MESSINGHAM PRIMARY SCHOOL SPORTS PREMIUM REPORT 2020-2021
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MESSINGHAM PRIMARY SCHOOL SPORTS PREMIUM REPORT 2020-2021
It is important that your grant is used effectively and based on school need. The Education Inspection Framework
makes clear there will be a focus on ‘whether leaders and those responsible for governors all understand their
respective roles and perform these in a way that enhances the effectiveness of the school’.
Under the Quality of Education Ofsted inspectors consider:
Intent - Curriculum design, coverage and appropriateness
Implementation - Curriculum delivery, Teaching (pedagogy) and Assessment
Impact - Attainment and progress
To assist schools with common transferable language this template has been developed to utilise the same
three headings which should make your plans easily transferable between working documents.
Schools must use the funding to make additional and sustainable improvementsto
the quality of Physical Education, School Sport and Physical Activity (PESSPA) they
offer. This means that you should use the Primary PE and sport premium to:
• Develop or add to the PESSPA activities that your school already offer
• Build capacity and capability within the school to ensure that improvements made now will benefit
pupils joining the school in future years
• The Primary PE and sport premium should not be used to fund capital spend projects; the school’s
budget should fund these.
Pleasevisitgov.ukfortherevisedDfEguidanceincludingthe5keyindicatorsacrosswhichschoolsshoulddemonstrate
animprovement.Thisdocumentwillhelpyoutoreviewyourprovisionandtoreportyourspend.DfEencouragesschools
to use this template as an effective way of meeting the reporting requirements of the Primary PE and sport premium.
We recommend you start by reflecting on the impact of current provision and reviewing the previous spend.
Schools are required to publish details of how they spend this funding, including any under-spend from
2019/2020, as well as on the impact it has on pupils’ PE and sport participation and attainment. All funding
must be spent by 31st July 2022.
We recommend regularly updating the table and publishing it on your website throughout the year. This evidences
your ongoing self-evaluation of how you are using the funding to secure maximum, sustainable impact. Final
copy must be posted on your website by the end of the academic year and no later than the 31st July 2021. To
see an example of how to complete the table please click HERE.
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Details with regard to funding Please complete the table below. Total amount carried over from 2019/20 £3592 Total amount allocated for 2020/21 £18100 How much (if any) do you intend to carry over from this total fund into 2021/22? £281 Total amount allocated for 2021/22 £ Total amount of funding for 2021/22. To be spent and reported on by 31st July 2022. £ Swimming Data Please report on your Swimming Data below. Meeting national curriculum requirements for swimming and water safety. 88% N.B. Complete this section to your best ability. For example you might have practised safe self-rescue techniques on dry land which you can then transfer to the pool when school swimming restarts. Due to exceptional circumstances priority should be given to ensuring that pupils can perform safe self rescue even if they do not fully meet the first two requirements of the NC programme of study What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at 88% least 25 metres? N.B. Even though your pupils may swim in another year please report on their attainment on leaving primary school at the end of the summer term 2020. Please see note above What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke 88% and breaststroke]? Please see note above What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? 97% Schools can choose to use the Primary PE and sport premium to provide additional provision for swimming but this No must be for activity over and above the national curriculum requirements. Have you used it in this way? Created by: Supported by:
Action Plan and Budget Tracking
Capture your intended annual spend against the 5 key indicators. Clarify the success criteria and
evidence of impact that you intend to measure to evaluate for pupils today and for the future.
Academic Year: 2020/21 Total fund allocated: Date Updated:
Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officers guidelines recommend that Percentage of total
primary school pupils undertake at least 30 minutes of physical activity a day in school allocation:
25%
Intent Implementation Impact
Your school focus should be clear Make sure your actions to achieve Funding Evidence of impact: what dopupils now Sustainability and
what you want the pupils to know are linked to your intentions: allocated know and what can they now do? What suggested next steps:
and be able to do and about has changed?:
what they need to learn and to
consolidate through practice:
LOCKDOWN Provided website links, active Children sent in pictures, videos, diary Parents understand
£5468
To support the children that had tasks, challenges, PE lessons, video entries showing what they had done to what the children do in
to self-isolate or be at home support and tasks from the stay active. PE and how they can
throughout the lockdowns this Partnership to complete. They support them to be
year to be active for 60 minutes a could be accessed on the school active at home with no
day. website and through the google equipment.
classroom so all children could
access them. All children took part in this to keep active
and help with focus in the classroom.
