Moorside Primary School and Nursery Sports Premium Impact Report 2019-20
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Moorside Primary School
and Nursery
Sports Premium Impact
Report 2019-20
Impact Report Moorside Primary School and Nursery 2019-20
Schools must use the funding to make additional and sustainable improvements to the quality of PE and sport they offer. This means that you should use the Primary PE and Sport Premium to: • develop or add to the PE and sport activities that your school already offers • build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the school in future years Please visit gov.uk for the revised DfE guidance including the 5 key indicators across which schools should demonstrate an improvement. This document will help you to review your provision and to report your spend. DfE encourages schools 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. Under the Ofsted Schools Inspection Framework, inspectors will assess how effectively leaders use the Primary PE and Sport Premium and measure its impact on outcomes for pupils, and how effectively governors hold them to account for this. Schools are required to publish details of how they spend this funding as well as on the impact it has on pupils’ PE and sport participation and attainment. We recommend regularly updating the table and publishing it on your website as evidence of your ongoing review into how you are using the money to secure maximum, sustainable impact. To see an example of how to complete the table please click HERE.
Support for review and reflection - considering the 5 key indicators from DfE, what development needs are a priority for your setting and your
students now and why? Use the space below to reflect on previous spend, identify current need and priorities for the future.
Key achievements to date: Areas for further improvement and baseline evidence of need:
Entries into Cluster events more consistent. Children proud to represent Links to local schools and sports clubs to embed the importance of PE outside
school and improve skills through this. school as well as in it.
Create a positive community affection towards exercise and sport.
Positivity around PE and the importance of exercise (Staff and Children)
Evidence PE through Big Book assessment.
Equipment bought for playtimes and PE lessons.
A variety of activities required to keep inclusive so all children can access (1:1
Inspirational coaches in to deliver PE, in co-operation with class teachers and children)
Subject Leader.
1. Dave – Box2bfit.
2. Chris and Will – Sporting Influence – weekly.
3. Sam Rich – Dance in lesson time. Keep this going as it includes all children in KS2.
Development of intra school (internal) competition in houses every term. Include Learning Activities during Maths and English. For example, Tagtivate
for Maths.
Meeting national curriculum requirements for swimming and water safety (based on 2018-19 data) Please complete all of the below:
What percentage of your Year 6 pupils could swim competently, confidently and proficiently over a distance 84.70%
of at least 25 metres when they left your primary school at the end of last academic year?
What percentage of your Year 6 pupils could use a range of strokes effectively [for example, front crawl, 80.85%
backstroke and breaststroke] when they left your primary school at the end of last academic year?
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What percentage of your Year 6 pupils could perform safe self-rescue in different water-based situations 73.15% when they left your primary school at the end of last academic year? Schools can choose to use the Primary PE and Sport Premium to provide additional provision for swimming Yes. but this 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 students today and for the future.
Academic Year: 2019/20 Total fund allocated: £23,645 Date Updated: December 2019
Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that Percentage of total allocation:
primary school children undertake at least 30 minutes of physical activity a day in school 7%
School focus with clarity on Actions to achieve: Funding Evidence and impact: Sustainability and suggested
intended impact on pupils: IMPLEMENTATION allocated: IMPACT next steps:
INTENT
Playtime activities to increase physical Current Year 6 to continue with Play Pupils can now DO:
activity and skills: Buddies as soon bubble restrictions Our children should continue to
Chris Doey, Sporting Influence, to teach are lifted. receive 1 hour and 40
Daily physical activity: 20 minutes lunch, MSA’s and Year 6 buddies on Thursdays As part of Children are engaged in tig – related minutes of structured play per
20 minutes free play and 20 minutes from 11.45 am – 12 noon. Games will be Sporting games, stuck in the mud, fox and week.
structured play with MSA’s and Year 6 shown and the equipment that will be Influence annual farmers (invasion games), basket Take part in a variety of Sports:
Play Buddies needed fee ball/football, skipping and Invasion games (Football, Hockey,
competitive running games. We Netball) , Gymnastics, Athletics
£8,960 have also had a trim trail imprinted and Swimming.
on the playground for independent
fitness and this is also used for
MSA’s to lead playtime activities taught -MSA Performance management targets movement breaks. All children have
through the games demonstrated during to link to delivery of 20-20-20 games and 20 minutes focused outdoor time at
PE sessions with Sporting Influence. activities. £1086 lunchtime. Children who opt out are
-1 hour per week focusing on Gym and engaged in imaginative play. There
Exercise. Variety of Sports including: are no fights on the playground and
PP after school club. Gym and games Cricket, Gym, Fitness, Tennis and Multi all children are engaged in activities.
club. Skills. Autumn 2019 – 30%
Our PE intent states that: This is a free club so will be advertised Spring 2019- 29.2%
We provide opportunities for all children to KS2 children to maximise Autumn 2020 (fall in numbers
to engage in extra curricular (fitness) opportunities for children to take part in potentially due to Covid restrictions
activities. Before (buddies), during extra curricular sporting activities. and further lockdown) – 25%
(playtimes, lunchtime and PE lessons) currently involved in an after
and after school (multi sports, running school fitness club.
