PE and Sports Premium
PE and Sports Premium Funding
2019 – 2020
For the academic year 2019 -2020 the government will provide funds directly to primary schools to support the provision of high quality PE/sport. For this academic year we expect that John Emmerson Batty Primary School will received £17,550.
We intend to spend this money in the following way:
- Membership of the Rye Hills Sports Partnership Programme which provided a wealth of opportunities for the children which the school could not provide in isolation (Total allocation £4,500). These include:
- Participation in a wide range of inter-school competitions at local, regional and national levels, fully managed by the partnership staff.
- Bike ability training for children in Y3, Y4 and Y5
- Delivery of sports leadership courses for our pupils.
- Expert coaching for children in relation to after school clubs (e.g. girls football, netball)
- Use of Rye Hills playing field and support from staff and play leaders for sports festival days and our annual sports day.
- Expert advice for the planning and monitoring of current PE provision.
- Provision of specific training support from partnership staff for specific teachers in the delivery of PE lessons.
- Access to delivery of staff training run by the partnership.
- Fund a specialist teacher for PE to train KS2 teachers in the effective delivery of PE lessons to KS2 pupils and run weekly after-school clubs and provide advice to other staff in school. £6,794 Teacher Training Support – £1,761 sports club coaching = Total allocation £8,555.
- MFC in the community Coaching Support to work with KS1 teachers to improve skills and knowledge relate to the teaching of the Curriculum. Total cost to school £2,900.
- Transport costs related to providing increased participation in inter-school and club sporting competitions. Total allocation £1,595.
- By providing JEB staff with high quality coaching support from School Sport Partnership Staff, our own dedicated PE specialist teacher and MFC coaching staff we are upskilling our staff to be able to deliver high quality PE experiences long in to the future.
- By investing in the sports partnership we are significantly increasing the children’s experiences of a wide range of sporting and physical activities along with their opportunity to take part in competitive and non-competitive activities.
- By extending the range of after-school clubs we will be broadening the children’s’ experiences of a range of sporting activities.
- The P.E. curriculum plan, the schemes of work and individual lesson plans are held centrally on the school’s resources section under Physical Education. These are available for staff to use in the future.
- Core assessment materials, risk assessments and support material are also held here for staff to use. This resource is being added to and refined constantly.
- By subsidising transport to inter-school sporting activities we will be extending the children’s opportunities to take part in competitive sport.
Outcomes from 2018-19
Last year the children in school were given a wide variety of opportunities to engage with physical activity and improve their skills in this area. All children received quality weekly PE lessons supported by class teachers, Middlesbrough Football Club and The Sports partnership. Additional training was provided to specific children from Rye Hills Staff and our own specialist PE teacher. A great number of after school clubs were run and the children engaged in an array of inter-school competitions. Here our teams achieved considerable success, but more importantly, they were given a great deal of praise from other adults regarding their outstanding attitudes to fair play and positive sporting values. Some specific outcomes can be read below (this is not an exhaustive list):
- Subject leader studied for level 6 AFPE accredited course building upon the level 5 from last year resulting in increased subject leader subject confidence when monitoring PE and carrying out observations. This therefore has led to feedback being given to teachers which when implemented has led to increasingly better teaching. For example since using peer assessment this has increased pupils willingness and desire to improve both their own skills and their peers within KS1. This has also developed the children’s teamwork and co-operation skills as they are working together to improve their skills. Teachers who have been observed also stated that since being observed, “It has helped to improve my confidence because it was reassuring to know that what I did was good practise and also the development points were helpful”. This teacher also reported that children within PE lessons are also showing more confidence.
- One teacher attend ‘Primary FA Teachers Award’ and reported that it helped with her understanding of the PE curriculum and her confidence in the delivery of PE lessons because it gave her lots of ideas. As a result of this, she now enjoys teaching PE lessons more and this has helped her lessons in turn become more engaging for the pupils.
- The FS and year 1 teacher has found that adding this challenge has helped to engage pupils and made it easier for the teacher to provide them with different targets and challenges to hit during the lesson. She also found that it encouraged them to achieve more by trying harder levels of activity. This then has built up pupil confidence when they have met their target / challenge either when they or the teacher feel they are ready.
- Two year five children stated that through working with sports leaders on a lunchtime it has helped them to feel fit and that they feel that it helps her brain when she does it and goes back into the classroom. The other child also said that it helps her concentration.
- Children generally like doing the mile a day because they feel it freshens them up and improves their concentration so they are ready for better learning. Also likes that it builds up stamina and is extra exercise other than PE. Children feel like they can now run more laps than they could.