Create a simple focus of active Active advent tasks to be Off the back of this
breaks through December. completed daily. success, we are
Throughout the year, assessment trackers planning for every
Use of Get Set Partnership show the progress children have made. class to create an
resources active calendar for
Ensure children are confident in every month of school
their own abilities coming back Use Do Your Thing Challenges and next year.
from 2019-2020 year by set children/ classes differentiated Staff have more tools
encouraging skills and personal tasks to complete. for active breaks to use
best challenges. within lessons and
Created by: Supported by:
POST LOCKDOWN now have more ideas
on how to teach and
To provide all of Reception and Employment of a Qualified PE From Easter although still limited due to develop skills.
KS1 with an opportunity to attend teacher after Easter. covid the following clubs did take place
a Play Leaders Club at lunch time From Easter onwards following increasing student participation, mental
To provide all of KS1 and KS2 with Covid Guidelines from the Sporting and physical well-being. Rounders and
at least one sports club they can Governing Body and the LA the Cheerleading were offered by the new Increase the number of
take part in. Thus developing the following activities to be PE teacher as part of the Sports premium clubs from September
students confidence, physical and introduced money. The additional clubs offered by as well as targeting
mental well-being post lockdown the teachers or sports coach inactive students.
18 children from Year 5 attended after
KS1 Gymnastics Club school Rounders Club Cheerleading proved
KS2 Cheerleading Club 20 students from Year 4 attended to be really popular so
Year 3, 4 and 5 Rounders Club lunch Rounders Club Year 4, 5 and 6 will
KS2 Football Club 10 students from Year 3 attended continue. The PE
KS1 Multi-Skills Club lunch Rounders Club (only one Year 3 teacher worked with
Athletics Club with new could attend so that bubbles weren’t one of the classroom
athletics equipment mixed) teachers who is a
26 Girls attended after school Gymnast so this club
Cheerleading Club from Year 3, 4 and will eventually be
5 sustainable and the
RECEPTION INCREASED ACTIVITY classroom teacher is
The KS1 Playground to be 10 Boys attended morning
For reception class to increase really keen to get
enhanced to allow more active Cheerleading from Year 3, 4 and 5 %
their physical activity as well as involved next year too
their agility, balance and play including scooters, mini 10 students attended Gymnastics Club
coordination with additional trampolines and bikes Football Club
Multi Skills Club A new Year 2 and 3
resources for active play Cheerleading Club to
Unfortunately the Athletics Club will take be introduced
place next year as due to Covid the
resources weren’t in place until the end Gymnastics Club
of the summer. This is an area that will Netball Club
be greatly focussed on next year with Rounders Club
Long Jump, Running and Throwing events Possibility of getting
and implementation of the ESSA Award Sports coaches in for
Scheme for the extra-curricular club Football, cricket, rope
climbing, badminton
Created by: Supported by:
The new Cheerleading notice board with
lots of photos from the sessions has
inspired more to want to take part next A real focus on
year. Plus photos in the Newsletter Athletics Club next
year to utilise all the
The Football Tournament also school facilities and
encouraged students to want to take part encourage students to
in more Physical Activity and greatly move onto out of
enhanced students well-being as it was school Athletics at the
lots of fun. Scunthorpe and
District Athletics Club.
SPORTS LEADERS Year 4’s invited to apply for the Sports The PE teacher and the
To train the Year 4’s who apply to Sports Leaders to be trained by the Leaders programme. head teacher will offer
be Sports Leaders. new PE teacher to increase KS1 24 new Sports Leaders were provided an Athletics Club that
and Reception Physical Activity and with 12 weeks of Sports Leader training will use the new ESSA
wellbeing at lunch. by the new PE teacher. They were also award scheme so
trained on safety and how to run a lunch students will receive
time play leader session. certificates.
