Information from the Department for Education website (www.gov.uk)
The Government allocates additional funding to improve the provision of Physical Education (PE) and sport in primary schools. This funding, provided jointly by the Department for Education, Health and Culture, Media and Sport, will be allocated to primary schools. The funding is ring-fenced and can, therefore, only be spent on the provision of PE and sport in schools.
Most schools with pupils of primary age will receive the PE and sport premium funding in the academic year 2017 to 2018 including schools maintained by the local authority.
Schools receive PE and sport premium funding based on the number of pupils in Years 1 to 6.
Schools must use the funding to make additional and sustainable improvements to the quality of PE and sport they offer. This means they should use the premium to:
For example, the funding can be used to:
The funding cannot be used to:
Primary PE and Sport Premium Indicators at Northgate
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Academic year: September 2017 to August 2018 |
Total fund allocated: £20,160 |
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Key indicator 1: Engagement of all pupils in regular physical activity |
Percentage of total allocation: 14.8% |
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School focus with clarity on intended impact on pupils |
Actions to achieve |
Funding allocated |
Evidence and impact |
Sustainability and suggested next steps |
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Employment of new KS1 multi-skills instructor and KS2 basketball coach to increase number of pupils participating in activity during lunch times |
Employ coach and organise timetabling |
£1,948 |
90 pupils have participated in KS1 mutli-skills and 60 in KS2 basketball. |
Work on focus groups Ask pupils which activities they would like to try Link basketball to local club |
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Introduce additional breakfast and after school clubs to encourage more pupils to get involved in activities (Many children do not attend outside sports clubs as time is directed to Mosque or tutoring) |
Identify external coaches to undertake activities |
£2,055 |
112 pupils attending clubs (increase from in previous year)
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Employing a coach as an additional TA to be explored
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Reintroduce the daily mile to get all pupils undertaking at least 15 minutes of additional activity per day (stopped during building works) |
Re-evaluate a location for a new Magic Mile (since the ‘old’ mile is now located where there is school construction taking place) |
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ALL pupils involved in 15 minutes of additional activity 3-5 days per week |
Daily mile firmly embedded in school day Look into embedding new track into field @ £11,000 per 600m |
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Wider impact as a result of above |
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Pupils are more active in PE lessons – taking part without stopping to rest. Attitudes to learning improved, resulting in better concentration in lessons. |
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Key indicator 2: Profile of PE and Sport being raised across the school as a tool for whole school improvement |
Percentage of total allocation: 0% |
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School focus with clarity on intended impact on pupils |
Actions to achieve |
Funding allocated |
Evidence and impact |
Sustainability and suggested next steps |
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Celebration assembly every week to ensure the whole school is aware of the importance of PE and Sport and to encourage all pupils to aspire to being involved in the assembles |
Achievements celebrated in assembly (match results and notable achievements in lessons etc.) Different classes to do dance / gymnastics displays |
£0 |
List of participants |
Headship Team has seen the benefits of the raised profile and is committed to funding these areas if the Primary PE and Sport Premium is discontinued |
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Half termly report includes a PE write up |
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£0 |
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Notice board in Ashdown Hall used to promote ideas for trying new skills in a chosen activity |
Photos of children from lessons and clubs showing off their skills |
£0 |
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Pupils take photos and update notice boards themselves |
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Wider impact as a result of above |
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Pupils are very proud to be involved in assembles / photos on notice boards etc. which is impacting on confidence and self-esteem. There are over 30 extra pupils attending PESS grant funded clubs which is complimenting activities in school and in the curriculum. Increased self-esteem / confidence are having an impact on learning across the curriculum. |
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Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and Sport |
Percentage of total allocation: 70.7% |
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School focus with clarity on intended impact on pupils |
Actions to achieve |
Funding allocated |
Evidence and impact |
Sustainability and suggested next steps |
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PE specialist teacher employed one day a week to work primarily with NQTs and new staff |
Create a ‘teach to observation’ protocol; 2 weeks teaching, 2 weeks team teaching, 2 weeks observation |
£10,307 |
Better subject knowledge and organisation in PE Evidence shown in observations |
Use ‘teach to observation’ feedback to set targets for the following term |
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KS1 multi-skills coach to be employed to upskill KS1 staff |
