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Evidencing the impact of the Primary PE and (City of Oakland)

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Evidencing the
impact of the
Primary PE and
sport premium
Website Reporng Tool
Revised July 2021
Created by
Commissioned by
Created by:
Supported by:
It is important that your grant is used eecvely and based on school need. The Educaon Inspecon Framework
makes clear there will be a focus on ‘whether leaders and those responsible for governors all understand their
respecve roles and perform these in a way that enhances the eecveness of the school’.
Under the Quality of Educaon Ofsted inspectors consider:
Intent - Curriculum design, coverage and appropriateness
Implementaon - Curriculum delivery, Teaching (pedagogy) and Assessment
Impact - Aainment and progress
To assist schools with common transferable language this template has been developed to ulise the same
three headings which should make your plans easily transferable between working documents.
Schools must use the funding to make addional and sustainable improvements
to the quality of Physical Educaon, School Sport and Physical Acvity (PESSPA)
they oer. This means that you should use the Primary PE and sport premium to:
• Develop or add to the PESSPA acvies that your school already oer
• Build capacity and capability within the school to ensure that improvements made now will benet
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.
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 eecve way of meeng the reporng requirements of the Primary PE and sport premium.
We recommend you start by reecng 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 parcipaon and aainment. All funding
must be spent by 31st July 2022.
We recommend regularly updang the table and publishing it on your website throughout the year. This evidences
your ongoing self-evaluaon 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.
Total amount carried over from 2019/20 £
Total amount allocated for 2020/21 £
How much (if any) do you intend to carry over from this total fund into 2021/22? £
Total amount allocated for 2021/22 £
Total amount of funding for 2021/22. To be spent and reported on by 31st July 2022. £
Meeng naonal curriculum requirements for swimming and water safety.
N.B. Complete this secon to your best ability. For example you might have pracsed safe self-rescue techniques on
dry land which you can then transfer to the pool when school swimming restarts.
Due to exceponal circumstances priority should be given to ensuring that pupils can perform safe self rescue even
if they do not fully meet the rst two requirements of the NC programme of study
What percentage of your current Year 6 cohort swim competently, condently and prociently over a distance of at
least 25 metres?
N.B. Even though your pupils may swim in another year please report on their aainment 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 eecvely [for example, front crawl, backstroke
and breaststroke]?
Please see note above
What percentage of your current Year 6 cohort perform safe self-rescue in dierent water-based situaons?
Schools can choose to use the Primary PE and sport premium to provide addional provision for swimming but this
must be for acvity over and above the naonal curriculum requirements. Have you used it in this way?
Created by:
Supported by:
Swimming Data
Please report on your Swimming Data below.
Details with regard to funding
Please complete the table below.
6940
18460
20933
18560
N/A - swimming was not able to be
complated due to lack of
support/lessons on offer at the local
swimming centre.
N/A
N/A
N/A
No
39493
Academic Year: Total fund allocated:
Date Updated:
Key indicator 1: The engagement of all pupils in regular physical acvity – Chief Medical Ocers guidelines recommend that
primary school pupils undertake at least 30 minutes of physical acvity a day in school
Percentage of total allocaon:
Intent Implementaon Impact
Your school focus should be clear
what you want the pupils to know
and be able to do and about
what they need to learn and to
consolidate through pracce:
Make sure your acons to achieve
are linked to your intenons:
Funding
allocated:
Evidence of impact: what do
pupils now know and what
can they now do? What has
changed?:
Sustainability and suggested
next steps:
Key indicator 2: The prole of PESSPA being raised across the school as a tool for whole school improvement Percentage of total allocaon:
Intent Implementaon Impact
Your school focus should be clear
what you want the pupils to know
and be able to do and about
what they need to learn and to
consolidate through pracce:
Make sure your acons to achieve
are linked to your intenons:
Funding
allocated:
Evidence of impact: what do
pupils now know and what
can they now do? What has
changed?:
Sustainability and suggested
next steps:
Acon 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.
Created by:
Supported by:
£18,460
22.07.21
To ensure staff are fully aware and trained on
the positive impact of physical activity on mental
health of pupils as well as educate pupils on
stratgies to support their own mental health.
This reflects our school vision that we are a
haven of hope and aspiration.
Adults are able to identify and support those children who are
struggling with anxiety, attachment and other mental health
issues. The inclusion of physical activity is used to help support
emotions. Pupils also recognise the benefit of activity on their
mental health; for example requesting brain breaks to support
learning. This nurture appracoh helps childrn to value
themselves and others.
