Achieving Excellence Together

Transcription

1 Achieving Excellence Together Suffolk Learning & Improvement Service PHYSICAL EDUCATION AND SPORT PREMIUM FOR PRIMARY AGED PUPILS September August 2015 Advice and guidance for schools on the effective use of the PE and Sport Premium to ensure the provision of high quality PE and sport for all children and young people aged Produced in partnership with a representative group of Suffolk primary school headteachers, Suffolk Sport, the Suffolk Network of School Games Organisers and Suffolk Most Active County June 2013

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3 CONTENTS Introduction 2 Context 3 Suffolk PE and sport infrastructure group to provide support, guidance and advice 4 Suffolk Vison for Physical Education and School Sport 5 Draft proposals for the new National Curriculum for PE 7 Key purpose and priorities of the PE and Sport Premium 9 Eligibility and funding details 10 How schools will be accountabile for the funding (final details to be announced by Ofsted later in the summer term 2013) 11 School to school partnerships: opportunities to maximise the benefits of the funding 12 Suffolk PE and sport infrastructure. Information and suggestions for the effective use of the PE and Sport Premium: Suffolk Learning and Improvement Service (LIS) 14 Suffolk Network of School Games Organisers (SGO) 18 Suffolk Sport 23 Suffolk Most Active County (MAC) 25 Suffolk Norse School Swimming 27 Examples of good practice 28 The Pupil Premium 34 Adding Value: The PE and Sport Premium and the Pupil Premium 36 Key contacts and useful lnks 38 Appendices 40 Physical Education Self Evaluation Document 41 Key Questions and Points to Consider: A RAG rating tool 46 Ofsted Report Summary: Beyond outstanding physical education for all 48 Suffolk Report into the review and monitoring of physical education and sport in Suffolk schools : Recommendations 50 Additional statements from the DfE, Association for Physical Education (afpe) and Youth Sport Trust (YST) 51 Association for PE (afpe): School membership and Quality Mark Award 57 Youth Sport Trust (YST) School membership and links to other benefits 59 Notes page 60 Primary PE and Sport Premium. Suffolk Guidance Document 1

4 Introduction I am sure that there were very few of us that weren t captivated by the sporting events of 2012; impressed by the athletes performances, the facilities and the enormous enthusiastic crowds. The Government announcement on 16th March 2013 regarding funding in the primary sector for PE and sport is both welcome and can t come soon enough! It s now time to harness this opportunity and to make a reality out of the 2012 legacy ambition; to inspire a generation. This guidance and advice document for Suffolk schools draws upon a range of information, expertise and current best practice. Also included are a number of examples and suggested models of intervention and support that are having and will no doubt have an impact on improving PE and school sport provision over time. The injection of funding into primary PE and sport and the possibility of prioritising the up skilling/training of teachers and other adults supporting learning in PE and sport who can inspire the next generation will undoubtedly have a lasting, sustainable and positive affect. This funding should not be seen as a short term gap filler. The health, social and emotional benefits of children and young people taking part in high quality PE, sport and exercise are well documented. Enhanced provision and an enriched PE and sport programme in every school with primary aged children will make a difference and will ensure maximum impact on learning both in and beyond the school environment. I hope you find this document useful in the planning and delivery of the most effective strategies that will have a lasting impact on the participation, performance and health of children and young people. This is a marvellous opportunity of capitalising on the enthusiasm and investment that has emerged since the Greatest Show on Earth came to London in the summer of Please use this funding wisely. MIKE CRICHTON Learning and Improvement Adviser (PE and Sport) Children and Young People s Services michael.crichton@suffolk.gov.uk 2 Primary PE and Sport Premium. Suffolk Guidance Document

