For the school year September 2014 – July 2015 we received £9,120.00 from the Government.

We spent the sports premium funding as follows:

Affiliation to Derby School Sports Partnership – including mentoring packages, half day INSET, training courses and level 5/6 leadership course

 

Football Coaching/Teaching Course

 

Football kit for school team

 

Premier Sports after school clubs

 

Premier Sports dodgeball curriculum course and competition entry for year 3/4

 

Premier Sports dodgeball curriculum course and competition entry for year 5/6

 

Derby County Football after school clubs

 

 

£3,500

 

£250

 

£180

 

£3,936

 

 

£576

 

 

£576

 

£2160

 

Additional funding for the above has been used from school funds.

Physical Education and School Sports Development Plan

The announcement in June 2013 for the ‘PE and School Sport Premium Funding’ from the government directly to Primary Schools for two years from September 2013, saw us develop an action plan in order to develop the quality and provision of PE and school sports. 

The funding received is ring fenced-for physical education, physical activity and school sports. 

A process of self-review was undertaken to identify area of development and areas of strength. This was based upon a framework provided by the Youth Sport Trust, which is available online (click here to view).

This process of self-review identified some areas for development for Wyndham:

  • Quality and consistency of teaching of teaching (a staff audit was then completed following this to assess where individual staff felt there strengths and weaknesses lay)
  • Confidence of teachers in teaching PE (particularly in gymnastics, dance and games)
  • Appropriate monitoring of PE teaching
  • Targeted physical literacy intervention in EYFS and beyond
  • Increased opportunities for participation in competitive sports and competitions.

These areas are being addressed by the school action plan for PE and School Sports the plan that follows. This plan shows how we have planned to make effective use of the Sports Premium Funding.

We made the decision to use some of the funding to fully affiliate to the Derby City School Sport Partnership and will benefit from a number of opportunities as part of this affiliation, a full summary of benefits and opportunities can be found at www.derbycityssp.co.uk

 

What do we want to develop? 

  • Quality and consistency of teaching of teaching (a staff audit was then completed following this to assess where individual staff felt there strengths and weaknesses lay)
  • Confidence of teachers in teaching PE (particularly in gymnastics, dance and games)
  • Assessment, recording and reporting procedures
  • Appropriate monitoring of PE teaching
  • Targeted physical literacy intervention in EYFS and beyond
  • Increased opportunities for participation in competitive sports and competitions.

What makes us good: 

  • Health and Sports days are well received by staff and all pupils, high level of engagement and positive behaviour during these events.
  • Range of extra curricular sports clubs available to all children.
  • KS2 off site competitive/festival opportunities
  • PE and school sport leadership team established

Next Steps / What will make us good: 

  • CPD available to support teachers in feeling confident in the teaching of Physical Education and Physical Activity.
  • KS1 and FS off site competitive/festival opportunities
  • Gifted and Talented children are chosen to represent the school in sports teams during competitions.
  • Improved pupil’s attainment in PE and PSHE.
  • High quality and appropriate resources for the delivery of the PE Curriculum.

 

Priority: in order to address the area for development we will have to:

Action

Resources: use of premium sport funding.

Monitoring and Evaluation

Improve confidence and quality of delivery of gymnastics in KS1 and KS2

Whole school gymnastics INSET (half day)

As result of staff audit to members of KS1 staff to receive 6 week mentoring and support from SSP member of staff

Autumn term 1 – SSP tutor to lead INSET

Spring term 2 – SSP tutor to work with staff.

INSET to be delivered to all staff.

Mentoring for identified staff

Lesson observations by PE coordinator/mentor/SLT

Improve and increase knowledge across a broad curriculum for physical education and school sports to increase confidence in staff teaching

PE CPD opportunities/staff attendance at SSP professional development workshops throughout academic year

3 twilight sessions – one per term on identified whole school areas

September 2013 – July 2014 

SSP programme of needs/workshops identified through staff audit – release time for staff to attend.

PE coordinator to monitor impact of whole school CPD training by observing PE lessons.

Staff questionnaires to be re-carried out at the end of the year to evaluate to impact of SSP funding and CPD.

To make sure we have competent staff in school to teach swimming. Two members of staff – one teaching and one non-teaching to attend ASA teachers’ swimming (module one and two) Autumn 1 – two staff to attend training – release time for staff and ASA training. More staff available to take swimming throughout year – increase in amount of children achieving 25m by end of year 6

To make sure all staff are aware of what physical literacy is. 

Targeted physical literacy intervention in FS/KS1

Implement physical literacy intervention and delivery to improve motor skills in FS/KS1

Equipment to be bought for development of physical literacy area in FS.

Ongoing:

Physical literacy training/resources through SSP for 3 members of staff – two from FS and one for intervention.

Equipment for development of physical literacy area in FS.

All staff to be aware of what physical literacy is.