- Teachers who regularly do active starters and inputs during lessons reported that concentration and engagements seems higher within the lessons where active learning takes place.
- Pedestrian training has helped year 3 pupils to be safe and make them feel more confident when they out and about. A year 3 pupil said that they enjoyed it because it was fun and reminds him about what to do when he crosses the road.
- At least 3 after school clubs have been on every night all year sometimes 4.
- 86.6% of all girls in KS2 attended at least 1 after school club with some children attending who had never attended before.
- 100% of all girls in year 4 have attended at least 1 club.
- Within year 3, 38% of girls attended two or more after school clubs. Year 5, had 59% of girls attend 2 or more after school clubs. Year 6, had 73% of girls attend two or more after school clubs.
- 80% of year 6 pupils attended a club enjoyed or really enjoyed a club. A further 19% disliked at least one club they participated in but enjoyed the rest which meant that they remained engaged with sports and continued to attend after school club. The club within year 6, with the least enjoyment factor was athletics and running due to the running aspect of the club with a few children asking for shorter runs.
- 100% of year 5 children enjoyed or really enjoyed at least one club that they attended. Some of the feedback for the clubs which the children didn’t like was the fact that, “not everybody got chance to attend the competition in that area” and some children would like more competitive matches within the clubs. Other negative feedback included issues around spacing and length of times the clubs ran for (wanting more).
- 74% of year 3’s enjoyed or really enjoyed every single after school club they participated in. The remaining 26% only disliked one club which could be put down to children’s preferences of not liking a specific club as the disliked clubs were all different.
- 74% of year 4’s all enjoyed or really enjoyed every single club they attended. The remaining 26% enjoyed at least one or more of the other clubs that they attended.
- N.Y who ran an early year’s fundamental movement club reported an increase in the children’s confidence within the first two weeks when carrying out sporting skills.
- After attending the training, the children reported that, “I have more ideas about how to use equipment and it has helped us to know what the children like and what activities to use and different activities we can use with one piece of equipment”. They also said that, “it helps me feel more confident at figure out different ways to run activities. It made me learn the sorts of things I can do with the little and bigger kids so everyone has fun”.
- The year 5 children also reported that since attending their training more children have been coming over to do the activities which they are running and they believe that this is because they are finding the activities being offered more interesting than just bouncing a ball.
- Year 6 sports leaders believe that running the activities has helped the children (who use it) have more perseverance because they don’t give up as much and their skills have improved “a lot”. They also reported that the younger ones are taking an interest in helping more and since last year they believe more children are participating which they have said is down to their experience from training and also the year 5’s experience on all their training days.
- 100% of all children in UKS2 have attended at least 1 competition.
- 98% of UKS2 have attended at least 2 events.
- One child won a gold medal at the SEND athletics – who wasn’t chosen last year- reported that he felt really proud and that he hadn’t had a gold medal before.
- The success of older children talking about going to competitions has inspired the younger children with them asking about if they will get to go on a competition when they are in year 5 and 6 and asking when their next development day is.
- The year 3 winners of literacy competitions said that they felt happy and shocked to have won the PE literacy competition.
- The year 5 winner of the literacy competition felt happy because he felt other people also did really well. He felt people want to try harder because they know they are up against lots of different people to try and win.
- Two of our literacy competition winners who are not particularly sporty reported an increase in confidence related to PE because they won a themed competition and this built up their confidence that they knew what they were doing.
- Qualities of a good leader made the sports leaders proud because the qualities they have were picked by the children in the class.
- Teachers reported some really good independent writing and some boys really engaged and eager to share their sporting experiences and feelings.
- New equipment was purchased which meant more children enjoyed after school club table tennis which had some children taking part who hadn’t previously participated in a club. Year 4’s enjoyed some warm-up games involving balancing and strength after using the newly purchased sports with activities printed on them.
- New children have been added to the tracker all year and as a result even new children have had the opportunity to attend events because it is clear where the gaps are and they have reported enjoyment.
- Sports day helpers reported that they felt nervous before helping because they had to show the whole key stage what to do and after felt confident and helpful because they successfully completed their task. Some children expressed an interest in seeking out further leadership opportunities at secondary school because they wanted the opportunity again. Children also felt it was good and they enjoyed it. Year 6 children also enjoyed their own races at the end and felt proud to have the school watching them.
To view our PE and Sports Premium Action Plans and Outcomes please click on the links below.