The Ultimate PE Leader Pack...Curriculum Plan Teacher Development Questionnaire Example PE Lesson Plan Self-Evaluation; Entry & Exit Tickets Description The long term curriculum plan

The Ultimate PE Leader Pack

Copyright © 2020 The Active Education Company Ltd, all rights reserved

The Ultimate PE Leader Pack | The Active Education Company

Copyright © 2020 The Active Education Company Ltd, all rights reserved 01

Contents

Introduction

Physical Education, School Sport and Physical Activity Delivery

Example Long Term Curriculum Plan

Example Lesson Plan

Teacher Development Questionnaire

Self Evaluation: Entry and Exit Tickets

Finance and Administration

PE Cupboard & Equipment Audit

Active Playground Audit: Staff

Active Playground Auditi: Children

Extra Curricular Pupil Survey

Primary PE and School Sport Premium: Examples of Spend

Whole School Culture

Example PE, Physical Activity & School Sport Policy

Sports Council Application Template

Sports Leaders Job Description & Application Template

Active Timetable Example

Other Top Tips

Useful Partners

02

03

04

05

06

08

09

10

12

14

15

18

20

21

22

24

25

26

27



Introduction

PE Lead, Head of PE, Subject Leader for PE, PE Coordinator - whatever your title, we know you have a huge job on your hands. While other subject leaders may claim their subject is more important than PE, professionals who have experienced the role of Primary PE Coordinator will tell you, there is an ever expanding expectation with a growing workload to match.

You are likely to bear responsibility for most areas, ranging from curriculum interpretation and signposting your colleagues to effective schemes of work, to dealing with specialist coaches, scheduling extra-curricular activity, hall space, transport, budgets and much more!

Whilst the thought of the tasks ahead can be quite daunting, there are many organisations, resources and support networks out there for you to call upon should you need additional support. Our team at Active Education Co. have put together this handy e-book full of resources, templates and examples to support you in your role. For ease of use, the resources and templates are separated into three key areas:

1. PE, School Sport and Physical Activity Delivery2. Finance & Administration3. Whole School Culture

Should you have any further queries, questions or need any advice please do not hesitate to contact a member of our team via email at [email protected].

Thank you for supporting our mission to champion health, wellbeing and physical activity across the education sector.

#JoinTheMission#TheFutureIsActive

Top TipEvery school and educational setting is different and there isn’t a “one size fits all” strategy for success. What you choose to implement and change must be at a pace that is appropriate for your school. Please note, some of the examples provided in this e-book may not work for your school or be relevant to your setting.



The delivery of PE, School Sport and Physical Activity ultimately is what your school will be judged on when it comes round to inspection time from our friends at Ofsted. There are a number of key elements that all combine to create high quality delivery across the PESSPA from long term planning to efficient lesson planning and delivery.

With this in mind we have provided a list of templates and examples to support the development and delivery of PESSPA in your school. Please see below for further details regarding each template, example and resource.

Resource

Example Long TermCurriculum Plan


Example PELesson Plan

Self-Evaluation; Entry & Exit Tickets

Description

The long term curriculum plan is a vital document in the development of high quality PE provision in any school. It sets out which units/areas of the curriculum are to be taught and when throughout the year, ensuring the requirements of the National Curriculum are fully met. We have provided you an example plan, pre-filled with a variety of sports and areas covered.

Getting your teaching staff onside with your mission to create an active school culture is crucial. Providing Teacher Development Questionnaires for your colleagues will help you create a personal action plan for each teacher that covers the areas they require support with and the areas they view as their strengths.

Lesson planning varies from school to school and we are aware that each teacher, coach and professional may have their own effective way of planning a lesson. However, for some, the actual planning of the lesson and what it should contain is an area for development. As a result, we have provided an example lesson plan for you to use in school if you feel this would be of benefit.

Entry & Exit tickets are a brilliant way of gathering information from children about the way they are feeling ahead of a specific PE topic or Extra Curricular Club. You will be able to get a better understanding of those that are looking forward to taking part in the topic area and those that are dreading it! This may help you tailor lessons/activities and also your approach to ensure all children are engaged in the sessions.

PE, School Sport andPhysical Activity Delivery



Example Curriculum Term Plan

Term 1

Au

tum

n Term

Fu

nd

am

en

tal M

ove

me

nt

Skills: S

pa

tial A

wa

ren

ess

N & R

EYFS

Yr 1

Key Stage One

Yr 2Yr 3

Lower Key Stage Two

Yr 4Yr 5

Upper Key Stage Two

Yr 6

Gy

mn

astics

Fu

nd

am

en

tal M

ove

me

nt

Skills: S

pa

tial A

wa

ren

ess

Gy

mn

astics

Gy

mn

astics

Gy

mn

astics

Gy

mn

astics

Gy

mn

astics

Fu

nd

am

en

tal M

ove

me

nt

Skills: S

pa

tial A

wa

ren

ess

Fu

nd

am

en

tal M

ove

me

nt

Skills: S

pa

tial A

wa

ren

ess

Inva

sion G

am

es: F

oo

tba

ll

Inva

sion G

am

es:

