QuestionsIndicative information / Evidence 1) Does your school have a vision for PE and school...
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QuestionsIndicative information / Evidence 1) Does your school have a vision for PE and school sport? Have you ensured that your school vision recognises
QuestionsIndicative information / Evidence 1) Does your school
have a vision for PE and school sport? Have you ensured that your
school vision recognises the value and impact of PE and school
sport? - What are the values of PE and school sport in your school?
- What is your aspirational aim? - What are the key outcomes? -
What are the key impacts of delivery (curricular and extra
curricular) - Does the school policy/vision also encompass informal
physical activity such as break-time activity, active travel and
supervised play? - What consultation took place and does the vision
reflect input from all stakeholders? Primary School Self-Review
Tool Support Document
Slide 2
QuestionsIndicative information / Evidence 2) Does your PE,
sport and physical activity provision contribute to overall school
improvement ? What relationship does your PE development plan have
to the overall whole school development plan? Is there clear
linkage to the PE vision and values within whole school planning? -
Are the positive values of PE/sport recognised in other curriculum
lessons and as a whole school theme? - Are the skills and positive
values of PE/sport integrated into the school ethos? - Are major
sporting events used as opportunities to celebrate PE, sport and
physical activity across the school? - Is PE, sport and physical
activity considered a central part of the school development plan?
- Is PE, sport and physical activity used to engage the wider
community and foster positive relationships? Primary School
Self-Review Tool Support Document
Slide 3
QuestionsIndicative information / Evidence 3) Is there strong
leadership and management of PE, school sport and physical
activity? Does the PE development plan allow all to progress and
achieve? Is this endorsed by all stakeholders (e.g. governors,
staff, pupils and parents)? - Is there an up to date overarching
policy reflecting the PE/sport vision including current statutory
and non-statutory requirements/ guidance? - Does the policy include
a PE development plan with aims, short and long term objectives
that focus on enabling all pupils to progress and achieve? - How
does the head teacher and governing body value PE, school sport and
physical activity? - What is the role of the PE co-ordinator in
developing core PE provision, advocating positive approaches to
physical activity and supporting all staff in implementation and
delivery? - How are all stakeholders engaged in driving forward the
value of PE/sport? Primary School Self-Review Tool Support
Document
Slide 4
QuestionsIndicative information / Evidence 4) Do you provide a
broad, rich and engaging PE curriculum? Does your evidence show
that curricular delivery engages pupils, enhances existing and
further development of skills and performance across a range of
activities? - Weekly teaching delivery time? - To what extent does
the PE delivered achieve the following: (strongly agree, agree,
neutral, disagree) a broad and balanced range of activities; fun
activities; delivered safely in a range of environments; develops
all physical skills; opportunities to try new activities;
opportunities to enhance their existing skills in a diverse range
of environments; opportunities for all pupils to develop their
leadership, taking on different roles such as coaches, officials or
event managers. Primary School Self-Review Tool Support
Document
Slide 5
QuestionsIndicative information / Evidence 4 cont.) Do you
provide a broad, rich and engaging PE curriculum? Does your
evidence show that curricular delivery engages pupils, enhances
existing and further development of skills and performance across a
range of activities? - Are schemes of work developed and
implemented which show differentiation and allow for maximum
progression? - Are there high levels of engagement? - Do all
lessons have flow and pace? - Do pupils fully understand
expectations and recognise how to make improvements? - Are current
initiatives available to promote physical activity? (Active
Schools, walk to work week, Jump rope for heart etc) - Is there a
safe environment appropriate to the activities undertaken, and are
safety rules discussed with pupils? - Are resources in place to
support the curriculum? - Are pupils encouraged to participate in
extra curricular activities? Primary School Self-Review Tool
Support Document
Slide 6
QuestionsIndicative information / Evidence 5) What is the
quality of PE teaching and learning in your school? Does your
evidence show that all members of staff are confident and competent
to deliver high quality PE? - Are all staff confident and competent
to use a range of teaching and learning styles in PE? - Do teaching
styles engage all pupils, is there quality differentiation that
allows all individual pupils to achieve and reach their full
potential? - How does the school assess and report on pupil
achievement (i.e attainment and progress)? How is this reported to
parents/carers? - Are pupils motivated and challenged by PE? - Is
curriculum impact regularly monitored and evaluated? How is this
shared with all stakeholders? - Is non-contact time provided to
allow for planning, delivery and evaluation of physical activity? -
Are achievements awarded and celebrated? Primary School Self-Review
Tool Support Document
Slide 7
QuestionsIndicative information / Evidence 6) Are you providing
high quality outcomes for young people through PE and school sport?
Do you deliver high quality activities, that appeal to all ages and
abilities, ensuring that pupils are motivated and challenged by PE?
