AppendixE: School Visits by the Task and Finish Group

Contents 1. CRANFORD COMMUNITY COLLEGE ...... 1 2. CHISWICK SCHOOL ...... 6 3. BRENTFORD SCHOOL FOR GIRLS ...... 10 4. HOUNSLOW HEATH INFANT AND NURSERY SCHOOL ...... 13 5. WELLINGTON PRIMARY SCHOOL ...... 17 6. THE HEATHLAND SCHOOL ...... 20 7. ISLEWORTH AND SYON SCHOOL FOR BOYS ...... 24 8. ST MARY'S CATHOLIC PRIMARY SCHOOL ...... 28 9. ORIEL ACADEMY, WEST LONDON...... 31

1. CRANFORD COMMUNITY COLLEGE Date of visit 2 November 2016 Time 9:00 -11.30 Meetings/  Alan Fraser (Assistant Headteacher); observations  Kevin Biggs (Senior Teacher)  Girls Rugby-Period 0  Parkour panel  W Factor panel  Sports Leaders Panel  Discussion Head PE and Deputy Head  ASD center Delegation  Cllr Samia Chaudhary  Cllr Linda Green  T Jaroszynski

Summary Cranford Community College is a secondary school with academy status in the London Borough of Hounslow. This independent school serves 1428 girls and boys and has been rated as ‘Outstanding by Ofsted’. The Task and Finish Group were interested in visiting this school due to its innovative practice around Period 0, school leaders and W factor as well as the school’s commitment to promote physical activity. On 16 November 2016, Councillor Samia Chaudhary and Cllr Linda Green conducted a school visit on behalf of the Task and Finish Group. The engaged with three groups of young people from across the school and observed some activities. On behalf of the Task and Finish group, the Councillors lauded the commitment of Cranford Community College leadership, staff and sports leaders to promoting sport and physical activity. The group was excited by the innovation of Period 0 And W factor and the vast array of extra curriculum physical activities, clubs and events as well as the commitment to listening to the voices of young people in selecting activities. They also commended the staff and leadership in working hard to develop and maintain partnerships to facilitate activities

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and look forward to hearing how the Period 0 will be developed and extra curricula activities monitored to further improve physical activity uptake by students. The Task and Finish Group would like to thank Alan Fraser, Kevin Biggs and the young men and women that met with us and articulated the school’s activities as well as the barriers young people face in becoming more active. Feedback from visit Alan Fraser the Deputy Head Teacher at Cranford Community College organised an exciting programme for the T&F Group. The T&F Group were invited to the Airdome1 and full size 3G pitch at Cranford Community College to observe the Girl’s Wellbeing and Rugby Session. This forms an activity of Period 0 session which is an innovation started in September 2016. From 8:00-9:20 each day young people can participate in extra curriculum activities such as basketball or art, music and drama. Some activities are facilitated by Sports Leaders. The Girl’s Wellbeing and Rugby Session run by London Welsh is a 4 week course which consists of a 30 minutes session looking at the core values of rugby followed by a practical coaching session. In the observed session, the girl had learnt about team work and communication. We met two of the Year 11 girls who wanted to develop girls’ rugby in the school and had initiated the programme. The T&F Group observed the rugby and noted the various ages of the 12 participants. We were able to chat to Alan about some of the issues that young Muslim girls face in engaging in extra curriculum activity. He noted that the girls struggle to join clubs as many parents worry about them staying after dark. Having sessions in the morning has enabled these girls to participate. Alan indicated that they had worked with the local Muslim leaders to identify how they might promote physical activity for children and now there is a Sunday morning football session hosted by the Mosque. Following the session, we asked the girls who ranged from Year 8 to Year 11 about the Rugby. They said they really enjoyed it because it was “fun”, “we work as a team” and “social”. They also noted that rugby is considered a “boy’s sport” and this group shows that “We can play too”. The girls told us about the other activities that they’re involved in. When questioned about the barriers to physical activity, one girl mentioned that her parents are worried that her shoulders get too broad with rugby, this seemed to reflect culturally appropriate gender roles and physical appearances. We were also able to meet nine students Parkour which a 6 week programme run on equipment in Avenue Park. Parkour developed from military obstacle course training. They participants spoke about how the sessions helped them to “get the worries off” and focus on their body. They said that they become resilient as they tried out different challenges. They had to be “brave”, resilient” and “awake”. After the session the teachers commented on how they had identified inactive children, those form the ASD centre and those lacking in confidence or language skills. They noted that the Parkour sessions helped build confidence and resilience and they had seen real change in some of the children. When question on what local government might do, the student mentioned providing opportunities for more try-outs and events. The next group of nine students told us about the activities they engaged in during W Factor. W Factor is a period on Wednesday afternoon where students choose from a range of innovative and non-traditional activities including rowing, mindfulness, sport, street dancing, golf and many others. This is only available up until Year 9. It indicates a commitment to providing a variety of choice for those that are not necessarily ‘sporty’. It also notes the connection between mind and body and its connection to well-being and life-long learning and physical activity. This group all indicated that they all do more than 1 hour of physical activity a day and when asked why their friends might not participate in physical activity they said “laziness”. The Year 10 boys also told us about how the prioritise the schedules and time in order to make time for sport and physical activities. One boy mentioned that he works during breaks so that he has time for his sports. We were very excited to meet with the very articulate and inspiring Sports Leaders. Four of the Sports Leaders had sports leadership coaching programme delivered by Sports Impact and Motivate Hounslow/ Brentford Community Trust. Another two were apart to start their coaching training. These sports leaders volunteer to lead, coach and referee sports activities on the school site and in other boroughs. Two of the leaders had even submitted an application for funding and will be running walking football with funds they received form Big Local.

