It is important that your grant is used effectively and based on school need. The Education Inspection Framework (Ofsted 2019 p64) makes clear there will be a focus on ‘whether leaders and those responsible for governors all understand their respective roles and perform these in a way that enhances the effectiveness of the school’.

Under the Quality of Education criteria (p41) inspectors consider the extent to which schools can articulate

their curriculum (INTENT), construct their curriculum (IMPLEMENTATION) and demonstrate the outcomes which result (IMPACT).

To assist schools with common transferable language this template has been developed to utilise the same three headings which should make your plans easily transferable between working documents.

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

use the Primary PE and Sport Premium to:

• Develop or add to the PESSPA 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.

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 31st July 2020 at the latest.

We recommend regularly updating the table and publishing it on your website throughout the year. This evidences your ongoing self-evaluation of how you are using the funding to secure maximum, sustainable impact. Final copy must be posted on your website by the end of the academic year and no later than the 31st July 2020. To see an example of how to complete the table please click HERE.

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Key achievements to date until July 2019: Areas for further improvement and baseline evidence of need:

- Children have continued to perform well in competitions and enjoy participating. The netball team were Cambridgeshire county champions in 2019.

- Broader participation in sports – both girls and boys competed in football tournaments.

- Children participated in a school vision evening to discuss school priorities, including sports, with governors, staff and parents/carers.

- Children in both KS1 and KS2 accessed swimming lessons and competitive sports – Year 1 and Year 5 children won first place for their age group in a national virtual competition.

- The majority of pupils cycle or walk to school. - Sport has remained high profile during the coronavirus lockdown period;

children in school took part in physical activity at least twice a week.

- Increase cross curricular opportunities to integrate sports and physical activity in other lessons.

- Establish regular physical activity for whole school participation. - Create more opportunities for students to lead in sports-related activities

and roles. - Review the role of the Sports Council and assign specific tasks and

responsibilities. - Partner with local schools/sports facilities to increase opportunities to

access sports. - Develop partnership with Cambridge United Community Trust for whole

school improvement.

Meeting national curriculum requirements for swimming and water safety.

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 pupils may swim in another year please report on their attainment on leaving primary school at the end of the summer term 2020.

This data is not available for the current Year 6 cohort due to the coronavirus school shutdown.

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

This data is not available for the current Year 6 cohort due to the coronavirus school shutdown.

What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? This data is not available for the current Year 6 cohort due to the coronavirus school shutdown.

Support for review and reflection - considering the 5 key indicators from DfE, what development needs are a priority for your setting and your pupils now and why? Use the space below to reflect on previous spend and key achievements and areas for development.

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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

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Academic Year: 2019/20 Total fund allocated: £17,800 Date Updated: July 2020

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

Percentage of total allocation:

46%

Intent Implementation Impact

Your school focus should be clear what you want the pupils to know and be able to do and about what they need to learn and to consolidate through practice:

Make sure your actions to achieve are linked to your intentions:

Funding allocated:

Evidence of impact: what do pupils now know and what can they now do? What has changed?:

Sustainability and suggested next steps:

- Pupils to improve swimming and water confidence throughout the school.

- School spaces and equipment

improved to ensure all children have space to play.

- Build adult led physical activity into

the school day for pupils identified

- Provide swimming lessons for all children in Years 1-2 to develop early swimming skills and water confidence for better outcomes in KS2.

- Segment and develop

playground areas to accommodate a wider range of play activities to suit more children. Outdoor ‘corridor’ areas enhanced to encourage active and imaginative play. Netball nets and climbing wall upgraded.

- Establish sensory circuits club at

the start of the school day for

£6274

£1,064 £932

- All children in years 1 and 2 have received one full term of swimming lessons, including a 15-minute walk from school to the swimming pool and back (30 minutes in total).

- Areas are designated for football, basketball, cricket, table tennis, badminton and general play equipment enabling children to participate in activities of their choice. KS1 children have sole use of bikes and scooters in the playground.

- Children are more alert and

ready to learn as well as benefiting from more frequent

- Identify opportunities for competitive swimming and encourage pupils to share successes achieved in and out of school.

- Discuss the choice of

activities with school council and sports council representatives.

