NPQSL - 26.01 (1)

Figure 4: NPQSL task: leading an improvement priority across the school
(Please do not write in the grey boxes)
Name of participant…Sean Day………………….
Name of sponsor, Antony Lock…(AL) Roderick Walker (R.W) Role of sponsor…Headmaster at the start of the programDeuty Head
Participant evidence
Background
Scope of the school
improvement priority
Thorpe House School is a privately funded educational establishment. This is
mainly funded by parents’ money and local bursaries. P.E. and sport allows the
school an opportunity to promote itself and attract new pupils.
In September 2013, Thorpe House (previously Years 3-11) purchased a feeder
school called Kingscote (renamed Pre-Prep) which consisted of Early Years
Foundation Stage (E.Y.F.S.)and Key Stage 1 (KS1). The school improvement plan
documented the importance of the involvement of the P.E department to raise
performance across all years by taking control of this area (A1).
Reasons for selection
of the school
improvement priority
Our target would be to take full control of the teaching of P.E. and Sport at Pre-
Prep to:
- Improve teaching– Improve attainment –Increase learning opportunities –
Increase enjoyment - Improve school fixture performance in later years.
The action plan (A2) documents how this would be carried out.
As one of the largest and strongest departments within our school we had the
perfect opportunity to influence and help the pupils and staff across our widened
school. As a department and teacher, both of which have been recognised as
outstanding consistently across my career, I felt that I wanted to extend our
department from Years 3-11 to E.Y.F.S. andYears 1 and 2 to develop as leader.
Teams you worked
with across the
school
Head of Junior P.E.: My assistant in my department, who would be at the heart of
managing the change and would work as a ‘critical friend’.
Head of Pre-Prep: A new appointment from the start of this process. She would be
our critical eye(a critical friend too) being based at the school.
Pre-Prep School Head of P.E.: Head of this school who gave full support to our
project.
General class teachers: Although they were supportive for more Physical
Education, I knew they would need clear understanding and reasoning for adopting
our practices and procedures. I knew it would be important to utilise everyone’s
range of skills and to value their critical eyethrough individual management style.
Two Headteachers: Both were hugely important in making the final decisions with

our change and were looking to improve the name of the ‘Thorpe House Brand’.
Deputy HeadteacherCurriculum Manager: They would oversee the curriculum
change and give me feedback.
Part 1 Planning for improvement Participant document
references
Sponsor verification, additional evidence and grade –
Very Good / Good / Moderate / Poor
Outline of key actions
in Planning for
improvement
My first action was to set our ‘ultimate goal’ with my direct line manager which was
my Headmaster. As a leader I knew it was important to continue our core values,
be authentic and what I say I do. Across Years 3-11 we had a strong departmental
teaching structure with a varied curriculum. This is what I wanted to implement
across Pre-Prep department.
Our year from that point was, therefore, broken down into four areas:
1) Summer term 2014- Estimate level of current teaching and acquire what was
required to succeed for the first step of direct management, whichwas put down as
September 2014.
2) Autumn Winter term 2014- Set out goals and expectation through INSET, and
support staff in using the new curriculum for the first time.
3) Winter Spring term 2015- Reflect on the term, gain feedback from all involved
and begin to formulate a desired new concept for future years.
4) June 2015- Set new goals for future years based on development.
I knew as a leader that this was important to set down these goals, but as the
process matured I would need to constantly reflect, observe and adapt.
A1 A1B
Competency:
Information seeking
My action plan was the first way of establishing my well-defined strategic priorities
of how I wanted for us to improve. This was stated to my Head of Junior P.E. and
Head of Pre-Prep P.E. so I could understand immediate issues with the curriculum,
teaching or resources as they had more experience of teaching these groups. The
Head of Pre-Prep P.E. had worked with the teachers involved for many years so
this helped me to develop a deeper understanding of issues. This flagged up that
the old curriculum was tired and lacked direction. From my lesson observations, I
identified that the trends of lessons lacked structure and direction. The teaching
skill was sound but it lacked a focus for lessons which lost chances to learn and led
to behaviour issues.
To design our new curriculum which fell in line with our department, I knew I had
to review and analyse a broad range of information to identify trends in this sector. I
used the below to help shape our new curriculum:-
1) Early Years’ 17 Goals- With ‘Moving and Handling’, ‘Being Imaginative’ and
‘Listening and Attention’ at the heart of all E.Y.F.S. pupilsdevelopment, this
would help build our curriculum and this would be embedded into ours. Long
term this would be what we looked at when assessing the pupils in E.Y.F.S.
2) Meeting with other schools:-I actively went and met other school leaders to
discuss and compare their curriculum and teaching to ours. This meant that I
dug deep into what local primaryschools were offering but also looked at our
competition for new pupils in local independent schools too. This showed me
I must build a curriculum that was varied and builtupon strong foundations
A1 A1B
A1C
A1D
VERIFIED
Sponsor grade: Very Good
Sean did all that could be expectedin terms of his
researchfor his improvement priority without a great
deal of direction from others. He made the decision to
observe best practice in other schools and obviously
looked into the up to date advice and guidance on the
appropriate curriculum. The decision to meet with the
whole Pre-Prep team and hold an INSET session
emergedafter our discussion on how he would carry the
rest of the staff with him. He certainly entered into
implementation of his plan having sought plenty of
information and therefore having put himself in a
position of strength to counter any opposition that might
arise.
AL

each year. This would mean our pupils would develop and acquire a lifelong
love for P.E.
3) Research (Ofsted and Government changes):-I knew it would be important
to collect and organise information from different sources to help solve any
issues. This led to me looking at the new national curriculum in P.E. for all
year groups and reading around our subject to stay in touch with headline
developments. Italso became clear that we need a curriculum which is varied
but allows for time to master key skills.
To set up a systematic approach when planning to gather a wide range of
perspectives. I carried out the below five steps to collect and organise information
from different sources to help solve issues for my future goal:
1)Lesson observations of current class teachers - I wanted to analyse staff ability
regarding P.E. Thiswould allow me to identify any weaknesses and help staff
to improve. I could use the feedback sessions to approach the structure of
lessons and help maximise improving standards across our project. This
would also give me important data on lesson standards to allow me to have a
deeper understanding of improvements in teaching and learning.
2) To have a meeting with the whole Pre-Prep School team - To build
relationships with routine questioning and gauge how we can use our current
strong policies to improve the curriculum issues with KS1 and E.Y.F.S.
3) To reflect the work we do with Year 3-11 - INSET was used to illustrate our
strong practices across our department. This meant we could inform staff
about how we as a department use strategies and make staff aware of the
expectation from the National Curriculum and abreast of development in our
subject globally. This would develop a deeper understanding of P.E. teaching
for me as a leader and them as teachers.
4) Use pupil attainment (PhysicalAssessment)Happiness) - Base lines at the
start, middleand end showed pupil development. This would be allowed us
to use this to identify trends and stay ahead in education sector.
5) Staffpupilparent feedback - This helped continually improve and guide our
project through constant feedback and review. I used an open door policy
with staff as I felt this project would need to adapt constantly. Feedback was
given verbally and through emails. For parents, I reviewed their feedback
through a questionnaire at the start and end of the project turning this into
data for the school to use.
Using these five steps, although complex, gave us difference sources and I felt it
enable me to have holistic information to be successful in our goal.
A1E A1F
A2
A3 A3B
.
A4CDE
A3C A4B
Competency:
Analytical thinking
Within the planning phase it became very obvious that the teaching of lessons was
being restricted by an unimaginative curriculum whichwas not being monitored by
anyone. To analyse the relationship between this chains of events it was important
to look at data outside of my school to weigh up the merits of different solutions.
The data from Ofsted showed:
1) Level of teaching shown in PE was consistently one level lower that level
A2
A1E
VERIFIED
Sponsor grade: Good
Sean and I had many conversations during the 2013/14

