1. Emma Mackenzie-Hogg Development Manager T:

2. How the primary PE and sport premium can impact on whole school priorities
Outcomes
Understand the link between PE and other areas of the curriculum and how to develop practise
How to evidence PE and sport premium spend against whole school attainment using different strategies
The session will take delegates through the following:

3. Active talk partner! Share your thoughts
What’s so good about your school?!!
Active talk partner!
Share your thoughts

4. Challenge: Leave PE behind...focus on wider school
What is it in your school that is stopping your young people from learning / achieving? Your biggest challenge?
What types of learner (groups) do Ofsted say need to make good or better progress in your school?
Is this accurate?
How have you planned to develop this type of learner? What did you do? Can PE help?

5. PE and School Sport Premium:
5 key indicators
It is expected that schools will see an improvement in the following key indicators;
the engagement of all pupils in regular physical activity – the Chief
Medical Officer guidelines recommend that all children and young people aged 5 to 18 engage in at least 60 minutes of physical activity a day, of which 30 minutes should be in school
the profile of PE and sport is raised across the schools as a tool for whole-school improvement
3) increased confidence, knowledge and skills of all teaching staff in teaching PE and sport
4) broader experience of a range of sports and activities offered to all pupils
5) increased participation in competitive sport

6. Share key principles and approaches of using PE, PA and Sport as a tool to support pupil engagement & attainment across the school

7. Achievement Outcomes Immediate benefits Behaviour (for learning)
Concentration (capacity for learning)
Medium
Attendance (& presence)
Engagement
Academic performance
Long-term benefit
Improved exam performance
Higher rates of employment
Better physical, social & emotional well-being
Life-long Benefits
Longer healthy lives
Improved economic outcomes
Cross generational impact: (healthy parents = healthy kids

8. YST theory of change…..
Physically Literate, active every day & learning through sport
Improved physical, social and emotional health and wellbeing
Increased progress, achievement attainment and skills for life

9. So….whole school improvement

10. Both documents are hyperlinked in the slide and included in resources.

12. A Typical SDP Raise standards in writing especially with boys
Improve parental engagement that support learning
Introduce computing into the curriculum
Raise standards in reading
Raise standards in maths
Close the Gap between vulnerable children & their peers
Introduce MFL into the KS2 curriculum

13. The How

14. PE and school sport to support whole school priorities
CONTEXT
VALUES
SKILLS
PEDAGOGY

15. CONTEXT – Real life examples from world of sport
Technical language from a new activity to improve vocabulary
Fiction & non-fiction writing based on a major or local sporting event
Using sport as a medium for teaching languages
Giving a presentation about a pupil’s sporting experiences
Sports reporters - match reports, news stories on film
Using PE to generate data for mathematics
Sport from different cultures and periods in history

17. VALUES – Developing well rounded individuals
Choosing your values - Olympics, Paralympics, Commonwealth Games, Rugby World Cup, School Games
Embedding your values in PE & school sport
Recognising, celebrating & rewarding examples of the values in action
Using individual & group competition - House systems
Evaluate the impact of values on attendance, behaviour, engagement, motivation, self esteem - these things can be measured
The impact of student leadership

20. Values : PSHE / SMSC

21. SKILLS – Transfer to different areas of the curriculum
Motor skills
Communication skills
Analytical skills
Observational skills
Leadership and teamwork skills
Evaluation skills

22. Skills

23. PEDAGOGY– learning from PE and Sport
Start with high quality PE & school sport
Build the confidence of the school in the power of PE & sport as a way of improving performance
Inherent approaches to teaching and learning of PE
- observation & feedback competition, modelling, demonstrations, practical learning, group work, games and challenges, problem solving, mentoring and coaching
Allow time for staff to collaborate & plan together

24. George Setterfield : gsetterfield@oxoncb.com

27. 2. The profile of PE and Sport being raised across the school as a tool for whole school improvement
School Focus with clarity on intended impact on pupils:
Actions to achieve:
Funding allocated:
Improve attainment of year 5 boys in literacy with an aim for boys to make at least 2 sub levels of progress by the end of year 5
Improve the boys enjoyment of literacy and related confidence and resilience by connecting to their PE/Sport interests and delivering in a more active way (links to outcome 1)
Active literacy to be delivered as whole class approach across year 5 classes:
Supply cover for subject lead
Active literacy Professional Learning and resource – using target group identified through literacy assessment (also links to Outcome 1)
 £400
£1,395
Intention and Implementation

