St. Michael s C of E Primary School. Monitoring of the School Sport Premium

Transcription

1 St. Michael s C of E Primary School Monitoring of the School Sport Premium School Audit 2 hours 1. How many hours of curriculum Physical Education do each class receive? 2. How many after school clubs are available per week? 11 sports based clubs per week 3. What proportion of pupils take up the extra-curricular clubs? Class Students Students Students Students EYFS Y1/2 22 / 25 88% Y1/2 35 / % Y1/2 31 / % Y1/2 29 / % 2 Y1/2 22 / 25 88% Y1/2 35 / % Y1/2 31 / % Y1/2 29 / % 3 Y3/4 18 / 27 67% Y3/4 32 / % Y3/4 36 / % Y3/4 35 / % 4 Y3/4 18 / 27 67% Y3/4 32 / % Y3/4 36 / % Y3/4 35 / % 5 Y5/6 37 / % Y5/6 31 / % Y5/6 29 / % Y5/6 34 / % 6 Y5/6 37 / % Y5/6 31 / % Y5/6 29 / % Y5/6 34 / % 4. What proportion of pupils attend a local club, or take part in out of school sport? Class Students Students Students Students EYFS Y1/2 14 / 25 56% Y1/2 26 / 35 74% Y1/2 31 / 31 47% Y1/2 20 / 29 69% 2 Y1/2 14 / 25 56% Y1/2 26 / 35 74% Y1/2 31 / 31 47% Y1/2 20 / 29 69% 3 Y3/4 16 / 27 60% Y3/4 18 / 32 56% Y3/4 36 / 36 72% Y3/4 25 / 35 71% 4 Y3/4 16 / 27 60% Y3/4 18 / 32 56% Y3/4 36 / 36 72% Y3/4 25 / 35 71% 5 Y5/6 17 / 37 46% Y5/6 24 / 31 77% Y5/6 29 / 29 69% Y5/6 25 / 34 74% 6 Y5/6 17 / 37 46% Y5/6 24 / 31 77% Y5/6 29 / 29 69% Y5/6 25 / 34 74%

2 5. What proportion of pupils are involved in intra-school sports competitions? Class Students Students Students Students EYFS 1 Y1/2 35 / % Y1/2 31 / % Y1/2 29 / % 2 Y1/2 35 / % Y1/2 31 / % Y1/2 29 / % 3 Y3/4 27/27 100% Y3/4 32/32 100% Y3/4 36 / % Y3/4 35 / % 4 Y3/4 27/27 100% Y3/4 32/32 100% Y3/4 36 / % Y3/4 35 / % 5 Y5/6 37/37 100% Y5/6 31/31 100% Y5/6 29 / % Y5/6 34 / % 6 Y5/6 37/37 100% Y5/6 31/31 100% Y5/6 29 / % Y5/6 34 / %

3 6. What proportion of pupils are involved in inter-school competitions? Class Students Students Students Students EYFS 1 Dance Festival Alun Armstrong football Dance festival Dance Festival Alun Armstrong football Dance festival Dance festival (C) Dance festival (C) Infant games 2 Dance festival Dance festival Infant games 3 Primary Olympics Primary Olympics Multi skills event Rounders Athletics 4 Primary Olympics Primary Olympics Multi skills event Rounders Athletics 5 team Sports hall athletics Netball team Squash team Sports hall athletics Netball team Squash Sports hall athletics Netball Sports hall athletics Netball 6 team Sports hall athletics Netball team Squash team Sports hall athletics Netball team Squash Sports hall athletics Netball Sports hall athletics Netball

4 7. Which of the following sports or activities has your school provided this academic year as part of the PE curriculum or an after school club? Sport/Activity Tick One Only Sport/Activity Tick One Only Angling Yes No Lacrosse Yes No Archery Yes No Martial Arts / Self Defence *Athletics (inc.cross Country) Yes No Yes No Mountain Biking Yes No Badminton Yes No Multi Skills Club / Fitness Yes No * (inc Wheelchair) Yes No *Netball Yes No *Boccia Yes No New Age Curling Yes No Bowles Yes No Orienteering Yes No Boxing Yes No OAA Yes No Canoeing / Kayaking Yes No Rounders / Softball Yes No Yes No Rowing Yes No Cycling Yes No *Rugby (inc tag ) Yes No Dance Yes No Sailing Yes No Equestrianism Yes No Squash Yes No Fencing Yes No *Swimming Yes No * Yes No Table Yes No Goalball Yes No Table Yes No Golf Yes No * Yes No * Yes No Triathlon Yes No Hockey Yes No Volleyball Yes No Other Yes No Other Yes No Sports in RED are Sainsbury School Games sports. Those with * are County Durham Level 2 sports.

