PE and Sport Premium
This means that we can use the premium to:
- develop or add to the PE and sport activities that our school already offers
- build capacity and capability within our school to ensure that improvements made now will benefit pupils joining the school in future years
There are 5 key indicators that schools should expect to see improvement across:
- the engagement of all pupils in regular physical activity - the Chief Medical Officer guidelines recommend that all children and young people aged 5 to 18 engage in at least 60 minutes of physical activity a day, of which 30 minutes should be in school
- the profile of PE and sport is raised across the school as a tool for whole-school improvement
- increased confidence, knowledge and skills of all staff in teaching PE and sport
- broader experience of a range of sports and activities offered to all pupils
- increased participation in competitive sport
Funding for schools is calculated by reference to the number of primary-aged pupils (between the ages of 5 and 11) as recorded in the annual schools census.
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Academic Year: 2025/26 |
Total fund allocated: £23,270 |
Date Updated: July 2026 |
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Category of grant spending 1: CPD |
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Spending criteria |
Analysis of spending including pupils/area targeted |
Funding allocated: |
Evidence and impact: |
Sustainability and suggested next steps: |
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School spending on CPD online training/resource development
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Colleague access to the Real PE platform will support the delivery of high-quality PE lessons across both indoor and outdoor learning environments. The platform provides progressive schemes of work, structured lesson plans, differentiation guidance and video demonstrations that enable staff to plan and deliver engaging lessons with confidence. The resources support teachers in adapting activities to meet the needs of all learners, including pupils with SEND, helping to promote greater inclusion and ensure that every child can participate successfully in physical activity. Clear progression pathways and practical teaching guidance enable staff to provide appropriate challenge and support within lessons. Video demonstrations and progressive skill development frameworks help teachers break learning down into manageable steps, making skills more accessible for pupils who may lack physical confidence or experience difficulties with coordination. As a result, pupils are supported to develop their competence, confidence and enjoyment of physical activity over time, leading to increased participation and positive outcomes in PE.
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£900
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Investment in the Real PE platform and associated professional development resources has continued to enhance the quality and consistency of PE provision across the school throughout 2025/26. Staff have had access to flexible, on-demand training and teaching materials, enabling them to develop their knowledge and skills at a pace that suits their individual needs while maintaining a consistent approach to curriculum delivery. Comprehensive schemes of work, lesson plans, assessment materials and video demonstrations have supported effective planning and reduced staff workload. These resources have ensured that lessons are sequenced effectively, provide clear progression and meet the needs of all learners. Both experienced teachers and those newer to the profession have benefited from access to high-quality guidance and practical support. As a result, staff confidence in delivering PE has continued to grow, particularly in areas where they may previously have had limited expertise. Teacher feedback and monitoring activities indicate stronger subject knowledge, improved lesson delivery and greater consistency in the learning experiences provided to pupils across the school. Pupils have benefited from engaging, inclusive and well-structured lessons that support the development of physical literacy, fundamental movement skills, teamwork and resilience. Increased staff confidence in adapting activities has also helped ensure that pupils with differing abilities and needs are able to participate fully and experience success within PE. |
Continue to utilise the online PE platform to support high-quality teaching, curriculum progression and consistent expectations across all year groups. Further develop staff confidence in delivering inclusive PE by identifying and sharing resources that support adaptation and challenge for all pupils. Use staff voice, lesson observations and pupil feedback to evaluate the impact of CPD and identify future professional development priorities. Strengthen assessment within PE by making greater use of progression materials and guidance available through the online platform. Continue to use online CPD resources as part of the induction programme for new teachers and support staff to ensure consistency in curriculum delivery. Establish opportunities for staff to share effective practice and successful PE teaching approaches during staff meetings and professional development sessions. Review the effectiveness of digital resources annually to ensure they continue to meet the school's curriculum aims and provide value for money. |
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Category of grant spending 2: Internal activities |
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Spending criteria |
Analysis of spending including pupil groups targeted |
Funding allocated: |
Evidence and impact: |
Sustainability and suggested next steps: |
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School spending on internal equipment and resources |
Investment in PE equipment and resources will further enhance the quality, accessibility and inclusivity of physical activity opportunities available throughout the school day. Funding will support the purchase of a range of adaptable and inclusive equipment, including lighter balls, larger catching and striking resources, balance and coordination equipment, agility ladders and resources designed to develop fundamental movement skills. These resources will help to remove barriers to participation for pupils with SEND and those who may experience difficulties with coordination, balance, motor skills or physical confidence. By providing appropriate equipment and differentiated opportunities, all pupils will be better able to engage successfully in PE and physical activity. The equipment will support the delivery of high-quality indoor PE lessons, targeted intervention groups and skill-development sessions, enabling pupils to build confidence, improve physical competence and make progress in key movement skills. Additional outdoor resources, including playground balls, skipping ropes, target games and small-sided game equipment, will increase opportunities for active play during breaktimes and lunchtimes. This will help to raise participation levels, encourage social interaction and support pupils in leading healthier, more active lifestyles throughout the school day. |
