1. Primary PE Subject Coordinator Module 4: School Sport and Healthy Active Lifestyles Julie Gompertz educationconsultant@juliegompertz.com

2. Primary PE Subject Coordinator Module 1 Being an effective leader of PE, healthy active lifestyles and school sport Understand the role of a PE Coordinator and shape a vision for PE and school sport in your school Identify links between PE, school sport and healthy active lifestyles, identifying strengths and areas for development Module 2 (Online) Teaching and learning within physical education Reflect on the quality of teaching and learning within PE, reviewing Ofsted guidance and the teacher standards Explore strategies and set goals to lead, manage and implement the journey towards outstanding teaching and learning in PE in your school Module 3 Curriculum provision and assessment Plan an effective and appropriate curriculum for the learners in your school Develop an understanding of the role of assessment and the tools to maximise the use of assessment for learning in PE lessons Module 4 School sport and healthy active lifestyles Understand how using physical activity can lead to improvements in pupils’ health, wellbeing and educational outcomes Explore the links between children’s health and wellbeing and their achievement in school Module 5 (Online) Achievement of young people Raise awareness of the impact physical activity and PE can have on the achievement of young people Identify intervention strategies for targeted groups of young people in your school and monitor the impact this intervention has Module 6 Whole school impact Explore the impact PE and school sport can have on whole school outcomes How to design targeted intervention using PE and school sport to make a difference across the whole school

3. Outcomes 1.An understanding of how physical activity can be used to lead improvements in pupils health, well being and educational outcomes 2.An understanding of how to improve pupils health and well being through Physical Education 3.An understanding of how to improve pupils health and well being through sport and recreational activity 4.An understanding of how Ofsted, PE and Sport Premium can support schools to address these areas 5.An opportunity to develop an action plan that identifies the development of health provision in my school

4. How’s it going?

5. Focus on Inactivity-Why? Quiz 1)One in …….adults is classed as physically inactive and fall into the “high risk” health category. 2) Over the last ……years, physical activity levels have declined by …..% in the UK 3) Projections indicate a further …..% drop by 2030 4)Experts predict that if trends continue, by 2030 the average British person will use only …..% more energy than they would have done had they just spent the day in bed.

6. Focus on Inactivity-Why? Quiz Results Some facts: 1) One in four adults is classed as physically inactive and fall into the “high risk” health category 2) Over the last 50 years, physical activity levels have declined by 20% in the UK 3) Projections indicate a further 15% drop by 2030 4) Experts predict that if trends continue, by 2030 the average British person will use only 25% more energy than they would have done had they just spent the day in bed.

7. A few more facts….. Nearly 37,000 deaths a year could be prevented if everyone in England met CMO guidelines for activity Inactive people spend 38% more days in hospital than active people. According to the National Institute for Health and Care Excellence (NICE), inactivity is costing the national economy in England £8.2 billion per year. It is costing the economy in each local authority in England £18 million(average) per 100,000 people every year Supporting inactive groups would provide the maximum financial returns on public investment and is the most effective means of narrowing health inequalities

8. Why is this important? www.designedtomove.org

9. Why is it important? www.designedtomove.org

10. The benefits www.designedtomove.org

11. What is Physical Activity? Pg 4 Hand book Pair & share Think of a definition – individual Group definition

12. What is Physical Activity? Physical Education e.g. learning fundamental and leadership skills School Sport e.g. Competition, clubs & coaching Utility Activity e.g. walking, cycling, scooting to school Recreational Activity e.g. informal play and family activities PHYSICAL ACTIVITY

13. Health and Wellbeing: Page 3 Handbk What does it mean to parents? What does Health & Wellbeing look like? What does it mean to you? What does it mean to school? What does it mean to children? Quick off the Draw

14. Health and Wellbeing Pg 4 Handbook Physical Physical education Sport Utility Activity Recreational Activity Social Communication Self efficacy Teamwork and groups Relationships (Employability) Understanding Health Understanding energy in v energy out Risk taking behaviours Importance of sleep (Lifestyle choices) Emotional Self Esteem and confidence Resilience Coping strategies Sense of worth/contribution HEALTH AND WELLBEING

15. In groups – post its/ flipchart Opportunities in your school ? a)Physical Activity b)Health and Well being What do you do? When do you do it? How do these link to educational achievement ?

