Key achievements to date: From 2018 - 2019 funding
• Sustained improvement in engagement of all pupils in regular physical activity through access to a range of after-school clubs, sport leaders running lunch time games, Daily Mile challenges and an increased number of intraschool competitions/festivals. • Continued increase in participation in interschool games before and after school, including breakfast club table tennis/pool/strategy board games five mornings a week leading to a positive impact on attendance/children being on time for school. • Successful development of intraschool festivals and competitions creating an efficient scoring system through local cluster/School Games format making further community links. • Increased participation in physical activity offered within the community. We now have children take part in a range of community clubs including: taekwondo, darts, gymnastics, roller-skating, rugby, cricket and football. • ‘B’ teams introduced at interschool festivals (Hockey and Athletics) – Summer 2019 • Curriculum PE remains successfully planned for, delivered and assessed in every year group across the school, leading to an increase in children’s skill development, ability to succeed at Level 2 School Games and their overall enjoyment. • Awarded the Bronze School Games award 2018 with a view to achieving Silver in 2019.	Provision of physical activity offered in times such as Easter (e.g. Easter Camp) and summer, with the aim of increasing the physical activity of less active children/those less able to access sport within the community. This will also provide an opportunity for the children to experience a broader range of sports e.g. archery. Continue the increase in participation of competitive sports (aiming to attend tow more events than the previous year). This will then enable the school to aim for the next School Games award. Aim to at least maintain Silver School Games award.
Meeting national curriculum requirements for swimming and water safety	Please complete all of the below*:
What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 meters?	37%
What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]?	33%
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

Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school				Percentage of total allocation:
				7%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1) To continue the increase in children’s physical activity through the Daily Mile and Active Break/Lunch times.	Sign up for the Active 30 pledge –begin at Active 20. Monitor how this is being achieved through Daily Mile recording/awards for improvements. Source suitable prizes and arrange reward trip. Monitor Play Leader attendance registers to assess whether activities offered are popular/whether they are being accessed by a variety of children. Children’s stamina to improve all the time (a group of children to attend the Level 2 Cross Country Event for the first time).	Zero £1200 for certificates/ medals/ trip etc.	Pledged on the Active 30 online hub (20 mins per day). Every day the children take part in the Daily Mile (15 mins At the end of each week, certificates will be awarded for ‘star milers’. This could be for improved effort/ consistent effort/ improved fitness/ attitude/ determination etc. At the end of each month there will be a reward sports session with Mr Littlefair for the winners. At the end of terms there will be sports prizes linked to Daily Mile and at the end of the year we are planning a sports trip to an activity centre.	Sustainable as timetables allow an allocated time during the academic day for physical activity (outside of the curriculum PE sessions). Rewards are sustainable but will need to be budgeted for in advance in the future. Next steps: Review effectiveness of the mile yearly/compare to other activities offered. Ensure children are still engaged/enjoying taking part through asking classes.

Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement				Percentage of total allocation:
				10%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1) Majority of PE sessions are taught by our fully qualified Sport Leader/Teaching Assistant. 2) Increase attendance of underrepresented groups by securing places in after school clubs and offering opportunities to take part in an exciting range of physical activities during the day. E.G. Dance club run by year 6 at lunch time.	Sports leader to continue to raise PE profiles throughout the school by running additional clubs outside of regular school hours. Use pupil voice (taking particular notice of children with low attendance) to develop activities that are offered throughout the day. Ensure a member of staff is available to support the different activities. Wider range of equipment purchased in order to increase enthusiasm.	£1500 £300	Breakfast club table tennis/pool/strategy board games runs five mornings a week and has regular attendance from at least two thirds of the overall intake. Running/multi-skills club runs twice a week offering non-mainstream sports/activities that have appealed to a large range of children including those from underrepresented groups Increased attendance in various classes in 2019/20 E.G 48% of Y6 children now attend an after school sports club compared to approximately 25% last year.	Highly sustainable as this role could be taken on by a PE coordinator if necessary. Sustainable as children could take over responsibly for clubs (supported by staff), after short-term Sports Leader training. Next steps: Continue to work alongside the pupil voice PE Council to discuss how the PE profile can be further raised.

Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport				Percentage of total allocation:
				19%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
Continue to provide staff training and development and quality ensuring its quality and impact in the classroom.	PE coordinator to closely monitor the quality of planning and assessment in all year groups and provide termly feedback to senior leaders. PE Leader to attend PE Network Meetings, LA cluster meetings termly. Teaching assistant with specialism in PE (previously sports apprentice) to be present in all PE sessions to offer support and expertise, and ensure that more able children are challenged.	Training costs = £1500 Supply cover costs = £2000	All year groups have comprehensive planning saved onto the school system and pre/post assessments carried out for each unit within PE (hard copies can be accessed in each classes PE file.) Assessments show that children’s skills are improving particularly in areas such as games and this can be seen when comparing assessment grids across the year. PE Network Meetings attended alongside LA cluster meetings to increase participation in interschool competitions/festivals which are now run by our local school cluster rather than SSP	As all staff have worked alongside PE coordinator/sports apprentice they have reported they feel more confident when teaching PE. This should be sustainable for future members of staff as current staff should be able to impart their knowledge successfully. Next steps: PE coordinator to brief/support and train any new staff members. PE coordinator to attend meetings/courses and feedback any relevant information during staff meetings within school.

Key indicator 4: Broader experience of a range of sports and activities offered to all pupils				Percentage of total allocation:
				22%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1)Offer a wide range of activities outside of the curriculum to all the year groups. 2) Nurture Programme to run three afternoons each week to support all areas of academic achievement for targeted children	Offering before and after school activities led by staff. Offering activities within school led by sports leaders. Offer engaging small group/1-1 sessions to improve physical and emotional well-being alongside thinking and decision making.	£1000 £3000 (other funding comes from Pupil Premium)	Before school breakfast club activities offered to all children from years 1-6. After school physical activities offered to all children from years 4-6. (this will extend to EYFS/KS1 in the summer term) Competitive football offered one night a week to upper KS2. Performing arts offered one night a week to upper KS2. Boxall Profiles suggest an improvement in physical and emotional well-being as well as teamwork and cooperation. These are reviewed termly.	Highly sustainable as all before and after school clubs are ran by staff within the school except one which is not funded by the Sport Premium. Next steps: Continue to offer a varied range of activites around the curriculum for all children to enjoy. Monitor the attendance of these clubs, ensuring that underrepresented groups are able to attend as many as they wish (free of charge). 3 members of staff have been trained in this area to ensure longevity of the programme.

Key indicator 5: Increased participation in competitive sport				Percentage of total allocation:
				14%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1)Children gain a better understanding of competitive gameplay through attending festivals and holding inter-school competitions	Cluster to take over provision of festivals with each school organizing two during the academic year. Take part in school games programme. Train sports leaders to run inter-school competitions. Create additional football teams e.g. boys (upper KS2), girls, mixed lower KS2 Promote cricket through coaching support and links from DCCC – including girls team.	£1500 supply costs for teacher and TA to attend festivals. £1000 – transport to festivals	Intra-school competitions will run once every half term by sports leaders and PE coordinator during lunch time e.g. dodgeball in summer term Interschool activities organized by each school in our LA cluster group and attended at least once every term. Evidence from 18/19 shows that participation has steadily increased over the year with the school taking part in 10 festivals/competitions this year compared to 6 the previous year. Year 5/6 attended a rugby festival in Autumn 2018 which all children enjoyed and five have since gone on to join a local rugby club.	Sport leader programme is sustainable as the current Year 6 cohort will be able to retrain future leaders before they depart from the school. The festivals could be less sustainable due to funding of transport. Should sports funding cease we would look to arranging much smaller festivals with schools within walking distance. Next steps: Monitor the attendance of both intra and inter-school school festivals to ensure we meet the requirements of the School Games Silver award.

 

The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).

Schools also receive funding for children who have been looked after by the local authority continuously for more than six months, and children of service personnel.

The government requires all schools to report on the amount of funding received, how it will be allocated/spent and the effect of this expenditure on pupil attainment

