Sports Premium 2017-10-09T13:53:42+00:00

PE and Sport Premium Report

Use of premium in 2016-17.

General Information: What is the Sports Premium?

The Government has allocated funding for the academic year 2016-17 to improve the quality of provision of physical education and sport in primary schools for all of our pupils. The funding is ring fenced which means that it can only be spent on PE and sport provision in school.

We are held accountable for how we have used the additional funding to support pupils progress and participation in PE and school sport. We are required to publish on-line information about how we have used the additional funding, including details about our sporting provision alongside curriculum details. This will ensure that parents/carers and others are made fully aware of the PE and sporting provision at Yanwath Primary School.

 

Purpose of funding

Schools can only spend the sport funding on improving their provision of PE and sport, but they will have the freedom to choose how they do this. Possible uses for the funding include: hiring specialist PE teachers or qualified sports coaches, paying for professional development opportunities for sport, running sport competitions, or increasing participation in school games, purchasing sports resources & equipment, providing places for pupils on after school sport clubs and holiday clubs.

How this funding is being used at Yanwath Primary School

We have undertaken a PE and School Sport audit in developing our Sports Premium plan.

In 2016-17 the school received a sports premium of £8625.

View an outline of the spend here: Sports Premium Spend 2016-17

Our Rationale

At Yanwath Primary School we feel it is important to encourage pupils to lead healthy and active life styles. Yanwath endorse a holistic approach to the development of sport and physical activity for all. We want to enhance the quality of teaching and learning of physical education at Yanwath, making the best use of resources to enhance our PE provision in order to raise participation and achievement for all pupils.

Principles

Gifted & Talented Provision:  The most able children are given the opportunity to compete in tournaments with other schools.

Inclusion:   We ensure that all children are involved and are able to access PE at their own level.  To make physical education lessons inclusive, teachers need to anticipate what barriers to taking part and learning particular activities, lessons or a series of lessons may pose for pupils with particular SEN and/or disabilities. Planning needs to consider ways of minimising or reducing those barriers so that all pupils can fully take part and learn.  Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets which are deliberately ambitious.

Partnerships:  We make use of collaborative ways of working with our local cluster of schools in Eden through our involvement with the Eden Valley Sports Partnership.

Training:  Staff access training opportunities and continued professional development

 

Sports Impact

Providing opportunities for children to compete (i.e. in tournaments and fixtures between the local cluster primary schools)

  • Sportshall Athletics – The children did really well at this. In November they were placed 6th and in the June Fun Athletics, gained the most overall points.
  • Multi-skills competition - children did extremely well. More emphasis on the teaching of ‘Fundamentals’ has already started to have a positive impact. Basic skills are being mastered and tackled earlier on in school.
  • Quicksticks competition – Year 3 and 4 came 2nd and went to the Eden final, where they were placed 3rd.
  • Key Steps Gymnastics – We entered teams into all three Key Steps levels. Key Steps Level 1, 2 and 3 were placed in 3rd position.
  • Netball Competition – The team played a higher place than the previous year.
  • Football Competition – Year 5 and 6 came 3rd in the Penrith area schools in thins competition.
  • Mini-Tennis competition- 3 teams were entered into this and were placed 2nd, 4th and 5th.
  • Tag-Rugby competition - The children came 1st in the area in Tag Rugby and went to compete at the county competition, where they came 4th.

The purchase of sporting equipment and resources

Both Sainsbury’s vouchers and sports funding was utilised to boost our school resources throughout the school e.g. gym mats and athletic, orienteering and fundamentals equipment.

Continued Professional Development (CPD) and curriculum delivery support for new Co-ordinator and staff. This includes attendance at local cluster updates and network opportunities (ACPEN). Both offered through Active Cumbria or Eden Valley Sports Partnership.

Fundamentals

Each Key Stage 1 class is taught ‘Fundamentals/Multi-skills’ as one of their lessons each week. These are basic gross motor skills which form building blocks for more complex and specialised movement skills and patterns.  Research has shown that children who develop FMS are more likely to engage in sport and physical activity throughout adolescence and adulthood, leading to a healthier lifestyle.

 

Who is responsible for managing this and delivering a quality sports and P.E programme?

Mrs. Bianca Cousin is the PE Co-ordinator. She ensures that the PE curriculum is fit for purpose and matched to the needs of our pupils. The pupils in KS1 and KS2 take part in 2 hours of physical activity each week, working through a challenging curriculum appropriate for all abilities.

Technology

Video and picture stimulus is used within lessons to help learners evaluate and improve their skills.

 

Assessment in PE

An assessment tracker is being trialled by PE Co-ordinator. Focus is on unit assessment, to be completed throughout the specific unit.  Importance is placed on pupil assessment.  Children evaluate each unit both as a learner and practitioner.  Teachers are also asked to evaluate any coaches that visit the school.  This allows the school to measure the impact that having coaches visit has had, on not only our children but as a tool for professional development for our staff.

For further information on the Sports Premium Funding please click here for the Department of Education link to the Primary School's Sports Funding page:

http://www.education.gov.uk/schools/adminandfinance/financialmanagement/b00222858/primary-school-sport-funding/Primary 


Funding for 2017-18

For 2017-18 we received a Sports Premium of approximately £16,000.