16. Skills & Qualities – educational achievement Skills & Qualities that your children learn & need to succeed, progress & achieve in school Pictionary / Charades Page 4 Handbk

17. Physical Education e.g. learning fundamental and leadership skills School Sport e.g. Competition, clubs & coaching Utility Activity e.g. walking, cycling, scooting to school Recreational Activity e.g. informal play and family activities PHYSICAL ACTIVITY P hysical e.g. Fitness, muscular strength, posture, flexibility S ocial e.g. communication, teamwork,belonging, relationships U nderstanding Health e.g. Nutrition, sleep, risk behaviours, E motional e.g. Resilience, body image, self-esteem, confidence, safety HEALTH AND WELLBEING Engagement e.g. Attendance, readiness to learn, participation, punctual Learning behaviours e.g. Concentration, coping strategies, co-operation Skills e.g. Decision making, fine motor skills, questioning, listening Knowledge e.g. understanding health, the body, improvement strategies PROGRESS & ACHIEVEMENT The YST approach... Page 5 Hand Bk

18. KEY MESSAGES Need to have targeted PA interventions as a means of impacting on children’s HWB and ultimately their educational achievement and progress. Position PHYSICAL ACTIVITY WITHIN A SCHOOL CONTEXT rather than trying to achieve the issue alone Link the PHYSICAL ENVIRONMENT WITH OUR AMBITIONS FOR SCHOOL – inclusive FOR ALL YP!

19. National Education Context “The Impact of Pupil Behaviour & Wellbeing on Educational Outcomes” (DfE – 2012) “children with higher levels of emotional, behavioural, social & school well being, on ave have higher levels of academic achievement & are more engaged in school, both concurrently & in later years” “children with better emotional wellbeing make more progress in primary school” “pupils on FSM who would benefit from increasing their physical health & sense of well being have attainment levels 22% lower than their peers ”

20. DfE vision To support the delivery of PE & School Sport & Primary Premium, …..all national partners* agreed the following vision & objectives:  A measurable &sustained improvement in PE & Sport, underpinned by HQ teaching that increases participation levels in physical activity, and leads to healthier pupils who are more engaged across the whole curric. *Cabinet Office, Department for Education, Department of Health, Department for Culture Media and Sport, Ofsted, Sport England, Youth Sport Trust, Association for Physical Education, County Sport Partnership Network This will be our legacy to the London 2012 Olympic and Paralympic Games.

21. DfE Objectives 1: To improve the quality of existing PE teaching through CPD in PE for generalists, so that all primary pupils improve their health, skills and physical literacy, and have broader exposure to a range of sports. 2: To increase participation levels in competitive sport & healthy activity of pupils, and maintain these into adolescence. 3: To increase the quality of ITT in PE & sport, and to promote PE specialisation in primary level workforce. 4: Schools understand and value the benefits of high quality PE and sport, including its use as tool for whole school improvement.

22. Ofsted findings Pg 6 Handbk In Beyond 2012 report; “Outstanding PE for all” Ofsted notes that: “ Regular participation during (PE) lessons & enrichment activities aided pupils’ achievement by instilling confidence, building self esteem and promoting positive attitudes towards learning. This (example) epitomises the contribution made by PE to pupils’ personal development and well being in the best schools” Which words are key to whole school improvement ?