clubs and competitive sports etc). 65% of pupils say that they take part
in an alternative fitness club outside
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school such as:
Running
Swimming
Dancing
Ripon Panthers Football
Rugby
Karate/Martial arts
Pupils now SAY:
Children (90%) really enjoy PE
lessons with Sporting Influence and
the games they play. (Pupil
Conferencing Dec 19)
94% of children who attend After
School Clubs enjoy the activities
offered. (Dec 19)
Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement Percentage of total allocation:
5%
School focus with clarity on intended Actions to achieve: Funding Evidence and impact: Sustainability and suggested next
impact on pupils: allocated: steps:
INTENT IMPLEMENTATION IMPACT
Play Buddies: Year 6 children trained by Mr Price has run sessions for Year 6 to New Year 6 cohort have been
Mr Price in how to set up sporting use. Every Thursday lunchtime, Mr Price £543 unable to follow on from previous Check pupil health and fitness
activities for KS1 children at lunchtime. and 4 Year 6 children set up activities for buddies due to closure on 23.3.20. areas with Nurture lead to identify
This is to create a positive play Year 1 (until October half term and then Bubble restrictions mean that pupils target year groups.
environment in KS1 as well as developing Year 2 afterwards). who are appropriate role models
Young Leaders. within each bubble take on this role Analyse GUNY survey results for
A variety of games need to be used in supporting other in play. health and well-being to further
Wellness, Wellbeing and Motivational which are linked into the 20-20-20 raise fitness levels.
programme – Focused on specific minute structure. During lockdown, 20% of the school
children to meet need. “High levels of community were classes as
fitness and health of the children. Delivered by Sporting Influence £4000 vulnerable and key worker children.
Children to have higher levels of specialists. Children to take part in a Their well being was supported by
motivation and engagement with PE. programme linking to fitness, well being sporting influence sessions once per
Children to learn in new skills, sports and and diet. 1 hour per week to develop week and Forest school to support
confidence and motivation in sport, their well being once per week. The
activities.” potentially impacting across the impact of this is immeasurable. The
curriculum. Growing Up in North Yorkshire
Survey has been postponed into the
Created by: Supported by:Autumn term 2020 (initially forecast
for Summer 2020). Results will give
Our Intent states that: We endeavor to further targets and direction for
encourage not only physical development pupils wellness, well being and
but also well- being, which is vital for our motivation. Additional fitness as
children.’ part of Y4 and Y5 PE lessons and
Zumba have been rolled out in KS2,
to improve health and well being for
pupils through non-contact socially
distanced sports activities.
Impact of wellbeing and well ness to
be measured using BOXALL
assessments (Spring term
comparative to October). Specific
strands to be shared with Sporting
Influence.
Pupils can now DO:
90% of KS1 children enjoy lunchtime
games that are set up by MSA’a and
Y6 buddies. (Dec 19)
The Y6 children have been fabulous
role models and have related to the
younger children amazingly. They
have taught them how to play
different games, how to accept
defeat as well as victory and how to
play games together following the
rules of the games.
Pupils now SAY:
“I really enjoy helping the younger
children play different sports and
games” Year 6 pupil (Dec 2019)
Through pupil conferencing:
86% of KS2 children enjoy PE all or
most of the time.
Created by: Supported by:60% of children attend an After
School sports club. This is sustained
since last year.
Created by: Supported by:Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport Percentage of total allocation:
53%
School focus with clarity on intended Actions to achieve: Funding Evidence and impact: Sustainability and suggested
impact on pupils: allocated: next steps:
INTENT IMPLEMENTATION IMPACT
Subject knowledge improved and Teachers to work with Sporting This was postponed to Autumn 2020.
confidence using games sports Influence staff as well as PP by team Through Sporting Y5 staff observe PP in teaching fitness Continue with observing
equipment leading to high quality PE teaching and observing best practice. Influence fee. programme. outstanding practice from
TA’s to observe Sporting Influence for Sporting Influence for staff and PP
free CPD. Drop ins by PP for teacher Subject Sports session observations/pupil Paul Price to observe class
Knowledge and structure of PE conferencing. teachers who are teaching PE or
Subject Leader lesson observations. lessons. Observations of Sporting Influence Forest school to ensure that
(postponed due to Covid) -Forest school fitness Staff completed and feedback given. children are taking a leading role
-Sporting Influence Focus on “warm up activities” and in sharing – rules, warm up and
The PE intent states: Our aim is to…. -Year groups where the class teacher “engaging pupils from the start.” cool down, safety etc.
‘teach our children how to cooperate and is teaching PE.
collaborate with others as part of a team,
understanding fairness and equity of play
to embed life-long values.’ Pupil engagement and leading in PE
lessons eg leading warm up sessions
so that they can keep themselves fit.
