1. Bromley Primary Schools’ Physical Education Meeting
Monday 23 September 2013
Howard Marshall
Giles Platt

2. Agenda Welcome and introduction
The new context - PE Premium, The National Curriculum and Ofsted Framework
Auditing and monitoring the outcomes
Best practice indicates
The PECPD package for 2013/2014
Competition update
Anything unclear?
AOB

3. Inspecting Primary School PE and School Sport: New Funding
In April 2013, the Government announced new funding of £150 million for physical education and sport. This funding should be used to improve the quality and breadth of PE and sport provision.
Funding will be allocated to all maintained and state-funded schools with primary phase pupils, including: primary, middle, special and non-maintained special schools, academies and pupil referral units from 1 September A typical primary school will receive about £9,250 annually in the academic years 2013/14 and 2014/15.

4. Primary School Sport Funding 2013 - 2015
Funding for schools will be calculated by the number of primary-aged pupils (between the ages of 5 and 11) as at the annual schools census in January 2013.
All schools with 17 or more primary-aged pupils will receive a lump sum of £8000 plus a premium of £5 per pupil. Smaller schools will receive £500 per pupil.

5. Primary School Sport Funding 2013 - 2015
How the funding will be paid:
For 2013/14 and 2014/15 the sport funding will be included in the additional grant for schools (AGS) and AGS is distributed to local authorities in late September or early October each year.
The payments will cover the total funding for the academic years 1 September 2013 to 31 August 2014 and 1 September 2014 to 31 August 2015.  The allocations for each eligible school in the authority will be set out in a spreadsheet that will accompany the note on the conditions of grant for the initiatives being supported by the AGS.
Academies will receive their AGS directly from the Education Funding Agency (EFA).
Eligible special schools will receive their funding directly from the Department’s special education needs and disability division.

6. Ofsted: Inspecting Primary School PE and School Sport: New Funding
Schools are free to determine how best to use this funding to improve the quality and breadth of PE and sport provision, including increasing participation in PE and sport so that all pupils develop healthy lifestyles and reach the performance levels they are capable of. Examples of how this funding might be spent are set out in annex A of the' Briefing for Section 5 Inspection' guidance.

7. Annex A
See Handout

8. Ofsted – 2013 Handbook
In primary schools, how increasing participation in PE and sport is helping all pupils develop healthy lifestyles and reach the performance levels they are capable of
How well the school uses the new primary school sport funding to improve the quality and breadth of PE and sport provision, including increasing participation in PE and sport so that all pupils develop healthy lifestyles and reach the performance levels they are capable of

9. From the Inspector Briefing
From September 2013, inspectors will be asked where possible to observe PE lessons or sports enrichment activities during section 5 inspections. They will make judgements about the quality of teaching and coaching, its impact on pupils' learning and progress, and on their behaviour.
In meetings with the headteacher and with school governors, inspectors will ask for a brief evaluation of the quality of PE, pupils' participation in school sport and how they have used the new funding to make improvements.
In meetings with pupils, inspectors will ask them their views about PE, about their participation in lunchtime and after-school sport and what else the school does to keep them healthy and active.

10. Ofsted Subsidiary Guidance
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 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.

11. Ofsted Subsidiary Guidance
Inspectors should meet with as many governors during an inspection as is possible, and should determine how well governing bodies evaluate the performance of the school, particularly in terms of: the new primary school sport funding.
Inspectors should also satisfy themselves that the governing body is ensuring that the school’s finances are properly managed, and investigate governors’ role in deciding how the school is using the new primary school sport funding.

12. Key Findings Primary Schools - Ofsted
Achievement was good or outstanding in two thirds of schools visited. Boys and girls, disabled pupils and those with special educational needs made similar progress in PE.
By the end of Key Stage 2, most pupils had achieved age-related expectations, including in swimming. However, a fifth of schools visited had not ensured that every pupil could swim 25 metres by the end of Year 6.
Pupils’ achievement and enjoyment of school, including their personal development and well-being, were enhanced significantly by opportunities to train as playground buddies and junior sports leaders.

13. Key Findings Primary Schools - Ofsted
Teaching was good or outstanding in more than two thirds of schools visited. None of the schools visited had inadequate teaching. Where it required improvement, the main weaknesses were the teachers’ limited subject knowledge and use of assessment which led to superficial planning and insufficient challenge, particularly for the more able pupils.
In a quarter of schools, pupils were not challenged to improve their personal fitness sufficiently. Warm-ups were too short and too easy, and were often followed by long periods of inactivity as teachers introduced the lesson. Only a few schools had adapted PE programmes to suit the individual needs of obese pupils, or engaged with health agencies, parents and carers to improve the lifestyle of these pupils.

