Education CommitteeWritten evidence submitted by The Association for Physical Education (afPE)
The impact and effectiveness of current Government policy and expenditure on increasing sports in schools
afPE response
Where the one day teacher release money has been “pooled” alongside the three day SGO funding a partnership to deliver level 2 and into level 3 competition can be successful in providing wider opportunities.
The impact and effectiveness of the funding have been low in some areas. This is because the grant has not been prioritized. Teachers in the secondary sector have been “randomly” selected to work with feeder primary schools and therefore have no knowledge of effective partnership working, primary practice or developmental practice. Many primary schools have not had the benefit of one day release teachers because there isn’t one or where there is the one day allocation of time is not enough to “do the job”.
SGO funding has not been sufficient or strategic enough to create a full proof infrastructure.
The approach lacked national leadership strategy for high quality and consistent outcomes around increased participation and opportunity.
The quality of School Games Organisers (SGOs) is variable and not monitored.
The SGO strategy is extremely limited for those with learning, sensory and physical disabilities—some partnership programmes were starting to increase support but then reduced it.
The recent Government commitment to physical education and school sport is welcomed.
Clear guidance to head teachers following a review and audit will help schools provide for a sustainable legacy buy up-skilling teachers.
High quality physical education will provide a platform on which to build and develop school sport.
Investment and commitment to initial teacher education (ITE) is welcomed. University and school partnerships have proved invaluable. A complete switch to school based practice following the Ofsted report is unwise. Universities are key to maintaining the academic rigour and application of theory into practice.
The scope, appropriateness and likelihood of success of the Government’s plans for a school sports legacy from London 2012
afPE response
The sports legacy from 2012 is not just about sporting prowess or increased participation in sport. The whole legacy should be about communities, schools. NGBs, health authorities and other sporting organisations in the forefront of PE and sport delivery, working together through an infrastructure plan.
The recent cross departmental Government commitment of £150 million to school sport will support a legacy provided the investment is used wisely to drive improvement and up skill the profession.
So far no actions or plans have been put in place for Special Schools, and although there is mention of inclusion within the planned new national curriculum. However the language is still not strong enough and those with learning, sensory or physical disabilities are still likely not to be included and “sent off to the library, or additional English or mathematics”.
The impact so far of London 2012 on the take-up of competitive sports in schools; and
There had been little impact. Schools have always involved themselves in competitive opportunities before PESSCL and PESSYP. The funding streams in the past strategies have supported provision and once the funding was dissolved in 2011 many schools could not deliver on their own. Where infrastructures and policy groups at a local level worked together towards a key purpose and aim, many more children and young people took part because there was capacity created to do this. It should be remembered that to deliver outcomes around increased participation, increased number of clubs, increased number of coaches and volunteers, increased number of officials, increased number of competitions, increased number of NGB development officers working at a local level: there needs to be a commitment through policy and ring fenced funding. It is also about people and relationships and to be able to have the resources available to bring all together. Sustainability is key to any strategy and investment.
There is some evidence that new clubs have started and that existing clubs have new members but this also happens after a major tournament such as Wimbledon or a major football/rugby/cricket competition. Numbers sadly are not always sustained.
Those that have a strong partnership, competition has increased for those with disabilities and become part of the School Games, although the personnel are critical to sustaining engagement.
What further measures should be taken to ensure a sustainable and effective legacy in school sports following London 2012?
afPE response
School sport grows and develops from a child’s first experience in their movement. Teachers, parents and carers have a role to play in the physical development of the “unique” child. However for the majority of children their first experience of the skills needed to participate with confidence, connect with others, build self esteem and make choices about what they want to do comes in school. Targeted investment that supports high quality PE curriculum delivery SHOULD be central to sustainability and legacy. Policy should ensure schools are aware of the priorities and are given the opportunity to personalize the way forward to secure opportunities for all their pupils to reach their full potential.
The sustainability comes with investment but it SHOULD NOT BE AD HOC. The BEST schools put PE and sport at the heart of school improvement. The BEST schools have head teachers who believe in, and know how PE and sport makes a difference because they self evaluate effectively, measure impact and use evidence to develop further. The BEST schools employ not only highly effective teachers, but also coaches, parents and volunteers who all know what the expectations are of the school. Continuity is the number one priority so children and young people have equality of access and can make the IMPORTANT links between learning, improving and reaching their potential. The BEST schools connect learning from the Early Years through core movement and fundamental skill development through the system. The BEST schools work together through highly effective transfer and transitional arrangements so children and young people don’t have to “start again” when they move from one school to the next. The BEST schools will use educationally sound personnel to connect physical activity with PE outcomes and those that exist for health and well being.
The Government investment in ITT is welcome so that all teachers entering the profession understand the importance of PE and school sport. The Government investment to create a sustainable infrastructure that takes account of the need for schools to use the most effective, QUALITY ASSURED partners in the delivery of PE and school sport. The Government investment in the PE profession and a supportive infrastructure that is focused on high quality teaching in the PE curriculum. This will produce children and young people who are keen to learn motivated and enthused to take up sport confidently and then be inspired to compete and perform at the highest possible level or just appreciate the value of a healthy and active lifestyle that involves taking part in recreational and physical activity in their leisure time. That is LEGACY but it will not happen overnight and with the current disparate approach.
Any investment should support disability sport and PE as it is weak and needs development and support.
There is also a need for a small group at a national level to work collaboratively to produce and provide, resources and a broad range of opportunities for learning [school/club based; teacher to teacher; teacher to coach etc]. Significantly more learning needs to develop whereby teachers and coaches learn together.
ITE, teachers and coaches need to engage in professional learning which is integral rather than an add-on eg “Coaching Disabled Performers” or “Working with Disabilities” The minimum CPD any teacher should undertake is in the following areas—Autism, Asperger’s and ADHD, followed by Physical Disabilities—the reason for this is there is a much higher percentage of children with the first elements, whereas physical disabilities are often only at around 0.5%.
Special School—Teacher Training: this should be run on similar lines to standard comments that have been made—but then a network of specialist teachers and coaches in each area responsible for supporting schools which can be centrally funded initially. Then schools can either use pupil premium or parents can use their own disability funding t to enable their children to access after school clubs.
April 2013