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The sports leaders noted that there are differences between the boroughs to which they have been exposed. They noted that in Twickenham and Richmond parents are more involved and supportive in the coaching in comparison to Ealing and Hounslow. They tend to stay to encourage their children. When asked what the ingredients of success are they said that it was supportive and inspiring mentors such as Alan Fraser and Martin Bradshaw and the fact that they are developing qualifications and gaining experiences. Two of the boys noted that sport and physical activity is good for health and stress relief. A sedentary lifestyle is dangerous and young people need extracurricular activities “benefit socially, physically and mentally”. The group also noted that many children drop out of sport after primary school due to the transition and change of moving into secondary but emphasised that this group should be more active as they have more time and less academic pressures. The group also noted that girls rates of participation tend to be lower as they are more ‘shy’, ‘intimidated’ and their parents as are not as encouraging as they would be with boys. When girls get older and have ‘more independence’ they tend to prioritise activity less. They also noted that girls get teased about being ‘sporty’. On questioning the group about what LBH might do with secondary schools they suggested more programmes and developing sports leaders. They also suggested working with Year 7 and 8 to build passion for sport. They suggested that LBH help clubs at schools to develop sustainable models. They noted the importance of community partnerships and suggested this may be a way that LBH might help schools. Our final discussion was with Kevin and Alan. They noted the key ingredients for a school wanting to promote physical activity are:  Creating a structure to enable activity ( e.g. through timetables);  Providing leadership and drive;  Working with partners and ‘saying yes’;  Resources Feedback report About School  Publicly funded Independent School and Academy. It’s not ‘maintained  1423 Girls and boys; 11-19 year olds  OFSTED rated as ‘Outstanding’  87% pupils first language not English (12% is the national average)  13% of pupils registered for free school meals Schedule for the visit Girl’s wellbeing and rugby Period 0 session: This project is run by London Welsh and consists of a 30 minute classroom session looking at the core values of rugby followed by a practical coaching session. Topics investigated to date include enjoyment and teamwork. The session runs every Wednesday for 8 till 9.20 but will end in four weeks’ time. The session is organised and supported by two Year 11 girls who wanted to develop girl’s rugby in the school. The school is investigating how to continue this work including training up older girls to deliver the programme. The TFG has the opportunity to observe and also talk to participants and coach. Period 0 runs from 8 till 9.20 and covers a wide range of sports including a basketball and wallball session led by Sports Leaders. In addition to sports there are also creative opportunities in art, music, drama and creative writing (also led by a 6thForm student). Parkour panel: Eight students who took part in a joint initiative with LBH shall engage with the TFG. Three cohorts (approximately 130 students) followed a 6 week programme of Parkour in Avenue Park and the school. 10 students also participated in a Leadership course. Three of the students were in a group from the ASD centre. The parkour sessions addressed many of the development needs of these boys including confidence and resilience in a non-threatening way. The outcome from this programme was impressive and again the school would like to continue this programme if suitable funding can be found. W Factor panel: Ten students will attend who have taken part in one of the following W Factor activities: rowing, mindfulness, walking, street dance, boxing and 6th form multi-sport. W Factor happens on a Wednesday afternoon with students choosing their options from a range of over 30 different innovative and non-traditional activities. Sports Leaders Panel: Five Sports Leaders who followed a sports leadership programme delivered by Sports Impact and then further developed by Motivate Hounslow/ Brentford Community Trust. This came about because Cranford School wanted to create a sustainable model where young people had the skills and School Visit Appendix Page 3

confidence to run activities both within and outside school. These students have completed coaching qualification and are working alongside Brentford delivering sporting activity. They volunteer at sporting events and coach younger children in this and other boroughs Discussion with head of PE and Deputy Head Facilities Outdoor facilities: 30 acres of playing fields which has 5 football pitches and one rugby pitch; Four 3G six/seven aside football pitches; Full size 3G Astro Pitch covered with a Cranford Super Dome Indoor facilities: A large sports hall marked out for basketball;5 badminton courts; Netball; Indoor football; Dance studio; Sports hall; Upper gym Good practice  Leadership: The pupils mentioned the role that the Deputy Head and Head of PE played in introducing activities, inspiring people and challenging the norms  Culture and ethos: The school promotes physical activities as a means to manage stress, behaviour and increase performance. The pupils also understand the importance of balance  Structure for physical activity: Period 0 provide an opportunity for pupils to be active before school, this especially good for Muslim girls who face barriers in staying later. The structure, space and time to engage in physical activity provides a means to enable physical activity  W Factor: These activities on a Wednesday afternoon provide an opportunity for pupils to experiment and try new things, it provides options for different activities and enrichment as well as focussing on mind- body connection activities such as mindfulness  Sports leaders: This engage young people in leading activities and connect with primary schools, there is a cohort of inspiring, proactive young people promoting activity in the school  Parkour activities engaged young, unengaged people with behaviour and other issues in a activity  Involving students: the students are involved in the choice of programmes. The Girls rugby was championed by 2 year 10 girls  Community partnerships: the school has a ‘Yes’ attitude and looks at opportunities for community partnerships and is happy to negotiate them. They did some interesting work with the local mosque and the Somali community so there is now football matches on Saturday mornings Challenges  The school identified monitoring physical activities would help identify students that are not participating  There are difficulties with accessing facilities  There is a need to focus on involving faith based communities LOI 1 What support is required at a secondary school level to encourage physical activity? a) How active are young people in your school? a) Very b) Who do you encourage physically inactive b) Introduce activities and PE children to be more active c) Parkour was a great a success c) What support has been provided by d) More Parkour, work with partners, help clubs Council/Partners? schools to develop sustainable models, work with d) What has been useful? Or what support would year 7 and 8s you like/need? LOI 2 How can we improve the “physical activity pathway” from primary to secondary especially for girls a) Do you notice a drop in physical activity levels a) Drop off in Y6 and 7 as pupils transition into and participation as people get older? What are secondary school the causes of this? b) Clubs and activities for girls b) Do you have any special interventions targeted c) Sports leaders work with schools across the at girls or targeted less active/inactive borough individuals?

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c) Do you engage with secondary feeder schools on d) work with year 7s and 8s to build passion for how we might improve the drop-off between activity primary and secondary school? d) What could be done? New ideas or innovations? LOI 1 What support is required at a secondary school level to encourage physical activity? a) What do you like about this activity/intervention a) Fun, social, makes me less anxious, balance that encourages you to be physically active? b) Mixed responses b) How physically active were you before this c) Provide lots of alternative activities, develop intervention/activity? sports leaders c) How should we encourage other girls or boys to d) Laziness, academics be physically active? d) What stops you from being physically active? LIO 2 How can we improve the “physical activity pathway” from primary to secondary especially for girls a) Where you more physically active in primary a) Yes, dropped off when started secondary school school? Why did you stop or start doing less? and then started again b) Are there ways that we might encourage people b) Make it fun and offer differ activities to continue to be active? c) None noted c) Are there specific activities in PE that you like or d) Variety of answers dislike? e) Lack of encouragement from parents, girls d) Are there specific extra curriculum activities you attitudes, shy intimidated, fear of being seen to like, dislike or what to do more of be ‘sporty’, pressures about physical e) For girls: Are there specific issues, challenges appearance, difficulties for Muslim girls in getting that girls face in being physically active/ Why to after school activities

