Sports Premium Grant Expenditure

●        Through Active Schools, children are given the opportunity to engage in competitive sport. This year we have monitored which children have taken part in order to ensure that equal opportunities are given to all.

●        Participation in school sports continued to be monitored across KS2 to ensure that every child has the opportunity to take part in competitive sport. All children had the opportunity to take part in an extracurricular sporting event last year and inactive children could be easily identified.

●        As part of the Outwood Together group, we part-funded the cost of a sports coordinator, Kyle Dench (ACES Sports).

●        We have participated in a range of tournaments run by Outwood Together (virtually due to Covid-19).

●        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.

●        Maintained School Games Mark of gold

●        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, which had a very positive impact.

●        Held a successful Covid-19 friendly sports day, which every child in school had the opportunity to participate in.

●        Took part in Wakefield school health survey.

●        Every child and member of staff in the Academy was provided with a skipping rope and took part in the ‘daily skip’ – this continued to be popular for most of the year

●        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.

●        Set up a lunchtime forest schools club for targeted children.

●        To provide staff with CPD and development opportunities working alongside specialist coaches where necessary. Staff to be encouraged to attempt new sports this year that they are less confident in teaching.

●        Maintain school games gold award.

●        Consider introducing a more visible formative assessment against pupil’s skills (delayed due to Covid)

●        Consider what ‘PE’ looks like at Rook’s Nest Academy. How can we show parents? Produce a progressive skills example to show parents how skills evolve in a particular area.

●        Look at getting support in for lunchtime staff with structure active play

●        Have a ‘wow day’ to re-encourage skipping

N.B Complete this section to your best ability. For example you might have practised safe self-rescue techniques on dry land which you can transfer to the pool when school swimming restarts.

Due to exceptional circumstances priority should be given to ensuring that pupils can perform safe self rescue even

if they do not fully meet the first two requirements of the NC programme of study.

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 2021.

Please see note above.

80%

Please see note above.

73.33%

80%

Letters provided offering reduced swimming lessons to appropriate children.

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

Provide all children across the Academy with a regular opportunity to access outdoor learning. Due to Covid-19 more important than ever that children are accessing outdoor learning as much as possible and teachers are learning how to further their own outdoor learning skills to ensure they can teach similar lessons in years to come.

On Friday lunchtimes Forest Schools also run a ‘survivors club’ for targeted children.

Invoiced for 7 hours per week (hour for survivors club taken from Tuesday)

Fridays 4 hours

Tuesdays 3 hours

£315 per week

£315 x 38 = £11,970

+ An extra hour on Fridays (targeted children from 01/11 every week)

45 x 32 = 1440

1440 + 11970 = 13,410

This could be a slightly less depending on bad weather sessions.

–          Sportability (50)

–          Girl’s football (£160)

–          Boy’s and girl’s football (£160)

(2 days)

Wow day designed to encourage the lowest active participants to increase participation.

Links to local climbing cubs to be provided after.

(KS1 & KS2)

(2 days)

(Whole school)

(Tom and Matt Oldfield)

Buying a complete set will further encourage this reading (books are of a good level on accelerated reader for Y3, 5, 6).

The child friendly biographies provide children with some suitable sporting role models with stories of determination, resilience and kindness.

To provide children with early understanding of how to balance and ride a bike in preparation for bikrability in year 5

The scheme is designed to give children a greater responsibility and train them on how to be sport leaders. This was done through weekly training with ACES staff (CM).

Scheme has proved to be a great success. Next year this years playground leaders will train next years year 5s on becoming playground leaders.

To inspire some of the lowest active (who have interst in HP) to take up sport

Look at running a club later in the year.

FUTURE COST = £150 – 30 MOPS (BROOMS)

(£26,583.70)

Left over

£67.30

(As of 14.07.22)

(playground equipment – pick up sticks)

Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officers guidelines recommend that primary school pupils undertake at least 30 minutes of physical activity a day in school

what they need to learn and to

consolidate through practice:

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

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

●        Triathlon training club ran by MP and Brett

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

●        Keep a register of participants.

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

●        Pupil voice.

