Sheffield Physical Education, School Sport & Physical Activity (PESSPA) Alliance
Toolkit Audit
Physical Education, School Sport & Physical Activity – Pledge Statements & Descriptors
The descriptors below are designed to exemplify each of the pledge statements. Click on the pledge statements to view the descriptors
In each case the statement itself forms the embedded descriptor, with the emerging and establishing descriptors describing the steps towards achieving the pledge and the exemplary statement providing an example of the practice in that area that would be notable and should be shared.
The audit guidance in the toolkit has been designed to support schools to evaluate the quality and impact of PESSPA provision and recognises that the tool could be used in a number of different ways.
You can also complete the audit online using the PESSPA Toolkit response form. All information is stored in Google docs and will be used by the PE and School Sport Alliance in Sheffield to inform projects to positively develop PE and School Sport in your school and across the city. Information will not be passed to third parties.
Complete the new PESSPA Toolkit response form
1. Physical education, school sport and physical activity are an integral part of our school improvement culture.
Emerging
(practice at an early stage)
Our school has an improvement
plan for physical education,
school sport and physical
activity.
Establishing
(practice in place)
Physical education, school sport
and physical activity are visual
within school for all stakeholders.
Embedded
(practice robustly in place)
Physical education, school sport
and physical activity are an integral
part of our school improvement
culture.
Exemplary
(practice that should be
shared)
Physical education, school sport
and physical activity are fundamental
to our whole school
culture and embedded in all
aspects of school life.
2. Our PESSPA offer effectively engages all pupils and includes all identified groups. Pupil Voice is starting to inform the offer and personal challenge is an essential part of this.
Emerging
(practice at an early stage)
Our school ensures that all pupils are engaged and included. Provision is starting to meet differing needs and opportunities are offered to all pupils.
Establishing
(practice in place)
Our school is starting to target identified groups of pupils to ensure appropriate differentiation meets their needs. Personal challenge is increasingly a feature of provision.
Embedded
(practice robustly in place)
Our PESSPA offer effectively engages all pupils and includes all identified groups. Pupil Voice is starting to inform the offer and personal challenge is an essential part of this.
Exemplary
(practice that should be
shared)
The school can evidence that identified groups of pupils have a voice and can influence the PESSPA offer. All pupils are aware of what they must do to improve and refer often to their own personal physical challenges.
3. Our school provides two hours of high quality
timetabled Physical Education per pupil per
week led by a qualified teacher within the
curriculum with appropriate support.
Emerging
(practice at an early stage)
Our school provides all pupils
with two hours of Physical
Education per week timetabled
within curriculum time.
Establishing
(practice in place)
Our school monitors provision
to ensure that all pupils access
two hours of increasingly high
quality Physical Education per
week led by a qualified teacher
within the curriculum with
appropriate support.
Embedded
(practice robustly in place)
Our school provides two hours
of high quality timetabled
Physical Education per pupil per
week led by a qualified teacher
within the curriculum with
appropriate support.
Exemplary
(practice that should be
shared)
Our school consistently provides
all pupils with two hours
of high quality timetabled
Physical Education regardless of
other events, activities, priorities
in any given week taught by
a qualified teacher
4. Pupils receive enough time in the water to make progress towards meeting the National Curriculum standards. All pupils know and understand how to keep themselves safe in and near water.
Emerging
(practice at an early stage)
All pupils have the opportunity to learn to swim before they leave primary school. Swimming results are published on the school website.
Establishing
(practice in place)
Our school works with swimming providers to ensure lessons meet the needs of all our pupils. Children and parents/carers are given ideas and activities prior to swimming lessons which prepare them to learn. Parts of the Water Safety SOW are delivered by school staff.
Embedded
(practice robustly in place)
Pupils receive enough time in the water to make progress towards meeting the National Curriculum standards. All pupils know and understand how to keep themselves safe in and near water.
Exemplary
(practice that should be
shared)
An ambitious swimming programme ensures all pupils make significant progress with most pupils able to swim at least 25m unaided. Pupils talk confidently about their knowledge and understanding of water safety. The school engages with partners to provide pathways to participation outside school and pupils engage in competitive opportunities.
