From the classroom to the Olympics Ofsted and Sport Richard Light HMI Thursday 11th September, 2014

AIMS: Share some of the findings of the latest Ofsted report of PE and sport Explain some of the ways schools are using their funding to improve primary PE and school sport Provide an overview of current inspection arrangements from September 2013. Add presentation title to master slide | 2

Challenges for PE Competition against core subjects and league tables How to get high participation and high standards Sedentary lifestyle and children obesity Pathways and opportunities outside of school. Add presentation title to master slide | 3

Beyond 2012 – Outstanding physical education for all. One-day primary, and two-day secondary subject inspections in 120 primary, 110 secondary and seven special schools 2008-2012 ‘The Halcyon Days’ Raising the bar – the Olympic legacy. Add presentation title to master slide | 4

Strengths: PE is in pretty good health – in more than two thirds of primary it was good or outstanding Significant investment in PE - impact of SSPs evident in almost all schools. Sports colleges had a high profile Two hours of PE in key stages 1-3 in most schools. Most schools had a good or outstanding enriched curriculum PE made a significant contribution to pupils’ personal development and well-being, and enjoyment of school More young leaders across all phases. Better primary leadership (PLTs). Add presentation title to master slide | 5

Weaknesses: Not all pupils get a good physical education. PE required improvement in one third of schools visited despite significant investment Primary schools – limited subject knowledge, low confidence in teaching PE, swimming More able not challenged Secondary schools - low expectations, too much teacher-talk, lack of regular challenge for more able No assessment and limited curriculum time Not enough physical education in PE lessons Balancing high participation and high performance. Add presentation title to master slide | 6

Recommendations: School leaders - monitor teaching and its impact on learning, and provide 2 hours each week Subject leaders - raise expectations of colleagues, show them what to do, check that they are doing it well Teachers - improve pupils’ fitness, challenge more able, think about planning, listen and learn so that all teaching is good - assessment DfE - implement a new national strategy for PE and sport, ensure that providers of ITT allocate more time for PE HMCI has commissioned a follow up survey to examine competitive school sport in state and independent schools Add presentation title to master slide | 7

National strategy, local solutions A threat or an opportunity? NEW FUNDING: National strategy, local solutions A threat or an opportunity? The challenge – making sure it’s well-spent New, additional, extra Local models and good practice. Add presentation title to master slide | 8

Spend, spend, spend ? Hiring specialist PE teachers or qualified sports coaches Running sports competitions or increasing participation in school games Providing cover or professional development so more teachers are trained in PE Buying football kits to tennis rackets Providing places for pupils on after-school sport clubs and holiday clubs Pooling money with other local schools Add presentation title to master slide | 10

OFSTED FRAMEWORK New framework since September ‘12 Only good is good enough Outstanding schools exempt from inspection To be outstanding, teaching must be outstanding. Add presentation title to master slide | 11

Ofsted monitoring School website prior to the start of an inspection Inspection Handbook and guidance updated to help schools understand what inspectors will look for 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. Add presentation title to master slide | 12

Implications for inspection In lessons, check that PE is: highly physical, includes and challenges all, gets pupils thinking and doing, is tailored to meet specific needs, is fun and enjoyable, standards Watch out for notes of absence, differentiated planning & tasks, more able going through the motions, obese and unfit pupils, spoon-feeding, use of coaches and volunteers Teacher subject knowledge, teacher demonstration and modelling, assessment, use of ICT, curriculum enrichment and competition. Add presentation title to master slide | 13

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Outstanding achievement in PE All pupils: Show exceptional independence, think for themselves and take initiative Independently explore and experiment with tactics and techniques Show significant levels of originality, imagination and creativity in their understanding within the subject Highly competent at evaluating Demonstrate high levels of physical fitness Make healthy lifestyle choices. Add presentation title to master slide | 15

Outstanding teaching of PE High levels of confidence and expertise – specialist knowledge Use of wide range of innovative and imaginative resources and teaching strategies ICT used very effectively to support observation and analysis Ensure that pupils learn new skills and find out how to use them in different ways – repeat actions, sequences or team tactics Frequent opportunities to assess their own performance. Add presentation title to master slide | 16

An outstanding PE curriculum Provides an extensive range of opportunities to participate, and excel in. Complimented by a wide range of traditional and alternative activities before, during and after-school that engage pupils of all abilities and interests Competitive sport is played to a high level Partnerships facilitate participation outside of school Sufficient time enables pupils to achieve well The vast majority of pupils take up opportunities for at least one additional hour of school sport each week. Add presentation title to master slide | 17

Outstanding leadership and management ‘Leaders change things. Leaders move things on. Leaders determine the culture and ethos of institutions’. (HMCI) The pursuit of excellence is demonstrated by an uncompromising and highly successful drive to improve or maintain the highest levels of achievement and personal development for all pupils over a sustained period of time Subject leaders provide colleagues with clear guidance on what to teach and how to teach it well. They show them how to make routine assessments and how to use this information to raise achievement in PE. Add presentation title to master slide | 18