- Maintain this intervention

and assess capacity to extend

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 pupils today and for the future.

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as needing additional support. identified pupils, four times per week for 20 minutes per session.

physical activity.

the opportunity to more children.

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

4%

Intent Implementation Impact

Your school focus should be clear what you want the pupils to know and be able to do and about what they need to learn and to consolidate through practice:

Make sure your actions to achieve are linked to your intentions:

Funding allocated:

Evidence of impact: what do pupils now know and what can they now do? What has changed?:

Sustainability and suggested next steps:

- Support children joining Reception and children transitioning from KS1 to KS2.

- Support the curriculum through

active learning.

- Assign play time buddies to Reception pupils and new Year 3 pupils to help them adjust to their new playgrounds and access equipment.

- Partner KS2 and KS1 pupils as read

and play buddies, with weekly outdoor reading and play sessions. TAs support children using physical activities to promote retention of information. Use of PL Primary Stars, BBC supermovers, 5-a-day and Cosmic Yoga to promote

£-

£-

- Reception and Year 3 children feel confident in the playground and are not intimidated by their new surroundings. Year 5 and 6 children have developed maturity, empathy and leadership skills. Friendships and support groups developed between different year groups facilitated through play and group activities.

- Children are more active in a

wider range of lessons, outdoor learning combined with outdoor play activities, mentoring skills developed by KS2 children.

- Discuss with children to determine whether to continue this initiative in future years.

- Discuss with staff and pupils

the potential to extend these initiatives next year.

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- Identification of school priorities

and goals, including sports provision and participation.

- Coordinate with the PFA to

integrate sports into wider school events.

- Encourage and support

participation in sport and healthy lifestyles.

physical activity in other subjects. - Hold vision evening for pupils,

parents, carers, staff and governors to enable discussion of strengths and areas for development in all aspects of school provision, including sport.

- Include more physical activities in

the school’s fairs and fundraising events, including football and netball shoot outs, beat the teacher, water gun battles and snowball battles.

- Promote and track healthy eating

and healthy travel choices. Use assemblies, data collection, school newsletters and website to raise the profile of healthy lifestyles. Trial a holiday sports club.

£60 £-

£686

- Children and parents voiced

ideas about improvement of school sports provision and areas with which they are happy.

- Girls and boys from all year

groups have participated in these activities with the support of their families and this has enhanced key school community events. Fundraising events have included sponsored running and cycling.

- 63% of pupils cycled or walked to school in 2019-20 academic year. Dedicated sports assemblies have celebrated pupils’ achievements in sports. Newsletters have signposted children to local clubs for extra

enrichment. The whole school took part in the ‘Eat them to Defeat them’ healthy eating programme in the spring term. Children attended the trial sports club over the February 2020 half term.

- The notes from the vision

evening have been collated and discussions are due to be ongoing but have been interrupted by the coronavirus lockdown. These planning discussions will be relaunched when safe to do so.

- Consider ways in which sports

can be combined with other whole school initiatives and events.

- Opportunities to take up

whole school promotion of healthy lifestyles and sports will be identified and followed up.

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

9%

Intent Implementation Impact

Your school focus should be clear Make sure your actions to Funding Evidence of impact: what do Sustainability and suggested what you want the pupils to know achieve are linked to your allocated: pupils now know and what next steps: and be able to do and about intentions: can they now do? What has

what they need to learn and to changed?:

consolidate through practice:

- Maintain and provide sources of information and inspiration for all staff teaching PE.

- Practical sessions delivered to

promote new skills - Ensure all staff supervising pupils’

physical activity are confident to do so.

- Sports leaders attend network meetings, training sessions and events offered by Cambridgeshire School Sports Partnership.

- Qualified cricket and tennis coaches deliver PE sessions for classes in partnership with teachers.

- Update and provide First aid

training to all staff and midday supervisors. Provide safeguarding training covering scenarios which may arise in relation to PE and sport. Introduce new staff to Cambridgeshire scheme of work for teaching PE.

£453

£420

£710

- Training and networking meetings provided opportunities to make links with other schools and find points of contact to organise after school ‘friendlies’. Ideas and information fed back to other staff. Curriculum made available to all staff.