5 Context Physical education (PE) is generally thriving in many of Suffolk s primary and middle schools. A substantial amount of them belong to Area Sports Associations which help set up regular leagues and competitions in a range of sports and physical activities. There is also the rich opportunity for all schools to engage with the Sainsbury s Schools Games at a local, area and county level. The Suffolk Schools Games Organiser network and the eight School Games Organisers are currently working tirelessly to ensure that as many children and young people as possible have the opportunity to participate in competitions and festivals within and outside of school hours. There is also a key focus on improving health inequalities. Many schools work successfully together and pool resources in order to offer as many opportunities as possible for children and young people to thrive and work towards their full potential in PE and sport. These opportunities for children and young people to take part in school sport are in abundance and primary school teachers along with their networks work hard to offer the chance for pupils to not only excel in curriculum PE but also represent their school. Much of this relies on the capacity of the PE subject leader, classroom teachers, the support of the Headteacher and other staff and adults supporting learning. In the majority of cases, following the evidence gathered in the PE monitoring and review exercise carried out in Suffolk during (1), the PE subject leader is a class teacher. On top of day to day teaching across the curriculum the PE subject leader also has the job of co-ordinating team entries, arranging transport and preparing their teams to do their best in the matches and competitions. London 2012 and the funding for primary PE raises the question of primary schools having PE subject specialists. Where teachers value PE and have the skills, knowledge and passion to teach it, there is no doubt that standards in physical education and school sport improve and pupils benefit. This is documented well in both the Suffolk report and in the recent Ofsted report. 2 The importance of developing physical skills in the early years cannot be underestimated. Teachers who know how to teach a wide range of movement skills enable their pupils to make good progress and access competitive sports confidently. Learning can be accelerated if the teacher is also able to observe and diagnose movement problems and correct them where possible. This aspect can also be supported by trained teaching assistants and other adults supporting learning in PE and sport. Young people who feel good when running, jumping and throwing grow in confidence and self esteem. This confidence has a positive effect on their learning in other subjects. This is where it is important to ensure that teachers are aware and have the experience of using the individual and group/class outcomes in PE to help support other learning outcomes across the curriculum. When young people do not feel good about their physical performance it can have a negative effect on their attitudes to taking part in sport in their teenage and later years. It can also have a detrimental effect on the young people s confidence, behaviours and attitudes in other curriculum areas. A high quality PE curriculum offers a range of activities. The aim of this provision is for everyone to find something they enjoy and feel good at. When considering continuous professional development (CPD) opportunities for teachers and other adults supporting learning to improve their PE subject knowledge, competencies and confidence, please refer to the Suffolk Physical Education and School Sport Audit Tool: A Strategy for the Professional Development of the PE and School Sport Workforce. This will ensure rigor in matching the appropriateness and relevance of the CPD programme to wider aspects of school improvement e.g Teaching Standards, Ofsted outcomes, whole school development plan and key priorities etc. 1 Report into the Review and Monitoring of PE and sport in Suffolk Schools June 2011-July 2012 Suffolk Learning and Improvement Service August Beyond 2012 outstanding physical education for all. Physical education in schools Oftsed February 2013 Primary PE and Sport Premium. Suffolk Guidance Document 3

6 Suffolk PE and sport infrastructure group to provide support, guidance and advice Suffolk Learning and Improvement Service Suffolk County Council Children and Young People s Services Paul s Road Centre Paul s Road Ipswich IP2 0AN Suffolk Network of School Games Organisers (SGO) Hub sites: Newmarket College (Ian Jackson, SGO) Ormiston Sudbury Academy (Beth Ranson, SGO) King Edward VI School, Bury St Edmunds (Sara Loades, SGO) Hartismere School, Eye (Steve Parry, SGO) Stowmarket High School (Will Hopkin Jones, SGO) Westbourne Academy, Ipswich (Alison Furlong, SGO) Copleston High School, Ipswich (Danny Thorrington, SGO) East Point Academy, Lowestoft (Jeffrey Hoey, SGO) Headteacher Consultancy Group Imant Ladusans (Pakefield Primary School, Lowestoft) Kevin Knights (Occold Primary School) Peter Dewhurst (Sebert Wood Primary School, Bury St Edmunds) Jeremy Pentreath (The Oaks Primary School, Ipswich) Anne Morley (Ickworth Park Primary School) Rachel Bailey (Abbot s Hall Primary School, Stowmarket) Mark Girling (Melton Primary School) Andrea Smith (Hardwick Middle School and Sports College) Suffolk Sport John Clough (Director, Suffolk Sport) Suffolk Most Active County Richard Hunt Head of Service Development (Culture, Sport and Communities) Adult and Community Services Suffolk County Council Adam Baker, Most Active County Project Manager, Suffolk County Council Youth Sport Trust (YST) Kay Batkin (Regional Development Manager, YST) The Association for Physical Education (afpe) Sue Wilkinson, Strategic Manager Mike Crichton, National afpe Board Member and Chairman of afpe Eastern Region 4 Primary PE and Sport Premium. Suffolk Guidance Document