Pupil Premium Plan 2019-2020
	Desired Outcome	Strategy	Rationale for Chosen Strategy	Cost
A	Continue to work at improving levels of speech and language. Continue to narrow gap between proportions of PP and non-PP children achieving GLD. Aim is for percentage of PP children achieving GLD to be within 10% of non PP children.	Additional TA in class in order to release experienced TA to run small group interventions	EEF teaching and learning toolkit – review of evidence of impact of oral language interventions Moderate impact based on extensive evidence (+5)	£20,000
B	Aim to at least maintain 80%+ in year 1 Phonics. Aim to at least maintain % of disadvantaged pupils achieving phonic standard in 2019 (75%).	Additional TA support available in order to create 2 additional phonic groups each morning in KS1. 1:1 additional support for pupils as necessary.	EEF teaching and learning toolkit – review of evidence of impact of high-quality additional adult feedback. High impact for very low cost based on moderate evidence (+8)	£12,000
C	Higher % of PP children achieving Exp+ in KS2 Reading Aim is for 60% of PP children to reach expected in 2020.	Additional TA led group running 4 times per week to develop reading fluency and comprehension.	EEF teaching and learning toolkit – review of evidence of impact of reading comprehension strategies: Moderate impact based on extensive evidence (+5)	£4,000
D	Continue to foster positive attitudes toward reading with a particular focus on PP boys.	Accelerated Reader - Non -fiction book boxes in breakfast club and portable selections to take to classes. Purchase new fiction resources with PP boys as the key target group.	Evidence from the EEF indicates that this is an effective catch up intervention for weaker readers. This also enables pupils to read for pleasure and develop links with parents.	£3,000 fiction, non-fiction and storage
E	Improved emotional well-being and academic achievement for children experiencing social and emotional barriers to learning allowing them full access to the curriculum and improved achievement. Increase academic resilience of pupils so that they are better equipped to 'bounce back' from events that impact on their lives - Children identified as 'highest need' are supported to make the same level of progress as those identified as 'low need' children.	Nurture group in place 3 afternoons a week run by two TAs – addressing attachment and other issues impacting on progress. TA time to deliver small group interventions including the ‘Listening matters’ Programme Staff CPD to help identify levels of need within each class and the school as a whole. Variety of approaches will be used including social skills, groups, mentoring and self-esteem work	Systems are now embedded in school and have a positive impact on pupil performance across all areas of school life. We have had no fixed term exclusions in both the 2017/18 and 2018/19 academic years and feel this is strongly related to the higher levels of social and emotional support which we now provide	£20,000
F	All children to access a range of educational visits and experiences to raise their aspirations and increase their imagination/creativity.	Fully fund educational visits /experiences for pupils	‘Cultural Capital’ is the accumulation of knowledge, behaviours and skills that a child needs to make sense of the world around them. Our children (particularly PP children) generally lack cultural capital and taking then to places and providing experiences is vital to enable them to develop this.	£10,000
G	The % of PP children recorded as a persistent absentee will remain below 10% (national figures for persistent absence in 2019 was 17.6). Our aim for 2018-2019 is to continue to rigorously apply attendance procedures so that we can maintain attendance levels in line with national.	PSA to work with Business Manager to monitor attendance of pupils causing concern weekly, conducting home visits when parents out of contact. PSA to undertake parenting and family work to improve attendance and engagement.	This success of the system is evidenced by attendance rates in line with national for the last two years. (Attendance in 2018-19 was 96.3% which is better that national of 96.1%) PSA involvement enables a more supportive approach to parents in tackling poor attendance.	£17000
H	High quality sports provision Greater participation in inter school competitions and festivals. Increased participation of PP children in after school clubs.	Lead PE sessions throughout the school. Provide a positive role model for pupils at break/lunch times. Support and mentor pupils with social/emotional issues through participation in team games. Organise teams for sports festivals, ensuring Pupil Premium children are targeted.	More teams across ks2 age range including 3 football teams together with teams for inter school competitions in Tag rugby, netball, basketball and cross country.	£18,000
I	Vulnerable children starting the day with a positive experience.	PSA and staff to highlight children to be targeted to attend breakfast club to ensure they start the day positively, resulting in more progress academically.	Breakfast clubs that offer pupils in primary schools a free and nutritious meal before school can boost their reading, writing and maths results by the equivalent of two months’ progress over the course of a year, according to the results of a randomised controlled trial published by the EEF Nov’16	£4,000
J	Improve maths attainment of low ability pupil premium children so that by the end of Year 6 the attainment gap is narrowing.	Mr Brooke to run maths groups Tuesday and Wednesday afternoons for children across KS2.	Pupils report that they really enjoy the maths groups. They like the challenges that they are set and say this it gives them more confidence for their daily maths sessions back in class.	£9,000
			Total	£117, 000

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Previous results

Previous results

We have maintained our improving trend in phonic outcomes and this year we are above national outcomes. This is due to the rigorous monitoring of phonic groups and regular re-organisation of groups in terms of both staff and pupils. In 2019, 87% of our Year 1 pupils reached the required standard compared with 83% in 2018 (Nat Av in 2019 was 82%)

The table below shows that whist there is still a significant gap between FSM and non-FSM pupils, the outcomes of both groups were above national figures.

Phonics 2019
	Year 1 Phonics 2018/19
	Willington Primary School			National
	All	Ever 6 Free School Meal Pupils	Not Ever 6 Free School Meal Pupils	Ever 6 Free School Meal Pupils	Not Ever 6 Free School Meal Pupils
Willington Primary School Cohort	30	12	18	-	-
Met Standard %	87	75	94	71	84

The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).

Schools also receive funding for children who have been looked after by the local authority continuously for more than six months, and children of service personnel.

The government requires all schools to report on the amount of funding received, how it will be allocated/spent and the effect of this expenditure on pupil attainment.

