Sports Premium Grant Expenditure

Rooks-nest-new-evidencing-spending-form-updated 26-02– Downloadable copy of below form.

 

PE – School Sport Development Plan – 2019/2020

Rook’s Nest Academy

 

 

Key achievements to date until July 2019: Areas for further improvement and baseline evidence of need:
·         As part of the Outwood Together group, we part-funded the cost of a sports co-ordinator, Kyle Dench (ACES Sports).

·         We have participated in a range of tournaments run by Outwood Together as well as other sports groups including hockey, cross country, football, netball, dodgeball and tag rugby. Got to West Yorkshire level in cross country and hockey.

·         Some funding was assigned to taxis for transport to and from tournaments.

·         Provided a range of after school clubs run by both staff and links with clubs outside of school – including Frickley FC and Northern Lights Dance Academy.

·          Purchased new equipment where needed and where gaps in equipment have been identified.

·         Received School Games Mark 2019 – Silver at the start of the year and achieved gold at the end.

·         In line with the ‘Gold’ criteria for the School Games mark, we have started to use the Active School Planner resource.

·         Integrated intervention groups for children highlighted on PE assessments as below national.

 

·         Continue with interventions for children highlighted on PE assessments as below national. These interventions will also target children who need to be more aware of a healthy lifestyle. ACES to support teaching assistants with these interventions

  • Children and staff will have access to outdoor active learning mentoring with Forest schools in order to provide a more hands on approach to learning.
  • To provide staff with CPD and development opportunities working alongside specialist coaches
  • To develop Tchouckball and Lacrosse purchased last year with support from ACES
  • To pay for a yoga teacher to provide targeted children and KS1 children with access to mental health education in order to become ‘happy and well-rounded individuals’, through Yoga and PSCE this year
  • Maintain school games gold award

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rook’s Nest Academy swimming 2019/2020

 

 

Meeting national curriculum requirements for swimming and water safety.  
What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres?

N.B. Even though your pupils may swim in another year please report on their attainment on leaving

primary school at the end of the summer term 2020.

47/57     82%
What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]? 46/57     81%
What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? 51/57     89%
Schools can choose to use the Primary PE and Sport Premium to provide additional provision for swimming but this must be for activity over and above the national curriculum requirements. Have you used it in this way? No

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PE – School Sport Development Plan – 2019/2020

Rook’s Nest Academy – Break down of spending

 

  

Item/project Objective Amount/cost Percentage of total allocation (£18,960)
Buying into Outwood Together Alliance sport partnership To develop and maintain sporting competition between member school and academies. To allow access to CPD initiatives. To pay towards a central coordinator

 

£1250

 

6.6%
ACES Mentoring/ACES Interventions

 

 

To upskill existing teaching staff & aid staff in the teaching of new sports on the RNA curriculum (lacrosse, Tchoukball and curling). This will broaden the PE curriculum and give children the chance to learn a new sport – whilst up-levelling teachers PE skills.

All staff will have a turn at this over the course of the year.

 

After Spring 1 selected children highlighted on each year groups APP grid will be partaking in interventions to help further their skills with ACES mentor.

KS1/FS group and a KS2 group

ACES staff will also work with selected children on health education and good well-being – nutritious diet

£7500 39.7%
YOGA

Lyndzy Taylor

To provide children with the opportunity to a good standard of mental health education and become ‘happy and well-rounded individuals’ through access to a Yoga and PSCE cross-curriculum

To provide children with calming/relaxing

stress relief techniques.

To encourage cooperation and teamwork between peers in PSCE which will be beneficial during PE lessons.

This year (19/20) will be with KS1 children who did not do the Yoga last year for the first session, whilst the second session will be for targeted y3-6 children who are in need of more yoga after last year’s class sessions.

 

£3000 (est.)

 

Teaching 2 and a half hours per week

 

15.9%
Forest Schools outdoor learning External agency will support teachers in providing an outdoor learning experience for the children in their Topic lessons.

 

Children will have opportunity to partake in active outdoor lessons using different equipment provided by external agency.

