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Schools must use the funding to make additional and sustainable improvements to the quality of Physical Education, Sport and Physical Activity (PESPA) they offer. This means that you should use the Primary PE and Sport Premium to:

• Develop or add to the PESPA activities that your school already offer • Build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the

school in future years

Please visit gov.uk for the revised DfE guidance including the 5 key indicators across which schools should demonstrate an improvement. This document will help you to review your provision and to report your spend. DfE encourages schools to use this template as an effective way of meeting the reporting requirements of the Primary PE and Sport Premium.

We recommend you start by reflecting on the impact of current provision and reviewing the previous spend. Under the Ofsted Schools Inspection Framework, inspectors will assess how effectively leaders use the Primary PE and Sport Premium and measure its impact on outcomes for pupils, and how effectively governors hold them to account for this.

Schools are required to publish details of how they spend this funding as well as on the impact it has on pupils’ PE and sport participation and attainment by the end of the summer term or by 31 July 2019 at the latest. We recommend regularly updating the table and publishing it on your website throughout the year, as evidence of your ongoing review into how you are using the money to secure maximum, sustainable impact. To see an example of how to complete the table please click HERE.

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Key achievements to date: Areas for further improvement and baseline evidence of need:

Whole school participation in daily physical activity.

Installation of Outdoor Adventure Trail.

Purchase of new equipment for both indoor and outdoor activities.

Visit and Sports workshop with Holly Bradshaw (Team GB via links with Mueller Athletics.)

Promotion of Physical Mathematics through ‘maths on the move’ via Aspire Sports to support PPG/SEND groups in KS1.

Quality sports provision for Breakfast and After school clubs through Aspire Sports coaches (2 days a week.)

Continue to research and develop links within the local sports club communities appropriate to EYFS/KS1.

Offer opportunities for a wider range of sports through extra -curricular clubs.

Using external data effectively.

Meeting national curriculum requirements for swimming and water safety Please complete all of the below:

What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres?

N.B. Even though your children may swim in another year please report on their attainment on leaving

primary school.

% N/A

What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]?

% N/A

What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? %N/A

Schools can choose to use the Primary PE and Sport Premium to provide additional provision for swimming but this must be for activity over and above the national curriculum requirements. Have you used it in this way?

Yes/No N/A in EYFS/KS1 at this time.

Support for review and reflection - considering the 5 key indicators from DfE, what development needs are a priority for your setting and your students now and why? Use the space below to reflect on previous spend, identify current need and priorities for the future.

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Academic Year: 2018/19

2019/20

Total fund allocated: £17,071

Allocated funding for 2019/20 : £17,010.

Date Updated: Spring 2019

Update November 2019

Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school

Percentage of total allocation:

100%

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

To increase daily physical activity across the school to improve physical and mental wellbeing for all.

To ensure that all pupils are given the opportunity within the school curriculum to develop core PE skills of gymnastics, dance, games and multi-sports through weekly timetable allocation as outlined in The national curriculum 2014.

Identify and improve opportunities for outdoor physical learning and wellbeing during lunch and break times.

All pupils from Reception to Y2 participate in ‘the daily active mile’

Purchase of numbered cones to mark out accurate distance.

Each class participates in a weekly allocation of Hall time (2 hours in KS1, Reception and Nursery.) In addition, Pupils in EYFS (including Pre-school) plan outdoor physical activities as part of their environmental continuous provision to support the development of gross and fine-motor skill.)

The installation of an outdoor adventure trail (Autumn 2018) and the purchase of outdoor playground equipment (Spring 1)

18,648.08 Additional funding gained from Mueller

All classes from Reception to Y2 participate with pupils moving between each of the 13 stations following the indicated physical movement eg run, hop, skip, side-step.

Adults participate alongside pupils to encourage engagement for all.

School data tracking systems combined with data produced from Aspire sports shows that term on term % of pupils at/above ARE is increasing.

Staff are more confident in assessing at the point of teaching and using additional data from Aspire sports to make increasingly accurate assessments of pupil’s progress and to identify areas for development through planned activities.

Pupils are observed to develop and demonstrate the skills of effective learning, Risk taking, problem solving, team building, co-operative behaviours

Time allocation of 15 mins for KS1, 10 mins daily for Reception (after morning snack break.)