General: WHOLE SCHOOL Does the school have a whole school approach to increasing Yes APPROACH levels of physical activity COMMUNITY Do they engage with other organisations/ volunteers? Are there Yes LINKS structured volunteering opportunities Do the staff have the capacity and capability of staff to lead and STAFF promote play /physical activity? Including knowledge of Yes appropriate for age and stage of physical development What is the suitability of outdoor and indoor space for physical PHYSICAL SPACE Very good activity and play Have resources been committed to ensuring PA, extra FINANCES Yes curriculum activities etc.? How many hours of PE? Does the timetable provides for time for Dedicated TIME/ACCESS play and physical activities in school time? Are there extra timetable and curriculum activities? structure Are there a variety of activities that serve young people’s needs TYPE/ VARIETY and desires? Are their sports and non-competitive activities? Are Yes OF ACTIVITIES their mind-body activities such as yoga? Are there ways to reduce sedentary behaviour within the IN CLASSROOM Not discussed classroom? Is movement used in learning? Yes, bicycle ACTIVE TRAVEL Does the school promote active travel, how? racks PARTICIPATION Do children/ young people participate in identifying the differing Yes CHILDREN needs/ preferences?

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How does the school communicate messages around physical COMMUNICATE activity, progress, achievement and the evidence of learning or Yes health?

2. CHISWICK SCHOOL Date of visit 3 November 2016 Time 14.10 - 16.00 Meeting/  Girls Year 8 PE Observation  Boys Year 8 PE  Tour of facilities  Discussion Paula Middleton (Head PE) Delegation  Cllr Samia Chaudhary  Cllr Linda Green  Cllr Alan Mitchell  Cllr Mel Collins  Taru Jaroszynski

Summary Chiswick School is a secondary school with academy status in Chiswick the London Borough of Hounslow. This independent school serves 1195 girls and boys. Due to the number of all-girls schools in the local area, Chiswick School's intake is roughly 60% male. It has been rated as ‘’Requiring Improvement’ by Ofsted. The Task and Finish Group were interested in visiting this school due to its extensive extra curriculum offer as well as the school’s commitment to promote physical activity. On 3 November 2016, Cllr Chaudhary, Cllr Green, Cllr Mitchell and Cllr Collins conducted a school visit on behalf of the Task and Finish Group. They observed the two girls PE lessons, fitness and boot camp and boys’ football. The group toured the school and had a fruitful discussion with the head of PE on the PE lessons and extra curriculum activity. On behalf of the Task and Finish Group (TFG) group, the Councillors lauded the commitment of Chiswick school leadership, staff and sports leaders to promoting sport and physical activity and the extensive resources they allocate to providing opportunities for physical activity through extra curriculum activities such as tennis, golf, rowing, dance and other activities over and above traditional sport. The TFG noted the ethos promoting physical health and well-being, which appears to be well communicated through health weeks, newsletters, twitter feeds and assemblies and well understood by students. The 3-week rotating PE curriculum and the commitment to developing students understanding of aspects of physical health and the associated language and concepts was also noted The TFG would like to thank Paula Middleton and the young men and women that met with us and articulated their thoughts on the school’s activities. Feedback from visit Paula Middleton the Head Teacher of PE at Chiswick school organised an informative session for the T&F Group. On arrival at the school, we observed and even participated in some PE lessons. We observed the Year 8 PE lessons. Girls and boys are separated in PE. The boys were outside playing football. There were two groups separated by ability. The school has a 100% participation policy so that everyone has to participate in PE. Those that are ill must still umpire, coach, lead or participate in some way. We observed two groups of girls PE. The first in the sports hall was a boot camp. The girls appeared engaged and quite competitive. Paula indicated that they have very good participation from the girls. We also observed the girls in the fitness suite who were engaged in cardio and weight lifting exercises based on a personal improvement plan. Unfortunately, the fitness suite will be closed soon due to lack of funds.

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The PE timetable and curriculum appears to be well thought out and aims to expose children to competitive and non-competitive sport, builds skills, body awareness and knowledge. Activities rotated over 3 week periods to keep pupils engaged. The school engages with students through their Student Voice to find out what activities they would like within or outside the curriculum. Even at year 10 and 11, students are required to participate in two hours of core P.E. lessons. In discussion with Paula, we learnt about the sports captain - sports leaders - sports ambassador programme. At Key stage 3, some students become sports captains and work with primary schools coaching teams. At Key stage 4, or Year 11 some students will have the opportunity to complete the Level 1 Sports Leaders Award within their core P.E. lesson and at Key stage 5, some students become Sports Ambassadors. This builds an ethos of volunteering as students run, coach and lead extra curriculum activities. It might in some way also help ease the transition from primary to secondary as students in primary feeder schools are coached by the sports leaders and captains. We met some of the Year 13 students who are also volunteering time to run extra curriculum activities. The school has a relatively high number of students on the School Premium and has a philosophy of offering all students the opportunity to try new activities outside the school day. Significant resources are allocated to enabling this. Participation in extra curriculum activities are monitored through the use of registers at clubs. The TFG were also impressed by the broader school promotion for activity. The school encourages and teaches students about the value of physical activity through a health week where clubs and activities are promoted. The school uses their newsletter, twitter feeds and a report from the Head student to support physical activity and sport promotion. Their website provides links to Get Active London. There is a monthly sporting event such as the recent visit to Chelsea Ladies Football Club. The school also uses REAL Projects2 to look at questions around physical activity. We did learn about some of the challenges in helping ‘non-sporty’ students to become more active, the scheduling of detention at a time that prevents pupils from participating in some of the extra curriculum activities, parents support for physical activity and the issues with promoting active travel.