shown across all other levels.
2) Equipment and curriculum was varied across all schools.
3) Continuity of learning across the subject needs improving.
Therefore looking at problem this was linked not just to our school but others staff
across the country lacked the subject knowledge and confidence to teach this
subject to a good standard. This placed my project in a unique position, to break
the basic cause of our problem was not just our school but the problem lies deeper
in Primary School Teacher training.
There was an issue with staffing, resources, the use of curriculum and areas of
work whichneeded addressing to weigh up the merit of each solution and whether
they could be collectively solved.
-Staffing - From 2008, Thorpe House became a Year 3-11 school; three P.E.
qualified staff were employed to cover these year groups. This was still the case in
September 2014; it was obvious that a qualified member of staff could not be
allocated to the pupils’ main session each week.
-Curriculum - This issue meant that although we would create the curriculum,
continually assess, organise fixtures and resource the subject. We would not be
doing the main bulk of the teaching first hand. My Head of Junior P.E., my Headof
Pre-Prep P.E., and I, therefore broke this problem down into manageable issues
and prioritised that lesson observations would be more frequent hopefully removing
this possible obstacle. Also the review of feedback of the subject content would be
done half termly rather than termly. This would again give us data to gather and
monitor the standard of lessons more frequently to able us to oversee this issue
and weigh up the merits of different solutions for any obstacles.
My complex plan to anticipates possible obstacles and to think ahead
regarding the implications of these particular issues would be too,
-INSET- Another analytical approach I took was to lead a INSET, this was to help
and aid teachers with teaching our subject to prevent any basic issues caused and
prevent any future effect on our future goals:
- Set standards - This would be an excellent way to set our expectation for
lessons.
- Answer questions. This would be also an excellent way to fire fight any
questions for the 12 staff whowould teach across the project.
-Sept. 2014 Senior Leadership Team feedback- I identified that although
acquiring the feeder school was a crucial strategical purchase for Thorpe House,
staffing in subjects had not fully been taken into account.
Therefore, without sacrificing any qualified P.E. taught throughout the established
Years 3-11 teaching, wedecided that having qualified staff for the feeder school
would be a future goal (June 2015 onwards) as this was not so much of an
important task as addressing the quality of the teaching learning was at present.
A3 A3B
academic year about the best way to improve standards
of PE across the whole school and identified that
improvement from the ‘Bottom up” was what was
needed. Clearly the need for further investment in
staffing for PE was in competition with the many other
funding demands within the school and as the year
progressed Sean became much more aware of looking at
the issue from a whole school perspective rather than as
solely a PE issue. This is an example of how his
knowledge and skills in Strategic Leadership improved
to matchhis existing strength in Educational Excellence.
Similarly, he had to come up with more complex ways of
delivering his educational aims which improved his
skills in Operational Management.
AL

Competency:
Delivering continuous
improvement
To articulate my expectation for improvement at our first meeting with my Head of
Junior P.E., Headof Pre-Prep PE and teaching staff set down seven meetings
across the first year. This would establish my defined strategic priorities for
improvement, linked to my clear and compelling vision to my ‘critical friends’ for this
task. My Staff and I discussed the action plans I set down and altered where
appropriate.
This allowed us the chance to embed a variety of means to analyse and assess
teaching performance. These would be:
1) Pupil attainment- This would be monitored through old style levels so wecould
compare to previous data by the P.E. qualified staff. For all other staff they would
use the new simplified department style. This would mean all staff continually
assess and allow me to work with all colleagues to push improvement forward. As
the project developed I would track my new assessment criteria to fall into line with
the new National Curriculum changes of assessing without levels.
2) StaffParentPupil feedback- To monitor my proposed improvements into clear
plans, I wanted continuous feedback to review and remove barriers. If staff had
facilities, resources or teaching issues, they were told to email weekly to ask for
solutions. Parents had feedback questionnaires once a term to help allow me to
adapt my plan too based on their views. Pupil questioning would also be used
termly to monitor enjoyment and happiness.
3) Lesson feedback- Lesson feedback would be done half termly for staff involved
in teaching. Informal feedback between teachers would also be used to lead to a
team desire to continually improve.
These interventions were set out in INSETto teaching staff in September 2014.
This meant that all staff could see our effective plans with clear tasks. In the INSET
I planned to demonstrate to staff to see our strategic priority. This would be to
improve the overall teaching standard to help pupil attainment. I would lead a
lesson with the teaching staff as the pupils. This would explicitly show staff the
expectation within individual lessons and remove the barrier of the poor structure of
lessons as seen in the first phase of lesson observations.
With my means of analysis and assessing as seen above and the INSETthis
would directly affect day to day ways of working and bring about change swiftly by
allowing me to articulate my expectations for improvement. Throughout the process
I would reflect and review my action plan half termly to remove any barriers based
on my target to secure ongoing improvement by working with my colleagues to
push improvement forward. I would also feedback these changes back to the
Senior Leadership Team and Curriculum Manager to help impact whole school
change for development plan.
A1B
A4E A5
A3C A4B
A4D
A3 A3B
VERIFIED
Sean used his experience of what had worked well in
terms of assessingattainment and progress with older
pupils and adapted that very well to produce a system
which worked well for both the pupils and their teachers.
He also planned a programme for the whole year which
not only promised to deliver improvement but had all the
necessarychecks and balances to ensure that the
improvement actually took place.
AL
Competency:
Personal drive
Very early on in the planning phase it was obvious that there was not going to a
free qualified P.E. Teacher to take the majority of lessons that were required. I did
not feel that it was a calculated risk worth taking, weakening the other teaching
year groups by decreasing the qualified teachers available for Years 3-11.
Therefore I needed to seek out new ways of taking the project to greater heights by
A1 A1B VERIFIED
There is absolutely no doubt that Sean had a very strong

using lessons objectives (formal and informal), consistently challenging
performance through dissemination of my management roles of this task by
utilising my Head of Pre-Prep P.E. and Head of Junior P.E. and dedicating
personal time to discuss teaching with all staff to create a commutative team. This
should make significant improvements in school performance and through
discussion, lead to a culture of consistently challenging my own and others’
performance with a view to improving.
I wanted to use my personal drive to make our goal believable and change the
expectation of my staffs own role. I was working with teachers who had more
traditional views and were predominately older than me. The areas where I
implemented my personal drive through the planning were:
- Remove long standing activities- To allow me to keep track of and measure
outcomes against personal standards of raising pupil attainment. Itwas
important to have a curriculum that was run consistently in terms of activities
from E.Y.F.S. to Year 11. Thiswould allow for us a long period to instil skills
upon others and make significant improvements in measures of school
performance.
-Alter staffing of lessons: A calculated risk I was willing to take was, although
we did not have a full time PE teacher available, we did have a long standing
Sports Coach available. Thisrisk may alienate class teachers but I felt this
new way would help school improvementas they would be able to implement
our practices quicker as they had worked with us for some years. His
practice would hopefully also impact other class teachers too.
- Planning changes: Thiswould involvededicating a lot of personal effort and
resources to achieve but to improveteaching standards and pupil learning
opportunities in lessons, a new streamlined and consistent approach was
used to fall in line with Years 3-11 again for similar reasons. Thisinvolves
rewriting the wholecurriculum with new assessment criteria’s to allow us to
achieve out educational objective easier.
A5 5B
personal drive to move this improvement priority
forwardand push to allow it to be implemented. He saw
it as a very beneficial programme to improve standards
in PE and also as one which would have benefits for the
school as a whole. When I raised obstacles and
problems that might arise he very quickly came to back
to me with changes to his proposals which took account
of these and his commitment was highly commendable.
It was also very noticeable how his skills in Strategic
Leadership developed as the process progressedand
the way he looked at the project moved from being
solely a project in PE improvement to one which
positively benefitted the whole school.
AL
Part 2 Leading the implementation of the priority across the school Participant document
references
in Leading the
implementation of the
priority across the
school
The changes across the project were from September 2014 to June 2015 finishing
with Sports Day followed by future targets for 2015 and beyond. The sessions for
pupils were a triple lesson of P.E. on Thursday afternoon covered by a hired coach
and the new Headmaster (September 2014 onwards) and one lesson covered by
class room teachers. As I was directly teaching lessons, I would have a weekly
Wednesday meeting with the sports coach who would lead the main bulk of
sessions. Working closely with the Deputy Headteacher I would schedule monthly
lesson observations formalinformal to show presence in the change and monitor
lesson standards.
New schemes of work were required three weeks before each activity. These
were written by classroom teachers in E.Y.F.S. and KS1and my P.E. team and I to
A5B