5. Physical Education is led by a subject
coordinator who is a qualified teacher and
supported to engage with external partners to
develop high quality physical education, school
sport and to promote physical activity.
Emerging
(practice at an early stage)
Physical Education is led by
a subject co-ordinator who
reports to school leaders and
governors about the quality of
provision.
Establishing
(practice in place)
Physical Education is led by
a subject co-ordinator who is
actively supported by school
leaders and given some dedicated
time to quality assure and
support the improvement of
provision.
Embedded
(practice robustly in place)
Physical Education is led by a
subject co-ordinator who is a
qualified teacher and supported
to engage with external
partners to develop high quality
physical education, school sport
and to promote physical activity.
Exemplary
(practice that should be
shared)
The Physical Education co-ordinator
is a school leader who
drives high quality physical
education, school sport and
promotes physical activity. The
culture of the school supports
all aspects of provision.
6. Our children receive Physical Education
lessons which are quality assured in line with
the monitoring of other curriculum areas.
Emerging
(practice at an early stage)
Monitoring of Physical Education
lessons is taking place to
develop an understanding of
the quality of Physical Education
teaching across the school.
Establishing
(practice in place)
Systematic monitoring of Physical
Education lessons, often
involving the co-ordinator and
school leaders, ensures that a
robust understanding of the
quality of teaching across the
school exists.
Embedded
(practice robustly in place)
Our children receive Physical
Education lessons which are
quality assured in line with the
monitoring of other curriculum
areas.
Exemplary
(practice that should be
shared)
Physical Education is routinely
monitored with effective systems
that support consistently
high quality teaching of Physical
Education.
7. Our school is committed to continually developing confidence and competence of teachers and wider school staff to enable them to deliver high quality
physical education, school sport and physical activity.
Emerging
(practice at an early stage)
Staff who teach Physical Education
regularly complete an audit
of their development needs.
The school CPD offer is developed
to meet identified needs.
Establishing
(practice in place)
All staff are actively encouraged
to attend targeted and
strategically identified CPD
which addresses their identified
development needs. Some CPD
is provided to develop wider
school staff.
Embedded
(practice robustly in place)
Our school is committed to continually
developing confidence
and competence of teachers
and wider school staff to enable
them to deliver high quality
physical education, school sport
and physical activity.
Exemplary
(practice that should be
shared)
CPD is regular, sustainable,
monitored and accessed by
all staff leading to high quality
teaching and learning.
8. Our children and young people have the opportunity to learn to lead through physical education, school sport and physical activity.
Emerging
(practice at an early stage)
Opportunities are in place for
pupils to learn to lead within
physical education, school sport
and physical activity in school.
This may be most developed in
curriculum activities, for example
leading a partner in Physical
Education.
Establishing
(practice in place)
Increasing opportunities are
in place for pupils to learn to
lead within Physical Education
lessons and across school sport
and physical activity in school.
Development of sports leaders
includes activities at playtimes
and outside the curriculum.
Embedded
(practice robustly in place)
Our children and young people
have the opportunity to learn to
lead through physical education,
school sport and physical
activity.
Exemplary
(practice that should be
shared)
Leadership is a fundamental
part of all physical education,
school sport and physical
activity which impacts on other
curriculum areas and pupil behaviours.
Pupils systematically
take part in a variety of leadership
roles throughout their time
at the school.
9. All children in our school participate in
competition.
Emerging
(practice at an early stage)
A number of competitive opportunities
are provided for our
pupils throughout lessons and
school provide opportunities for
a cohort of pupils to represent
the school.
Establishing
(practice in place)
Pupils are encouraged to engage
in competition regularly
throughout our school sport
offer which includes all pupils
taking part in Personal Challenge
and pupils engaging in
Intra School Competition. We
offer a range of opportunities
for pupils to compete for and
represent our school
Embedded
(practice robustly in place)
All children in our school participate
in competition.
Exemplary
(practice that should be
shared)
The school provides a wide
range of opportunities for all
pupils to participate in competition.
Pupils are targeted to
ensure appropriate opportunities
for all. Pupils are able to
express why they compete and
the school fully engages with the
principles of competition.
