PRIMARY PE AND SPORT FUNDING - ACCOUNTABILITY MEASURES

Ofsted will monitor the impact of this funding on primary PE and school sport and report on its findings.

From September 2013, Ofsted will strengthen its coverage of PE and sport as well as considering how effectively schools have used their additional funding. The impact of the funding will be considered in terms of:

  • achievement in weekly PE lessons
  • increased participation in competitive school sport
  • personal health and well-being
  • improved attitudes and behaviour towards learning

Inspectors will be assessing and reporting on how effectively this new funding is being used to improve PE and sport provision when making the judgement on the quality of the school’s leadership and management. In addition, inspectors must take account how increasing participation in PE and sport is helping all pupils develop healthy lifestyles and reach the performance levels they are capable of, when making judgements about the achievement of pupils at the school. When evaluating the curriculum, inspectors will be considering pupils’ spiritual, moral, social and cultural (SMSC) development. The opportunities created by the school for pupils to take part in a range sporting events and activities are part of those considered by Ofsted as relevant in promoting aspects of pupils’ SMSC development.

Primary schools should publish on their website information about their use of the new funding. This should include:

  • the amount of grant received
  • how it has, or will be, spent
  • what impact the school has seen on pupils’ PE and sport participation and attainment.

Inspectors will expect school leaders and Governors to be able to give an evaluation of the quality and breadth of PE and sport provision and how the new funding has been used to make improvements. There is an increased expectation of PE lesson observations and inspectors are likely to ask young people for their views on PE, sport and what their school does to keep them healthy and active. Evidence may also be used from observations of extra-curricular sports clubs and inspectors may review the details of a school’s PE and sport provision on their school website prior to an inspection. Ofsted will expect additionality from the investment, it will not be sufficient to be maintaining current levels of quality or provision.


Inspectors have been asked to consider the impact of the new primary school sport funding on pupils’ lifestyles and physical well-being by taking into account of the following factors:

  • the increase in participation rates in such activities as games, dance, gymnastics, swimming and athletics
  • the increase and success in competitive school sports
  • how much more inclusive the physical education curriculum has become
  • the growth in the range of provisional and alternative sporting activities
  • the improvement in partnership work on physical education with other schools and other local partners
  • links with other subjects that contribute to pupils’ overall achievement and their greater social, spiritual, moral and cultural skills
  • the greater awareness amongst pupils about the dangers of obesity, smoking and other such activities that undermine pupils’ health

Schools should also expect that Ofsted will be mindful of the way they are tackling common weaknesses, as identified in the most recent inspection survey report of the overall effectiveness of PE (Beyond 2012 – outstanding physical education for all 2013). Whilst this report found that PE was good or outstanding in two thirds of the 120 primary schools visited, it identified a number of common weaknesses in primary PE including:

  • teachers’ lack of detailed subject knowledge
  • superficial lesson planning and limited use of assessment
  • not enough opportunities for pupils to participate and compete in school sport
  • insufficient focus on promoting pupils’ physical fitness
  • no strategy to improve the health and well-being of all pupils
  • not all pupils could swim 25 metres unaided by the end of Key Stage 2

Useful documents:

The Beyond 2012 Ofsted survey report

The Sept ’13 updated Ofsted subsidiary guidance

The Sept ’13 updated Ofsted handbook


PARTNERSHIP SUPPORT

Bury School Sport Partnership is primarily positioned to support the development of schools physical education and sport curriculums. A brief outline of support measures are detailed below. For further information please contact Bury SSP

  • Employing specialist PE teachers or qualified coaches to work alongside teachers in lessons to increase their subject knowledge and confidence in PE.
  • Employing a specialist teacher or providing professional development for staff to lead after-school sports clubs for disabled pupils and those with special educational needs.
  • Provide professional training for staff to raise their confidence and competence in teaching PE and sport.
  • Paying for external sports coaches to run competitions, or to increase pupils’ participation in national school games competitions.
  • Quality assuring the work of sports coaches and instructors employed to coach in PE lessons and after-school sports clubs.
  • Buying into existing local sports networks such as school sport partnerships or community sports coaching initiatives.
  • Provide expert advice to evaluate the school’s current strengths and weaknesses in PE and sport, and implement plans for improvement.
  • Provide after-school sport clubs and holiday courses.
  • Engaging the least active pupils in after school activities, for example ‘Change4Life’ after school clubs.
  • Providing high-quality training for volunteers, parents and carers, governors and adults other than teachers to run sports teams, after school clubs and assist in organising large school sports events.
  • Providing training for midday supervisors to introduce playground games at breaks and lunchtimes.
  • Forging links with PE teachers in local secondary schools to help primary staff improve their PE and sports provision.
  • Establishing strong, sustainable partnerships with local community sports clubs where no links have been made in the past.
  • Establishing a house system to enable regular, inter-house sports competitions for pupils of all ages.
  • Introducing new initiatives such as basic movement skills in the Early Years Foundation Stage, or developing young sports leaders in Key Stage 2.
  • Expert advice in purchasing specialist equipment and teaching resources to develop a non-traditional activity such as rhythmic gymnastics or a new sport such as competitive cycling.
  • Providing pupils who are gifted and talented in sport with expert, intensive coaching and support.


BECOME OUTSTANDING

This self-review tool will help you assess your school’s provision and outcomes in PE and school sport. It will also help you identify your school’s priorities.

It’s easy to use — answer the questions by selecting your level of provision as emerging, established or embedded.

To find our how the Bury School Sports Partnership can help you address those priorities contact our team.

The partnership also offers professional development opportunities for your staff, including training, events, access to resources and school visits from our trained experts.

Whatever your level of provision — emerging, established or embedded — you’ll benefit from being part of the school sports partnership where you can learn from, and share practice with, the best schools in Bury.

