Case Studies

The Federation of St Elphege’s Catholic Schools

Types: London Sport PESP

London Sport PE and Sport Premium Case Study

Which of the 5 key indicators did your work expect to see improvements across?

  • The engagement of all/more pupils in regular physical activity – at least 60 minutes of physical activity a day
  • 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

What did you hope to achieve?

For all teachers, primarily newly qualified teachers, to feel confident in teaching PE, as well as improving their subject knowledge, understanding and delivery.

What did you actually do?

Also: Who was involved / target audience and partners involved / How / What was been done /

SSSP provided support to teaching staff.

The focus was for teachers who asked for support and NQTs.

PE coordinator involved in organising appropriate times and space (halls) for sessions.

SSSP in several times to work with teachers to deliver PE lessons and team-teach PE lessons using Real PE and the Merton schemes of work for PE.

What was the role of London Sport and/or other partners e.g. local authority, sport partnership, etc.?

For example: funding/subsidised programme, guidance, access to training, access to self-review, mentor, access to Suppliers Hub, etc.

The school used the Sports Premium funding to join the Sutton School Sports Partnership, who have strongly supported the development of PE in the school.

What was the impact of what you did? How do you know?

What has been achieved / impact on the young people and on the school overall (stats, evidence and main factors for success)

All staff involved are now confident in using Real PE, as well as delivering PE. During observations, the NQT teachers demonstrated their good and outstanding teaching practice in PE lessons. Consequently, all children are able to learn and develop new skills in PE, as well as developing their enjoyment of sport.

Quotes from pupil(s)

Children in Year 3 have said:

“My favourite lesson used to be Maths, but now it’s PE!”

“I have learnt lots of things in PE, like how to forward roll and balance properly!”

“I wish we could do PE all the time!”

“ I like using the challenge cards – I always try to get to the highest one!”

Quotes from school staff involved

“I am grateful for the support of the school and the sports partnership in supporting me to teach PE.”

“I was nervous about teaching PE when I started my teaching career, however, it is now one of my favourite lessons to teach!”

What was your key learning from your work this year?

Overall, the profile of PE and sport has been raised across the school. This has been in line with the whole school improvement plan. New teachers, as well as other staff, have increased their confidence, knowledge and skills in the teaching PE and sport.

 

Abbey Primary School

Types: London Sport PESP

London Sport PE and Sport Premium Case Study

Which of the 5 key indicators did your work expect to see improvements across?

 

  • The engagement of all/more pupils in regular physical activity – at least 60 minutes of physical activity a day
  • 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

What did you hope to achieve?

We hoped to skill our teachers with resources and training so they felt more confident in their PE lessons.

We hoped to engage more students than in previous years in physical activity either through walk to school initiatives, after school clubs, competitions, in-school active workshops, and Daily Mile.

What did you actually do?

Also: Who was involved / target audience and partners involved / How / What was been done /

We have maintained running the Daily Mile throughout the school with all year groups.

We have offered a variety of after school clubs for children of all interests – with their say in mind.

We have offered more competitive clubs for the children to go on.

We have brought in more external active workshops of different varieties for all or some year groups to take part in.

We have joined the Sutton School’s Partnership to help skill our teachers and assist us with meeting objectives for the school action plan and the end of year award.

We have raised the profile of PE through blogging and our display wall in the gym.

What was the role of London Sport and/or other partners e.g. local authority, sport partnership, etc.?

For example: funding/subsidised programme, guidance, access to training, access to self-review, mentor, access to Suppliers Hub, etc.

Sutton Sports Partnership have assisted us in updating our curriculum, resources, use of equipment, and modelling PE lessons of different kinds and how they should be taught. They have assisted the PE coordinator (me) in reaching objectives.

What was the impact of what you did? How do you know?

What has been achieved / impact on the young people and on the school overall (stats, evidence and main factors for success)

We have children taking part in afterschool clubs that were never involved before.

We have children becoming faster and more competitive in their daily mile laps due to recording laps at the end of each Daily Mile and our end of term pupil voice – some children were saying they wish they did it more!

In the last 5 years, we haven’t had a teacher staff meeting regarding PE until this year.

