OFSTED AND THE NEW PHYSICAL EDUCATION 2014 CURRICULUM PRIMARY HEAD TEACHER CONFERENCE

1. OFSTED AND THE NEW PHYSICAL EDUCATION 2014CURRICULUM PRIMARY HEAD TEACHER CONFERENCE Sue Wilkinson March 2014

2. Session Outcomes By the end of this session delegates will: • Be aware of the revised National Curriculum • Connect with the contexts in which we are working • Understand the challenges of outstanding teaching and learning in relation to the new curriculum • Have considered solutions • Be able to lead on developments for their school March 2014

3. Outcomes and ContributionsHigh Quality Physical Education & School Sport March 2014

4. Context A changing landscape: National Curriculum Review • Ofsted framework and self review • The Ofsted 2013 physical education -report • Teachers’ Standards • Olympic Legacy • Primary Physical Education and School Sport Premium • Education Select Committee report • Government’s response to the select Committee report • Quality Mark March 2014

5. Incursion Games – the challenge! March 2014

6. Physical education Programme of Study Purpose of study : A high-quality physical education curriculum which inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. March 2014

7. Physical Education Programme of Study Aims: The national curriculum for physical education aims to ensure that all pupils: • develop competence to excel in a broad range of physical activities • are physically active for sustained periods of time • engage in competitive sports and activities • lead healthy, active lives. March 2014

8. Key Stage One Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and co-ordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. March 2014

9. Programme of StudyKey Stage One Pupils should be taught to: • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities • Participate in team games, developing simple tactics for attacking and defending • Perform dances using simple movement patterns March 2014

10. Key Stage Two Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. March 2014

11. Programme of Study Key Stage Two Pupils should be taught to: • Use running, jumping, throwing and catching in isolation and in combination • Play competitive games, modified where appropriate (for example) and apply basic principles suitable for attacking and defending • Develop flexibility, strength, technique, control and balance • Perform dances using a range of movement patterns • Take part in outdoor and adventurous activity challenges both individually and within a team • Compare their performances with previous ones and demonstrate improvement to achieve their personal best • Be able to swim competently and proficiently for at least 25 metres March 2014

12. So what is different? • Reference to core knowledge and skills only. • Overall there is far less prescription. • A base line on which to build a personalised bespoke school PE curriculum. • Greater emphasis on physically demanding activities and sustained physically activity. • Greater emphasis on fundamental movement skills: movement, agility, balance and co-ordination. • Schools can choose the range of activities through which children acquire and develop skills. • The place of swimming has been strengthened. It must be taught. March 2014

13. Challenges – what do you think? • Ensuring a sustainable curriculum • Up skilling teachers • Use any additional funding appropriately • Plan for your pupils • Senior Leadership Commitment • Getting assessment for learning right March 2014

14. Solutions • Complete an audit of need • Respond and address needs • Use the 2013 disapplication to your advantage • Continually review and develop • Don’t throw the baby out with the bath water! March 2014

15. What and how? • Completing a self review/audit on your Physical Education offer • Pooling resources to employ a peripatetic PE specialist • Enhancing payments for PE subject leaders • Providing cover for quality assured PE professional learning for teachers and ASL • Committing to a PE specialist • Buying into a local partnership March 2014

16. What and how? • All primary schools should have effective development plans to improve provision and outcomes in and through physical education, physical activity, school sport and health and well being • Employ expert advice to evaluate the school’s current strengths and weaknesses in PE and sport • All primary schools to have a PE subject specialist • All primary schools to build PE and sport into whole school plans to support whole school improvement March 2014

17. Outstanding Achievement • Indications of outstanding achievement: • Pupils working independently • Pupils’ skills, knowledge and understanding • Pupils’ techniques, tactics and composition • Pupils’ leadership, health and safety • Pupils evaluating their own work • Pupils’ attitudes and behaviour March 2014

18. Challenging Teaching • How well teaching promotes learning and progress for all pupils: • What impact does teaching have on learning in the lesson? • What impact does teaching have on learning over time • How well is formative assessment used to support learning for all pupils? March 2014

19. Outstanding Teaching Teachers should: • Have high expectations/enthusiasm/passion • Have confidence and expertise • Use appropriate range of imaginative strategies/teaching styles • Have excellent subject knowledge • Use time effectively • Use resources including ICT/other adults very effectively • Include non performing pupils purposefully and effectively • Plan effectively with clear learning objectives • Make excellent use of a range of questioning • Use assessment for learning/formative assessment • Enable the development of wider core skills • Develop SMSC • Be inspirational Quality Mark March 2014

20. Primary Physical Education and Sport Premium • £150 million ring fenced in each of the next three years to support delivery of PE and sport in primary schools • A further commitment from the Prime Minister to pledge money to 2020 • Funding allocated through a lump sum for each school. Typical primary school with 250 pupils to receive approximately £9,000 each year March 2014

21. What can afPE offer - sustainability? • Support to achieve Quality Mark for Physical Education and School Sport or use as a review tool • A Professional Vocational Qualification for Primary School Specialism and Subject Leadership in PE & School Sport level 5-6 • Vocational qualifications for Adults Supporting learning in PE • A bespoke advice and support service to raise standards • A regionalised membership network with access to experts and support mechanisms • A Website tool for support March 2014

22. Contact us You are in the driving seat, you can make the difference: • use the local and afPE regional network • use the National organisation, the resources and the advice it offers • Become a school member Call the team Simon Leach – simon.leach@afpe.org.uk 01905 85584 Sue Wilkinson - Sue.wilkinson@afpe.org.uk 07887 681678 March 2014