Physical Education and School Sports Development Plan

The announcement in June 2013 for the ‘PE and School Sport Premium Funding’ from the government directly to Primary Schools for two years from September 2013, saw us develop an action plan in order to develop the quality and provision of PE and school sports. 

The funding received is ring fenced-for physical education, physical activity and school sports. 

A process of self-review was undertaken to identify area of development and areas of strength. This was based upon a framework provided by the Youth Sport Trust, which is available online (click here to view).

This process of self-review identified some areas for development for Wyndham:

  • Quality and consistency of teaching of teaching (a staff audit was then completed following this to assess where individual staff felt there strengths and weaknesses lay)
  • Confidence of teachers in teaching PE (particularly in gymnastics, dance and games)
  • Appropriate monitoring of PE teaching
  • Targeted physical literacy intervention in EYFS and beyond
  • Increased opportunities for participation in competitive sports and competitions.

These areas are being addressed by the school action plan for PE and School Sports the plan that follows. This plan shows how we have planned to make effective use of the Sports Premium Funding.

We made the decision to use some of the funding to fully affiliate to the Derby City School Sport Partnership and will benefit from a number of opportunities as part of this affiliation, a full summary of benefits and opportunities can be found at www.derbycityssp.co.uk

 

What do we want to develop? 

  • Quality and consistency of teaching of teaching (a staff audit was then completed following this to assess where individual staff felt there strengths and weaknesses lay)
  • Confidence of teachers in teaching PE (particularly in gymnastics, dance and games)
  • Assessment, recording and reporting procedures
  • Appropriate monitoring of PE teaching
  • Targeted physical literacy intervention in EYFS and beyond
  • Increased opportunities for participation in competitive sports and competitions.

What makes us good: 

  • Health and Sports days are well received by staff and all pupils, high level of engagement and positive behaviour during these events.
  • Range of extra curricular sports clubs available to all children.
  • KS2 off site competitive/festival opportunities
  • PE and school sport leadership team established

Next Steps / What will make us good: 

  • CPD available to support teachers in feeling confident in the teaching of Physical Education and Physical Activity.
  • KS1 and FS off site competitive/festival opportunities
  • Gifted and Talented children are chosen to represent the school in sports teams during competitions.
  • Improved pupil’s attainment in PE and PSHE.
  • High quality and appropriate resources for the delivery of the PE Curriculum.

 

Priority: in order to address the area for development we will have to:

Action

Resources: use of premium sport funding.

Monitoring and Evaluation

Improve confidence and quality of delivery of gymnastics in KS1 and KS2

Whole school gymnastics INSET (half day)

As result of staff audit to members of KS1 staff to receive 6 week mentoring and support from SSP member of staff

Autumn term 1 – SSP tutor to lead INSET

Spring term 2 – SSP tutor to work with staff.

INSET to be delivered to all staff.

Mentoring for identified staff

Lesson observations by PE coordinator/mentor/SLT

Improve and increase knowledge across a broad curriculum for physical education and school sports to increase confidence in staff teaching

PE CPD opportunities/staff attendance at SSP professional development workshops throughout academic year

3 twilight sessions – one per term on identified whole school areas

September 2013 – July 2014 

SSP programme of needs/workshops identified through staff audit – release time for staff to attend.

PE coordinator to monitor impact of whole school CPD training by observing PE lessons.

Staff questionnaires to be re-carried out at the end of the year to evaluate to impact of SSP funding and CPD.

To make sure we have competent staff in school to teach swimming. Two members of staff – one teaching and one non-teaching to attend ASA teachers’ swimming (module one and two) Autumn 1 – two staff to attend training – release time for staff and ASA training. More staff available to take swimming throughout year – increase in amount of children achieving 25m by end of year 6

To make sure all staff are aware of what physical literacy is. 

Targeted physical literacy intervention in FS/KS1

Implement physical literacy intervention and delivery to improve motor skills in FS/KS1

Equipment to be bought for development of physical literacy area in FS.

Ongoing:

Physical literacy training/resources through SSP for 3 members of staff – two from FS and one for intervention.

Equipment for development of physical literacy area in FS.

All staff to be aware of what physical literacy is.

All children in FS/KS1 to be accessing physical literacy

Interventions for chn in KS1/KS2 to be happening.

Improved motor skills demonstrated by pupils in PE lessons and in handwriting

Equipment and Environment

PE kits to be bought for every child in school to make sure all children are accessing PE lessons.

Spring 1: PE kit for each child to be kept in class and school washing machine.

Equipment for playtime/lunchtime to allow children to take part in physical activity. 

Sports leaders to be trained to use equipment and support other children in accessing physical activity.