●       Parent extra- curricular club questionnaire.

·         Do clubs include a range of children or just the same ones each day.

·         Do older children learn the skills to support younger children in the future (post-Covid) at lunchtimes in clubs

●        Is play structured and active?

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

Last year behaviour improved when equipment (inc. skipping ropes) provided at break/lunchtimes.

●        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 lead the use of equipment on the field at playtimes – SM to create timetable (Covid dependent).

●        Timings.

●        Pupil voice.

●        Behaviour book.

●        Evaluate if equipment needs improving/replacing.

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

●        Possibly look at buying a new trim trail/playground equipment with left over budget.

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

●        Interventions to target children whose teachers assess as having fallen behind during lockdown’s or whose progress is not at the expected standard and help them catch up.

●        To provide children with the opportunity to regain any progress lost due to the pandemic.

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

●        Feedback from ACES staff.

●        Progress made on assessment sheets

●        Do children highlighted as having fallen behind during lockdown catch up? Assessment sheets (percentages)

●        Better behaviours

●        Better results

●        Better concentration

●        Better health

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

●        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

●        Questionnaires.

●        Pupil voice.

●        Teacher feedback.

●        Mandatory brain breaks in afternoon lessons.

●        Highly active lessons to contribute required physical activity levels.

Encourage children to lead healthy active lifestyles.

●        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.

●        Staff feedback.

●        Pupil voice.

●        Questionnaires.

●        The skipping had a massive impact on children last year – progress in skipping was evident in skipping race on sports day

–          Possible hold a ‘wow day’ to encourage skipping at the Academy.

–

●        This will help children’s:

–          cardiovascular fitness.

–          Leg strength.

–          Stamina.

–          Coordination.

–          Bone strength.

–          Balance.

–          Agility.

·         Thus contributing to key indicators 1,3 and 5.

·         Self challenge and peer/class challenge competition to be added once children get use to the skipping ropes.

●        Teacher observations have children’s PE skills improved?

●        Summative assessment forms have children’s PE skills improved?

●        A skipping competition vs another school?

·         Pupil voice

●        Children’s physical development skills at a higher level in following years of school.

·         Playground leader role encourages children to take on responsibility and sports leadership at a young age.

·         Pupil voice

·         Questionnaire

·         ACES staff training playground leaders feedback.

Key indicator 2: The profile of PESSPA being raised across the school as a tool for whole school improvement

Percentage of total allocation:

what they need to learn and to

consolidate through practice:

●        Children are assessed regularly and thoroughly.

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

New formative assessment (tick chart) to support summative assessments.

●        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.

●        New formative assessment to support summative assessment and further evidence areas which children struggle in.

●        Pupil voice.

Teacher questionnaire

●        Consider using an online formative assessment (my version is paper based) ACES pupil passport or similar?

●        More Ipads to encourage filming and feedback.

·         Is new formative assessment acceptable to staff? Does it work?

●        Target children who staff are concerned about lifestyles.

●        Questionnaires.

Pupil voice.

●        Hula hoops

●        Dance

●        Gymnastics

●        Hockey

●        Netball

●        Football

●        Girls football

●        Cricket

●        Rounders

●        Curling

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

●        Pupil voice.

Parent extra- curricular club questionnaire.

Arrange a tournament/game against another school for least active children (Covid dependent).

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

Results on sports day (long distance).

Stop watches for self challenge.

‘Survivors club’ will target lowest active and other children who will benefit.

●        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.

Questionnaire.

·         The skipping had a massive impact on children last year – progress in skipping was evident in skipping race on sports day

·         Possible hold a ‘wow day’ to encourage skipping at the Academy.

●        This will help children’s:

–          cardiovascular fitness.

–          Leg strength.

–          Stamina.

–          Coordination.

–          Bone strength.

–          Balance.

–          Agility.

·         Thus contributing to key indicators 1,3 and 5.

·         Self challenge and peer/class challenge competition to be added once children get use to the skipping ropes.

●        Teacher observations have children’s PE skills improved?

●        Summative assessment forms have children’s PE skills improved?

