Surrey SSCO Training Event PGL Marchants Hill Wednesday 21st November 2007 Tarique Choudhury Development Manager Youth Sport Trust Outcomes for this Session? • Purpose of M&E • Targeting activity to • 5 hour offer include all YP in PE and • Id range of practical and Sport effective ways of • Communicating with monitoring work of families Primary Schools more of schools Effectively • Recognising potential roles • Primary Talent ID/G&T of PDM, SSCo, PLT and Criteria others (teachers, AOTTS) • Knowledge of initiatives in contributing to the M&E and funding process • Planning and time • Action Planning Session management and id of CPD needs What is monitoring & evaluation? Monitoring Evaluation is about putting in place is the process of looking at simple & effective practices the information generated that can be used to gather and considering if you are information about what is achieving the progress you going on. hoped for. e.g. collecting information e.g. have you increased the about participation in OSHL targeted young people‟s through the use of participation in OSHL? registers. Why monitor & evaluate? To prove: To improve: i.e. to demonstrate i.e. to continuously seek progress to schools, to raise the standard local partners, funders of your work and and national agencies. make greater impact. Sustainable development Plan – Do - Review National reporting • Annual PESSCL survey – requirement of funding award; demonstrates progress towards PSA target • Annual review – requirement of funding award; demonstrates progress towards PDP targets – allows for more qualitative feedback on impact £100 Million Campaign Up to 5 hours of sport per week •5 Hour Offer •A new National School Sport Week •Expansion of the Competition Managers Programme •More coaches in schools and the community •Further Education SSCO’s The Government will also challenge the sporting bodies to develop modern school sport competitions leading to local, regional and national finals. PSA 22 Government aim for 2008 – 2011 ‘In addition to at least 2 hours per week of high quality PE and Sport in school for all 5 – 16 year olds, all children and young people aged 5 – 19 will be offered opportunities to participate in a further 3 hours per week of sporting activities provided through schools, FE Colleges, clubs and community providers. This will create a sustainable legacy both in terms of future elite success and grassroots sport’ Methods of collecting data Register of attendance Questionnaire Show of hands Discussion groups On line survey Pupil record of achievement End of year reports Participation award Video Club membership cards / Pupil journals Clubs questionnaire / survey swipe card system LEA and/or OfSTED Individual progress charts End of year reports evaluations Interviews with pupils Review tools e.g. ‘smiley’ Discussion / focus groups faces, chuff charts etc. EWO / tutor reports Staffing timetables / Observation attendance lists Interviews with coaches Attendance & exclusion Accreditation e.g. JSLA / statistics CSLA / NBG awards Detention logs Photographic record Pre & post course testing Interviews with teachers PE department meetings Recruitment & induction of AOTTs Coaches’ log Behaviour/ incident logs / Staff meetings records What exists already? What do you have to create? Who else can help? Monitoring protocol • Sample / be selective • Keep it simple • Keep it realistic • Keep it consistent • Share responsibility & clarify roles • Make sure “why” is understood • Make sure “how” is understood • Agree timescales Who else can help? • SSCos • Young leaders • PLTs • HEI students • PE teachers • FE students • Primary teachers • SDOs • Form tutors • CSP staff • School administrators • NGBs • LSAs • Coaches • Pupils • Club administrators • Parents • Leisure centre staff M & E protocols (Example adapted from Idsall School Sport Partnership, Shropshire) Key aims To provide quantitative and qualitative data to evidence and permit analysis of: Impact of the partnership on Physical Education (PE), Out of School Hours Learning (OSHL), and competitive school sport Progress towards the achievement of the Public Service Agreement (PSA) target of a 75% participation rate of pupils per school in 2 hours high quality PESS per week Achievement of the partnership development plan (PDP) targets Accountability of Primary Link Teachers (PLTs), School Sport Co-ordinators (SSCos) and Specialist Link Teachers (SLTs) Objectives Case study evidence PDM and SSCos will use a case study template to record examples of good practice including documentary evidence such as: photographs, feedback from students, teachers, parents and AOTTs; recorded numbers of pupil participation etc. SSCos will complete 1 case study per term. Purpose: To showcase the impact of the school sport partnership To support sharing of good practice between all partnership staff Profile of registers for OSHL PLTs and SSCos will ensure all pupils attending OSHL opportunities relating to PE and sport are registered, including information on the activity, gender and age groups taking part. Purpose: To provide quantitative data for progress towards the PSA target To assist completion of the annual national PESSCL survey To enable a review of participant groups and pinpoint priority areas. Key roles and responsibilities for partnership personnel PLT responsibilities Maintain a register of pupils attending OSHL opportunities SSCo responsibilities Produce 1 case study per term using a partnership template PDM responsibilities Support all personnel involved in the monitoring and evaluation process Analyse and evaluate: - PESSCL survey information ` - Annual partnership data collection - Termly and annual reports from SSCos on the progress of their family plans Collate and distribute to SSCos results of all data collection projects Report evaluations of data to SSCos and PLTs and ensure they are reflected in the PDP Ensure family plans reflect the areas of need highlighted by the analysis of partnership data Provide an annual report on the partnership for Momenta, using the template provided Planning and Time Management • Use of Family PESSCL data to inform work priorities over the short, medium and long term • Use of a Progress sheet using 7 PESSCL questions and a red/amber/green system to inform your work • Use of an Interim report using 7 PESSCL questions listing present term’s achievements and plans for next term Targeting Activity Including all YP in PE and Sport Outcomes • Identifying current non-participants and recognising barriers to participation • Using different models of Inclusion and developing ideas to include current non-participants • Identifying practical solutions for including non- participants Food for thought Do what you‟ve always done and you‟ll get what you‟ve always got. To get something different…….. …….. do anything different! National target groups • Girls • Young people from socio-economic disadvantage • SEN pupils • Disaffected pupils • KS1 pupils * • KS4 pupils * • Young disabled people * • Young people from ethnic minorities * * Highlighted as concerns – PESSCL survey Phase Surrey SSPs Years 1 - 2 Years 3 - 6 2006 Years 7 - 9 2006 S/C Links S/C Links 2006 PSA PSA PSA PSA LEA L and V LEA L and V Years 10 - 11 Years 10 - 11 Competition Competition Years 1 - 2 Years 3 - 6 Years 7 - 9 2007 2007 2007 2006 2007 2006 2007 2005/06 2003/04 2004/05 2005/06 2006/07 2006/07 2006 2007 2007 2006 n/ n/ n/ 7 n/ 8 n/ 9 n/ 7 n/ 4 n/ 2 n/ n/ 3 8 10 Ash Manor a a a 8 a 3 a 3 a 5 a 6 a 1 a 7 a 5 81 0 n/ 8 8 9 8 5 1 2 8 8 Bishop Wand a 70 78 2 63 4 85 0 88 8 58 5 18 5 8 8 37 9 81 0 n/ n/ n/ 7 n/ 7 n/ 8 n/ 8 n/ 5 n/ 2 n/ n/ 2 8 10 Epsom and Ewell a a a 4 a 2 a 1 a 2 a 0 a 1 a 2 a 7 81 0 n/ n/ n/ 7 n/ 7 n/ 9 n/ 8 n/ 4 n/ 1 n/ n/ 2 8 10 Royal A and A a a a 8 a 8 a 1 a 0 a 8 a 6 a 3 a 7 81 0 n/ n/ 8 9 9 8 6 1 1 3 8 9 Therfield a a 76 4 81 0 89 2 75 7 51 3 28 3 12 2 31 7 81 0 8 8 8 7 7 1 2 8 7 Winston Churchill 69 76 89 0 82 2 89 7 91 6 92 1 28 8 12 6 37 8 81 0 Surrey Total % 7 8 8 8 5 1 3 8 Average 69 73 81 9 75 2 88 9 85 1 67 6 25 7 11 6 35 1 81 0 8 2 1 3 National Av % 6 9 2 5 under 64 64-70 71-74 Targeting Targeting is the process of identifying a specific group of young people who have needs you hope to address through your programme. It is a means of identifying how to engage with different groups of young people and allows activity to be designed around the needs of those groups to maximise the benefits for them. When we target an activity, we are including people, not excluding them. To identify the target group, we need to find out which groups of young people are not participating. Consulting with young people Consultation with young people is an essential part of inclusion as it is the first step to engaging with young people. Why consult with young people? Encourage ownership of the programme Help build self-esteem, confidence and sense of responsibility Ensure activities are appropriate, appealing and engaging Provide information about the target group’s needs When to consult with young people? During the audit process to identify need At the planning stage to determine programme design During the programme as part of ongoing monitoring and review At the evaluation stage to determine effectiveness and next steps How to consult with young people? School sports councils Questionnaires Computer-based surveys Website discussion boards Graffiti walls Hands up Interviews Focus groups One to ones Suggestion box Telephone hotline SMS messaging Creative approaches e.g. role play, drama, video, photography etc. What to consider when consulting with young people? What method best suits which young people? Is the method accessible to all young people? Could peer group pressure prevail or is it confidential? Is the person leading the consultation trusted by the group? Are the individuals truly representative of the target group? Are the boundaries and constraints clear? How long will it take? How long have you got? Are you really listening? Have you an open mind? How will you feedback? Inclusion spectrum The inclusion spectrum, developed and adopted by the disabled people’s movement, states that barriers to participation by disabled people are not due to an individual’s medical condition or impairment, but are caused by attitudinal, economic and environmental factors. By