 

£6600 34.9%
Primary PE specialism course (Level 5 & 6) (SM) To enable myself (SM) to lead the delivery of high quality primary school PE. £550

(1170 per year, last year and this year)

 

2.9%
    Total = £18,900  

 

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PE – School Sport Development Plan – 2019/2020

Rook’s Nest Academy

 

 

 

Academic Year: 2019/20  £18,960 Date Updated: December 2019  
Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school pupils undertake at least 30 minutes of physical activity a day in school Percentage of total allocation:
See above
Intent Implementation Impact  
School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact Sustainability and suggested next steps:
Offer children a wide variety of lunchtime/after school clubs across both Key Stages to increase opportunities to develop a healthy and broad range of skills/interests to help achieve a healthy lifestyle.

·         Increased participation and engagement in after school clubs.
·         Teams where this links with tournaments are more prepared to succeed against other schools.

·         Frickley FC run football clubs for all year groups over the course of the year on Mondays.

·         Northern Light Dance Academy to provide dance lessons for children over course of the year.

·         Teachers to provide clubs in line with tournaments (E.g. netball and Hockey).

·         ACES to run lunchtime clubs on Wednesdays.

·         Keep a register of participants.

·         For the spring term onwards, look into having more After School Clubs that include Reception.

 

N/A ·         Registers.

·         Pupil voice.

·         Parent extra- curricular club questionnaire.

·         Be reactive to parent questionnaire.
Observe children at lunchtime/break times and use pupil voice to assess how active children are at break times.

·         Is play structured and active?

 

Ensure that children are active at playtimes and using provided equipment.

 

· Last year behaviour improved when equipment provided at break/lunchtimes.

·         Are children using active boards (on playground walls purchased a couple of years ago) and trim trail regularly?

·         Are lunchtime staff encouraging children to be active?

·         SM to liaise with lunchtime staff to discuss equipment usage – what improvements do they think could be made?

·         Year 5 children to continue to lead the use of equipment on the field at playtimes – SM to create timetable.

 

 

N/A ·         Observation notes.

·         Timings.

·         Pupil voice.

·         Behaviour book.

 

·         Put actions in place if active levels aren’t up.

·         Evaluate if equipment needs improving/replacing.

·         Check Year 5 children are acting as responsible role models.

 

Interventions with children flagged up on teacher assessment to take place with TA (supported by ACES staff).

·         These interventions include healthy lifestyle lessons as well as active.

·         These interventions had an immense impact on targeted children last year with a number of them visibly improving and performing to a better standard on sports day.

·         Comments from ACES staff and class teachers support this progress.

 

Covered in ACES cost. ·         Pupil voice.

·         Feedback from ACES staff.

·         ACES staff working with/training TA so they can carry on interventions (both active and healthy lifestyles) when Sports premium grant is no longer in existence.
SM to model and encourage active lessons and brain breaks during lessons.

·         Better behaviours

·         Better results

·         Better concentration

·         Better health

·         All in just a 2 minute ‘break’ from lessons

 

·         SM to lead staff CPD on the benefits of brain breaks.

·         SM to model these in these strategies in own lessons.

·         ACES staff to campaign the use and benefits of brain breaks when working with class teachers

N/A ·         Lesson observations (SLT).

·         Questionnaires.

·         Pupil voice.

·         Teacher feedback.

·         Standing lessons.

·         Mandatory brain breaks in afternoon lessons.

Take part in the Wakefield school health survey (PW).

·         Give a snapshot of the health of pupils at RNA in comparison to the rest of Wakefield.

·         Make parents aware of health issues/how healthy their children are.

·         Highlight any areas of concern.

 

·         SM to contact parents about survey (letter).

·         Aid pupils in carrying out questionnaire (20 mins).

N/A ·         Act on results. ·         Act on results.
ACES staff to support RNA staff in leading active and appropriately differentiated lessons.

 

·         Highly active lessons to contribute required physical activity levels.

·         Encourage children to lead healthy active lifestyles.

·         SM to discuss importance of active lessons.

·         Model active/differentiated lessons for staff who need support with this.

·         Active levels for lessons have massively improved over the last 3 years and will hopefully be maintained this year, whilst integrating new sports and focussing on differentiation.

 

Covered in ACES cost. ·         Lesson observations (SM and ACES).

·         Staff feedback.

·         Pupil voice.

·         Questionnaires.