Fo

otb

all

Inva

sion G

am

es:

Fo

otb

all

Term 2

Mo

vem

en

t & D

an

ce

Da

nce

Se

nd

ing

& R

ece

iving

:T

hro

win

g

Da

nce

Da

nce

Da

nce

Da

nce

Da

nce

Se

nd

ing

& R

ece

iving

:T

hro

win

g

Inva

sion G

am

es:

Ho

ckey

Inva

sion G

am

es:

Ho

ckey

Inva

sion G

am

es:

Tag

Ru

gb

y

Inva

sion G

am

es:

Tag

Ru

gb

y

Term 3

Sp

ring

Term

Fu

nd

am

en

tal M

ove

me

nt

Skills: A

gility

, Ba

lan

ce &

Co

ord

ina

tion

Se

nd

ing

& R

ece

iving

:C

atch

ing

Mu

tli Skills: H

an

d E

ye

Co

ord

ina

tion

Se

nd

ing

& R

ece

iving

:C

atch

ing

Inva

sion G

am

es:

Ha

nd

ba

ll

Inva

sion G

am

es:

Ha

nd

ba

ll

Inva

sion G

am

es:

Ba

sketb

all

Inva

sion G

am

es:

Ba

sketb

all

Mu

tli Skills: H

an

d E

ye

Co

ord

ina

tion

Inva

sion G

am

es:

Ba

sketb

all

Inva

sion G

am

es:

Ba

sketb

all

Inva

sion G

am

es:

La

crosse

Inva

sion G

am

es:

La

crosse

Term 4

Gy

mn

astics

Fu

nd

am

en

tal M

ove

me

nt

Skills: A

gility

, Ba

lan

ce &

Co

ord

ina

tion

Mu

tli Skills: F

oo

t Ey

e C

oo

rdin

atio

n

Fu

nd

am

en

tal M

ove

me

nt

Skills: A

gility

, Ba

lan

ce &

Co

ord

ina

tion

Strikin

g &

Fie

ldin

g:

Ro

un

de

r’s

Strikin

g &

Fie

ldin

g:

Ro

un

de

r’s

Strikin

g &

Fie

ldin

g:

Ro

un

de

r’s

Strikin

g &

Fie

ldin

g:

Ro

un

de

r’s

Mu

tli Skills: F

oo

t Ey

e C

oo

rdin

atio

n

Tea

m G

am

es &

Co

mp

etitio

n

Tea

m G

am

es &

Co

mp

etitio

n

Tea

m G

am

es &

Co

mp

etitio

n

Tea

m G

am

es &

Co

mp

etitio

n

Term 5

Su

mm

er Term

Mu

lti Skills:

Ha

nd

Ey

e/Fo

ot E

ye

C

oo

rdin

atio

n

Fu

nd

am

en

tal M

ove

me

nt

Skills: A

gility &

Ba

lan

ce

Atta

cking

& D

efe

nd

ing

Fu

nd

am

en

tal M

ove

me

nt

Skills: A

gility &

Ba

lan

ce

Ne

t & W

all:

Ten

nis

Ne

t & W

all:

Ten

nis

Ne

t & W

all:

Ten

nis

Ne

t & W

all:

Ten

nis

Ne

t & W

all:

Intro

du

ction to Te

nn

is

O.A

.A:

Pro

ble

m S

olvin

g &

C

om

mu

nica

tion

O.A

.A:

Pro

ble

m S

olvin

g &

C

om

mu

nica

tion

O.A

.A:

Tea

m B

uild

ing

& O

rien

tee

ring

O.A

.A:

Tea

m B

uild

ing

& O

rien

tee

ring

Term 6

Ath

letics

Ath

letics

Atta

cking

& D

efe

nd

ing

Ath

letics

Ath

letics

Ath

letics

Ath

letics

Ath

letics

Strikin

g &

Fie

ldin

g:

Cricke

t

Strikin

g &

Fie

ldin

g:

Cricke

t

Atta

cking

& D

efe

nd

ing

Atta

cking

& D

efe

nd

ing

Atta

cking

& D

efe

nd

ing



Example PE Lesson Plan

Year Group Topic

Learning Intention / Objective

Equipment/Resources Needed

Warm Up

Cool Down Plenary

Skill Development

Application of Skill (Competition)

Next Steps / Actions For Next Lesson

Brief

Cross Curricular Links

Key Questions To Assess Prior Learning:

Key Teaching Points:



Differentiation:

Differentiation:

Key Questions For Assessment:




People

I am confident when planning a PE lesson

I am confident when demonstrating a skill in PE

I am confident with my subject knowledge in PE

I am confident when assessing children’s progress in PE

I am confident when delivering PE lessons

I enjoy delivering PE lessons

I am confident when progressing skills in PE

Str

ong

ly D

isa

gre

e

Dis

ag

ree

Nei

ther

Ag

ree

/ D

isa

gre

e

Ag

ree

Str

ong

ly A

gre

e

Name Date

My strengths when teaching Physical Education are...