14. Key Findings Primary Schools - Ofsted
The quality of the PE curriculum was good or outstanding in over three quarters of schools visited. Most schools provided two hours of PE each week and have enhanced their provision to achieve a good balance of games, gymnastics, swimming, dance and athletic activities. They provided a wide range of after-school clubs and inter-school competitions.
Since September 2012, inspection judgements that are not good (grade 2) have been judged to require improvement (grade 3). For reasons of consistency, all grade 3 inspection judgements in this survey are referred to as ‘requires improvement’.
Two hours of PE and school sport each week was an aspirational target for schools introduced by the previous government. There is no statutory requirement for schools to devote a specific amount of time to PE.

15. Key Stage 1 (from September 2014)
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils should be taught to:
master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
participate in team games, developing simple tactics for attacking and defending
perform dances using simple movement patterns.

16. Key Stage 2 (from September 2014)
Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.
They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
use running, jumping, throwing and catching in isolation and in combination
play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
perform dances using a range of movement patterns
take part in outdoor and adventurous activity challenges both individually and within a team
compare their performances with previous ones and demonstrate improvement to achieve their personal best.

17. Subject Leader Report
Subject Leader:………………………………………………………………………………
Subject:…………………………………………………………………………………………
Date:……………………………………………………………………………………………..
Standards in the subject: (end of Foundation, end of KS1 and end of KS2)
Quality of learning:
Quality of teaching:
Strengths and weaknesses in the subject:
Priorities for improvement:
Recommendations to the Leadership Team:

18. Ofsted Subsidiary Guidance
pupils' learning and progress
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.

19. Learning
Teaching
Assessing
Knowledge
Skills
Understanding
Learning
Teaching
Assessing
Knowledge
Skills
Understanding

20. Promoting Best Practice: Examples
Share expertise through networking with fellow subject leaders
Aim to visit other schools so that you can gain an insight into the quality of their provision. Surf their websites for ideas
Ensure that all teaching staff have a sound knowledge and application of your school’s PE schemes of work and any bought-in lesson plans
Audit the needs of your staff to take advantage of Inset opportunities
Keep reinforcing the Olympic & Paralympic values as the bedrock to your school’s learning ethos
Liaise with your pupils so as to glean what they think of the PE lessons-Ofsted will!
Ensure that any community club coaches whom you employ are all quality assured (CRB; Insurance; Qualified) Are they aware of DfE & Ofsted expectations? It is about supporting them to become teachers as well coaches-how do you quality-assure their work?
Address playtime/lunchtime provision e.g. HQ Play Leaders Scheme (Intra Comp)
Address high quality provision for the semi/non sporty as well as those who are gifted and talented
Promote and celebrate your hard work and achievements via your school’s website=a powerful marketing tool

21. Targets: Ofsted Subsidiary Guidance
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 ASA recommendation to use Primary PE Premium for statutory lesson provision that can include transport
the increase and success in competitive school sports Intra as well as Inter
how much more inclusive the physical education curriculum has become Sport for all irrespective of gender, ethnicity, ability etc. What strategies does your school employ?
the growth in the range of provisional and alternative sporting activities Minority sports can provide the gateway to PE & Sport as well as other subject learning. Do you incorporate minority sports into extra-curricular provision?
the improvement in partnership work on physical education with other schools and other local partners Academy cluster/ regional groups; local partnership package
links with other subjects that contribute to pupils’ overall achievement and their greater social, spiritual, moral and cultural skills Promoting whole child development that can affect whole school improvement e.g.behaviour; attainment; achievement; community profile etc
the greater awareness amongst pupils about the dangers of obesity, smoking and other such activities that undermine pupils’ health. Working, practical links with PHSE. Cross-curricular learning opportunities that impact upon promoting healthy lifestyles and ultimately tomorrow’s workforce

22. AfPE Quality Mark
The afPE Quality Mark will recognise, through a succinct self review and evaluation process, the strength and quality of physical education and sport in your school. It will raise the profile of the subject and the school both locally and nationally and will promote the high quality work that is being undertaken on a day to day basis.
The benefits of the afPE Quality Mark:
Ensures rigour and sustainability in the planning, monitoring and continuous development of high quality physical education and sport
Recognises outstanding practice and innovation in physical education and sport
Raises the profile of physical education and sport at a local, regional and national level
Involves individuals and groups in recording and celebrating success so that the school ‘stands out from the crowd’
Recognises best practice in physical education and sport and provides a platform for sharing excellence and success
Promotes a positive message to the local community
Celebrates excellence in the organisation, management and delivery of physical education and sport