- Teachers have now partnered

with cricket and tennis coaches to provide PE lessons which all pupils have enjoyed. Teacher subject knowledge and confidence is enhanced.

- Newly recruited midday

supervisors and staff have been trained in first aid and safeguarding and are more confident to attend to injuries at play time or during PE lessons, or identify any issue of concern. Staff have been given the opportunity to discuss scenarios that worry or concern them regarding first aid and children’s

- Continue to attend these meetings and ensure important information and updates are shared with the rest of the staff.

- Continue to utilize external

coaches to enhance skill set and confidence among staff.

- Maintain good levels of

knowledge and confidence among staff and midday supervisors.

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well-being and have professional guidance on these. Safeguarding in PE book published by AfPE has been made available to all.

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

28%

Intent Implementation Impact

Your school focus should be clear Make sure your actions to Funding Evidence of impact: what do Sustainability and suggested what you want the pupils to know achieve are linked to your allocated: pupils now know and what next steps: and be able to do and about intentions: can they now do? What has

what they need to learn and to changed?:

consolidate through practice:

Additional achievements: - Increase capacity in after school

clubs to enable more pupils to attend.

- Introduce pupils to a wider range of

sports and activities.

- Appoint Sports Officer to support

and coach clubs and work closely with qualified coaches to find flexibility in timetables. Encourage staff and parents to act as additional adults at clubs. Split clubs over different days and times to create more capacity. Staff and parents act as coaches and additional adults.

- Invite specialist coaches to

deliver assemblies and lessons, give demonstrations and encourage pupils to participate. Use Cambridgeshire School Sports Partnership to access Youth Games.

£2226 £2710

- Clubs have been extended to

include children from KS1 and KS2, or different year groups, or to include more children from the same year group. More children – both boys and girls - have been involved with school clubs on a regular basis as a result of increased capacity. The wider school community is supporting school sports.

- Sport science programme

delivered to Year 5 pupils; Year 4 participated in a full day of activities as part of the Youth Games; assemblies held including sports like Capoeira; coaches providing sports

- Maintain good links with

parents to keep up high levels of support and encourage and support staff to give extra time to club activities.

- Continue to promote diverse

sports and look for opportunities to engage more pupils.

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activities after school and to children of key workers at the start of the coronavirus lockdown; variety of clubs and activities advertised in school newsletter.

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

13%

Intent Implementation Impact

Your school focus should be clear Make sure your actions to Funding Evidence of impact: what do Sustainability and suggested what you want the pupils to know achieve are linked to your allocated: pupils now know and what next steps: and be able to do and about intentions: can they now do? What has

what they need to learn and to changed?:

consolidate through practice:

- Provide opportunities for pupils to take part in tournaments and competitions.

- Hold competitions and

performances within school and with other schools on a friendly basis

- Subscribe to Cambridgeshire School Sports Partnership, Parkside Federation and Cambridge Academic Partnership. Access tournaments arranged by school club coaches. Participate in The School Run virtual competition.

- Communicate with other schools

to arrange friendly matches; communicate with coaches and parent volunteers to plan and arrange competitions or performances within school clubs. Hold sports day for all pupils and involve the wider school community

£2172

£95

- Pupils took part in quick stix hockey tournament and won award for good sportsmanship; also took part in cross country and Gaelic football competitions; Year 1 and Year 5 pupils won their age group in the School Run virtual competition. Other events were cancelled due to the coronavirus lockdown.

- Regular round robin

competitions within netball club and friendly tournament held against another school with A and B teams playing a round robin. Other friendlies were cancelled due to the coronavirus lockdown. Dance and Irish Dance club members performed at sports day, summer fair and at other venues outside of school, as well as holding performances for parents. Families attended sports day and volunteered help with events and refreshments.

- Consult with teachers to link PE teaching with competitions to boost children’s confidence to compete and to ensure a wide range of children represent the school at events. Continue subscriptions to partnerships for access to events.

- Continue to promote competitions and performance within school as well as in external tournaments to give more children an opportunity to participate. Discuss opportunities for regular intra-school competitions with Sports Council and School Council, e.g. to be held during lunch or golden time.

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Signed off by

Head Teacher:

Date:

Subject Leader:

Date:

Governor:

Date: