Sports Premium 2020-21.docx - Mansel Primary

It is important that your grant is used effectively and based on school need. The Education InspectionFramework (Ofsted 2019 p64) makes clear there will be a focus on ‘whether leaders and those responsible forgovernors all understand their respective roles and perform these in a way that enhances the effectiveness ofthe school’.

Under the Quality of Education criteria (p41) inspectors consider the extent to which schools can articulate theircurriculum (INTENT), construct their curriculum (IMPLEMENTATION) and demonstrate the outcomes which result(IMPACT).

To assist schools with common transferable language this template has been developed to utilise the same threeheadings which should make your plans easily transferable between working documents.

Schools must use the funding to make additional and sustainable improvements to the quality of PhysicalEducation, School Sport and Physical Activity (PESSPA) they offer. This means that you should use the Primary PEand sport premium to:

• Develop or add to the PESSPA activities that your school already offer

• Build capacity and capability within the school to ensure that improvements made now will benefitpupils joining the school in future years

• The Primary PE and sport premium should not be used to fund capital spend projects; the school’sbudget should fund these.

Please visit gov.uk for the revised DfE guidance including the 5 key indicators across which schools shoulddemonstrate an improvement. This document will help you to review your provision and to report your spend.DfE encourages schools to use this template as an effective way of meeting the reporting requirements of thePrimary PE and sport premium.

We recommend you start by reflecting on the impact of current provision and reviewing the previous spend.

Schools are required to publish details of how they spend this funding, including any under-spend from2019/2020, as well as on the impact it has on pupils’ PE and sport participation and attainment by the end of thesummer term or by 31st July 2021 at the latest.

We recommend regularly updating the table and publishing it on your website throughout the year. Thisevidences your ongoing self-evaluation of how you are using the funding to secure maximum, sustainable impact.Final copy must be posted on your website by the end of the academic year and no later than the 31st July 2021.To see an example of how to complete the table please click HERE.

Please note: Although there has been considerable disruption in 2020 it is important that you publish details on your website of how you spend the funding -this is a legal requirement.

N.B. In this section you should refer to any adjustments you might have made due to Covid-19 and how these will influence further improvement.

Key achievements to date until July 2020: Areas for further improvement and baseline evidence of need:

KI1 Engagement of all pupils in regular physical activity.All pupils are participating in 30 minutes of physical activity a day using a variety of programmes andavailable resources including The Daily Mile and other online resources.

KI2 Even though COVID has massively affected extra-curricular clubs and competition, the Profile of PEremains high.Pupils still receive 2+ hours of PE per week, which includes a weekly session of dance. Celebrationassemblies held every term to celebrate the success of 2 individuals for KS1 and KS2 physical Educationaward.School council created a survey, which identified that over 85% of children enjoyed their physicaleducation lessons.

KI3 Increased confidence, knowledge and skills of all staff in teaching PE and Sport.Staff went on some virtual CPD opportunities offered by POINTS Network and other external companiese.g. SUFC and tennis

KI4 Broader experience of a range of sports and activities offered to all pupils during physical educationand break/lunchtimes; Cricket, rounder’s, gymnastics, ball skills, basketball, football, dodgeball,cheerleading and kickboxing.

KI5 There have been a massively reduced amount of children engaged in competitive sports due toCOVID. Therefore, Mansel Children engaged in competitive games virtually and during PE lessons.

KI1 To continue to raise the profile of PE within school– Active breaks.-Offer PE homework challenges every term.-Awareness of healthy lifestyles-Target disengaged children to participate in extra-curricular activities.-Investigate Active Lives Survey to monitor sports participation and activity levels.KI2 Achieve platinum mark for the Sainsbury’s School Games Award-Continue to develop the variety of competitive sports offered.-To continue to develop the variety of clubs offered.-Observations of PE lessons.Questionnaires to be developed for each Year group to identify what they would like to take part inwithin school. (lessons, clubs, competitive sports)Health, PE and fitness for all children and parents to be offered.Parent booklet to inform parents of healthy eating, fitness, PE and sport.New PE board to be displayed in the main hall to celebrate lesson achievements and extracurricularsuccess.KI3 -To continue to develop teacher and staff confidence in delivering PE to pupils.-To improve assessment knowledge and understanding-Develop activities to support teachers with their assessments.-Supporting staff with delivering lessons (CPD from coaches) and within school (sport specialist andsubject co-ordinator.)KI4 -Offer a greater variety of competitions and clubs to pupils-Provide more opportunity to participate in clubs and activities-Book mini first aider course for Y2 and Y6.-Increase the number of afterschool clubs offered from previous year. -Increase the variety of clubsoffered, including Paralympic sports.-Investigate Change 4 Life clubs.-Offer wellbeing and enrichment sessions for childrenKI5-Continue to compete in POINTs competitions and Network Games competitions throughout the2021-22 year.-Signpost children and families to external clubs.-Increase the amount of links with external sport organisations.-Sign up to SFSS.

Did you carry forward an underspend from 2019-20 academic year into the current academic year?YES Delete as applicableTotal amount carried forward from 2019/2020 £3715.95

+ Total amount for this academic year 2020/2021 £19,430

= Total to be spent by 31st July 2021 £23,145.95

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 ondry 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.

0% Because of COVID the school supplierof swimming stopped delivering lessons.When restrictions were lifted, theswimming supplier was no longeroperating. At this point, all swimmingsessions had been allocated by the localauthority and we were unable to assessany children.

What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of atleast 25 metres?N.B. Even though your pupils may swim in another year please report on their attainment on leaving primary schoolat the end of the summer term 2021.Please see note above.

0% Because of COVID the schoolsupplier of swimming stopped deliveringlessons. When restrictions were lifted, theswimming supplier was no longeroperating. At this point, all swimmingsessions had been allocated by the localauthority and we were unable to assessany children.

What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstrokeand breaststroke]?Please see note above.

0% Because of COVID the schoolsupplier of swimming stopped deliveringlessons. When restrictions were lifted, theswimming supplier was no longeroperating. At this point, all swimmingsessions had been allocated by the localauthority and we were unable to assessany children.

What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? 0% Because of COVID the schoolsupplier of swimming stopped deliveringlessons. When restrictions were lifted, theswimming supplier was no longeroperating. At this point, all swimmingsessions had been allocated by the localauthority and we were unable to assessany children.

Schools can choose to use the Primary PE and sport premium to provide additional provision for swimming but thismust be for activity over and above the national curriculum requirements. Have you used it in this way?

No

Academic Year: 2020/21 Total fund allocated:£19,430+£3715.95

Date Updated: 20/07/21

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

Percentage of total allocation:

51 %

Intent Implementation Impact

Your school focus should be clearwhat you want the pupils to knowand be able to do and aboutwhat they need to learn and to

consolidate through practice:

Make sure your actions to achieveare linked to your intentions:

Fundingallocated:

Evidence of impact: what dopupils now know and whatcan they now do? What haschanged?

Sustainability andsuggested next steps:

Move More/daily mile to engagechildren in 15minute daily physicalactivity.

Create spreadsheet to enable targetingof inactive pupils and evidence baseddocumentation including finding outwhat pupils want to do

- Teachers supplied with ideas of differentways to complete 10-15 Active minutes.-Classes can take part in whichever wayengages them.-Does not need to be competitive, butfocuses on a way to enjoy physicalactivity. Children just need to be ACTIVEfor 15 minutes.-Allows children to have personalchallenges and removes negative feelingsof competition.

-Administration time required tocomplete the development of thespreadsheet.

£0

£0

-Children understand the benefit ofdaily exercise.-Prepares children for the day.-Improved behaviour in class.-Improved stamina.(Noticed in PE lessons) -Change inattitude towards exercise.

