Sports Premium

Total PE and Sport premium for 2025 to

2026

£ 18,290

Is the total amount for PE and sport

premium grant for academic year 2025 to

2026 correct?

Yes

Did you have any unspent PE and sport

premium grant remaining at the end of

academic year 2025 to 2026?

No

Has your school spent any of its PE and

sport premium grant on CPD in academic

year 2025 to 2026?

Yes

How much has your school spent on CPD

for academic year 2025 to 2026?

£ 10,500

How much has your school spent on CPD

upskilling staff to deliver swimming lessons

for academic year 2025 to 2026?

£ 500

How much has your school spent extra

curricular opportunities for academic year

2025 to 2026?

£ 2,000

How much has your school spent on

equipment and resources for academic year 2025 to 2026?

£ 3,000

How much has your school spent on

membership and subscription fees for

academic year 2025 to 2026?

£ 500

How much has your school spent on

activities organised by the SGO network

for academic year 2025 to 2026?

£ 500

How much has your school spent on

entering external school sports

competitions for academic year 2025 to

2026?

£ 500

How much has your school spent on

external coaching staff for academic year

2025 to 2026?

£ 10,500

Has your school targeted any spending to

provide or improve opportunities in PE,

sport and physical activities for pupils with SEND for academic year 2025 to 2026?

Yes

Has your school targeted any spending to

provide or improve opportunities in PE,

sport and physical activities for pupils with long-term medical conditions for academic year 2025 to 2026?

Yes

Has your school targeted any spending to

increase or improve girls’ access to PE

lessons or access to extra-curricular sport and physical activities for academic year 2025 to 2026?

Has your school targeted any spending to

provide or improve opportunities in sport

and physical activities for disadvantaged

pupils for academic year 2025 to 2026?

Yes

What targeted support from the new PE

and School Sport Partnerships Network

would be of most benefit to your school for academic 2026 to 2027?

f. School Games Organisers (SGO) associated costs, g. School

sports competitions

Do you consent to all the information you

have entered in this digital form to be

shared with the National Delivery Partner

(once in post)?

Yes

Yes

What percentage of pupils in your current

year 6 cohort can swim competently,

confidently, and proficiently over a distance of 25 metres for academic year 2025 to 2026?

72 %

What percentage of pupils in your current

year 6 cohort can use a range of strokes

effectively (e.g. front crawl, backstroke,

and breaststroke) for academic year 2025

to 2026?

72 %

What percentage of pupils in your current

year 6 cohort can perform safe self-rescue in different water-based situations for academic year 2025 to 2026?

76 %

How much has your school spent on

internal top-swimming lessons or

broadening aquatic opportunities for pupils for academic year 2025 to 2026?

£ 6,750

Positive impact

Aim

Why?

Key Area

Supporting evidence

Improve staff confidence and expertise in PE

To improve the quality and sustainability of PE provision

1

Coaches, CPD and Get Set 4 PE supported staff development and curriculum delivery.

Increase physical activity levels for all pupils

To support fitness, wellbeing and positive behaviour

2

Breakfast club, lunchtime sports and new equipment increased participation in physical activity.

Raise the profile of PE and sport across school

To encourage active lifestyles and pupil leadership

3

Sports Leaders were trained and pupils participated in WASP and PASS events.

Broaden opportunities in sport and physical activity

To engage more pupils and increase participation

4

Wild Tribe, extra-curricular clubs and swimming lessons provided a wider range of experiences.

Increase participation in competitive sport

To develop teamwork, resilience and sportsmanship

5

Pupils attended a range of WASP and PASS competitions and festivals.

Intent – what is your objective?

Implementation – How will you achieve this?

Impact – What do you hope to see?

Supporting evidence

Plan and monitor
(Complete now and monitor)

Increase daily physical activity and active play opportunities for all pupils, particularly less active pupils, girls and pupils with SEND.