·         Actions in place and support staff if active levels not at target.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key indicator 2: The profile of PESSPA being raised across the school as a tool for whole school improvement Percentage of total allocation:
See above
Intent Implementation Impact  
School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact Sustainability and suggested next steps:
Continue to develop the use of assessment in school and actively use the results to answer ‘what next?’

 

·         Children are assessed regularly and thoroughly.

·         Children are shown clips of themselves in lessons and can discuss improvements for the future.

·         SM to assess teacher assessments and pick out children to do interventions.

 

·         Class teachers to use assessments appropriately and regularly.

 

·         Class teachers are considering, how are we going to support below national children and how are we going to push above national children as well as gifted and talented children.

 

N/A ·         Observations.

·         Pupil voice.

·         Class teachers to timetable their own interventions every day for children in need in their class.

·         Consider using ACES pupil passport as a tool for assessment.

·         More Ipads to encourage filming and feedback.

 

 

Interventions to take place with teaching assistants supported by ACES staff relating to healthy lifestyles.

 

·         Target children who staff are concerned about lifestyles.

 

·         Children will work with Teaching assistant and ACES staff to improve their knowledge  of ‘what being healthy’ involves and how to live a healthy lifestyle. Covered in ACES cost. ·         Do children change (improve) on assessments?

·         Questionnaires.

·         Pupil voice.

·         ACES staff working with/training TA so they Can carry on interventions (both active and healthy lifestyles) when Sports premium grant is no longer in existence.
After school clubs to be made available for both KS1 and KS2 children to encourage participation in Sports:

·         Hula hoops

·         Dance

·         Gymnastics

·         Hockey

·         Netball

·         Football

·         Girls football

·         Cricket

·         Rounders

·         Curling

·         SM to run some clubs and encourage other staff to do so.

·         Also look into outside of school clubs to come in (Already have Northern Lights Dance and Frickley).

Varying. ·         Results in Outwood competitions.

·         Pupil voice.

·         Parent extra- curricular club questionnaire.

·         An after school club targeting specifically least active children.
Daily mile to be ran in school (continued).

 

·         Improve children’s fitness levels (has had a positive impact on both fitness and behaviour in afternoon lessons over the last 2 years).

·         After winning the Wakefield competition last year for year 2 and finishing runners up for year 4, we will be running again across the academy. N/A ·         Results in daily mile competition in summer term.

 

·         Results on sports day (long distance).

·         Have a track (circular) on the school field
Forest schools will encourage children to improve their physical fitness and improve their mental health, whilst building confidence and independence through partaking in outdoor learning. ·         Forest schools will be run in school for all year groups.

 

·         Outdoor classroom will be built by KS2 children in Autumn and Spring term before being accessed by KS1 children in Summer term.

 

·         Each year group will have a half term working with forest schools.

 

 

£6600 ·         Pupil voice

·         Questionnaire.

·         Timetable 1 hour per week for every class to use the outdoor classroom.
YOGA (Lyndzy Taylor)

 

·         To provide children with the opportunity to a good standard of mental health education and become ‘happy and well-rounded individuals’ through access to a Yoga and PSCE cross-curriculum.

·         To provide children with calming/relaxing stress relief techniques.

·         To encourage cooperation and teamwork between peers in PSCE which will be beneficial during PE lessons.

·         This year (19/20) will be with KS1 children who did not do the Yoga last year for the first session, whilst the second session will be for targeted y3-6 children who are in need of more yoga after last year’s class sessions.

 

£3000 (est.) ·         Pupil voice.

·         Behaviour logs.

·         Does Yoga impact targeted children from last year.

·         Emoji assessment used last year.

·         Teachers to learn techniques to enable them to teach aspects of yoga in the future.

·         Mindfulness displays in school to encourage healthy mind and mental well-being.

 

Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport Percentage of total allocation:
See above
Intent Implementation Impact  
School focus with clarity on intended impact on pupils:

 

Actions to achieve: Funding allocated: Evidence and impact Sustainability and suggested next steps:
ACES to support staff on teaching of new subjects in school.

·         Utilise sports coaches/teachers effectively to develop staff.

·         Increased participation and engagement.

·         Better quality of lesson (good to outstanding).

·         Opportunities for teachers and TA’s to watch PE coaching sessions.

 

 

·         ACES staff to work with staff over the course of the year. SM to create a timetable for staff to have this opportunity.