Which elements of the curriculum would you most like to develop your knowledge, understanding and delivery?

Please tick all that apply.

EYFS

Physical Literacy

Invasion Games

Net / Wall

Swimming

Fundamental Movement Skills

Striking / Fielding

Athletics

Gymnastics

Dance

Health and Fitness

Outdoor & Adventurous



Teacher Development Questionnaire - Part 2

High quality and effective delivery of Physical Education in Primary School is a combination of the following different elements:

• Subject knowledge• Effective planning• Assessment• Modelling• Differentiation• Use of space

• Applying skills• Active starters• Warm up/cool down• Intervention & feedback• Guided discovery

• Activity levels & pace of thelesson

• Appropriate use of equipment• Communication• Progression• Use of resources

From the above criteria, what are your top three areas of development?

1

2

3

Support can be offered in a variety of ways.

Please tick the options that you feel would be most beneficial for you:

Support in class from a Specialist PE Teacher / Mentor

Specific CPD Training, i.e. Courses

Shared ideas and best practice, i.e. Inset days

Better resource,s i.e. Schemes of work

Other (Please specify):

Describe what your current PE lessons look like:

How would a child in your class describe your PE lesson?

How would you describe PE, physical activity and school sport?

Please provide any further comments below:



Self-Evaluation: Entry & Exit Tickets

Top TipWork your way through the Emojis and add words under each face, this is a great starter activity to match the word to the face or ask children to describe how that Emoji is feeling before they complete the ticket!

My PE Reflection TicketENTRY

EXIT

BONUS

In red, circle the Emoji that reflects your knowledge of the chosen topic this half term e.g. Dance.

In green, circle the Emoji that now reflects your knowledge of the chosen topic this half term e.g. Dance.

Turn this ticket over and write three things you have learnt this half term and one thing you could improve on.

Name:

My Sports Club Reflection TicketENTRY

EXIT

BONUS

In red, circle the Emoji that reflects your knowledge of the chosen topic this half term e.g. Dance.

In green, circle the Emoji that now reflects your knowledge of the chosen topic this half term e.g. Dance.

Turn this ticket over and write three things you have learnt this half term and one thing you could improve on.

Name:



Finance & Administration

At present, with the high profile of PESSPA and the use of the Primary PE Sports Premium, it is vital that all your records including finance, decision making, impact reporting etc. are accurate and up to date. In addition, if Ofsted decide to pay your school a visit and conduct a ‘Deep Dive’ in PE, the decisions you have made will need to be justified through the use of audits and action plans.

We have provided a list of templates and examples to support the finance and administration element of your role. Please see below for further details regarding each template, example and resource.

Resource

PE Cupboard &Equipment Audit

Extra-CurricularPupil Survey

Active Playground Audit’s(Staff & Children)

Primary PE and School Sport Premium: Examples of Spend.

Description

Regardless of how brilliant your teaching staff are at delivering PE or how many activities you have available for extra-curricular opportunities, without sufficient equipment in your PE cupboard you are going to hit a roadblock. Take some time to complete an equipment audit so you have a clear picture of exactly what you are missing at school.

Competitions and Extra-Curricular Clubs are pivotal to an active school culture but do your students know about the opportunities that are available in school? A competition and extra-curricular audit will provide a great picture of who does and does not access the opportunities and more importantly the reasons for this.

Are you utilising break and lunchtimes effectively? What do your colleagues and students say about lunch and break times? A staff and student Active Playground Audit will provide you valuable insight into what happens out on the playground.

The Primary PE & School Sports Premium has come under criticism by some members and organisations within the PESSPA industry. Everyone from headteachers, SLT members, teachers, coaches and external bodies have had their say on the positives and negatives of the premium. We have purposely steered well clear of that and instead provided three examples of how you may use the Premium to meet each Key Indicator. Please still ensure how you use the premium is relevant to your school’s needs.



E / DEssential or Desirable

E - Essential is the bare minimum required.

D - Desirable forms part of the ‘perfect PE cupboard’.

R / A / GThe condition of the equipment if you do have it.

R - Needs replacing immediately.

A - Worn but can still be used, will need replacing within 12 months.

G - Perfect condition and does not require any further action.

Y / NDo we have it?

Y - Yes, we have it.

N - No, we don’t have it.

PE Cupboard & Equipment Audit

Equipment E / D

E

E

E

E

D

D

E

D

D

D

D

D

E

D

E

D

E

E

E

E

E

D

Y / N R / A / G

Generic

4 x Sets of 10 Bibs

5 x Sets of 10 Cones

Flat Markers / Spots

Hula Hoops

Skipping Ropes

Bean Bags

Quoits

Gymnastics

Mats

Climbing Frame

Vault

Tables

Balance Beam

Benches

Athletics

Standing Long Jump Mat

Vertical Jump Board

Speed Bounce Mats

Foam Javelins

Pop Up Hurdles

Mini Hurdles

Relay Batons

Stop Watches

Agility Ladder



PE Cupboard & Equipment Audit - Part 2

Air Flow Hockey Balls

Tennis Racquets

Cricket Bats

Pop Up Football Nets

Pop Up Tennis Nets

Cricket Balls

Rugby Tag Belts

Shuttlecocks

Rounders Bats

Rounders Bases & Poles

Fixed or Portable Basketball Hoops

Netballs

Footballs

Tennis Balls

Wickets & Stumps

Rugby Balls

Badminton Racquets

Cricket Batting Tee

Pop Up Badminton Net

Rounders Balls

Rounders Batting Tee

Basketballs

Handballs

Netball Specific Bibs

D

E

E

D

D

D

E

E

E

E

E

E

E

E

E

E

E

E

D

D

D

E

D

E

Net & Wall Activities

Striking & Fielding Activities

Hockey Sticks

Soft Discus

Soft Indoor Shot Puts

E

E

E

Invasion Games

Measuring Tape D



PE Cupboard & Equipment Audit - Part 3

Date of Audit

Audit Review Date

Signed

Print

Top TipThis is a recommended equipment list. You must tailor this to suit your curriculum and school specific offering for PESSPA.

Additonal (Insert others below)

Medium Plastic / Rubber Balls

Tri Golf Pack

Dodgeballs

Outdoor & Adventurous Pack

E

D

D

E

Other



Active Playground Audit: Staff

People

Activities

Space

All lunchtime supervisors are proactive on the playground.

Children have a wide variety of activities to choose from during break and lunchtime.

The playground is too small.

Our school council helps to decide what activities are available on the playground.

Children bring their own equipment from home to play with.

Children from different year groups mix together when playing.

Children often create their own games on the playground.

Older children are given responsibility such as mentors or leaders.

Football is the dominant activity in the playground.

The playground is split into specific areas for different activities.

Teachers are present in the playground during break times.

All children are able to play football at some stage during the week.

All staff engage with children on the playground.

We have adequate equipment to be able to deliver a variety of activities at lunchtime.

Both girls and boys play together.

Children are given activity cards to promote active games at lunchtime.

Lunchtime Supervisors have been offered training to create the playground more active.

Str

ong

ly D

isa

gre

e

Dis

ag

ree

Nei

ther

Ag

ree

/ D

isa

gre

e

Ag

ree

Str

ong

ly A

gre

e

Job Role

Name

Date



Other

Additonal (Insert others below)

We utilise/maximise the space we have.

Students play well together during break and lunch times.

The students have sufficient outdoor seating areas including benches.

Children get bored during break times and this results in poor behaviour.

One group of children are the main aggressors during lunch and break times.

The playground is in a good state of repair.

Children are aware of what is expected of them during break and lunch times.

We have issues with vandalism in our playground from members of the local community.

Senior Leadership within school values the need to improve our lunch and break times.

Creating an active playground is part of our whole school development plan.

Our playground is divided into different Key Stage areas.

First Aid incidents are minimal during break and lunch times.

We have playground markings that are used by the children.

First Aid incidents occur most due to sport/active games.

Our children have access to other elements and structures for our children to use such as walls, climbing frames etc.

Lack of space or misuse of space contributes to a large amount of first aid incidents.

We have issues of bullying occurring during lunchtimes.

Our school has a sheltered outdoor seating area.

Children play aggressively during break and lunchtimes.

A large majority of time at playtimes is spent dealing with incidents.

We could engage better with our local community to allow the facilities to be used during the evenings and school holidays.

The playground inspires our children to be active.

Active Playground Audit: Staff - Part 2



Active Playground Audit: ChildWe’re looking to improve our break and lunchtime activities at school and we need your help! Thinking about your current break and lunch times, please complete the table below:

Name

Year Group

If you answered NO to question 1 above, please explain the reason for this below:

I look forward to break and lunchtimes.

I like going outside at break or lunchtimes.

Our playground is too small.

We have a big choice of activities at break and lunchtime.

The same group of people always play the same sports.

I get bored at break and lunchtimes.

I wish there was more to do on the playground.

We don’t get the chance to play certain sports due to the older children playing them.

Sometimes people argue about the games we play so I don’t play them.

In the playground, I often run around a lot.

I feel safe when I am playing outside at break and lunchtime.

We have lots of equipment to use at break and lunchtime.

The same group of people always play the same sports.

I like it when our coach/teacher does a specific lunchtime club.

We have enough time on the playground.

Children from different year groups mix and play together.

The lunchtime staff often play games with us on the playground.

YES UNSURE NO



Extra-Curricular Pupil SurveyDear Parent/Carer,

Extra-curricular activities and school sport competitions are both areas we are looking to develop at school. The feedback from our pupils will help to shape our decisions moving forward. Please fill out the questionnaire below with your child/children and return it to their class teacher.

Thank you for supporting our mission to improve the opportunities we offer children at our school.

Regards,

The Sports Council.