23. Links to progress & achievement key words in Ofsted findings instilling confidence building self esteem promoting positive attitudes towards learning. Engagement e.g. Attendance, readiness to learn, participation, punctual Learning behaviours e.g. Concentration, coping strategies, co- operation Skills e.g. Decision making, fine motor skills, questioning, listening Knowledge e.g. understanding health, the body, improvement strategies PROGRESS & ACHIEVEMENT

24. Developing the whole child

25. Key outcomes for schools to address DfE & Ofsted Children become PHYSICALLY LITERATE, i.e. they have the confidence, motivation, skills and knowledge to be physically active for life. Children demonstrate HEALTH LITERACY, i.e. they have the confidence, motivation, skills and knowledge to achieve and maintain good health and well being Children are EFFECTIVE LEARNERS, i.e. they have the confidence, motivation & skills and knowledge to make progress and achieve their potential in school and life.

26. Competition – Outcomes of PA, HWB, & Achievement Table v Table In your envelope you have been provided with; headings, outcomes and some statements. Match a heading with an outcome and with the appropriate statements Who is responsible for delivering each outcome?

27. The challenges in PE and school sport... PHYSICAL EDUCATION DELIVERED During curriculum time BY Secondary schools (Specialist PE teacher) Primary (Classroom teacher) COMMUNITY PROVISION Pay and play Leisure and recreation activities CLUB SPORT (NGBs) Clubs and teams Coaching Talent development HEALTHY ACTIVE LIFESTYLE INTERVENTIONS DELIVERED Outside curriculum time BY SGOs, teachers, leaders & coaches, health workers COMPETITIVE SCHOOL SPORT DELIVERED Outside curriculum time BY SGOs, TR posts, teachers young volunteers & coaches

28. HEALTHY ACTIVE LIFESTYLES Enjoyment Engagement Exercise COMPETITIVE SCHOOL SPORT Coaching Competition Clubs PHYSICAL EDUCATION Literacy Learning Leadership

29. Physical literacy framework Slide to be uploaded Does your school deliver this? In Pairs - Check & Challenge? Pg 7 Handbk

30. Physical Literacy Framework Looking at the grid for Physical Activity below, which sections do not appear greatly in the Physical Literacy framework? Physical Education e.g. learning fundamental and leadership skills School Sport e.g. Competition, clubs & coaching Utility Activity e.g. walking, cycling, scooting to school Recreational Activity e.g. informal play and family activities PHYSICAL ACTIVITY Your Challenge….. to provide opps for children to experience Utility & recreational activity

31. Physical Activity – How good is your school? RAG rate Page 8 & 9 Handbk – (Amend Page 9 ‘Utlility/ Rec’) Where are YOU now with your opps in: PE, Sport, Utility & Recreational to support this agenda? Using the prompts in your workbook identify: –Does it happen? –Where does it happen? –Who is responsible for this in school? –Is it an area to develop?

32. What wider agencies are in school? How are they helping you? Where else is this known in school? Who else has this information? What support is there? Links to Health Well Being?? Who can support you? Page 11 - Handbk

33. Developing the whole child

34. Ofsted – Behaviour, habits The lead inspector will observe: at break times & lunchtimes observing behaviour and seeking the views of pupils & staff, e.g lunchtime supervisors how pupils arrive at school and leave at the end of the day seek parents’ views about behaviour www.ofsted.gov.uk/sites/default/files/documents/inspection--forms-and- guides/Schools-April2014/Subsidiary%20guidance.doc

35. Ofsted – Diet & Nutrition Inspectors will consider;  Food on offer and contribution it makes to behaviour  Atmosphere in canteen  How lunchtime & dining space contribute to good behaviour & culture in school  School leaders will be asked how they help to ensure a healthy lifestyle for their children and, specifically, whether their dietary needs have been considered.  what food is available in school/what allowed to bring in to school  What impact does food stuffs have on behaviour – emotional, social and physical. How does it affect achievement and engagement?

36. Ofsted -Governance The quality of leadership in, and management of, the school Paragraph 102 in the guidance Governance, asked about Governance Pupil progress Leadership of teaching Management of staff Pupil premium Primary school sport funding

37. Elevator pitch In pairs: Take on the roles of; a) Inspector and Governor b) Inspector and teacher c) Inspector and pupil d) Inspector and parent Take a set of cards, ask the questions on the card. 30 seconds to answer the question.