The Year 5 and 6’s will
In collaboration with the senior lunch also be trained to
time supervisor this was introduced in teach the younger
June and has proved to be very students how to do
successful. Each KS1 class and reception long jump so that this
class are offered one lunch time to join in can be an additional
with the play leaders. A minimum of 80% activity for students at
of each class have joined in alongside lunch time under the
100% of reception class and the feedback supervision of an
from the lunch time supervisors has been adult.
even better than expected.
Students genuinely look forward to
playing with the Sports Leaders and the A new Sports Leaders
lunch time supervisors have said it has and Cheerleading
changed the dynamic of the playground display board placed in
and it is much calmer. It has had a really the KS2 corridor to
positive impact on the Sports Leaders promote more students
confidence evidenced by their own to take part next year.
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classroom teachers and the KS1 and R
activity levels and enjoyment.
Continue to promote all
Sports Club on Twitter,
CURRIUCLUM SUPPORT The new PE teacher has worked with all the newsletters and on
Students arrive at school so that KS1 and KS2 staff. noticeboards
To provide at least 2 hours of they are PE ready in their PE kit. KS1 have worked on ball skills
curriculum PE each week with They will then have a whole KS2 – Bee Netball development and
increased physical activity levels afternoon of PE. The PE teacher to Striking and Fielding.
introduce the School Games Values More practical time in the lesson. Continue the Sports
boxes to allow for easier More info on Key Indicator 3 to what Leaders Programme
organisation and more activity impact this has had. into next year with 6
time. Sports Leaders on each
lunch time
The PE teacher to introduce new From Easter 2022 start
ideas in PE lessons to improve to train the new Year 4
physical activity and have less non Sports Leaders.
practical time.
PE teacher again
employed for 2021-
To introduce ‘It’s catching’ unit To provide every students with a Every day students had a short 5 minute 2022 to work with all
and ‘Go Noodles’ to encourage tennis ball. session on Its Catching and Go Noodles. This staff on Gymnastics,
coordination and physical activity To use Go Noodles Guided Dance. has improved their catching and throwing Hockey, Athletics and
which can be seen in their PE lessons Dance.
Continue Sports
Partnership
membership
Continue into next year
Created by: Supported by:
Key indicator 2: The profile of PESSPA being raised across the school as a tool for whole school improvement Percentage of total
allocation:
4%
Intent Implementation Impact
Your school focus should be clear Make sure your actions to achieve Funding Evidence of impact: what dopupils now Sustainability and
what you want the pupils to know are linked to your intentions: allocated know and what can they now do? What suggested
and be able to do and about has changed?: next steps:
what they need to learn and to
consolidate through practice:
POST LOCKDOWN As said previously Sports Leaders All the Sports Leaders that applied were Continue the Sports
£757
SPORTS LEADERS to be trained by the new PE offered an initial place on the Sports Leaders Programme
To train the Year 4 students as teacher. Leaders programme. Teachers have next year. Every half
Sports Leaders to have a positive commented on the difference in some of term the PE teacher
impact on not only their mental Sports Leaders to have the the quieter children in Year 4 that their will spend an
and physical wellbeing but KS1 confidence to take small groups confidence has greatly developed and afternoon with the
and Reception. of students at playtime they have seen an improvement in their Sports Leaders for Top
classroom work academically and their Up Training.
To organise for a R or KS1 class to enthusiasm to be at school. All Sports
take part in the Sports Leaders Leaders will be taken through to year 5.
activities at lunch time to increase They have commented on how much
their physical activity and have a they love being a Sports Leader.
feel good factor
The KS1 and Reception teachers have
The Sports Leaders to run an end said how much their students enjoy
of year Sports Festival working with the Sports Leaders and the
knock on effect is that they are learning
vital skills as well as well as agility,
balance and coordination through the
activities they are doing plus the
important values of Team Work.