How we will spend this funding:

 

Increasing participation in school sport and setting up new after-school clubs

Keep a log of all of the pupils that take part in the different activities during and after-school. This ensures that we can monitor participation in extra-curricular school sports.   Listen to ‘Pupil Voice’ - provide school council with the opportunity to recommend sports that they want to see included.  A ‘House’ assembly could be planned to enable this.

 

Subject Audit

Staff to complete an audit for PE. Identify which areas of PE we are secure in and which we are not.  Put measures in place i.e. CPD, peer mentoring and use of EVSP.

Monitor and Observe Lessons

The PE co-ordinator to observe colleagues teach each term to ensure consistent high standards and clear development of skills across the range of sports in the curriculum. The PE co-ordinator to also work alongside teachers in planning high quality sessions. This ensures enhanced quality of teaching and learning. Each term the staff observe Sports Coach and Team teach to upskill PE knowledge and lesson delivery.

 

Quality Lunchtime Supervision of Games Activities

To reinstate ‘Playground Leaders’. The role encourages young people to take responsibility and develop leadership skills.  It helps to develop skills such as organisation, communication, confidence and self-esteem alongside planning and self-review.  It provides the opportunity for older children to work with younger children thus promoting integration and social inclusion. The involvement of the Playground Leaders reduces problems associated with bullying and inappropriate behaviour.  It also helps to encourage cooperation and helps to develop moral and social skills.

In the first instance, children within Year 5 will need to ‘apply’ for the post of Playground Leader following an assembly/discussion. Cross-curricular link with English would provide all children with the opportunity to apply.  After selection, PE Co-ordinator to work alongside lunch time supervisors (in particular Lisa Kingswood) and Playground Leaders to plan an overview of the activities to take place, organisation and roles.  If available, access external training for children and staff through EVSP.   However, if training is not available, the PE Co-ordinator will oversee the training.  This may also include opportunities for the Playground Leaders to develop their refereeing/umpiring skills in specific areas of sport.

It may be necessary to organise the outside area into zones. These zones will be determined by interest, space available and time of year.  More playground equipment will need to be purchased to enable this to happen.  Playground leaders could liaise with School Council and PE Co-ordinator regarding this.  Playground leaders to keep a log of those individuals participating in these organised physical activities.

 

Setting up Intra-School events

It is important to maximise the involvement that all of our children have in physical activity.   It is evident that most competitions that are on offer through the cluster and partnership events are offered to Key Stage 2 pupils.  Organising ‘Intra-School’ events helps to plug this gap.  It will allow us to monitor the percentage of those individuals engaged in physical activity throughout the school.

A huge emphasis will be placed on both children and staff embracing the ‘Spirit of the Games Values’ taken from the School Games. These have been developed by young people to identify what the experience of school sport should be built around, and focus on personal excellence through competition

The six values are as follows:

  • Honesty - With others and with yourself. Have the courage to do the right thing. Be truthful and promote fairness in every situation
  • Teamwork - Treat everyone equally, support each other and work together to have fun and achieve. Celebrate each other's success. Be a good friend and a positive team player in school, sport and life
  • Respect­­ - Treating others politely and with understanding. Accepting life’s ‘ups and downs’ with grace. Respect every day, in everything you do and for everyone around you.
  • Self-belief - You’ve got to believe to achieve. Have the self-belief and confidence to succeed and reach your personal best.
  • Passion - Giving it 100%, putting your heart and soul into whatever you are doing and never giving up. Care about what you do and the people around you, and approach each opportunity with enthusiasm and positivity
  • Determination - Keep going no matter what. Determination is about the journey you go on to push yourself and achieve your dreams. Have the mental strength and the self-discipline to overcome obstacles, commit to your goals and keep working every day to become the very best you can be. Don’t hold back!

 

Increasing participation in school sports and setting up new after-school clubs

E.g. Basketball, Tag Rugby.  Look for new sporting opportunities i.e. lacrosse, archery, fencing.  Look for opportunities within our current organisation of Yanwath School’s Wrap around care.

Send a questionnaire home to parents asking them what regular physical activities their child/ren do on a weekly basis and what timescales. Ask for suggestions for extra-curricular clubs

PE Co-ordinator to keep a log of all of the pupils that take part in school and after-school. This ensures that we can monitor participation in extra-curricular school sports.  It also allows the school to determine whether there are any ‘target groups/cohorts’ to look closer at.

 

How we will monitor the impact of 2017-18 funding:

The school monitors both the physical development and engagement levels of pupils through: -

  • Teacher observation, assessment of PE and quality assurance measures.
  • School council and pupil voice
  • Participation and achievement in school sporting events
  • Increased participation in physical activity
  • Improved attitudes, well-being and raised self esteem
  • Improved behaviour at Lunch-time of pupils actively engaging in sport
  • Parent feedback: IDEA - ‘Wow’ notes inform school of pupils sporting / fitness achievements

Celebration Assembly, Certificates and IDEA ­-Sports Star of the Week