Name

Year Group

Gender

If you answered YES to question 1 above, did you enjoy attending the club? Circle Appropriate Answer:

Please provide further details including which club you attended:

YES NO

Question

1. Have you attended an extra-curricular club so far this school year?

2. Have you represented school in any sports competitions so far this school year?

3. Do you join in with the sports on offer at lunchtime?

4. Are there enough opportunities for you to take part in sport and extra-curricular clubs in school?

5. Is there enough variety on offer in relation to extra-curricular activities at school?

YES NO

If you answered YES to question 2 above, did you enjoy playing on a school sports team Circle Appropriate Answer:

Please provide further specific details:

YES NO

If you answered NO to question 1 above, please explain the reason for this below:



Question

Would any of the following alternative clubs be of interest to you?

1. The sports on offer do not interest me.

Parent and Child Afterschool Club

2. The clubs offered to my class are not at an accessible time for me.

Non-competitive clubs (e.g. multi skills)

3. At lunch times, I often take too long to eat.

Clubs for siblings in mixed year groups

4. I have had a bad experience in sports clubs before.

6. Other (e.g. childcare - I have a sibling that needs picking up from school at the end of the day)

5. I do not like sports / clubs.

Tick All That Apply

Tick All That Apply

If you have selected NO please provide further details:

Other (e.g. childcare - I have a sibling that needs picking up from school at the end of the day)

Please provide any further comments that you feel will help to improve our extra-curricular activities and sports teams at school:

If you answered NO to question 2 above, would you likethe opportunity to represent school on a sports team?

Extra-Curricular Pupil Survey - Part 2

Which club would be more accessible to you: Breakfast Club, Lunchtime Club, After School Club?

YES NOCircle Appropriate Answer:



Primary PE & Sport Premium: Example of Spend

• Key Indicator One • Key Indicator Two • Key Indicator Three • Key Indicator Four • Key Indicator Five

The profile of PESSPA being raised across the school as a tool for whole school improvement

The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school pupils undertake atleast 30 minutes of physical activity a day in school

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

Key Indicator One

Key Indicator Two

Example One

Intent: To increase the participation of girls in Key Stage Two in PESSPA.

Implementation: PE lead held girls only after-school sports club for summer term.

Impact: An increase of 25% of girls in other after-school clubs.

Example One

Intent: To display our PESSPA work and achievements at the front of the school for pupils, visitors and parents to see.

Implementation: Purchased a display board and a trophy cabinet. Created a celebration section on the board to showcase achievements of particular pupils/groups/teams.

Impact: Pupils gather at the cabinet whilst waiting to be picked up from after-school clubs and look for their pictures, certificates and trophies. They stand and talk about their achievements and how they felt whilst taking part.

Example Three

Intent: To improve the fitness of lower Key Stage Two pupils, following CHAMP results.

Implementation: Change 4 Life lunchtime club for Spring Term.

Impact: Improved results in the summer CHAMP measurements.

Example Three

Intent: To have a group of Year 5 pupils as playground leaders to engage their peers in lunchtime activities and games.

Implementation: Trained the children on a course, purchased related activity cards and bibs.

Impact: Lunchtimes are much busier with a huge variety of activities on offer. Children look to the playground leaders for ideas and guidance.

Example Two

Intent: To ensure EYFS pupils are physically competent prior to moving into Year One.

Implementation: Balance Bike scheme introduced for all pupils in Nursery and Reception - purchase of equipment and a term of external provider coaching.

Impact: Physical Development results are 17% higher this year compared to last.

Example Two

Intent: To create a Sports Council to give children a voice to express what they want to see improve in school.

Implementation: Purchase Sports Council badges for the children to wear on their uniforms.

Impact: The children are immensely proud to be on the Sports Council. Other children are inspired to apply.



Primary PE & Sport Premium: Example of Spend - Part 2

Key Indicator Three

Key Indicator Four

Example One

Intent: To improve staff members’ planning for the subject in order to increase the variety and quality of lessons being taught across every year group.

Implementation: Became members of an online PE platform in order to give staff a bank of resources and lesson plans.

Impact: Teachers appreciate having lessons planned for them, as it means they can concentrate on delivering the sessions. It has improved their confidence - 75% of teachers said they now lookforward to teaching PE!

Example One

Intent: To purchase equipment for new sports/activities being introduced into the curriculum.

Implementation: Purchased specialist equipment for tag rugby, cheerleading and handball.

Impact: Children are learning to apply their skills to unfamiliar sports, and can talk about the transference of skills.

Example Three

Intent: To work with 3 teachers (one in each key stage) to feel confident to deliver PE.

Implementation: Teachers took part in a curriculum support programme, delivered by a sports coaching company.

Impact: These teachers are developing more of their own ideas for delivery and are producing more engaging sessions.

Example Three

Intent: To bring in external coaches to deliver sports with specialist equipment that we wouldn’t otherwise be able to offer.

Implementation: Hired a squash coach for Autumn 2 half-term and a fencing coach for Spring 1 half-term.

Impact: Children are inspired to try ‘different’ sports, and can see how their skills can be transferred. 5 children went on to join the local squash club.

