Performing a school PE, Sport and physical activity review

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Performing a school PE, Sport and Physical Activity Review

Schools will need to spend the funding on improving their provision of physical education and sport, but they will have the freedom to choose how they do this.

Schools are urged to consider the following things when deciding upon how to invest their primary school sport funding:

1. The impact that a high quality physical education and school sport experience can make on young people’s physical, social and cognitive development, their well-being and level of achievement.

2. The different experiences and provision which make up sport in their school.

  • 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

High quality physical education and school sport contributes to a range of outcomes for young people. Not only does it equip young people with physical literacy while supporting their physical development, movement skills and body confidence, but it also contributes to their physical, mental and emotional health and well-being.

Schools are encouraged to offer a programme which includes high quality physical education as part of the curriculum; enough competitive school sport opportunities for those young people who want to take part as well as activities designed to meet the needs of your least-active young people.

To support schools in making decisions on how to utilise their funding, Sport England, the YST and afPE have encouraged schools to consider the following steps and how to improve provision in curriculum physical education, school sport and health-focused physical activity:

Step one: audit, through a self-review, your existing provision in all three of these areas and their impact on all young people’s attainment in your school. afPE and the YST have both developed a self-review tool and quality mark to help with the process. 

Step two: prioritise the areas to develop and action.

Step three: identify good or outstanding provision to ensure sustainability in these areas. Your local County Sports Partnership will be able to provide you with information on what coaching support and schemes are available locally or from partner organisations. E.g. National Governing Bodies of Sport. Please see the County Sports Partnership section for more information.

Step four: ensure you are able to evidence the impact of the strategies and be accountable for the spend, including publishing how the Premium funding has been spent on the school’s website.

One of the areas identified as a potentially effective use of the funding in primary schools is using appropriately qualified and skilled coaches to support teachers in curriculum-time delivery, and increase the provision and quality of after-school sport.

sports coach UK, afPE and the YST are all clear in their belief that coaches should not displace teachers from curriculum time delivery.

In the Association for Physical Education journal, afPE and the YST have provided the following example scenarios where schools could use their premium if there was an identified need in this area.

  • A primary school utilises the funding to expand its after-school sport provision. It looked closely at what the curriculum is providing for pupils and, as part of its school sport offer, hires qualified coaches who enable, enrich or enhance the experience of the sports offered for young people who are interested or talented in these sports.
  • A school uses governing body of sport qualified coaches to enhance teachers’ technical knowledge in a particular activity or develop pupils’ fundamental movement skills.

In the article afPE and YST also identified the following FAQs

Can I use this ring-fenced money to pay coaches to deliver PE?

sports coach UK, Sport England, the YST and afPE do not advocate coaches leading delivery of National Curriculum Physical Education.The teacher’s role is to educate the whole child and ensure they make significant progress and achievement in all areas of school curriculum. It is therefore vital that teachers are up-skilled and supported and not replaced by coaches.

Can I use this ring-fenced money to pay a coach to cover PPA time?

Is this sustainable? Are you up-skilling teachers? Are you already using coaches in PPA time? If so, this would be double funding.

Can I use coaches to support teachers in the curriculum?

Appropriately qualified coaches can help to up-skill teachers’ technical knowledge but as above, should not replace teachers.

Can I use coaches to lead school sport?

Yes. Coaches can play a significant role in leading school sport, helping to encourage young people to participate as part of a healthy and active lifestyle as well as providing more opportunities for young people to participate in both competitive and club sport. Coaches can also help to develop pathways from school into satellite and local community clubs.

Elements of this section have been adapted from ‘Effective use of the PE and school sport premium’ Wilkinson and Colin, PE Matters: Summer 2013 p8-10. Reproduced by kind permission from the association for Physical Education.

Ofsted also published a report called Going the Extra Mile: Excellence in Competitive School Sport that found that schools with high-sporting standards have similarly high expectations in the classroom. The survey also revealed discrepancies between the proportion of pupils attending state schools and their representation in elite sport.

The afPE website also contains information on PE Specific guidance for inspectors on making judgements during subject survey visits to schools.

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