38. Ofsted Tips Evaluating use of the Sport Premium funding Progress measures Evidence IMPACT Lifestyles Physical wellbeing INCREASE Participation rates Success in competitive school sports INCLUSIVE PE curriculum/ Extra curric opportunities more inclusive -How? GROWTH Range provision Alternative activities IMPROVEMENT Working in collaboration with others LINKS Cross curricular – overall achievement, SMSC AWARENESS Health agenda: obesity, smoking, other undermining activities

39. Task 11: Where are you now? Pg 12/13 Handbk M&E the Progress/ Impact AreaRAG rateActionImpactNext steps Lifestyles Physical well being Participation Competitive success Inclusive curric Provision Cross curricular Health agenda

40. Sport Premium spending Professional development for teachers (80%) Pooling resources to employ peripatetic PE specialist (42%) Enhancing payments for PE Co-ordinator Buying into local clusters/partnerships Employing ‘QA’ sports coaches (73%) Extending competition (73%) School Games at levels 1,2 and 3 (2646 schools) Paying for transport for competition (19%) and swimming (24%) Extra curricular clubs (58%) How the funding has been spent nationally

41. Sport Premium spending Engaging the least active in after school activities for example Change4Life sports clubs (49%) Playground development including training and payment for mid day supervisors (20% coaches) Providing outdoor and adventurous activities on site ( 10%) Purchasing equipment and resources to develop non-traditional activities

42. School website information Enter spend details (53% have) on school web site Include: 1. the amount of grant received; 2. how it has or will be spent; and 3. what impact the school has seen on pupils’ participation and attainment Key purpose of putting information on the school website is to keep parents informed, so this info should be written in a format that is clear and easily accessed. The Youth Sport Trust has developed a template that you may like to use to identify development priorities, monitor progress and track the impact being made. www.youthsporttrust.org/how-we-can-help/primary-school-sport-funding.aspx template www.youthsporttrust.org/how-we-can-help/primary-school-sport-funding.aspx

43. The use of coaches and external adults Ensuring pupils are safe Safeguarding remains a priority. Safeguarding practice and guidance is underpinned by a duty for schools to cooperate with relevant agencies to safeguard & promote the welfare of children. Inspectors should check the single central record to ensure that adults working with pupils are appropriately recruited and vetted. Please see Inspecting safeguarding briefing (090205), Ofsted; http://www.ofsted.gov.uk/resources/briefings-and-information-for-use- during-inspections-of-maintained-schools-and-academies-september-2. AfPE – Best practice of using coaches in schools YST – Coaches in Schools Resource/ poster

44. Lifestyle choices could result from a child’s involvement in PA & HWB Lifestyle choice Social behaviour Achievement EngagementPhysicalEmotional

45. Why is this important? www.designedtomove.org

46. Can we challenge ourselves to think differently? www.designedtomove.org

47. The benefits? www.designedtomove.org

48. Action planning

49. Action planning Pg 12 & 13 Handbk

50. Outcomes 1.An understanding of how physical activity can be used to lead improvements in pupils health, well being and educational outcomes 2.An understanding of how to improve pupils health and well being through Physical Education 3.An understanding of how to improve pupils health and well being through sport and recreational activity 4.An understanding of how Ofsted, PE and Sport Premium can support schools to address these areas 5.An opportunity to develop an action plan that identifies the development of health provision in my school

51. Membership Making the most of your Youth Sport Trust membership: Primary PE Subject Coordinator Module 5 – Spring 2015 KS 1 Bupa Start to Move CPD KS 2 Matalan TOP Sport CPD Inclusive PE CPD Youth Sport Trust Quality Mark – have you gained yours? Resources – all available online; and include Sport Premium case study resource Maximising the sport premium – a guide for governors Improving literacy and numeracy through PE and Sport 2015 Conference: 4 February 2015 - primary focus

52. Presentation name PRESENTER NAME

53. Youth Sport Trust membership contact us membership@youthsporttrust.org or visit www.youthsporttrust.org