Example Two

Intent: To train teaching assistants to deliver lunchtime clubs for small groups.

Implementation: Three TAs attended CPD on small group activities using simple equipment in April.

Impact: The TAs lead lunchtime clubs, but also apply the learning to general outdoor provision. It has led to an improvement in behaviour from the children at break times in particular.

Example Two

Intent: To expose all children to disability access sports.

Implementation: Purchased specialist equipment for Boccia and blind football.

Impact: Children are aware of how sports can be made inclusive, and how everyone can take part, regardless of any physical barriers.

Key Indicator Five

Example One

Intent: To join the school sports partnership for the area in order to enter inter-school competitions.

Implementation: Paid into the SSP.

Impact: The school has attended 24 different competitions this year. We were champions at 4 of them, and runners up at 7 of them.

Example ThreeIntent: To take part in disability festivals.

Implementation: Attended 3 disability festivals (1 in each term).

Impact: 100% of the participants said they enjoyed the festivals and felt valued that they had had the chance to attend an event outside of school.

Example Two

Intent: To provide transport to competitions that aren’t in walking distance.

Implementation: Paid for mini-buses/coaches to competitions.

Impact: The school has attended 24 different competitions this year. We were champions at 4 of them, and runners up at 7 of them.

*Please note: these are examples, you must take actions that are relevant to your school’s needs.



Whole School Culture

In order to have sustainable, long lasting and impactful change at your school you may need to look at the wider school culture and mindset when it comes to physical education, physical activity and school sport. Some of your colleagues, parents, children and wider community will already have their opinions on the subject and will have negative connotations with the subject itself. As a PE Coordinator/Lead it is your responsibility to work with your SLT to break down these barriers and instil a positive whole school culture when it comes to PESSPA.

To support you on your mission, we have provided some ideas below which include creating a whole school PESSPA Policy, implementing a Sports Council, appointing a group of Sports Leaders and introducing an active timetable to the school. We have created some templates and examples to kick start your journey to creating a positive whole school culture. Please see below for further details regarding each template, example and resource.

Resource

Example PE, PhysicalActivity & SchoolSport Policy

Sports LeadersJob Description &Application Template

Sports CouncilApplication Template

Example ActiveTimetable

Description

Enhancing the profile of PESSPA across school is one of the key indicators set out in the Primary PE & Sport Premium guidance. One of the most effective ways of doing this is to sit down as an SLT and set out a policy for PE, Physical Activity and School Sport. This should include a vision for the subject, an overall aim and what you intend to do. Share it in a whole school CPD session and make sure everyone is on board with your plans. We have provided an example policy to give you some inspiration.

In addition to a Sports Council, further responsibility can be given to the children by introducing a group of Sports Leaders to the school. Usually made up of children in upper key stage two, the Sports Leaders can be given the role of hosting and organising activities for children to take part in a break and lunchtimes. Similar to above, to support the implementation of Sports Leaders, we have provided a template application form for students to apply for the role.

We have all heard of the ‘pupil voice’ so when it comes to PE & school sport one of the best ways to tap into this is through a specific Sports Council. The Sports Council are an elected group of individuals representing their peers and have several responsibilities; the most important one is providing a voice for all pupils in school in all matters regarding sport and PE. To make the implementation of a Sports Council easier for you, we have provided a template application form for students to apply for a role.

Creating an Active Timetable provides a great opportunity to highlight and review how active your school community is throughout the week. This will take into account travel to and from school, curriculum times and after school provision.



Example PE, Physical Activity & School Sport Policy

Intent Implementation Impact

Introduction

Vision

Aim

We believe that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure children attain optimum physical and emotional development and good health.

We intend to deliver high-quality teaching and learning opportunities to enable children to develop the knowledge, skills and competence required to excel in a broad range of sports and physical activities.

In addition, through a school wide approach we intend to champion the wider benefits of PESSPA to inspire children to lead healthy, active lifestyles.

Children will be provided with two high quality PE lessons per week, covering a wide variety of topic areas and sports.

Teachers will be offered regular continuous professional development to ensure their teaching & delivery is of the highest calibre.

Children will be provided with multiple opportunities to take part in cross curricular physically active learning lessons, extra-curricular clubs, and competitive sporting opportunities.

Identified children will be offered targeted interventions to develop their education surrounding healthy living and lifestyles.

All children will be encouraged to take part in the mile a day initiative and the active travel scheme.

We ensure that our PE curriculum and wider physical activity/school sport offer is inclusive and progressive for all.

It is a priority that through the impact of our provision we are improving the wellbeing and fitness of all children. In addition, embedding healthy active habits through the continuous support provided to all children.

Our impact will also include changing the mindset of teaching staff when it comes to valuing PE, School Sport and Physical Activity. Ultimately resulting in a whole school approach of championing PESSPA.

As a school, we believe physical education, school sport and physical activity play an integral role in developing children as a whole. It is our belief that every child is entitled to benefit from varied opportunities to take part in physical activity and school sport, coupled with high quality physical education. There have been a number of studies with significant evidence to show that a combination of those listed above supports learning right across the school curriculum.