Feedback report About School  Chiswick School is a secondary school with academy status located in Chiswick  In March 2012, Chiswick School changed from a local authority school to an Academy  There are 1195 pupils aged 11-18 and 235 on study programmes  The academy runs its own offsite provision, the Chiswick Centre. This caters for vulnerable pupils at risk of permanent exclusion from the main academy, and currently supports 13 pupils.  Because of the prevalence of prominent all-girls schools in the local area, Chiswick School's intake is roughly 60% male  In 2015, Ofsted downgraded the school to 'Requiring Improvement' at management level and SEND Provision  Chiswick School prides itself on being a very multicultural school; its students have ethnic backgrounds ranging from Asian to African. Due to this diversity, it has double the national average of students for whom English is a second language.  The proportion of pupils who are disadvantaged and receive support from the pupil premium, which is additional funding for pupils known to be eligible for free school meals and those in local authority care, is above the national average. Schedule for the visit  Observe PE lessons  Girls fitness class in the gym and the fitness suite  Boys playing football on the field(separated by ability)  Discussion with Head of PE Activities PE

2 REAL Projects allow teachers to formulate lessons and activities around a single complex enquiry, and require students to produce high quality outputs with real-world application.

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 Key stage 3: aim is for students to develop and refine roles in a variety of team and individual games, gymnastics, dance, OAA and athletics, as well as improving their understanding of rules and regulation in sports.  Key stage 4: Two hours of core P.E. lessons in year 10 and 11.In Year 11 some students will have the opportunity to complete the Level 1 Sports Leaders Award within their core P.E. lessons.  PE achieved 75% A-C in 2013. PE continues to develop links with external clubs Extra curriculum  An impressive range of extra-curricular activities support the academic curriculum and provide a wide array of opportunities for pupils to develop their confidence, learn new skills and engage with sport and the arts.

Facilities  New Fitness Suite/Gym (Membership scheme only)- it shall be sold off and removed  11 a-side Outdoor grass pitch; Floodlit 5 a-side 3G Astroturf Pitch; Side Hall/Studio; Main Indoor Sports Hall; Badminton Courts; Cricket Nets Indoor & Outdoor ; Netball Courts (Hard Court, 3G and Indoor) Good practice  Extensive commitment and support for extra curriculum activities: the extracurricular activities receive £28000 per year which funds clubs and activities including tennis and golf  Girls are engaged and competitive: Paula let us know that the girls are very engaged and seem to enjoy competitive sports and activities  Student voice activities are used to engage students to find out what they want  Student coaches and leaders: the identification of sports leaders to be involved in coaching younger years and primary school builds an activity community and allows for links with the primary feeder schools and in that way might help address the transition from primary to secondary  Ethos of opportunity and continuing physical, healthy well-being. This is well communicated and understood by students. team leaders scheme is evidence of this  Ethos of volunteering: The schools ethos on giving back and volunteering means that several of the Year 13 help coach teams and increase the offer of clubs and extra curriculum activities

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 Broader school promotion for activity: the school encourages and teaches students about the value of physical activity through a health week where clubs and activities are promoted  Monitoring extra curriculum activities: The school keeps registers of participation in clubs  The school has a 100% participation policy where those who are sick still have to participate in PE but do not have to participate fully. i.e. they may umpire  The PE timetable and curriculum is well-thought out and builds skills and body awareness and knowledge while introducing a range of activities rotated over 3 week periods to keep pupils engaged. Girls and boys are separated for PE  Community links plus enrichment option in Year 9 encourages a continuing healthy emphasis outside the school gates. Health week in turn addresses physical, mental & social aspects of fitness. Challenges  Not all children participate in physical activity and it is sometimes difficult to involve the non-sporty  Muslim girls struggle to participate as they cannot stay after school  Some pupils continue to find excuses not to participate  Detention is sometimes held during club time and these are often the children that might benefit from physical activity Request for support  Local authority could provide more activities  The local authority could engage and help establish community linkages LOI 1 What support is required at a secondary school level to encourage physical activity? a) How active are young people in your school? a) Differs between student, +-30% participate in extra curriculum activity b) Who do you encourage physically inactive children to be more active b) Encouraging girls to participate on a one to one basis c) What support has been provided by Council/Partners? c) Partnership with the local primary schools, work with the rowing centre and other organisations d) What has been useful? Or what support would you like/need? d) Linkages with community partners LOI 2 How can we improve the “physical activity pathway” from primary to secondary school especially for girls a) Do you notice a drop in physical activity levels a) Yes, there are academic pressures and participation as people get older? What are b) No the causes of this? c) Yes, work with 6 feeders schools through the b) Do you have any special interventions targeted school leaders at girls or targeted less active/inactive individuals? d) - c) Do you engage with secondary feeder schools on how we might improve the drop-off between primary and secondary school? d) What could be done? New ideas or innovations?

General: WHOLE SCHOOL Does the school have a whole school approach to increasing Yes APPROACH levels of physical activity COMMUNITY Do they engage with other organisations/ volunteers? Are there Yes LINKS structured volunteering opportunities

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Do the staff have the capacity and capability of staff to lead and STAFF promote play /physical activity? Including knowledge of Yes appropriate for age and stage of physical development What is the suitability of outdoor and indoor space for physical PHYSICAL SPACE Very good activity and play Have resources been committed to ensuring PA, extra FINANCES Yes curriculum activities etc.? How many hours of PE? Does the timetable provides for time for Dedicated TIME/ACCESS play and physical activities in school time? Are there extra timetable and curriculum activities? structure Are there a variety of activities that serve young people’s needs TYPE/ VARIETY and desires? Are their sports and non-competitive activities? Are Yes OF ACTIVITIES their mind-body activities such as yoga? Are there ways to reduce sedentary behaviour within the IN CLASSROOM Not discussed classroom? Is movement used in learning?

ACTIVE TRAVEL Does the school promote active travel, how? Yes

PARTICIPATION Do children/ young people participate in identifying the differing Yes CHILDREN needs/ preferences? How does the school communicate messages around physical COMMUNICATE activity, progress, achievement and the evidence of learning or Yes health?

3. BRENTFORD SCHOOL FOR GIRLS Date of visit 9 November 2016 Time 12:00 – 13.30 Contacts Jess Ashworth ( PE Teacher); Brief meeting Aaron McInnes (Community Lead) Observation of Gymnastics PE Observation of Dance PE Observation of Lunchtime Club Trampolining Observation of Netball Club Delegation Cllr Samia Chaudhary Cllr Linda Green Taru Jaroszynski

Summary of Visit Brentford School for Girls is a secondary school with academy status in Brentford, London Borough of Hounslow. This independent school serves 905 girls and has been rated as ‘Good’ by Ofsted. The Task and Finish Group (TFG) were interested in visiting this school due to the focus of the group on the specific challenges girls face in being physically active. On 9 November 2016, Councillor Samia Chaudhary and Cllr Linda Green conducted a school visit on behalf of the TFG. They observed PE lessons, lunchtime clubs and the afterschool clubs. The councillors were also briefed by the Head of PE

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On behalf of the TFG, the Councillors commented on the commitment of the small PE Department. They noted the hard work to provide lunchtime and afterschool activities in addition to the core 2 hours of PE until Year 11. There appears to be good participation in clubs and enthusiasm from the children. The group also noted the use of yoga including movement and mindfulness as a way to assist Year 11 students with stress reduction and managing anxiety. The group was also made aware of the various academic and resource pressures that affect the provision of physical activity opportunities and welcomed some suggestions around a coordinator to assist several schools in the area. The TFG would like to thank Jess Ashworth and the young men and women that met with us and articulated the school’s activities as well as Headteacher for allowing the Task and Finish Group to visit.

