Grenoside Community Primary School

Grenoside Community Primary School Grenoside Community Primary School

Communication • Co-operation • Self-esteem • Creativity • Independence • Reflection

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PE Action Plan 2017-2018

 P.E. 2017/18

Current picture of P.E.:

As of July 2017, number of pupils that are at or above age-related expectation (ARE) is as follows:

 

Y1 no in cohort - 50

Y2 no in cohort - 49

Y3 no in cohort -49

Y4 no in cohort - 50

Y5 no in cohort -47

Y6 no in cohort -47

 

At

Above

At

Above

At

Above

At

Above

At

Above

At

Above

PE

 

58%

(29)

28%

(14)

61.22%

(30)

28.57%

(14)

61.22%

(30)

32.65%

(16)

48%

(24)

34%

(17)

61.705

(29)

21.28%

(10)

68.09%

(32)

14.89%

(7)

This data shows that percentage of children at age-related expectation (ARE) in P.E. is above 80% in all year groups.  Assessments were made by class teachers through observations and national curriculum descriptors.  It is vital this year that we ensure assessment is accurate and gaps are being identified for children not achieving ARE.

The school has ample facilities to accommodate a wide range of sports.  Links with Yewlands Academy, SFSS and the Points Learning Network mean that we have regular access to inter-school competition.  However, many events take place at venues across this city and some are impractical to attend – we need to look at ways to overcome this to ensure participation in as many events as possible.  Tony Millar (Head of PE at Yewlands Academy) is available to support on Wednesdays with local primary schools.  We aim to utilise his time to develop sports leaders and channel more difficult behaviour into positive skills and actions in PE.

There are examples of children taking on leadership roles in PE lessons and this is something we will be looking to significantly develop this year.  Not only in terms of officiating and leading during lessons but developing playground leaders and also encouraging children to take an active role in their own assessment in PE – looking at how they can develop by comparing their performance to previous ones.  This will allow them to identify gaps in their own learning and work on these to further improve.

There are good examples of planning and close links to the new curriculum but it is vital that a consistent approach is used to ensure clear progression of skills so that children can develop year-on-year without unnecessary repetition of skills or missing skills completely.  

 Priorities:

  • 1) To ensure planning of P.E. lessons across school is consistent and allows for evident skill progression across year groups. 
  • 2) To ensure all teaching of P.E. is good or better. 
  • 3) To increase the numbers in both KS1 and KS2 pupils in extra-curricular physical activity. 
  • 4) To encourage pupils to take on leadership roles in P.E., school sport and their own assessment. 
  • 5) To carry out an audit of sports equipment and ensure appropriate equipment is readily available to effectively teach all areas of the curriculum.

  

Priority

Why?

How?

Cost

To ensure planning of P.E. lessons across school is consistent and allows for evident skill progression across year groups.

 

Evidence of good practice is clear to see and number of children meeting ARE is increasing. 

 

However, lack of consistency in planning tool used across year groups meant that certain skills are being either missed or unnecessarily repeated. 

 

Ensuring each teacher uses the same tool to plan progressive lessons should mean all children make rapid progress.

LTP developed for every year to ensure coverage and also repetition of sports year after year.  This should be clear evidence that children are making progress and being appropriately challenged in every year group.  They can build on prior knowledge and take part in their own assessment (comparing their current performance to previous performances).

 

Purchase of tool – ‘PE Planning’.  This tool allows for the creation of individual lesson plans to be produced for the sports being taught specific to the year group and how many weeks it will be delivered for.  All staff to be shown how to use this tool and plan from it in future.

PE Planning tool

To ensure all teaching of P.E. is good or better.

 

To increase number of pupils reaching A.R.E.

 

To improve confidence, knowledge and skills of all staff when teaching P.E. and sport.

 

To ensure skills are developed and assessed accurately across both year groups and key stages.  This will aim to increase number of pupils currently achieving ARE.

Introduction of planning tool to ensure consistency in this area.  This will allow for skills to progress effectively across school.

 

Extra swimming lessons for children that did not reach ARE.  Pupils in Y4,5 and 6 to received additional swimming lessons.

 

 

 

 

Specialist teacher to deliver CPD.

To increase the numbers in both KS1 and KS2 pupils in extra-curricular physical activity.

 

To offer a wider experience of a range of sports to all pupils outside of lesson time. 

 

Clubs will be targeted at developing a set of skills that allow for participation in a range of sports. 

 

Children will develop confidence in their own ability and take this on to further participation both inside and outside of school.

Wider variety of clubs offered that focus on fundamental transferable skills in sport and physical activity.  Clubs offered at KS1 include: FUNdamentals of athletics which allows children to experiment with different throwing, catching, jumping and running skills and activities.  Clubs offered at KS2 include:  Ball Skills in which children will experience a variety of ways to use balls that can then be transferred into a number of sports such as cricket, netball, basketball, handball etc.

 

Promote extra-curricular activities/events that involve higher levels of self-competition and improving personal best.  Information to be put out to children and parents about cross-country and orienteering events across the city.  Children will be encouraged to compete to have fun and gain experience of taking part in larger-scale sports competitions.

 

Allow children to visit sporting venues across the city to enrich their knowledge of Sheffield sport.  This aims to promote lifelong engagement in P.E. and sport through giving children experiences they may not have otherwise received.

Specialist teacher to deliver extra-curricular clubs.

 

Purchase SFSS membership.

 

Class/year group trips to sporting venues.

To encourage pupils to take on leadership roles in P.E., school sport and their own assessment.

 

To develop leadership skills in children and allow them to take some responsibility for their own learning and development in P.E. and school sport.

 

To promote participation in reluctant sports people who may find competition overwhelming and disengaging.  Allows for wider opportunities in a sporting context.

 

To make children more aware of assessment systems used in P.E. and encourage from a young age to look at previous performance and areas for their own development.

Engage in courses and events offered as part of our Yewlands partnership.

Children will take part in both sports ambassadors training and playground leader training offered across the school year.  A. Miller to come into school and offer addition support.

 

Allow for opportunity to apply skills in both lesson times and social times during the school day.  Sports ambassadors to lead warm-ups and other parts of P.E. lessons.  Children to participate in lessons in different roles such as officials and observers give constructive feedback to others based on observations.  Playground leaders to organise games at social times that further promote participation in physical activity.

Partnership fee with Yewlands Academy.

To carry out an audit of sports equipment and ensure appropriate equipment is readily available to effectively teach all areas of the curriculum.

 

To ensure that the school has all facilities and equipment required to deliver long-term plans created effectively.

 

To allow for a wider range of sports to be delivered to enrich opportunities provided.

 

To ensure planning, delivery and resources allow for good or better teaching of P.E.

Carry out initial audit of equipment and resources currently available.  Using LTPs, ensure that the school has relevant equipment (and enough of it) to deliver each lesson.

 

Purchase any additional equipment that would further support good or outstanding teaching in P.E. 

Netballs

 

Footballs

 

Storage