- What is your knowledge base for pupils outcomes across individual
classes and the whole school? How do these compare against local or
national benchmarks? - Are lesson targets/outcomes set and shared
with pupils? - Are individual students aware of progress achieved?
- Do pupils take a lead in high quality PE lessons? - Are pupils
encouraged to make decisions that challenge and inspire them even
further? - Are pupils starting to make healthy lifestyle choices -
demonstrating a knowledge and understanding of health and fitness?
Primary School Self-Review Tool Support Document
Slide 8
QuestionsIndicative information / Evidence 7) Are you providing
a rich, varied and inclusive school sport offer as an extension of
the curriculum? Is the range of extra curricular activities fully
inclusive? Does this offer reflect the demands of your pupils? -
Are pupils able to access a broad range of opportunities to take
part in school sport through clubs and competitions? - Are pupils
made aware of opportunities to continue their participation outside
of the school environment? - Do these opportunities cater for and
appeal to all pupils (age and abilities)? - Do these activities
include opportunities to act as leaders or organisers? - How are
pupils able to find out about further training and competing
opportunities? - What activities are available for young disabled
people? - Are opportunities provided for all pupils as part of the
school inclusion policy? - Are club achievements shared and
celebrated in class and whole school assemblies? - Are physical
activity schemes encouraged (e.g. active travel and supervised
play)? - Is the school engaged in the School Games programme -
providing students with the opportunity to represent their school
and compete against other local schools? Primary School Self-Review
Tool Support Document
Slide 9
QuestionsIndicative information / Evidence 8) Are all pupils
provided with a range of opportunities to be physically active in
and out of lesson time? Do they understand how physical activity
can help them to adopt a healthy and active lifestyle? Do you
ensure that all stakeholders have a sharp focus on developing
pupils healthy and active lifestyles. - Does the school have a
clear physical activity policy/vision which incorporates PE and
school sport but also encompasses informal physical activity such
as break-time activity, active travel and supervised play? - Do
staff in the school have a knowledge and understanding of what
helps to create a healthy and active lifestyle? What displays are
there to support this approach across the school? Is this
recognised in assemblies and other forms of communication across,
and beyond, the school? - Is there a programme of extra-curricular
and informal opportunities that promote physical activity? How is
this communicated to pupils and parents? - Are pupils regularly
consulted regarding what activities they enjoy and like to
participate in? - Do staff identify target groups of pupils that
are deemed less active and address barriers to their participation?
- Has the school accessed any additional resources to aid the
delivery and promotion of healthy and active lifestyles? e.g.
British Heart Foundation Active School and Active Club resource
packs, Eat Better, Move More toolkit (Shropshire schools only). -
Does the school identify staff CPD needs relevant to health and
wellbeing? If yes, how is this achieved? Primary School Self-Review
Tool Support Document
Slide 10
QuestionsIndicative information / Evidence 9) Does your school
know how to effectively utilise the new PE and school sport funding
Can you demonstrate impact as opposed to spend? Where does
responsibility sit within the school for this budget and how do you
as PE co- ordinator influence/determine areas of need? - Is there
an overall strategic plan in place? How does this relate to the
vision statement? - Is it clear how the planned budget has/will
improve provision and outcomes in PE, physical activity and school
sport? What examples/evidence of impact do you have? Is this
evidence available on the school website? - How are you building in
sustainability to your short/longer term plans? - As a result do
external agencies now support the school and deliver PE and/or
sport? How is this managed? How do you measure quality and impact
of this provision? - What elements of spend have had the greatest
and most sustainable impact? - Were all stakeholders consulted?
Primary School Self-Review Tool Support Document
Slide 11
QuestionsIndicative information / Evidence 10) Does your school
have an ethos and environment that promote physical activity,
preventing students from leading a sedentary lifestyle? Can you
demonstrate that physical activity is part of the school ethos and
the pupils daily routine. - Does the school ensure that pupils have
the opportunity to learn in an environment that promotes a healthy,
active lifestyle? - Does the school culture and environment enable
engagement of the whole school community? - How does the school
ensure that all stakeholders understand the importance of physical
activity and the benefits of leading a healthy and active lifestyle
? - Are pupils consulted on how to promote physical activity in
school and how barriers to participation can be removed? - How does
the school celebrate physical activity and sporting achievements? -
Are staff, parents/carers and pupils made aware of the dangers of
sedentary behaviour? - Are staff and parents/carers encouraged to
take part in physical activity? - Are staff, parents/carers and
pupils encouraged to use active travel to get to and from school? -
Are there clear procedures, including reporting of information to
support pupils health conditions (asthma etc)? Primary School
Self-Review Tool Support Document