Feedback form About School  Publicly funded Independent School and Academy. It’s not ‘maintained ‘  905 girls, 43.5% have English as first language  Year groups 7-11 are singularly for girls, but sixth form is mixed  OFSTED rated as ‘Good’  In 2016, the DfES placed school in national ‘Top 100 non selective state schools’ Schedule for the visit  Observe Year 7 PE: Dance and meet some of the girls  Observe Year 8 gymnastics and meet some of the girls  Observe PE lunchtime clubs (trampoline and netball both at Pankhurst Gym) Activities PE  The children participate in 2 PE lessons of 50 minutes each. One of these is competitive and the other is non-competitive sport or PA .  There are 2.5 PE teachers.  They have a 100% participation policy. Extra curriculum  Clubs and extra curriculum activities are available after school following this timetable (Advertised in Brentford Bulletin)

Monday Tuesday Wednesday Thursday Friday Lunch Time Duke of Edinburgh Y 7 & 8 Netball Y 9, 10 & 11 Dodgeball Wall Ball -Coach 1.00- 1.30 YOGA & Fitness Trampoline netball Ultimate Frisbee Table Tennis Football Badminton Trampoline BTEC Revision Basketball Coach After School BTEC Catch up Netball (Teams Handball 3.20- 4.20 Duke of Edinburgh only) Other  Engagement with local businesses and the Sky sports outreach- June 2016  Primary school outreach projects - Year 8 GCSE PE students coach primary school children tennis at Duke’s Meadows June 2016  Staff versus Students Sports days  Duke of Edinburgh Award Facilities Sports hall, multi-use space and hall for various sports and activities including dance classes. Good practice

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 Commitment to PE in the curriculum: There are 2 x 50 minutes of PE until Year 11 and there is a 100% participation policy  Participation: There is relatively good participation in clubs and enthusiasm from the children and children are encouraged to participate no matter their ability or level of fitness. If the teachers notice a physically inactive child they encourage them to come to lunchtime clubs  Support: The head teacher is supportive of the PE department  Raising awareness: There have been some school assemblies focussing on physical activities and heath  Physical activity and stress reduction: Compulsory yoga has been introduced for Year 11 assistance for stress reduction recognising the multi-purpose role of physical activity  Community outreach They have worked with Brentford FC and other community organisations  There appears to be some level of active learning although this was not observed Issues of challenges  Personnel: It’s a very small team so it’s very hard for the PE teachers to manage fixtures, clubs and activities  Funding: They have a small amount of funding for external coaches or lessons  Time: the team is stretched in terms of creating and maintaining partnerships with the community  Specific group challenges: Some Muslim girls face more barriers in being active due to reluctance of parents to allow the children to stay late, travel or walk home in the dark Request for support  The PE teachers spoke of the need for a coordinator to work with 2-3 schools in the area and offer time to run cubs LOI 1 What support is required at a secondary school level to encourage physical activity? a) How active are young people in your school? a) Relatively active b) How do you encourage physically inactive b) Chat to the girls and encourage them to come to children to be more active clubs c) What support has been provided by c) None she knows of some support from Motivate Council/Partners? Hounslow d) What has been useful? Or what support would you d) Coordinator to help with clubs and extra like/need? curriculum activities

LOI 2 How can we improve the “physical activity pathway” from primary to secondary school especially for girls a) Do you notice a drop in physical activity levels and a) Yes, academics, increased responsibilities participation as people get older? What are the b) Not specifically at the moment causes of this? c) Not currently b) Do you have any special interventions targeted at girls or targeted less active individuals? d) Coordinator for several schools; community linkages; before school clubs c) Do you engage with secondary feeder schools on how we might improve the drop-off between primary and secondary school? d) What could be done? New ideas or innovations?

General: WHOLE SCHOOL Does the school have a whole school approach to increasing levels In Part APPROACH of physical activity

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COMMUNITY Do they engage with other organisations/ volunteers? Are there Yes LINKS structured volunteering opportunities Do the staff have the capacity and capability of staff to lead and STAFF promote play /physical activity? Including knowledge of appropriate Yes for age and stage of physical development What is the suitability of outdoor and indoor space for physical PHYSICAL SPACE Good activity and play Have resources been committed to ensuring PA, extra curriculum FINANCES Yes activities etc? How many hours of PE? Does the timetable provides for time for TIME/ACCESS play and physical activities in school time? Are there extra 2 lessons, yes curriculum activities? Are there a variety of activities that serve young people’s needs and TYPE/ VARIETY desires? Are their sports and non-competitive activities? Are their Yes OF ACTIVITIES mind-body activities such as yoga? Are there ways to reduce sedentary behaviour within the IN CLASSROOM Not discussed classroom? Is movement used in learning?

ACTIVE TRAVEL Does the school promote active travel, how? Not discussed

PARTICIPATION Do children/ young people participate in identifying the differing Yes CHILDREN needs/ preferences? How does the school communicate messages around physical COMMUNICATE activity, progress, achievement and the evidence of learning or Yes health?

4. HOUNSLOW HEATH INFANT AND NURSERY SCHOOL Date of visit 10 November 2016 Time 9:15 meet at reception; 9:30-10:45 Visit Contacts  Ms Kathryn Harper-Quinn (Head Teacher);  Miss Jo Sweeney (Reception Teacher);  Miss Georgina Chamberlain ( Year 2 Teacher and Head Earth Curriculum) Delegation  Cllr Samia Chaudhary  Cllr Linda Green  Cllr Alan Mitchell  Cllr Mel Collins  Suzi Wall  Taru Jaroszynski

Summary Hounslow Heath Infant and Nursery school serves 723 pupils aged 3 to 7 years old in the London Borough of Hounslow. This community school has been rated as ‘Outstanding by Ofsted’. It was the 2013 National Winner of the Youth Sports Trust Award for “harnessing PE and sport as a catalyst for learning and has been featured in several newspapers, and television shows including the BBC and Huffington Post. The Task and Finish Group (TFG) were interested in visiting this school due to its innovative EARTH Curriculum, the use of Adobe buildings and the school’s commitment to incorporating physical activity into all aspect of learning and play. On 10 November 2016, four councillors and two officers conducted a school visit on behalf of the TFG. They were shown around the school and briefed by the Head Teacher, Head of PE and Head of the Earth Curriculum.