spread the work load and maximise learning experience. They were set for August
2013, November 2014 and March 2015. I had final say on all schemes of work but I
did this alongside colleagues.
INSETS and meetings were also part of the process. A full staff INSETstarted
the project in September 2014 which was followed by a staff meeting. Subsequent
meetings involving various members of our team in P.E., E.Y.F.S. andKS1for
October 2014, November 2014, January 2015, March 2015 and May 2015.
PupilParent feedback questionnaires in September 2014 and January 2014 were
also part of the implementing of change and evaluating our success throughout.
This was supported by an open door policy with staff and continued feedback
through emails and meetings to have continued open dialogue with all feedback
discussed with the Senior Leadership Team.
A3 A3B
A4B A4D
Competency:
Delivering continuous
improvement
To work with colleagues from the onset to push forward improvements:
September 2014, INSET-This allowed me in the first month of leading change to
establish well-defined strategic priorities for improvement, linked to my clear and
compelling vision. In my INSETI showed how I would teach a P.E. lesson, and how
we(my current team) felt wewould assess learning throughout the session. This
gave an implicit example of good practice and would allow staff to see my clear
expectation to improve further as staff.
We also spoke about our goals as a department and I allowed all staff, whether
P.E. qualified or not to have input to embed my ideas from my action plan on
analysing and assessing teaching performance.
Lesson observations - Four key dates were set to manage continuous
improvement for more lesson feedback. During the INSETI used the data already
gathered to inform their changes for teaching practice. I was happy to see that in all
lesson observations after the INSET, lessons followed a similar format with only the
individual teaching styles differing. There were also several informal lesson
observations throughout too. Both informal and formal lesson observations plus
staff being able to watch my lessons for extra ideas clearly embedded a variety of
means of analysing and assessing teaching performance into day to day ways of
working by developing a hunger to improve as a team.
Progress meetings-To regularly review progress against strategic priorities set out
in our action plan, remove barriers and adapts plans to secure ongoing
improvement throughout this phase my ‘critical allies’ met weekly. Here wewould
continually review progress to inform future priorities across lesson standards,
schemes of work, lesson structure and peered assessed to maximise learnings
chances for all pupils. We also changed plans, if necessary, in order to secure
more rapid improvement through regular weekly meetings to impact with immediate
effect rather than wait several weeks.
My applied highly developed strategies of INSET, Lesson observations, and
progress meetings across the different areas of the school allowed me to achieve
measurable gains in performance. This was seen in the pupils’ attainment.
Pupil performance - These were designed by me to assess pupils’ practical
A3 A3B
A1B
A2
A6
A4E
A5
VERIFIED
Sean discussed with me the format of how the lesson
observations and progress meeting would take place
during Summer term 2014. I was very happy to approve
these and the programme was very much his own
structure rather than anything which I had suggested to
him. He showed very strong leadership skills and once
again demonstratedthat his Operational Management
skills and knowledge had developed well to complement
his existing Educational Excellence skills.
AL

abilities by staff as a baseline across many years but also to allow for embedding
means of analysing and assessing teaching performance into day to day ways of
working. These outline a positive response across the terms in physical ability and
pupils’ enjoyment in sport. These would help lead us in our future goals to build
sustainable change. Coupled with pupils’ levels for P.E. these results were crucial
in my evaluation phase on this project but also across the year to feedback to
teachers to show our proposed improvements were turning into effective outcomes.
A4C A4D A4E
Competency:
Modelling excellence
in leadership of
teaching and learning
As referenced in the above section, the INSETin 09/2014 allowed me to set a clear
example by modelling the vision and values of the school in our ownleadership
approach through team discussion and visually showing our outstanding practice.
This was done in a friendly environment where staff joined in physically in a table
tennis lesson and all staff was actively encouraged to discuss points covered. This
was a big marker in setting down staff to be energised and motivated about new
teaching and learning initiatives.
To allow my project to be successful quicker I needed to provide my Head of
Junior P.E. and Head of Pre-Prep P.E with the clarity they needed to feel
empowered and accountable in their roles. Therefore I disseminated many of the
roles across the three of us, which would mean that I would be able to still have
control of this area but not lose focus of our other year groups across Thorpe
House School. The Head of Pre-Prep PE had also worked with the teaching staff
for many years and would be key to gaining their trust. Within two weeks of starting
the September 2014 term, I organised a meeting with them to discuss our shared
vision and maintaining a culture committed to high quality teaching and in
reinforcing vision, values and agreed monitoring / improvement strategies for the
year. I talked about wanting to constantly adapt and was very much open to their
new experiences and ongoing learning from them as much as possible too. I
organised both tasks and meetings for staff without my input. This would allow
them ownership of tasks but meant staff could still speak to me about the changes
they were making meaning I was able to constantly express my input in relation to
high quality teaching and learning.
So through my newly designed curriculum, INSET, meetings, dissemination
management, assessment systems built around levels but also to follow without,
openness to staff feedback and constant lesson observations, then I would not only
be adapting teaching and learning approaches throughout to suit the needs of
students, but also be constantly expressing what I stand for and what I want to
achieve in relation to high quality teaching and learning.
VERIFIED
Sean has always been an excellent PE teacher – he is a
very focused on the learning objective of every lesson
and is never happy to have ‘keen amateurs’ delivering
sports or PE sessions to the pupils. His own teaching
style is very clear and exact and through getting others
to observe his lessons he models the art of a good PE
lesson very well indeed. Similarly, in Head of Department
meetings Sean often gives example of good practice
which are adopted by the PE department and suggests
how these might be used by other academic
departments.
AL
Competency:
Learning focus
Across this project I knew it was a new team that were unknown to our school
meaning from the onset it would be a challenging initiative within the school to
improve their teaching practice and learning. My specific teaching and learning
objectives for me and the team were set out in action plan after discussing with my
Senior Leadership Team.
My aim in education is to create an expectation of learning; where pupils
don’t ask what we are doing but what are we learning.
VERIFIED
From the very start,Sean’s focus was on improving the
standard of PE teaching within the Pre-Prepsection in
order to improve the learning experience for pupils and

My theories and knowledge of learning is to improve outcomes for children were
based around my secure understanding that underpins learning, are from where I
have seen teachers fall down due to a weak lesson structure. This prevented
learning due to pupils not feeling comfortable with the flow of the lesson. My
decisions across this task was to get lessons that are paced correctly, to allow
activities that engage and enthuse about subject area but allow time for reflection
and self-discovery. The INSETallowed me take on this point and highlight our
departments strong lesson structure (parent feedback). Across all my staff I
expected to see lessons which had similar structures for pupils to feel comfortable
with learning boundaries but still allowing for teachers the chance to use their
initiative and creativity when planning and teaching lessons. When leading the
project, lesson observations before the INSETwere sound but lacked a flow or
direction, after the project they had a similar structure but still allowed for teachers
personalities to shine allowing enhance experience of all learners, whichshould
demonstrate and ensure that all learners (pupils and adults) are actively engaged
in collaborative learning. To reinforce this across the year and show leadership and
take risks, exploring and adopting innovative approaches to teaching and learning,
I allowed staff from this section to watch my lessons. This was also important in
building our culture of dialogue and improvement, and made them feel that they
were involved in developing the culture together and not just with me in overall
control, building upon our collaborative learning.
Throughout the process I was committed to always evolvingand improving
learning and achieving excellence. With our curriculum it was written and finalised
two/three weeks before each activity block, but it was almost adapted on a weekly
basis through our culture of dialogue. This meant that teachers ‘on the ground’ felt
they were empowered to share input and shape our learning focus for future years.
This also meant we could learn important lessons for future writing of schemes
through 2015/16. This constant dialogue has been hugely effective in bringing
forward this process. It bred team togetherness where all felt comfortable with their
ideas and thoughts. Looking at pupils’ data it was clear that within a term my team
had made important strides in developing the pupils and allowing them to make
P.E. lessons more enjoyable experience using my ideas of learning and pedagogy.
A4
A2
A2
A4C A4D A4E
to improve pupil attainment. The focus was always on
pupil learning rather than changing structures or
methods just as an exercise for general improvement.
AL
Competency:
Holding others to
account
From the onset I knew it was important to introduce my new, different and higher
standards of performance for teaching and clearly communicate what is expected
of my staff throughout. This was the perspective I took in conveying my expectation
throughout the INSET. I spoke of the many positives setting my goals but allowed
staff to have input. My INSETand all meetings from that point clarified
expectations; this meant I was regularly monitoring progress of others against our
objectives set out in the action plan, but also intervening swiftly to challenge
underperformance of these goals. At all of these meetings I would also consistently
spell out the consequences of non-compliance and enforced consequences when
performance levels drop. In several meetings, this led to feedback back to Senior
Leadership Team to be discussed within appraisals.
A3B
VERIFIED
Sean’s goals and expectations were explained clearly to
the staff involved during the INSET. The benefits of the
improved levels of performance were emphasisedand it
was good to see Sean appreciating that some staff were
better placed to deliver key objectives more than others
as this resulted in effective delegation of tasks.Whilst
clearly Sean was driving this project, it became obvious