Due to COVID, the SCSP has takenthe stance of the school being unableto take part in after school. Nointerventions to be put into place forthese children.

-Measure the amount of distancethat each child is achieving.-Reward children forachievementsEg 5miles

10miles

NS- Create a survey to identify theskills that children would like toengage in for the year..

Sheffield Wednesday coaches to organisedaily lunchtime activities ensuringchildren are engaging in physical exerciseand maintaining behaviour.

-Lunchtime supervisors organiseactivities.-Children are able to use a wide range ofsporting equipment at lunch-time toplay their own games and sports.

Make staff more aware of theopportunities available during class timeto integrate PE.

Purchase exciting break time andlunchtime equipment for all children.

Mansel children to Move More during

-SWFC coaches to organise 3 sports.-SWFC to identify which children areengaging in the activities. -A daily registeris taken of the children that engage in theactivities.

-All children encouraged to take part.-Children also encouraged to better theirprevious scores on particular areas. E.g.How many skips can you do in 1 minute?-Upkeep of outdoor sports equipment-Focus on ‘Personal Challenges’ promotedby Sports Partnerships (Points).

-Website username and passwords to beshared with staff from I-Moves and otheronline resources.

-Work with the school council to identifywhat the children would like in theplayground.-Identify how children could get all theirbody active.

Children engage in ‘Beat the Street’

(£9944)

(£ included inPEEquipmentpayment)

(£0)

(£ included inPEEquipmentpayment)

More focus upon physical activityand increase in the amount ofphysical activity.

Football, hockey, basketball andtennis are the sports run by SWFCduring lunch. They work with Y1-Y6children every day. Mainly eachcoach manages a group of up to 12children. 12 x 12 (classes) = 144children engaging in physical activityevery day from Y1-Y6.

-Teachers and children engage in15minutes physical activity if theweather is bad outside.-Some children are bored of thesame activities.

-There is a larger amount ofequipment available for the children,which they utilise independently.-Increase of children joining inphysical activities rather than sittingaround during lunch and break.-Less behavioural incidents.

NS. Take a register to calculate apercentage of children engagingin physical activity.-Rebook SWFC lunchtimesupervisors.

NS-Rebook SWFC lunchtimesupervisors

-NS-Create a new document within class physical activities.

-Continue to change the activitieson offer for the children to reduceboredom.-Keep a well-balanced stock.

their free time outside of school. Sign upto the ‘Beat the Street initiative’.

initiative, which is run throughoutSheffield. Children must move from beatboxes across the city to achieve points.-Promoted during assembly by theteacher and a daily score shown everyday.-Promoted on twitter and ClassDojo.-Children engage on the way and backhome from school.

(Free) Mansel was one of the highestscoring school’s in Sheffield.289 children/parents signed up toinitiative and joined the Manselteam.Children were excited about gettingthe points sharing their experiences.

Wider Impact: Pupils more active inPE lessons and take part withoutstopping to rest.Pupils more active at break andlunch.Attitudes to learning improved withbetter concentration in lessons.Parents getting engaged with theirchildren in Sheffield City activities(Beat the Street).

NS: If Beat The Street is an activitythat happens each year, Manselwill engage in it.

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

%


Your school focus should be clearwhat you want the pupils to knowand be able to do and aboutwhat they need to learn and to

consolidate through practice:

Make sure your actions to achieveare linked to your intentions:

Fundingallocated:

Evidence of impact: what dopupils now know and whatcan they now do? What haschanged?:

Sustainability andsuggested next steps:

Celebration days and assemblies toensure whole school aware ofimportance of PE and Sport and toencourage all pupils to aspire to beinginvolve.

-Achievements celebrated in virtualassembly (achievements in lessons)-Certificates/medals prepared for sportsday.

