PE & School Sport Partnership - Glenn Swindlehurst 04/03

The purpose of a PE Adviser

To assist schools in raising standards and in school improvement through the provision of CPD, consultancy and educational materials and to lead on National initiatives

Responsibilities

• Deliver PE training courses to teachers, support staff and coaches

• 1:1 Consultancy with a school / teacher / TA

• Deliver staff inset training

• Write PE publications and SOW for schools and teachers

• Lead on National PE strategies

• Health and safety advice to schools, expert witness

• Deliver accredited courses from Sports leaders UK and 1st 4 Sport

• Tutor for National Organisations - YST, afPE

• Work with partners: Active Partnership, SGO, SSP, afPE, YST, NHS

• Manage an Outdoor Service, 3 centres and 48 staff with a £2M turnover

• Practitioner Action Research

Teacher's International Professional Development (TIPD)

Funded by the British council

2007 - Canada

2009 - Azores

Both trips were to develop understanding of how schools taught FMS in primary schools

Physical Education, School Sport and Club Links (PESSCL) - 2003

The aim was a joint DfES and DCMS Public Service Agreement target

To increase the percentage of school children in England who spend a minimum of 2 hours each week on high quality PE and school sport within and beyond the curriculum to 75% by 2006

PESSCL

1. Infrastructure: Partner Development Manager - work with secondary and primary schools and come up with plan of how to improve in PE; developed by government targets through a bottom- approach

2. Development Strand 2003-2008: Team delivered free training to over 10,000 teachers and support staff. 80% of this was on dance and gymnastics. Led the North West NQT project

3. QCA PE and School Sport Investigation: Project of developing writing in reluctant writing through using dance - improve writing by at least 1 or 2 sub-level within 6 weeks, by using dance as a scaffold and stimulus

4. Step into Sport

5. School / Club links

6. Swimming

Initial target was 75% by 2006, in 2006 it was 80% and it surpassed the next target of 85% by 2008

During PESSCL the UK Olympic Games - bid was successful in 2005

Intentions

The main intention behind PESSYP was to deliver the 'five-hour offer', thus aiming to provide all children and young people with increased participation opportunities both within curricular and extra-curricular time

Create new sporting opportunities for young people in the PE sector by appointing PE sport co-ordinators, linked to School Sport partnerships

Invest more in coaching in schools, PE colleges and community sports networks

Working towards 5 hours: Current landscape of young people

2 hours

• 100% - 2 hours of high quality PE in the curriculum

3 hours

• 30% - already likely to access at least 2 hours beyond the school day

• 60% - already likely to access 1 hour beyond the school day

• 10% - barriers to engagement in organised sport; unlikely to access any more

In 2010... The Coalition Government

As part of the Spending Review, Education Secretary Michael Gove announced that the DfE would no longer fund the 162M a year PESSYP strategy

This strategy served to increase the percentage of children in high quality PESS, ultimately helping to create an Olympic legacy for young people

The coalition launched a new Olympic-style competition structure, namely the School Games, in an attempt to sustain the legacy

What is the School Games?

The government's policy for School Sport

Key strategic priority for the DCMS Secretary of State

• More young people competing

• More regular competition

• Access for all young people - including those with disabilities

• A vehicle through which to deliver PE and Sport outcomes for young people

1. Level 1 - Intra-school competition

2. Level 2 - Regular inter-school competition between schools at local level

3. Level 3 - Annual county / sub-regional culmination of inter-school competition

4. Level 4 - National multi-sport residential event

Often caused problems as a lot of schools sent the same children to all events with a focus on winning - whereas the program was designed to give more children more opportunities to be involved in sports

School Games

In 2010, the School Games was expanded to include more localised competitions, from major county level events to smaller competitions within the same school

PDM's and Competition Managers changed into School Games Organisers

School Sport Partnerships became fragmented - funding changed and outcomes changed

School Games Organisers (SGO) / School Sport Partnerships

• There are more than 450 SGOs who work across the country to support schools in their local area

• SGO is a 3 day a week post. Some SGOs also host a school sport partnership (SSP) which schools buy into through the PE Premium

• One SSP area can have a management and delivery team of over 30 experiences and specialised staff. A different area won't have an SSP, only a 3 day a week SGO

• What support a school will receive will depend on the area and how the SSP continued or not between 2011 and 2013

PE Premium

The PE and Sport Premium was launched in 2013, providing over £150M a year to improve the quality of provision in every state primary school in England until the 2015 to 2016 financial year. The funding goes directly to primary school headteachers so that they can decide how best to use it to provide PE and sporting activities for pupils

On 17th July 2017, DfE confirmed the doubling of the Primary PE and Sport Premium (£16,000 per school plus £10 per child)

Primary PE and Sport Premium - Key Indicators

1. The engagement of all pupils in regular physical activity

2. The profile of PE and sport is raised across the school as a tool for whole-school improvement

3. Increased confidence, knowledge and skills of all staff in teaching PE and sport

4. Broader experience of a range of sports and activities offered to all pupils

5. Increased participation in a competitive sport

What funding can be used for

• Provide staff with professional development, mentoring, training and resources to help them teach PE and sport more effectively and embed physical activity across your school

• Hire qualified sports coaches to work with teachers to enhance or extend current opportunities

• Introduce new sports, dance or other activities to encourage more pupils to take up sport and physical activities

• Support and involve the least active children by providing targeted activities, and running or extending school sports and holiday clubs

• Enter or run more sport competitions

• Partner with other schools to run sports activities and clubs

• Increase pupils' participation in the School Games

• Encourage pupils to take on leadership or volunteer roles that support sport and physical activity within the school

• Raise attainment in primary school swimming to meet requirements of the national curriculum before the end of Key Stage 2

• Embed physical activity into the school day through active travel to and from school, active playgrounds and active teaching

What funding should not be used for

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

• Teach the minimum requirements of the national curriculum - with the exception of top-up swimming lessons after pupils' completion of core lessons

• Fund capital expenditure

Learning Outside the Classroom

Using outdoor adventure to support other areas of the curriculum. E.g. maths problem solving using canoes - using non-standard measures and estimating

Sport Action Plan

1. All children and young people take part in at least 60 mins of physical activity every day

2. Children and young people have the opportunity to realise developmental, character building experiences through sport, competition and active pursuits

3. All sport and physical activity provision for children and young people is designed around the principles of physical literacy, focuses on fun and enjoyment and aims to reach the least active

Active Lives Survey - 5 key findings

1. Physically literate children do twice as much activity - the more of the five elements of physical literacy (enjoyment, confidence, competence, understanding and knowledge) children have, the more active they are

2. Enjoyment is the biggest driver of activity levels - despite the majority of children (68%) understanding that sport and activity is good for them, understanding had the least impact on activity levels

3. Children who have all five elements of physical literacy report higher levels of happiness, are more trusting of other children, and report higher levels of resilience

4. Physical literacy decreases with age - as children grow older, they report lower levels of enjoyment, confidence, competence and understanding. Research shows activity levels drop when children reach their teenage years (Sport England)

5. The results reveal important inequalities among certain groups of children which must be tackled

PE, PA and Health and Well-Being

Physical Education is a unique subject within the primary curriculum as it focuses on physical development along with cognitive, personal and social development