Sports Premium Grant Expenditure

Sports budget spending – updated July 21 – Downloadable (clearer) copy of below form.

School data for year 6 swimming is included on this form.

Key achievements to date until July 2020: Areas for further improvement and baseline evidence of need:
●       Staff ‘skilled up’ in teaching PE though the use of specialist Sports Coach in school.

●       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 before Covid-19 last year and got to West Yorkshire level in cross country and hockey. We also participated in tag rugby and girls football competitions.

●       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.

●       Partook in Outwood Y6/Key worker virtual tournaments (and won some) during summer lockdown 2020

●       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. The interventions will specifically aim to support children who have fallen behind in PE during lockdown in 2020/21.

●       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. Staff to be encouraged to attempt new sports this year that they are less confident in teaching.

●       To pay for a yoga teacher (Covid-19 dependent) 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.

●       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

 

Did you carry forward an underspend from 2019-20 academic year into the current academic year?      YES

 

Total amount carried forward from 2019/2020        £4,286

+ Total amount for this academic year 2020/2021 £18,960

= Total to be spent by 31st July 2021                        £23,246

 

Meeting national curriculum requirements for swimming and water safety.

 

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.

 
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 2021.

Please see note above.

44/60

73.3%

What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]?

Please see note above.

44/60

73.3%

What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? 42/60

70%

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

 

 

 

 

 

 

 

 

 

 

 

 

 

Rook’s Nest Academy – Break down of spending

 

  

Item/project Objective Amount/cost Percentage of total allocation (£23,246)
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

 

£550

 

2.36%
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.

 

Interventions took place in Spring 1 and 2 up until lockdown. Interventions will be ‘shuffled’ to Summer term with potentially more than 1 day a week to bridge any gaps in children’s physical development.

 

£7500 32.26%
Forest Schools outdoor learning (Elite kids coaching) 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.

 

Started outdoor learning on Tuesday mornings in Spring 1 after Christmas (to run till the end of the year) to 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.

£45 per hour

 

Fridays all day (4 hours) = (based on 38 weeks school calendar, started 2nd week back Sept)

4 x 45 = 180 x 38 = £6840

 

 

Tuesday mornings (3 hours) = (25 weeks from Jan 5th)

3 x 45 = 135 x 25 = £3375

 

£6840 + £3375 = £10,215

 

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

 

43.94%
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)

 

2.36%
Bikes for after school club Provide children with the opportunity to continue their physical development at after school club

 

Old bikes no longer working properly and are dangerous

 

 

Encourage children to development their team work and cooperative skills through sharing and active play

 

Following up children’s love of ‘balanceability’

 

£249.95 Side car

 

£178.95 Tricart

 

£229.95 Pickup

 

Total

£658.85

 

2.83%
New rugby balls/agility ladders

 

Rugby balls as we didn’t have a full class set and only had size 5 balls which were too large for LKS2

 

Ladders were free but will massively help with agility training

 

£250 1.07%
Balanceability

 

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

 

£519.78 2.23%
To get a skipping rope for every child on role at RNA (to be kept in school for the time being in children’s pouches on back of chairs – Covid safe).

 

Every child will be encouraged to use their rope every day. Each class to have a day on the playground their class can use the skipping ropes. Each class to have 10 minutes a day using the ropes – physical break in the afternoons.

 

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.

 

 £1921 + VAT (we get VAT back)

 

 

8.26%
Coach to transport 30 year 6 children to Thornes park for athletics day on 1st July 2021 Safe Covid transport needed to allow children to participate in exciting sporting opportunity £200 £0.86%
    Total:

£22,364.63

 

Left over

881.37

(as of 27.06.21)

96.17% spent
Below are unconfirmed ideas of where the rest of the funding may be spent:
Sporting equipment to replace old/broken      
Wow days

-orienteering day to refresh how to teach

Will be looking at doing this in Summer term depending on cost.

TBC    
Sporting books      
Look at getting support in for lunchtime staff with structure active play      
IPADS for PE self assessment      

 

Academic Year: 2020/21 Total fund allocated: £23,246 Date Updated: 03.06.21 Percentage of total allocation:
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
N/A%
Intent Implementation Impact See above. Intents/spending areas cross into different key indicators, so percentage is not applicable per indicator.
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 practice:

Make sure your actions to achieve are linked to your intentions: Funding allocated: Evidence of impact: what do pupils now know and what can they now do? What has changed?: 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 (Covid dependent).

●       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.

·       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

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 (inc. skipping ropes) 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 (Covid dependent).

 

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.

 

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

 

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.

●       Interventions to target children whose teachers assess as having fallen behind during the 2020 lockdown and help them catch up.

●       Intervention groups will have to be in Covid friendly bubbles.