Expert Subject Advisory Group Variation in the way the new NC will be interpreted by schools and teachers Slimmed down nature risks teachers taking content at face value and not providing a broad and balanced programme – gaps in provision and knowledge Coaches – may not take responsibility for ensuring the progress of pupils and unlikely to have the pedagogical understanding necessary to teach all aspects. Add presentation title to master slide | 19

Ofsted monitoring Complete telephone interviews with school leaders early in the autumn 2013 to find out how they are using their new funding to improve PE and school sport. Collate Section 5 inspection evidence from lesson observations and discussions with school leaders and pupils throughout the autumn 2013 and spring 2014. Survey schools’ spending in the summer term 2014 and report in autumn 2014 on the impact of new funding in the first year. Add presentation title to master slide | 20

Inspection Findings (January 2014) Most schools are using it to: employ new sports coaches join with other schools to share the cost of new staff and provide more sport provide staff training use secondary PE teachers to teach PE and organise sport employ new teachers or coaches to teach PE and coach sport. Add presentation title to master slide | 21

Inspection Findings (January 2014) A few schools are using it to pay for: swimming lessons existing coaches to continue to teach or coach what they have always provided coaches to teach PE without monitoring the quality of their work or ensuring that NCPE requirements are met enrichment activities not linked to improving PE and sport, or pupils’ health and well-being. Add presentation title to master slide | 22

Inspection Findings January 2014 In less effective schools: confuse key terms about PE, sport, health and the people employed to improve them focus on existing rather than new, additional provision do not observe lessons or sport activities to support their views cannot explain what sports have chosen or what they expect to achieve do not say how schools will monitor and evaluate the impact of new funding. Add presentation title to master slide | 23

Inspection reporting The school has a detailed plan for using new funding, based on the views of staff and pupils about how to increase pupils’ participation and improve their sports skills. This includes using sports coaches to work alongside teachers to improve their teaching. Teachers are expected to record what they have learnt from each session and review how well individual pupils have benefitted from their teaching. The plan also aims to increase the range of out of school clubs and improve the school’s success in sports competitions. The PE leader has planned how she will monitor the impact of these new initiatives on increasing pupils’ participation and performance in sport, and improving teachers’ confidence and competence in teaching PE. Add presentation title to master slide | 24

Future reports due end Sept 2014 500 reports sampled – making a difference Follow up – 22 schools visited case studies provided HT’s see funding as opportunity to build on good practice Most of the new funding was used to: deploy new sports coaches and other personnel qualified in sport to teach pupils in PE lessons and coach in new, after-school sports clubs join with neighbouring primary schools through existing sports partnerships or new arrangements, pooling their funding to share the cost of new sports staff and pay for organising inter-school sports competitions Add presentation title to master slide | 25

Future reports due end Sept 2014 improve staff subject knowledge and PE teaching skills by providing professional development and training for existing teachers, and enabling them to work alongside external coaches to observe and learn new skills and techniques from them work in partnership with secondary schools to enable specialist PE teachers to teach PE and organise additional extra-curricular sport in primary schools increase pupils’ participation in sport and physical activity, including involvement of parents, the community and local sports clubs help selected pupils, including the disabled and those who have special educational needs, overcome barriers and enjoy the benefits of PE and sport. Add presentation title to master slide | 26

Future reports due end Sept 2014 All the schools had a detailed plan of how they intended to use the funding for at least the first year. However, a common weakness was that the plans generally lacked clear targets for improvement and failed to show how the impact of the actions would be monitored and evaluated. Most schools employed specialist teachers and sports coaches to help improve the teaching skills of the class teachers and teaching assistants, and increase pupils’ participation in sport and physical activity. Discussions with staff showed that where professional development was planned and structured, and focused on the identified needs of individual members of staff it was most effective. Where this was the case, teachers and teaching assistants demonstrated greater subject knowledge and specific subject teaching skills than where the development activities consisted of simply observing specialists with no additional support. Add presentation title to master slide | 27

Still further work to be done strategic planning - shows clear, measurable targets for improvement and make clear how the impact of the actions will be regularly monitored and effectively evaluated by the school’s leaders, including the governing body regularly monitor the work of specialist teachers and sports coaches ensure that staff development is systematically planned and structured develop activities specifically aimed at encouraging and developing their most able students be proactive in promoting pupils’ health and well-being, especially tackling obesity Add presentation title to master slide | 28

Looking ahead Read the survey reports, use the recommendations along with subject specific guidance – this spells out what to do Leadership of PE – people make the difference New NC – don’t get bogged down – teach what you like, just do it well and make sure it leads to high achievement Add presentation title to master slide | 29

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