Children are more engaged in their Games lessons due to the new curriculum and this was taken from the pupil voice regarding our Games PE lessons.

Teachers are better equipped on the gymnastics equipment to better run their gymnastics lessons and this has shown in the pupil voice.

There has been a raise in the amount of children who walk to school or park and stride due to our transport survey last term compared to now. The walk to school initiative has spiked this interest.

Quotes from pupil(s)

What do you think of the Daily Mile?

Bamiji – It’s awesome because it’s really fun.

Why do you think we do the Daily Mile?

B – To keep us fit.

What do you think of the Daily Mile?

William – It’s great because we can run around and get fit.

Lily- It’s good because you can run.

Mateo – It’s fun. I like running.

What do you think of the Daily Mile?

Faith H – It’s really good because you give the children exercise and they don’t do it at home.

Oscar – Now I like running.

Lexie – I get to run and get fresh air.What was your key learning from your work this year?

  • How to spend the sports premium money properly
  • Coming to terms with the new curriculum given to us by our Sutton Sports Partnership
  • How to implement after school clubs of variety to get different children interested
  • Walking to school initiatives
  • Daily Mile/60 active minutes

Avenue Primary Academy

Types: London Sport PESP

London Sport PE and Sport Premium Case Study

Which of the 5 key indicators did your work expect to see improvements across?

  • The engagement of all/more pupils in regular physical activity – at least 60 minutes of physical activity a day
  • 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

What did you hope to achieve?

  • To increase the physical activity levels of all children across the school.
  • To continue to support and develop the teaching of Early Years Foundation Stage Physical Education to ensure that all children are equipped with motor skills that will allow them to participate fully in Physical Education throughout their time at the school.
  • To support Newly Qualified Teachers to increase confidence and knowledge in delivering the National Curriculum. To ensure that new members of teaching staff are aware of the expectations in line with the school policy.
  • To trial and implement a strategy for assessing the end of year and key stage levels in line with National Curriculum expectations.

What did you actually do?

Also: Who was involved / target audience and partners involved / How / What was been done /
  • Year 6 children undertook play leader training allowing them to lead games with younger children. Equipment was purchased to allow Year 6 play leaders to play a variety of games with younger children. Play leaders monitored and reviewed across the year. 30 minutes of playground games taught weekly in every class. All class teachers introduced to ‘Go Noodle’ ‘Cosmic Kids’ ‘Jump Start Jonny’ and ‘Supermovers.’
  • New equipment purchased for Early Years P.E. lessons. P.E. lead attended Early Years P.E. course and delivered training to Early Years staff. Merton Early Years scheme of work purchased for early years team to follow.
  • 3-Part teach delivered with all NQTs by P.E. leads (NQT observes P.E. lead, NQT & P.E. lead plan a lesson together, P.E. lead informally observed NQT). P.E. leads delivered Outstanding P.E. Teaching training to NQTs across Cirrus Academy Trust. Informal drop in’s on all staff members and pop up delivered on INSET with feedback from these.
  • P.E. team trialled different methods of assessment. P.E. lead attended conference which included assessment focus.

What was the role of London Sport and/or other partners e.g. local authority, sport partnership, etc.?

For example: funding/subsidised programme, guidance, access to training, access to self-review, mentor, access to Suppliers Hub, etc.
  • Sutton Sports Partnership delivered Supremo Training to Year 6 play leaders. A variety of children attended tournaments, competitions and festivals ran by Sutton Sports Partnership.
  • Merton Sports Partnership delivered Early Years P.E. course.
  • N/A
  • Sutton Sports Partnership organised training with Create London to use assessment wheel.

What was the impact of what you did? How do you know?

What has been achieved / impact on the young people and on the school overall (stats, evidence and main factors for success)
  • TA informal feedback – less behaviour issues on the playground. CT informal feedback – children choosing and enjoying active brain breaks. Data from questionnaire still to be collected.
  • Early Years CT feedback – children and staff enjoying P.E. more, children changing much faster, skills being developed at a faster pace than in previous years.
  • NQTs feeling more confident in planning and teaching P.E., NQTs receiving positive feedback from SLT drop ins.
  • Trialled methods not useful, new method in line with other foundation subjects in place for next academic year.