●        Interventions took place in Spring 1 and 2 up until lockdown. Interventions will be ‘shuffled’ to Summer term with potentially more than 1 day a week to bridge any gaps in children’s physical development.

 

 

●       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.

 

●       Progress made on assessment sheets

●       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.

 

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

SM to model and encourage active lessons and brain breaks during lessons (Covid dependent).

●       Better behaviours

●       Better results

●       Better concentration

●       Better health

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

SM to look at topsportsability to do support this.

 

●       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.

ACES staff to support RNA staff (inc. NQT) in leading active and appropriately differentiated lessons. Are we pushing our gifted and talented/most able children?

 

●       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.
●       To get a skipping rope for every child on role at RNA (to be kept in school for the time being in children’s pouches on back of chairs – Covid safe).

 

●       Every child will be encouraged to use their rope every day. Each class to have a day on the playground their class can use the skipping ropes. Each class to have 10 minutes a day using the ropes – physical break in the afternoons.

 

●       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.

 

See above

 

●       Pupil voice

 

●       Teacher observations have children’s PE skills improved?

 

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

 

●       Children to foster a (life long) love of skipping and understand the benefits and how it can benefit them in other sports

 

●       A skipping competition vs another school

 

End of Spring term skipping ropes have proved a huge success so far with children in school during lockdown

·        Balanceability

 

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

 

See above ·        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.

 

·        Bikes for after school club ·        Provide children with the opportunity to continue their physical development at after school club

 

·        Old bikes no longer working properly and are dangerous

 

 

·        Encourage children to development their team work and cooperative skills through sharing and active play

 

·        Following up children’s love of ‘Balanceability’

 

See above ·        SM and VS to ensure children are taught how to share and use the bokes safely

 

·        SM to observe if purchase of bikes has a positive impact on children’s development.

·        Children to develop a life long love of physical activity and develop vital sharing skills through using the bikes.

 

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

 

 

·        Continuing younger children’s progress after ‘Balanceability’

 
 

 

 

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

 

 

 

Percentage of total allocation:

N/A%
Intent Implementation Impact See above. Intents/spending areas cross into different key indicators, so percentage is not applicable per indicator.
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 practice:

Make sure your actions to achieve are linked to your intentions: Funding allocated: Evidence of impact: what do pupils now know and what can they now do? What has changed?: Sustainability and suggested next steps:
Continue to develop the use of assessment in school (introduce new formative assessment if acceptable) 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.

 

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

●       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.

 

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

 

N/A ●       Observations.

●       Pupil voice.

 

Teacher questionnaire

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

●       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?

 

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 (Covid dependent):

●       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 (similar to interventions.

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

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 2019 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

Stop watches for self challenge.

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.

 

 

See above ●       Pupil voice

Questionnaire.

Timetable 1 hour per week for every class to use the outdoor classroom.
●       To get a skipping rope for every child on role at RNA (to be kept in school for the time being in children’s pouches on back of chairs – Covid safe).

 

·        All staff also have a skipping rope which should encourage pupil participation through good teacher modelling

●       Every child will be encouraged to use their rope every day. Each class to have a day on the playground their class can use the skipping ropes. Each class to have 10 minutes a day using the ropes – physical break in the afternoons.

 

●       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.

See above

 

●       Pupil voice

 

●       Teacher observations have children’s PE skills improved?

 

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

 

●       Children to foster a (life long) love of skipping and understand the benefits and how it can benefit them in other sports

 

●       A skipping competition vs another school

 

End of Spring term skipping ropes have proved a huge success so far with children in school during lockdown

 

 

 

 

 

 

Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport Percentage of total allocation:
N/A%
Intent Implementation Impact See above. Intents/spending areas cross into different key indicators, so percentage is not applicable per indicator.
Your school focus should be clear Make sure your actions to Funding Evidence of impact: what do Sustainability and suggested
what you want the pupils to know achieve are linked to your allocated: pupils now know and what next steps:
and be able to do and about intentions:   can they now do? What has  
what they need to learn and to     changed?:  
consolidate through practice:        
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. For the first term ACES staff will be used to support NQT teacher and carry out intervention groups to support Covid catch up.

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.

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

 

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

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

 

SM to attend and pass course.

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

 

Feedback to rest of staff.

●       Implement course into areas of school.

See above SM to share course learning in CPD

 

Implement learning into our PE curriculum (E.g. assessment).

RNA PE assessment plans to change following on from the first part of the course.

 

Further the quality of RNA’s PE curriculum.

