Hampshire PE and School Sport Conference ‘Raising Attainment across the School Curriculum through PE and School Sport’

ACHIEVING OUTSTANDING

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OUTSTANDING.............

• essential characteristics used to define good and outstanding practice • Where are you are and where do you need to go?

Expectations.....in relation to

• • • Outcomes for pupils Quality of teaching (curriculum) Effectiveness of leadership and management of PE

……………..…………

It’s not what you do it’s the way that you do it It’s not what you say it’s the way that you say it It’s not what you teach it’s the way that you teach it That’s what gets results!

Pupil Premium monies: Preparing evidence for demonstrating your achievements in relation to PSSF. Expectations of HQ / good practice in PE, focusing on selected aspects of achievement and teaching.

Every Child has a right to High Quality PE

Ofsted monitoring

Inspection Handbook and Guidance.

School website.

Observe PE lessons and judge about the quality of teaching and its impact on learning and progress, and behaviour.

Ask school leaders and governors for an evaluation of how new funding is improving PE and sport. Seek pupils’ views about PE lessons, lunchtime and after-school school sport and healthy, active lifestyles.

Ofsted ready ......

What questions are inspectors likely to ask and who will they speak to?

October 2014 report

The PE and sport premium for primary schools Good practise to maximise effective use of the funding Ref no140164

What should OUTSTANDING PE and School Sport look like in my School?

The Challenging Journey

Achievement - IMPACT PUPILS’ RESPONSES

Successful learners ........... ...acquire new K & S exceptionally well and develop an in-depth Understanding .... ... Practise skills in a apply wide them range in selected activities to achieve exceptionally levels performance high of ......are physically fit........have a passion remain active for sustained periods to help promote health and fitness ........think for themselves, take initiative and become excellent young leaders.....motivate and instil excellent sporting attitudes in others ......show exceptional levels of originality , imagination and creativity. Know how to improve their own performance and work .....without the need for guidance or support

Teaching Abbey is outstanding

Looking for impact:

Key Q’s

– – – – How well do pupils achieve in lessons?

Do pupils recall previous learning?

Do pupils acquire new knowledge, understanding and skills?

Do pupils apply their knowledge, understanding and skills to new situations?

– Are pupils making the progress expected at their stage of learning?

– ......all of this in relation to National Curriculum expectations

Good - Ofsted says......

Physical education survey visits

Dec 2013 / Sept 2014

Beyond 2012 – outstanding physical education for all. Physical education in schools 2008–12

Feb 13 Reference no: 120367

‘Measure what your children have achieved, and then by what they should have achieved with their ability’

Main driver of improvement: The quality of teaching: ..............over time .....in a lesson

How important is teaching for learning?

The effect of having a

very effective t

eacher as opposed to an

average teacher

is the same as the effect of reducing class size by ten students in Year 5 (ages 9-10) and thirteen or more students in Year 6 (ages 10-11).

One year with a very effective teacher adds 25-45% of an average school year to a pupil’s maths score performance

.

........

because of

the teacher’s highly effective approaches

A simple benchmark….. Is the teaching focused on …….

SPORT = 4 PHYSICAL EDUCATION = 3 THE CHILD = 2 ABBEY = 1

Simplifying key indicators....... Putting the P and E’s into our lessons • • • • • • • • • • • •

P

Pitch Purpose Pace Praise Progress Progression Protocols Physical Practice Performance Passion Precision • •

E

Engaging Expectations • Extending • • Enabling Excellence • Empowerment

Outstanding Teaching ..Ofsted says

Observation and decision making

p

raise.......progress

PACE

Questions we could use to explore implications and consequences

What might be the consequences of…..?

How does this agree with….?

How could you use this to Challenge …?

How could you adapt….?

Why would you improve.?

Does it follow that….?

How will I know if…?

Curriculum

 Curriculum is imaginative and engaging ....... enriched with visits ... preparing them very well for the next stage of their education  Many and varied opportunities to take responsibility....school council...sports leaders

‘’Evaluate your teaching by what your children have achieved, AND THEN by what they should have achieved with their ability’

Leadership and management ......the main driver.............

• Focusing on

impact and outcomes

, leading

to improvements in educational experiences and outcomes for pupils

• Established part of the

improvement planning cycle

• As a formal, systematic annual process,

informing strategic and improvement plans

, helping schools to focus on their priorities for development.

•

Learning and teaching

critical • Evidence of value for money

Essentials ................

 have a wealth of up-to-date knowledge and experience  your pupils’ and staff’ needs.  know and understand inspection criteria, Be specific with your focus

Case study ........

• • • • Vision – swimming an essential skill for life, a basic entitlement of all pupils. Targeted pupils unable to swim by the end of the programme.

Joining pupils in younger classes.

A few Y6 pupils benefited from short, intensive swimming lessons during the summer term.

‘ ‘Measure your school’s PESS effectiveness by what children and staff have achieved, ....then, most importantly, by what they should have achieved with their ability’ ......attention to detail

Achievement - IMPACT PUPILS’ RESPONSES

……………..…………

It’s not what you do it’s the way that you do it It’s not what you say it’s the way that you say it It’s not what you xxxxxxx it’s the why and how that you xxxxxx it That’s what gets outstanding