Throughout leading this task I made sure I delegated tasks and objectives based
on whois best placed to deliver them by giving the Head of Pre-Prep P.E. and
Head of Junior P.E. my highest level of accountability. The Head of Pre-Prep P.E.
would have frequent day to day access to all staff involved meaning, I did not have
many first-hand problems with staff (I believe because the strong clarification of
expectation throughout) but the Head of Pre-Prep and I had several meeting
regarding staff minor discontent. These were mainly about resources, staff rooms,
staff clothing and planning. All problems after a short discussion were easily settled
and I believed this was down to our setting out clear goals from the onset allowing
staff to see that our goal was the improvement of pupil learning and the Thorpe
House School brand.
To introduce new, different or higher standards of performance I spoke to SLT
(Head of Pre-Prep) recording about my on feedback on our tasks set to teachers
into their performance analysis. This was popular way of documenting positive staff
performance and holding staff to account.
A6
A7
that the staff felt some ownership of the project as well
and as a result found it easier to push the project
forward. Colleagues were encouraged to consider their
own performance in the knowledge of Sean’s
expectations. Sean addressed any discontentment
quickly through meetings with staff and managers.
Sensible delegation was in evidence and this
demonstrates Sean’s development as a leader.
RW
Part 3 Evaluating the impact Participant document
references
in Evaluating the
impact of your
leadership
The full evaluation of my first year of this project for N.P.Q.S.L. was May –July
2015. The clear markers of success across our process were,
Pupil attainment and physical attributes:
Levels: Pupils’ attainment and the levels of pupils were taken continually across
our first year. Looking at the data gathered there were two sub levels made in both
the rugby and football term. This could be seen as an ambiguous marker as it was
down to staff interpretation but this would be something wecould look to target
across several years to make pupil attainment central to our teaching. Looking at
the physical tests for pupils there were also improvement in all categories. This
showed me that the varied curriculum was helping pupils to gain physical
improvement and confidence in all areas of their physical development rather than
just one or two areas specific in one sport. I knew it would be important across
future years to continually look for new activities to not just create rugby players or
footballers but sportsmen, who were ready to participate in many physical activities
and try new areas.
Pupils’ views: Pupils’ views werealso a crucial part of their development. With my
department’s culture of ‘lifelong love of P.E.’, I saw happiness and an awareness of
learning as something I wanted to instil in all pupils. Looking across the results
there were improvements towards positive answers. In particular P.E. became a
favourite subject for more pupils and after two terms all pupils now felt they had
learnt new skills.
Parent feedback: We had several parents hand both feedback questionnaires in.
Although this was not a large sample, all feedback on lessons was positive
throughout the year. It was obvious that parents had not been previously aware of
pupils learning. Many made reference to Sports Day, as this was only event where
A4C A4E
A4D
A4B

they witnessed pupils sporting activity.
Informal staff lessons: This was something that became a personal highlight, the
way in which several staff took on our departmental characteristics; where staff
bounced ideas of each other to help improve their own teaching in P.E.
All signs pointed us towards a successful first year. To make use of this success it
would be extremely important to set our future goals based upon raising standards,
and set down where wecould make further improvements for September 2016.
Competency:
Analytical thinking
It was clear that the data gathered showed that we had made encouraging
progress in the first two terms (three including planning phase). It was important for
me to look deeper into this data for gaps on how to further improve for the future.
Pupil attainment, attributes, views and parents’ views were all improved, but it
wasn’t clear whether pupils could link their learning together or fully understand
why certain skills were being used meaning solid foundations of learning may have
not been being made. With my Head of Junior P.E. and Head of Pre-Prep P.E. in
our first meeting for planning for year 2 wetried to solve this problem and make
multiple links between these issues to establish chains of events. We focussed on
teaming this information from the above section with what we had originally used to
plan the project with information from Ofsted. It was seen wide spread across this
part of education that pupils and I felt parents were not aware of what learning was
happening. My team decided to create complex plans of ‘skills lists’ which should
remove this obstacle. Thinking ahead regarding the implications of this particular
issue my team and I felt weshould roll this out for all Year groups E.Y.F.S. –Year
11. This should allow for consistency and transparency for all learners.
To use a range of analytical methods to identify and weigh up the merits of
different solutions to dig deeper into this issue and as an independent school reliant
on parent support and new pupils, my team and I identified making parents central
to highlight the new positives steps that are going on across Physical Education. To
aid this and break it down for an understanding everyday problems and issues, we
felt it would be a positive step if high attaining pupils in Year 2 could play alongside
Year 3 in fixtures. This would improve the parent awareness of pupil learning and
more importantly hopefully help gifted pupil development. We also felt that house
matches in football and rugby in all years would be a point where wecould build
the relationship between parents and the school learning awareness. Soto add to
my complex plan of ‘awareness of learning’ and analyse the relationships between
several aspects of this problem I feel it is important to make parents central in
advertising this, especially when there is a lot of pressure regarding English, Maths
and Science which can take the focus away from P.E.
The removal of this obstacle should also be aided by the problem of attainment
by identifying basic cause and effect relationships between situations. Chunking
this problem further, although weused levels across this process to measure pupil
attainment they are a complex system. So again to aid pupil learning, wewould
use T-/T/T+ in all lessons. Due to the removal of levels from the National
Curriculum, I felt after weighing up the different merits of assessment and
A4B A4C A4D A4E
A1E
A5
A1F
VERIFIED
Sponsor grade: Good
Sean has carefully and regularly analysed and reflected
upon the progress being made by the pupils. The use of
‘skills lists’ and multiple links has allowed Sean to
remove obstacles and also consider further
improvements that could be possible. Including parents
in his plan of “awareness of learning” seems entirely
sensible and demonstrated sound analytical thinking.
RW

