Hackthorn Church Of England Primary School

• Focus on teacher training ensuring all teachers are confident to enjoy teaching high-quality Physical Education.
• Increase staff's confidence and knowledge and skills by staff working alongside a sports coach to receive CPD in order to effectively deliver lessons themselves.

• Quality of teaching and learning in Physical Education will be developed through bespoke staff CPD for all class teachers and teaching assistants.
• CPD includes modelling adaptive practice: how to modify tasks, use peer support, and employ sensory or visual supports
• CPD will address pedagogy, subject knowledge, lesson planning, assessment in PE, adapting for SEN and progression of skills across Key Stages.
• PE resources updated to enable High-Quality teaching to take place.

• We predict that by July 2027, 80% of staff will feel confident in teaching all areas of the curriculum.
• By July 2027 we predict that all teachers will have been trained and that 80% of all lessons being delivered will be ‘high quality’.
• By July assessment outcomes will be tracked for all pupils from Reception – Year 6 and will show attainment in line with core subjects and appropriate progression across the year.
• Pupil voice data will show that PE is fun and that it gives them the opportunity to learn new skills and develop their knowledge further.

Staff confidence surveys, pupils' attainment data, lesson observation reviews, pupil voice.

£2570.36 bespoke teacher CPD in school

To increase participation in sport and physical activity by expanding and promoting inclusive lunchtime, breakfast and after-school clubs, ensuring all pupils have regular opportunities to engage, develop skills and lead active lifestyles.

• Increase the number and range of activities and clubs on offer (Pupil Led Games, dodgeball, games, hockey, volleyball, lacrosse)
• Implementation of new extra-curricular timetable.
• Develop provision for physical activity at lunchtime by; Increasing the amount of playground resources to provide playground activity facilitated by lunchtime supervisors and KS2 Playleaders.
• Staff member to deliver a training programme for play leaders to develop their leadership skills. Recruit and train at least 10 pupil Play Leaders / Sports Leaders in Year 1; these leaders to run or support a minimum of 8 lunchtime sessions/month between them.

• Increase the proportion of pupils regularly engaging in school-run physical activity (participation defined as attending at least one club or structured lunchtime activity per week) from baseline to 70% within one year and 80% within two years.
• By the end of year one, at least 75% of disadvantaged pupils and 70% of pupils with SEND participate in at least one activity per week (or an accessible equivalent).
• Increase pupil-led activity uptake: at least 25% of lunchtime club sessions to be led or co-led by pupil leaders by the end of year one, rising to 40% in year two.
• 85% of pupils report they enjoy participating in active clubs and feel included (termly pupil surveys).

Extra curricular timetable and participation data.

Club attendance data

Pupil surveys

Leader training records, rota, session logs showing leader involvement.

Lunchtime observations

£628.37 for 2 x lunch time clubs, including training for play leaders

£4,398.60 for breakfast and afterschool club staffing for sports club offer

Total = £5026.97

• To improve inclusion within PE by providing specialist support, training and adapted resources to ensure pupils with additional needs can access, participate in and achieve success in PE and physical activity alongside their peers.

• Allocate Sports Premium funding to provide 1:1 TA support during PE lessons and playtimes for identified pupils with additional needs. TAs will work from individual starting points and planned short-term targets aligned to PE unit objectives.
• Deliver sensory circuits 5x per week for groups of pupils who benefit from sensory regulation and gross motor practice. Sessions last 15 minutes and include activities (e.g., obstacle courses, balance work, proprioceptive/vestibular tasks) deliberately sequenced to develop strength, balance, coordination and body awareness relevant to PE tasks.
• Provide separate 1:1 sessions (15 minutes, 3x per week) for one child with complex needs to target core stability, posture and fundamental movement skills that specifically limit participation in PE.

• 75% of pupils attending sensory circuits demonstrate measurable improvement in at least one gross motor domain (balance, coordination, strength, or motor planning) within 12 weeks
• 70% of targeted pupils show increased independence in at least one PE-related skill (e.g., putting kit on, joining warm-ups, following visual routine)
• Increase proportion of pupils with identified additional needs who fully access planned PE lessons from baseline to 90% within 12 months (defined as actively engaging in the lesson’s learning objective with listed reasonable adjustments in place).

SEN reviews for individual pupils

Observations during sensory circuits/assessments

PE assessment data

£1256.74 specialist support for pupils

Total = £1,256.74