For the academic year 2018 – 2019, Willington Primary School will receive an estimated £126,340 in Pupil Premium funding. In order to continue to raise standards and support vulnerable children it will be used in the following ways:

Attainment of ‘Disadvantaged Pupils’

Performance of Disadvantaged Pupils at End of EYFS
	2019	2018	2017
% PP pupils achieving GLD	67	56	58
% PP pupils achieving expected in Reading	67	56	67
% PP pupils achieving expected in Writing	67	56	58
% PP pupils achieving expected in Maths	67	56	67

• EYFS data shows the percentage of disadvantaged children reaching GLD has increased by 11% from 2018 to 2019. Our figure of 67% is also 11% higher than the national average.

Performance of Disadvantaged Pupils at Phonic Check
	2019	2018	2017
% PP pupils achieving phonic standard year 1	75	83	62
% PP pupils achieving phonic standard Year 2	67	75	75

• The percentage of disadvantaged pupils reaching the required phonic standard decreased slightly from 83% to 75%. This remains higher than the national average of 71%.
• 2 out of 3 disadvantaged pupils (67%) passed the phonic test resit in Year 2. (The 75% in 2018 represented 3 out of 4 resit pupils reaching the standard)

Performance of Disadvantaged Pupils at End of KS1
	2019	2018	2017
% PP pupils achieving expected standard and above in Reading	61	69	62
% of PP pupils achieving expected standard and above in Writing	56	54	46
% of PP pupils achieving expected standard and above in Maths	56	54	55

For the 2019 Y2 cohort:

• 61% reached expected standard in reading – a decrease of 8% on 2018 and just below the 67% of this cohort that reached GLD in reading at the end of EYFS.
• 56% disadvantaged pupils reached expected in writing – an increase of 2% over 2018 and in line with the 58% of this cohort that reached GLD in writing at the end of EYFS.
• 56% disadvantaged pupils reached expected in maths – an increase of 2% over 2018 but 9% below the 67% of this cohort that reached GLD in maths at the end of EYFS.

Performance of Disadvantaged Pupils at End of KS2
	2019	2018	2017
% PP pupils achieving expected standard and above in Reading	48	63	53
% PP pupils achieving expected standard and above in Writing	65	63	59
% PP pupils achieving expected standard and above in Maths	70	63	82
% PP pupils achieving expected standard and above in R,W and M	48	63	53

For the 2019 Y6 cohort:

• The attainment of disadvantaged pupils has continued to rise in Writing and Maths.
• The noticeable fall in reading can be attributed to the fact that 3 disadvantaged pupils narrowly missed reaching ARE (age related expectations) by 1 or 2 test marks combined with attainment falling nationally due to the test being more difficult in 2019.
• The percentage of disadvantaged pupils reaching expected in reading, writing and maths combined was limited by the reading outcomes.

Pupil Premium Strategy Review 2019

Barriers to future attainment in school 2018/19 were:

A	Many children enter reception with low levels of speech, language and social development
B	Phonics check - fewer PP children meet phonic standard than non-PP children
C	Reading attainment at KS1 was lower for PP children than non_PP
D	Reading attainment at KS2 was lower for PP children than non-PP
E	High percentage of PP children experiencing social and emotional barriers to learning
F	High levels of deprivation in the catchment limits children's opportunities to access experiences that enhance their vocabulary and creativity
G	Percentage of PP children recorded as persistent absentees higher than non-PP
H	Children do not have sufficient access to positive male role models
I	Many children do not get off to the best start to a day due to chaotic households and poor routines