10. Our school uses physical activity to support the physical, social, emotional and mental health of our pupils and promotes an active healthy living environment.
Emerging
(practice at an early stage)
Our school understands the benefits that being active can have on a pupil’s physical health and wellbeing and discuss this with pupils during lessons to promote an active lifestyle.
Establishing
(practice in place)
Our school works with a range of partners and includes physical activity within their discussions around outcomes for pupils. We are active in signposting physical activity to families and showcase the benefits that being active can have on social, emotional, mental and physical health.
Embedded
(practice robustly in place)
Our school uses physical activity to support the physical, social, emotional and mental health of our pupils and promotes an active healthy living environment.
Exemplary
(practice that should be
shared)
Our school monitors the impact that physical activity has on the physical health and social, emotional and mental wellbeing of our pupils. Interventions, which include being active, support whole school and community engagement, in addition to individual pupils’ needs.
11. Our school has a targeted approach
to improving the level of physical activity
experienced by all pupils.
Emerging
(practice at an early stage)
Our school has an increasing
awareness of the importance
of physical activity and the key
themes in the development of
opportunities for pupils to be
more physically active.
Establishing
(practice in place)
Our whole school plan for
physical activity includes the
physical environment, social
environment and the range
of opportunities to be active.
Monitoring is starting to lead to
targeted opportunities for the
least active pupils.
Embedded
(practice robustly in place)
Our school has a targeted approach
to improving the level of
physical activity experienced by
all pupils.
Exemplary
(practice that should be
shared)
Our embedded targeted
approach results in active staff
and pupils having the opportunity
to devise and engage in a
wide range of physical activity.
Appropriate targeting ensures
that all pupils are physically
active.
12. All pupils have the opportunity to be
physically active daily within the broader
curriculum, including a variety of light,
moderate & vigorously intensities.
Emerging
(practice at an early stage)
Resources and tools are shared
across the school to all teachers,
increasing awareness and
planning of how physical activity
can be implemented into their
planning of learning experiences.
Establishing
(practice in place)
The majority of teachers are
successfully implementing
aspects of physical activity into
their classroom each day.
Best practice is shared across
the school from those who have
managed to successfully embed
physical activity.
Embedded
(practice robustly in place)
All pupils have the opportunity
to be physically active daily
within the broader curriculum.
Including a variety of light, moderate
& vigorously intensities.
Exemplary
(practice that should be
shared)
Opportunities to be physically
active are frequent and
varied in all classrooms across
the school. Teachers regard
physical activity as a teaching
tool and professional dialogue
supports rapid sharing of innovative
practice.
13. Our school supports pupils to achieve at
least 30 minutes daily physical activity outside
of the school day.
Emerging
(practice at an early stage)
Our school communicates supportively
with parents and carers
about the importance ensuring
that children meet guidelines of
30 minutes’ activity outside the
school day.
Establishing
(practice in place)
Our school has a clear strategy
to support parents and carers to
help their children to achieve 30
minutes’ physical activity outside
the school day. Monitoring of
the strategy is starting to lead to
targeted support for families.
Embedded
(practice robustly in place)
Our school supports pupils to
achieve at least 30 minutes daily
physical activity outside of the
school day.
Exemplary
(practice that should be
shared)
Our school community has a
shared understanding of the importance
of physical activity and
how all children will achieve 30
minutes’ physical activity, including
targeted pupils. Key outcomes
reflect the priority for our school.
14. Our school provides a range of sporting
opportunities as an extension of the curriculum.
Emerging
(practice at an early stage)
Our school offers a number of
sports clubs and activities across
the academic year which pupils
are encouraged to attend.
Establishing
(practice in place)
Sports clubs and activities take
place at school regularly and attendance
at these is monitored. A
wide range of sports are available
for pupils to experiences which
enable pupils to explore their
relationship to sport.
Embedded
(practice robustly in place)
Our school provides a range of
sporting opportunities as an
extension of the curriculum.
Exemplary
(practice that should be
shared)
A varied extra-curricular offer is
developed in partnership with pupils.
Careful monitoring of the attendance
of all pupils in extra-curricular
opportunities to ensure
that appropriate opportunities
are provided for all, including the
least active.