Employ coach Organise timetable and hall timetables |
£1,881 |
Better subject knowledge and organisation in PE Evidence shown in observations |
Working primarily with Year 1 & 2 this year and gradually working up the years Also works to ‘teach to observation’ protocol |
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Basketball coach from local club employed to upskill upper KS2 |
Employ coach Organise timetable Reorganise hall timetables |
£2,053 |
Better subject knowledge and organisation in PE Evidence shown in observations |
Links to local club Possibility of academy being set up to add additional link between school and club |
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Wider impact as a result of above |
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Skills, knowledge and understanding of pupils are increased significantly – see note about end of Key Stage attainment targets. Pupils really enjoy PE and Sport, are very keen to take part and demonstrate a real desire to learn and improve. |
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Key indicator 4: Broader experience of a range of sports and activities offered to all pupils |
Percentage of total allocation: 7.4% |
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School focus with clarity on intended impact on pupils |
Actions to achieve |
Funding allocated |
Evidence and impact |
Sustainability and suggested next steps |
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New sports clubs before and after school partly funded to encourage participation in new activities; golf, basketball, gymnastics and multi-skills |
Organise coaches, hall timetables, letters |
as above for breakfast clubs plus £462 for after school |
Number of children participating in new activities is 112 |
Add / replace with new activities next year Links to local clubs Look to train TAs to lead activities. Look to create focus group; e.g. on pupils who do not take up additional PE and Sport opportunities |
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Multi-skills (KS1) and basketball (KS2) coaches employed at lunch times to increase experience greater range of activities |
Organise coaches and hall timetables Organise groups to attend basketball Arrange a pupil survey to ascertain what pupils would like |
(as above) |
Approximate number of children participating in new activities is 150 |
Add / replace with new activities next year Links to local clubs Coach to train MDMS to lead multi-skills activities Look to create focus group; e.g. on pupils who do not take up additional PE and Sport opportunities |
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Wider impact as a result of above |
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Behaviour has improved particularly at lunch times and this has led to improved learning in the afternoons. Very few instances of pupils not bringing kit to school and as a result progress and achievement in curriculum PE is good. 95% of pupils say they enjoy PE and Sport and want to get involved in more activities. |
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Key indicator 5: Increased participation in competitive sport |
Percentage of total allocation: 7.2% |
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School focus with clarity on intended impact on pupils |
Actions to achieve |
Funding allocated |
Evidence and impact |
Sustainability and suggested next steps |
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Specialist PE teacher and teacher in charge of PE to commit to list of competitions the school would like to enter TA identified to print out paperwork and organise children to attend (with direction from teachers) and to attend with children |
TA to be paid for extra working hours
Team kit purchased
Class cover for teachers to attend
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£680
£300
£474
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Increase from 10 last year to 25 competitions entered this year |
TA to write EVOLVE forms and all paperwork for competitions
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Specialist PE teacher to arrange ability grouped level 1 intra-school competition for all year groups |
Arrange date and time, activity and rules so classes can practice before the competition Teachers to organise children into ability grouped teams prior to event |
(as above) |
100% of children involved in level 1 intra-school competition |
KS2 children to lead competitions for Years 1 to 4 |
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Specialist PE teacher to arrange ability grouped Level 2 inter-school competitions for the whole year group (4 competitions; one per year in KS2) against two other local schools at the local secondary school |
Arrange date and time, activity and rules so classes can practice before the competition. Link to Level 1 competition Teachers to organise children into ability grouped teams prior to event |
(as above) |
100% of KS2 involved in level 2 competitions |
Specialist PE teacher to organise additional adults through school office prior to event |
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Wider impact as a result of above |
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100% of children experience at least one level 1 and one level 2 competition against people outside of their own class. Improved standards in invasion games in curriculum time. |
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Other indicator (identified by the school): Additional swimming provision |
Percentage of total allocation: 28.8% |
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School focus with clarity on intended impact on pupils |
Actions to achieve |
Funding allocated |
Evidence and impact |
Sustainability and suggested next steps |
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Look into acquiring pool time for future lessons |
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Wider impact as a result of above |
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Please note: This is a working document (last updated in April 2018)