7 Suffolk Vision for Physical Education and School Sport Lifelong Participation for All. (Key Stage 1-4) To enable all children and young people to be the best that they can become by: l ensuring that the provision is challenging and appropriate and that support mechanisms are in place to allow all children and young people to reach their full potential. l Increasing the provision and the range of opportunities available for high quality PE and sport; within the curriculum and out of school hours, to be sustained; l improving the levels of progress in PE for all children and young people; l ensuring that provision is fully inclusive, engaging, innovative, inspiring and specifically tailored to meet future aspirations, l In secondary education; increasing the number of pupils that choose to take GCSE PE as an option, whilst increasing the achievement at A*-C (4% above the National average by 2014); l improving attainment at GCE (A Level), l developing high quality, effective and sustainable transfer and transition arrangements within and between all key stages, l continuing to embed good assessment for learning (AfL) methodology into day to day planning, teaching and assessment of pupils work, l creating capacity through the building of effective networks and partnerships; l improving subject expertise; targeting in particular new entrants into the profession and adults supporting learning (ASL); l designing and delivering an exciting but relevant curriculum that ensures all children and young people take part and make progress; l being aware that PE and school sport is an effective tool in providing opportunities for children and young people to improve their progress and attainment across the curriculum; l involving children and young people in the management, organisation and delivery of PE and school sport. l making sure that PE provides rich opportunities for children and young people to develop their literacy and mathematics skills along with recognising how the social, moral, spiritual and cultural aspects of learning are integral to a rich and fulfilling life. To increase participation amongst all children and young people by: l increasing the range of sustainable activities offered by schools in curricular and out of school hours (working towards at least 2 hours curriculum and 1 hour of out of school hours learning (OSHL) per week); l increasing the uptake of other accredited courses in PE, e.g.1st4sport, Entry Level; l taking into account and acting upon the views of pupils, parents and carers; l up skilling the PE profession by providing high quality continuous professional development (CPD) for all teachers and other adults involved in the delivery of PE and school sport; l building sustainable professional learning networks including effective school to school support and families of schools working together; l providing suitable pathways into activities beyond school and building effective school to club links; Primary PE and Sport Premium. Suffolk Guidance Document 5

8 l improving opportunities to motivate and engage those who currently choose not to participate in PE, l increasing the opportunities available for all children and young people to be involved in leadership, volunteering and other roles within PE. l ensuring that all children and young people have an increased opportunity to take part in competition through The Sainsbury s School Games infrastructure, particularly at level 1 (intra-school) and level 2 (inter-school). To enable all children and young people to make informed choices about lifelong physical activity by: l working with other curriculum areas to bring about a holistic understanding of lifestyle choices and the place of physical activity as part of a balanced, healthy lifestyle; l increasing the number of children and young people participating in activities of their choice as part of a healthy and active lifestyle through identified curricular, out of hours learning, competition and formal school-club links; l developing an inclusive curriculum and out of school hours learning (OSHL) programme that provides children and young people of all ages and abilities with exciting and engaging opportunities to take a full and active part in PE and school sport; l ensuring that all children and young people understand the Olympic and Paralympic values and recognise the success and impact of the 2012 Olympics and Paralympics on increased and improved healthy and active lifestyles. l Increasing physical activity amongst children and young people as part of a focused outcome for Suffolk Most Active County 6 Primary PE and Sport Premium. Suffolk Guidance Document

9 Draft proposals for the new National Curriculum for PE 3 The funding for primary PE and sport coincides with the implementation of a new National Curriculum for England in September A high quality PE curriculum has always and will continue to offer a range of activities, in addition to competitive sport, such as gymnastics, dance, athletics, swimming and outdoor education. The aim of this provision is for everyone to find something they enjoy and feel good at. The final draft proposals for the new national curriculum which will be implemented in 2014 endorse this and state: Purpose A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Aims The National Curriculum for physical education aims to ensure that all pupils: l develop competence to excel in a broad range of physical activities l are physically active for sustained periods of time l engage in competitive sports and activities l lead healthy, active lives. In Key Stage 1: Pupils should develop core movement, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and co-ordination, individually and with others. They should be able to engage in competitive (both against self and against others) and cooperative physical activities, in a range of increasingly challenging situations. Pupils should be taught to: l master basic movements such as running, jumping, throwing, catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities l participate in team games, developing simple tactics for attacking and defending l perform dances using simple movement patterns In Key Stage 2: Pupils should continue to implement 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 succeed in different activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: l use running, jumping, catching and throwing in isolation and in combination l play competitive games, modified where appropriate, such as football, netball, rounders, cricket, hockey, basketball, badminton and tennis, and apply basic principles suitable for attacking and defending l develop flexibility, strength, technique, control and balance, for example through gymnastics and athletics 3 The National Curriculum in England. Framework document for consultation (DFE February 2013) Primary PE and Sport Premium. Suffolk Guidance Document 7

10 l perform dances using a range of movement patterns l take part in outdoor and adventurous activity challenges both individually and within a team l compare their performances with previous ones to achieve their personal best. Swimming and water safety All schools must provide swimming instruction either in Key Stage 1 or Key Stage 2. In particular, pupils should be taught to: l swim competently, confidently and proficiently over a distance of at least 25 metres l use a range of strokes effectively such as front crawl, backstroke and breaststroke l perform safe self-rescue in different water-based situations This draft proposal is subject to the final consultancy period which ended on April 16th The new National Curriculum is due to be published in late summer term/early part of the autumn term 2013 ready for full implementation in September In order to develop outstanding provision and develop a purposeful, exciting and inspirational programme of study that meets and goes beyond the statutory PE national curriculum, schools and their leaders need to consider carefully how they might use the 2 years of funding to ensure sustainability and high quality outcomes for all children and young people. 8 Primary PE and Sport Premium. Suffolk Guidance Document

