Bradford Primary Schools Sports Premium Workshop Bradford City FC Tuesday April 23 rd, 2013

Aim of presentation Introduction Brief overview Case study of strategic use of funding Sport Premium funding as a catalyst Projected case study for SP funding A chance for Bradford to show a lead

Improving children’s lives Graham Morgan

Do we really care enough about the future health, happiness and wellbeing of our children and grandchildren?

50 things for my granddaughters to do before they are 11 ¾ - part one 1. Climb a tree 2. Roll down a really big hill 3. Camp out in the wild 4. Build a den 5. Skim a stone 6. Run around in the rain 7. Fly a kite 8. Catch a fish with a net 9. Eat an apple straight from a tree 10. Play conkers 11. Throw some snow 12. Hunt for treasure on the beach 13. Make a mud pie 14. Dam a stream 15. Go sledging 16. Bury someone in the sand 17. Set up a snail race 18. Balance on a fallen tree 19. Swing on a rope swing 20. Make a mud slide 21. Eat blackberries growing in the wild 22. Take a look inside a tree 23. Visit an island 24. Feel like you're flying in the wind 25. Make a grass trumpet

50 things for my granddaughters to do before they are 11 ¾ - part two 26. Hunt for fossils and bones 27. Watch the sun wake up 28. Climb a huge hill 29. Get behind a waterfall 30. Feed a bird from your hand 31. Hunt for bugs 32. Find some frogspawn 33. Catch a butterfly in a net 34. Track wild animals 35. Discover what's in a pond 36. Call an owl 37. Check out the creatures in a rock pool 38. Bring up a butterfly 39. Catch a crab 40. Go on a nature walk at night 41. Plant it, grow it, eat it 42. Go wild swimming 43. Go rafting 44. Light a fire without matches 45. Find your way with a map and compass 46. Try bouldering 47. Cook on a campfire 48. Try abseiling 49. Find a geocache 50. Canoe down a river

Education should reflect this

GOVERNMENT POLICY Academic bias School League tables

Education system in the digital age Tradition in the system Mr Gove’s personal beliefs Academic focus – lack of balance League Tables – added pressure Not in tune with future needs of digital age pupils – All round, balanced education – Health challenges – inactivity and obesity levels – Social cohesion – Self esteem issues

Physical activity and PE to the rescue!

PE is more important than ever before Cross curricular education gains Physically engage pupils Physical activity = health benefits Discover alternative talents Goal setting Build self esteem Hard evidence of progress – skills and fitness Social development Recreational and competitive activities Develop an understanding of rules and boundaries

DfE Funding Pupil Premium 1 Pupil Premium 2 Sports Premium Transition Funding Catch Up funding

Head Teachers

Headteachers now hold the POWER

Clusters/consortia

Pupil Premium Funding

Creative use of existing funding Schools own funds Pupil Premium After School Club funds (school or parents) Playground animation funds

Case Study from Lister Primary School

Sport Premium Funding

The National Curriculum for PE All pupils... develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives.

SP funding = two year window

A common practice Single school Itinerant external providers using various random staff to deliver: PPA cover, PE, Breakfast club, Lunchtime animation, After school clubs, representative teams. Some CPD No planned sustainability when funding ends

More strategic approach Single school Creative use of funding to embed one selected young, enthusiastic and vocationally trained member of staff into the school. Intra school comp. Aimed at broad range of educational benefits not just PE and sport – Mentoring and Mathletics. Helps to up skill staff with additional CPD for school staff Sustainable agenda

The Future Single school: Benefits as shown Consortia/Cluster: Inter school competitions, Leagues, Sports Days, Festivals, Gifted and Talented Camps, Sport and Activity Club links Curriculum Enrichment events, Healthathon, PSHE Assemblies Local Sponsorships, Equipment Procurement, Staff CPD

PE and school sport cluster model Delivered by a dedicated Health Mentor Curriculum Enrichment Days Leagues Healthathon Festivals Gifted and Talented holiday courses Sports Days Sport and Activity Clubs links PSHE Assemblies Staff CPD

Differences with YST and PDM structure Strategic primary school focus not linked to secondary schools Accountable by performance Bespoke relationship with individual school Headteachers decide agenda not PDM or NGB 12 schools max Sustainable outcomes

Bradford opportunity National change: – Education and funding – PE and Sport provision: YST/PDMs; COMPASS Local evolution: – Consortia/clusters etc. Phil Wagner – Knowledge, relationships, trust Bradford Association of PE/Sport providers – Needs Head Teacher representation

Summary Sport Premium funding presents a unique, short term opportunity for two years This money can be used to significantly enhance physical activity, PE and sport in schools Pupil’s all round education, health, social development and self esteem should also benefit Best to embed quality individuals into a school than rely on a plethora of itinerant staff (AfPE example) CPD and up skilling of staff also important PE sustainability should be the aim for individual schools and consortia/clusters

Some personal views... Schools are about Education not Sports development PE should be a relevant, powerful and compelling subject for digital age pupils School Sport is not PE, Sport Coaches are not PE Teachers Specialist vocational training is needed to supplement any coaching badges Trained PE Staff need to be embedded into schools: Qualified teachers/CPD/external

Thank You

Baroness Sue Campbell, head of UK Sport and chair of the Youth Sport Trust, said that although the level of investment was welcome, it was important not to waste the funding on sports coaches "who will disappear once the money goes". "There is an issue around the quality of provision of PE in primary schools, so I hope they will think about coming together and bringing in peripatetic expertise that will work with a family of schools to build their knowledge about the subject," she said. "What is less sustainable is heads buying in bits of work, through specialist coaches or similar - instead of training teachers - and then that expertise disappearing when they leave.“ The worst-case scenario, she added, would be if the money "just filled a gap" for two years before a new programme was brought in with a change of government.

"THE 2012 LEGACY IS IMPORTANT BECAUSE THE COUNTRY SPENT A FORTUNE ON THE OLYMPICS - IT WAS A HUGE EVENT AND A TREMENDOUS SUCCESS," "WE KNOW THAT TOO MANY PEOPLE SUFFER FROM OBESITY AND DON'T GET ENOUGH EXERCISE, BUT WHETHER YOU'RE YOUNG OR OLD - MORE EXERCISE AND A HEALTHIER DIET IS GOOD FOR YOUR HEALTH, GOOD FOR THE COUNTRY AND GOOD FOR THE ECONOMY - THAT'S THE BIG LEGACY WE WANT TO SEE FROM THE OLYMPICS." Education Select Committee inquiry into 2012 legacy. Graham Stuart, Chair May 2013

Views on sport in schools Over 90% believe that non-competitive physical activities must be encouraged alongside competitive activities. 97% agreed that schools should have a minimum target of two hours PE and Sport a week. 69% agreed that schools should be required to monitor participation and make the information available to parents. 95% agreed that physical activity improves educational attainment. Under half of respondents (47%) agreed that a strategy focused on competitive sport will inspire inactive children to engage in sport and PE. Published by The Smith Institute This report represents the views of those surveyed and not those of the Smith Institute. © The Smith Institute May 2013