SCHOOL GAMES VALUES
To introduce the School Games
The New PE teacher to introduce a This has worked really well with the Continue with the
Value Boxes to work with the
new initiative in PE lessons using School Games Value boxes. Each class School Games Values
Whole School focus of Values
Created by: Supported by:
Based Education as a whole school School Games Value Boxes to are split into one of 6 teams following and purchase 4 sets of
based initiative improve organisation and more the School Games Values of boxes and bibs so that
physical activity as well as instil Determination, Team Work, Self-Belief, every class is able to use
important values in the students. Respect, Passion and Honesty. The PE them when more than
teacher has shown all the class teachers one class is on PE.
how to implement this and they want to
carry this on next year. It makes
organisation of teams much easier and
students work in their groups. Each
week there is a new Team Leader so this
adds responsibility and leadership into
the lessons. Students earn bean bags
throughout the lesson for things they do
well, answering questions, scoring goals,
following one of the school games values
and so on, and this has motivated the
children.
All of these values can then link with the
School Values as the School is Values
HOUSE CAPTAINS Based Education School.
To incorporate House Captains
into house competitions and Students to take part in termly Termly House
Sports Day House Competitions and Sports Day Although House Competitions have not Competitions
to aid their physical, social and taken part due to covid Sports Day did
mental wellbeing. These will be take part and the House Captains were Sports Leader Events
assisted by the use of the 8 House fully involved with its promotion and
Captains organisation. This was a very successful House Captains
Sports Day following the LA Covid
guidelines.
There was also a KS2 Olympics Day run
by the Sports Partnership which was
thoroughly enjoyed by the students.
In addition to this the Sports Leaders
Created by: Supported by:organised and ran with the PE teacher a
KS1 Olympic Day where the children
received an Olympic Booklet and
received Bronze, Silver and Gold stickers
after each event.
All of these events were promoted on Twitter
and in the School Newsletter
Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport Percentage of total
allocation:
19%
Intent Implementation Impact
Your school focus should be clear Make sure your actions to achieve Funding Evidence of impact: what do pupils now Sustainability and
what you want the pupils to know are linked to your intentions allocated: know and what can they now do? What has suggested next steps:
and be able to do and about changed?:
what they need to learn and to
consolidate through practice:
PRE LOCKDOWN and Staff were sent links to CPD PE staff surveys show staff are feeling Continue to support
£3975
LOCKDOWN support that they could access if more positive and confident in staff by using the
Staff feel confident to teach PE, they wanted. delivering to PE to a range of different scheme and pointing
lead lessons and school sport. PE Lead supported teachers to year groups. staff to new resources,
plan and deliver lessons in areas skills and activities
of the curriculum they struggled suitable for their class.
with.
PE Lead developed schemes of
work and matching resources for
the whole school in all areas of
the curriculum for staff to use to
support their development.
PE Lead developed assessment
sheets for staff to be able to
Created by: Supported by:assess where children are and
how they can further support
their children.
PE Teacher employed to further
support staff in areas of the
curriculum.
PE Lead is well trained and able to PE leader attends regular virtual
lead the subject well in school. PE forums for national and local Subject review was completed using Action plan for 2021-2022
updates, share good practise and the Ofsted deep dive framework. As a to support the deep dive
work with other schools. result, we have provided support to findings.
PE Leader has access to support staff and resourced the school well. We
and tools to lead the subject, have made our progression of skills
including to prepare for an Ofsted clear and can show how the skills
deep dive. progress from EYFS to Year 6.
Teachers to be provided with PE The school PE provision is safe and
kit to feel part of the PE compliant with COVID.
department and ready to teach
PE.
PE Leader was able to keep staff
up to date with best practise and
COVID guidance.
POST LOCKDOWN
To employ a qualified PE teacher to A new PE teacher employed from As said in Indicator 1 the PE teacher has To continue Curriculum
work with staff as part of their Easter to work with KS2 on worked with KS2 on Bee Netball and KS1 on support next year with the
curriculum support to increase Invasion Games particularly ball ball skills. Personalised / bespoke PE teacher
confidence and subject knowledge skills linked to Bee Netball. Messingham Primary School Plans were
created by the PE teacher for every lesson To trial staff using extra
The PE teacher to provide staff with Key Stage 1 focus to be on mixed that included progressive skills and games, resources from Primary PE
detailed PE planning to work ball skills to develop team work as teaching points and diagrams all based on Planning when they do not
alongside the lesson well as sending and receiving skills AfL. The PE teacher also allowed the teacher have the PE teacher to see
and coordination observing/team teaching to video parts of the if this has a positive
To introduce the School Games Value lesson so that they could refer to it the impact on their lessons
following year.
