Health and wellbeing

Using physical activity to improve pupils’ health, wellbeing and educational outcomes

Foreword page 2

“Well done” needs good wellbeing page 3

National health and wellbeing context page 4

National education context page 5

Opportunities and outcomes for children page 6

Developing the whole child page 8

Planning for impact page 10

Demonstrating impact page 11

In practice: PE page 12

In practice: Sport page 13

In practice: Recreational activity page 14

How can the Youth Sport Trust help you page 15

Contents Foreword

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In the UK, and across the globe, we are facing a crisis of inactivity. The onset of sedentary lifestyles, and time pressures both inside and outside of school mean that many young people are not building the skills they need to lead healthy, active lives.

The costs of physical inactivity are plain for all to see – childhood obesity levels continue to dominate the headlines, and we know that being inactive increases the risk of developing a host of other chronic conditions. However, being inactive not only adversely affects children’s physical health, it can also undermine their mental and emotional wellbeing, and limit their ability to achieve in all areas of school life. Conversely, being physically active, and having access to high quality physical education (PE) can enhance concentration, raise attainment levels and improve behaviour.

At the Youth Sport Trust we have been working with schools for 20 years. We know that they have a central role to play in improving and maintaining the health and wellbeing of all their pupils and have seen first-hand how good health supports successful learning. This resource outlines a renewed focus on children’s health, and shows how schools can use PE, sport and physical activity to improve their pupils’ wellbeing, and boost their progression across the curriculum. I hope you will find it useful, and look forward to working with all of you to build a healthier, more active future for all or young people.

Good luck and we’d love to hear from you with your success stories.

Youth Sport Trust: Sport changes lives

Baroness Sue Campbell CBEChair, Youth Sport Trust

“ Good health supports successful learning. Successful learners support health. Education and health are inseparable.”

World Health Organisation

Using physical activity to improve pupils’ health, wellbeing and educational outcomes

The aim of this resource is to support primary schools to consider how they can improve pupils’ health and wellbeing through physical education (PE), sport and recreational activity and so improve pupils’ educational outcomes. The resource:

• describes the national focus on children’s health and wellbeing

• discusses the links between children’s health and wellbeing and their achievement in school

• explores how PE, sport and recreational activity contribute to improving those outcomes

• highlights how the PE and Sport Premium can support schools to address these areas.

For the purposes of this resource, the following definitions have been used:

Foreword

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“ Well done” needs good wellbeing!

PEe.g. learning fundamental

and leadership skills

Physicale.g. fitness

Engagemente.g. attendance

Utility activity, e.g. cycling, scooting or

walking to school

Understanding health e.g. making lifestyle

choices

Skillse.g. decision making

Sporte.g. clubs, coaching and

competitions

Sociale.g. belonging

Learning behaviourse.g. resilience

Recreational activitye.g. family activities,

sports clubs

Emotionale.g. self-esteem

Knowledgee.g. understanding

the body

Educational achievement

Physical activity

Health and wellbeing

Following the findings of the Children and Young People’s Health Outcomes Forum, established in 2012, the Department of Health (DH) established Public Health England, the national agency that informs, supports and coordinates a range of health agencies to help people live healthier and longer lives. The Department also produced the Public Health Outcomes Framework 2013-2016, which sets out what Government wants to achieve through the new health and care system. Of the 66 indicators in the framework, 19 have a focus on children and young people.

The reform resulted in every local authority establishing a health and wellbeing board. These are forums wherein key leaders from the health and care system work together to improve the health and wellbeing of their local population and reduce health inequalities. A board must include:

• local councillor

• local Healthwatch representatives

• local clinical commissioning group

• director of public health

• director for adult social services

• director of children’s services.

In addition, many health and wellbeing boards directly involve schools and community groups.

Each health and wellbeing board has published a health and wellbeing strategy for its area, based on a comprehensive needs analysis. These strategies reflect local priorities but all include a focus on improving outcomes for children and young people through:

• early prevention

• evidence-based interventions

• working with families

• involving schools.

In particular, the strategies focus on addressing the needs of the most vulnerable children and families in their locality. These often include:

• children with complex or special educational needs and disabilities

• looked-after children/ children with a child protection plan

• children with mental or emotional health difficulties

• children with healthy weight issues (under- or overweight)

• children in areas of high socio-economic deprivation.