11 Key purpose of the PE and Sport Premium 4 The Government is providing funding of 150 million per annum for academic years 2013/14 and 2014/15 to provide new, substantial primary school sport funding. This funding is being jointly provided by the Departments for Education, Health and Culture, Media and Sport, and will see money going directly to primary school headteachers to spend on improving the quality of PE and sport for all their children. The funding can only be spent on PE and sport provision in schools. Purpose of funding Schools will have to spend the PE and Sport Premium on improving their provision of PE and sport, but they will have the freedom to choose they do this. Possible uses for the funding include: l hiring specialist PE teachers or qualified sports coaches to work alongside primary teachers when teaching PE l new or additional Change4Life sport clubs l paying for professional development opportunities in PE/sport l providing cover to release primary teachers for professional development in PE/sport l running sport competitions, or increasing participation in the Sainsbury s School Games l buying quality assured professional development modules or materials for PE/sport l providing places for pupils on after school sport clubs and holiday clubs. Further advice and guidance from the Department for Education and Ofsted will be available in due course. This will be sent directly to schools. 4 DfE information. Funding for primary school sport (DfE website: financialmanagement/b /primary-school-sport-funding/eligibility Primary PE and Sport Premium. Suffolk Guidance Document 9

12 Eligibility and funding details 5 The funding can only be spent on sport and PE provision in schools. Eligible schools 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 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. Amount of funding per school a breakdown l All schools with 17 or more primary-aged pupils will receive a lump sum of 8000 plus a premium of 5 per pupil. l Smaller schools will receive 500 per pupil. For example, a school with 16 eligible pupils would receive One with 12 would receive 6000 and one with five eligible pupils the smallest that we know of would receive Funding period The PE and Sport Premium will be paid for the two academic years 2013/14 and 2014/15. All state-maintained secondary schools, academies, middle schools, special schools (including nonmaintained special schools) and pupil referral units which have primary aged pupils (as reported in the 2013 school census) will receive funding. How the funding will be paid For 2013/14 and 2014/15 the funding will be included in the additional grant for schools (AGS) and 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 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. 5 DfE information. Funding for primary school sport (DfE website: financialmanagement/b /primary-school-sport-funding/eligibility 10 Primary PE and Sport Premium. Suffolk Guidance Document

13 How schools will be accountable for the funding (further details to be announced) 6 Accountability Schools will be held to account for how they spend the PE and Sport Premium. Ofsted will strengthen its coverage of sport and PE within the Inspectors Handbook and supporting guidance, so that schools and inspectors know how sport and PE will be assessed in future as part of the overall provision offered by the school. Schools will be required to include details about their sporting provision on their school website, alongside their curriculum details, so parents can compare sports provision between schools, both within and beyond the school day. Best practice Schools will be able to draw on information on effective practice taken from case studies provided by the very best schools. One year on, Ofsted will carry out a survey reporting on the first year s expenditure and its impact. 5 DfE information. Funding for primary school sport DfE website: financialmanagement/b /primary-school-sport-funding/eligibility Primary PE and Sport Premium. Suffolk Guidance Document 11

14 School to school partnerships. Key principals to ensure the full benefits of the funding In the Schools White Paper 2010: The Importance of Teaching the Coalition Government made it clear that schools needed to be more autonomous but would need to work in collaboration with others in order that best practice was shared. We will make sure that schools are in control of their own improvement and make it easier for them to learn from one another 7.6 We will expect schools to set their own improvement priorities. As long as schools provide a good education, we will not mandate specific approaches. Schools will determine what targets to set for themselves, choose what forms of external support they want and determine how to evaluate themselves. We will make sure that they have access to appropriate data and information so that they can identify other schools from which they might wish to learn, that there is a strong network of highly effective schools they can draw on for more intensive support, and that schools can identify other useful forms of external support as necessary. 7 Where schools and their leaders are keen to learn together, build capacity and develop expertise, the PE and Sport Premium will create opportunities to pool resources and spread costs for all to benefit. This might come in the form of budgets for professional development, supply cover, quality assured external providers to support teacher development, equipment, transport, competition entries, after schools sports clubs, coaching for teacher s qualifications etc. It is important to remember that when working in partnership several key principals should be considered: l Share a vision for PE and sport and decide joint responsibilities. l Agree concise, clear and specific aims and a rationale for the partnership in order that the funding is deployed for the benefit of consistent high quality outcomes in PE and sport for all children and young people. l Audit the individual PE and sport needs of the schools within the partnership and draw up a shared list of priorities, actions and success outcomes. l Agree the key priorities for the development of PE and sport alongside the areas that require maintenance or are already being dealt with. l Identify existing PE and sport expertise within the collaboration and beyond. l Determine the actions (including non negotiables) and set a time line for delivery. l Set a baseline and agree the success criteria/outcomes. l Agree the budget and the shared costs for each school. l Agree the impact measures including value for money and how the evidence will be collated, shared and published taking into account any guidance developed by the DfE, Ofsted, Local Authorities etc. l As a collaboration; review, adapt and refine practice where necessary, taking into account any emerging case studies of good practice, changes in policy, changes in local priorities etc. In addition successful partnerships will need to: l create a positive collaborative learning community that uses effective coaching and mentoring to identify and develop expertise and build further capacity; 7 Department for Education. Schools White Paper The Importance of Teaching Primary PE and Sport Premium. Suffolk Guidance Document