In addition, we also promote the wider benefits of physical education, physical activity and school sport including promoting and creating healthy, active lifestyles, improving emotional wellbeing, reducing poor behaviour, increasing attendance and developing key skills including leadership, social skills, confidence and team building.

As a school, our aim is to immerse all pupils in a variety of healthy and active opportunities to enable them to make progress with their physical, social and mental development through physical education, physical activity and school sport. It is our aim to continuously increase the quality and quantity of physical activity for every child with a view of demonstrating how physical activity, physical activity and school sport can enhance children’s attainment and achievement, whilst creating pathways for them to continue to be active beyond their school life. We aim to develop key links to partner agencies and clubs which will help to generate positive interaction within school and the wider school community.

Our vision is to promote good health, well-being and physical activity to all children, through a holistic approach. We want to help children develop healthy habits which are embedded into their future lifestyle.



Sports Council Application Form

Introduction to the Sports Council

The Sports Council for our school is made up of seven representatives from Key Stage Two. Each Key Stage Two year group has a representative, plus someone representing the whole of Key Stage One, a Chair and a Vice Chair.

The role of the Chair is to ‘chair’ each Sports Council Meeting and take notes to keep a record of all areas that have been discussed. They are also the person who informs the rest of the school on decisions made in assembly. The Vice Chair supports this role and where needed steps in should the Chair be absent from school.

The Sports Council plays an integral role in raising the profile of school sport and physical activity. Each class representative (and KS1 Rep.) is responsible for communicating the thoughts of their class to the Council and bringing forward any issues or ideas they may have on their behalf.

Discussing new initiatives, providing feedback to their peers and fellow students, organising sports events, fundraising for new sporting equipment are all key responsibilities of members of the Sports Council

The Sports Council meets monthly at lunchtimes, however, during the build-up to big events, such as Sports Day, additional meetings may be required. Sports Council members are required to attend ALL Sports Council meetings unless they are absent from school.

It is also expected that Sports Council members will:

• Be passionate about sport• Show commitment to helping others• Be a role model for others• Demonstrate good organisational skills• Be reliable and have excellent punctuation/attendance• Be approachable to their peers and fellow students

If you wish to be considered as a member of the Sports Council, you must fill out this application form and submit it to your class teacher. Applicants who have submitted an application may be required to have an interview for the role.

*Please note to be considered for the leadership roles of Chair and Vice Chair you must be in Year 5 or 6 and theapplication must be signed by a parent/carer to give permission to take up this additional role in school.

Name

Please tick this box if you wish to be considered for the position of Chair or Vice Chair

Year Group

Please tick this box if you wish to be considered for the position of Key Stage One Representative/Spokesperson



Sports Council Application Form - Part 2

Why do you want to become a member of the Sports Council?

What do PE and sport mean to you?

In one sentence, why should your class choose you as their representative on the Sports Council?

What skills or characteristics do you have that will help you on the Sport Council?

What changes to PE and sport would you like to see in our school?

Parent/Carer Signature

Date



Sports Leader Application Form

Introduction to the Role

Sports leaders at our school are appointed for a whole school year. They are selected through an application process. The Sports Leaders must have qualities that will enable them to fulfil the demands of their roles. A Sports Leader will:

• Be passionate about sport • Show commitment to helping others• Be a role model for others• Demonstrate good organisational skills• Be reliable and have excellent punctuation/attendance• Be approachable to their peers and fellow students

If you wish to be considered for the role of a Sports Leader, you must fill out this application form and submit it to your class teacher. Applicants who have submitted an application may be required to have an interview for the role.

*Please note all sports leaders must be in Year 5 or 6 and the application must be signed by a parent/carer to give permission totake up this additional role in school.

Name

Year Group

Parent/Carer Signature

Date

Why do you want to become a Sports Leader?

What have you achieved in sport so far at school?

What makes you a good role model for others?

What can you bring to the role of Sports Leader?

In one sentence, describe the role of a Sports Leader



Example Active TimetableAn Active Timetable effectively colour codes each area of the school day based on how active it is! You will need to send out questionnaires to children in order to establish their travel method and activity before and after school.

Below is an example of an average Active Timetable for a chosen class, it incorporates many different opportunities to stay active during the school day with each day having a minimum of 30 minutes’ physical activity.

Travel

Pre-School

Registration

Lesson 1

Break

Lunchtime

Lesson 5

Lesson 2

Lesson 3

Lesson 4

After School

Duration Mon Tues Weds Thurs Fri

07:30 – 08:30 Rewarded Active Travel Scheme

08:30 – 09:00Yoga Breakfast

Club

09:00 – 09:15Wake Up Shake

Up Assembly Assembly

09:15 – 10:00Guided

ReadingGuided

ReadingGuided

ReadingGuided

ReadingGuided

Reading

10:45 – 11:00 Mile A Day Initiative

12:00 – 13:00 Active Playground Programme

14:00 – 15:15 Dance Art RE ScienceReward

Time

10:00 – 10:45 Maths MathsActiveMaths

Maths Maths

11:00 – 12:00 English LanguageActiveEnglish

English

13:00 – 14:00 History PE MusicForestSchool

ICT

15:30 – 16:30

Key High Activity Some Activity Light Activity Inactive

EnglishActive



Other Top Tips

Example Description

Mile A Day Initiative

You have probably heard by now of the benefits of being active in school, one of the easiest methods to implement is a mile a day initiative. There are a number of organisations who help support this from the traditional Daily Mile to the Kids Run Free version, Marathon Kids.