Most of the strategies recognise that improving these children’s health and wellbeing requires new and varied approaches.

National health and wellbeing context

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Health and wellbeing boards Health and wellbeing strategies

“The biggest differences to inequalities in child health will not be made by the NHS, but by interventions in other sectors.”

What Works for Children; Reducing Inequalities in Health, 2000

Within the health and wellbeing strategies, increasing children’s levels of physical activity is recognised as a key element in improving their health and wellbeing.

For at least the past ten years, different governments have acknowledged the vital role that health and wellbeing have in determining children’s achievement.

From the launch of Every Child Matters: Change for Children in 2004 to the current Department for Education (DfE) report on The Impact of Pupil Behaviour and Wellbeing on Educational Outcomes (2012), ministers have recognised the educational benefits of children’s positive health and wellbeing.

“ Children with higher levels of emotional, behavioural, social, and school wellbeing, on average, have higher levels of academic achievement and are more engaged in school, both concurrently and in later years.” DfE, 2012

In particular, the DfE report emphasises that “children with better emotional wellbeing make more progress in primary school” and that the relationships between children’s wellbeing and educational outcomes are generally similar for children “regardless of their gender and parents’ educational level”. In which case, improving children’s health and wellbeing could be a significant factor in increasing the attainment and social mobility of children from poorer backgrounds.

“ Pupils on free school meals who would benefit from increasing their physical health and sense of wellbeing have attainment levels 22 per cent lower than their peers” DfE, 2012

Physical activity plays a key role in improving children’s health and wellbeing and, hence, their achievement.

“ A strong body of evidence… indicates that regular participation in physical activity among children and young people provides immediate and long-term benefits for physical and psychological well-being.” Start Active, Stay Active: A report on physical activity for health from the four home countries’ Chief Medical Officers, 2011

In Beyond 2012 – outstanding physical education for all (2013), Ofsted notes that:

“ Regular participation during [PE] lessons and enrichment activities aided pupils’ achievement by instilling confidence, building self-esteem and promoting positive attitudes towards learning. This [example] epitomises the contribution made by PE to pupils’ personal development and wellbeing in the best schools.”

Through its role in inspecting the PE and Sport Premium, Ofsted will continue to evaluate how well primary schools use physical activity to impact on children’s health and wellbeing, and so contribute to their overall achievement.

National education context

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At Castleton Primary School 44 per cent of pupils are eligible for free school meals. The school used an outdoor and adventurous activities programme, including a residential trip, to widen pupils’ horizons and develop an ethos of ‘work hard, play hard’. Following this, the school registered its best ever SATs results with all pupils making appropriate progress.

St John’s Catholic Primary School used a variety of sport-related interventions to support under-achieving KS2 pupils who lacked confidence and self-esteem. As a result, the pupils not only increased in self-esteem but had improved confidence and motivation to learn. They had better concentration, asked more questions and tackled new challenges. Consequently, their end of KS2 attainment was higher than predicted.

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Through PE, by the end of KS2 all children:• developfundamentalmovementskillssuchasagility,

balance and co-ordination• develop,linkandapplycoreskillsfortravelling,sending

and receiving• areabletoswim25metres• develop,agreeandapplytactics• createandusemovementpatterns• solveindividualandteamchallenges• createandengageinco-operativeandcompetitive

activities• evaluatetheirownandothers’performanceandknow

how to improve• developleadershipskills• improvetheirownperformancestoachievetheir

personal bests

Through UTILITY ACTIvITY children:• reducesedentarybehaviours,i.e.reducetheamountof

time they are sitting or lying down• increasetheamountoftimetheyaredoingmoderateto

vigorous intensity activity• balanceenergy-in/energy-out• walk,scootorcycletoandfromschoolorbetween

destinations at home• movearoundduringorbetweenlessons,

e.g. kinaesthetic learning methods, wake n’ shake at the start of each session

• standinsteadofsittodosometasks

The overall outcome is that children become PHYSICALLY LITERATE, i.e. that they have the confidence, motivation, skills and knowledge to be physically active for life.

