Evidencing the impact of the Primary PE and sport premium
Website Reporting Tool Revised July 2021
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It is important that your grant is used effectively and based on school need. The Education Inspection Framework 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 Ofsted inspectors consider:
Intent - Curriculum design, coverage and appropriateness
Implementation - Curriculum delivery, Teaching (pedagogy) and Assessment
Impact - Attainment and progress
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
• The Primary PE and sport premium should not be used to fund capital spend projects; the school’s budget should fund these.
Please visit gov.ukfor 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, including any under-spend from 2019/2020, as well as on the impact it has on pupils’ PE and sport participation and attainment. All funding must be spent by 31st July 2022.
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 2021. To see an example of how to complete the table please click HERE.
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Details with regard to funding
Please complete the table below.
Total amount carried over from 2019/20 | £0 |
Total amount allocated for 2020/21 | £17690 |
How much (if any) do you intend to carry over from this total fund into 2021/22? | £0 |
Total amount allocated for 2021/22 | £17731 |
Total amount of funding for 2021/22. To be spent and reported on by 31st July 2022. | £17731 |
Swimming Data
Please report on your Swimming Data below.
Meeting national curriculum requirements for swimming and water safety. N.B. Complete this section to your best ability. For example you might have practised safe self-rescue techniques on dry land which you can then transfer to the pool when school swimming restarts. Due to exceptional circumstances priority should be given to ensuring that pupils can perform safe self rescue even if they do not fully meet the first two requirements of the NC programme of study | |
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. Please see note above | 93% |
What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]? Please see note above | 93% |
What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? | 93% |
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? | No |
Capture your intended annual spend against the 5 key indicators. Clarify the success criteria and
evience of impact that you intend to measure to evaluate for pupils today and for the future.
Academic Year: 2020/21 | Total fund allocated: £17,690 | Date Updated: January 2021 | ||
Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officers guidelines recommend that primary school pupils undertake at least 30 minutes of physical activity a day in school | Percentage of total allocation: | |||
78% | ||||
Intent | Implementation | Impact | Sustainability and suggested next steps: | |
For all children to complete 15 minutes on the school running track daily as part of the ‘Daily Mile’ initiative. | Timetabled slots for all classes outside of regular PE sessions (twice weekly) Regular sharing of successes on Class Dojo with the school community. Evidence of improvements in laps completed/time taken shared in class floor books. | Funding Allocated: None | All pupils will take part in the Daily Mile. This can be completed by walking, jogging or running. All children are involved in at least 15 minutes additional exercise per day. An increased number of children are applying to compete in cross-country races and long-distance running. Our placements in races for KS2 children have dramatically improved this year. Wider Impact: Children are more engaged in curriculum lessons as their fitness levels have increased. Children are taking more ownership over their own fitness and can see the benefits, which is positively impacting on confidence and self-esteem. | Children will be able to access the school field in all weathers to take part in the daily mile. Children will be responsible for their own recording of their progress. Monitored by class Teachers and Subject Lead. Virtual Lapland race across the whole school. 4 teams running 145 miles - seeing who can reach it first, some intra-school competition. Classes would see how many laps they could do in 15 minutes. Intra-school competitions like this will continue once stamina is improved again due to time off for COVID reasons. |
For teachers to use active strategies in class based lessons e.g. Active 5, Joe Wicks Morning Moves, Mindfulness strategies etc. | Activity seen in daily planning and during lesson observations. PE lead and QIT to share examples in staff training. | Funding allocated: None | Academic achievement enhanced – active strategies used to engage children in learning at the start of lessons or at transition points in the day. Children are able to talk about the benefit of activity on their bodies and reasons to be active more regularly. | Sports lead to conduct ‘Lifestyles’ questionnaire with all children to ascertain understanding and help to plan for future learning for 2020-2021 - didn’t happen due to COVID reasons
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To continue to take part in a wide range of sports competitions. | Sports lead to liaise with cluster groups and other Warrington schools to arrange participation in events locally. Sports lead to make parents/carers aware of weekend competitions (cross country etc.) Staff member to attend. | None due to COVID | Extended provision beyond school based PE lessons allowing for use of key skills and knowledge taught. Clearer talent pathways and links to MAaT register, providing opportunities to compete and excel as well as taking part. Increase in pupil participation in a range of different activities and sports. | Costs can be shared over the Bridgwater cluster of schools for shared transportation. Parents continue to support events by transporting children on some occasions. COVID restrictions prevented any sport competitions and swimming trips |
The profile of Forest School outdoor provision is raised across the school as a tool for whole school improvement. | Employing a specialist Forest School Trained Teacher. Sessions delivered throughout the school to children in all year groups. Staff training (twilight INSET) to increase staff confidence in Forest School activities linked to the school curriculum. | £3778 (1 day per week) | Enhanced, inclusive curriculum provision through the delivery of enhanced quality of teaching and learning. Improved standards and positive attitudes to outdoor activities Increased pupil participation in outdoor activities. | Finding ways to measure the impact of the sessions using questionnaires and other methods to ascertain impact on health and wellbeing and improvement in learning. This was continued through Lockdown - Forest school sessions were provided by Mrs Chambers for those at school, those at home were given the lesson on Google classroom. |