taking this approach the focus is on the activity, rather than upon the person’s impairment. This principle applies equally well to other non-participating groups. SSCos need to consider ways in which they provide and deliver activity in order to include all young people. Examples of how the inclusion spectrum can be applied to other target groups: Open activity Everyone doing the same, without adaptation or modification: Activities that include everyone performing at their own level e.g. mass target throwing game Modified activity Everyone doing the same task but with changes to rules, area or equipment: Wheelchair user – double bounce of ball permitted in tennis Girls and/or younger pupils – tag instead of tackle in rugby Boys from Sheik community – wear turban instead of climbing helmet Parallel activity Everyone plays the same game but different groups play the game in different ways and at different levels: Sitting volleyball for pupils with less mobility; standing for others 7-a-side netball game parallel with high five netball game Group pupils according to their ability within a specific activity Targeted activity (disability sport activity) Reverse integration: non-disabled people take part in disability sport activities: Boccia – develops everyone’s skill within a target game Kabadi – everyone participates in an activity from a different culture Boxercise – everyone participates in a non-traditional activity Separate activity A group of people play separately: Table cricket – for pupils with physical impairments Single sex swimming – to encourage girls’ participation Breakfast club – for KS1 pupils who are too tired after school Different approaches can be used at different times to meet individuals’ learning needs. STEP framework The STEP framework offers a format to help adapt activities so that all young people can achieve success and have fun. It is not just for inclusion of disabled pupils. STEP stands for: Space Task Equipment People Page 12 of the ‘First Steps’ guide highlights some of the ways in which STEP can be used to change and vary tasks to support a pupil’s learning and progress. The following ideas extend this framework to consider the active involvement of all young people and/or key target groups. For example: Space: Is the facility accessible to disabled young people with mobility impairments? Does the facility enable you to provide single-sex sessions? Is the facility accessible to young people in rural areas? Do the young people feel comfortable and ‘safe’ in the facility? Do the young people have a sense of ownership of the space? Task: Is there a wide choice of activities within the OSHL programme? Have the young people been involved in determining the programme of activities? Do the young people perceive the activity to be about fun, participation, performance or competition? Do the young people need a ‘taster’ or ‘foundation skills’ programme before joining an activity? Equipment: Is the activity too expensive for young people to access? Are the rules about kit off-putting and/or discriminatory? Is specialised equipment provided and/or subsidised? Is the equipment child-friendly? People: Are young people encouraged to take on leadership and/or administrative roles as well as participating? Who do the young people prefer to participate with e.g. single-sex session, others of same ability etc? Who leads the session? Is it a role model that young people will respect and respond to? Who else influences the young people’s involvement? Can you win them over first/too? In November 2002 a series of SSCo network meetings was held across the country. The focus was on inclusion and, from the many issues and ideas that were discussed, we have created these TOP Tips to TOP TIPS help you tackle the issue of including ALL young people in PE and school sport. Involve the young people themselves in decision making and in making things happen Ask young people what they want and involve them in decision making from policy areas (e.g. PE kit, changing areas etc.) through to their own learning (e.g. how to include a young disabled person in a lesson/activity, or what sports are on offer in OSHL opportunities). Develop a school sports council. Think about how you can use other people to influence and make provision for young people’s participation E.g. An SSCo was struggling to engage young people from an Asian community in activities that involved the students’ parents. Many of the parents were keen cricketers and they gave practical support to the development of a local cricket league through the provision of transport, as many of them were employed locally as taxi drivers. Consider how you can influence the strategies that make opportunities available to young people Timetabling, transport, moving and handling are some of the internal policies that have been challenged and changed to improve opportunities (e.g. a rurally-based SSCo school has developed different transport arrangements twice a month to allow for OSHL clubs to run). The quality of provision outside the school has also been changed (e.g. only clubs with a charter mark have been promoted to pupils). Think