5 8. What is the increase in the numbers involved in extra-curricular Sports activities? We pride ourselves on taking part in as many competitions and events as possible. From the School Games to the wide variety provided by the Sedgefield Sports Partnership. In 2012/13 academic year we had 20 pupils attending an after school club. This was 20% of pupils. Since the introduction of the sports premium that number rose to 52%. This number continued to increase in the 2014/15 academic year, rising to 85% of all the children attending an extracurricular club. In 2015/16 academic year this rose further and every child attended a minimum of one extracurricular activity throughout the year. This was due in part to the extra lunch time clubs that were offered. In the 2016/17 academic year we maintained the high participation levels. This was due to a culture change that had taken place over the previous years since the sports premium was introduced. The sports apprentice helped to raise the profile of PE in the school and now staff and children understand that daily clubs and after school clubs are daily requirements. The aim for the 2017/18 academic year and beyond is to use some of the sports funding to offer specialist coaches opportunities to deliver taster sessions so that more children take up extra-curricular sporting activities outside of school. Strategy 9. What was the role of school governors in the process? They were involved in the discussions and the decision process They were informed about the decisions Neither of the above Please tick one only

6 10. What other agencies have you sought advice from or worked collaboratively with in utilising the Sports Premium? Specialist PE advisors Association for Physical Education School Sport Partnerships (including SGO) County Durham Sport Culture and Sport (Durham County Council) Youth Sport Trust National Governing Bodies Local Clubs Health / Youth Services Independent Sports Coaching Companies Other: England FA Impact on pupil groups Please tick one only 11. How did the school identify groups/individuals to benefit from Sport Premium funded actions? Class record sheets enable us to target individual pupils. In the past, teachers have been targeted for specific targeted for coaching support specific to their needs based on our annual adult evaluation. This year, this support was focused on the NQTs that were employed. Our change 4 Life club last year was focused on inactive children in Y3 and Y4 and these children were identified by our class records. 3/4 are identified years for the Festival, Reception and Y1 for the Dance Festival as this gives them an opportunity to represent the school. Junior groups are well catered for and offered Cross Country, Primary Olympics, and Netball amongst others. We try to get all children to represent school at least once a year if not more. This is then complemented with additional events / festivals, and taster sessions through the Sedgefield Sports Partnership. Child initiated questionnaires identify club interests and after school clubs which are collated by our school Sports Organizing Crew - SOC. At the start of the 2017/18 academic year, after analyzing the data we realized that fewer clubs were offered to KS1 pupils. Because of this, we decided to introduce more extracurricular lunch time clubs to KS1 in the spring and summer terms to try to promote a love of sport and exercise from a younger age.

7 12. Which classes / year groups has the Sport Premium been spent on and why? All classes have benefited from the sports premium this year. This has involved all children from EYFS to Y6 attending whole class events and smaller teams from Y3 to Y6. The Competition SLA provides a structured competition timetable of which we take part in most events. As part of the support that we get from the SSP, the subject leader attends meetings which ensures staff are fully up to date with new ideas and strategies and has ensured the delivery of high quality P.E has remained. Sports Organizing Crew have been trained up to help run sporting events, report on them, and advertise sporting opportunities. We have better quality resources including sporting kits and equipment. The employment of a sports apprentice has also helped to promote of love of sport throughout the school. See a detailed breakdown of spending on School Sports Grant document. Measuring the Impact 13. Briefly explain the schools rationale for the distribution of Sports Premium funding In previous years we have paid 4750 for the Sedgefield Sports Partnership Advanced SLA. As part of this we used to get specialist coaches in to up level staff and increase confidence. However, after discussions and evaluations from current class teachers we feel this is no longer necessary. Going forward into the 2017/18 academic year and beyond we have changed the way we spend the money. We understand that the sports premium spending has to be sustainable and has to meet each of the government s 4 aims. Because of this, we now believe that our staff have been upskilled sufficient to opt out of the usual SLA coaching package. Teachers are confident, observations have been positive and the teachers look forward to teaching their own high quality lessons. Instead, we have decided to spend the money on a bespoke, school appropriate package. Spending 8272 on a first year apprentice to help to raise the participation levels with children in Key stage one. We feel that it is vital that we offer daily ks1 clubs which will run alongside the ks2 clubs to increase participation levels younger. We are also spending 789 on a fitness package to ensure all of the children are partaking in a minimum of 30 minutes moderate to high intensity exercise on a daily basis. A further 789 on an EYFS package which was chosen to support the early year s curriculum. We will however, still be paying 1500 on the competitions package and 840 on transport to and from competitions as we still strongly believe that it is vital that children have the opportunities to experience competitive game situations. As well as this, we will spend the remaining money on new updated equipment for the school. We have good quality resources that support our Core Tasks curriculum and there always needs to be some money kept back to ensure resources and equipment are well maintained and of good quality. We have also spent a percentage on increasing the range and variety of equipment so that we have the ability to introduce new sports e.g. hockey, new netball hoops. We believe in finding a sport for everyone before they leave primary school. It is important to have a range of equipment for playtimes too to continue to promote active and healthy messages.