Staff to learn what a good forest school lesson looks like from working with Forest schools and be able to teach these lessons. Staff to observe forest school lessons at first and then plan and teach parts of the lesson. Could team teach. This to be a similar style to how ACES work to ensure Forest schools are sustainable. See above ●       Pupil voice

 

●       Staff observations

 

 

●       Staff confidence questionnaire

Staff to be able to teach a good forest schools style lesson (SM to observe) to ensure outdoor classroom will not be ‘forgotten’ once we no longer have the sports budget to pay for it.

 

 

 

Key indicator 4: Broader experience of a range of sports and activities offered to all pupils Percentage of total allocation:
N/A%
Intent Implementation Impact See above. Intents/spending areas cross into different key indicators, so percentage is not applicable per indicator.
Your school focus should be clear Make sure your actions to Funding Evidence of impact: what do Sustainability and suggested
what you want the pupils to know achieve are linked to your allocated: pupils now know and what next steps:
and be able to do and about intentions:   can they now do? What has  
what they need to learn and to     changed?:  
consolidate through practice:        
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? Quidditch

 

 

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? [SPORTS LEADERS UK]

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.

 

●       Foundation stage to take part in Balanceability this year.

 

●       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).

 

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

 

See above ●       Staff questionnaires (FS).

●       Pupil voice.

●       Observations.

●       Audit.

 

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

 

·        Pupil voice

 

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

 

●       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.

 

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? Quidditch

 

 

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? [SPORTS LEADERS UK]

Covid

 

 

Key indicator 5: Increased participation in competitive sport Percentage of total allocation:
N/A%
Intent Implementation Impact See above. Intents/spending areas cross into different key indicators, so percentage is not applicable per indicator.
Your school focus should be clear Make sure your actions to Funding Evidence of impact: what do Sustainability and suggested
what you want the pupils to know achieve are linked to your allocated: pupils now know and what next steps:
and be able to do and about intentions:   can they now do? What has  
what they need to learn and to     changed?:  
consolidate through practice:        
Continue the use of a Sports Coordinator (KyleD) 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 (KyleD) 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 (Covid dependent) (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.

 

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

 

Take part in any virtual competitions between schools.

●       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 (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).

●       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. SM to introduce now 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.

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

 

ACES 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.

 

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

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

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.

Bikes for after school club ·       Provide children with the opportunity to continue their physical development at after school club

 

·       Old bikes no longer working properly and are dangerous

 

 

·       Encourage children to development their team work and cooperative skills through sharing and active play

 

●       Following up children’s love of ‘Balanceability’

See above ·       SM and VS to ensure children are taught how to share and use the bokes safely

 

●       SM to observe if purchase of bikes has a positive impact on children’s development.

·       Children to develop a life long love of physical activity and develop vital sharing skills through using the bikes.

 

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

 

 

●       Continuing younger children’s progress after ‘Balanceability’

●      To get a skipping rope for every child on role at RNA (to be kept in school for the time being in children’s pouches on back of chairs – Covid safe).

 

●      Every child will be encouraged to use their rope every day. Each class to have a day on the playground their class can use the skipping ropes. Each class to have 10 minutes a day using the ropes – physical break in the afternoons.

 

●      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.

 

 See above ●      Pupil voice

 

●      Teacher observations have children’s PE skills improved?

 

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

 

●      Children to foster a (life long) love of skipping and understand the benefits and how it can benefit them in other sports

 

●      A skipping competition vs another school

 

●       End of Spring 1 skipping ropes have proved a huge success so far with children in school during lockdown

 

 

 

 

 

 

 

Competitions and Matches
Autumn Term
Cross country: Year 3, 4, 5, 6 (socially distanced)

 

Covid-19

 

Spring Term
Covid-19

 

Summer Term
Rugby (socially distanced): Nursery and year 3 winners

Football (socially distanced): Nursery winners

Boccia:

 

 

 

 

 

 

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

 

Covid-19

We had planned to run gymnastics, dance and football after school clubs

Football (Frickley) x 2 (KS1 & KS2)

Rounders/cricket (Y4/5)

Dance (y4/5 & y2/3)

Multi-skills (Flyers)

 

Number of club places offered Autumn Term Spring Term Summer Term
  30

 

Covid-19 32

34

35

12

 

 

 

 

 

 

Feedback Received

 

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

 

Pupil
The interventions have really made a difference. Teacher
I have seen the skills vastly increase since the interventions came in. Head teacher
Can we do more running? Pupil
I did my best. Pupil
I like PE because it’s not boring. Pupil
I didn’t think I’d like tag rugby but I actually really do! Pupil
Where did I finish? Pupil
I’m really happy Rook’s Nest has got straight back into swimming after Covid, my children needed to get moving again. Parent

 

Signed off by
Head Teacher: KIM DAWSON
Date:  
Subject Leader:  SEAN MORRELL

smorrell

Date: 27.06.21
Governor: JOE YATES
Date:  

 

 

 

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