1. Improving Staff Subject Specific Knowledge
Following and audit process that involved lesson observations, a planning scrutiny and completing staff questionnaires on confidence and knowledge in teaching PE May Bank Infant School identified that there was a need to invest in staff professional development to improve their subject specific knowledge. Over the last few years they have bought into the 4 day subject specific support package with specialist PE advisory teachers. This has meant that the staff have received training from both PE and teaching and learning specialists on how to teach different areas of PE and they have improved their PE subject specific knowledge related to what good practice in the classroom already looks like. Impact: The staff have all reported back their now increased confidence to teach PE lesson. All of the lessons have been monitored and were all found to be either good or outstanding. Pupil progress and achievement levels have also increased. Sustainability: This has proven to be a very sustainable model of professional development as the teachers have grown in their confidence over the years, They have been able to continue to use their knowledge and expertise in other subject areas and across other activities and their knowledge has been built upon each year.

2. Creating a shared school vision for use of the funding
Blackshaw Moor First School have worked really hard to engage all stakeholders of the school and create a whole school vision of what the PE and sport provision will look like in 2020 – once the funding has ended. Subject leader Ruth Knott worked with county PE advisor Caroline Holder and developed an effective strategic action plan each year to lead up to achieving this 2020 vision. She reports regularly to governors on the progress and reviews and adapts her plan as needed. She has also created a list of things all the children will have experienced or achieved by the time they leave the school to sit alongside the PE national curriculum offer. Impact: The profile of PE and sport has been raised and there is a cohesive vision for the school with all stakeholders on board and supporting the work. All staff have received CPD and are more aware of and behind the current recommendations and guidance for health, well-being and importance of PE. The pupils are now benefitting from this increased confidence and awareness through the schools PE and wider sport offer. Sustainability: The embedding of good practices and systems from all stakeholders over a number of years which will leave a lasting legacy and ensure all pupils receive high quality experiences.

3. Improving Behaviour at Lunchtimes
St Marys and St Chads First School in Brewood used some of their PE and sports Funding to pay some of their lunchtime staff 15mins before lunchtime started and 15mins after it finished to ensure playground equipment and activities were set up ready for the children to play and engage for the full time they were outside. Impact: This significantly reduced the number of behaviour incidents and increased pupil activity levels. Sustainability: Due to the success of the trial the school have continued to fund the extra time paid to the lunchtime staff for set up and packing away out of the school budget.

4. Improving Staff Confidence and Raising the Profile of PE, Sport and Health
Subject leader Carole Jones from St Stephens Primary School has over the last few years prioritised PE and Sports funding to the up skilling and engagement of all members of staff in the school. She has audited staff confidence and ability and then sent the staff on appropriate courses and CPD opportunities. Impact: All staff in school are aware of the PE and Sports funding requirements and are engaged in making a difference for pupils. Their confidence to teach PE and increased and many staff are now pro-actively leading in areas and trying out ideas of their own to improve pupil progress and their health. Sustainability: With numerous members of staff being engaged and skilled the workload of clubs, activities and sharing best practice in PE can now be shared across the school. It is more enjoyable and there is succession planning of people able to continuously lead and improve the quality of PE and sport provision within the school.

5. Embedding Good Practice Within School
Following completion of the Level 5 qualification in PE Specialism. Class teacher Thomasina Sargeant has been trying out various ideas back at school. One example has been to promote and model good posture in the classroom. Sitting up straight and using core strength muscles. Impact: Children’s sitting in assembly and concentration has improved as has their strength and overall ability in PE lessons. Sustainability: Embedded positive behaviour in the children and the improvement in their core skills/ strength that will allow them to achieve well in the future.

6. Thomasina’s Other Top Tip Findings….
Children doing wake and shake in the mornings stopped them clinging to their parents as they were excited to get into the classroom and join in!
Not always getting the pupils fully changed for PE (if safety allowed) meant less learning time was lost, improved performance and the children were able to have shorter lessons more frequently which had a better effect on their learning.
Regular use of change 4 life tips on generic health and well-being e.g. Drink more water…. Children reminded her as the teacher to do this as well so it was joint learning together.