Primary PE and Sport Premium Phil Wagner Policy Officer PE and Sport CBMDC

Purpose of funding: Schools must spend the additional funding on improving their provision of PE and sport, but they will have the freedom to choose how they do this. Vision: All pupils leaving primary school physically literate and with the knowledge, skills and motivation necessary to equip them for a healthy lifestyle and lifelong participation in physical activity and sport. Objective: To achieve self-sustaining improvement in the quality of PE and sport in primary schools. We would expect indicators of such improvement to include: The engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles The profile of PE and sport being raised across the school as a tool for whole school improvement Increased confidence, knowledge and skills of all staff in teaching PE and sport Broader experience of a range of sports and activities offered to all pupils Increased participation in competitive sport

Planning

ConcernRecommendation 2 Under the conditions, schools are accountable for their use of the premium allocations and must publish on their websites by 4 April 2015 details of how they used their PE & sport grant. This should provide a level of self review of the expenditure. Testing of a sample of primary schools’ websites found that contrary to grant conditions;  45% of schools had not included the correct amount of grant received.  50% of the schools had not accurately explained to parents how the money was being spent.  85% schools did not include an adequate explanation of the impact the school has seen on pupils’ PE & sport participation and attainment. Children’s Services Health & Well Being Team have recently surveyed how the Districts maintained primary schools are using the premium. The results of the survey indicate that nearly 30% of schools are not measuring the impact of the premium. As a result, schools were reminded of their responsibilities for publishing information on their websites by both the School Funding Team and the Internal Audit “In Control” newsletter circulated to schools, distributed via Bradford Schools Online. The findings demonstrate this approach has not worked. Suitable guidance and / or training is provided to schools to help ensure that they understand the requirements to publish on their websites information regarding;  The amount of grant received.  How it is being spent.  The impact the school has seen on pupils’ PE & sport participation and attainment as a result of the funding. The Primary Business Managers group may provide a suitable forum for such training. Consideration may be given to;  Providing a template for the information to be published on the school websites, or a link to a website considered to demonstrate good practice.  Reviewing the corporate financial governance arrangements in schools (i.e. scheme for financing schools, etc) to ensure the requirements to conform with publication requirements of ring fenced grants are complied with. The expected requirements of governors to approve spending plans, review outturn and the information published could form part of this review, to help ensure proper scrutiny for the use of the funding. CBMDC Internal Audit 2015

FindingSuggested Action 1 i.Schools that use a dedicated cost centre for the grant were better able to promptly account for their use of the money and demonstrate budgetary control.It is a condition of the grant funding that the schools’ financial records are open to inspection by the Secretary of State and by the Comptroller and Auditor General. i.The level of planning for the use of the money varies between schools. In some schools sampled, actual spend differed markedly from the stated plans, reducing confidence that clear objectives have been set and value for money maximised. i.The majority of the school websites sampled during this audit included inaccuracies regarding either the funding received or how it was spent. Confusion over funding periods contributed to some of the inaccuracies noted. i.The recording of impact on pupils’ PE & sport participation on school websites remains poor overall. Where a school fails to comply with the conditions, which includes the maintenance of records to support the use of the premium and its impact, it may be required to repay the premium in whole or in part. Schools are provided with guidance for using their grant allocations more effectively to include; i.The use of a dedicated cost centre on SIMS or spreadsheet to show spend for the grant allocations. i.Planning their use of the grant. Good planning can include an assessment of current provision and identification of areas for development / improvement priorities with associated actions to be funded (together with the expected costs). I.e. consideration of where the school is now, where it wants to be and how it is going to get there. i.Maintaining their websites. Websites should be updated for new grant allocations, and to ensure explanations of how they have been (or will be) spent remain accurate. Reporting over consistent periods year on year should help schools to keep the information up to date and clear. Whilst schools may choose what period to report over (i.e. financial year, academic year, or an extended period beyond this), the information published should be clear, complete, consistently reported, accurate and up to date. i.Assessing impact. CBMDC Internal Audit 2015

Bradford Survey May 2015

Bradford Survey 2015

Good practice

Good Practice Case study: Extending participation in competitive school sport Case study: Maximising participation in the local community Case study: Fitness first – getting pupils busy, active and healthy Case study: Fun, competitive approaches to improving lunchtime participation Case study: Using experts to improve lunchtime participation Case study: Leading by example – empowering pupils to make lunchtimes more active and fun Case study: Developing the leadership skills of Year 2 pupils to become ‘Little Leaders’

Good Practice Case study: Identifying non-participants and providing new, additional activities to re-engage them in sport and physical activity Case study: Overcoming low confidence and poor motor skill development Case study: Overcoming communication and social barriers in a Reception class Case study: Overcoming disability in mainstream schools Case study: Food for thought – improving individual pupils’ health and well-being by changing their diet and exercise plans Case study: Building on an established ‘health week’ to promote active, healthy lifestyles

Minimum Qualifications of Coaches NGB Recommendations