Through SPORT children:• takepartvoluntarily,inschoolsportsclubsandlocal

community sports clubs• participateinoneormanysports• revisitskillsintop-upsessions• extendtheirskillsthroughcoaching• testtheirskillsincompetitionsandpersonalchallenges• takepartinneworadditionalactivities• participatewithchildrenofdifferentages,backgrounds

and abilities• takepartindifferentsettings• workwithawiderangeofdeliverers• representtheirhouse,school,cluborcounty• applytheirleadershipskillsbyleading,officiatingand

organising

Through RECREATIOn ACTIvITY children:• makechoicesaboutparticipating• increasetheamountoftimetheyaredoingmoderateto

vigorous intensity activity• playwithotherchildreninschoolbreaksand

lunchtimes and at home• createtheirowngames,rulesandchallenges• runactivitiesforpeersoryoungerpupils• takepartinfamilyactivities• takepartincommunityandcharityevents• takepartwithpeopleofdifferentages,backgroundsand

abilities• takepartindifferentenvironments• managecompetingneedsandinterests• createhabitsforlifelongparticipation

Physical activity

Opportunities and outcomes for Children

The drive to improve children’s health and wellbeing, and so make an impact on their wider achievement, is to be applauded. However, if they are to demonstrate better participation in physical activity, improved health and wellbeing, and increased achievement, schools need to be clear about what they should be providing and looking for. What does it mean for children?

The Youth Sport Trust believes that clarity of purpose, a shared understanding and consistent messages across the whole school are critical to making and sustaining impact. It has devised the following tables to highlight potential opportunities and outcomes for children so that all staff, parents and children can recognise what they are aiming for. These are examples; schools may wish to adapt them to reflect their own objectives and provision.

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If children have good PHYSICAL health they:• enjoybeingphysicallyactive• areanappropriateweight• havegoodagility,balanceandco-ordination• havethestrength,staminaandsupplenesstotakepart

in appropriate activities• havethetechnicalskillstheyrequiretotakepartintheir

chosen activities• havefewerincidencesofillhealth

If children UnDERSTAnD HEALTH they:• knowhowthebodyworks• recognisethebenefitsofbeingphysicallyactive,now

and for the future• recognisethepositiveandnegativefactorsthataffect

their health• knowwheretogotoseekadviceabouttheirhealth• makeappropriatehealthylifestylechoices

Children are EnGAGED when they:• attendschool• arepunctual• bringtheappropriatekitandequipment• willinglyparticipateintasks• saytheyenjoyatopic/subject/lesson• seekoutadditionalopportunitiesforinvolvement• volunteertotakeonresponsibilities

Children are SKILLED when they:• havehighself-esteem,confidenceandasense

of self-efficacy• managetheirprioritiesandemotions• workinteamseffectively• generateideasandsolveproblems• researchandanalyse• review,reflectandevaluatetoimprove• speak,listen,readandwriteeffectively• usenumbersconfidently• useICTconfidently

The overall outcome is that children demonstrate HEALTH LITERACY, i.e. that they have the confidence, motivation, skills and knowledge to achieve and maintain good health and wellbeing.

The overall outcome is that children are EFFECTIvE LEARnERS, i.e. that they have the confidence, motivation, skills and knowledge to make progress and achieve their potential in school and life.

If children have good SOCIAL health they:• haveasenseofbelonging• canworkorsocialisewitharangeofpeople• recognisetheirownandothers’contribution• tolerate,respectandvalueothers• seekandoffersupport• recognisetheeffectoftheiractionsonothers• knowtheirrightsandresponsibilities

If children have good EmOTIOnAL health they:• havehighself-esteemandself-respect• sharehowtheyarefeeling• recognisethatdifferentemotionsaffecthowtheyfeel

and behave• recognisethatexternalfactorsandpeopleaffecttheir

feelings• managetheiremotionsappropriately• seekhelpwhentheyfeeltroubled

Children show positive BEHAvIOURS FOR LEARnInG when they:

• concentrate• co-operate• respect–self,othersandtheenvironment• taketheinitiative• arewillingtotakerisks• persevere• seektimelyandappropriatesupport

