1. SUFFOLK PHYSICAL EDUCATION & SCHOOL SPORT KS3&4 AREA NETWORK SEMINARS SEPTEMBER 2012 michael.crichton@suffolk.gov.uk

2. Why a teacher? Recall one or two answers you gave on your interview? Determine five key outcomes that the impact of your teaching will have on young people G oalsPersonal reflection R ealityPresent situation O ptionsThe approach……HQ outcomes W hat next?Will and commitment

3. 2012 FULL COURSE GCSE Provisional UK male and female combined A*-C 70.9% (71%) A*: 3.9% A: 17.2% B: 25.3% C: 24.5% D: 17.1% E: 8.4% Suffolk to date: 32% returns: 57% A*-C

4. Suffolk inquiry into education attainment, the need to raise expectations across the county and secure future economic opportunities. Raising StandardsRaising Standards School to school support (Partnerships)School to school support (Partnerships) Skills and competenciesSkills and competencies Making learning everybody’s businessMaking learning everybody’s business Confidence, Common Sense, CAN DOConfidence, Common Sense, CAN DO BE THE BEST YOU CAN BE BE THE BEST YOU CAN BE

5. 2012 Momentum (Legacy) Inspiration (Inspiring a Generation) Passion, pride and partnership (Qualities) Dreams, hopes, belief and performance (Aspiration: the power of sport) Hard work, dedication and commitment (The journey: Targets…………..management, operation, evaluation, reflection, adapt, refine, and deliver) High quality outcomes for all (Plan from the needs of the performer) Design: creativity and personalisation (The performer)

6. Monitoring Standards Ofsted Changes since the start of the term

7. Ofsted: Notice period Self evaluation (must show progress since the last inspection) Website Effective use of the Pupil Premium (Suffolk Advice on the Pupil Premium. Pages 7-9) Parent View (including outcomes of past surveys) 4 Key Judgement Areas Only ‘Good’ and above is good enough! Requires Improvement (1)Outstanding, (2)Good, (3)RI, Serious Weakness, Special Measures Increased focus on literacy Overall Effectiveness: SMSC, CLLD, Mathematics

8. Key Features There is a high focus on: narrowing gaps in performance quality of teaching and its impact on learning over time reading and literacy behaviour and safety (active v passive!) ‘normal’ practice within the school rather than just during the inspection

9. Priorities Attainment and achievement: Standards attained from start to finish Standard of work and progress relative to starting points (work scrutiny) Range of skills developed and applied across the curriculum SEND: progress made Performance of groups and individuals compared nationally (impact of the PP) Wide range of reading: primary/middle: use of reading

10. Priorities Quality of teaching: Impact on learning over time Schools own view from LO records Teacher Standards 2012 Final judgement will consider…… *Rigour in improving Q of T. (L&M) * Weaknesses of individuals and groups * Marking, feedback, assessment is inconsistent * Teaching is atypical during inspection Data Pupil perceptions Work scrutiny/ Observations

11. Priorities Behaviour and Safety: In classrooms and the attitudes to learning Behaviour, attendance and freedom from bullying Priorities L&M: Effectiveness of L&M on performance to improve learning Effective and efficient use of finance SE Capacity to improve PM

12. Monitoring Standards Suffolk Monitoring and Review of PESS

13. Compare and contrast the outcomes with your own practiceCompare and contrast the outcomes with your own practice Use the subject self evaluation form provided in annex 3, pages 36-41 and carry out your own review.Use the subject self evaluation form provided in annex 3, pages 36-41 and carry out your own review. Contact the schools mentioned for further examples or to share your own good practice.Contact the schools mentioned for further examples or to share your own good practice. Ensure a consistent approach to the planning, organisation, assessment and delivery of the PE and school sport programme.Ensure a consistent approach to the planning, organisation, assessment and delivery of the PE and school sport programme. Listen to pupils and act on their perceptions.Listen to pupils and act on their perceptions. Build capacity to ensure high quality outcomes for all children and young people through engaging with local networks and partnerships, professional development and learning opportunities and working collegiately as a whole school staff/department to generate best practice.Build capacity to ensure high quality outcomes for all children and young people through engaging with local networks and partnerships, professional development and learning opportunities and working collegiately as a whole school staff/department to generate best practice. Ensure all pupils have access to a broad but purposeful and relevant curriculum.Ensure all pupils have access to a broad but purposeful and relevant curriculum.

14. Develop further mechanisms to improve the sharing of good practice both within the school and between schools.Develop further mechanisms to improve the sharing of good practice both within the school and between schools. Test the evidence that supports the ongoing trends over time in terms of the successes of all pupils including individuals and groups.Test the evidence that supports the ongoing trends over time in terms of the successes of all pupils including individuals and groups. Develop models of consistency for assessing pupil progress. Ensure pupils take part in this exercise so they know where they are and what they need to do to improve across the subject, not just in individual areas of activity.Develop models of consistency for assessing pupil progress. Ensure pupils take part in this exercise so they know where they are and what they need to do to improve across the subject, not just in individual areas of activity. Build effective transition and transfer systems so learning is progressive and challenging throughout the key stages and across the local cluster of schools.Build effective transition and transfer systems so learning is progressive and challenging throughout the key stages and across the local cluster of schools. In planning the PE programme of study, ensure there are strong but relevant and purposeful links made to the development of literacy, reading, writing and communication skills, and mathematics,In planning the PE programme of study, ensure there are strong but relevant and purposeful links made to the development of literacy, reading, writing and communication skills, and mathematics, Pursue and embed the development of high quality social, moral, spiritual and cultural aspects of learning into everyday PE lessons and sports activities.Pursue and embed the development of high quality social, moral, spiritual and cultural aspects of learning into everyday PE lessons and sports activities.

15. Young people being TAUGHT safety (Safe teaching) Young people empowered to carry out their own risk assessments Managing safety (process, policy) Applying the principles to AOA USE THE GUIDANCE USE THE GUIDANCE

16. The basic principle: People: staff and students Context: Facility Equipment Procedures/ routines Transport Organisation: Teaching Group management Prep/progression Emergency action

17. Professional learning www.suffolkcpd.co.uk Suffolk PE and School Sport Conference Wednesday 6 th March 2013 Trinity Park Conference Centre

18. Saturday 11 th August 2012 Prime Minister David Cameron “ The idea of an Olympic legacy has been built into the DNA of London 2012 from the very beginning. Now the London Olympics has been a great success, we need to use the inspiration of the Games to get children playing more sport and competing more regularly” Suffolk’s answer…………………………………………