Primary PE and Sport Premium

Phil WagnerPolicy Officer PE and Sport

CBMDC

Purpose of funding:

Schools must spend the additional funding on improving their provision of PE and sport, but they will have the freedom to choose how they do this.Vision:All pupils leaving primary school physically literate and with the knowledge, skills and motivation necessary to equip them for a healthy lifestyle and lifelong participation in physical activity and sport.

Objective: To achieve self-sustaining improvement in the quality of PE and sport in primary schools. We would expect indicators of such improvement to include:The engagement of all pupils in regular physical activity – kick-starting healthy active lifestylesThe profile of PE and sport being raised across the school as a tool for whole school improvementIncreased confidence, knowledge and skills of all staff in teaching PE and sportBroader experience of a range of sports and activities offered to all pupilsIncreased participation in competitive sport

Funding for 2015 to 2016, per capita same as last year

Schools with 16 or fewer eligible pupils receive £500 per pupil.

Schools with 17 or more eligible pupils receive £8,000 and an additional payment of £5 per pupil.

Payment dates;

Maintained schools, including PRUs and general hospitals

7/12 of your funding allocation on 29 October 2015 5/12 of your funding allocation on 29 April 2016

New maintained school or if you are teaching eligible pupils for the first time in the academic year 2015 to 2016

7/12 of your funding allocation on 29 January 2016 5/12 of your funding allocation on 29 April 2016

How to use the PE and sport premium

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 premium to:

•develop or add to the PE and sport activities that your school already offers

•make improvements now that will benefit pupils joining the school in future years

For example, you can use your funding to:

•hire qualified sports coaches to work with teachers

•provide existing staff with training or resources to help them teach PE and sport more effectively

•introduce new sports or activities and encourage more pupils to take up sport

•support and involve the least active children by running or extending school sports clubs, holiday clubs and Change4Life clubs

•run sport competitions

•increase pupils’ participation in the School Games

•run sports activities with other schools

You should not use your funding to:

employ coaches or specialist teachers to cover planning preparation and assessment (PPA) arrangements - these should come out of your core staffing budgets

teach the minimum requirements of the national curriculum - including those specified for swimming (or, in the case of academies and free schools, to teach your existing PE curriculum).

You must publish the following details:

your PE and sport premium allocation for the current academic year

details of how you intend to spend your allocation

details of how you spent your previous academic year’s allocation

how it made a difference to the PE and sport participation and attainment of the pupils who attract the funding

Planning

Have you completed a self-review of PE, physical activity and school sport?

Have you completed a PE, physical activity and sport action plan/ plan for the Primary PE and Sport Premium spend?

Is PE, physical activity and sport, reflective of your school development plan?

Are your PE and sport premium spend and priorities included on your school website?

Concern Recommendation 2 Under the conditions, schools are accountable for their use of the premium allocations and must publish on their websites by 4 April 2015 details of how they used their PE & sport grant. This should provide a level of self review of the expenditure.  Testing of a sample of primary schools’ websites found that contrary to grant conditions; 45% of schools had not included the correct amount of grant received.50% of the schools had not accurately explained to parents how the money was being spent. 85% schools did not include an adequate explanation of the impact the school has seen on pupils’ PE & sport participation and attainment. Children’s Services Health & Well Being Team have recently surveyed how the Districts maintained primary schools are using the premium. The results of the survey indicate that nearly 30% of schools are not measuring the impact of the premium.  As a result, schools were reminded of their responsibilities for publishing information on their websites by both the School Funding Team and the Internal Audit “In Control” newsletter circulated to schools, distributed via Bradford Schools Online. The findings demonstrate this approach has not worked.

 Suitable guidance and / or training is provided to schools to help ensure that they understand the requirements to publish on their websites information regarding; The amount of grant received.  How it is being spent. The impact the school has seen on pupils’ PE & sport participation and attainment as a result of the funding. The Primary Business Managers group may provide a suitable forum for such training. Consideration may be given to; Providing a template for the information to be published on the school websites, or a link to a website considered to demonstrate good practice.Reviewing the corporate financial governance arrangements in schools (i.e. scheme for financing schools, etc) to ensure the requirements to conform with publication requirements of ring fenced grants are complied with. The expected requirements of governors to approve spending plans, review outturn and the information published could form part of this review, to help ensure proper scrutiny for the use of the funding.  

CBMDC Internal Audit 2015

  Finding Suggested Action

 1

 i.Schools that use a dedicated cost centre for the grant were better able to promptly account for their use of the money and demonstrate budgetary control.It is a condition of the grant funding that the schools’ financial records are open to inspection by the Secretary of State and by the Comptroller and Auditor General.  i.The level of planning for the use of the money varies between schools. In some schools sampled, actual spend differed markedly from the stated plans, reducing confidence that clear objectives have been set and value for money maximised.  i.The majority of the school websites sampled during this audit included inaccuracies regarding either the funding received or how it was spent. Confusion over funding periods contributed to some of the inaccuracies noted. i.The recording of impact on pupils’ PE & sport participation on school websites remains poor overall. Where a school fails to comply with the conditions, which includes the maintenance of records to support the use of the premium and its impact, it may be required to repay the premium in whole or in part. 