The partnership also offers access to a nationally accredited Quality Mark which expands on these questions and celebrates your school’s success.


Questions Emerging Established Embedded
Does your school have a vision for PE and school sport? There is a limited (or no) vision which identifies the potential for a whole school approach to, or recognises the value of, PE and school sport. There is a vision statement, adopted across the school and included in public documents available to parents. There is a clear vision statement included in the school’s aims that recognises the value and impact of high quality PE and school sport which pupils and parents understand and have contributed to.
Does your PE and sport provision contribute to overall school improvement? PE and sport are recognised for the impact they have on a positive school ethos and there is some attempt to use major sporting events or the positive values of sport in whole school strategies. PE and sport are celebrated across the life of the school. The context of sport is regularly used in other curriculum lessons and as a whole school theme. PE and sport is a central part of the school development plan. The context of sport is used across the curriculum and the skills and positive values of sport are integrated into the school ethos. PE and sport are used to engage the wider community and foster positive relationships with other schools.
Do you have strong leadership and management of PE and school sport? The headteacher understands the importance of PE and school sport and there is an identified PE co-ordinator. The PE co-ordinator is a skilled professional who has developed core provision and is supporting all staff. The headteacher values PE and school sport and it is integral to school development. There is a detailed PE development plan with short and long term targets that enable all pupils (including target groups) to progress and achieve. The PE co-ordinator is highly skilled, able to motivate staff and has the support of the headteacher, staff, governors, pupils and parents. Staff regularly participate in CPD relevant to high quality PE.
Do you provide a broad, rich and engaging PE curriculum? The PE curriculum covers the minimum National Curriculum expectations in a safe, yet limited, range of environments. It focuses mainly on developing pupils’ physical skills. Pupils receive less than two hours timetabled PE each week. The PE curriculum is broad and balanced, going beyond the National Curriculum expectations. It is fun and delivered safely in a range of environments, which develops all physical skills and some leadership and coaching skills of pupils. All pupils receive two hours of timetabled PE. The PE curriculum is diverse, providing pupils with the confidence to try new activities as well as enhancing their existing skills in a diverse range of environments. There are opportunities for all pupils to develop their leadership, coaching and officiating skills. All pupils receive two hours or more of timetabled high quality PE.
How good is the teaching and learning of PE in your school? The confidence and competence of staff varies. A limited number of lessons are good or outstanding. Most pupils make some progress but assessment lacks rigour. Limited reporting of progress to parents or carers. Most staff are confident and competent to use a range of teaching and learning styles in PE. Most lessons are good or outstanding. The majority of pupils make good progress, which is fully reported to parents or carers, and there is a sound assessment process. All staff are confident and competent to deliver high quality PE and the quality of all lessons is good or outstanding. Teaching and learning styles are matched to lesson content and to encouraging all pupils to participate. All pupils make good progress which is clearly reported to parents or carers. Assessment involves pupils fully and identifies and celebrates their achievements.
Are you providing high quality outcomes for young people through PE and school sport? Most pupils are engaged in PE and can demonstrate their level of understanding and skill. The majority of behaviour is good and pupils are starting to make healthy lifestyle choices. All pupils are engaged in PE and can demonstrate their level of understanding and skill. Behaviour is good across all PE lessons and pupils co-operate in collaborative and competitive situations. All pupils are starting to make healthy lifestyle choices. All pupils are engaged, motivated, demonstrate a high level of understanding and skill and take some lead in high quality PE lessons. Behaviour is excellent across all PE lessons and pupils make decisions that challenge and inspire them even further. All pupils consistently make healthy lifestyle choices.
Are you providing a rich, varied and inclusive school sport offer as an extension of the curriculum? Most pupils are able to access a basic range of opportunities to take part in school sport through clubs and competitions. Through these opportunities pupils learn about training and competing, although leadership development is not catered for. Provision for, and the inclusion of, young disabled pupils is inadequate. The school sport offer includes activities that cater for and appeal to all pupils. The programme enables pupils to utilise a range of skills and establish participation habits through regular clubs and competitions both within and between schools. Pupils enjoy participation and leadership, this enhances their understanding of sports participation and increases the likelihood that they will continue to take part. All pupils are able to access a broad offer of school sport activities (as participants, leaders or organisers). An extensive range of sports is available, including opportunities for young disabled people, through a programme that both responds to demand and introduces sports activities that the pupils may not otherwise experience. Numerous young people represent the school and are part of community clubs that the school has links with. Pupils’ achievements are celebrated and shared with parents or carers.
Are all pupils provided with a range of opportunities to be physically active and do they understand how physical activity can help them to adopt a healthy and active lifestyle? Staff in the school have a knowledge and understanding of the key behaviours of a healthy and active lifestyle. There is a programme of extra-curricular and informal opportunities that promote physical activity, but the breadth of the provision is limited and the offer is universal. The school is committed to supporting every child to be physically active. Staff can identify target groups of pupils that are deemed less-active and barriers to their participation are being addressed. Positive attitudes towards healthy and active lifestyles are encouraged among all pupils. The school has a clear physical activity policy which incorporates PE and school sport but also offers informal physical activity such as break-time activity, active travel and supervised play. Strategies are in place so that pupils are consulted about the activities offered. Positive attitudes towards healthy and active lifestyles are encouraged among pupils and staff, and is extended to parents or carers.
Does your school know how to effectively utilise the new PE and school sport funding? Consideration has been given and a basic plan of how to use the funding is being established. It is clear how the planned budget will improve provision and outcomes in PE, physical activity and school sport. Budgets are monitored regularly, enabling the school to see which elements of spend have the greatest and most sustainable impact.