Subject leader to review Using pupil voice and professional staff dialogues.

Subject leader/Aspire sports coach to support all staff and engage in professional dialogues to measure the impact on participation and progress of all pupils/

Play facilitators (y2 Pupils) to support Midday supervisors.

Subject leader to monitor and observe the quality of teaching, support and adult

Action Plan and Budget Tracking Capture your intended annual spend against the 5 key indicators. Clarify the success criteria and evidence of impact that you intend to measure to evaluate for students today and for the future.

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for the use of all pupils.

athletics 2000.00. consistently.

high quality staff interaction evident through observations during PE lessons and lunchtimes.

interactions outdoors.

Key indicator 2: The profile of PESSPA being raised across the school as a tool for whole school improvement Percentage of total allocation:

%

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

Children to be inspired by the commitment and effort of others- (perseverance, respect, co-operation) linking with aspirations, work ethic and commitment.

Make links with local sports clubs Education programmes (Coventry City /Bedworth United Football Clubs, Wasps Rugby Club/Netball Club.)

Subject leader has registered with ‘Premier league stars’ organisation to secure additional sports equipment for school.

Raise awareness of and involvement major sporting events around the world (making cross-curricular links with PSED, knowledge of the World, Health and Wellbeing etc.)

Planned sponsored sports event through Sport for All organisation planned for Feb 7th, 2020 with Kristian Thomas (Team GB Gymnast.)

Initial research has found that although these professional clubs offer education programmes for primary schools, most begin from the age of 7, thus limiting opportunities within our age range

Links forged through Mueller athletics resulted in a visit from Holly Bradshaw (Team GB Pole vaulter) Children were inspired by the first -hand experiences provided through workshops for each year group from Reception to y2 led by professional coaches and to have the opportunity to see and handle championship medals.

The impact of this was a review of the provision of Physical development within the EYFS and the use of large equipment to improve muscle development and gross motor skills. Weekly opportunities for Pre-school, Nursery and Reception pupils now securely embedded within the Hall timetable.

Subject leader to continue to research opportunities for improved links.

Increased opportunities to gather pupils’ views required.

Use opportunities to raise awareness of key forthcoming sporting events (Cricket World cup 30th May -15th July, FIFA women’s world cup – football, 7th June-7th July, Tour de France cycling 6TH-28th July, Netball World cup 12th-21st July, Rugby World Cup 20th Sept-2nd Nov, World Athletics Champs 28th Sept to 6th Oct, Paralympics World Champs 7th-15th Nov.)

Sport Relief March 9th-13th 2020)

The Euros (Football June 12-July 13th 20200

The Summer Olympics (Tokyo) July 24th – Aug 9th 2020.)

Use Premier league stars organisation to participate in rewards programme for the next academic year.

Subject leader to use data systems to review impact of provision on data (comparing term 1 to terms 2 and 3.)

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Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport Percentage of total allocation:

Additional funding from school budget used

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

Aspire Sports coaches to work with all teachers through the academic year with priority for PECS coaching given to NQT’s/Staff new to the school.

Subject leader (new to the role this year) to work with specialist coaches as part of CPD to develop planning tools and data analysis across the school.

New members of staff work with subject leader and Aspire coach to identify effective behaviour management strategies, develop subject knowledge and an ability to review and assess pupil progress within a lesson.

Existing staff to identify their own needs for CPD in discussion with Aspire coaching staff.

Staff can identify areas for development to inform planning and use data effectively to inform whole school data tracking systems.

Subject leader to work with Aspire coaches to allocate provision/support across the year to maximise effectiveness for all staff, including provision for Maths on the Move intervention groups (physical mathematical development programme.).

Aspire coaches to share termly data with subject leader for individual classes and Maths on the move.

1409.45 per month to Aspire Sports. (2nd instalment of sports premium funding allocated May 19, £7,117.00)

Subject leader shares professional dialogue with individual teachers and Aspire Sports coaches to monitor quality of teaching and learning and assessment for all staff with initial focus on those staff new to school/teaching.

Staff use data from Aspire sports to feed into school data tracking systems to ensure accuracy of teacher assessments and pupil progress.

Staff are effectively identifying next steps for future planning in the short and medium term.