·         Create a questionnaire to assess which area teachers feel that they lack confidence in, do the same at the end of the year.

Covered in ACES cost. ·         Pupil voice.

·         Staff observations.

·         Achievements in competitions.

·         Pupil engagement and uptake of sports outside of school.

·         Lacrosse match vs another school.

·         Pupils to lead/help younger years in teaching new sports.

SM to attend Primary PE specialism course (Level 5 & 6)

·         To enable myself (SM) to lead the delivery of high quality primary school PE.

·         SM to attend and pass course.

·         Feedback to rest of staff.

·         Implement course into areas of school.

£550

(1170 per year, last year and this year)

 

·         SM evaluations at end of course.

·         SM teaching and leading of PE improving.

·         Other staff in school to take part in course – PE leads in different Key Stages including foundation stage.

 

 

Key indicator 4: Broader experience of a range of sports and activities offered to all pupils Percentage of total allocation:
See above
Intent Implementation Impact  
School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated:

 

Evidence and impact Sustainability and suggested next steps:
ACES to support staff with the teaching of new subjects in school.

 

·         Encourage children to experience sports they may have not tried before.

·         Encourage least active to have a go at new sports (one child who fit this category last year fell in love with lacrosse).

·         H/A and G&T children to have opportunity to lead and invent own sports games in lessons.

 

·         Clubs to be available to follow up some of these new sports:

-Lacrosse

-Curling

-Tchoukball

-Table tennis

-Pool

 

·         SM to look into providing follow up links to clubs outside of school.

 

·         ACES to look at inventing new sports/games with H/A G&T who can take on leadership?

Covered in ACES cost. ·         Pupil voice.

·         Parental feedback.

·         Observations/planning.

·         Trying new sports will hopefully encourage pupils to try other new sports in their future lives and not have a fear of doing so.

·         Links to outside clubs for children to follow their interests.

 

·         Year 6 H/A G&T to have opportunity to actual take lead lessons/sessions in KS1?

Ensure that children participate in a range of sports in the PE curriculum and are engaged in doing so.

·         Children access different sports and learn the rules etc.

·         Look into opportunities that local sports clubs offer.

·         Use the tournament timetable (Outwood Together) to plan sports to be taught for different year groups.

N/A ·         Observations/ planning.

·         Pupil voice.

·         SM to check planning.

·         Look into the possibility of buying ACES plans.

 

Continue to update PE equipment in school when needed.

·         Sports equipment is always the most up to date that it can be.

·         Children have access to the best sports equipment in PE lessons and after school clubs.

·         Foundation stage sports equipment resources to be updated where necessary, to ensure children have the best possible start to an active life and achieve the best possible levels (especially in Physical PSED communication and language) across the areas of development.

 

·         Equipment to be purchased/updated where RNA excels in sport. E.g. Hockey.

 

·         SM to carry out audit of equipment to see what we have or don’t have (E.g. need more rugby balls).

N/A ·         Staff questionnaires (FS).

·         Pupil voice.

·         Observations.

·         Audit.

·         SM to carry out audit on FS equipment and research into possible equipment to aid physical development

 

Key indicator 5: Increased participation in competitive sport Percentage of total allocation:
See above
Intent Implementation Impact  
School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated:

Evidence and impact Sustainability and suggested next steps:
Continue the use of a Sports Coordinator through the Outwood Together SLA.

·         PE is enhanced further with advice from someone else. Updates are given regularly both through meetings and through regular e-mail updates.

·         Use the sports coordinator for extra advice for teaching PE.

·         Three PE themed assemblies to be planned throughout the year.
·         Use the sports co-ordinator for developing teaching skills alongside ACE Sports.

·         ACES cost

 

·         Teacher questionnaire.

·         KD judgement.

·         KD/CM to report back on effectiveness to OutTog?
Participate regularly in interschool competitions (as well as class vs class and peer vs peer competition) so as to develop pupils team working skills and enhance children’s ability to set goals/personal bests.

·         To ensure a variety of children have the opportunity to compete in tournaments and not just the same children.

·         Children who are not chosen to represent the school in tournaments can still learn the skills/rules of different sports.

·         Children have the opportunity to work together in the school setting.

·         Push on girl’s football this year due to interest shown over the last 2 years.