Desired Outcome		Strategy	Rationale for Chosen Strategy	Cost	Impact
A	Improve levels of speech, language and social development in Reception class Continue to narrow gap between proportions of PP and non-PP children achieving GLD. Aim is for percentage of PP children achieving GLD to increase from 56% to 62%.	Additional TA in class in order to release experienced TA to run small group interventions such as Speech and Language etc.	EEF teaching and learning toolkit – review of evidence of impact of oral language interventions Moderate impact based on extensive evidence (+5)	£20,000	67% of disadvantaged pupils reached GLD.
B	Aim to at least maintain 80%+ in year 1 Phonics. Aim to maintain % of disadvantaged pupils achieving phonic standard in 2018 (83%)	Additional TA support available in order to create 2 additional phonic groups each morning in KS1. 1:1 additional support for pupils as necessary.	EEF teaching and learning toolkit – review of evidence of impact of high quality additional adult feedback. High impact for very low cost based on moderate evidence (+8)	£16,000	87% of pupils met the phonic standard – above target. 75% of our disadvantaged pupils reached the standard –8% below 2018 figure but still significantly better than 2017 figure of 62%
C	Higher % of PP children achieving Exp+ in KS1 Reading	Additional TA in class during morning sessions in order for smaller RWInc. groups to run	EEF teaching and learning toolkit – review of evidence of impact of reading comprehension strategies: Moderate impact based on extensive evidence (+5)	£12,000	Percentage of PP children at expected fell from 69% to 61%. This cohort suffered from significant staffing turbulence due to long term absence and the additional TA support was vital in preventing the cohort slipping further.
D	Improved attitudes and confidence to reading in KS2	purchase a greater range of books (non-fiction gap to be filled)	Evidence from the EEF indicates that this is an effective catch up intervention for weaker readers. This also enables pupils to read for pleasure and develop links with parents.	£2,000 non-fiction books	Pupils say that they like the range of reading materials – PP boys especially enjoyed the new non-fiction books which we are also making available during breakfast club.
E	Improved emotional well-being and academic achievement for children experiencing social and emotional barriers to learning allowing them full access to the curriculum and improved achievement. Increase academic resilience of pupils so that they are better equipped to 'bounce back' from events that impact on their lives - Children identified as 'highest need' are supported to make the same level of progress as those identified as 'low need' children.	Nurture group in place 3 afternoons a week run by two TAs – addressing attachment and other issues impacting on progress. TA time to deliver small group interventions including the ‘Listening matters’ Programme Staff CPD to help identify levels of need within each class and the school as a whole. Variety of approaches will be used including social skills, groups, mentoring and self-esteem work.	Systems are now embedded in school and have a positive impact on pupil performance across all areas of school life. We have had no fixed term exclusions in 2017/18 academic year and feel this is due to the social and emotional support which we now provide.	£20,000	Boxall profile outcomes show important gains in key areas of pupils’ development that will enable them to play a more active role in school life and the curriculum. There were no fixed term exclusions in the academic year 2018/19.
F	All children to access a range of educational visits and experiences to raise their aspirations and increase their imagination/creativity.	Fully fund educational visits /experiences for pupils.		£10,000	Over 30 experiences/ visits were facilitated - this is helping to increase their life experience, general knowledge, vocabulary and aspirations.
G	The % of PP children recorded as a persistent absentee will remain below 10%. Our aim for 2018-2019 is to continue to rigorously apply attendance procedures so that we can maintain attendance levels in line with national.	PSA to work with Business Manager to monitor attendance of pupils causing concern weekly, conducting home visits when parents out of contact. PSA to undertake parenting and family work to improve attendance and engagement.	This success of the system is evidenced by attendance rates in line with national for the last two years. (Attendance in 2017-18 increased to 96.4%.) PSA involvement enables a more supportive approach to parents in tackling poor attendance.	£14,000	Whole school attendance figure for 2018-19 was 96.3%. Pupil Premium children attendance figure for 2018-19 was 96.1%. When you take into account the fact that 55% of our pupils are eligible for Pupil Premium this figure is very strong in comparison to schools with similar PP numbers.
H	More effective delivery of high-quality PE sessions with Mr Littlefair leading on sessions. Increased participation of PP children in after school clubs.	Lead PE sessions throughout the school. Provide a positive role model for pupils at break/lunch times. Support and mentor pupils with social/emotional issues through participation in team games. Work with PE co-ordinator to organise teams for sports festivals, ensuring Pupil Premium children are targeted.	Mr Littlefair joined as a sports apprentice and is very popular with pupils throughout the school. He has already had a positive impact on lunchtime behaviour through the facilitation of games and now runs clubs before and after school.	£18,000	School took part in 8 festivals in 2018/19 compared to 6 the previous year. This has enabled the school to achieve the ‘Silver School Games mark’ for 2018/19. Mr Littlefair runs a fitness club and football club involving over 60 children. Mr Littlefair and Julie Bray ensure that targeted children are encouraged to attend clubs.
I	Vulnerable children starting the day with a positive experience.	PSA and staff to highlight children to be targeted to attend breakfast club to ensure they start the day positively, resulting in more progress academically.	Breakfast clubs that offer pupils in primary schools a free and nutritious meal before school can boost their reading, writing and maths results by the equivalent of two months’ progress over the course of a year, according to the results of a randomised controlled trial published by the EEF Nov’16	£4,000	Breakfast club now has between 35 and 50 children compared to averaging around 20 in 2016/17. The addition of two pool tables before school has helped attendance and improved co-ordination/ motor skills.

Year 5 had lots of fun learning how some mountains are formed using cream (dyed orange to represent the mantel) and crackers (to represent tectonic plates). The children explored what happens when; they pressed and pulled the plates apart, when one was slid on top of another and, after wetting the edges, what happened when they were squashed together.