●        A skipping competition vs another school

●        Playground leader role encourages children to take on responsibility and sports leadership at a young age.

●        Pupil voice

●        Questionnaire

●        ACES staff training playground leaders feedback.

●        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.

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

●        Staff observations.

●        Achievements in competitions.

Pupil engagement and uptake of sports outside of school.

SM to lead similar lessons to support staff once completed Primary PE specialism course.

●        Staff observations

●        Staff confidence questionnaire

Disturbe rule books to staff

●        SM observations

●        Encourage children to experience sports they may have not tried before (children partaking in interventions to attempt these new sports too).

●        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.

-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? Quidditch

●        Parental feedback.

●       Observations/planning.

●        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? [SPORTS LEADERS UK] (COVID dependent)

Children access different sports and learn the rules etc.

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

●       Pupil voice.

●        Look into the possibility of buying ACES plans.

●        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.

●        Foundation stage to take part in Balanceability this year (if enough budget).

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

●        To provide nursery children with the best possible start in their physical development.

●        Pupil voice.

●        Observations.

●        Audit.

·         FS assessments has physical development (moving & handling and help & self care) area improved due to Balanceability?

·         Pupil voice

●        Are children better equipped for Bikeability in year 5 following Balanceability?

●        Children’s physical development skills at a higher level in following years of 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.

-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? Quidditch

●        Parental feedback.

●        Observations/planning.

●        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? [SPORTS LEADERS UK]

Covid dependent

●        Questionnaire

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

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

●       KD judgement.

●        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.

●        Arrange competitions between peers and classes in school whilst school competitions are not possible.

Take part in any virtual competitions between schools.

●        Participate in the Outwood Together competitions (inc. virtual).

●        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).

●        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. SM to ensure staff are following new long term plan created summer 2020, which ensures ‘spiral’ coverage of a wide range of sports.

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

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

Forest schools cost

●        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 children that need extra support for behaviour at playtimes.

Is new long term plan acceptable to staff? Does it work?

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

SM to clearly define what ‘Gifted and Talented’ in PE looks like (Progression steps).

●        ACES feedback.

●        Pupil voice.

●        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.

●        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.

Forest schools cost

●        ACES feedback.

●        Pupil voice.

Teacher questionnaire.

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

·         The skipping had a massive impact on children last year – progress in skipping was evident in skipping race on sports day

·         Possible hold a ‘wow day’ to encourage skipping at the Academy.

●        This will help children’s:

–          cardiovascular fitness.

–          Leg strength.

–          Stamina.

–          Coordination.

–          Bone strength.

–          Balance.

–          Agility.

·         Thus contributing to key indicators 1,3 and 5.

·         Self-challenge and peer/class challenge competition to be added once children get use to the skipping ropes.

●        Teacher observations have children’s PE skills improved?

●        Summative assessment forms have children’s PE skills improved?

●        A skipping competition vs another school

●        Questionnaire

●        Matches against other Quidditch partaking schools

●        Playground leader role encourages children to take on responsibility and sports leadership at a young age.

●        Pupil voice

●        Questionnaire

●        ACES staff training playground leaders feedback.

Sportability: Year 5/6

Girls indoor football: Year 5/6

Boys and girls Hockey: Year 5/6 Slazengers

Cricket at Wrenthorpe CC: Year 6

They have been listening, trying ever so hard, supportive to each other and really seemed to enjoy the football session. Everyone one of them showed politeness towards me and each other.

On reflection this week, I really felt they all deserved praise as they represented the school and themselves l every so well.

Frickley FC

Northern Lights Dance (KS2)

Northern Lights Dance (KS1)

Triathlon training x 2 (KS2) (MP)

Northern Lights Dance (KS1 + KS2) x 2

Triathlon training x 2 (KS2) (MP)

Cricket/rounders (SM/CL)

Netball (LW/MW)

N Lights dance 14

N Lights dance – 34

Triathlon training – 28

Northern Lights Dance (KS1 + KS2) x 2 – 40

Triathlon training x 2 (KS2) (MP) – 20

Cricket/rounders (SM/CL) – 24

Netball (LW/MW) – 16

smorrell