Mindfulness/Wellbeing to contribute to overall achievement and the greater spiritual and social needs of the children. | Employing a specialist therapist to work in school with specific groups and individuals as required. Mental health and wellbeing training and staff implemented and employed through the year as a result of COVID, transition and critical and vulnerable children. Happy Kids Yoga classes in place for Year 6 prior to SATS in May. | £10000 £150 | Academic achievement enhanced. Pupil concentration, self-esteem and behaviour and wellbeing enhanced. | Finding ways to measure the impact of the sessions using questionnaires and other methods to ascertain impact on health and wellbeing and improvement in learning. Specialist sessions were put on hold due to COVID reasons. TAs were implemented into classes for mental health reasons for the children. Critical and vulnerable children had 1:1 support where necessary. |
Key indicator 2: The profile of PESSPA being raised across the school as a tool for whole school improvement | Percentage of total allocation: | |||
7% | ||||
Intent | Implementation | Impact | Sustainability and suggested next steps: | |
Arrange for external companies to deliver assemblies/sport tasters (Warrington Wolves – Sky Try/ Taekwondo/ Judo/Basketball/ /Chance to Shine - cricket) | Increased variety of extra-curricular sporting clubs for our children. | Funding allocated: £1320 for Judo and Archery Summer term | Increased awareness of a variety of sports and physical activities to choose from. | Taster sessions tend to be for opportunities to take part in physical activity outside of the school day – offsite. Teacher led clubs to have more physical activity and variety e.g. football, yoga and netball for all key stages. Teachers to use the sports tasters to boost their confidence to deliver a variety of sports Due to COVID restrictions and Lockdowns these have not been delivered. Arranged for cricket sessions in Summer 2 2021. |
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Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport | Percentage of total allocation: | |||
5% | ||||
Intent | Implementation | Impact | Sustainability and suggested next steps: | |
Ensuring teacher confidence is high in the teaching of PE skills and the statutory requirements of the National Curriculum document for each year group. | PE leads and QIT to assess current provision, focusing on the logical acquisition of key skills within taught elements of PE across the school. Updated curriculum maps to be produced and used by class teachers to deliver clear sequences of lessons, supported by the Val Sabin materials. Purchase of Heart Smart resources and Future in Mind. | Funding allocated: Supply cover for release time £860 | Clear lesson sequences evident in lesson observations and evidenced in class floor books (including pictures and key vocabulary used in lessons) | Increased PE display space around school showing progression through an element of PE. Time needed for PE leads to observe and assess provision to inform actions for 2020-2021. PE lead has done an audit on PE resources and sorted out the PE cupboard. All equipment is now in one place and in working order. Resources will be assessed and looked at in Summer 2. |
Key indicator 4: Broader experience of a range of sports and activities offered to all pupils | Percentage of total allocation: | |||
0% | ||||
Intent | Implementation | Impact | Sustainability and suggested next steps: | |
Additional achievements: Continue to offer a wide range of activities both within and outside the curriculum in order to encourage more children to get involved. | Encourage a range of physical activities e.g. Yoga, Dance Tennis. ZJ to liaise with new after school sports provider based on parent feedback. Summer term – Dave Earnden Coaching to deliver some KS1 and KS2 after school clubs, variety sports. Teachers to lead after school sports clubs (free of charge) | Funding allocated: None | Aim to increase numbers of children attending physical after school clubs. Aim to include pupils who previously haven’t attended a physical after school club. Assess why they have not chosen the options available. | Pupil questionnaires re; after school provision and types of clubs on offer/requested. Offer SEN pupils the chance to join a sports lunchtime club SEN lunchtime club not offered due to COVID restrictions. Summer term extra-curricular activities will be sorted after COVID restrictions have been eased and as long as ‘roadmap’ allows. |
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Key indicator 5: Increased participation in competitive sport | Percentage of total allocation: | |||
0% | ||||
Intent | Implementation | Impact | Sustainability and suggested next steps: | |
Continue to take part in all Cluster sports events: Athletics, Swimming, Football, Rounders, Cross Country. Develop intra sports competition within school with results reporting termly. Arrange a tournament within school for the cluster group to attend. | Arrange a whole school competition week (Summer 1 2019) during PE lessons, where team colours compete against each other. Each class reports the winning team to the subject leader – winning team colour could then win a prize such as the ‘Champions Lunch’ (Healthy schools week). Arrange a competition between cluster schools. | Funding allocated: None due to COVID | Number of children taking part in sport competitions within the school environment and also taking part in external competitive sports (cycling, gymnastics, and football) has increased. Wider Impact: More girls involved in competitive sports (girl’s football friendly to be set up with cluster schools). Profile of competitive sports in school is raised and pupils are able to take part in a range of competitive activities that are different from the norm (i.e not football, rugby etc.) | Promote opportunities to involve girls in competitive sports – e.g. girl’s football club. Continue to develop intra school sports competition Arrange matches (friendly/competitive) with cluster group and other schools in Warrington to increase involvement in different competitive sports (Girls and Boys). Due to COVID restrictions no inter school sport events were organised. PE lead went on a course about promoting girl’s football - will be delivered when safe to do so after COVID restrictions are eased. Virtual Lapland race across the whole school. 4 teams running 145 mile - seeing who can reach it first,some intra-school competition. Classes would see how many laps they could do in 15 minutes. |
Signed off by | |
Head Teacher: | Zoe Jones |
Date: | 2/3/2020 |
Subject Leader: | T. Yates |
Date: | 27/02/2020 |
Governor: | |
Date: | |