Key indicator 4: Broader experience of a range of sports and activities offered to all pupils Percentage of total allocation:
44%
School focus with clarity on intended Actions to achieve: Funding Evidence and impact: Sustainability and suggested
impact on pupils: allocated: next steps:
INTENT IMPLEMENTATION IMPACT
Forest School Wednesday. Continuous discussions with Forest Pupils can now DO: To keep the uniqueness, activities
Forest Schools sessions throughout the School staff about activities and tasks. £3,537 need to be developed so that PE
year for year groups. Broad skills taught 92% of children like Forest Schools skills are being taught in a Forest
covering emotional and social -Autumn half term 2 focusing on and see it as an opportunity to adapt Schools setting .
educational phases. Handball (KS2) using and applying learnt skills. Sustained since last year
same skills but in a different scenario. (Dec 19). Explore a broader range of
A variety of sports through Sporting Different sports offered such as: activities such as Zumba/Yoga.
Influence’s PE lessons. Tchoukball and Unihoc, where the Children all did cosmic yoga for
children can develop their skills but in mental well-being and throughout Continue links into whole school
Scootering activity in school for each year a new exciting game scenario. Play lockdown when in school, which curriculum (Science) using Tier 3
group. To engage with a broader
Created by: Supported by:audience of children across all year Leaders could demonstrate the game £300 supported their well being. language and vocabulary.
groups. at lunchtimes to KS1. Signposted to Joe Wicks activities for
home learning.
Sports Leader to arrange alternative *Scootering postponed due to Covid
sporting activities for 2020. Each year closure.
group to have a workshop based on Replaced by Zumba.
Scooters. All year groups have taken part in
Forest school at least twice.
Sam Rich in school to teach a range of
Dance and Movement styles Activities linked into the needs of
comparing (including strength, each class. This has been: fine/gross
conditioning and fitness) motor skills, balance, communication
skills and teamwork.
Marrick Priory (21 pupils, 38% Pupil Planning outdoor adventures £1600
Premium, 20% SEND. Links to reading alongside Marrick Priory staff to Residentials cancelled due to Covid-
through “Wolf Brother” and whole immerse children in outdoor learning 19 outbreak.
school development. activities linked to the text. This is to
motivate and provide a purpose for
learning and stimulate writing as well
as long term aspiration to take up
outdoor sports as a hobby.
Key indicator 5: Increased participation in competitive sport Percentage of total allocation:
0%
Created by: Supported by:School focus with clarity on intended Actions to achieve: Funding Evidence and impact: Sustainability and suggested
impact on pupils: allocated: next steps:
INTENT IMPLEMENTATION IMPACT
Entry into Cluster events throughout the PP attended Cluster PE meeting with ‘In house’ fixtures in bubble
year. other PE leads, where a timetable of £1428 Timetable of competitive sports and groups need to be put in place at
events was produced for events outcome to be arranged and reported the end of each half term. This
throughout the year. (Both for Interschool competitions encourages competition within
and with Cluster schools). Parent school and raising skills levels,
Intra sports in PE lessons in House feedback – questionnaire. Pupil teamwork and PRIDE as well as
groups. Points won forward to Sports PP to arrange a timetable of sporting £686.40 conferencing applying learning from that term.
Day. Increased competition. activities to be run in PE lessons.
PP to organise with Sporting
UNICEF Football match Staff v Children Pupils can now DO: Influence and monitor. House
(June/July 2020) KS2 multi skills held at school as an Teams Scores to go towards
Plan, promote, participate. PP to ask After-School Club with neighbouring Sports Days as an incentive for
Sporting Influence for participation of school. 10 children attended. (Nov 19) engagement and participation.
their staff. School Council to help with £30 2021.
organization of the event alongside Dance competition – winners
Play Buddies. September 2019
Continue dialogue with parent helpers Fixtures arranged with Greystones
linked into Family Fun Day. but postponed due to Covid-19.
Forest school and PE and Sports Premium
Forest school is fundamentally an active delivery method, it is delivered outdoors on uneven ground in a physically challenging environment. The activities are planned and
developed by observation and feedback to ensure maximum engagement of each child. The environment is designed to support Physical activity including a climbing tree,
balance beam and seesaw and resources and tools are available to change and develop the environment to make it more physically challenging.
Session include games which not only develop core physical skills but also those of observation, marking, defence and strategy.
Outlined below are some of the ways which Forest School specifically meets the PE Curriculum for KS1 and 2
-Development of core skills:
o Balance and agility: The site has a climbing tree, see saw, balance beam, digging hole and uneven ground these all develop balance and agility skills
o Coordination: The use of tools and building projects help develop co-ordination skills
o Team games: we offer a wide range of team games including strategic games such as claim the flag and sticky mole which help develop tactics and support
development of marking and defence.
o Running, jumping, throwing and catching: forest school offers games and activities which support all of these core skills
- Forest school session offer cooperative physical activities in a range of challenging environments, for example den building, egg races, bridge building, making swings.
- Outdoor and adventurous activity challenges: at forest school, we work with tools and fire which not only offers the opportunity to take part in outdoor and
adventurous activity challenges but also equips each child with risk assessment skills.
- Comparing performances: children revisit previous challenges and activities at forest school which allows them to compare and improve their performance.
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