researching others that this would again allow greater pupil development. This
would allow them to understand their attainment in lessons without getting too hung
up on the complicated level system.
Competency:
Personal drive
On review of our first yearI felt my team and I did the job well (supported by data)
and was positive about relaying this good performance during our first Pre-Prep
Sports day to pupils, staff and parents. I also fed back to Senior Leadership Team
for individual staff appraisals. Although I was intent on improving performance for
Year 2 being fully aware the push for educational excellence never stands still.
I therefore at the end of June 2015 spent time with the current Headmaster and
Senior Leadership Team to challenge their opinion on improving our subject
performance for the greater good of the school. Although funds may not be
available or would be tight in terms of yearly budget I thought these calculated risks
in the long term would attract pupils and parents to choose Thorpe House over its
rivals. These were:
Grounds: Parents buy into what they see. I have had no current parent complain
about facilities. Our facilities that weinherited have come a long way in my life at
Thorpe House and I had dedicated a lot of personal effort and resources to achieve
challenging educational objectives through maximising space and facilities for pupil
development. I believe though that Thorpe House is behind its competitors I was
intent on striving to meet and improve on personal performance objectives to make
Thorpe’s facilities to standard of which the school deserved. After speaking with
the Senior Leadership Team, the Headmaster supports this idea and has set out
plans to Governors that a new state of the art sports hall should be at the forefront
of future development plan. September 2015 a new groundsman was also
appointed and a multi-use area was going to be laid to aid pupil development and
excite them further about our subject.
Staff: I believe we still need a fourth P.E. teacher. My team of three qualified staff
are excellent and wedo have some strong coaching staff. After many discussions
with the Headmaster on this subject, funding was secured to allow for a forth P.E.
teacher (April 2016 onwards). This was something I strived for many years and it
would be a major positive step for not just for P.E. but throughout the school. Again
this was a calculated risks but I felt it was a new way of taking the department and
school to making more significant improvement.
Curriculum: I and whoever takes on this role after me must always instil a looking
to evolvestatus with our curriculum. Compared to many other private schools we
take a tougher objective of educating pupils’ about sport and it’s important that
every working day the leader of P.E. at Thorpe House makes this their primarily
goal across all lessons. Through continuing the work wehad already started and
not letting the curriculum slipping into this short term success route taken by many
other private schools. To keep track of and measures outcomes against my original
personal standards not imposed by others and to help future leaders of the
department, I added the new attainment system, new curriculum and department
policies to our handbook which documented monthly with reviews and who were
A4B A4C A4D A4E
A8, A9
VERIFIED
Sean is an excellent PE teacher and has always
demonstrated a strong personal drive to try and get the
best out of his pupils as well as the staff in his
department. Sean has been passionate in wanting to run
the best department in the school and this desire is very
much in evidence throughout this project. Sean never
stands still and I have always been impressed at the way
in which he has projected his vision for his department.
His thoughts on the grounds, the staff and the
curriculum are sensible and Sean has often been
prepared to challenge the SLT. Sean has done well to
secure the funding of an additional PE teacher in April
2016.
RW

accountable meaning our good work should be focussed on challenging our
educational challenges whilst being aware of subject changes. These policies were
also handed to Senior Leadership Team so they are recorded and not left with our
regular monitoring.
Competency:
Impact and influence
The overall project from starting in January 2014 to May/June2015 had been
successful. This was supported by data, which I carefully prepared and used for
our arguments to use in persuading Senior Leadership Team in several points of
my future action plan. Through this positive feedback of our data, I gained indirect
influence and gained support from key people, as this was taken to Governors in
September 2015 and as a result wesecured the funding for a 4th P.E. Teacher
(April 2016).
My action plan for our future development was set out in July 2015, with my Head
of Junior P.E. and Head of Pre-Prep P.E. as I wanted to listens to others, and
asked the Head of Pre Prep P.E. to talk to our whole audience of staff for feedback
to adapt my approach to best suit them and the pupils. I also took into account
parent feedback from the year to cover the whole spectrum.
I presented my action to members of the Senior Leadership Team and to hold
their attention I presented it across several meetings and led a discussion on my
findings. Another positive that game out of it was to free up an extra experienced
groundsman. My team and I understood the need build behind the scenes to gain
support for this by speaking about the logistics with the caretaking team first, and
used them to influence Senior Leadership Team in particular the Bursar (third
party) to help free up their time.
The action also documented others areas such as equipment, teaching and
curriculum to take multiple action to persuade and gain support from Senior
Leadership Team and show that I am taking a holistic approach to developing my
subject. The second year would be key, from this successful project I was
promoted to Senior Management Team. This meant I could gain behind the scenes
support across the school for P.E. and its positive effect on pupils’ school life. I
could also easier identify the key people to gain further support. Across the process
I feel the holding the attention of many varied groups of teachers through INSETS,
meetings, lesson feedbacks and data feedback sessions meant persuading,
convincing and bringing others round to their perspective meant the task was a
success.
A4B A4C A4D A4E
A8 A9
VERIFIED
Sean has always been willing to challenge the SLT and
consequently he has been successful in achieving
several of his key action plan targets. Sean has
demonstrated positive persuasion techniques and in
particular, strong verbal communication. I have also
been impressed to see his staff getting behind him
having gained their trust and support. Through strong
leadership, Sean has really managed to create a “buzz”
among his team that will undoubtedly benefit the pupils.
Sean’s team all take ownership in the development of PE
at the school and he has his PE colleagues on his side.
RW
Competency:
Self awareness
After taking time to evaluate my ownthoughts and behaviours across the project, I
decided we had made successful strides in teaching Year 1-2 and E.Y.F.S. inP.E. I
knew though wewould only ever be able to fully judge this success in future growth
once these years groups started to represent Thorpe House in competitive sports
to fully understand how our behaviours had impacted pupils.
The strength of increased pupil attainment, teaching standards, parent and pupil
enjoyment and new curriculum were evident but the areas still needing
development were to look at the limitation of support staff to get involved in the day
to day teaching of P.E rather than just the lead teacher. Too often I knew that my
A9
VERIFIED
Sponsor grade: Good
Sean has demonstrated sensible evaluation and
reflection in determining the success of this project and
I am encouraged to see him already considering future
development of his department. I have also been
impressedat the way in which Sean has developed as a

stronger staff would take more responsibility of teaching to make sure that things
got done to an expected standard (this was reflected in my feedback to Senior
Leadership Team). This was not just a Pre-Prep issue, but if I was honest, a
department issue. This arose strong emotion in me as I knew frequently I allowed
these support staff to become ‘bodies’ rather than teaching vehicles or learning
support staff. I, as leader of the department, should look to develop further their
involvement and must take the lead on this to allow a greater learning experience
for pupils by observing all staff in all lessons and not just the lead staff member.
Continued professional development, more feedback sessions for all staff in
lessons including support staff and more INSETS, I felt would be excellent way of
improving this in Year 2.
As a leader the methods I have learnt across my NPQSLand the project have
been crucial in setting a priority where I actively seek feedback to become self-
aware with the people involvedwhether pupils, staff or parents. This was evident
through my questionnaires, pupil tracking and staff feedback sessions to help me
makes decisions based on understanding of own strengths and limitations. As
although I had much feedback and support throughout, the decisions were my own
and outcome solely reliant on my leadership decisions.
I am aware that whole school change arouses my strong emotions and across
the process I proud of our success. I feel that as a leader I have managed this
emotion by listening to all staff and thinking about I how I feel in their role, whilst all
ways keeping our end goal in mind. As I go into the future with my department and
progress to a Senior Leader role, I must use the people around me, staff, pupils
and parents, all who can shape my success and learning as I evolveas a Leader.
Havingstrong goals and a clear message is hugely important for a leader but
without being able to engage with everyone and making staff accountable for
underperformance you will not be successful. As I take on more responsibility as a
leader it’s imperative I use this experience to differentiate my relationships with
staff and I have seen first-hand how import it is to offer different staff different
support models with their teaching and careers to development towards your
shared goal.
leader during this project’s lifespan and it is good to see
him being self-critical in recognising both the strengths
and weaknesses that exist within his department. Sean
is always striving for success and exploiting both his
experience together with that of others will see his
development as a leader go from strength to strength.
RW
Participant ’s signature (A typed name is not acceptable) …………………………. Date………………………….
Sponsor ’s signature (A typed name is not acceptable) ……………………………… Date…………………………..
I confirm this submission (form and supporting documents) is accurate and verify all the evidence it contains
Headteacher’s signature (Atyped name is not acceptable) ………………………… Date…………………………..