·         Try to ensure that clubs link with competitions to children partaking in the clubs have the opportunity to hone their skills in competitions with other schools.

·         Participate in the Outwood Together competitions.

·         SM to look into other competitions led by other companies/clubs to participate in.

·         Teach/encourage children different ways of tracking their progress (both self and vs peer).

·         Girls football club to be ran by SM and CL.

·         Ensure some of the RNA PE long term PE plan is in line with tournaments being offered. E.g. Hockey in January for Year 5/6 children – are year 5/6 doing hockey in this term? SM to share Outwood competition with RNA staff to ensure staff are aware when tournaments are.

·         ACES to run clubs at lunchtimes in line with tournaments.

·         Yoga/Forest schools provides strategies (resilience) to cope with situations when not winning/disappointment arises.

 

·         ACES cost

·         Yoga cost

·         Forest schools cost

 

·         Tournament results.

·         Tournament/club registers.

·         ACES feedback.

·         Pupil voice.

·         Look at ACES participation excel grid to compare pupil participation with other schools in the cluster.

 

·         Be reactive to need and interest from children at our school.

·         Be reactive to children that need extra support for behaviour at playtimes.

Develop the skills of higher ability/gifted and talented children to become more competitive in tournaments.

·         Children have the chance to develop skills in different sports and get more fine-tuned coaching to suit their ability.

 

·         ACES to spend a half term working with gifted and talented sports children (not just lower ability children).

·         SM to clearly define what ‘Gifted and Talented’ in PE looks like.

·         ACES cost ·         Tournament results.

·         ACES feedback.

·         Pupil voice.

 

·         Winning/competing at a high level will encourage other children to take up and raise the profile of the sport –  role models.

 

 

Interventions to take place with teaching assistants supported by ACES staff relating to competition with each other.

 

·         Opportunity to compete with each other in intervention sessions will allow LA children to gain confidence and take this back into lessons with classes.

·         Feedback was good from class teachers last year, with LA pupils massively improving in terms of both confidence and ability.

·         Partaking in this massively benefits LA/lowest active percentile to be engaged in active sports.

·         SM to look at assessment to identify pupils who will benefit from this.

·         Remind staff about supporting these LA children with TA in lessons – as you would with maths/literacy.

·         Lessons with Yoga/Forest schools provides strategies (resilience) to cope with situations when not winning/disappointment arises – help those children who do not compete due to fear of losing overcome these fears.

 

·         ACES cost

·         Yoga cost

·         Forest schools cost

 

·         Assessments – progress?

·         ACES feedback.

·         Pupil voice.

·         Teacher questionnaire.

·         TA will be able to lead these sessions, thanks to training with ACES, when Sports premium grant is no longer available.

·         Class by class interventions in the future with daily interventions to encourage increased participation.

 

 

Clubs available
Clubs on offer Autumn Term Spring Term Summer Term
  Football (Frickley) x2 (KS2)

 

Hockey (KS2)

 

Netball (KS2)

 

Dance (Northern Lights) (ks2)

 

Girls football (KS2)

 

Football (Frickley) x 2 (KS1)

 

Dance (Northern Lights) (FS/KS1)

 

Dance (KS1)

 

 
Number of club places offered Autumn Term Spring Term Summer Term
   

106

 

78

 

 

 

Competitions and Matches
Autumn Term
Cross country: Year 3, 4, 5, 6

Year 4 – 1 qualifier

Year 5 – 3 qualifiers

Year 6 – 1 qualifier

 

Tag-Rugby (Outwood Qs) – 5th

 

Spring Term
Girls football (Wakefield level) – 6th

 

Hockey (Outwood Qs) – 2nd

 

Cross country (Wakefield level) – cancelled

 

Bee Netball –

 

Summer Term
 

 

 

 

 

 

 

 

 

Feedback Received

 

Feedback Received From
I’ve never won a race before!

 

Pupil
The interventions have really made a difference. Teacher
As if we won the daily mile! Pupil
I have seen the skills vastly increase since the interventions came in. Head teacher
It doesn’t matter that we didn’t win we had the most fun of any teams there. Pupil
I did my best. Pupil
I like PE because it’s not boring. Pupil

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Signed off by
Head Teacher:  
Date:  
Subject Leader: smorrell
Date (last reviewed): 26/02/20
Governor:  
Date:  

 

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