(£0)

(£0)

-Most pupils at some point in theyear have taken part in assemblies.-Pupils loved extrinsic rewards tocelebrate their individual

Head teacher values and supportscelebrations from a variety ofsporting events and willinglyincorporates these in to variousthemes for assembly deliveringmessages to the whole school.

To target children who generally don’tparticipate freely in physical activity toincrease confidence and levels ofenjoyment.

Children to participate in a wider rangeof physical activities at lunchtime,encouraging greater participation andactivity for children across school.

Children to participate in a wider rangeof physical activities at home due toisolation.

Deep dive to assess the position of PE inMansel Primary.

Outdoor personal challenges set forchildren to take part in during break andlunch.

Structured physical activities to be playedin the school yard for 30 minutes everylunchtime, teaching a wide range of skillsto make lunchtimes more purposeful.-Book SWFC coaches.

Promote interactive Virtual Points-Produce home learning activities

Observe PE lessons, write reports, deliverfeedback and identify further need forstaff development.

(Included inSWFC price )

(£Included inPoints Networkmembership)

(£)

Children proud to have their personalachievements announced duringvirtual assembly.

The isolated activities for each classenabled the children to focus on onesport for the week. This developedtheir skills further and improvedbehaviour.

Many children engaged in the Pointsnetwork virtual isolation activities.Pictures were taken by parents andpromoted on Class Dojo and twitter.

Deep Dive evaluated that PE is verystrong at Mansel. Some areas requirestrengthening.

Wider Impact:-Pupils proud to be involved incompetition, Move More, photos onClass Dojo etc. which is impacting onconfidence and self-esteem.-Increased self-esteem/confidencehaving impact on learning acrosscurriculum.-Deep dive evaluation put Mansel PEin a good position for OFSTED. PEleads to act on feedback.

NS. In the new term, extendpersonal challenges to beorganised by sports leaders.

NS. Head teacher may continue touse the playground plans thatwere used during COVID.

NS. Continue to use POINTSnetwork isolation activities nextyear.

NS: Address the issue with PE kitsacross the school.

Support teachers with planningand understanding of skills to betaught.

Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport Percentage of total allocation:

2%


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:External specialist PE teacher used tosupport teaching staff delivery of lessons.

Teaching staff to become more confidentin teaching racquet skills.

SUFC in the community and the Joy oflearning to support teaching.

Teacher to work with teachers overthe course of 2 weeks to support theirdelivery of lessons. New equipmentwill be demonstrated how to be usedas well.

At least 5 staff engaged in a freetennis CPD course to deliver bat andball games from KS1 –KS2.

Teachers to be present in delivery ofPE lessons be SUFC coach.

£432.65

(£0)

(Included in SUFCcost)

80% of staff reported that they feltmore confident teaching specificactivities after being shown bySpecialist PE teacher.

Teachers felt more confident teachingracquet skills in PE sessions.

Teachers are more confident indelivering physical education and thechildren enjoy being taught a varietyof activities that wouldn’t be taughtin school.

Wider Impact:

-Increased teaching competence in avariety of activities.-Increase in teacher confidence.-Children enjoy the external teachingfrom coaches.

NS: Identify what further needsthe 20% of teachers require to beconfident when teaching PE.

NS: Use ideas taught in newcurriculum.

NS: Book SUFC for next year.

NS:-More opportunities for thesubject leader to develop skills.-Increased opportunities forteachers to improve confidenceand competence inactivities/sports they are weak atteaching.

Key indicator 4: Broader experience of a range of sports and activities offered to all pupils Percentage of total allocation:

28%






consolidate through practice:Finalised progressive curriculum to be

implemented in this Years PE lessons

from KS1-KS2.

Specialist dance and PE teacher to

deliver a broader range of dance styles

and activities.

SUFC in the community to teach children

the importance of leading a life that

incorporates health in Y5 summer 2 PE

sessions.

Continue to work in partnership with

POINTS SSP and taken up all

opportunities to promote physical

Deliver progressive curriculum inlessons. Staff meeting delivered by PElead to explain the new objectives tobe followed and lesson plans that areto be followed.

