1. QuestionsIndicative information / Evidence 1) Does your school have a vision for PE and school sport? Have you ensured that your school vision recognises the value and impact of PE and school sport? - What are the values of PE and school sport in your school? - What is your aspirational aim? - What are the key outcomes? - What are the key impacts of delivery (curricular and extra curricular) - Does the school policy/vision also encompass informal physical activity such as break-time activity, active travel and supervised play? - What consultation took place and does the vision reflect input from all stakeholders? Primary School Self-Review Tool – Support Document

2. QuestionsIndicative information / Evidence 2) Does your PE, sport and physical activity provision contribute to overall school improvement ? What relationship does your PE development plan have to the overall whole school development plan? Is there clear linkage to the PE vision and values within whole school planning? - Are the positive values of PE/sport recognised in other curriculum lessons and as a whole school theme? - Are the skills and positive values of PE/sport integrated into the school ethos? - Are major sporting events used as opportunities to celebrate PE, sport and physical activity across the school? - Is PE, sport and physical activity considered a central part of the school development plan? - Is PE, sport and physical activity used to engage the wider community and foster positive relationships? Primary School Self-Review Tool – Support Document

3. QuestionsIndicative information / Evidence 3) Is there strong leadership and management of PE, school sport and physical activity? Does the PE development plan allow all to progress and achieve? Is this endorsed by all stakeholders (e.g. governors, staff, pupils and parents)? - Is there an up to date overarching policy reflecting the PE/sport vision including current statutory and non-statutory requirements/ guidance? - Does the policy include a PE development plan with aims, short and long term objectives that focus on enabling all pupils to progress and achieve? - How does the head teacher and governing body value PE, school sport and physical activity? - What is the role of the PE co-ordinator in developing core PE provision, advocating positive approaches to physical activity and supporting all staff in implementation and delivery? - How are all stakeholders engaged in driving forward the value of PE/sport? Primary School Self-Review Tool – Support Document

4. QuestionsIndicative information / Evidence 4) Do you provide a broad, rich and engaging PE curriculum? Does your evidence show that curricular delivery engages pupils, enhances existing and further development of skills and performance across a range of activities? - Weekly teaching delivery time? - To what extent does the PE delivered achieve the following: (strongly agree, agree, neutral, disagree) a broad and balanced range of activities; fun activities; delivered safely in a range of environments; develops all physical skills; opportunities to try new activities; opportunities to enhance their existing skills in a diverse range of environments; opportunities for all pupils to develop their leadership, taking on different roles such as coaches, officials or event managers. Primary School Self-Review Tool – Support Document

5. QuestionsIndicative information / Evidence 4 cont.) Do you provide a broad, rich and engaging PE curriculum? Does your evidence show that curricular delivery engages pupils, enhances existing and further development of skills and performance across a range of activities? - Are schemes of work developed and implemented which show differentiation and allow for maximum progression? - Are there high levels of engagement? - Do all lessons have flow and pace? - Do pupils fully understand expectations and recognise how to make improvements? - Are current initiatives available to promote physical activity? (Active Schools, walk to work week, Jump rope for heart etc…) - Is there a safe environment appropriate to the activities undertaken, and are safety rules discussed with pupils? - Are resources in place to support the curriculum? - Are pupils encouraged to participate in extra curricular activities? Primary School Self-Review Tool – Support Document

6. QuestionsIndicative information / Evidence 5) What is the quality of PE teaching and learning in your school? Does your evidence show that all members of staff are confident and competent to deliver high quality PE? - Are all staff confident and competent to use a range of teaching and learning styles in PE? - Do teaching styles engage all pupils, is there quality differentiation that allows all individual pupils to achieve and reach their full potential? - How does the school assess and report on pupil achievement (i.e attainment and progress)? How is this reported to parents/carers? - Are pupils motivated and challenged by PE? - Is curriculum impact regularly monitored and evaluated? How is this shared with all stakeholders? - Is non-contact time provided to allow for planning, delivery and evaluation of physical activity? - Are achievements awarded and celebrated? Primary School Self-Review Tool – Support Document

