1. How to assess an outstanding PE lesson
Dan Wilson
Development Manager
West Yorkshire Sport

2. Aiming for good and outstanding teaching in PE
What are the key components of an outstanding PE lesson?
How can schools improve the quality, consistency and impact of their Physical Education lessons?
What support is available to improve the quality of PE in your school?
“The most important purpose of teaching is to raise pupils’ achievement. Inspectors consider the planning and implementation of learning activities across the whole of the school’s curriculum, together with teachers’ marking, assessment and feedback to pupils.” Ofsted Inspection Framework

3. Assessment and Inclusion in PE
PE Curriculum
Previously 4 areas
Acquiring and developing skills
Selecting and applying skills, tactics and compositional ideas
Knowledge and understanding of fitness and health
Evaluating and improving performance
New NC from Sept 2014
No levels
limited detail
end of key stage vague outcomes

4. Aiming for good and outstanding teaching in PE
The new primary PE curriculum
Purpose of study
A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

5. Aiming for good and outstanding teaching in PE
Why observe teaching?
Observations include: the behaviour of the students and how well they are managed, subject knowledge, the standard of work completed in books, the quality of marking
Ofsted does not favour any particular teaching style
Inspectors are not simply observing the features of the
lesson but they are gathering evidence about a
range of issues through observation in a lesson.
“The most important purpose of teaching is to raise pupils’ achievement. Inspectors consider the planning and implementation of learning activities across the whole of the school’s curriculum, together with teachers’ marking, assessment and feedback to pupils.” Ofsted Inspection Framework

6. Aiming for good and outstanding teaching in PE
Task
Describe an ‘outstanding’ English lesson
Now
Describe an ‘outstanding’ PE lesson
Identify the differences and similarities between the two

7. Aiming for good and outstanding teaching in PE
What is ‘Good’ teaching?
Most pupils and groups of pupils make good progress and achieve well over time.
Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.
Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.
Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.
Teachers assess pupils’ learning and progress regularly and accurately at all key stages. They ensure that pupils know how well they have done and what they need to do to improve.
Effective teaching strategies, and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.
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8. Aiming for good and outstanding teaching in PE
What is ‘Good’ PE teaching?
Pupils of all abilities are fully included and challenged to achieve their best because learning is planned on the basis of what pupils already know, understand and can do.
Teachers and coaches show a detailed understanding of PE and sport and communicate this effectively.
Specialist coaches and volunteers are deployed effectively by teachers to provide high-quality sports coaching and advice on how to improve performance.
Relationships are good and expectations are high. Pupils improve their fitness and health as a result of good teaching. Time in lessons is used effectively to engage all pupils in vigorous, physical activity for sustained periods of time and to promote their physical fitness.
Pupils’ learning, progress and enjoyment of PE are effectively enhanced through the use of a range of PE equipment and video technology.
Teachers and coaches assess how well individual pupils
are progressing and identify those who need further
challenge or additional support.
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9. Aiming for good and outstanding teaching in PE
There needn’t be a ‘PE observation template’- Good teaching is good teaching regardless of the context!

10. Aiming for good and outstanding teaching in PE
“I was speaking to a colleague today, one of Her Majesty’s Inspectors. He reminded me it is all about outcomes and that it does work both ways. In a classroom he was in recently, a teacher produced, literally, an all-singing, all-dancing lesson. There was music, comedy, costumes, games, ‘thinking hats’, and all with clear objectives on the whiteboard. He recorded a teaching quality grade of inadequate. Not because of the ‘performance’ on the day but because students’ graffiti-strewn books hadn’t been marked for six months and work was shoddy or incomplete. In contrast, he graded teaching as outstanding in a classroom where students sat reading in silence because of the exceptional quality of students’ work and the teacher’s marking in exercise books.”
Mike Cladingbowl, Ofsted National Director, Schools (Feb 2014)
Task
How do the ‘good’ teaching expectations differ from your current practice?
What would move a ‘good’ lesson to ‘outstanding’?

11. Aiming for good and outstanding teaching in PE
What is ‘Outstanding’ PE teaching?
Pupils secure outstanding progress because teachers and coaches are organised and well-planned. They use their extensive subject knowledge and expertise to show pupils the step-by-step stages of learning new skills, and how to apply skills in different activities and situations. They question pupils to check their understanding and provide expert advice on how to attain exceptionally high levels of performance.
Expectations of all pupils are consistently high. Pupils are challenged to work their hardest, even when they begin to tire and are encouraged to find their own ways of improving their performance.
The pace of learning is rapid. Time in lessons is maximised to engage all pupils in vigorous, physical activity. Pupils are physically active for sustained periods of time.
A wide range of equipment and resources, including computers and video technology, is used to enable pupils to enhance their learning and performance.
Pupils’ progress is systematically checked throughout all key stages. Assessment data is used by teachers and coaches to plan further challenges for more able pupils and provide additional support for the less able.

12. Assessment and Inclusion in PE
Formative assessment in PE
Using ICT for video/ photo analysis
Quickscan by Sportalyzer
Class PE book- to feature
Learning objectives
Success criteria
Key vocab
Photographs
Drawings
Statements/ descriptions/ written assessments from pupils and teacher
Individual progress trackers
Pupils take ownership of their learning
Complete sections before/ after practical element of lesson
New curriculum class tracker
Based on broad new NC guidelines and outcomes
Follows class/ pupils through KS1/2
Can be used to evidence summative assessment

13. Aiming for good and outstanding teaching in PE
Implications for PE practitioners
“After English and maths, PE was the most scrutinised subject”
Head teacher, Vaughan Primary School
Section 5 inspections- PE lessons advised to be observed
PE leader will be questioned about planning, quality of teaching, assessment and progress, Sport Premium
Governors and HT will be questioned about Sport Premium
Pupils will be asked about PE, sport and healthy lifestyles
Coaches teaching PE lessons are judged under the same criteria as a class teacher
Where coaches are leading curriculum PE they must have an understanding of how children are making progress, what the learning intention for each lesson is and all lessons must be differentiated and fully inclusive.
NEW: Coaches covering PPA is seen as bad practice

14. Aiming for good and outstanding teaching in PE
Coaches supporting teachers
Coaches should work with teachers not replace them
Plan collaboratively and team teach where possible
Teachers can support with small groups
Leave lesson plans/ drills with the school

15. Aiming for good and outstanding teaching in PE
Whole school impact of PE
Using physical activity in other subject areas
Acting out sections of books in PE lessons
Showing relationships between planets in science
Analysing performances from PE lessons in maths
Breakfast clubs to improve attendance
Structured lunch time activities to improve behaviour
Using football to engage boys with reading
Using extra curricular clubs to increase achievement

16. Aiming for good and outstanding teaching in PE
Additional support for PE lessons
afPE and YST
Local sports club’s community trusts (eg. Saracens)
National Governing Bodies of Sport
County sport Partnership
School Games Organisers

17. Aiming for good and outstanding teaching in PE
What three things will you take back to improve:
Your teaching
Teaching of PE in your school
Impact of PE in your school