The Reality of High Quality Physical Education: The Crucial Role of Leadership

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The Reality of High Quality Physical
EducationThe Crucial Role of Leadership

• Kim Henderson
• Physical Education Consultant for Barnet
  Childrens Service

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(No Transcript)
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Workshop Outcomes

• To place good leadership at the heart of
  high-quality physical education
• To ensure a robust and rigorous evaluation of the
  quality of PESS provision and its impact on
  standards and pupils progress
• To determine key actions from SR process that
  will make a real difference for pupils in your
  school

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Headlines from my school

• If an Ofsted Inspector came to your school today
  and asked for the 3 main highlights / headlines
  of PESS in your school what would they be?
• and the 2 key areas for development?

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Where are we now?

• Physical education in schools 2005/08
• Published April 2009
• Ofsted says

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• National data indicate a trend of rising
  standards and improved achievement over the past
  3 years. There is no longer an attainment gap
  between boys and girls.

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• Good or outstanding teaching in 2/3 of schools
  visited more variable in primary, where subject
  knowledge less secure and not fully compensated
  for by professional development

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• Opportunities for pupils in Years 56 to take
  on responsibilities and leadership roles in
  physical education had increased

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• Monitoring, evaluation, strategic planning and
  systems for assessment were the weaker aspects of
  leadership and management

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• PESSYP strategy having a major impact
  widened participation in after-school and
  community club sports activities, improved
  leadership of the subject in primary schools,
  increased opps for PD and encouraged
  collaboration

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• PE has contributed effectively to ECM outcomes
  .. Despite the improvements in PE, it has yet
  to have sufficient impact on tackling the health
  issue of childhood obesity

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Good PE teaching observed was characterised by..
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Where teaching and learning were satisfactory
rather than good, the following features were
usually evident..
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Examples of good assessment include..
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Good uses of ICT to observe, evaluate and improve
performance include..
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• Teachers good questioning skills to ensure that
  pupils understood the task and what they needed
  to do to improve
• A mix of teacher directed activities, peer
  teaching opportunities and pupils being guided to
  make decisions for themselves
• Pupils enabled to use their observation,
  evaluation and feedback skills consistently to
  help improve their own and others work
• Tasks and equipment planned to meet pupils
  differing needs
• Effective deployment of TAs

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• A lack of pace and physical activity, typically
  when teachers were passive or inactive for
  periods of the lesson or when teachers talked too
  much
• Pupils watching performances with no
  opportunities to evaluate them or suggest
  improvements
• Insufficient challenge, especially for more able
  pupils
• An over-reliance on commercial schemes of work
  that have not been adapted to meet the needs of
  the pupils or that did not have clear learning
  objectives

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• Detailed assessment and records that reflect the
  4 NC strands
• Pupils tracking their own progress against
  learning criteria and setting their own targets
  for improvement
• NC levels adapted to form the basis of a tracking
  sheet
• Assessment information used effectively to
  identify pupils for additional support, such as
  hand- eye coordination or spatial awareness

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• Effective use of interactive whiteboard in
  classrooms to stimulate interest and motivation
  and to promote discussion of progress in previous
  lessons and targets for improvement before pupils
  moved to working area
• Using still and moving images to analyse movement
• TAs recording and evaluating performances
• Recording performances to indicate pupils
  progress
• Pupils use of laptops in gymnastics to view their
  work on sequences, enabling them to discuss how
  they might improve the quality of their
  performance

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Good to outstanding leadership and management of
the subject is characterised by..
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New Ofsted Schedule and SEF

• Evolutionary rather than revolutionary
• 2/3 of schools currently judged to be good or
  better however the attainment gap is widening
• Shift of focus outcomes for CYP raising the
  bar

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Greater emphasis on

• Outcomes for individuals and groups of pupils
• How well pupils are doing taking account of any
  variation
• Use of assessment to support learning
• Leadership and management of teaching and
  learning
• Effectiveness of schools engagement with parents
  and carers

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• Your school is judged good for The quality of
  pupils learning and their progress. List the
  features that would support this judgement

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Your school is judged good for The quality of
teaching and the use of assessment to support
learning. List the features that would support
this judgement
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Your school is judged good for To what extent
do pupils adopt healthy lifestyles. List the
features that would support this judgement
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High Quality self review

• What does this reveal?
• What does your school self review tell you?

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High Quality Learning and Teaching (in Physical
Education)

• Is this shared with all staff?
• Do we all know what it looks like?

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Teachers Planning

• Sharp focus on outcomes - clarity of learning
  objective
• Planned effective low and higher order questions
• Planned opportunities to use their observation,
  evaluation and feedback skills consistently to
  help improve their own and others work
• Length of unit

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Coaching and Observation

• Observation templates what do you have in
  school?
• Coaching model finding solutions together

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What are your whole school priorities???How can
PESS support these?
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Priorities for your school that will make a
difference?How do they link with / match whole
school priorities?How will you action?
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Building on a Strong Foundation
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From Foundation to KS1

• What does the Early Years Profile tell us?

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Teacher / peer / self assessment

• Using Learning Outcomes as assessment criteria

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Exemplification and Moderation

• Using Core Task DVD and materials

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From KS1 to KS 2 to KS3

• How do we transfer information?
• What do we need to know?

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The Primary Review

• www.dcsf.gov.uk/primarycurriculumreview/
• Consultation period has been completed July 2009
• From January 2010 the DCSF and QCDA will offer
  guidance, and exemplification through case
  studies and other materials to help schools
  introduce the new primary curriculum from
  September 2011