Created by: Supported by:boxes as a way of increasing active The PE teacher to demonstrate
time in the lesson and assist with how the School Games Value Impact - The staff have emailed the PE Reception to have a
organisation, team work and to use as Boxes are used in the lesson. teacher to comment on how helpful the summer block with the PE
a positive behaviour tool. lessons were. The wellbeing governor met teacher
the staff individually to ask if having a PE
teacher had had an impact on their subject
knowledge and confidence and all staff were
very positive.
School Games Value Boxes The new PE teacher to put into
To implement the school games value place for KS1 and KS2 a new Purchase 4 sets of School
boxes into lessons to help with staff concept of the School Games As previously said the PE teacher introduced Games Value Boxes with
organisation and increase the physical Value Boxes. the School Games Values as a new initiative bibs for next year so this
activity in the lessons This will require 6 boxes with the and it has proved to be really successful. can be implemented in all
relevant coloured bibs. Something that is now going to continue into PE lessons. Two sets of
next year in all PE lessons. boxes for R & KS1 and two
Each class will be split into 6 mixed sets of boxes for KS2
ability groups and they will be The feedback from staff is that:
allocated one of the School Games The lessons are now more easy to organise as
Values of determination, team students are already in groups
work, honesty, self-belief, respect The lessons now involve more physical
and passion. activity as there is less time setting up and
organising. The lesson flows better.
Bean bags will be given to each The students enjoy the positive visual reward
team for positive areas in the of a bean bag and work hard to sit down
lesson ready for the next task so more active time.
Warm-ups Rewarding positive behaviour and team work
Setting up their group quickly during the lesson. Less learning time is lost as
Answering questions a result.
Scoring goals
Team Work
Showing one of the values
And so on
At the end of the lesson the group
with the most bean bags receive a
Created by: Supported by:sticker and house points
Key indicator 4: Broader experience of a range of sports and activities offered to all pupils Percentage of total
allocation:
26%
Intent Implementation Impact
Your school focus should be clear Make sure your actions to Funding Evidence of impact: what do pupils now Sustainability and
what you want the pupils to know achieve are linked to your allocated: know and what can they now do? What has suggested next steps:
and be able to do and about intentions: changed?:
what they need to learn and to
consolidate through practice:
To provide children with new We were able to purchase space £5671 Children in Year 5 and 6 are ready to Continue to monitor
and exciting equipment to hoppers to support with jumping play competitive sport and are more progress in different
experience new games and and movement (including confident in games ready for moving areas of the curriculum
opportunities within school. updating our sports day into secondary school. through assessment
challenges), provide cross country Children have become more aware of trackers to see which
events through the partnership, how active they are thanks to the sports need more
use fitbits to track our fitness, fitbits. support with.
buy rounders equipment to teach Children actively talk about the cross
children how to play rounders as country experiences and are
an extra-curricular club and enthusiastic about competing next
netball equipment to support year.
children as they move to
secondary school how to play
netball. The PE teacher started a Rounders club
at lunch for one Year 3/4 class (Summer
1) and two classes of Year 4 (Summer 2)
as well as a Rounders club afterschool
for Year 5. In addition to this a new
Created by: Supported by:Cheerleading Club for boys was
introduced in the morning and for the
Girls after school involving 36 children
from Year 3, 4 and 5. A photo board
was placed in the KS2 area for students
to see the Cheerleading.