 Schools are provided with guidance for using their grant allocations more effectively to include; i.The use of a dedicated cost centre on SIMS or spreadsheet to show spend for the grant allocations. i.Planning their use of the grant. Good planning can include an assessment of current provision and identification of areas for development / improvement priorities with associated actions to be funded (together with the expected costs). I.e. consideration of where the school is now, where it wants to be and how it is going to get there. i.Maintaining their websites. Websites should be updated for new grant allocations, and to ensure explanations of how they have been (or will be) spent remain accurate.  Reporting over consistent periods year on year should help schools to keep the information up to date and clear. Whilst schools may choose what period to report over (i.e. financial year, academic year, or an extended period beyond this), the information published should be clear, complete, consistently reported, accurate and up to date.  i.Assessing impact. 

CBMDC Internal Audit 2015

Bradford Survey May 2015

1. Schools using the Primary PE and Sport Premium to employ specialist sports coaches to deliver;

Curriculum activity

91 %

Afterschool sports clubs

83

Break/ lunchtime activity

44

2. Sports coaches from;

Commercial Organisations

95%

Voluntary sector sports clubs

24

Part of a National Governing Body Programme

11

Not using external sports coaches 15 3. Can you find a sports coach for all activities your require Yes 89% no 11

Bradford Survey 20154. If you employ sports coaches do you;

Check qualifications

88%

Monitor quality

99

Use a quality mark scheme

8

8. (How) do you measure the impact of the PE Premium * (interpretation) Yes 70% no 30

Bradford Survey 2015

12. Please list the topics covered by the PE CPD programme of your school Activity specific eg games/gymnastics/dance etc 98% Planning and Improving curriculum delivery 83 assessing progress and attainment 52 13.What areas of PE CPD are required by your school in the future Activity specific eg games/gymnastics/dance etc 83% Planning and Improving curriculum delivery 63 assessing progress and attainment 74

Bradford Survey 201514. Please describe the impact of the Premium on; PE CPD Improved;

Staff confidence and delivery Planning Pupil Progression Use of external providers Knowledge skills and understanding of requirements Teaching practice

Increased amount of PE and CPD Making improved teaching more sustainable

Sports Coaching

Diversified activity in and out of curriculum Improved pupil involvement/engagement Many schools use external coaches to provide teacher CPD

Pupil Attainment

Evidence of improved; pupil attainment in PE and physical ability teamwork and confidence pupil skills knowledge and confidence in PE results in sports competition engagement and self esteem

Closing the gap of disadvantage Some evidence of improved attitudes to school in general in targeted pupils

Bradford Survey 201516 What are your top three priorities for PE Premium in 2015/16 ( Range) Priority One CPD

Swimming Secure quality teaching Target children in need of support Dance Cycling Improve KS1

Two CPD Assessing progress and attainment/monitoring high quality delivery Widen programme of activity using sports coaches Increase participation in competitions Improve gym and dance Increase and improve equipment

Three CPD Improve engagement in inter school festivals Develop healthy lifestyle/eating programmes Improve on site facilities and outdoor areas Pay lunchtime supervisors to support activities-

Recommendations (Ofsted) Schools should:

ensure that their strategic plans for using the new funding include clear, measurable targets for improvement

clearly show how school leaders will evaluate the impact that the premium is having on improving PE and sports provision

regularly monitor the work of specialist PE teachers and sports coaches to ensure that their teaching and coaching are consistently good

ensure that the professional development of staff is systematically planned and tailored to the individual needs of teachers and classroom assistants

monitor the impact of professional development to ensure a lasting legacy of consistently good teaching of PE

identify ‘non-participants’ in extra-curricular sport and provide additional activities to encourage their immediate and longer-term participation in sport and physical activity

introduce activities specifically aimed at enabling their most able pupils to achieve high standards in PE and sport

forge links with a wider range of external sports clubs to achieve sustainable ways of engaging all pupils in physical activity and sport

work closely with parents and carers and local health agencies to promote the health and well-being of all pupils, especially those who are overweight or obese.

Good practice

Case study: Using local talent – employing specialist PE teachers to plan and deliver a structured professional development programme

Case study: Grow your own – using expert staff to plan staff development and train others in PE

Case study: The power of partnership – joining with other small schools to achieve structured staff training and value for money

Good Practice• Case study: Extending participation in competitive school

sport

• Case study: Maximising participation in the local community

• Case study: Fitness first – getting pupils busy, active and healthy

• Case study: Fun, competitive approaches to improving lunchtime participation

• Case study: Using experts to improve lunchtime participation

• Case study: Leading by example – empowering pupils to make lunchtimes more active and fun

• Case study: Developing the leadership skills of Year 2 pupils to become ‘Little Leaders’

Good Practice• Case study: Identifying non-participants and providing

new, additional activities to re-engage them in sport and physical activity

• Case study: Overcoming low confidence and poor motor skill development

• Case study: Overcoming communication and social barriers in a Reception class

• Case study: Overcoming disability in mainstream schools

• Case study: Food for thought – improving individual pupils’ health and well-being by changing their diet and exercise plans

• Case study: Building on an established ‘health week’ to promote active, healthy lifestyles

Minimum Qualifications of Coaches

NGB Recommendations NGB Recommendations