8 Progress The following summarises the impact on pupils of the Sport Premium: 14. The quality of teaching and learning of Physical Education is judged to be:- Outstanding Good Requires Improvement Inadequate Please tick one only 15. Briefly outline the systems in place to evidence this judgement Staff evaluate their Core task at the beginning and end of their block of work, this is completed by the class teacher and the sports apprentice or class support. The core tasks provide the bench mark for the expected achievement / attainment in each area. Staff identify children above and below these expected levels on their medium term plans and then plan accordingly. The PE Coordinator (myself) monitors the planning and will have discussions with staff about the suitability of the LTP and the chosen core tasks. The LTP changes on a yearly basis to adapt to competitions and events. Coverage is monitored across, Dance, Games, Athletics, O+A, swimming. This year we have added yoga to our yearly plan. The PE coordinator works with individual teachers to identify and discuss core task low achievers so that they can be targeted for small group interventions and in particular lunch time clubs. Last year, all teachers were observed by the PE coordinator once. This year this will raise to two formal observations per teacher with more informal learning walks taking place on a half termly basis.

9 16. Summarise the professional development that has taken place and the impact it has had. In the past, all teachers have had opportunity to work with specialist coaches from the SSP. At the start of every academic year, the SSP release CPD dates for different topics. All members of staff choose the relevant courses to attend. This has resulted in staff confidence rising and the standard of P.E been taught has subsequently increased. Part way through the 2016/17 academic year discussions were had with the SLT, the PE coordinator and class teachers and we decided to opt out of the SSP coaching package for 17/18. This was because staff had felt that the professional development had such a positive impact they were confident with all areas of the P.E curriculum. Teachers have asked to attend specific courses so that they can become even more skills in that area, e.g. EYFS course for the EYFS teacher. Also, because of the introduction of the fit for life program. A CPD session was arranged by the subject leader and all staff attended to ensure they knew exactly what was required when implementing the program. Health Initiatives 17. What programmes have been put in place to support and engage the least active and most vulnerable pupils? Change 4 Life club inactive children identified in Y3 and Y4 based on club attendance at school and in the community. Children invited and rewarded for participation. Log books and branding has helped to hook the children. There were 9 children invited and who attended. The knock on effect has been an interest in other school clubs and in the 2014/15 academic year 5 have signed up for other opportunities. During the 2015/16 academic year this number has risen to 12 children. In 2016/17 this number was 16 children. In the summer term we also offered lunch time clubs for inactive children, these were games such as tri golf and tennis which enabled less confident children to experience sport for the first time. We will be monitoring those children closely in 2017/18 to see what the impact of this was. 18. What has been the impact of these programmes on the pupils? Children have enjoyed the change for life club that was offered. This has resulted in their interest in Sport increasing. To begin the 2016/17 academic year, over 50% of these pupils who had attended the Change for Life club have gone onto participate in other sports clubs including basketball, netball and football. This has been down to a rise in confidence and a better understanding of how to lead a healthy lifestyle. It has also helped to build confidence in children we find socializing in team games more difficult.

10 19. What are the key priorities you will use next year s funding to address? The aim is to maintain the standards and expectations of PE in the school. We will continue to promote the love of sport and competition. And will continue to develop and nurture children s talents and passions. We will continue to participate in sports, events and festival through the Sedgefield SSP. The aim to provide opportunities to get all classes to represent the school over an academic year. This rising to a minimum of two competitions per class in KS2. Transport costs, which are subsidized by the schools budget, allow us to attend as many competitive and non-competitive sporting events as possible. We will employ a sports apprentice to support curriculum PE and to work with the PE coordinator to identify and help run activities to support intervention groups and extracurricular activities. The aim is to maintain the varied extra-curricular activities that are available to the children in KS2 so that all of the children have the opportunity to take part in a sporting opportunity of their choice. We aim to offer more opportunities for KS1 children to get involved in lunch time sports clubs. We feel that encouraging a love for health, sport and exercise early on is key to leading a healthy lifestyle as children grow older. We will do this by utilizing the school grounds to offer more than one club per day. To ensure all teachers receive identified high quality CPD, in particular, our two newly qualified teachers. We will do this using the support from the EYFS program. The main focus is going to be on improving the fitness of the children so that they go onto living healthy active lifestyles as they get older. We will implement a school fitness programme that was developed by the SSP aimed specifically at Primary school children. This will ensure that we meet the active 30 target of each child taking part in 30 minutes moderate to high intensity exercise per day. The year 5/6 teacher will also be monitoring how the introduction of this program impacts other areas of the curriculum. Some of the funding will be spent on renewing equipment and buying new equipment to offer more sporting opportunities. After meetings with the sports crew it is clear that some children would like to have opportunities to try new sports such as handball. Some of the funding will therefore be spent on equipment.

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