POST COVID SUPPORT Our reception outdoor area was
improved and new equipment was Our reception children have improved in Monitor the progress of
RECEPTION CLASS their physical development with 21/24 children entering
Support our youngest and bought to support their physical
development including bikes, children meeting their early learning reception through the
newest members of the school goal. year to see what
to enjoy sport and develop their scooters and a mini trampoline.
equipment is needed
physical skills after spending the and what equipment is
previous year in lockdown. the most effective in
supporting our children
as this could then be
We organised a Silent disco and used with our less able
To provide inspirational events All children were engaged and the children in other school
for children. Olympics day for the children to
feedback from staff, children and years.
take part in.
parents was extremely positive.
SPORTS LEADERS
We have trained sports leaders to
To develop capacity for more Children have gained lots of ideas and Year 4 children will be
support and lead activities at
physical activity within school. been passed off ready to lead activities trained every Summer 2
breaks and lunch times through
next year. Feedback from the children term to support and lead
clubs. See previous Key Indicators
and the lunch time supervisors very activities and clubs to
positive. See pervious key indicators younger children when
they are in year 5.
All staff run a club after school that Children were able to develop new skills, Continue the provision of
can have minimal mixing if reconnect socially and enjoy a range of running clubs after school
Clubs were set up in Summer
outdoors and run to COVID safety activities in a comfortable environment. clubs
term to ensure children
guidelines. Summer Term Clubs
experienced new opportunities Stunt Cheerleading
and skills after the lockdowns. Football Club Gymnastics
Created by: Supported by: Gymnastics Club Football
Rounders Club x 3 Athletics
Cheerleading Club x 2 Rounders
Multi Skills Club Sports Leader activities
Rope Climbing Club Long Jump Club
Rope Climbing Club
See Key indicator 1 for Athletics Club
Created by: Supported by:Key indicator 5: Increased participation in competitive sport Percentage of total allocation:
26%
Intent Implementation Impact
Your school focus should be clear Make sure your actions to Funding Evidence of impact: what do Sustainability and suggested
what you want the pupils to know achieve are linked to your allocated: pupils now know and what next steps:
and be able to do and about intentions: can they now do? What has
what they need to learn and to changed?:
consolidate through practice:
VIRTUAL COMPETITIONS We have accessed all virtual All classes have taken part in a A review of whether to
£5539
Virtual competitions as school competitions this year through range of these events. create some virtual
vs school competitions cannot the Sports Partnership and other It has given the children that do not competitions of our own
happen due to COVID. Ensure national virtual competitions. normally enter competitions the moving forward so all
children have access to chance to be involved and to feel children can be involved.
competitions. more confident to compete.
Continue Sports Partnership
membership
To ensure all young people are We held an intra school fun run to All of our young people were We would definitely do this
involved in intraschool run as many laps as possible in a involved including those with SpLD. again- it could even be used
competitions in Summer term time to win a prize. There was also the development of as sponsorship to develop
after the lockdowns. resilience and respect skills. sport in school further.
All of our young people were This will help us further
We held a summer fun day with an involved including those with SpLD. develop our annual sports day
To ensure excitement is
Olympic theme and it was run by There was also the development of competition.
sustained around competitions
the Get Ahead Partnership. resilience, team work and respect
using new and exciting events
skills.
in school in Summer term.
The Sports Leaders to work with Every Key Stage 1 student received Further Sports Leader events
the PE teacher to run a House KS1 a booklet that they used for the
and Reception Olympic Day Sports Festival as they competed
against another house. They then
received a Gold, Silver or Bronze
sticker to place in their booklet to
take home.
Created by: Supported by:To have a competitive Sports The PE lead to organise a The PE lead organised a very Sports Day and House Captains
Day for the whole school Reception and KS1 Sports Day in successful Sports Day with new in Summer Term 1
the morning and a KS2 Sports Day trophies provided for winning
in the afternoon following covid events. This was enjoyed by all and Medals to be given if budge
guidelines was an excellent feel good factor allows to 1st place winners
with all the issues caused by covid.
The house captains had a great New records recorded for the
sense of responsibility and helped running, throwing and jumping
the day to be successful with the events
organisation.
Signed off by
Head Teacher:
Date: 20.07.21
Subject Leader: M. Houldridge
Report Writer: K. Hutchings / M. Houldridge
Date: 20.07.21
Governor: Mr R Smith (Chair of Governors)
Date: 20.07.21
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