Subject leader has established good channels of communication with Aspire coaches and engages on a weekly basis to review provision for PECS, Maths on the Move and linking learning in PE to class- based themes for each year group.

Subject leader is emailed termly data for each class and Maths and the move and shares with class teachers. This feeds into whole school ARE data tracking.

New equipment and the use of the adventure trail is providing greater structure for MDS during lunch times and is having a positive effect on behaviour and engagement. Staff feel more confident in setting up and supervising activities.

Impact of CPD for individual teachers continues to be positive with NQT’s gaining significant confidence and indicating their knowledge of the PE curriculum and assessment at th point of teaching has benefitted considerably.

Those more experienced staff now need to use external assessments more effectively to ensure accuracy for individual pupils and to challenge themselves further by being creative in their planning to maximise the provision of PE.

A review of external coaching organisation provision to take place with HT in Summer 2019.

Subject leader to support staff in their effective use of data analysis.

Subject leader to monitor support and review lunchtime provision and work alongside MDS to ensure continued improvements.

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Sept ’19 – subject leader introduced new curriculum planning scheme ‘Twinkl move’ across the school to support non-specialists with half term overviews, weekly planning and additional IT resources covering the 4 key elements of PE/PD requirements of the National Curriculum and EYFS.

Sept’ 19 PE subject leader undertaking PECS training with ASPIRE SPORTS during Autumn 1.

Academic year 2019/20 Sports coaching provision with Aspire sports reduced from 2 days to 1 day a week.

Play facilitators/MDS provide quality provision during lunch break with additional support from Aspire sports coach.

Aspire sports coach to lead breakfast and lunchtime sports clubs (1 day a week) and support MDS with organisation and suggestions for playground activities during lunch time.

Aspire coach to provide after school sports club 1 night per week with focus on multi skills and co-operative games across the Reception and KS1 age range.

Subject leader to purchase additional outdoor equipment and organise storage and access for lunchtime/outdoor PE lessons to support sustainability.

2019/20 allocation (1st instalment of £9,923 of which £3,927 cost of Aspire Sports coach Nov- April.)

(£500.00)

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Key indicator 4: Broader experience of a range of sports and activities offered to all pupils Percentage of total allocation:

%

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

Additional achievements:

After school clubs offer

provision for Football/multi-

sports

(2 days a week, reduced to 1 day for

2019/20.)

Subject leader to liaise with Aspire sports organisation.

Subject leader to offer Athletics club during the Summer term.

(from monthly

allocation to Aspire sports.)

Pupils are keen to participate in after school activities and show confidence in attempting new activities.

Subject leader worked alongside Aspire coach to facilitate this within the parameters of After school provision.

Subject leader to develop community links with potential of offering additional sports in the future.

Key indicator 5: Increased participation in competitive sport Percentage of total allocation:

%

School focus with clarity on intended impact on pupils:

Actions to achieve: Funding allocated:

Evidence and impact: Sustainability and suggested next steps:

After school clubs focus on developing an understanding of competition, tactical awareness, rules and the notion of fair-play and respect for others.

School sports days will focus on participation in traditional races where they are competing as individuals. .

Pupils begin to understand that there are times where rewards are given for individual achievements.

Children are aware of individual sportsmen and women from many different sports and are inspired by their successes.

Children will be taught that within team and individual sports there will be winners.

Children will develop key skills of respect for others and appreciation for their efforts, as well as hard work, determination and perseverance creates success within sport.

Traditional ‘Sports day’ resources pack and medals purchased.

Pupils are respectful and inspired by the success of others.

Images of inspirational sports figures to be displayed around school.

(from monthly allocation to Aspire sports.) (From Mueller athletics fund.)

pupils will show an understanding of what it takes to be a winner.

Pupils will develop confidence in their own abilities and a knowledge that in team sports co-operation is needed to achieve a shared goal.

Pupils demonstrate resilience and ability to accept a result or a decision.

Sports day June 2019 was highly successful and all children including those with a range of SEND were able to participate alongside their peers.

Pupils recognise and talk about some inspirational sports figures.

All staff to make links between dedication in sport and other areas of learning.

PSED teaches children understanding each other, appreciation for their own and other’s achievements and respect for others.

Subject leader works with all staff to raise awareness of key sporting figures and forthcoming events.