15 l be able to work effectively with other PE and sport stakeholders and in a variety of contexts; l believe in and be strong advocates for the importance of PE and sport l believe in and be strong advocates for collaborative and professional learning and offer advice and support for high quality learning, teaching and coaching beyond the partnership; l recognise the impact of high quality support, advice and guidance to ensure sustainability and successful outcomes for all children and young people in PE and sport; l be open to scrutiny and challenge from other agencies, individuals and organisations so that highly effective and consistent practice is achieved and sustained beyond the funding period. Summary By working closely and effectively together and ensuring key principals are secured by all, schools can maximise opportunities through the funding and share expertise in improving the PE and sport provision across a family of schools. Taking account of the above this could be done by: l Teachers gaining further knowledge and understanding of the PE national curriculum, additional sporting opportunities and specific programmes that have been shown to have an impact in other schools. This would then inform decisions on provision in their own school and other local schools. l Teachers, teaching assistants and other adults supporting learning such as coaches, instructors and parent volunteers skilled in particular programmes training staff in other schools. l Sharing (across schools) training sessions run by external providers in specific PE professional development programmes such as assessment, curriculum planning, leadership, sports and activity specific skills etc. l Sharing staff between schools to lead specific activities in each school. Primary PE and Sport Premium. Suffolk Guidance Document 13

16 Achieving Excellence Together Suffolk Learning & Improvement Service (LIS) Suffolk Family of Schools and Settings Learning offer There is a wide range of evidence which indicates that collaborative work accelerates performance in many systems. The Mckinsey Report (2010) sets out a solid argument for an intermediate locally based tier between central government and schools in improving attainment and suggests that the best schools collaborate and rely on this middle tier to promote improvement and solve local issues in partnership. The Suffolk Learning and Improvement Partnership through LIS The Partnership is a not for profit organisation which aims to develop, support and improve learning in Suffolk and champion the needs of children and their families. It promotes collaborative work across schools and provides local, reliable, high quality school improvement support to all schools that have chosen to be members. For all schools there is a flexible and responsive offer which can be tailored to the needs of each school or academy and for primary schools support will reflect local priorities for groups of schools working together. The Learning and Improvement Service (LIS) is uniquely placed to deliver high quality support to schools and has an excellent track record of supporting school improvement, developing innovative work in partnership with schools. LIS partnership work is focussed on 5 main themes: Performance working with schools and the wider community to raise attainment and improve progress and provide support and challenge to schools where there is underachievement. Partnership improving communication between all Suffolk schools and developing effective mechanisms to share best practice so that teachers work in partnership for the benefit of all learners. Equality and Achievement supporting schools to raise aspirations for young people across the whole ability range who are vulnerable to under achievement. Engaging all schools supporting and respecting school autonomy and listening to local needs expressed by school leaders and governors whilst ensuring the absolute shared priority of focusing on improving teaching and learning across Suffolk. System leadership continuing to develop new ways of working, a common language and culture to reflect the changing relationship between schools/ providers and the LA which recognises that the main driver for improvement comes from schools themselves. Benefits of LIS partnership membership and what it includes The Learning and Improvement Service (LIS) Partnership membership was launched in 2011 when the nature of the types of schools in Suffolk changed to a mixed economy of LA maintained, academies (sponsored and converters), traditional independent and free schools. LIS has long maintained the need for schools to work in partnership with each other and other providers. The membership package which is outlined in the Suffolk Family of Schools and Settings, Learning Offer publication helps to promote this partnership working. For LA maintained schools the membership of the Partnership is automatic and there is no charge. For all other schools it is dependant on the number of students in the school (see the LIS publication for the menu of charges). The principle is that there is a range of key benefits through membership of the Partnership and then a flexible individual contract or schedule that can be agreed with each school or academy which will include centrally funded items for LA maintained primary and middle schools. Membership will provide an account manager who will know each school/ setting well, they will discuss needs face to face and tailor a schedule of support against a checklist of options. This will enable LIS to provide an individual quotation for each institution as schools have indicated that they will want different aspects from the options. 14 Primary PE and Sport Premium. Suffolk Guidance Document