Quotes from pupil(s)

“We get to play games with all the new stuff, like rolling and stuff” – Reception

“I like the play leaders. They play games with us at lunch time” – Year 1

“I did tag rugby this year and I have never done that before. It was lots of fun” – Year 2

“Sports Relief (was my favourite) because we did loads of different sports all day” – Year 3

“We went to a hockey festival and I think I am going to join hockey club next year” – Year 4

“I go to play leaders club on Friday and next year I will get a play leaders badge. (What does that mean?) So I get to go to the other playgrounds and teach them games and stuff” – Year 5

“(We learnt) how to play dodgeball, it was great because it was different to the normal sports we do” – Year 6

Quotes from school staff involved

“Our children are enthused by active learning and physical challenges. The PE team have worked hard to ensure that all abilities are catered for and this has certainly motivated the children as they now have the ‘I can’ attitude”.

What was your key learning from your work this year?

  • Children will be most active in a ‘play’ scenario and so we are going to try and develop cross circular links to bring more learning through play into foundation subjects.
  • Early Years P.E. is very different to the rest of the school and requires more time to develop motor skills through playful, imaginative activities.
  • Staff in the school are generally confident with P.E. and hopefully this will be sustained.
  • Assessment for P.E. to be broken down into a ‘best fit’ for year groups not key stages.

Beddington Infants School

Types: London Sport PESP

London Sport PE and Sport Premium Case Study

Which of the 5 key indicators did your work expect to see improvements across?

  • The engagement of all/more pupils in regular physical activity – at least 60 minutes of physical activity a day
  • 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

What did you hope to achieve?

With the funding we wanted to provide the children with specific sportive skills. We are already are an active school, in that the children do a large percentage of their learning through movement. But to empower children with more specific skills we wanted them to take learn the basics of tennis, achieve cycling on two wheels and an exposure to movement in other cultures such as Indian dance.

We wanted to empower teachers with the knowledge of how to use the Real PE scheme to it’s full potential across the school so that children were being exposed equally to the skills necessary for the basics of all sport. By the teachers using it across the school it means that each year group is able to continuously build on the children’s skills so that the children are constantly acquiring the necessary steps and teachers are confident to deliver a purposeful lesson.

We also wanted to add to the playground to highlight the daily mile to children by creating a running track of some sort whereby they can manage and challenge themselves to achieve the mile independently.

What did you actually do?

Also: Who was involved / target audience and partners involved / How / What was been done /

The children have received and are in the process of tennis coaching.

The children have received and have more to come of cycling.

Indian dance has not yet taken place due to personal reasons of the instructor.

We have been signed to the Sutton Schools Partnership which has supported staff in using Real PE. The Old staff were able to ask for more support on specific elements of the scheme and to target certain areas of it and new staff were introduced to the scheme and talked through it.

Two members came to school for three sessions with two year groups. During the first session they modelled the lesson. During the second they did a team teach and during the third they did an observation and provided feedback.

We have now contacted a company to quote us on the service they can provide to improve the playground suggested by the team at Sutton School Partnership.

What was the role of London Sport and/or other partners e.g. local authority, sport partnership, etc.?

For example: funding/subsidised programme, guidance, access to training, access to self-review, mentor, access to Suppliers Hub, etc.

Guidance and modelling to support the delivery of lessons.

Introducing a new self-reviewing tool.

Recommendations for external companies to act on our targets.

What was the impact of what you did? How do you know?

What has been achieved / impact on the young people and on the school overall (stats, evidence and main factors for success)

Through tennis the children are improving each week, therefore their hand eye coordination must be improving and in turn their handwriting. They move a lot through the warm ups and use lots of different skills including understanding team skills, waiting their turn, communicating with their team.

Many children have grown from unable to ride a bike to riding independently. Which again in turn must improve their coordination and in turn handwriting. Building stronger muscles and working their circulatory system.

Quotes from pupil(s)

“we exercise to move our blood” Y1 Pupil

“we exercise to get our hearts pumping” Y1 Pupil

“it makes us healthy” Y1 Pupil