Embed use of the Daily Mile track across the school, introduce whole-school activity challenges, develop structured lunchtime provision through sports coaches and Sports Leaders, and enhance playground provision through basketball hoops, goals, playground markings, playground equipment and improved woodland access.

Increased participation in physical activity during playtimes and lunchtimes, improved fitness and wellbeing, greater engagement from less active pupils and a reduction in behaviour incidents at breaktimes.

Daily Mile track funded through the London Marathon Foundation; Santa Dash launch event; whole-school marathon challenge; increased playground provision including basketball hoops, multi-use goals and improved outdoor spaces; pupil voice and behaviour records.

What impact have you seen?

Are the improvements sustainable? How?

Supporting evidence

Approx. cost

Evaluate (Complete in July)

Increased use of playground facilities, including the Daily Mile track, basketball hoops and multi-use goals. Pupils are engaging in a wider range of physical activities at playtimes and lunchtimes, with particular enthusiasm for whole-school activity challenges and active play opportunities.

The Daily Mile track, playground markings, basketball hoops and goals provide long-term resources that can be used by future cohorts. Sports Leader training and staff development will build capacity within the school to sustain active play opportunities without ongoing reliance on external support.

Pupil voice surveys; lunchtime observations; behaviour logs; participation data from clubs and physical activity challenges; monitoring of playground usage.

£3000

Intent – what is your objective?

Implementation – How will you achieve this?

Impact – What do you hope to see?

Supporting evidence

Plan and monitor
(Complete now and monitor)

Develop a sustainable Sports Leader programme that supports active and inclusive playtimes.

Provide annual Sports Leader training, ongoing coaching and mentoring, establish clear expectations for Buckets of Fun activities and create leadership opportunities for pupils to organise games and physical activities.

Confident Sports Leaders who can organise activities independently, increased participation during breaktimes and improved leadership, communication and teamwork skills.

Sports Leader and pupil voice surveys, lunchtime observations and behaviour data.

What impact have you seen?

Are the improvements sustainable? How?

Supporting evidence

Approx. cost

Evaluate (Complete in July)

Sports Leaders are starting to lead activities and support active playtimes. Pupils have accessed organised games through the Buckets of Fun initiative, resulting in increased participation during breaktimes. Pupils demonstrate greater leadership and communication skills.

Sports Leaders will be trained annually, with experienced leaders supporting the development of new recruits. Clear systems for equipment management and activity organisation will ensure the programme becomes embedded within school routines. Staff support and mentoring will continue to build leadership capacity and ensure long-term sustainability.

Pupil voice surveys and feedback. Lunchtime observations. Behaviour data showing engagement during playtimes. Record of Sports Leaders and leadership activities.

£500

Intent – what is your objective?

Implementation – How will you achieve this?

Impact – What do you hope to see?

Supporting evidence

Plan and monitor
(Complete now and monitor)

Improve swimming attainment, water confidence and water safety outcomes for pupils in Key Stage 2.

Provide an intensive three-week pop-up swimming pool programme, ensuring all KS2 pupils access daily 30-minute swimming lessons and targeted support for non-swimmers and less confident swimmers using a pop up swimming pool that is permanently on site.

More pupils achieving National Curriculum swimming expectations, improved water confidence, increased ability to swim 25 metres and improved self-rescue skills.

Previous swimming outcomes demonstrated limited impact from weekly lessons that required significant transport costs. Daily intensive lessons through the pop-up pool increase time in the water and enable faster progress and greater confidence.

What impact have you seen?

Are the improvements sustainable? How?

Supporting evidence

Approx. cost

Evaluate (Complete in July)

Improved water confidence and swimming ability across Key Stage 2, with more pupils able to swim independently and demonstrate a range of strokes. The intensive daily lessons provided significantly more time in the water than previous weekly sessions, enabling accelerated progress and increased confidence. Pupils developed a greater understanding of water safety and self-rescue techniques.

