1. Outstanding PE and accountability for the Sport Premium - An Ofsted perspective Roy Bowers Her Majesty’s Inspector

2. Inspection requirements Inspectors will assess and report on how well this new funding is being used to improve the quality and breadth of PE and sport provision, including increasing participation in PE and sport so that all pupils develop healthy life-styles and reach the performance levels they are capable of (leadership and management section)

3. What will OFSTED inspectors look for in a Section 5 inspection with regard to Sport Premium funding? Senior leaders, subject leader (SL) and governors know the amount of funding available to the school and the reasons why it is given. An audit of current needs is undertaken so that any deficiencies can be met by the funding leading to ---- A clear action plan for improvement with time-scales and measurable outcomes. Governors involvement in the decision-making process and monitoring/evaluation of the outcomes of the plan – holding school leaders to account. A clear evaluation of the plan’s impact on increasing participation, promoting health and wellbeing, and improving performance. Details presented on the school web-site.

4. Sport Funding - What questions are inspectors likely to ask and who will they speak to? Evidence is likely to be gained from meetings with pupils, school leaders (HT, SLT, SL) and governors. They may also talk with individual teachers, especially if the planned impact is about improving teaching skills. In a few specific instances, discussion with coaches, TAs etc. may occur. Questions for pupils will centre on the impact of the funding on their participation, performance and/or promoting health and wellbeing. Questions for leaders and governors will centre on: How is the funding is spent? Who decides? On what basis are the decisions made? What is the planned impact and over what time-scale? How does the school measure impact? How will the school ensure impact after the initial funding period? Questions for individual teachers may centre on such as: Do you know how the funding is being spent? Were you consulted? What impact is the funding having on your teaching skills and on pupils’ performance? Is there any increase in pupils’ participation rates, pupils’ enthusiasm for PE and sport, impact on lifestyles and physical wellbeing? Overall, the questions will be related to the planned impact of the funding and its relevance to improving outcomes for pupils.

5. How will OFSTED measure the impact of the funding on PE and school sport? Ofsted’s subsidiary guidance states: Inspectors should consider the impact of the new primary school sport funding on pupils’ lifestyles and physical wellbeing by taking 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 traditional 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 spiritual, moral, social, and cultural skills the greater awareness amongst pupils about the dangers of obesity, smoking and other such activities that undermine pupils’ health.

6. What does OFSTED consider to be good / outstanding practice with regard to PE and school sports provision in primary schools? Outstanding PE = outstanding achievement = teaching that is consistently good and outstanding - resulting from - highly effective leadership and management.

7. Achievement Consistently good or better progress for pupils of all abilities with some excelling and reaching a high level of performance. High levels of physical fitness and a strong understanding of how this promotes long-term health. Pupils accurately evaluating and successfully improving their own performance and that of others. Pupils thoroughly enjoy PE, eagerly and regularly participate, and show highly positive attitudes in lessons, practices, fixtures and clubs.

8. Teaching Enthusiastic teachers with high expectations who challenge and inspire pupils of all abilities, including the most-able. Teachers with a high level of subject knowledge who effectively lead pupils of all abilities through stages of new learning and enable them to achieve success by being able to apply skills in different contexts. Lessons which promote plenty of sustained moderate and vigorous physical activity. A very low number of non-participants in lessons. Those who do not participate are effectively involved.

9. Leadership and management All leaders - pursue excellence – celebrate achievement – ensure that PE and sport are high profile. Curriculum – time, develops skills, fitness, participation and enjoyment, including extra-curricular clubs and links with local community sports clubs. Subject leaders – excellent role models - provide clear teaching and curriculum guidance - show outstanding teaching practice and have thorough self-evaluation and detailed improvement planning based on rigorous lesson monitoring and tracking of progress.

10. Challenges for the primary school? Achieve high participation and improve performance, including the promotion of elite performers. Create a culture where PE and sport are valued. Increase teachers’ subject knowledge. Ensure that all pupils can swim at least 25m by the time they leave at the end of Y6, if not sooner. Help combat the rising rate of sedentary lifestyles and childhood obesity by successfully implementing strategies to promote pupils’ health and well-being. Promote life-long participation in sports activities – encourage pathways to participation outside of school. Plan carefully how to use the sport premium to improve PE and sport. Regularly monitor the effectiveness of the plan and evaluate its impact on improving outcomes.