Sports Premium Grant Expenditure

20-21 RNA evidencing spending form – Downloadable copy of below form.

 

Evidencing the impact of the Primary PE and sport premium – 2020/2021

Rook’s Nest Academy

 

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.

●      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. This year staff will be learning what a good outdoor lesson looks like by working with Forest schools and be able to teach these lessons once Forest Schools no longer run in the Academy. This will be a similar process/style to how ACES work to ensure Forest schools are sustainable. Staff could observe Forest School lessons at first and then plan and teach parts of the lesson or team teach.

●        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

●        Use intervention groups run through ACES to target children in need of extra PE support following the 2020 Covid lockdown as well as those children highlighted on teachers PE assessments.

 

 

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

 

Carried over funding that MUST be spent by 31 March 2021.

 

Academic Year: September 2020 to March 2021 Total fund carried over:

£ 4,286

Date Updated:

22/11/20

 
What Key indicator(s) are you going to focus on?

 

Key indicator 1, 3 and 5

Total Carry Over Funding:
£ 4,286
Intent Implementation Impact  
Your school focus should be clear how you want to impact on your pupils.

 

 

 

 

 

Make sure your actions to achieve are linked to your intentions:

 

Carry over funding allocated:

 

 

 

 

 

 

Evidence of impact: How can you measure the impact on your pupils; you may have focused on the difference that PE, SS & PA have made to pupils re-engagement with school. What has changed?:

 

Sustainability and suggested next steps and how does this link with the key indicators on which you are focusing this academic year?:
●       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.

 

●       TBD

Est. 1800

 

 

●       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

·         Balanceability

 

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

 

·         £250 ·         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.

·         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 ·         Teacher observations have children’s rugbyskills improved?

 

·         Pupil voice

 

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

 

·         Does our performance in tag rugby tournaments improve due to having better equipment?

 

·         Are children more engaged/enthusiastic about learning.

 

·         Are any children interested in taking up tag rugby outside of school due to enthusiasm?

 

·         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.
·         ‘WOW’ day TBD
·         Orienteering training day
Total:

2800 est.

 

 

 

Rook’s Nest Academy swimming 2020/2021

 

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.

/60   %
What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]? /60    %
What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? /60    %
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 2020/2021

 

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

 

£550

 

2.9%
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 39.6%
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.

TBC

Covid-19 dependent

 

TBC
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 34.8%
Total budget spent: £14,650

77.3%

Remaining budget: £4310

22.7%

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

 

TBC    
Year 6 end of year activity day(s) – if no Robinwood TBC

Look at an activity day(s) for year 6 if Robinwood (currently rescheduled for April does not happen this year due to Covid

   
Sporting books    
New trim trail / playground equipment      
IPADS for PE self assessment      

 

 

Rook’s Nest Academy – Action plan and budget tracking

 

Academic Year: 2020/21 Total fund allocated: £18,960 Date Updated: November 2020
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. 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 (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.
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.

 

●        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

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.

 

 

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 (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.

 

 

£6600 ●        Pupil voice

●        Questionnaire.

●        Timetable 1 hour per week for every class to use the outdoor classroom.
YOGA (Lyndzy Taylor) (Covid dependent put on hold for the time being).

 

●        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.

 

Not in costs at this time. ●        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.

 

●        Every class to have a mindfulness display/corner/area

 

 

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. 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.

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:

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? 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.

 

 

 

 

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 (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

●        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.

 

·         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

●        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)

 

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

 

 

 

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

 

 

Spring Term
 

 

Summer Term

 

 

 

 

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 id like tag rugby but I actually really do! Pupil

 

 

Signed off by
Head Teacher:
Date:
Subject Leader: smorrell
Date (last reviewed): 22/11/20
Governor:
Date:

 

 

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