Swimming assessments will be used to identify pupils requiring further support and inform future provision. The intensive swimming model provides a more effective approach than previous transport-dependent lessons and can be repeated in future years where funding allows. HLTA involved has developed a stronger understanding of swimming assessment and water safety requirements, supporting ongoing monitoring of attainment.

Swimming assessment data before and after the programme. Percentage of pupils achieving 25 metres, a range of strokes and safe self-rescue. Pupil voice surveys demonstrating increased confidence in water. Attendance records for swimming sessions. Comparison with previous Year 6 swimming outcomes. Observation records from swimming instructors and school staff.

£9000

Intent – what is your objective?

Implementation – How will you achieve this?

Impact – What do you hope to see?

Supporting evidence

Plan and monitor
(Complete now and monitor)

Broaden the range of sports and physical activities available to pupils.

Continue Wild Tribe provision, expand extra-curricular club opportunities, use pupil voice to inform provision, such as the addition of a gymnastics club, provide opportunities in non-traditional sports and ensure activities are accessible for all pupils.

Increased participation in clubs, greater engagement from girls and less active pupils, and more pupils finding activities they enjoy and continue beyond school.

Pupil surveys identified a need for greater variety. Introduction of gymnastics increased participation and demonstrated the importance of responding to pupil voice.

What impact have you seen?

Are the improvements sustainable? How?

Supporting evidence

Approx. cost

Evaluate (Complete in July)

An increased number of pupils participating in clubs and enrichment activities, with greater engagement from girls, disadvantaged pupils and pupils with SEND. Pupil voice demonstrates that offering a broader range of activities increases participation and enjoyment, with more pupils identifying physical activities they want to continue beyond school.

Provision will continue to be shaped through regular pupil voice, ensuring activities reflect pupils’ interests and needs. Staff will continue to develop a wider range of clubs and activities, while Wild Tribe and established enrichment opportunities will become embedded within the school’s wider physical activity offer.

Extra-curricular club registers and attendance records. Pupil voice surveys and questionnaires. Participation data for disadvantaged pupils, SEND pupils and girls. Wild Tribe participation records. Monitoring of uptake in new clubs and activities. Feedback from pupils, staff and parents.

£3000

Intent – what is your objective?

Implementation – How will you achieve this?

Impact – What do you hope to see?

Supporting evidence

Plan and monitor
(Complete now and monitor)

Continue to improve the quality and sustainability of PE provision through specialist coaching and staff development.

Continue to employ specialist sports coaches to support curriculum PE, model high-quality teaching, provide team teaching opportunities, develop staff confidence and deliver structured lunchtime activity programmes.

Improved quality of PE teaching, increased staff confidence, higher pupil attainment in PE and increased participation in physical activity throughout the school day.

Specialist coaches provide staff mentoring, modelling and curriculum support whilst also increasing opportunities for pupils to be active at lunchtimes. This supports sustainability by developing staff knowledge and confidence rather than simply delivering lessons.

What impact have you seen?

Are the improvements sustainable? How?

Supporting evidence

Approx. cost

Evaluate (Complete in July)

PE lessons are consistently high quality, with pupils demonstrating good engagement, skill development and understanding of key concepts. Staff confidence in teaching PE has increased through team teaching, modelling and access to specialist expertise. Structured lunchtime activities have increased participation in physical activity and provided purposeful opportunities for pupils to be active throughout the school day.

Specialist coaches work alongside school staff to develop confidence, subject knowledge and teaching skills, ensuring expertise remains within the school. Staff will utilise Get Set 4 PE resources and continue to share effective practice, reducing reliance on external support over time. Established lunchtime provision and trained staff will ensure opportunities for physical activity continue beyond the funding period.

PE monitoring and lesson observations. Staff voice and confidence surveys. Get Set 4 PE planning and assessment records. Pupil voice surveys. Participation rates in PE lessons and lunchtime activities. Curriculum monitoring and assessment information. Behaviour and engagement records during structured lunchtime activities.

£10,500