The reason a mile a day initiative is so popular is that it gets everyone in the school active every day, and best of all, most of the time it’s free to implement.

Travel To School Scheme

An active travel to school scheme can be a fantastic way of inspiring lifelong healthy habits not just for the children in your school but the whole family. In essence, however you choose to do it, you essentially reward children who choose an active alternative way of travelling to school than coming in the car and parking right outside the main gates.

Remember that for some, travelling by car is the only option. However, you could encourage them to park at least two streets away and compete the rest of the journey by foot. There have been some fantastic examples of how schools have implemented a ‘Cant See School’ rule. If you park far enough away from the school that you can’t see it then you are able to walk the remainder of the journey and you are then rewarded for your active travel.

It is also great to encourage cycling & even using a scooter to get to school! This all goes towards implementing a whole school positive culture towards physical activity.

Lunchtime Supervisor Training

Following your Active Playground Audits you are likely to find that some of your Lunchtime Supervisors are apprehensive about leading games on the playground. One of the most popular ways of combating this is to deliver training to them on the basics of leading active sessions. They are likely to have some negative connotations relating to sport that you may have to put at ease. Lots of local organisations will be able to help you plan the training itself and even deliver it on your behalf. It is also a sustainable way of using your premium as you no longer need that coaching company to deliver a lunchtime club because your supervisors will have it under control!

PE, School Sport and Physical Activity Specific Rewards

The majority of schools have assemblies weekly to celebrate the work children do. Have you thought about introducing a weekly award specific to PE, School Sport & Physical Activity? This could be in the form of a weekly certificate for a student in Key Stage One and Key Stage Two to celebrate their work in PE/Extra Curricular Clubs. You could tie this in with the School Games values!

PE Charter A PE Charter is a simple and free way of demonstrating to everyone across the school and wider community that you are looking to develop and enhance PESSPA. It is a set of rules and promises that the SLT, PE lead, children and parents agree to in terms of what you will provide as a school, what you expect of the children and what they will promise to implement. You could go one step further and include your local partners in the community.

It is really powerful to have this on display on your PESSPA display board signed by a representative from each year group/class. Top Tip: make sure you include that parents and children will have a PE kit!

Fundraising for Equipment

“We don’t use equipment at lunchtime because it always gets broken or lost…” We know schools do not have endless budgets and if children can’t look after the equipment, you can’t keep replacing it right? Well why not ask children to fundraise for equipment, that way they may be more inclined to look after it and encourage each other to take care of it!

Opportunities Board

An ‘opportunities board’ is a fantastic method of inspiring and encouraging children to take part in sport and physical activity outside of school. A simple but visual display board in a prominent area of the school filled with flyers and details of local and diverse sports clubs and sessions would be perfect for the job. To track participation, ask children to come to see a designated member of staff (usually the PE Lead) for further information about the opportunities. This allows you to follow up if they went along and enjoyed it!



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Useful Partners

Organisation Description

Association for Physical Education

The Association for Physical Education (afPE) is the only PE Subject Association in the UK. They provide quality assured services and resources as well as other valuable professional support for the physical education, school sport and physical activity sector.

Youth Sports Trust

The Youth Sport Trust (YST) is a children’s charity that works to ensure every child enjoys the life-changing benefits that come from play and sport. They have more than 20 years of expertise in pioneering new ways of using sport to improve children’s wellbeing and give them a bright future.

Sport England Sport England (SE) helps people and communities across the country get a sporting habit for life. SE is an executive non-departmental public body, sponsored by the Department for Digital, Culture, Media & Sport.

UK Coaching Whatever your role - coach, facilitator, instructor, leader, teacher or trainer - if you’re helping people to be active UK Coaching is here for you. UK Coaching work to develop coaches by collaborating with organisations from grassroots through to elite level coaching.

Your School Games

The School Games is a programme designed to keep competitive sport at the heart of schools and provide more young people with the opportunity to compete and achieve their personal best. The School Games involves funded School Games Organisers (SGOs) for your support.

UK Active UK Active exists to improve the health of the nation by getting more people, more active, more often. They serve over 4,000 members and partners from across the public, private and third sectors. They do so by facilitating partnerships, campaigning and providing outstanding membership services.

Organisation Description

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Documents

The Ultimate PE Leader Pack...Curriculum Plan Teacher Development Questionnaire Example PE Lesson Plan Self-Evaluation; Entry & Exit Tickets Description The long term curriculum plan