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The Group was truly excited about the wonderful practice they saw at the school and the whole-school approach to physical activity. They noted the staff and head teachers passion and commitment for incorporating movement into all aspects of learning. This permeates through the entire school and is supported by really valuing of staff and their interactions and contributions. The playgrounds and adobe buildings were celebrated by the group and confirmed the head teacher’s commitment to ‘investing in the environment as it has profound effect on how we feel, how we learn and perform and how well we relate to others’. The playgrounds’ curvy structure, purposeful nature, varied heights and zoned nature appears as an example of good practice. The group was also excited by the Earth Curriculum and its innovative and creative methods to stimulate first hand experiences in the open air. The ‘Social Profile’ was lauded by several of the Councillors as a means to share information on a child’s health and wellbeing between different schools. They believe this has the potential to enable better transition of pupils and help maintain physical activity levels. The TFG would like to thank Ms Harper-Quinn, Ms Chamberlain and Ms Sweeny for the amazing visit and commend them and the whole school on their passion and commitment to promoting physical activity in play and learning Feedback form About School  Mixed sex, Community School  723 pupils aged 3 to 7 years old  623 primary aged pupils between the ages of 5-11 (April 2016)- qualify for Sports Premium funding ( see attached outline on premium)  Pupils registered for free school meals  2013 National Winner of the Youth Sports Trust Award for “harnessing PE and sport as a catalyst for learning.” Schedule for the visit  Tour and visit to adobe building  Observation of PE for Key Stage 1  Observation of Earth Curriculum© activities  Observe playtime  Discussions with Head teacher, Head of PE and head of Earth Curriculum © Interesting innovation/activity  PE provided by class teachers Extra curriculum:

 DiscoverMe Clubs are delivered weekly for 12 weeks by DiscoverME mentors, who work with pupils the school identifies. Parents will be invited to attend on at least 4 weeks of the programme. Support the development of young people, specifically in the areas of:

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 Physical literacy; Attainment; Attendance; Overall engagement; Parental/carer engagement’ Levels of physical activity3 Facilities  Adobe buildings designed by Julian Faulkner, Small Earth  Newly developed playgrounds  Indoor and outdoor equipment and facilities to stimulate play  Innovative lunch system due to lack of space and a desire to stimulate movement during lunch Good practice/learnings  Investing in the Environment which has a “profound effect on how we feel, how we learn/perform and how well we relate to others. Whether educating children inside or outside, the environments we create need careful consideration to ensure quality, effective, learning experiences”. The school has found that the improved environment has enhanced learning, physical fitness, behaviour and academic o ‘Adobe’ buildings which are innovative learning areas which can be used for outdoor active learning. These have been installed in another 7 schools4 o Playground design based on: 1. Curvy; 2. Purposeful/Journey; 3. Varied heights; 4. Class sized 5. Places to move and places to “be”! 6. Zoned/Timetable and the use of the outdoor environments for a multi layered approach to outdoor play, extended learning opportunities  Earth Curriculum© which stands for Environment, Air Real, Technology and Health is considered ‘Outstanding’ by Ofsted. It builds off a belief that schools need to create the environment for quality, effective, learning experiences. It incorporates activity in the open air as well as uses technology to enhance this first hand learning.  Valuing staff and their interactions and contributions: the passion, energy and commitment of staff is obvious and the school attracts high quality teachers and supportive parents  Leadership: Ms Harper Quinn’s passion combined with the work of the head of PE and head of Earth Curriculum appears to drive a culture of activity and learning  Monitoring children’s progress and ‘My PB’ initiative: the school develops a social profile for each child and hand this over to the primary school as a means to transition the child, Each child also develops their own Personal Best through committing to progress and development through a My PB scorecard  Community involvement: Ms Harper-Quinn sits on the Heathrow Community board and helps stimulate interest and investment in the school. The school has been featured in Huffington Post:5 BBC radio 4 6 and New York Times7  School policies promote movement: the playground has one rule ‘never, ever push’ but otherwise the school promotes movement in all ways possible. The buffet lunch prevents long queues and standing instead of playing  Social profile is a profile of a child’s health, activity and sociality and is handed over to the primary school Challenges  Planning and a whole-of-government approach to school development: Hounslow Heath Junior has been extended and the school argues that the building does not promote the best use of the environment. This raises questions about our planning policy regime and has made us think about how we plan and promote for active environments  The school wishes to evaluate the Impact of P.E. Lessons and active learning on pupils. They suspect it has had an impact on performance and behaviour LOI 1 What support is required at a secondary school level to encourage physical activity? LOI 2 How can we improve the “physical activity pathway” from primary to secondary school especially for girls a) How active are children in your school? a) Very

3 http://www.sportimpact.co.uk/discoverme-club 4 Alexandra Primary , Hounslow; Bedfont Primary; Grove Road Primary, Hounslow; Pippins Primary, Slough; The Smallberry Green Primary, Isleworth; Hounslow Heath Infant and Nursery; and Cranford Primary 5 http://www.huffingtonpost.co.uk/entry/heathrow-airport-third-runway-schools_uk_58107f82e4b0c6d521b53071 6 http://www.small-earth.com/images/small-earth-radio4.mp3 7 http://www.nytimes.com/2013/12/02/world/europe/expansion-plans-for-heathrow-airport-are-grounded-for-now.html School Visit Appendix Page 15

b) Who do you encourage physically inactive b) Create an environment where movement is an children to be more active? integral part of learning and play c) The restriction on PE at primary and secondary c) What works? What does not work? is problematic as it is a key part of health and d) What support has been provided by development Council/Partners? d) Some issues with the planning process for Hounslow Heath Junior that has involved little e) What has been useful? Or what support would consultation you like/need? e) Collaboration with LBH and the use of a whole f) Do you notice a drop in physical activity levels government approach and participation as people get older? What are f) Children in the school leave more active than the causes of this? when they arrived but it may be more difficult to sustain once they leave the school g) Do you have any special interventions targeted g) Not discussed at girls? If so what? What have you learnt? h) DiscoverME h) Do you have any special interventions targeted i) Improve the environment and allow time for PE less active/inactive individuals? If so what? What and movement have you learnt? i) We know that children at a secondary school level are less active. Do you have any suggestions about how we can keep children active or improve levels of physical activity at a secondary school level? What else could be done to get children active? New ideas or innovations?