Children show their KnOWLEDGE when they:• sharefacts• drawonevidencetosupporttheirreasoning• weighupevidencebeforereachingconclusions• applyinformationinappropriatecontexts• useinformationtoshapetheirdecisionsoractions

Health and wellbeing

Achievement

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The tables in the previous section clearly show an overlap between physical activity, health and wellbeing, and achievement in terms of children’s outcomes. The ‘multi-ability model’ is at their heart, i.e. the set of skills and qualities that contribute to the development of the ‘whole child’. To be physically literate, to have health literacy and to be effective learners, children need opportunities to develop all of these abilities. This will maximise their chances of reaching their full potential – now and in the future.

Ability

Personal

Social

Thinking (cognitive)

Creative

Physical

Definition

I can manage myself

I can relate to and work with people

I can make rational judgements

I can be imaginative and solve problems

I can lead an active life

Examples of skills and qualities

Confidence, self-esteem, self-efficacy, motivation, sense of responsibility, organisation, independence

Communicate, listen, respect, act fairly, empathise, co-operate, negotiate, motivate others

Enquire, research, analyse, evaluate, identify improvements, make decisions

Generate ideas, synthesise ideas, take risks, adapt, question assumptions

Agility, balance, co-ordination, core skills (to travel, send, receive) strength, stamina, speed and suppleness

Developing the whole child

NB. In the Youth Sport Trust/ Matalan Sporting Promise TOP resources, aimed at Key Stage 2 pupils, creative and cognitive skills have been combined as ‘Thinking Me’ whilst ‘Healthy Me’ covers personal skills and an understanding of health.

Multi-ability model

Effective learning

Healthliteracy

Physicalliteracy

Personal

Physical

Creative Thinking

Social

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Developing the whole child through physical activity: examples of potential impact

All aspects of school life may contribute to developing children’s multi-abilities. The following table shares examples of how PE, sport and recreational activity play their part.

• workingroupstocreatesimple dance sequences that reflect various moods

• tryoutandadapttacticsin teams in a small-sided rugby-based game

• improvetheirpersonalbests whilst tackling an athletics challenge

• revieweachother’sperformances on iPads and suggest how to improve

• enforcetherulesandkeep score whilst playing a mini-badminton game

School’s physical activity provision

Impact on children’s multi-abilities

Impact on health and wellbeing

Impact on achievement

• tackleproblem-solvingtasks in a Change4Life adventure club

• learnnewskillsintheafter-school tri-golf club run by a local club coach

• representtheirschoolatthe district cross-country event

• runalunchtime3v3basketball competition between houses

• shareropesandspaceasthey take part in skipping over lunchtime

• tryoutstreetdancemoves in breaks, learned from TV

• setupequipmentandlead playground games for younger pupils

plan, discuss, co-operate, generate ideas, review, adapt, balance,

organise, negotiate, solve problems, evaluate, co-ordination

motivation, observe others, analyse, take risks, agility

take responsibility, empathise, identify improvements, adapt

independence, act fairly, make decisions, question assumptions

confidence, listen, ask questions, generate ideas, co-ordination

persevere, respect others, analyse, are willing to make mistakes, skills

motivation, act fairly, make decisions, manage risks, stamina

speak clearly, organise, motivate others, research, solve problems

independence, negotiate, identify improvements, agility

determination, respect, research, synthesise ideas, balance, agility

take responsibility, care, make decisions, generate ideas

suppleness, respect, support, feel positive, recognise moods

sending skills, include others, exert energy, feel successful

stamina, seek support, practise to improve, high self-esteem

see benefits, recognise effect on others, challenge sensitively

assess risks, know their rights, deal with conflict, win or lose gracefully

enjoyment, belong, make good decisions, share feelings

co-ordination, relationships with new people, manage frustrations

recognise benefits of activity, contribute to school, self-esteem

know their responsibilities, recognise factors that shape action

enjoyment, tolerate others, recognise others affect emotions

suppleness, value others, recognise benefits, self-esteem

belong, motivate others to be active, self-respect

volunteer ideas, show initiative, listen, review, read ‘mood’ words

volunteer for roles, co-operate, speak confidently, apply tactics

willingly participate, concentrate, use numbers, weigh evidence

concentrate, respect others, use ICT, draw on evidence

get involved, self-respect, make decisions, read and apply rules

attend, persevere, work in teams, use information to shape decisions

are punctual, seek advice, solve problems, use numbers

commitment, persevere, manage priorities, weigh evidence

arrange equipment, take initiative, communicate, share facts

bring kit, co-operate, manage their priorities and emotions

enjoyment, concentrate, review and reflect, draw on information

volunteer for roles, take initiative, communicate, apply information

During PE pupils: As a result they (have):