17 All Learning and Improvement Service managers and advisers have a strong track record of raising standards in schools and supporting schools in a range of different ways including subject specific guidance, professional development programmes, network development, subject leadership, Ofsted etc. In addition, LIS can draw on a range of associates in order to provide bespoke support where a wider focus or increase capacity is needed. Membership of the Partnership also brings benefits with discounted rates for members in accessing CPD events, and advice and support. The Performance Adviser/ account manager for each primary and middle school or academy will visit to discuss priorities and draw up a schedule of support required each term. Membership is based on the school year (September to September). Quotations for work will take account of discounted rates for members of the Partnership and will initially be based on the daily charges shown in the LIS publication. All quotations will be based on full cost recovery and the Learning and Improvement Service will operate as a not for profit charged service under the Local Authority. All benefits and support will be prioritised for members of the Partnership. The Learning and Improvement Service have advocated partnership working prior to the 2012 Education Act and have been active in pursuing school to school support as well as centrally provided services. The Learning and Improvement Service is well placed to offer a range of PE and sport professional development activities including direct school intervention work and bespoke packages of support. In some cases this offer will be in conjunction with other PE and sport partners. Over the next two years ( ) there will be a strong focus on working in partnership with other providers included all those members of the Suffolk PE and Sport Infrastructure Group to develop a cohesive and effective programme of support for schools with primary aged children. The PE and Sport funding priorities are designed to develop and deliver sustainable high quality PE and sport. Much emphasis is being placed on the up skilling and development of teachers either through specific professional development or working alongside experts. The DfE in their initial guidance state: Purpose of funding Schools will have to spend the funding on improving their provision of PE and sport, but they will have the freedom to choose they do this. Possible uses for the funding include: hiring specialist PE teachers or qualified sports coaches to work alongside primary teachers when teaching PE new or additional Change4Life sport clubs paying for professional development opportunities in PE/sport providing cover to release primary teachers for professional development in PE/sport running sport competitions, or increasing participation in the Sainsbury s School Games buying quality assured professional development modules or materials for PE/sport providing places for pupils on after school sport clubs and holiday clubs. Subject to schools completing an audit of need in order that the PE and Sport Premium can be used wisely, targeted effectively and lead to sustainable, high quality outcomes, the Learning and Improvement Service will be in a position to help schools by designing and delivering a range of professional development opportunities including offering advice (along with PE and Sport Infrastructure partners) on bespoke programmes, curriculum design and school to school support. Primary PE and Sport Premium. Suffolk Guidance Document 15

18 The following professional development and school programmes may be available for primary and middle schools from September Dates, costs and further information will be available on the website, website (3-11 Teaching and Learning: Physical Education) or directly from Michael Crichton (Learning and Improvement Adviser, PE and Sport) Examples of possible centralised or area provided professional development opportunities: Primary Physical Education Subject Leader Area Network Seminars Annual Suffolk Primary Physical Education and School Sport Conference New to Leadership of Primary Physical Education (3 day course) Primary Physical Education for Newly Qualified Teachers (2 day course) Planning and assessment in Key Stage 1 & 2 Physical Education Unpicking the key priorities in the new national curriculum for PE Improving the quality of teaching from good to outstanding in primary physical education National curriculum physical education. A course for adults supporting learning in key stage 1 & 2. Improving the teaching of gymnastics in key stage 1&2 physical education Improving the teaching of dance in key stage 1&2 physical education Improving the teaching of athletics in key stage 1&2 physical education Ensuring safe practice in primary physical education Bupa Start to Move. Specific professional development for teachers in Key Stage 1. Delivered in partnership with Hardwick Middle School and Sports College, Bury St Edmunds; a Youth Sport Trust Partner School. Matalan Top Sport. Specific professional development for teachers in Key Stage 2. Lead school: King Edwards VI School, Bury St Edmunds; a Youth Sport Trust Partner School. Swimming Shallow Water Courses National Rescue Award Teaching swimming in the national curriculum (Suffolk Norse Swimming Service) School based support One to one physical education subject leader development Health and safety in physical education and school sport advice and guidance Creating a vision for high quality physical education and planning first steps Bespoke school based training (individual schools, federations and families). Various opportunities dependent on audited need 16 Primary PE and Sport Premium. Suffolk Guidance Document