about the media and format you use to communicate with young people Use ICT systems to communicate (e.g. computer screen savers to advertise OSHL clubs, SMS text messaging about forthcoming activity sessions and an e-mail suggestion box.) Involve pupils in developing their own notice boards and designing posters to promote events etc. Develop inclusion as a whole school approach Make the inclusion of all young people the responsibility of every one involved in PE and school sport including Heads and Governors through to PE teachers, learning support assistants, playground supervisors and AOTTs. Consider their training needs in order to achieve the desired outcomes. Dare to be a bit different. Be innovative. Try things out If we always do what we have always done, we will always get the same result. Enthuse and excite the young people by creating new and different opportunities for them to engage in. Becoming more inclusive is a process NOT an end result. Introduce change over a period of time and anticipate where changes can be made in future provision. Use the young people’s creativity! Increase the profile of ALL young people in the school Celebrate the success of ALL young people through newsletters, presentations and assemblies (e.g. an SSCo used single sex assemblies to promote positive messages). Introduce a positive reward system and celebrate pupils’ achievements. (E.g. an SSCo held a demonstration for parents to mark the end of a scheme of work in gymnastics, to celebrate the young people’s achievements, to involve the parents in their child’s learning, and to identify support for an after-school club). Identify agencies that have mutual interests and engage with them about PESS initiatives A key to sustainability is tackling change with partners. E.g. an SSCo developed a partnership with a local leisure centre regarding the distribution of discount cards for access to community sports opportunities. The SSCos developed a whole school approach to distribute the cards to young people as a trial. That holiday the leisure centre was overwhelmed with demand (whereas previously it had struggled to fill places) especially from more disadvantaged young people. Utilise different people as role models and leaders Developing new leaders and coaches not only utilises people with new skills and additional time to support activity but provides different role models. E.g. a group of schools in an inner-city used secondary-age girls to lead playground dance sessions for primary pupils. This increased the participation of both sets of pupils and improved the behaviour of both too. Learn from others Take advantage of the support structures: locally (e.g. community groups, race equality councils), area based (e.g. YST area teams, Sport England, EFDS regional managers) and other partnerships (e.g. SSCo networks, case studies). Sources of support These are a few examples of sources of support. In most cases, the SSCo’s first port of call will be the PDM. Who can help? Other school staff e.g. SENCO, learning support assistants, G&T co-ordinator, lunchtime supervisors, senior management, physiotherapists Parents and carers / siblings Young leaders / older pupils / peer group role models PLTs / other SSCos / PDM Local authority sports development unit LEA e.g. advisers, strategic managers, study support co-ordinator Youth service / social services Youth offending teams / police / Positive Futures team Voluntary and community groups Connexions County sports partnerships Sports clubs and local coaches National governing bodies of sport (local, regional & national) Equity organisations: EFDS, WSF, Sporting Equals Youth Sport Trust ContinYou sports coach UK Sport England What can help? Local funding and resources – through the above contacts National programmes and resources: Youth Sport Trust: TOP programmes including TOP Sportsability Elements Primary playground resource pack Nike Girls in Sport Living for Sport DfES: Success for all CD-Rom BPA / NASUWT Paralympic curriculum support pack Examples of practice: QCA PESS investigation website: www.qca.org.uk/pess Youth Sport Trust: www.youthsporttrust.org/partnershipintranet How can you learn more? National professional development programme modules on inclusion - LEA Other School Policies and Plans Equal opportunities policy Inclusion statement Race equality or anti-racism policy SEN or SENDA policy Gifted and talented policy Anti-bullying policy Looked-after children policy Behaviour improvement plan Individual education plans Inclusion forum Working Effectively with Primary Schools Advocacy Spend ½ - 1 day with PLT acting as a TA (not necessarily in PE) – Get insight into the many ‘hats’ a PLT wears and demands placed during an average day Meet HT and Receptionist/Office Staff (Gate keepers of school) – Building relationships and ingratiating yourself – Speak to HT whenever you can Attend staff meetings where relevant i.e. ensure they all know about PESSCL Attend/Lead assemblies giving out certificates, Young Leaders (supporting them working in the school), Young Ambassadors Attend Parent Evenings if relevant Develop Sports Council and YP voice in Playground