AppendicesA1- DEVELOPMENT PLANDECEMBER2013.
Target(s) Action
Lead
Person
Resources/Costs SuccessCriteria Monitoring Evaluation(Impact)
Takecontrol ofPre-
Prep teacherof
P.E.
Laissewith staff, show
expectationofteaching
andwrite new
curriculum.
DOS/ HOJ Balls, cones,bibbs(size
important)
£250per newsporting
area.
All lessonsto be taught to similarstructure.
NewSOW written.
Newequipment.
Termlyandyearly
review meetingwith
staff.
Jan 2015/July2015
meetingwithPre prep
staff.
A1B – SCHOOLACTIONPLAN
SchoolActionPlanDecember2013
Target–TocoordinateE.Y.F.S. and Key Stage 1 P.E. to followin linewith Years 3-11
Sub targets Rational Aim Initialreview Processfor review Followupreview Howthe progress will
be monitored.
Review date
Review of
Curriculum
As an All ThroughSchoolit’s
importantthereis consistency
acrossyear group.The
curriculum needstovary but
year groupsactivitiesshouldbe
similartolead to an increasein
pupilperformanceovertime.
- Have a similar
curriculum asYears
3-11
- FollowRugby,
FootballandAthletics
as mainsports for
eachterm.
June2014 -Staff meeting
-Parent pupil
questionnaire
-INSET
-Rewrite
-comparevs other
schoolsinlocalarea
Termly - Staff meetings
- INSET
- Staffpupilparent
feedback
June2015
Review of
teaching
All schoolsshouldstrive to have
their teachingto be of a similar
structureand to be of goodto
outstandinglevel to allowpupils
to develop to their maximum.
- Have teaching
consistentlyto good
or outstandinglevel.
- Have lessonsto a
similarstructureso
pupilsfeel confident
throughout.
June2014 -Lessonobs.
-feedbacksessions
-cultureof
improvement
-informallesson
walks
2 per teacher
per year (one
formal ,one
informal)
- Data feedback
- Lesson feedback
- Review with SLT
-Appraisal system
-INSET
June2015
Review of
staffing
Sincejoiningtheschoolwe
have had 3 teachersserving a
biggerschoolpopulation.Soto
maximisethepupilabilitypupils
needas muchexposuretoPE
qualifiedstaff as possible.
- Hire a fourth PE
teacher.
-Utilisestaff timetable
to maximise
E.Y.F.S.’s andK.S. 1
pupils’opportunityto
learn.
June2014 -SLT feedback
-timetableanalysis
-financialanalysis
with Headmaster
Half termly
meetingwith
memberofSLT
- SLT meetings June2015
Review of With having younger pupilsthe - Buy new equipment June2014 - inventory analysis Termly - Staff feedback. June2015

equipment schoolneedsto invest in new
equipmenttoallowpupilsto
playthe sports.
in allcurriculum
areas.
- Store so equipment
canbeused by all
years groupseasily
-review of yearly
budget
Review of
facilities
Utiliseallareas to allowpupils
to use the various facilitiesof,
-two schoolfields-twoschool
halls-MultiUse GroundAreas
- Look to have pupils
to use all facilitiesto
increaselearning
opportunities.
June2014 - pupilsgiven time
acrossallareas
Day to day basis - Staff and facilities
management.
2015
A1C- From E.Y.F.S. 17 goals taken from https://www.gov.uk/government/publications/eyfs-profile-exemplication-materials
ELG 01 Listening and Attention-Childrenlistenattentivelyin a rangeof situations. Theylistento stories, accuratelyanticipatingkeyevents andrespondto what they hear
with relevant comments,questionsoractions.Theygive their attention to what others say andrespondappropriately,whileengagedinanotheractivity.
ELG 04 Movingand Handling-Childrenshowgoodcontrol andco-ordinationinlargeandsmallmovements.Theymove confidentlyina rangeof ways, safely negotiating
space.Theyhandleequipmentandtoolseffectively, includingpencilsforwriting.
ELG 17 Being Imaginative-Childrenusewhatthey have learntaboutmediaandmaterialsinoriginalways, thinkingaboutuses and purposes.Theyrepresenttheirown
ideas,thoughts andfeelingsthroughdesignand technology,art, music,dance,roleplayandstories.
We decided to instilthesethreeintoourcurriculumto aid pupil develop and build foundations.
A1D- TableofQuestionssentto six local
schools
Theseresultsshowed mealthough we good
sportingoption comparedto local
Primary
Schools,wewerelackingin staffing
compared
to otherIndependentSchools.Although we
had
similarfacilitiesareas,I still feltwewere
behind
rival schools with updatingours.
A1E Ofsted report into the strengths and weaknesses of PEin a sample of primary and secondary schools between 2010-2013
Main headlines There are increasing concerns about childhood obesity - Need to develop the continuity of learning experiences in the majority of schools- PE subject leaders in primary school
are less secure in their subject knowledge than in secondary schools - There are inconsistencies in judging pupils' standards and achievements - Pupils were unaware of their learning in most
schools and understanding why they were doing - Provision of 'non-traditional' activities was inconsistent - ICT was only used in patches to support PE - Support from the senior leadership
team tended to result in higher standards - Provision of resources in primary schools was variable
Questions Primary Independent ComparedtoThorpeHouse
School1 2 3 1 2 3
Howmanyactivities doyou offer perterm? 1 2 1 3 3 4 4
Howmanymembersofqualifiedstaff do
you have?
1 0 0 5 6 6 3
Howmanyminutesof activity do you offer
per week
60 120 120 180 240 320 220
HowmanyP.E. facilitiesareasdo you
have?
3 3 3 6 7 8 6

This focus led my writing of the curriculum, involvement of the Senior Leadership Team and how I carried out the INSET in Sep tember 2014.
A1F-www.GOV.uk performancesdescriptorsstates:- ‘Theperformancedescriptorsdo notincludeanyaspectsofperformancefromtheprogrammeofstudyfor
thefollowing keystage.Anypupilsconsidered to haveattainedthe‘Masterystandard’areexpected to explorethecurriculum in greaterdepth and build on the
breadth oftheirknowledgeand skillswithinthatkeystage.’ Thisfocusmeantthatwhenwritingthe curriculumitwasimportantto think aboutYears E.Y.F.S to 11 to allow
for Pupils to buildskillsacrossmanyyears.
A2 - LESSON OBSERVATION FEEDBACK
Term -> June2014 September2014 January2015 May2015
Lesson
observations
Unsa
tisfac
tory
Soun
d
Goo
d
Outs
tandi
ng
Unsa
tisfac
tory
Soun
d
Goo
d
Outs
tandi
ng
Unsa
tisfac
tory
Soun
d
Goo
d
Outs
tandi
ng
Unsa
tisfac
tory
Soun
d
Goo
d
Outs
Informal 1 2 1 1 4 1 2 3 2 3
Formal 4 1 5 5 4 1
Tableshowslessonfeedbacksgrading’sacrossthisprocess.
A2B- Example of informal feedback given to staff after a learning walk. (Emails)
From: SeanDay
Sent: 23 September201417:11
To: ZoeBagley;Lisa Causer
‘Mrs Bagleyand MrsCauser,
Firstlycan I say thankyou forlettingmeobserveyourlesson todayIpersonallylearntso muchfromit. I wasso impressed with thelesson and would haveno
issuecallingthatOutstandingPE.You had lesson objectives,aims,crosscurricular,excellentuseofvoiceand modelled behaviourandlearningwell.Pupilsall
improved asthelesson wenton and clearlyknew theirpreviouslearningfrom lastweek.Well doneand keep up theobvioushard work,Iwill tell theParentson
open dayhow good PEis at that level!’
STAFF PERFORMANCE MANAGEMENT FEEDBACK TO HEAD OF PRE PREP FOR APPRAISALS
SEPTEMBER 2014‘Mike needs to focus on learning opportunities rather than get to concerned about teaching safety if this is not the
lessonobjective. I would recommend setting up lessons before to prevent this waste of time.’
JANUARY 2015‘Gareth taught and excellent lessonwhich led to opportunities to learn for all abilities’
MARCH 2015‘Yet another great lessontaught by Zoe, make sure though you constantly state learning objectives verbally and written
not to allow your standards to slip’
A3-INSET- Extract from Email sent to staff.
26 August 2014 15:13
‘Next Monday2-4pmPaul andI will be teachinga softballlessonto includea match (table tennisif the weather is bad). This will bean insetto helpallstaff (Pre Prep and non
qualifiedPE teachers)at Thorpe who have are taughtPE andGamesthis year. This will beby no means PaulandI sayinghow youmust teach, but aninteractionbetween