23. Education Select Committee Investigating 2012 Legacy
‘The more that different sectors – those in school sport, those in community sport - can work together, the greater impact we will have’ Mike Diaper OBE, Director of Community Sport, Sport England
‘There has to be a multi-agency approach from parents ,carers and right across and it has to be linked with diet and exercise’ Sue Wilkinson, Strategic Lead, Association for Physical Education
‘Surely, we should ,by now, have embedded a culture of co-operation and of appreciation of the importance of exercise for the young. That should be embedded in every school’ Graham Stuart MP, Chair of Education Committee School Sports Following London 2012

24. Bromley Primary PE Premium Package
CPD inclusive of website and SEN/inclusion support (Howard Marshall, Giles Platt & Guy Wilkins)
-£500
Competition (Neil Miller, Kim Bushnell & Delyth Davies)
-£250
Grants (Giles Platt)
Contact:
SUBSIDISED BROMLEY BOROUGH PACKAGE DEAL: Only paid if the grant application is successful. Money back guarantee at the end of the year if bid has not been awarded. N.B: Commission fee is normally 10% of a successful grant award and paid from existing school/voluntary association funds. Grant awards average £10,000) Duration of Offer: Autumn & Spring term 2013/2014 only

25. Grants: Maximising Your Funding Potential
Grants are available from a wide range of trustees to support non-statutory, extra-curricular PE & Sport provision. Examples of who can apply and who you could collaborate with are:
School
Voluntary Associations
PTA/Parents Association
Community Sports Club
Local Youth Organisations
Faith & Secular Groups

26. Grants: Maximising Your Funding Potential
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
procuring quality-assured professional training for staff to raise their confidence and competence in teaching PE and sport
paying staff or external sports coaches to run competitions, or to increase pupils’ participation in national school games competitions
pooling funding to employ qualified teaching assistants to provide regular sports tournaments, festivals and competitions for pupils of all ages
providing places for pupils in 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
N.B: All activities must be undertaken within non-statutory,
extra-curricular time

27. Grants: Maximising Your Funding Potential
providing training and payment for midday supervisors to introduce playground games at breaks and lunchtimes
employing a local coach to provide weekly after-school sport on the school site and at the local club in the evenings, weekends and school holidays
providing extra, additional activities such as outdoor and adventurous activities
introducing new initiatives such as basic movement skills in the Early Years Foundation Stage, or developing young sports leaders in Key Stage 2
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
N.B: All activities must be undertaken within non-statutory,
extra-curricular time

28. Additional Borough Voluntary Association Funding Streams
Created:
Bromley Primary School Sports & Clubs Development Association
Bromley Secondary School Sports & Clubs Development Association
London Boroughs School Sports Development Association
Bromley Young Leaders Society
Created Using Authorised Transfer of Funds From Previously Dormant Accounts:
Bromley School Sports Voluntary Association (Previous: London Borough of Bromley Schools Sports Council)
Bromley Integrated School Sports Development Association (Previous: Bromley Schools Integrated Activities Account)
PLEASE NOTE: Schools that buy into either the CPD or grants package will receive priority support from any additional grants acquired through any of these Associations.

29. Primary PE Premium: Further Information
All key AfPE; DfE & Ofsted guidance/updates can be found via:
And if you buy into the CPD programme then you will be able to access:
(Username & password system required)

30. PE CPD Responses 2013-2014 Schools
Bickley Primary
Biggin Hill
Chelsfield
Chislehurst (St.Nicholas) CE
Cudham
Downe
Edgebury
Hayes
Highfield Infants
Highfield Junior
Leesons
Oak Lodge
Perry Hall
Raglan
Red Hill
St.James Roman Catholic
St.Peter & St.Paul Catholic
Wickham Common
Worsley Bridge

31. PE Package – See Handout
For a total fee of £ (+VAT) your school can send more than one representative where spaces are available. Please note that application is on a first come first served basis to the following sessions or book bespoke training (at vastly reduced rates):
Also, each school in the package is entitled to a one day of consultancy/support at the subsidised fee of £100 (or half day at £60). The nature of this consultancy is for you to decide. It could be:
working alongside the PE subject leader
reviewing the school's curriculum/scheme of work
observations and discussions with teachers about what is going well and areas for development
coaching the subject leader in how to observe PE or action plan
a one-day review culminating in a short report about strengths and areas for improvement