General: WHOLE SCHOOL Does the school have a whole school approach to increasing levels of Yes APPROACH physical activity COMMUNITY Do they engage with other organisations/ volunteers? Are there Yes LINKS structured volunteering opportunities Do the staff have the capacity and capability of staff to lead and STAFF promote play /physical activity? Including knowledge of appropriate Yes for age and stage of physical development What is the suitability of outdoor and indoor space for physical activity PHYSICAL SPACE Very good and play Have resources been committed to ensuring PA, extra curriculum FINANCES Yes activities etc? How many hours of PE? Does the timetable provides for time for play TIME/ACCESS and physical activities in school time? Are there extra curriculum Yes activities? Are there a variety of activities that serve young people’s needs and TYPE/ VARIETY desires? Are their sports and non-competitive activities? Are their Yes OF ACTIVITIES mind-body activities such as yoga? Are there ways to reduce sedentary behaviour within the classroom? IN CLASSROOM Yes Is movement used in learning?

ACTIVE TRAVEL Does the school promote active travel, how? Yes

PARTICIPATION Do children/ young people participate in identifying the differing needs/ Yes CHILDREN preferences? How does the school communicate messages around physical activity, COMMUNICATE Yes progress, achievement and the evidence of learning or health?

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5. WELLINGTON PRIMARY SCHOOL Date of visit 11 November 2016 Time 12:15-13:45 Discussions  Greeting Ms Norton  Meeting Ryan Roberts (Head PE)  Meeting Claire King (Sport Impact Coordinator)  Short Tour Delegation  Taru Jaroszynski

Summary Taru Jaroszynski on behalf of the Task and Finish Group of the Children and Young People Scrutiny Panel visited Wellington Primary School on 11 November 2011 to learn about some of the achievements and challenges in promoting physical activity. It was a wonderful opportunity to engage, in depth, with two very experienced teachers. Ryan Roberts Head of PE at Wellington Primary and Claire King, a coordinator from Sport Impact works with several primary schools to try and assist in improving physical activity levels. The discussion was frank and very useful and helped the Task and Finish Group to better frame the challenges for Primary schools, parents, children and teachers. The Task and Finish Group was impressed by the prominence of physical activity promotion from the reception where there was a poster, to the wonderful notice boards on PE and the ‘This Girl Can’ workshops as well as several boards promoting heathy eating. The school has committed to using some of the Sports Premium funding to fund a Sport Coordinator (Claire King) who dedicates her time to mentoring teachers and coaches to assist with PE planning, provision and catering for both inactive and active children. This appears to be in line with good practice identified by Ofsted.8 The Head has requested a special focus on girls and Claire has delivered a ‘This Girl Can’ club working with inactive Year 5 Pupils. The feedback has been positive. A Change4Life club was also delivered in previous years to support inactive young children and families Mr Roberts and Ms King noted the difficulties that parents face in providing and stimulating opportunities for play especially in large families or houses of multiple occupation. Girls are often encouraged to the same extent as boys to participate in clubs, sports or after school activities, and are rather encourage to return home to help at the house or care for siblings. Lack of female role models and high levels of sedentary behaviour were also identified as issues. The pressures facing teachers in meeting the curriculum goals also means that teachers struggle to be active and set good examples for their students. The Task and Finish Group would like to thank Ma King and Mr Roberts as well as Ms Norton in allowing us to visit the school and sharing the challenges facing primary schools in promoting physical activity. Feedback form About School  Local Authority Maintained, special school, community school  523 children aged 3-11 52% are girls  The school has two classes in each year, apart from in Year 1 and Year 2, where there are three classes  23% of pupils are eligible for free school meals at any time during the past 6 years, this is is below that found nationally  The proportion of pupils from minority ethnic groups is above that found nationally. 87.1% do not speak English as a first language  Ofsted reports school as “Good”  Bronze School Games Kite mark for commitment, engagement and delivery of competitive school sport  Majority of students live within 1 mile of the school. There is a STAR Active Travel plan

8 Ofsted’s 2012 Report on PE noted that a major weakness in primary schools was the lack of specialist subject knowledge among teachers. Ofsted identified in its 2014 Report of good practice that in schools known to have strong practice in PE, a significant part of the Sport Premium funding is being used to improve the quality of teaching in the subject. School Visit Appendix Page 17

Schedule for the visit Discussion only. Short tour. Interesting innovation/activity PE  2 hours of activity run by teachers  Ms King provides functional mentorship and support to teachers to improve confidence in delivering PE Extra-Curricular  Netball, multi-skills, football, gymnastics and judo clubs  Tennis coaching for Year 2 with fully qualified LTA coaches from Dukes Meadow  Rugby coaching from the Harlequins Staff for Year 4 and basketball coaching for Year 5  Use external coaches to provide the activities but these have now been mentored by Clare King  This Girl Can/ Girls Active club for 24 students in year 5  Sports Notice Board- a section of the noticeboard dedicated to sports competitions with pupil match reports and photos.  Change4 life clubs : 20 targeted children to improve dietary habits, confidence & self-esteem issues Active travel  Participated in Beat the Streets- some issues with where the boxes were placed  Have a ‘bikers breakfast’ initiative where those who bike to school get a breakfast  Active Travel Plan Facilities  There are two playgrounds, one for Infants & Reception and one for juniors and a separate area for the Nursery. The play equipment has been updated recently.  The school is undergoing renovations so part of the car park has been used for play Good Practice  ‘This Girl Can’ club for 24 year 6 pupils that focussed on introducing physical activity and provided a safe space to try out new activities. The girls expressed that they had got more confident and are willing to try new things. The teacher noted that the girls enjoyed the opportunity to try cricket and other sports considered “boys’ sports” without feeling embarrassed or ashamed.  Year 4 Girls club was also run at lunch time and the girls were taken to Lampton Park. A few of the children had not been to the park to play. They valued the time and space to play and be active as many thought physical activity was just running and sports was just for boys, the teacher reports. The girls healthy lifestyle goals included: o “I want to play more basketball because it make some feel less stressed” o “I want to play volleyball to make new friends” The girls described the impact o “I started to play cricket with my sister” o “I worry less about what people think of me” o “I tried sports I don’t like” o “I started playing football with my friends downstairs”  A noticeboard in the corridor shared the girls learnings  A ‘Change 4 Life’ club has been started to target children in the school: to change behaviours around key health areas (including healthy eating, physical activity & social/emotional development), attract & engage less active children in moderate to vigorous activity on a regular basis through ‘multi-sport’ activities, establish a culture of regular attendance and participation, develop confidence & competence in these young children and develop a real sense of belonging to the club.