£10,000 |
The equipment provides structured, engaging and inclusive opportunities for physical activity, particularly benefiting pupils who are less active, those who require additional support with social interaction, confidence or self-regulation, and pupils eligible for Pupil Premium funding who may have limited access to sporting opportunities beyond the school day. By increasing the range and availability of both indoor PE resources and outdoor play equipment, the school is able to offer more varied and accessible physical activity opportunities for all pupils. This has contributed to higher levels of participation, increased physical confidence and more active, purposeful and enjoyable playtimes. Overall, this investment enhances the school's capacity to deliver inclusive, high-quality physical activity provision, supporting pupils' physical development, wellbeing and engagement both within curriculum PE lessons and throughout the wider school day. |
Continue to develop the skills and confidence of lunchtime supervisors and play leaders so they can facilitate structured, inclusive and engaging playground activities that maximise the use of available equipment. Expand opportunities for Sports Leaders and Play Leaders, particularly within Key Stage 2, to organise games, model positive behaviours and encourage increased participation amongst younger pupils. Gather regular pupil voice to identify the most popular activities and inform future resource purchases, ensuring provision remains engaging and responsive to pupils' interests. Provide targeted opportunities for pupils with SEND, less active pupils and those eligible for Pupil Premium funding to participate in structured physical activity and active play sessions. Review equipment provision annually to ensure resources remain fit for purpose, inclusive and aligned with the needs of the school community. |
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Category of grant spending 3: External activities |
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Spending criteria |
Analysis of spending including pupil groups targeted |
Funding allocated: |
Evidence and impact: |
Sustainability and suggested next steps: |
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School spending on external coaching staff |
Increased physical activity for less active pupils, helping to develop confidence, fitness and enjoyment of sport. Specialist coaching expertise, ensuring pupils receive high-quality instruction
Girls football group during lunchtimes, run by external coaches, to promote Sport and activities in a proactive way.
Positive role modelling, where external coaches can help reinforce values such as respect, perseverance and sportsmanship.
This investment in coaching supports the development of high-quality lunchtime provision and promotes healthy competition across the school. Through access to specialist expertise, training and resources, staff are better equipped to organise and lead engaging lunchtime activities that encourage greater participation in physical activity for all pupils. |
£15,000
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Increased participation and enthusiasm for both competitive and inclusive sporting opportunities, including festivals and events specifically designed to engage less confident, less active and non-traditional participants. Greater involvement of pupils from vulnerable groups, including those with SEND and pupils eligible for Pupil Premium funding, in inter-school competitions, festivals and sporting experiences. Pupils have benefited from access to a broader range of sports and physical activities, providing experiences that extend beyond the school's core PE and extra-curricular offer. Improved confidence, motivation and enjoyment in physical activity, reflected through pupil voice, high participation rates and increased interest in sporting events and competitions. Enhanced pupil leadership, communication and teamwork skills through participation in Sports Leader roles, event organisation and support during festivals and intra-school competitions. Increased engagement in physical activity amongst targeted pupils, particularly those who were previously less active or less willing to take part in sport and physical activity opportunities. Positive impacts on behaviour, wellbeing and social development, with structured sporting activities supporting self-regulation, cooperation, resilience and positive peer relationships. Improved physical competence, sport-specific skills and understanding of tactics and game play through regular participation, high-quality coaching and competitive experiences. Football provision has proved particularly effective as an engagement tool, helping to strengthen relationships, increase attendance at activities and encourage sustained involvement in sport and physical activity. Pupils have developed a greater understanding of the values of sport, including respect, teamwork, determination and fair play, through regular participation in competitive and collaborative activities.
By increasing the range and quality of physical activity opportunities available beyond curriculum PE, the partnership contributes to higher levels of pupil engagement, improved behaviour at lunchtimes and enhanced physical wellbeing. It also supports the school's aim of fostering a positive sporting culture where participation, healthy competition and lifelong enjoyment of physical activity are valued by all pupils. |
Expand the range of lunchtime activities on offer to increase participation from different pupil groups, particularly less active pupils. Train and develop Sports Leaders/Play Leaders to support the delivery of activities and competitions at break and lunchtime. Continue to develop the confidence and skills of lunchtime supervisors through targeted training and support. Introduce additional activities that promote personal bests, teamwork and inclusive competition alongside traditional sporting events. Gather pupil voice to identify popular activities and inform future lunchtime provision. Strengthen links between lunchtime activities and School values, promoting respect, determination, teamwork and fair play. Review the impact of lunchtime provision on pupil wellbeing, behaviour and physical activity levels to inform future planning and investment. |
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Meeting national curriculum requirements for swimming and water safety.
Percentage of current Year 6 children who can: |
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- Perform safe self-rescue in different water based situations |
92.5% |
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- Swim competently, confidently and proficiently over a distance of at least 25 metres |
92.5% |
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- Use a range of strokes effectively, for example, front crawl, backstroke and breaststroke. |
92.5% |
*9 children not able to swim 25m or perform a self-rescue proficiently.