19 Physical education and school sport monitoring and review visits Designed to support rigorous self evaluation and ensuring the PE and Sport Premium is making a difference to all children and young people: The visit will provide schools with an opportunity to demonstrate good practice and also receive advice and guidance on the self review process and any development needs along with possible solutions and actions. The one day visit includes activities such as: 1. Tour of the PE facilities on site including advice on equipment, health and safety, facilities and resources hours with the subject leader. The session will allow the subject leader to: l describe the workings of the subject; l how impact evidence and data is being used to improve attainment and progress; l identify best practice and share ideas from other schools; l raise any development area priorities and work through solutions; l present the PE/departmental action plan; highlighting the key areas linked to whole school improvement. l share success stories and strengths of the subject and staff. l evaluate the effective use and impact of the PE and Sport Premium. 3. Conduct a 10% sample of pupil perceptions through a questionnaire 4. Lesson observations to monitor the quality of teaching. 5. Production of a report of findings which will include evidence to support self evaluation. Primary PE and Sport Premium. Suffolk Guidance Document 17

20 Suffolk Network of School Games Organisers (SGO) The eight Suffolk School Games Organisers (SGO), are responsible for: Participation: Drive participation in School Games competition and increase the number of young people taking part in competition. Competition for All: Develop competitive opportunities for all, including the least active. Clubs: Increase regular participation in club sport; involve the least active through Change 4 Life Sports Clubs and increase links to local clubs. Workforce: Broaden participation opportunities through volunteering and workforce roles Performance: Establish key performance indicators, target delivery and review progress on a termly basis As part of the additional funding for the development of Physical Education and School Sport for Primary Schools, local collaboration has been encouraged. It is understandable that SGOs will want to be part of supporting this, and that Primary School Head Teachers may choose to utilise some of the funding to support activities that the SGO manages in relation to their core tasks (see above). SGOs are expected to continue to deliver against the core tasks within their 3 days per week positions. However there are numerous opportunities for schools to utilise the Suffolk network of School Games Organisers to enhance provision and support wider activity at a local level. The following examples have been provided by representatives of the network and reflect current models of support and some examples of information that have already been sent out to schools in their partnership areas. Schools are being encouraged to be flexible in the way that they put together their action plan to use the PE and Sport Premium for greatest impact. These examples should be reflected upon and considered once an audit of needs has been undertaken. Investing in the CPD of other staff, particularly if you struggle with any teacher wishing to be the PE Co-ordinator or where you have a number of staff involved in delivering PE. This may be a Higher Level Teaching Assistant for instance. You may wish to consider a member of staff or possibly a parent helper attending a National Governing Body (NGB) coaching award, such as the FA Level 1 Football Coaching certificate in order for them to deliver a school club. NGB courses can be quite expensive (from 100 upwards). In return for a parent gaining the funds for a course you could ask them to deliver 20 voluntary hours of coaching. If you have an exceptional Midday Supervisor, you could look to offer CPD in order for them to deliver sports clubs or improve the structure of activities offered during break-times such as the FAB programme Fun at Break-times whereby schools gained resources and support to develop playground schemes. Release of a teacher may also enable them time to attend or organise and deliver any of the Sainsbury s School Games Level 2 competitions. Some existing teachers are already involved in delivering competitions during the school day. Consideration could be made for the release of a teacher to organise intra school Level 1 sporting events including the annual sports day. Schools that have signed up to the Sainsbury s School Games will be aware of the Level 1 resource cards which illustrate and explain various competitive activities. It is important to note that only by registering on the website will you be able to download resources to support teaching and ideas for competition. Release time may enable your PE Co-ordinator to complete a needs audit, plan the PE curriculum, support colleagues, develop a PE Policy, review teaching resources and equipment etc. 18 Primary PE and Sport Premium. Suffolk Guidance Document