Development, OSHL Clubs and S-C Links Help set up PESS noticeboard – Regularly updated with photos i.e. your own, playground leaders, midday supervisors, contacts, local clubs, coaches, newsletter including cluster, family info etc, web pages and links, PESSCL results Set a professional image i.e. clothing, time keeping, punctuality, preparation, equipment Efficient Communications Find out best time to contact PLT during a working day Let PLT know your release days and know what PLTs are doing during those days if you want to reach them Know PLTs school/personal e-mail; mobile phone no and give them your own Use of Cluster meetings for PLTs to exchange nos and e-mail addresses so they can share good practice and build good relationships Applying Informal Pressure Link PESS with ECM Agenda e.g. Enjoy and achieve through attending and enjoying school – Being ready for school – Educational achievement – Personal and Social Development – Enjoying Recreation Know your PESSCL data and display school results Target intervention against the data Measure and record and report the impact on YP with HT and staff – Use of 10 HQ Outcomes Link PESS with whole school improvement in terms of attainment, behaviour and attendance (See QCA PESS website for case studies) – BIG one with HTs Use of OfSTED ‘Where is 2 hours PE in the curriculum?’ question Link with Healthy Schools Award – 2 hour physical activity requirement – Might be part of PLTs responsibility Use of Activemark accreditation – Letter for why they might have not achieved it against which questions for targeting in current year Awareness of ‘Assessment for Learning’ – HQ learning at the pace of the YP taking into account their learning styles and abilities – Involving them in the sharing of learning goals – YP knowing and recognising the standards they’re aiming for – Peer and self assessment – feedback which leads pupils to recognise next steps and how to reach them – involves teacher/coach and pupils in reviewing and reflection on assessment Primary Talent Id / G&T Id Criteria • Dave Morley (Leeds Met University) in collaboration with YST has developed a „Multi- Ability Model‟ used to id G&T in Years 5/6 (www.talentmatters.org). We‟ve started to advocate this model after selection on to Multi- Skills Academies. • Morley suggests using NC PE levels first and then the MA profile for high achievers to id strengths and weaknesses • Gary Palmer – PDM – Richmond SSP also has a protocol for Primary G&T used across all his Primaries to standardise identification • Secondaries should use Sports College exemplars Multiability pupil profile Pupil’s name: School: Comments: Please respond: 5 = Excellent, 4 = V Good, 3 = Good, 2 = Satisfactory, 1 = Poor Creative Consolidates and develops skills in a creative, inventive and innovative way Responds to stimulus in an innovative way Offers a range of productive and viable solutions to a problem Shows confidence in experimenting with acquired skills and ideas through application (e.g. within a gymnastic sequence, dance composition or game) Total Physical Explores and develops skills demonstrating control, fluency and quality in a range of activities Demonstrates a range of skills in different compositional and tactical situations Demonstrates good peripheral vision and uses this in a range of situations across activities Shows precision when executing movement skills with high levels of coordination and balance Total Social Demonstrates the ability to take the lead when working with others Communicates clearly to others when describing their performances showing an understanding of tactics/strategies and compositional ideas Demonstrates the ability to make good decisions when working collaboratively Enables and empowers other pupils in participating effectively in activities Total Cognitive Demonstrates the ability to transfer skills effectively across a range of activities Demonstrates the ability to plan and utilise a range of strategies in a number of activities Identifies strengths and weaknesses, offering suggestions for improvement, across a range of performances Uses a broad analysis vocabulary when describing performances Total Personal Demonstrates the ability to maintain focused on task in a variety of situations Demonstrates the ability to plan goals and set realistic targets Highly motivated to achieve team and individual success Knowledge of Initiatives & Funding How do we get it? • BLF OSHL through SSP (PDM) • Playground Development through ‘Playground Partnerships’ • ‘Awards for All’ through CSP or LA Sports Development • School funding through PTAs / School Improvement/Development Plans • New ‘Extended Activity Plans’ written with External Agencies i.e. Extended Services/Healthy Schools to access non participants and accessed via CSP (Suzanna) • New ‘professionalised’ coaches providing alternative activities in alternative settings e.g. Youth Clubs, PGL • Local businesses through promotion/advocacy work e.g. Epson & Ewell SSP, Richmond SSP Individual Action Planning What is the good practice? How can I implement it? What difference will it make?
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