During SPORT pupils: As a result they (have):

During RECREATIOnAL ACTIvITY pupils: As a result they (have):

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Planning for impact

The UK Chief medical Officers’ report Start Active, Stay Active (2011) clearly stated the benefits of physical activity on children’s health, including: preventing physical ill health in the long term; promoting psychological health and wellbeing; supporting the acquisition of social skills; and stimulating better concentration in schools.

To achieve these benefits, the report recommends that children engage in moderate to vigorous intensity physical activity for at least 60 minutes and up to several hours every day. This can be achieved cumulatively through bursts of at least 10 minutes of activity. We also know the positive short-term effects of exercise. Any form of physical activity releases endorphins – the ‘happy hormones’ – which leads to the sense of euphoria that combats stress and produces a clearer, calmer and more positive outlook on life. Every school wants relaxed and happy learners.

However, if, through physical activity, improved health and wellbeing is to have a long-term impact on children’s educational achievement, schools need to plan for it.

Area to consider

School priorities

Pupils

Provision

Deliverers

Learning

Assessment

Effectiveness

Sustainability

What do we need to address?

Whom do we target?

Which activities work best?

When does it run?

What is its style?

Who are the best deliverers?

Which methods do we use?

How do pupils know, and we show, the difference it’s made?

Is this the right provision? Is it having the desired effect?

How do we maintain or extend the impact?

Examples

Attendance, behaviour, attitudes, skills, aspirations

SEN, FSM, looked-after, young carers, less-active, under-achievers, most-able

Co-operative, competitive, individual, team

PE, before or after school, lunch or breaks

Teaching, coaching, informal, optional

Teacher, TA, coach, lunchtime supervisor,primary or secondary young leaders, peers

Instruction, tasks, questioning, group work, individual challenges, free play

Observation, questioning, self- and peer-review, pupil survey, school data/records

Ongoing consultation with pupils, regular reviews with staff, deliverers and parents

Up-skill deliverers, involve parents, link or signpost to external providers, fundraise

Being able to demonstrate the impact of physical activity on children’s health and wellbeing and on their educational achievement will help to:

• enablechildrentoseethebenefitsofbeingphysicallyactive for life

• supportchildrentomakethelinksbetweendifferentareas, activities and styles of learning

• gaincommitmentwithinschool,fromseniorleaders,governors, staff and parents

• provideevidenceforOfsted.

The PE and Sport Premium should be used by primary schools to increase the quality and breadth of their PE, sport and recreational activity provision. Schools need to demonstrate how it has helped to:

• improve pupils’ achievement in PE

• increase pupils’ participation in competitive school sport

• improve pupils’ health and wellbeing

• improve pupils’ attitudes and behaviour towards learning.

Ofsted will consider schools’ effectiveness in using the Premium through:

• Section5inspections:

> meeting with school leaders and governors

> observing PE lessons and extra-curricular sessions

> listening to pupils

• reviewing schools’ websites, which should show:

> the amount of grant received

> how it has, or will be, spent

> impact on pupils’ participation and attainment in PE and sport

• a national survey and report.

Demonstrating impact

Primary PE and Sport Premium

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Evidencing this impact need not be an onerous task. It should be built into existing processes:

• assessment for learning, e.g. observation, questioning, feedback, self- and peer review

• pupil voice, e.g. informal dialogue, circle time, pupil forum, survey

• parental feedback, e.g. informal dialogue, formal feedback, parents’ evenings, survey

• school data, e.g. registers, behaviour logs, progress and attainment data, pupil portfolios.

Use of the Premium will be most effective when schools:

By focusing on the links between physical activity, health and wellbeing, and educational achievement, this guide will be invaluable in helping schools to spend the Premium wisely, both in terms of improving PE and sport provision and supporting whole school improvement.

