PE and school sport play a very important part in the life of Foxfield. We believe that PE and school sport contribute to the holistic development of our children and through participation, our children build and learn more about our key values such as respect, co-operation and kindness for themselves and others.
We are therefore delighted to be able to use sports premium funding for the years 2017-2018 of £21,240 to support the development of PE and school sport in the following ways:
- To contribute towards the funding of our PE Teacher
- To fund a PE Apprentice
- Fund new sports equipment
- To increase participation levels in inter/intra competitive sport and healthy activity of pupils, and maintain these into adolescence
- School understands and values the benefits of high quality PE and sport, including its use as tool for whole school improvement
- Our overall aim is to raise standards in PE and school sport, increasing the participation and opportunities offered to our children. We aim to provide higher quality lessons and improved learning for all
- Enable all classes to now access 2 hours of high quality PE every week
- Enable more girls to build their confidence to participate in sports by taking part in a ‘girls only’ after school sports and competitions
- Provide access to range of diverse sports after school such as Taekwondo, Fencing and Street Dance
- Provide 1 to 1 support at afterschool clubs, for those students who need it. This has meant that afterschool sports have become more inclusive and more children are able to enjoy the activity in a safer environment
- A cricket coach for the pupils across the school
- A yoga teacher for all year groups
- Provide quality assured professional development opportunities for teachers, enabling quality teaching and learning for all children.
HOW OUR SPORTS PREMIUM FUND WAS SPENT IN 2017-18 AND THE IMPACT IT HAS HAD:
The above funding was proportionally spent as follows:
Contributing towards the funding of our PE Teacher (20%);
Funding a PE Apprentice (40%);
Contributing to new sports equipment (10%);
Providing 1 to 1 support at afterschool clubs, for those students who need it (10%);
Cricket coach for the pupils across the school (10%);
Yoga teacher (10%).
More children are taking part in extra-curricular sports clubs than previously; with 15 different sports clubs taking place every week. Every day we have 1 sports club in the morning and 2 sports clubs after school.
Clubs include football (differentiated between different levels and year groups), gymnastics (beginners and intermediate levels), Taekwondo, street dance, cricket, tennis, arts and crafts, French, fencing, archery and dodgeball.
We were able to give our children the opportunity to watch top class tennis players competing at the O2 and children from years 3 – 6 went to the Royal Artillery Barracks for their sports day.
In addition, our children were able to take part in the following events:
Clip & Climb
Charlton Athletic Football Challenge
Quad Kids Athletics tournament
Kwik Cricket tournament
London Youth Games competition
Inspire Partnership Cricket competition
Inspire Partnership Dodgeball tournament.
The additional funding has allowed for the specialist PE teacher to team teach with the class teacher and PE apprentice and provide CPD and modelled lessons in a range of sports.
Due to this specialist training, the PE apprentice was able to organise and manage the Nursery, Reception, Year 1 and Year 2 Sports Days on site and is now taking a more active role in the delivery of sport across the school.
The Teachers have commented that they now feel much confident and prepared for teaching PE. Some of the comments include:
- ‘The PE lessons from Mr Metcalfe are really good and my subject knowledge is improving with every lesson.’ (Almond class teacher)
- ‘Team teaching with Mr Metcalfe has really helped developed my confidence and my ability to plan and deliver quality PE lessons.’ (Cedar class teacher)
- ‘The feedback during PE lesson observations has really helped me to plan logical progressions and effective ways to differentiate and challenge our children.’