Microsoft 365
Facebook
TwitterPE and Sport Premium
Evidencing the Impact of the PE and Sport Premium funding: 2023-24 Grant
|
The DfE Vision for the Primary PE and Sport Premium ALL pupils leaving primary school physically literate and with the knowledge, skills and motivation necessary to equip them for a healthy, active lifestyle and lifelong participation in physical activity and sport. |
|
Academic Year: |
2023-24 |
|
Total Funding Allocation: |
£19,290 |
|
Actual Funding Spent: |
£20,288 |
The fund has been provided to ensure impact against the following Objective and Indicators:
To achieve self-sustaining improvement in the quality of PE and sport in primary schools.
We would expect indicators of such improvement to include:
- The engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles
- The profile of PE and sport being raised across the school as a tool for whole school improvement
- Increased confidence, knowledge and skills of all staff in teaching PE and sport
- Broader experience of a range of sports and activities offered to all pupils
- Increased participation in competitive sport
- Improved mental well-being among pupils
It is important to emphasise that the focus of spending must be sustainable and leave a lasting legacy beyond the funding allocation.
PE and Sport Premium Action Plan
|
Indicator 1: The engagement of all pupils in regular physical activity – the Chief Medical Officer guidelines recommend that all children and young people aged 5 to 18 engage in at least 60 minutes of physical activity a day, of which 30 minutes should be in school |
||||||
|
Objective |
Key Actions |
Allocated funding |
Outcomes |
|||
|
To provide pupils with an increased range of structured activities at lunchtimes. To support and encourage active play (morning and lunch) |
|
|
Improved opportunities for leadership among young people throughout the school.
Children learning from the young people.
Higher levels of physical activity. |
|||
|
To invest in lunchtime resources To train play leaders to support structured activities |
£634 |
|||||
|
|
|
|||||
|
To build on and develop our Forest School programme, enriching active learning opportunities linking to science and geography. |
Embed Forest School opportunities. Include active games and OAA within the Forest School programme Invest in Forest School equipment
|
£3,711 |
More children developing OAA, teamwork and independence skills in a variety of situations. Children having experiences that they would not ordinarily have. Each child to develop a life-long love of the outdoors Children active without realising it. Increased levels of active learning. |
|||
|
Continuation of the ten a day in- curriculum exercise initiative, of physical activity in the school day for all pupils |
Staff have been reminded regularly to ensure this takes place.
|
£0 |
Children’s health and fitness improved. Personal challenge: Can I run faster? Can I run for longer? |
|||
|
To promote Active Travel initiatives |
Engage with the Big Pedal Event Walk to school
Dr Bike in school for two days, to ensure bikes are roadworthy and do any remedial work on them. Bikeability workshops
|
£0 |
Increased numbers of children cycling, scooting and walking to school. Safety awareness when involved in active travel.