21 You may wish to work alongside your secondary school PE department. As you know, the funding for what were known as School Sport Co-ordinators (SSCos) will cease at the end of this school year (2013). The funding originally enabled SSCos to work with their cluster of schools for 2 days per week. You may find the work of your existing SSCo invaluable and do not want to see this lost. Through planned conversations around continued support there is the possibility that this could be continued. Examples of effective partnership working between primary and secondary schools within some SGO areas: One afternoon per week of curriculum support alongside your PE Co-ordinator; focusing on a specific area (for example; year 5 and 6 transition). The delivery of sport specific coaching sessions prior to the School Games competitions. This could take place at your site or the secondary school. For example, sessions in Quicksticks Hockey, High 5s Netball, Tag Rugby, Quadkids Athletics. These sessions may also be led or supported by sports leaders from the secondary school as part of their course. Delivery of regular cluster festivals and competitions on the secondary school site. Delivery of targeted sports clubs on the secondary school site (eg gifted and talented, less able) Clubs and Club Coaches can often have a role to play in helping deliver sports clubs or curriculum sessions (alongside school staff). Many schools have seen this through cricket s Chance to Shine project with qualified coaches delivering a number of sessions. This programme is fully funded by the ECB and consequently, there are no costs involved to schools. Train staff to drive a mini bus (possibly borrowed from your local secondary school). For example, one high school has two minibuses which are often borrowed by the primary schools to take pupils to the various sporting events within the area. Work collaboratively within your cluster to purchase your own mini bus. A mini bus can be purchased for 16,000 approximately. You may also consider renting a mini bus with a local company. For instance, John Grose offer a single day hire at 64 and this goes down incrementally to 43 per day over 28 days. A lease for a single year would work out around per month. You could also look at hiring a mini bus during busy months (eg in the summer with kwik cricket, quadkids, rounders, tennis). Pay bus companies to transport your pupils to sporting events. To minimise costs, you could consider sharing a bus with one or more schools with various pick ups. Many bus companies offer different size buses to accommodate numbers (for example, 53, 45, 33, 16, 8 seaters). Equipment can work out quite expensive so you could consider working as a cluster to purchase specific equipment bags and items which you can share and rotate amongst yourselves. Alternatively, you could look at purchasing equipment which is held centrally by a primary school (or partner secondary school) and schools hire the equipment as/when required. Storage (and storage organisation) has always been an issue for primary schools so you could consider purchasing a new shed or equivalent. Organisation of a store can be helped by having shelves, labelled boxes, pegs etc. Order equipment as a family of schools and rotate their use. As a family of schools, purchase sport specific or PE related resources to aid the teaching of the subject. Many national governing bodies of sport (eg Rugby Football Union and Lawn Tennis Association) offer substantial resources to help teach these sports in schools. These are often attached to the courses they run. You can also purchase resources separately, such as the Quicksticks Hockey cards. Many schools are already involved in the Change 4 Life clubs initiative aimed at Years 3 and 4. You can use funding to expand these clubs and work across a family of schools. For example, you may Primary PE and Sport Premium. Suffolk Guidance Document 19

22 purchase additional bags (themes are target, adventure and creative). You could purchase additional stickers and log books or perhaps pay for someone to deliver the club. Change 4 Life sports bags and extra items for your Ch4L clubs can be purchased at They often have offers (buy one / get two free) with a bag costing 500. Change 4 Life sports clubs aim to involve the least active in sports activity through participation in a small sports club with fun and innovative activities. The School Games Organiser can support schools with these clubs helping them to access resources and mentoring the deliverers. Schools may wish to use some funding to pay a deliverer, for example a Teaching Assistant for a club after school or a MDSA Play Leader at lunchtime. The pupil Play Leader scheme could be developed and the Play Leaders introduced to some Change 4 Life ideas to use at breaks so that club members will feel more confident to join in with these. The School Games Organiser can facilitate this. Additional resources or promotional kit for the Play Leaders could be purchased. To increase opportunities and sustain improvement through targeted intervention, a percentage of the PE and Sport Premium could be pooled with a percentage of the Pupil Premium. In one School Games Partnership area the following example suggests a wide offer of opportunity exists and has done for some time. With the support of Headteachers, the new funding for primary schools will allow the opportunities listed below to continue and create a legacy in primary schools for PE and Sport for all pupils. l Sport specific training to help teachers Over 1000 training places have been made available in activity areas requested by teachers and delivered for teachers. l Leadership Academies Providing training for students in all high schools, which has supported the competition framework locally particularly in the primary phase l A comprehensive competition and festival programme, delivered locally at high schools and clubs, leading to area and county finals, with a number of sports now part of the Sainsbury s School Games Summer Festival, the Olympic style event in Suffolk. Examples of where schools can work together as families to improve provision. A Schools Sports Association was established in April 2012 in an effort to ensure the sustainable provision of inter school sport in the area. All 17 eligible schools are members and pay an annual financial contribution, which is pooled and used to enhance delivery of the inter school competitions, supplementing the budget available to the School Games Organiser (SGO). The elected committee is made up of head teachers and PE coordinators and it is in the process of opening an independent treasurer s account, which will ultimately enable the Association to apply for funding not normally available to the education sector. In addition to determining the annual calendar of competitions with the SGO, the committee also identifies a Coaching for Teachers programme that is delivered locally. The Primary Schools Sports Association is advocating a collaborative approach to addressing deficiencies in the availability of specialist sports equipment in the locality. Each pyramid will be given the opportunity to identify equipment needs which, when purchased will be stored centrally or rotated around the participating schools. Importantly, whilst allowing local flexibility, the selection of equipment will be informed by the sports incorporated within the Suffolk Sainsbury s School Games, and supported by a programme of coaching in schools and sport specific CPD for school staff. 20 Primary PE and Sport Premium. Suffolk Guidance Document