Key achievements to date: From 2017 - 2018 funding.	Areas for further improvement and baseline evidence of need:
• Improved engagement of all pupils in regular physical activity through access to a range of after-school clubs (four nights a week), sport leaders running lunch time games, Daily Mile challenges and an increased number of intra-school competitions/festivals. • Increased participation in interschool games before and after school, including breakfast club table tennis five mornings a week leading to a positive impact on attendance/children being on time for school. • Increased participation in competitive sports and broader experiences via attending local authority festivals and competitions. • Curriculum PE is successfully planned for, delivered and assessed in every year group across the school, leading to an increase in children attending sport clubs (e.g. hockey, running club). • Awarded the Bronze School Games award.	• Develop intra and inter-school festivals and competitions creating an efficient scoring system. • Introduce ‘B’ teams into the interschool competitions. • Aim for the Silver School Games award.
Meeting national curriculum requirements for swimming and water safety	Please complete all of the below*:
What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres?	March 2018 - 65%
What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke?	March 2018 - 62%
What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations?	March 2018 - 65%
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

Academic Year: 2018/19	Total fund allocated: Approx £17,000	Date Updated: September 2018
Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school				Percentage of total allocation:
				44%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1) To build up to securing the Active 30 certificate, increasing children’s physical activity. 2) Establish and develop a system to encourage fitness through the Daily Mile. 3) Look at ways of developing ‘track’ around field that children would be able to use all year round.	Sign up for the Active 30 pledge –begin at Active 20. Monitor how this is being achieved. Create a recording system to encourage the children to build up their stamina so that they are moving for the full 15 mins (daily). Consider reward for most dedicated class. Look into funding streams that could be match funded from sports premium.	Zero £500 for certificates/ medals Up to £7000 if match funding available.	Pledged on the Active 30 online hub (20 mins per day). Every day the children take part in the Daily Mile (15 mins) and their distance/personal challenges are record by each teacher. At the end of each week, the overall results for each class will be analysed in a spreadsheet. The class who reach a target (e.g. Pairs) first will be rewarded with a healthy treat (e.g. smoothie making session). Children who do not receive the overall treat should not be disheartened as each week, the children who has improved their fitness/stamina will be rewarded a certificate in assembly. Target this at least active.	Highly sustainable as this requires staff to only make resources once (strips for children to collect every lap they run and a scoring sheet to use weekly). Sustainable as timetables allow an allocated time during the academic day for physical activity (outside of the curriculum PE sessions). Rewards are sustainable but will need to be budgeted for in advance in the future. Next steps: Continue to monitor the children’s participation and enjoyment in the Daily Mile. Review effectiveness yearly.

Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement Percentage of total allocation: 11%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1) Sport apprentice now qualified as a level 3 TA with specialism in sport. 2) Increase attendance of underrepresented groups by securing places in after school clubs and offering opportunities to take part in an exciting range of physical activities during the day. E.G. Dance club run by year 6 at lunch time.	Apprentice to continue to raise PE profiles throughout the school by running additional clubs outside of regular school hours. Use pupil voice (taking particular notice of children with low attendance) to develop activities that are offered throughout the day. Ensure a member of staff is available to support the different activities. Wider range of equipment purchased in order to increase enthusiasm.	£1500 £300	From July 2018: Breakfast club table tennis runs five mornings a week and has regular attendance from at least two thirds of the overall intake. Fitness/multi-skills club runs twice a week offering non-mainstream sports/activities that have appealed to a large range of children including those from underrepresented groups. Increased attendance in various classes in 17/2018. E.G 67% of Y4 children now attend an after school sports club compared to approximately 30% last year.	From July 2018: Breakfast club table tennis runs five mornings a week and has regular attendance from at least two thirds of the overall intake. Fitness/multi-skills club runs twice a week offering non-mainstream sports/activities that have appealed to a large range of children including those from underrepresented groups. Increased attendance in various classes in 17/2018. E.G 67% of Y4 children now attend an after school sports club compared to approximately 30% last year.

Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport				Percentage of total allocation:
				24%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
Continue to provide staff training and development and quality ensuring its quality and impact in the classroom.	PE coordinator to closely monitor the quality of planning and assessment in all year groups and provide termly feedback to senior leaders. PE Leader to attend PE Network Meetings, LA cluster meetings and SSP PE Meetings termly. Teaching assistant with specialism in PE (previously sports apprentice) to be present in all PE sessions to offer support and expertise, and ensure that more able children are challenged.	Training costs = £2000 Supply cover costs = £2000	All year groups have comprehensive planning saved onto the school system and pre/post assessments carried out for each unit within PE (hard copies can be accessed in each classes PE file.) Assessments show that children’s skills are improving particularly in areas such as games and this can be seen when comparing assessment grids across the year. SSP and PE Network Meetings attended alongside LA cluster meetings to increase participation in interschool competitions/festivals.	As all staff have worked alongside PE coordinator/sports apprentice they have reported to feel more confident when teaching PE. This should be sustainable for future members of staff as current staff should be able to impart their knowledge successfully. Next steps: PE coordinator to brief/support and train any new staff members. PE coordinator to attend meetings/courses and feedback any relevant information during staff meetings within school.