HLTAs’ to deliver high quality sessionsin PPA sessions. Dance focuses on thetheme that children are learningabout.

Timetable SUFC wider communitycoaches to deliver sessions in Summer2.

Sign up to POINTS partnership andengage in all competitive activities,CPD, meetings etc.

(£0)

(£0)

(£1584.25)

(£1,610.00)

Progressive curriculum enabledchildren to experience a range ofdifferent activities and learn a rangeof skills.

Final dances were filmed

From the evaluation forms, allchildren enjoyed the sessions. Everychild engaged in the activities in thephysical session and the childrendemonstrated an improvedunderstand of following a healthylifestyle.

Children engaged in intra schoolcompetitions after learning sportspecific skills in lessons supported byplanning from HS.

NS. Ask staff to evaluate thecurriculum they have followedand make changes accordingly.E.g. too challenging etc

NS. Dance teacher to develop

NS. Book session for next year’sY5.

NS. Learn sport specific skillsbefore engaging in POINTScompetitions.

activity and advice upon the school

curriculum.

To ensure the whole school is aware of

the importance of PE and Sport and to

encourage all pupils to aspire to being

involved.

Purchasing new equipment

-On the big board in school, create aflipchart that highlights theimportance of physical activity andfollowing a healthy lifestyle.-During the assembly delivered on theinternet, PE created slides highlightingkey facts and what children werelearning.-Award the KS1 and KS2 PE awardevery term to highlight children’sexcellence, engagement, effort andresilience.

New equipment for PE andextracurricular activities.

(£0)

£2,274.85

-6 children in the school werecelebrated after being awarded thePE award.-Children learned new facts.-Children developed anunderstanding of healthy eating.

Equipment for all children, providesexciting lessons. Teachers preparedfor lessons

Wider impact as a result above: -- Improved behaviour particularly atlunch times which has led toimproved learning in afternoons.

-95% of pupils say they enjoy PE andSport and want to get involved inmore activities.

-Pupils who were disaffected inschool are now engaged and want totake part.

-Parents, teachers and childrenengaged in the challenge.

NS.Continue to promote thepositive impacts of physicalactivity in class assembly.

Maintain equipment, andpurchase new equipment for newscheme of work.

Key indicator 5: Increased participation in competitive sport Percentage of total allocation:

%






consolidate through practice:-Compete against other schoolsinteractively in a range of sports that havebeen learnt throughout the yearincluding; basketball, indoor athletics,football, cricket, cross country.

-Engage the children from Foundation toY6 in competitive competition in the classbubbles.

In class, children will learnappropriate skills related to a specificsport. POINTS will then organise aninteractive competition focused onthe skills the children have learnt.

Each class will engage in a class sportsday. Running events and field eventsare to be held on the class sports field.Each runner will receive a sticker andwinners to receive medals.

(Included inPoints Networkpackage)

(£0)

All children across the school fromKS1-KS2 engaged in the activitiestherefore competing against otherschools.

All children from foundation to Y6engaged in their class sports day. Thechildren enjoyed their sports day.Some enjoyed the class sports daymore than the whole school sportsday.

Wider Impact

Due to COVID, competitive sport hasbeen extremely minimal due to socialdistancing, and class bubbles. Nextyear, this is to change.

Feedback to POINTS the successof competing against otherschools interactively.NS. Children to engage incompetitive sports face to face.

Teachers reported that classsports days were relatively lessstressful than whole school.NS. Evaluate whether individualclass sports days are better thanwhole school sports days.

Total expenditure; £15841.75

Surplus; £7,304.20

Including amount carried overfrom 2019-20

Signed off by

Head Teacher:

Date:

Subject Leader: T Lavender

Date: 20/07/21

Governor:

Date:

Sports Premium 2020-21.docx - Mansel Primary

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