PESSPA

Audit Toolkit

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 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 physical education, school sport and physical activity offer is inclusive and engages all pupils including the least active.
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)
Systems of monitoring all pupils (including most able, least active...) acted upon by staff in lessons, physical activity and school sport by ensuring appropriate differentiation. Personal challenge is increasingly a feature of provision.
Embedded
(practice robustly in place)
Our physical education, school sport and physical activity offer is inclusive and engages all pupils including the least active.
Exemplary
(practice that should be shared)
Identified groups of pupils have a voice and can influence physical education school sport and physical activity. 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. Our school works with partners to ensure all children meet the swimming National Curriculum standard before they leave primary school.
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)
The School works alongside swimming providers to ensure that lessons are meeting the needs of all pupils. Children and parents/carers are given access to information prior to swimming lessons which will prepare them to learn.
Embedded
(practice robustly in place)
Our school works with partners to ensure all children meet the swimming National Curriculum standard before they leave primary school.
Exemplary
(practice that should be shared)
Continual evaluation of the school swimming provision allows all pupils make progress. Additional opportunities may be provided to enable all pupils to achieve the standard. School engages with partners to provide pathways to participation outside school and enter 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 evaluates the indicators of health and well-being for our children and uses this to inform the development of health and wellbeing provision for our school community.
Emerging
(practice at an early stage)
Our school provides clear messages about health and wellbeing to both children and their parents/ carers. Staff and governors have an increasing understanding of key indicators and the appropriate methods that we can use to evaluate them.
Establishing
(practice in place)
Our school has a developing understanding of health and wellbeing indicators, which are increasingly shared with both children and their parents/ carers. Evaluation of health and wellbeing is beginning to inform the development of our provision.
Embedded
(practice robustly in place)
Our school evaluates the indicators of health and well-being for our children and uses this to inform the development of health and wellbeing provision for our school community.
Exemplary
(practice that should be shared)
Our school community has a shared understanding of health and wellbeing indicators. Children are able to self-report about their health and wellbeing and opportunities are provided for this to be combined with adult observations in order to evaluate progress and identify appropriate provision.
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.