PE coordinator to interview for sports leaders and to work with them to train them to a high quality of leadership Parent/child questionnaires on their opinions/feelings about new kit and equipment.
Increased opportunities for participation in competitive sports and competitions.

PE CPD opportunities/staff attendance at SSP professional development workshops throughout academic year to allow staff to run clubs/take children to competitions.

Team kits for competitions to give children sense of pride.

Premier sports to deliver afterschool clubs for KS1 and KS2.

September 2013 – July 2014

SSP programme of needs/workshops identified through staff audit – release time for staff to attend.

Team kits

Premier sports after school clubs – costs taken on by school so more children can attend.

Pupil voice – what after school/extra curricular opportunities would they like to see happening?

PE coordinator to monitor which children are now accessing clubs – look at groups of children (SEN/PP/FSM) etc.

Pupil voice questionnaires at end of year to monitor impact.

Support ongoing development of PE coordinator

Attend SSP primary network meetings/development days

Attend national PE and school sport conference

Take on the Level 5 in leadership of PE training to be put on by SSP/mentors

September 2013 – ongoing

Release time for PE coordinator to be able to attend events throughout year.

SLT to monitor PE coordinator to make sure development needs in PE action plan are being met by coordinator.

PE coordinator will feel more confident in leading PE and school sports throughout the school.

eSafetyChildren today have embraced new technologies as a source of information, education and entertainment. The use of digital technology has been completely normalised by this generation, and it is now fully integrated into their daily lives.

Technology is changing all the time and young people are no longer passive recipients of online information, but are increasingly interacting directly within a digital landscape in a variety of ways.

Children are increasingly referred to as 'digital natives': citizens born into a digital world, who grow up surrounded by and emerged in the technology and tools of the digital age. Their confidence and skills in using this technology is typically high, but their knowledge and awareness of the inherent issues, risks and dangers is usually very low.

Children and young people need to be empowered to keep themselves safe – this isn't just a top down approach. Children will be children – pushing boundaries and taking risks. Teaching your child about technology should be seen as another part of keeping them safe, just like crossing the road or learning to swim.

Do you know how to keep your children safe? Do your children know how to keep safe? At Wyndham Primary Academy we are committed to discussing these serious issues as part of our e-safety curriculum (including capturing their online habits in our e-safety questionnaire) but we can only be successful if we all work together: pupils, parents and teachers.

 

 

There are some helpful websites, which can offer up to date advice. Follow the links below...

http://www.ceop.police.uk

http://www.kidsmart.org.uk

http://www.digizen.org

 

Phonics is the key to early reading and supports children in the development of gaining knowledge on how letters link to sounds, how to blend sounds correctly, and the skill of segmenting letters to support children in confidently spelling words and writing sentences. Ultimately, this all cumulates in helping a child to become a strong, independent early reader. We are driven to ensuring that our Wyndham children are able to crack the phonics code so that they can have a love of reading, and be fluent writers.

We understand that are children are the most engaged in their phonics when the learning episodes are fun and active. The Monster Phonics scheme provides the basis for our phonic learning; a multi-sensory approach to phonics where graphemes are colour-coded and represented by unique monsters. Each coloured grapheme is paired with an individual monster character that makes the same sound to give audio-visual prompts that help children ‘see’ each sound within a word and pronounce it correctly. The individual monsters act as sound cues helping our children to remember how to both read and pronounce the graphemes taught.

 

phonics

 

EPISODES OF LEARNING

Phonics is taught daily across Early Years, Year One and Year Two, with all children getting exposure to 40 minutes of phonics across the day. These episodes of learning happen twice a day in Early Years Foundation Stage for 20 minutes per session, and one taught session in both Year One and Year Two for 40 minutes per session. This allows children to have ample time to learn, practise and independently apply their phonic skills, making the learning sticky. Additionally, children are given a reading book to take home weekly that is carefully matched to their phonics knowledge and ability. All staff from Nursery to Year 6 have had training in the teaching and implementation of phonics allowing for every member of staff to support a child's phonics learning effectively. This means that all children, regardless of ability, have the necessary support and challenge required.

 

ASSESSMENT

Children are regularly assessed so we can ensure that all children are working within the appropriate phonics phase. When a child is in Year 1, they under take the Phonics Screening Test in June. The Government introduced this to identify if children are working at the required standard in order to be an independent reader, capable of segmenting and blending. Typically, a child is expected to achieve around 32 out of 40 to "pass" the assessment. If a child does not meet the necessary requirement, they will retake the assessment during the following year in Year 2.

 

Additionally, click on this link to be directed to a video of an Episode of Learning to see how reading is incorporated into phonics: https://twitter.com/Y1Wyndham/status/1233099591941283841​

 

Staff and Children of Wydham Primary Academy were asked to choose words to describe the school, we used them to make a 

 

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