All children in FS/KS1 to be accessing physical literacy

Interventions for chn in KS1/KS2 to be happening.

Improved motor skills demonstrated by pupils in PE lessons and in handwriting

Equipment and Environment

PE kits to be bought for every child in school to make sure all children are accessing PE lessons.

Spring 1: PE kit for each child to be kept in class and school washing machine.

Equipment for playtime/lunchtime to allow children to take part in physical activity. 

Sports leaders to be trained to use equipment and support other children in accessing physical activity.

PE coordinator to interview for sports leaders and to work with them to train them to a high quality of leadership Parent/child questionnaires on their opinions/feelings about new kit and equipment.
Increased opportunities for participation in competitive sports and competitions.

PE CPD opportunities/staff attendance at SSP professional development workshops throughout academic year to allow staff to run clubs/take children to competitions.

Team kits for competitions to give children sense of pride.

Premier sports to deliver afterschool clubs for KS1 and KS2.

September 2013 – July 2014

SSP programme of needs/workshops identified through staff audit – release time for staff to attend.

Team kits

Premier sports after school clubs – costs taken on by school so more children can attend.

Pupil voice – what after school/extra curricular opportunities would they like to see happening?

PE coordinator to monitor which children are now accessing clubs – look at groups of children (SEN/PP/FSM) etc.

Pupil voice questionnaires at end of year to monitor impact.

Support ongoing development of PE coordinator

Attend SSP primary network meetings/development days

Attend national PE and school sport conference

Take on the Level 5 in leadership of PE training to be put on by SSP/mentors

September 2013 – ongoing

Release time for PE coordinator to be able to attend events throughout year.

SLT to monitor PE coordinator to make sure development needs in PE action plan are being met by coordinator.

PE coordinator will feel more confident in leading PE and school sports throughout the school.

eSafetyChildren today have embraced new technologies as a source of information, education and entertainment. The use of digital technology has been completely normalised by this generation, and it is now fully integrated into their daily lives.

Technology is changing all the time and young people are no longer passive recipients of online information, but are increasingly interacting directly within a digital landscape in a variety of ways.

Children are increasingly referred to as 'digital natives': citizens born into a digital world, who grow up surrounded by and emerged in the technology and tools of the digital age. Their confidence and skills in using this technology is typically high, but their knowledge and awareness of the inherent issues, risks and dangers is usually very low.

Children and young people need to be empowered to keep themselves safe – this isn't just a top down approach. Children will be children – pushing boundaries and taking risks. Teaching your child about technology should be seen as another part of keeping them safe, just like crossing the road or learning to swim.

Do you know how to keep your children safe? Do your children know how to keep safe? At Wyndham Primary Academy we are committed to discussing these serious issues as part of our e-safety curriculum (including capturing their online habits in our e-safety questionnaire) but we can only be successful if we all work together: pupils, parents and teachers.

 

 

There are some helpful websites, which can offer up to date advice. Follow the links below...

http://www.ceop.police.uk

http://www.kidsmart.org.uk

http://www.digizen.org

 

Quality phonics teaching is a high priority at Wyndham. Based around the Letters and Sounds programme, phonics lessons allow children to learn about how letters link to sounds, how to blend sounds to read and how to segment letters to write words and sentences. We are passionate about our children and understand that they are most engaged in their learning during fun and active lessons and so offer well-planned and varied sessions which challenge children to make GREAT progress. Phonics bingo, outdoor grapheme hunts and a range of ICT programmes such as Phonics Bug and Education City are just a few of the innovative ways we use to ensure that children get the most out of their learning. This learning is then applied across the curriculum in order to embed the principles of phonics and to enable children to achieve their full potential. It is taught three times a day to FS and KS1 children for 20 minutes per session in ability groups. This allows teachers to differentiate activities according to individual children's needs and offer daily, targeted support.

Children are also regularly assessed to ensure they are accessing learning at the correct level using our tracking system (see below). This allows teachers to understand which sounds children require more support in and interventions are swiftly put in place in order to target such areas. Subsequently, children are able to learn, practise and consolidate their phonics knowledge in order for them to become confident readers and spellers during their time at Wyndham.

Link to tracker

Children are also assessed in year 1 using the 'Phonics Screening Check'. This is carried out nationally and is a short assessment to confirm whether individual children have learnt phonic decoding to an appropriate standard. It will identify the children who need extra help so they are given support by us to improve their reading skills. Below is an example of the 2015 screening check and will help you to understand the assessment your child will face at the end of year 1. Remember you can help your child by using practice materials such as these, use phonics flashcards in which children are able to practise sounds they have learnt or by using online programmes such as Phonics Bug and Education City via your child's log in to enable them to practise their learning with you at home.

Link to screening check

Education City

http://www.educationcity.com/

Bug Club

https://www.activelearnprimary.co.uk/login?c=0

Staff and Children of Wydham Primary Academy were asked to choose words to describe the school, we used them to make a 

 

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