Staff to continue to use strategies and
ideas from training. New staff to be
briefed on strategies to continue the
high level of support through physical
activity. Next steps playground
improvement project to be undertaken.
Raise the profie of the importance
of physical activity at break time to
simulate mind and support mental
health. Making pupils strong and
resilient.
Pupils are engaged in various activities at
breaktime to encourage physical activity.
Football is not the only 'sport or activity' played
whichencourages higher participation rates. Our
diverse children enjoy the variety on offer at
break time. They thrive and flourish togther as a
proud community.
This is to continue from Septmber
particularly with the additional sport
apprentices that will be employed to
support the PESSPA profile being
rasied. Nurture and well-being staff
to be allocated to support playtimes.
8%
23%
Level 4 Supporting Pupils
Wellbeing with PE
Staff CPD
£350
PE equipment to be used at
breaktime.
Timetables activities and
opportunities
Staff CPD
£1000
Key indicator 3: Increased condence, knowledge and skills of all sta in teaching PE and sport Percentage of total allocaon:
Intent Implementaon Impact
Your school focus should be clear
what you want the pupils to know
and be able to do and about
what they need to learn and to
consolidate through pracce:
Make sure your acons to
achieve are linked to your
intenons:
Funding
allocated:
Evidence of impact: what do
pupils now know and what
can they now do? What has
changed?:
Sustainability and suggested
next steps:
Key indicator 4: Broader experience of a range of sports and acvies oered to all pupils Percentage of total allocaon:
Intent Implementaon Impact
Your school focus should be clear
what you want the pupils to know
and be able to do and about
what they need to learn and to
consolidate through pracce:
Make sure your acons to
achieve are linked to your
intenons:
Funding
allocated:
Evidence of impact: what do
pupils now know and what
can they now do? What has
changed?:
Sustainability and suggested
next steps:
Created by:
Supported by:
Staff to deliver content of PE lessons confidently and
effectively through quality first teaching. Pupils to show
progress throughout the year through these
high-quality lessons.
To develop physically literate individuals who aspire to
have the knowledge, skills and confidence to enjoy a
lifetime of healthful physical activity.
Staff monitoring and observations of PE
lessons allowed staff to receive
developmental points on teaching and
develop own practice. Boxing coaching
sessions were observed by staff to
provide a CPD opportunity. Increase in
staff confidence.
PE lead to continue to
support colleagues in order to
deliver quality PE lessons.
Provide CPD opportunites,
inviting sports coaches to
train staff to teach content.
Children have experienced a wide range
of activities and sports within school.
They have discovered talents they didn't
know they had. This, coupled with links
to local clubs, have enabled children to
compete in activities outisde of school.
New equipment will ensure all chidlren have
access to a range of sporting activities and
expereinces. The opportunty for children to
expereince climbing would not have been
possible without funding from the Sports
Premium Budget, therefore this will form
part of a sports week in the summer term
moving forward.
10%
46%
£420
£2050
Boxing coaching sessions
Staff CPD
Staff monitoring
Sports Apprentice to assist
teachers
Purchasing of new sports equipment such as:
- Rugby posts
- Climbing trip
- Scooters
- Skateboards
- Teambuilding activities
- New age bowls
Allow all our unique children to
experience a wide range of sporting
opportunities to develop a variety of
skills and increase opportunities to
support mental health and
well-being.
Signed o by
Head Teacher:
Date:
Subject Leader:
Date:
Governor:
Date:
Key indicator 5: Increased parcipaon in compeve sport Percentage of total allocaon:
Intent Implementaon Impact
Your school focus should be clear
what you want the pupils to know
and be able to do and about
what they need to learn and to
consolidate through pracce:
Make sure your acons to
achieve are linked to your
intenons:
Funding
allocated:
Evidence of impact: what do
pupils now know and what
can they now do? What has
changed?:
Sustainability and suggested
next steps:
Created by:
Supported by:
Compete in competitive sports
within school, upholding the values
of respect, resilience, compassion,
friendship and aspiration. Making
our community strong, resileint and
proud.
Children demostrated respect and
resilience when completing in sports
days and this was supported by the
presentation of awards to support the
schools values. Children recognise the
importance of displaying values when
competing in sport.
Importance of respect and
resilience to continue to be
enforced through competitive
sports days. Awards would not be
purchased without Sports Premium
budget. Next steps to compete in
competitions against other schools.
23.07.21
J Flisher
22.07.21
Sue Heather
11%
Awards
Sports day equipment
£450
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Completed 21 September 2021

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