For more information on using the Primary PE and Sport Premium, visit the Youth Sport Trust website www.youthsporttrust.org. A range of resources is available to support non-member and member schools.

Make sustainable long-term change

Evaluate impact

on pupil outcomes

Plan appropriate

provision

Identify pupil needs

Audit strengths and weaknesses in meeting

needs

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In practice: PE

School priorities

Pupils

Provision

Deliverers

Learning

Assessment

Effectiveness

Sustainability

Yasmin’s story

Following some disappointing SATs results, the school was aware that some of the more-able pupils were not making as much progress as they could be, and not reaching their full potential.

Yasmin was a Y4 pupil who had only joined the school in Y3. She was bright but shy, struggled to join in with the other girls and, in class generally and PE specifically, was attentive but quiet. The school wanted to increase her sense of belonging and confidence.

The school ‘bought’ time for the PE co-ordinator to work with KS2 class teachers to implement the Matalan TOPs approach to PE, focusing on small team tasks. It also purchased iPads for use in PE and the Youth Sport Trust’s TOP Primary Leaders resource. Pupils now spend more time developing their own practices, applying them in small-sided games, taking on a variety of roles, and evaluating their own and others’ work, using the iPads.

Class teachers deliver PE but receive team-teaching support from the PE co-ordinator. Pupils take on leadership roles in class.

Yasmin excels in evaluating and identifying potential improvements to techniques and tactics. Other pupils value her insights. As a result, she has a greater sense of belonging, has higher self-esteem, is a more confident speaker, and contributes more in PE and class generally. She now volunteers answers and pushes herself more.

Self- and peer-assessment are intrinsic to lessons, with pupils noting progress on their iPad spreadsheets.

The school included questions on what is enjoyable about PE in its pupil survey.

The PE co-ordinator’s time and support will reduce as other staff become more confident in the model. Upgrading of the PE iPads is built into the ICT budget.

Jack’s story

Thepredominance(65%)ofboysinY2 was creating difficulties in terms of pupils’ concentration and behaviour. In particular a small group of boys was creating constant low-level disruption.

Jack was one of the ‘ring-leaders’. He was a large, boisterous boy who was easily distracted and whose behaviour could intimidate other pupils. At home he was very sporty, playing for a local football team, and was very physically skilful in PE, finding most games easy.

After attending Bupa Start to Move training, the school bought a wider range of PE equipment to introduce more fun, fundamental skills-based activities. It also bought noticeboards, wall charts, stickers and medals. Y2 PE lessons now focus on fun, creative skills ‘circuits’ where individuals, pairs and small groups are challenged to increase their personal bests rather than competing across class. Pupils log their progress and earn medals for ‘most improved’ over units/ terms.

Class teachers deliver PE and use the same personal best (PB) approach in other curriculum areas. Y2 is the pilot, prior to its use across the whole school.

Jack has to make personal progress and beat his own PB instead of outperforming other pupils. As he is very competitive and wants to win medals, he is engaged for longer, is more focused and less disruptive. The PB approach stimulates his creativity, which the class teacher draws on in other lessons, and he is better at helping his partners.

Personal progress is logged on the wall charts, with public recognition for medals. Behaviour log has fewer entries.

Class teachers sought informal feedback from pupils, teachers and other staff.

Only a small budget is needed to purchase charts, stickers and medals. This can come from the school budget beyond the Premium if necessary.

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In practice: Sport

School priorities

Pupils

Provision

Deliverers

Learning

Assessment

Effectiveness

Sustainability

Hassan’s story

The school had a large number of pupils for whom English is an additional language (EAL). Many started school mid-term so priorities were to increase pupils’ sense of belonging as well as to improve their literacy and speaking skills.

Hassan was a Y3 pupil whose parents were not fluent in English, often using Farsi at home. He was keen to learn, with good listening and reading skills, but with low confidence in speaking and writing. He had few friends in school or at home.