7. QuestionsIndicative information / Evidence 6) Are you providing high quality outcomes for young people through PE and school sport? Do you deliver high quality activities, that appeal to all ages and abilities, ensuring that pupils are motivated and challenged by PE? - What is your knowledge base for pupils outcomes across individual classes and the whole school? How do these compare against local or national benchmarks? - Are lesson targets/outcomes set and shared with pupils? - Are individual students aware of progress achieved? - Do pupils take a lead in high quality PE lessons? - Are pupils encouraged to make decisions that challenge and inspire them even further? - Are pupils starting to make healthy lifestyle choices - demonstrating a knowledge and understanding of health and fitness? Primary School Self-Review Tool – Support Document

8. QuestionsIndicative information / Evidence 7) Are you providing a rich, varied and inclusive school sport offer as an extension of the curriculum? Is the range of extra curricular activities fully inclusive? Does this offer reflect the demands of your pupils? - Are pupils able to access a broad range of opportunities to take part in school sport through clubs and competitions? - Are pupils made aware of opportunities to continue their participation outside of the school environment? - Do these opportunities cater for and appeal to all pupils (age and abilities)? - Do these activities include opportunities to act as leaders or organisers? - How are pupils able to find out about further training and competing opportunities? - What activities are available for young disabled people? - Are opportunities provided for all pupils as part of the school inclusion policy? - Are club achievements shared and celebrated in class and whole school assemblies? - Are physical activity schemes encouraged (e.g. active travel and supervised play)? - Is the school engaged in the School Games programme - providing students with the opportunity to represent their school and compete against other local schools? Primary School Self-Review Tool – Support Document

9. QuestionsIndicative information / Evidence 8) Are all pupils provided with a range of opportunities to be physically active in and out of lesson time? Do they understand how physical activity can help them to adopt a healthy and active lifestyle? Do you ensure that all stakeholders have a sharp focus on developing pupil’s healthy and active lifestyles. - Does the school have a clear physical activity policy/vision which incorporates PE and school sport but also encompasses informal physical activity such as break-time activity, active travel and supervised play? - Do staff in the school have a knowledge and understanding of what helps to create a healthy and active lifestyle? What displays are there to support this approach across the school? Is this recognised in assemblies and other forms of communication across, and beyond, the school? - Is there a programme of extra-curricular and informal opportunities that promote physical activity? How is this communicated to pupils and parents? - Are pupils regularly consulted regarding what activities they enjoy and like to participate in? - Do staff identify target groups of pupils that are deemed less active and address barriers to their participation? - Has the school accessed any additional resources to aid the delivery and promotion of healthy and active lifestyles? e.g. British Heart Foundation ‘Active School’ and ‘Active Club’ resource packs, ‘Eat Better, Move More’ toolkit (Shropshire schools only). - Does the school identify staff CPD needs relevant to health and wellbeing? If yes, how is this achieved? Primary School Self-Review Tool – Support Document

10. QuestionsIndicative information / Evidence 9) Does your school know how to effectively utilise the new PE and school sport funding Can you demonstrate impact as opposed to spend? Where does responsibility sit within the school for this budget and how do you as PE co- ordinator influence/determine areas of need? - Is there an overall strategic plan in place? How does this relate to the vision statement? - Is it clear how the planned budget has/will improve provision and outcomes in PE, physical activity and school sport? What examples/evidence of impact do you have? Is this evidence available on the school website? - How are you building in sustainability to your short/longer term plans? - As a result do external agencies now support the school and deliver PE and/or sport? How is this managed? How do you measure quality and impact of this provision? - What elements of spend have had the greatest and most sustainable impact? - Were all stakeholders consulted? Primary School Self-Review Tool – Support Document

11. QuestionsIndicative information / Evidence 10) Does your school have an ethos and environment that promote physical activity, preventing students from leading a sedentary lifestyle? Can you demonstrate that physical activity is part of the school ethos and the pupils daily routine. - Does the school ensure that pupils have the opportunity to learn in an environment that promotes a healthy, active lifestyle? - Does the school culture and environment enable engagement of the whole school community? - How does the school ensure that all stakeholders understand the importance of physical activity and the benefits of leading a healthy and active lifestyle ? - Are pupils consulted on how to promote physical activity in school and how barriers to participation can be removed? - How does the school celebrate physical activity and sporting achievements? - Are staff, parents/carers and pupils made aware of the dangers of sedentary behaviour? - Are staff and parents/carers encouraged to take part in physical activity? - Are staff, parents/carers and pupils encouraged to use active travel to get to and from school? - Are there clear procedures, including reporting of information to support pupils’ health conditions (asthma etc…)? Primary School Self-Review Tool – Support Document