|
|||
|
Provide a wide range of extra-curricular activities, allowing children the opportunity to develop skills in a variety of sports |
PE HLTA alongside teachers and support staff to work with a range of young people from Y1-Y6 each week, running a variety of extra-curricular clubs. |
£12,155 |
Increase in children’s sporting abilities, i improving younger children’s fine motor skills. Healthier children building good active habits for their futures. |
|||
|
Increase opportunities for leadership among young people |
PE HLTA, alongside Active Education work with Year 6 to develop leadership skills for play, play leaders. Develop sport leaders and their role supporting in school house events and sports day |
£2,995 |
Children can be inspired by other’s achievements and understand the importance of the Whitefield Values such as aspiration, respect, integrity, enjoyment and quality. Opportunities for the development of leadership skills. |
|||
|
Indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement |
||||||
|
Objective |
Key Actions |
Allocated funding |
Outcomes |
|||
|
To provide pupils with increased structure activities at lunchtimes. |
Equipment replenishment Playleader training |
Above |
Increased opportunities for activity at lunchtime Specific activities for specific playgrounds. Reduced incidences of misbehavior at lunchtimes Children feel safe and secure at lunchtimes Developed social skills |
|||
Use of 10 a day track, for daily 10 a day sessions |
As above |
As above |
|
|||
|
To continue to raise the profile of a PE ethos across the school |
Increased use of Facebook with promotion of sports activity and values shown by participants |
0 |
Use of social media to share PE and sport (Facebook, Class DOJO, website) Newsletters Sports reports in assembly Displays in school. |
|||
|
To continue to use the House system within the ethos of the school |
House competitions at the end of each half term. |
0 |
Children have a stronger sense of belonging to their house. Increased Intra-School Competition |
|||
|
To ensure standardised, high quality teaching of PE across the school. To develop the use of support staff for teaching PE |
Introduce and ebbed the GetSet P.E. scheme TA training to support them within PE lessons. |
£495 |
Clear progression in PE being taught across the school Progress clear as children move through the school Teachers and TAs confident teaching PE Pupils enjoyment and engagement PE lessons |
|||
|
Indicator 3: Increased confidence, knowledge and skills of all staff in teaching Physical Education and sport |
||||||
|
Objective |
Key Actions |
Allocated funding |
Outcomes |
|||
|
To upskill staff to deliver high quality PE lessons To develop the use of support staff for teaching PE |
Introduce and ebbed the GetSet P.E. scheme. HLTA/P.E. Specialist to support staff in delivering sessions Training for HLTA to develop classroom management skills. TA training to support them within PE lessons. Attend local PE networking events |
£225 |
Clear progression in PE being taught across the school Progress clear as children move through the school Teachers and TAs confident teaching PE Pupils enjoyment and engagement PE lessons |
|||
|
Indicator 4: Broader experience of a range of sports and activities offered to all pupils |
||||||
|
Objective |
Key Actions |
Allocated funding |
Outcomes |
|||
|
Further increase range of extra- curricular opportunities offered to pupils |
Continued employment of PE HLTA to provide pupils with opportunities to participate in a variety of sports clubs after school club. |
Above |
A wider club offer and pupils active for longer.
|
|||
|
Continued Forest School opportunities |
Embed Forest School opportunities. Include active games and OAA within the Forest School programme Invest in Forest School equipment |
Above |
Children from all year groups are being offered a wide range of OAA experiences through Forest School. |
|||
|
Indicator 5: Increased participation in competitive sport |
||||||
|
Objective |
Key Actions |
Allocated funding |
Outcomes |
|||
|
Provide opportunities for all children to participate in a L1 (intra school) competitive event |
Personal challenges within PE units Regular house sporting events involving competition |
£395
|
Through PE lessons each half term, KS2 children get regular access to intra-school competitions. House competitions linked to sports |
|||
|
Provide more pupils with the opportunity to compete/participate in a L2 school games event |
Opportunities have been limited, but every effort has been made to enter Competitions throughout the year. |
Above |
Increased participation in Inter school events Attendance at a wider range of events Increased teams competing in different events Improved performance |
|||
|
Improve well-being among students and staff |
||||||
|
Provide opportunities for pupils to explore mental well-being |
Training and development of PE HLTA, both using online courses and Active Education. JIGSAW and well being curriculum in place |
Above |
Children and adults more confident talking about their wellbeing and mental health. Progressive delivery of well being
|
|||
|
Well-being packages available for staff |
Share services regularly with staff. |
£588 |
Portals available for staff to access as and when needed. |
|||
|
Meeting national curriculum requirements for swimming and water safety |
Please complete all of the below*: |
|
What percentage of your current Year 5 cohort swim competently, confidently and proficiently over a distance of at least 25 metres? |
16% |
|
What percentage of your current Year 5 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]? |
10% |
|
What percentage of your current Year 5 cohort perform safe self-rescue in different water-based situations? |
51% |
|
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 |