everyoneandmostly importantly somegoodteam building.PaulandI will have neverdonea session likethis beforeso feedbackandquestionsarean integralpart so we can
learn.From a personalside,I am currentlydoingmy NPQSLcoursework onteachingPre Prep PE at Thorpeso any helpfulideasI would be very gratefulfor.
The lessonwill last aroundan 2 hours(60 minutes teaching60minutesgame)and the teachingwill doneexactlythe sameway we teach the pupilswith commentary
throughoutto explainwhy we do things. Wewill then havea brief meetingas possibleto discuss it, new schemesof work (whichare beingdoneby the wondrousLisa Causer,
Mike Jenkin,GarethDevlinand PaulBritton) for PE andgo througha few ideas. I am not onewho likes to print hundredsof sheetsout, but pleasetake anynotes or questions
after you have pleaseaskand I will emailyou everything.
I believeP.E. is a greatsubject, but beingmarriedto a Primary SchoolteacherI understandthereis always reservationsas it canbe a very different settingbut hopefullywe
will breakthat down. Mostly importantly I want you to have someownership, fun and somethingyoulook forward to!’
A3B INSET PLAN – Sent to Deputy Headto regardingfor C.P.D of allstaff records.
Lesson:Lead lesson->State lesson objectiveand differentwayswe can stateit -> Showthe‘wholepartwholepartstructure’,explainingthestructuremethod->
Identifythe1,2,3and possibly4teachingpointmethod ->Identifythepointsoflearning and howdifferentiation can beusedthroughtask,outcomesand
questions ->Documenttheimportanceofcompetition ->Showvariation in teaching stylesbutsimilarstructure ->Firefightanyquestionsregardingstaffworries
and discusshownewassessmentshould beimplemented.
Discussion->Showstaffnew curriculumand identifythenewplanning procedure ->Generaldiscussionregardingexpectationlesson observationsfuture
meetings ->Statewhat isobjectionwhywearedoing itStaterisk ofnon-compliance.
A3C INSET FEEDBACK
From:Andrea CarraniSent: 8 September201409:03
‘Thankyou forputtingon theINSET lastweek,I thoughtit wasextremelyinformativeand Ilearntalotfrom it. I hopeto putyourstructureoflesson ideasin to my
own.’
A4 PARENT FEEDBACK FORM-SENT TO S.L.T.for recording
MrsKillbournYear 2 parent;“Firstly,you mayornotbeawarebutduringourlastschool yearwediscussed thistopicwith MrsDoran and theopportunitiesformore
sportin pre-prep.Myhusband andIalso asked if tenniscould availableto boysin Yrone - which you agreed to so, thankyou...
Since, Septemberthelevelsofsporthascertainlyincreased dramaticallyso again thankyou!”
MrsGlypti, Year 2 Parent; “Fora small school likeThorpethevarietyofsportsavailableisexcellent,asis thenumberoffixturestheboysareplayingin ayear. I
supposeifthereis onesportthattheboyshavenotdoneasmanycompetitionsisswimming.Itis greatthat you arelooking into everythingthough asthereare
alwayswaysto improveeven good things!”
MrsBennett Year 2/9 Parent; “I likethe all-inclusivenatureofthePE at Thorpe.Thevarietyofsportsisgood.I know Nathan would likebadminton included (
becauseheisbetterat it than someothersports!)Asregardssportsdayand theswimminggalatheseI thinkarefine. I actuallylikethe olderboysbeinginvolved
so that parentscan still comealongwhich isquiteunusualforasecondaryschool.”
A4B-PARENT FEEDBACK DATA- Stored on school system.
Questions-Shownin% September2014 January2015 Extra comments
Yes No Yes No
Doesyour son enjoyP.E. 50 50 90 10 Thiswasa hugeswing,with manyparentsstating now howmuchtheirsonenjoys and looksforward to
it. With manyquoting‘favourite subject’asa positive.
Doesyour son learnmuch 40 60 80 20 Again a goodswing to a positive answeracrossoneterm. A lot of parentsquotinghow theirsons had

in P.E. nowstarted anoutsideschoolsports club.
Doesyour son have
enoughvariationon the
curriculum
30 70 50 50 Thiswasa smallchange.Inanswersparentswere askingfor variation they like, whichit wasvery
broad.It wasobvious as wellthat manyparents wereunawareof what their sonwas beingtaught
acrossthe term.
Are you happywith the
P.E. offered at Thorpe
50 50 100 0 Yes manyspokeof wantingmoreP.E.
A4C - PUPIL PHYSICAL TESTS-Tabletoshowpupilsabilitychangeacrossthetwo the first two terms. Stored onschoolsystem
Dates Agility Illinoistest average time,seconds Standingjumpaverage,metres Laps100 metrein 5 minutes(all26pupils) 15 metreSprint timeaverage
September2014 11.1 71 cm 52 3.8
May2015 10.9 78 cm 74 3.7
A4D PUPIL FEEDBACK QUESTIONS-Tabletoshowpupilsfeedbackgivenontheir views onPE acrossthe first two terms.
Questions Date No Maybenot sure Yes
Howgood areyou at sport? September2014 3 15 8
May2015 3 6 17
Do you like P.E.? September2014 4 15 6
May2015 3 7 15
P.E. is my favourite September2014 22 2 2
May2015 6 5 14
Canyou run aroundfor a longtime September2014 3 6 16
May2015 4 6 15
I learnin P.E. September2014 10 2 12
May2015 26
A4E C PUPIL TRACKING ACHIEVEMENT SHEET*
Year Group September2014 November2014 January2015 June/May2015
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
E.Y.F.S. 6 6 3 3 5 7 8 7 7 8
Year 1 4 12 2 12 2 12 4 12 4
Year 2 6 7 3 4 7 7 4 7 7 11 7
Key 1 - Below expectedprogressina lesson2-expectedprogressina lesson3- above expectedprogress4-Mastery
*Resultsare taken from one class.
A5 NEW ASSESSMENT WITHOUT LEVELS – Discussed with S.L.T. under review to use across school (Sept 2015-July 2016) Example for
Year 1.

T Minus(workingbelowstatedlessonobjective)I canfullytake part in alllessonssafely. I canwork with a partner.I enjoyto takepart in P.E.. I safe to joininP.E. I am ableto
watchother andtry newskills inP.E. sometimestheyare not successful.
T (Workingat expectedlevel)I cancopy,repeat andexploresimpleskillsandactionswithbasic controlandcoordination.I candescribeandcommentonmyownand others’
actions.I canlinktheseskills andactionsinways that suit the activities. I cantalk about howto exercise safelyand howmy bodyfeelsduringan activity.
T+(Workingabove expectedlevel) I canexploresimpleskills. I cancopy, remember,repeatandexploresimpleactionswithcontrolandcoordination.I canvary skills, actions
andideas andlinkthese in ways that suit the activities. I cantalk aboutdifferencesbetweenmyown andothers’ performancesandsuggestimprovements. I canunderstand
howto exercisesafelyanddescribehowmybodyfeels duringdifferent activities.
Thisis a genericexampleofa new level descriptorforP.E.this wasused forGym,Danceand CoreSkills.Thisallowed teachersto makelesson on lessonmarks
forall pupilsworkingabovebelow orto expected.Theyalso used theolderleveldescriptorsto gain better understandingforeach activity.Staff wereactivelytold
to letpupilsknow howto reach theT+ level butnotalertpupilsto T-.Pupilsworkingbelow T-weregivingsmallertargetswhich arerecorded bystaff,such as‘I
can sit still’.
A5B- EXAMPLE OF NEW CURRICULUM
YEAR: 1/2 UNIT:Athletics LENGTHOF SCHEME:9x 1 hour
LEARNING OUTCOMES:
 Students willperform a 40meter shuttlesprint usingcorrecttechnique
 Students will perform a longerdistancerun
 Students willperform runningat speedwhilejumpinghurdles
 Students willbe ableto throw a tennisballfor distance
 Students willbe ableto throw a javelinfor distance
 Students willbe ableto perform the standinglongjump
 Students willbe ableto perform the longjumpwitha run up
 Students willbe ableto verticallyjumpover a rope
ASSESSMENT DETAILS:
 Students willorallybe assessedthroughthe schemetotest learning.
 Teacherwillusespecific drillsandtasks to assess knowledgeandunderstandin
 Students willbe awareof the assessmentlevel that eachyear group shouldbea
to achieve
 Students willbe awareof the distancesandtimesneededto achievetop scores
 Students willbe awareof their currentscoreandwhat they stillneed for their en
total to achieveBronze, Silver or Gold
LEARNING ACTIVITIES:
 Learnthe correcttechniqueforsprinting
 Understandingthedifferencebetweenasprint anda longerdistancerun
 Learnthe correcttechniqueforgoingover hurdles
 Learnthe correctthrowingtechniquesfordistancewitha tennisball
 Learnthe correcttechniqueforthrowingthejavelin
 Learnthe correcttechniqueforstandinglongjump
 Learnthe correcttechniqueforlongjump
 Learnthe correcttechniqueofavertical jump
 Perform the different skillsas part of a team
RESOURCES:
 Conesof differentvariety
 Different types of ball
 IndoorJavelins
 Meterruler (chalk)
 TapeMeasure
 Hurdles
 HighJumpequipment
DIFFERENTIATION:
Support:
Thelessablepupilswillbeencouragedtotry as hardas they cani
events as they willalways gainpoints for every event whichwillco
towardstheir final score.
Extension:
Moreablepupilswillbeable to perform the tasks to a higherlevel a
have a better knowledgeandunderstanding.Moreablepupilswill
askedto pushthemselvesto scoreas highpointsas possible