28. 2. The profile of PE and Sport being raised across the school as a tool for whole school improvement
School Focus with clarity on intended impact on pupils:
Actions to achieve:
Funding allocated:
Improve attainment of year 5 boys in literacy with an aim for boys to make at least 2 sub levels of progress by the end of year 5
Improve the boys enjoyment of literacy and related confidence and resilience by connecting to their PE/Sport interests and delivering in a more active way (links to outcome 1)
Active literacy to be delivered as whole class approach across year 5 classes:
Supply cover for subject lead
Active literacy Professional Learning and resource – using target group identified through literacy assessment (also links to Outcome 1)
 £400
£1,395
Evidence and impact:
Sustainability and suggested next steps
Literacy assessment data for identified year 5 boys at start of intervention
AfL and AoL measures and tracker
Assessment data at end of intervention- xx% of the boys improved by 2 sub levels
Pre and post evaluation questionnaires with pupils and staff
This has lead to teachers classroom practice being improved in other areas of the curriculum as they have used the pedagogy of PE in other lessons to vary their teaching strategies
Initiate earlier in KS2 with target groups or as whole school approach
Inset/staff meeting training by current yr 5 teacher to wider KS2 teachers
Provide examples for KI 1 and 2 of how the evidencing impact and sustainability could look and ask group to complete the rest of their plan
Intention, Implementation and impact – new ofsted framework

29. How does adopting a physically active approach to the teaching of KS2 numeracy impact pupil outcomes in primary children? Richard Allman – Malton Community Primary School
Introduction
Time being spent sedentary is linked with poor health. Current global research supports an increase in the use of physical activity to compliment traditional classroom lessons in order to help reduce levels of physical inactivity and contribute towards potential improvements in academic attainment, attention levels and learning behaviors.
Research Design
Small scale pilot involving x2 mixed classes of Y4&5 children.
Intervention class received weekly active numeracy lessons (over x10 weeks)
Active Numeracy focus – Use & application of calculation skills physically.
Activities consisted of physical challenges accompanied by thinking activities linked to numeracy using Tagtiv8 resources.

30. Results Intervention Pupils- Reflective Group Interviews
Teacher Interview- pre intervention questioning focused on perceived factors likely to prevent a class teacher delivering purposeful active learning. Post intervention focused on reflecting upon these themes.

31. Findings Interpretations
Many LPAG/SEND/DISADV children participating in physically active numeracy interventions demonstrated academic improvements over the course of the study, with some maintaining working levels. Children in these groups commented that active lessons were more fun and that they enjoyed being able to learn outdoors.
Academic performance of MAb group children along with their comments about levels of challenge suggest that further study would be needed to understand the contributing factors contributing to this.
No negatives were reported from the post-intervention staff interview regarding impacts on pupil behaviour and engagement which contradicted pre-intervention perceptions. However difficulties were reported for adding depth to extend the MAb group in an active environment.
Teacher indicated increased confidence in delivering active lessons.
Next Steps
This small scale study supports findings in global research that point towards physically active lessons benefitting academic performance in some children. Further study will be required in order to understand how to maximize the impact of active learning for all pupils.
Reported academic improvements in some children will provide evidence to support school leaders with broader school development and provide relevant, local rationale to support a wider implementation of active numeracy on a more frequent basis.
Articulating potential barriers that class teachers in this setting may face when teaching active lessons will raise awareness so that staff can now be strategically supported in overcoming these challenges.

33. How the Primary PE and Sport Premium can impact on whole school priorities
Be clear about what you want to impact on –
use SDP
Benchmark/baseline data
Identify a PE/sport approach/intervention to implement and how you will measure

34. Remember the Why

35. How did we do today? Please complete the post course evaluation:
- that’s YST_evaluation
Q9: Please enter the tutor code:
EM1
Thank you

36. Emma Mackenzie-Hogg Development Manager T: