P.E. and Sports Funding

PE & Sport Premium

PE & Sport Premium is funding provided to primary schools to enhance the provision of PE and sport. The Government has committed to keeping the funding in place until 2020. It is for schools to decide how the PE and Sport funding is spent. 

Principles for allocating the funding

To ensure that our PE & Sport Premium is spent in the most effective ways the following principles have been agreed:

  • Provide high quality PE teaching delivered by a specialist Sports Teacher, who lead the lesson or work alongside the class teacher to give them the relevant training to upskill them as PE teachers
  • Extend our range of school sports clubs
  • Develop pupil sport leaders who take an active part in decision making and leading active playtimes
  • Increase pupils’ participation in the School Games Programme
  • Run sports activities with partnership schools
  • Undertake monitoring and analysis to identify pupils who do not participate in sporting activities beyond the school day, and provide support and encouragement to enrol them in an activity of their choice.
  • Monitoring and evaluation to demonstrate the impact of spending on the outcomes for pupils.
 

PE and Sport Spending Report

2018-19

 

The primary aim of the school is to ensure that all children are able to access all aspects of the school’s provision in order to achieve the highest standards of achievement and the greatest possible progress in PE and Sport.

 

Here at Eastway, we are committed to the development and delivery of high quality PE lessons and sporting opportunities and have a teacher who has been given responsibility for using the PE and sports grant effectively for the benefit of each and every child in our school. Our whole school vision and aims is underpinned by the priority for Social, Emotional, Mental and Physical Health and developing active and happy learners.

 

Eastway’s Rationale for PE and Sport Spending

 

At Eastway, we ensure that the funding received for PE and Sport is allocated to the areas of greatest need to ensure that all children benefit and have enhancement opportunities available.

 

The schools Code of Conduct is ‘Be Nice, Learn Well, Never give up’. When allocating the budget, our Code of Conduct is always at the forefront of all we do.

 

A review of how the funding was allocated last year and the impact of this spending is published on our school website.

 

Allocation September 2018 – 19

 

From September 2013 Eastway Primary School has made use of additional government funding to enhance and improve our P.E. and Sport provision.  Eastway Primary was allocated £17,790 for 2018/19.

In addition there is a sugar tax grant of £2,927.

 

Eastway’s Contextual information

 

  • 25% below National average for Physical Development (PD) in EYFS – Gap is widening
  • EYFS data showed 50% of boys achieved PD ELG and 100% of girls achieved PE ELG
  • Our Early Years pupils have very low starting ponts and baseline for PD this year is 27%
  • We have a number of pupils with physical disabilities and developmental delay in school
  • We have a higer than average number of SEN pupils on roll and SEMH and Wellbeing is a primary focus in our School Development Plan this year. The Physical and Mental Wellbeing of pupils will be consdered in the action plan
  • Clubs are available to children however low numbers attend clubs, particularly our disadvantaged pupils,  even with clubs being priced at only £1 per term and open for all 3 terms.
  • Obesity in local area is increasing – health checks at EYFS and Year 6 have identified this trend.
  • Childrn livng in Poverty in Moreton Leasow Ward is 12.3% above National
  • High Level of deprivation indicated by 45% Pupil Premium and current 53% Free School Meals
  • Eastway is in the 5th lowest ranked deprived ward in Wirral with a score of 37.91 IMD (Index of Multiple Deprivation)
  • 32% of households in the Moreton & Leasowe Ward do not have access to a vehilce, this limits the expereinces for our pupils outside of school
  • Change in school staff in September – CPD needs have needed to be be reconsidered.
  • Lack of extra curricullar opportubities in the local area for children to partilcpate in.

 

 

Objectives for spending PE and Sport Grant 2018 – 19

 

  1. Engagement – increase the number of children participating in sporting activities across the curriculum and extra-curricular time, particularly disadvantaged pupils.
  2. Curriculum – embed a curriculum that develops PE skills progression and the knowledge to keep themselves fit, healthy and active.
  3. EYFS – To increase the number of children achieving ELG for physical development (moving and handling/Health and self-care) - target of 72%
  4. Mental Health and wellbeing – develop links with healthy eating, cooking to develop children’s understanding of balanced and healthy lifestyles. Develop the Thrive Approach across school to focus on Mental Health and Wellbeing
  5. Providing role models – embed buddy system at lunchtime to provided younger children with role models at lunchtime and encourage them to access ‘taster pots’.

 

Planned Provision and Allocation of PE and Sport Grant 2018 - 19

 

Objective

Actions

Cost

  1. Engagement
  • Lunchtime provision provided by LSC
  • Super-play sessions
  • SOCO (play leaders) training
  • Extra - curricular clubs
  • Year 6 residential –OAA
  • Go Noodle/Wake up Shake up  

Lunch - £4,056 (£104 per week)

 

Clubs - £4,056 (minus parent’s contribution £3,906)

 

Residential - £500 subsidised

 

Wake up/Shake up -£84.98

  1. Curriculum
  • CPD for teaching staff
  • Resourcing
  • Enhancements – dance, Judo, cricket, archery etc.

CPD - £5,070 (£26 per hour/£130 per week)

Resourcing - £355

 

JM (Sports Coach) - £1,300

 

Enhancements - £1,400

  1. EYFS
  • F1 PD programme
  • F2 PD programme
  • Physical therapy
  • Active Play Resources
  • Fine Motor control resources
  • Large wheeled toys and gross motor equipment
  • PD Training for support staff

PD - £2,535

 

Fine motor – £85.88 exc tax

Gross motor - £509.60 exc tax

 

  1. Mental Health and wellbeing
  • Cooking programmes
  • Change for life
  • RPJ3 sessions
  • Parental engagement
  • Thrive Training & Resources
  • SEMH Interventions

£1,000

 

Thrive training - £525.00 exc tax

  1. Providing role models
  • Lunchtime buddies
  • Taster pots
  • LSC Coaches
  • Visits from athletes
  • SOCO Resources- Hi Vis Jackets, training packs, outdoor play resources

£500

 

LSC coaches - Lunch - £4,056 (£104 per week) – as part of engagement

Resourcing - £355 – as part of curriculum 

Enhancement visits - £1400 – as part of curriculum

 

 

 

Total costings

LSC – £12,650 in total

JM  - £1,300

Residential - £500

Resources - £440

Enhancements – £1,400

Parental – £1,000

Lunchtime tasters - £500

£17,790

1,120.48 exc tax subsidised by school

Full total – £18,910.48

 

SUBSIDISED ITEMS

 

Sugar Tax allocation spending

 

The sugar tax allowance is £2,927.

 

Action

Breakdown of costings

Mental Health Support space

Garden space improvements

Climbing walls

Adaptions to cooking spaces

Outdoor table tennis tables

Water fountains

Playground markings

 

Total Costings

£2,927

 

Proposed outcomes

  • An increased number of children partipating in extra curricular activities – especially vulnerable and targeted children.
  • More children achiving ARE in Physical Development at the end of reception - 72% target.
  • Staff will have a greater understanding and knowledge of the currlculum and progression of skills and ARE Concepts. Staff confidence in the delivery of PE will increase.
  • Improved mental health, wellbeing and relationships with eating and healthy food choices.
  • An increased number of children eating school lunches and choosing a variety of food types each day.

 

How Leaders will report and monitor impact

  • Headteacher Report to Full Governing Body
  • PE and Sport Reviewed Action plan, with Milestone evidence and impact  
  • Termly data report for PE lead
  • Analysis of club registers
  • CPD feedback
  • Pupil Survey
  • Tracking of targeted children
  • Thrive Case Studies
  • End of Year Impact Report published on website

 

Review of Impact

 

Objective

 

Proposed outcome

Impact

  1. Engagement – increase the number of children participating in sporting activities across the curriculum and extra-curricular time, particularly disadvantaged pupils.

 

An increased number of children partipating in extra curricular activities – especially vulnerable and targeted children.

 

  • Using pupil voice, clubs were designed to covered the interests expressed by the children across the school.
  • Sporting clubs were delivered by experienced sporting coaches.
  • Low numbers evidenced in the autumn term which increased in the spring and summer terms.
  • Provided a variety to cater for all year groups to ensure ALL had access to sporting activities.
  • ‘Go Noodle’ initiative has been welcomed across the school F2-Year6. Each half term classes competed for the enrichment day reward.
  • Monitor which classes are participating in ‘Go noodle’ challenging.
  • Liaise with learning mentor to discuss barriers for children who feel uncomfortable participating in PE lessons. Strategies shared and children did participate in whole school sports day.
  • Coaching staff have been used on KS1 and KS2 yards to encourage all to participate in active play during lunch hours.
  • Year 6 SOCO leads trained to deliver active play sessions across playgrounds.

 

Spring clubs

F2 – 6 children (mini Olympics)

KS1 – 10 children (Mini Olympics)

KS2 – 11 children (Dodgeball)

 

Summer clubs

F2 – 8 children (Athletics and Gymnastics)

KS1 – 18 children (Athletics and Gymnastics)

KS2 - 21 children (Tennis and Football)

 

 

  1. Curriculum – embed a curriculum that develops PE skills progression and the knowledge to keep themselves fit, healthy and active.

 

Staff will have a greater understanding and knowledge of the currlculum and progression of skills and ARE Concepts. Staff confidence in the delivery of PE will increase.

 

  • Staff have awareness of new LTP and the progression of skills.
  • Coach led sessions used as CPD opportunities for staff.
  • Staff have experience of assessing and monitoring the PE outcomes for their class.
  • Staff voice used to identify potential areas for development.
  1. EYFS – To increase the number of children achieving ELG for physical development (moving and handling/Health and self-care) – target of 72%

 

More children achiving ARE in Physical Development at the end of reception – 72% target.

  • Nursery have had a weekly PE session delivered by a trained sports coach.
  • Coach has supported the physical activity taking place once per week.

Data

  • Reception – Moving and handling – ELG – 79%
  • Reception – Health and self-care - ELG – 82%
  • Nursery – Moving and handling – 59%

(55% boys/ 100%*PP/62%Homegrown)    

  • Nursery – Health and self-care - 94%/ (100%boys/ 100% *PP/ 100% Homegrown)
  1. Mental Health and wellbeing – develop links with healthy eating, cooking to develop children’s understanding of balanced and healthy lifestyles. Develop the Thrive Approach across school to focus on Mental Health and Wellbeing

 

Improved mental health, wellbeing and relationships with eating and healthy food choices.

 

  • Teachers have been using DT opportunities to promote healthy eating.
  • Health week used to promote the importance of being active and eating well.
  • Premium Sport delivered workshops across the school to promote healthy food choices.
  • Visiting fitness experts used to develop positive relationship between eating and being active.
  • Thrive groups established by Family Support Coordinator.
  • Mental health awareness promoted in each class with activities appropriately pitched to each year group.

 

  1. Providing role models – embed buddy system at lunchtime to provided younger children with role models at lunchtime and encourage them to access ‘taster pots’.

 

An increased number of children eating school lunches and choosing a variety of food types each day.

 

  • Children are seated to enhance their eating experience and promote the school lunches.
  • PE lead has weekly shared food selections and taster pots with children in reception, Year 1 and SCD1 to promote hot lunches and the selection available. More children varying their diet and choosing the hot dinner option.