The school targeted EAL pupils for its breakfast Change4Life adventure club, using a range of fun, problem-solving activities to promote confidence and effective communication skills. At the end of 12 weeks, pupils took part in a two-day residential at a nearby outdoor activities centre. After each activity, the pupils had to speak or write about their experiences, culminating in a short video and magazine that were displayed in school and shared with pupils’ parents.

An HLTA ran the Change4Life club and four of this year’s ‘graduates’ will help to run next year’s club. Centre staff ran the outdoor activities with input from the school’s literacy co-ordinator.

Hassan has far greater confidence now. He is more willing to speak up in class and in the playground. His fluency and vocabulary have improved because he is speaking more. He has made new friends at home too. His writing is making slower progress but he is less deterred by making mistakes so is more resilient.

Video captured pupils’ progress, during the club as well as at the centre. The video and magazine recorded the pupils’ emotions as well as their skills.

Pupils were consulted informally throughout the club sessions and a ‘chuff chart’ logged their views over time.

Because of its impact on pupils’ achievement, the Pupil Premium will fund the club and residential next year.

Maya’s story

Only a few pupils were eligible for free school meals (FSM) but the school was aware that these had access to far fewer enrichment opportunities outwith school than their peers. The school wanted to widen their horizons and aspirations. Maya was a Y6 pupil with low self-esteem and aspirations. She described herself as “rubbish” at lessons and had almost given up on everything, except PE and the school’s netball team. There she was motivated and very skilful.

The school used its PE and Sport Premium to set up a bursary scheme for talented sportspeople. Every child was eligible to apply, so there was no stigma attached, but FSM pupils were given priority. The PE co-ordinator supported Maya to apply and she was awarded funds to help her pay for kit, trainers, fees and travel to the local netball club.This followed a term when the school paid a coach to coach the girls in the after-school club and for competitions.

A coach from the local netball club was recruited to offer additional coaching during school sport sessions, to prepare the girls for level 2 School Games events and to introduce them to the local club.

Since joining the local netball club Maya has represented the district at the level 3 School Games and won a medal in a club tournament. She features on the school’s ‘champions’ noticeboard and website. As a result, her self-esteem has increased and she has begun to show greater determination in school generally.

The coach writes a short paragraph on each of the girls, which is included in their end of year reports. Pupils’ external success is also logged for their reports.

The coach issues simple evaluation forms periodically. These are shared in half-termly meetings with the PE co-ordinator.

The school is working with a few local clubs to apply for Awards for All grants to help continue the bursary and coaching.

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In practice: Recreational activity

School priorities

Pupils

Provision

Deliverers

Learning

Assessment

Effectiveness

Sustainability

Lucy’s story

The school had occasional problems with low-level bullying but parents rarely intervened. This meant the school sometimes struggled to manage less positive relationships with parents.

Lucy was a Y1 pupil. As the only child of very attentive parents, she was highly confident but lacked the social skills and empathy to play cooperatively with other pupils. This created friction with others and complaints about her “bossiness”, and so led to conflict with Lucy’s parents.

The school recognised that most friction occurred during lunchtime when the KS1 pupils were participating in free play. Not wanting to impose adult constraints, it set upaplaygroundbuddiesschemewhereY5pupils buddied with younger pupils and involved them in cooperative games. TheY5buddiesreceivedtrainingandayellow cap and sweatshirt, and managed a new bunker of specially purchased equipment. They lead games or just encourage pupils to play nicely.

The school sport partnership manager delivered the buddy training alongside the PE co-ordinator. If needed, lunchtime supervisors support the buddies.

Since having a buddy, Lucy’s social skills have improved. She is much better at listening to, respecting and co-operating with others and manages her emotions better. She is less likely to seek adult intervention to resolve disagreements so is more independent too. As a result, the other pupils are more tolerant of Lucy (and gain from her creativity) and there are far fewer disputes with her parents.

Buddies award stars for good behaviour; these are discussed in circle time and shared with parents through a star chart sent home in pupils’ book bags.

Feedback from lunchtime supervisors and the class teacher show it works.

This year’s buddies will mentor next year’s buddies. The PTA is fundraising to pay for a supply of caps and sweatshirts.

Aaron’s story

Very few pupils with special educational needs or disabilities (SEND) had ever attended the school. Consequently, staff and pupil awareness of different needs was less developed than it could be.

