adults other than teachers to run sports teams, after school clubs and assist in organising large school sports events N.B: All activities must be undertaken within non-statutory, extra-curricular time

Grants: Maximising Your Funding Potential

• providing training and payment for midday supervisors

to introduce playground games at breaks and lunchtimes

• employing a local coach to provide weekly after-school

sport on the school site and at the local club in the evenings, weekends and school holidays

• providing extra, additional activities such as outdoor

and adventurous activities

• introducing new initiatives such as basic movement

skills in the Early Years Foundation Stage, or developing young sports leaders in Key Stage 2

• purchasing specialist equipment and teaching resources

to develop a non-traditional activity such as rhythmic gymnastics or a new sport such as competitive cycling

• providing pupils who are gifted and talented in sport

with expert, intensive coaching and support N.B: All activities must be undertaken within non-statutory, extra-curricular time

Additional Borough Voluntary Association Funding Streams Created:

• Bromley Primary School Sports & Clubs

Development Association

• Bromley Secondary School Sports & Clubs

Development Association

• London Boroughs School Sports Development

Association

• Bromley Young Leaders Society

Created Using Authorised Transfer of Funds From Previously Dormant Accounts:

• Bromley School Sports Voluntary Association

(Previous: London Borough of Bromley Schools Sports Council)

• Bromley Integrated School Sports Development

Association (Previous: Bromley Schools Integrated Activities Account) PLEASE NOTE: Schools that buy into either the CPD or grants package will receive priority support from any additional grants

acquired through any of these Associations.

Primary PE Premium: Further Information

• All key AfPE; DfE & Ofsted

guidance/updates can be found via: http://www.gpcommunityfundraisers.co.

uk/primary-pe-premium-special/

• And if you buy into the CPD programme

then you will be able to access: http://www.bromleyprimarysports.co.uk/ (Username & password system required)

PE CPD Responses 2013-2014 Schools

• • • • • • • • • • • • • • • • • • •

Bickley Primary Biggin Hill Chelsfield Chislehurst (St.Nicholas) CE Cudham Downe Edgebury Hayes Highfield Infants Highfield Junior Leesons Oak Lodge Perry Hall Raglan Red Hill St.James Roman Catholic St.Peter & St.Paul Catholic Wickham Common Worsley Bridge

PE Package –

See Handout

For a total fee of £500.00 (+VAT) your school can send more than one representative where spaces are available. Please note that application is on a first come first served basis to the following sessions or book bespoke training (at vastly reduced rates): Also, each school in the package is entitled to a one day of consultancy/support at the subsidised fee of £100 (or half day at £60). The nature of this consultancy is for you to decide. It could be:

• working alongside the PE subject leader • reviewing the school's curriculum/scheme of work • observations and discussions with teachers about what

is going well and areas for development

• coaching the subject leader in how to observe PE or

action plan

• a one-day review culminating in a short report about

strengths and areas for improvement