Thisis an extractfrom afrontsheetofoneschemeofwork.Therearespecificlesson ideasprovided to givingstaff exactactivity ideasbutallowingforteacher
stylevariation.
A6- Junior PE meeting minutes – All meeting recorded on school system and fed to S.L.T.
Junior PE coordinator meeting minutes 24/11/2014
PE/Games doing
well?
 Games sessions going very well with year 1 and 2, The boys have really gelled with Graham Malcolm (Grazy) and the Headmaster,
with the boys talking around school and in the playground aboutthe Headmaster. This has been a very worthwhile move, with good PR
for the boys moving into year 3.
 Possibly looking into GM doing extra sessions with the reception classes? SD and HM to talk about this.
 LC would like to go on some PE related courses for early years. ND and PB to help investigate.
SOW  Schemes ofwork are in progress, LC has asked for them to be handed to her straight after Christmas.
 Mostare done they justneed putting into the same format as the PE dept. ones.
 LC asked ifthere is a SOW for the year 1 and 2 football sessions. SD to look into it.
 PB and LC to look over the sow for year 2 and year 3 to make sure they link together well.
 LC asked aboutwriting extra-curricular links into her sow, PB said this is a good idea.
Hall  The hall is sometimes leftin a messystate; this could be due to Rugby tots leaving mess atthe weekend.
 Also the storage space in pre-prep hall needs investigating, Can a shed be putoutthe back for the staging to go in when notbeing
used?
AOB  LC wanted to check the PE policy and the developmentplan, SD will communicate to LC about this.
 Year 2 teaching PE together due to one class having their lessons moved because ofdrama, PB suggested thatboth year 2 classes is
too many to be teaching at one time in a small gym, as this is not only a hazard but also limits the teaching of PE. Year 2 PE lessons
should be taught in their allotted times.
A7 CONVERSATIONBETWEENLISA AND I MONITORBEHAVIOUR-Involved S.L.T.and recordedonschoolsystem
From:LisaCauser
Sent: 06 January201516:39
‘Justto say mygroup hasfinished theirschemesofwork fornew term.Therewassomemoaningregardingthisasfelttheystill prefertheold in plannerformat.
Also thehall isstill an issueregardingperiod 4Mondays.’
From:SeanDay
Sent: 06 January201517:17

To:LisaCauser
‘Regardingthe hall issue,I havealreadychanged thiswith MrWalker theDeputyHead.Theroom willnow befreeforYear1.
On theplanning,I happyto speakanymemberofstaffon thismatter.Ournew wayshowswhatwewant,makesaccountableandismorepupil centralorientated.
Mostimportantlyitcoversusforanyinspection.’
A8 DEVELOPMENT PLANYEAR 2 (SEPTEMBER2015)
Target(s) Action
Lead
Person
Resources/
Costs
SuccessCriteria Monitoring Evaluation(Impact)
Continuework
at Pre Prep with
PE.
Targetnewqualified
staff memberrather
coach.
DOS/
HOJ
Review of
needsand
speakwith
Headof Pre-
Prep PE
All lessonsto be taught to
similarstructure.
NewSOW written.
Newequipment.
Termlyandyearly review
meetingwithstaff.
June2016
A9 SCHOOLFEEDBACK TO GOVENORS
Tableshowsthefeedbackthat wasgiven to mySLT team via a meetinginJune 2015.Thiswasgiven as a presentationandthe tablewas a handoutto attendees. The
Headmasterthenfed this backto Governors.
Targetfrom 2015:To
coordinateE.Y.F.S.and Key
Stage1 P.E. to followin line
with Years 3-11.
How was it monitored? When was
monitored?
Results Futuretargets Neededto achieveFuture
concerns
Review of curriculum - Staff meetings
-Parentpupil
questionnaires
InitialJune 14.
After this half termly
meetings,to
Brandnew curriculum whichis
similarandallowsfor continuityinto
Year 3 andbeyond.
Review assessment
systems used around
the newNational
Theformatof the timetable
courseslots of clashessosome
activitiescannotbe performed

-INSET to discuss
-Rewriteof complete
curriculum
-comparevsother
schoolsin local area
feedbackto Headof
JuniorPE and
JuniorPE
coordinator.
All staff nowuse skilllist to make
assessmentof pupilmore
continuity.
Curriculum toallow
pupilinto GCSEin later
years.
Set Skills lists allyear
groups.
properlyon inpoor weather.
Review of teaching -Lesson obs.
-feedbacksessions
-teambuilding sessions
-informal lessonwalks
June14, Sept 14
Dec 14, March14,
June15. Informal
sessionsthroughout
Pleasesee table(Appendix 2) level
of teachingisnow moreconsistently
in the goodto outstandingsections.
Lessonsare consistentacrossyear
groups,allowingfor greaterlearning
opportunities.(Seelevel table,
physicalimprovementandpupil
enjoyment)Appendix6,6B, 6C
-Lookat the focusof support staff
these wereseen as poorstill in
lessonsas I focussedmy
observation onleadteacher.
Tosecurea4th P.E.
Teacher.
Teachersaskedtogo
on CPDfor PE
teachingaspart of
appraisalsystem.
-Identify staff, CPD
courses,INSETSand
separatelesson
observations.
Cost.
Removalof longserving
coachingstaff whohave served
the schoolwell.
CPD
Review of staffing -SLT feedback
-timetableanalysis
-financial analysis with
Headmaster
July 2014,
throughoutyear.
Staffing weakest area.Pupil
exposureto qualifiedmemberof
staff was limited.
GM taught the pupilsto a goodlevel
consistentlythough.
Tosecurea4th P.E.
Teacher.
Non-qualifiedstaff
given more
responsibilitywith
teachingandfixtures.
Cost.
Wouldneed sometrainingor
specialism inJuniorP.E.
Review of equipment Buynew equipmentin all
curriculumareas.
- Storeso equipmentcan
beused byall years
groupseasily
Continuous
feedbackfrom staff
Newequipmentinallteachingarea
activities.
Storageis stillan issue.
Makingsurestaff lookafter
equipmentalsocausesandissue.
Ongoingreviewof
equipment.
Relianton staff feedbackand
lookingafter equipment.
Review of facilities - Createopportunities
pupilsto useall facilities
to increaselearning
opportunities.
Continuous
feedbackfrom staff
FieldisadequateandSports Day
use of the offside fieldwas
successful.
Indoorspaceandissue.
Securea newindoor
facilitywhichcanhold
morepupils.
Cost.
Land.

FUTURE TARGETS FOR SEPT 2015 ONWARDS
1) Secure a 4th Full time P.E. teacher to allow for specialist teaching to be had by Years E.Y.F.S. to 11.
2) Continually track pupils, teaching and review curriculum to push for educational excellence.
3) Look to have a P.E. only indoor space to provide increased learning opportunities and activities.

NPQSL - 26.01 (1)

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