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 Spencer 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

 

Why do we teach phonics?

Phonics is the key to early reading as it 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.

When do we teach phonics?

Phonics is taught daily across the Early Years, Year One and Year Two where the children are exposed to an explicitly taught phonics episode for 20 minutes each morning. For both our EYFS and Year One children, we are able to offer a play-based learning environment where we provide various phonics resources for the children to independently access during exploring time, such as: phonics games, flashcards, word building activities and much more. The adults within the provision are also able to regularly intervene and work with children on a 1:1 and group basis to further enhance their phonics instruction thereby ensuring the opportunities for our children to progress phonetically are endless.

 

phonics

 

How do we teach phonics? – The 4 Part Learning Episode

At Wyndham, we follow a systematic approach to teaching phonics and our learning episodes follow a basic 4 part lesson structure.

1. We always begin the session with a ‘revisit’ to previously taught phonemes/graphemes and tricky words. Rewinding and revisiting has been relentlessly proven to help children secure knowledge into their long-term memory.

2. The second part of the episode is the ‘teach’ element. This is where the new phoneme/corresponding grapheme is taught, along with any new tricky words.

3. The third part of the episode is the ‘practice’ element. Within this part of the episode, children are provided with multiple multisensory opportunities to practise the new sound, with both a reading and writing focus.

4. Finally, the fourth part of the episode is to allow the children to ‘apply’ their newly gained knowledge. This is where we ask the child to complete an independent activity with the new content taking centre stage.

Additionally, all children are given two reading books to take home each week. One is carefully matched to their phonics knowledge and ability thereby allowing them to practice their phonetical skills at home. These books are changed on a weekly basis.

 

How do we assess phonics?

There are many ways that we assess the children’s progress in phonics. Assessment at Wyndham is something that happens all of the time and not just at the end of a sequence of teaching. We provide feedback live and in the moment for all children to combat misconceptions and to eliminate possible barriers to learning. At the end of each half term, we complete a baseline assessment so we know which phonics phase the child is currently learning within and to monitor the progress they have made from the previous half term. These assessments support us in ensuring our children are in the right phonics group. These groupings change frequently based on our assessments. On a national basis, all Year One children undertake the Phonics Screening Check in the Summer Term. The Government introduced this to identify whether children are working at the required Year One standard in order to be an independent reader. In order to pass the check, our children need to be able to read 32 of the 40 words (both real words and alien words) independently. An alien word is a nonsense word, that can be decoded, but doesn’t make sense. Alien words are there to support blending and segmenting. If a child does not achieve the pass mark in the check, they will be able to retake the assessment during Year Two.

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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