AaronwasaY5pupilwhousedawalkingframe. His mobility was becoming more restricted as he grew and he became increasingly self-conscious. As a result, he started to miss school, citing his condition as the reason. His parents were worried about his decreasing confidence.

When it set up its playground buddies scheme, the school invited applications fromallY5pupilsbuttargetedandsupported particular pupils to apply. The deputy head also spoke to parents of these pupils to engage their support. The school selected buddies with a high degree of empathy, patience and good listening skills, not just those who were overtly confident and obvious leaders. This ensured buddies were friends and role models for different KS1 pupils.

Whilst training and direct support is provided through the PE co-ordinator and lunchtime supervisors, the deputy head coordinates buddy recruitment.

Since being selected as a playground buddy, and recognising his influence as a role model, Aaron’s attendance has improved significantly. He has regained much of his lost confidence and talks enthusiastically about his contribution to the KS1 pupils and school generally. Having others’ respect and recognition has increased his self-respect, self-efficacy and motivation.

Playground buddies write blogs (on the school website) which the deputy head and parents read. KS1 staff relay positive feedback from their pupils to the deputy. The deputy head seeks feedback from parents as well as staff and the buddies.

The school is planning more structured leadership training for Y6 pupils so they can support intra-school competitions.

We work to give every child a sporting start in life through high quality PE and sport in primary schools.

Supporting primary practitioners and providing them with the best teaching strategies and latest insight in PE and school sport practice is the key to creating a dynamic and enjoyable PE experience for younger pupils. For this reason, we have developed a range of programmes to build the skills and confidence of teaching staff to help them deliver engaging PE and school sport.

At Key Stage 1 we are working with Bupa to deliver Start to Move, a training approach that focuses on the techniques needed to teach the fundamental movement skills to children. For Key Stage 2, teachers can get involved in Matalan Top Sport, which develops children’s physical and social development. Both of these national programmes are delivered with supporting resources.

We have also been commissioned to deliver sports clubs and a range of competition formats specifically for primary pupils through Change4Life Sports Clubs. Working with the Department of Health, these clubs aim to appeal to less active 7–9 year olds, increasing their participation and enjoyment of physical activity.

We also encourage all primary schools to take part in the School Games, which is a great way to introduce children to competitive sport, encouraging participation and celebrating achievement. Schools can take part by running competitions within the school (intra-school), between schools (inter-school) and also at county level.

Through our Primary membership package we are focused on supporting schools to:

• raise standards of achievement across the school;

• improve the quality of teaching and learning in PE;

• enhance leadership of PE in schools and across clusters of schools;

• promote effective school sport and healthy active lifestyle development;

• benchmark your provision and outcomes nationally in PE, physical activity and school sport; and

• share practice and learn from the best schools nationally and internationally.

How can the Youth Sport Trust help you?

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Our range of support through our Primary membership includes a nationally validated Quality mark, allowing schools to self review and identify priority areas for development. The support and tools to develop your priority areas through:

• a range of publications and web based resources;

• a range of CPD, networking and conference events to provide national updates and promote cutting edge thinking;

• sharing innovation and good practice and providing practical school improvement strategies; and

• innovative programmes delivered with our partners using the power of PE and sport to improve young people’s lives.

It is our hope, that by working with primary practitioners we will support them with the knowledge, confidence and resources to help children develop the skills and lifestyle habits they need to get active for life.

www.youthsporttrust.org

Make sure you maximise your Membership by accessing primary school publications and web based resources via our website and booking yourself onto our training and events.

Contact 01509 226600 or e-mail membership@youthsporttrust.org

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www.youthsporttrust.org

Tel: 01509 22 66 00Fax: 01509 21 08 51

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London officeYouth Sport TrustThe Podium1 Eversholt StreetLondon NW1 2DN

The Youth Sport Trust: sport changes lives

Our charity is passionate about helping all young people to achieve their full potential by delivering high quality physical education and sport.

We work to:• give every child a sporting start in life through

high quality PE and sport in primary schools;

• ensure all young people have a sporting chance by developing opportunities for those with special educational needs and disabilities (SEND); and

• support all young people to achieve their sporting best in school and their personal best in life.