Key indicator 4: Broader experience of a range of sports and activities offered to all pupils				Percentage of total allocation:
				6%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
2) Offer a wide range of activities outside of the curriculum to all the year groups.	Offering before and after school activities led by staff. Offering activities within school led by sports leaders.	£1000	Before school breakfast club activities offered to all children from years 1-6. After school physical activities offered to all children from years 4-6. (this will extend to EYFS/KS1 in the summer term) Competitive football offered one night a week to upper KS2. Performing arts offered one night a week to upper KS2.	Highly sustainable as all before and after school clubs are ran by staff within the school except one which is not funded by the Sport Premium. Next steps: Continue to offer a varied range of activites around the curriculum for all children to enjoy. Monitor the attendance of these clubs, ensuring that underrepresented groups are able to attend as many as they wish (free of charge).

Key indicator 5: Increased participation in competitive sport				Percentage of total allocation:
				15%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1)Children gain a better understanding of competitive gameplay through attending festivals and holding inter-school competitions	Cluster to take over provision of festivals with each school organizing two during the academic year. Train sports leaders to run inter-school competitions. Engage in football matches with other schools from the local area.	£1500 supply costs for teacher and TA to attend festivals. £1000 – transport to festivals	Intra-school competitions ran once every half term by sports leaders and PE coordinator during lunch time. Interschool activities ran by each school in our LA cluster group and attended at least once every term. Evidence from 17/2018- Participation has steadily increased over the year with 10 children taking part in November 2017, and 18 taking part in February 2018. Year 4 attended a dance festival in February 2018 which all children enjoyed and three have since gone on to request further information about dance schools in the area.	Sport leader programme should be sustainable as the current Year 6 cohort should be able to retrain future leaders before they depart from the school. The festivals could be less sustainable due to funding of transport. This will need to be carefully considered but if we would be unable to fund this, festivals could be arranged with other schools in the local area. Next steps: Monitor the attendance of both intra and inter-school school festivals to ensure we meet the requirements of the School Games Silver award.

Key achievements to date: From 2016 -2017 funding.	Areas for further improvement and baseline evidence of need:
• Improved engagement of most pupils in regular physical activity through access to a range of after-school clubs (four nights a week). • Increased participation in inter-school games before and after school, including breakfast club table tennis five mornings a week. • Using funding to upskill PE coordinator and apprentice leading to in-school training sessions to increase confidence and knowledge of most staff. • Increased participation in competitive sports and broader experiences via attending local authority festivals and competitions.	• Ensure engagement of all pupils in regular physical activity though training of sport leaders (years 4/6) offering a wide range of activities throughout the school day. • Invest in clothing and equipment to support OAA. (with support from School Council) • Continue training with staff so that all feel confident when teaching PE. (PE coordinator time out of class to assist planning and preparation) • Engage children from underrepresented groups to attend a wider range of activities. (Nurture Programme)
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?	July 2017 - 46% March 2018 - 53%
What percentage of your current Year 6 cohort use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)?	July 2017 - 46% March 2018 - 53%
What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations?	July 2017 - 46% March 2018 - 53%
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

Academic Year: 2017/18		Total fund allocated: £17,640		Date Updated: March 2018
Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school				Percentage of total allocation: 18%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1)Children in EYFS to develop their agility, balance, coordination and core stability 2) To encourage active 30 by offering greater opportunities for Outdoor Adventurous Activities 3) Ensuring that all children take part in 30 minutes of physical activity a day.	TA with specialism in sport and EYFS staff to deliver ‘TOTS’ programme to improve basic movement, memory, sequencing etc. Assess the needs of the school and purchase equipment/clothing so that children can access the outdoor areas regardless of weather. E.g. a set of wellingtons. Collect data to evaluate the percentage of children which take active routes to school, the percentage that take part in an extra-curricular club, and the percentage that take part in an organized sporting activity within the community. Use pupil voice to the increase physical activity through extra-curricular opportunities	£400 training costs £2500 – grounds development including equipment and storage £200	Children in EYFS have better coordination, better listening and sitting skills and better stability. School Council have taken the suggestion to buy equipment onboard and are currently creating an audit. (March 2018) Sport leaders to circulate throughout classes to tally data and feedback to PE coordinator termly. (the next review will be March 2018) Pupil voice to create programme of activities offered at lunch time and after school.	Highly sustainable as staff are well trained. This programme is to continue until the foreseeable future. Sustainable as purchases should be reusable and long-lasting. Continue to collect data termly and use pupil voice to incorporate and engage children in physical activity.
Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement				Percentage of total allocation: 10%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1) Sport apprentice now qualified as a level 3 TA with specialism in sport. 2) Increase attendance of underrepresented groups by securing places in after school clubs and offering opportunities to take part in an exciting range of physical activities during the day. E.G. Dance club run by year 6 at lunch time.	Apprentice to raise PE profiles throughout the school by running additional clubs outside of regular school hours. Use pupil voice (taking particular notice of children with low attendance) to develop activities that are offered throughout the day. Ensure a member of staff is available to support the different activities. Wider range of equipment purchased in order to increase enthusiasm	£1500 £300	Breakfast club table tennis runs five mornings a week and has regular attendance from at least two thirds of the overall intake. Fitness/multi-skills club runs twice a week offering non-mainstream sports/activities that have appealed to a large range of children including those from underrepresented groups. Increased attendance in various classes. E.G 67% of Y4 children now attend an after school sports club compared to approximately 30% last year.	Highly sustainable as this role could be taken on by a PE coordinator if necessary. Sustainable as children could take over responsibly for clubs (supported by staff), after short-term Sports Leader training.
Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport				Percentage of total allocation: 23%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
Continue to provide staff training and development and quality ensuring its quality and impact in the classroom.	PE coordinator to closely monitor the quality of planning and assessment in all year groups and provide termly feedback to senior leaders. PE Leader to attend PE Network Meetings and SSP PE Meetings termly and have 1-day per term release time Teaching assistant with specialism in PE (previously sports apprentice) to be present in all PE sessions to offer support and expertise, and ensure that more able children are challenged.	Training costs = £2000 Supply cover costs = £2000	All year groups have comprehensive planning saved onto the school system and pre/post assessments carried out for each unit within PE. (hard copies can be accessed in each classes PE file.) Assessments show that children’s skills are improving particularly in areas such as games and this can be seen when comparing assessment grids across the year. SSP and PE Network Meetings attended.	As all staff have worked alongside PE coordinator/sports apprentice they have reported to feel more confident when teaching PE. This should be sustainable for future members of staff as current staff should be able to impart their knowledge successfully.
Key indicator 4: Broader experience of a range of sports and activities offered to all pupils				Percentage of total allocation: 23%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1) Nurture Programme to run three afternoons each week to support all areas of academic achievement for targeted children. 2) Offer a wide range of activities outside of the curriculum to all the year groups	Offer engaging small group/1-1 sessions to improve physical and emotional well-being alongside thinking and decision making. Offering before and after school activities led by staff. Offering activities within school led by sports leaders.	£3000 £1000	Boxall Profiles suggest an improvement in physical and emotional well-being as well as teamwork and cooperation. These are reviewed termly. Before school breakfast club activities offered to all children from years 1-6. After school physical activities offered to all children from years 4-6. (this will extend to EYFS/KS1 in the summer term) Competitive football offered one night a week to upper KS2. Performing arts offered one night a week to upper KS2.	3 members of staff have been trained in this area to ensure longevity of the programme. Highly sustainable as all before and after school clubs are ran by staff within the school except one which is not funded by the Sport Premium
Key indicator 5: Increased participation in competitive sport				Percentage of total allocation: 26%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1)Children gain a better understanding of competitive gameplay through attending festivals and holding inter-school competitions	Take part in Local Authority festival programme. Train sports leaders to run inter-school competitions. Engage in football matches with other schools from the local area.	£2100 – Service Level Agreement £1500 supply costs for teacher and TA to attend festivals. £1000 – transport to festivals	Inter-school competitions ran once every half term by sports leaders and PE coordinator during lunch time. Participation has steadily increased over the year with 10 children taking part in November 2017, and 18 taking part in February 2018. Year 4 attended a dance festival in February 2018 which all children enjoyed and three have since gone on to request further information about dance schools in the area.	Sport leader programme should be sustainable as the current Year 6 cohort should be able to retrain future leaders before they depart from the school. The festivals could be less sustainable due to funding of transport. This will need to be carefully considered but if we would be unable to fund this, festivals could be arranged with other schools in the local area.

We have had a very wintry week this week. The children were very excited when they saw the snow and they couldn’t wait to get outside. We wrapped up warm, put on our Wellingtons and had some snowy fun! The children had  a fantastic time.