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 Teaching and Learning Curriculum support and mentorship: Clare works with the teachers to help them plan and run PE activities and improve PE provision so that the sessions develop personal, social, cognitive, physical skills in pupils that can have impact in all lessons  Biking club: bikers breakfast initiative where those who bike to school get a breakfast Challenges  Parents: Families in the area often have many children and often do not have the time or abilities to play with children to encourage active play and movement, some of the children enter school with poor motor skills, children are often pushed around in buggies rather than being encouraged to walk as this is often easier and quicker  Girls: Teachers report watching the girls get less active by year 3 and 4 even before the transition into secondary school, girls are also reporting high levels of stress and anxiety  Muslim girls: There are some reports that many of these girls are expected to go home to look after siblings, they are not encouraged to do sport and hence are behind their male peers  Lack of female role models: Girls lack role models and teacher soften forget that many of the time they are the role model and need to promote their own physical activity (e.g. show how to be active)  Teachers are stressed and overworked and do not have time for their own physical activity  Emphasis on academic performance: due to the pressures on teachers for academic performance PE is often sacrificed as a “nice to have”  School policies may work against physical activity: e.g. lunch policy may mean a child stands in a queue rather than being active during lunch time. E.g., ball policy allowed only lightweight balls which are difficult to kick  Sport Premium: Risk that the increase in the increase funding goes straight to coaches and not the school development LOI 1 What support is required at a secondary school level to encourage physical activity? a) How active are young people in your school? a) Not very active, may children from big families and many are pushed to school, children struggle b) Who do you encourage physically inactive to dress themselves for PE, girls are particularly children to be more active inactive c) What support has been provided by b) Change4 Life club (see above) Council/Partners? c) Sport Impact is a major partner d) What has been useful? Or what support would you like/need? d) Mentorship for teachers and coaches LOI 2 How can we improve the “physical activity pathway” from primary to secondary especially for girls a) Do you notice a drop in physical activity levels a) Yes, even earlier from Y4, culture and messages and participation as people get older? What are around physical activity for girls the causes of this? b) Yes, This Girl Can workshops b) Do you have any special interventions targeted c) Part of the Mini Hub- 7 schools working together at girls or targeted less active/inactive individuals? d) Work primarily with teachers to improve skills and confidence c) Do you engage with secondary feeder schools on how we might improve the drop-off between primary and secondary school? d) What could be done? New ideas or innovations?

General: WHOLE SCHOOL Does the school have a whole school approach to increasing levels Yes APPROACH of physical activity COMMUNITY Do they engage with other organisations/ volunteers? Are there Yes LINKS structured volunteering opportunities

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Do the staff have the capacity and capability of staff to lead and STAFF promote play /physical activity? Including knowledge of appropriate Yes for age and stage of physical development What is the suitability of outdoor and indoor space for physical PHYSICAL SPACE Very good activity and play Have resources been committed to ensuring PA, extra curriculum FINANCES Yes activities etc? How many hours of PE? Does the timetable provides for time for TIME/ACCESS play and physical activities in school time? Are there extra 2 lessons, yes curriculum activities? Are there a variety of activities that serve young people’s needs and TYPE/ VARIETY desires? Are their sports and non-competitive activities? Are their Yes OF ACTIVITIES mind-body activities such as yoga? Are there ways to reduce sedentary behaviour within the IN CLASSROOM Not discussed classroom? Is movement used in learning?

ACTIVE TRAVEL Does the school promote active travel, how? Yes

PARTICIPATION Do children/ young people participate in identifying the differing Yes CHILDREN needs/ preferences? How does the school communicate messages around physical COMMUNICATE activity, progress, achievement and the evidence of learning or Yes health?

6. THE HEATHLAND SCHOOL Date of visit 17 November 2016 Time 9.15 am to 10.40am Contacts  H.S. Pattar (Head teacher)  Alex Dixon (PE Head)  Jen Dark (Head of Girls’ PE)  Mr Gili (Deputy Head) Delegation  Cllr Samia Chaudhary  Cllr Linda Green  Cllr Mel Collins  Cllr Alan Mitchell  Taru Jaroszynski

Summary The Heathland School is a co-educational ‘maintained’ Community Comprehensive Secondary school in the London Borough of Hounslow. This school serves 1829 girls and boys aged 11-18 girls and boys. It has been rated as ‘Outstanding’ by Ofsted. The Task and Finish Group were interested in visiting this school due to its extensive extra curriculum offer, its focus on promoting the activities of girls and its sporting results. After meeting the Head Teacher, Mr Pattar the Task and Finish Group was able to observe dance, basketball and gymnastics PE lessons. A tour of the school facilities was followed by a meeting with 16 young children of various ages representing sports groups and the general school population.

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The TFG was impressed by the prominence of physical activity promotion in the school. There were several notice boards and information on local clubs and associations. Discussions with the pupils indicated that teachers work hard to connect students to clubs in the area to expand their choices and options. The ‘This Girl Can’ notice board was also very prominent using messages from the national campaign. The Head of Girls PE also noted the work they are doing to promote girls activity levels through specific targeted clubs for young women. Various options are provided to the non-sport Girls. Two young girls spoke about the fitness classes made available in the afternoon. The school has reconsidered their sports dress policy to enable girls to wear clothes they are comfortable in and allow for alternative clothes for Muslim Girls. The TFG learnt from the students about the passion and commitment of the PE department. It is made up of 10 staff who give of their time extensively, providing sessions before school, during lunch, after school and on Saturday. In addition other, teachers commit their weekends for Duke of Edinburgh activities. The PE department and school been active in fundraising and sought external funding for improving their facilities but indicated a need for improved equipment in their gym. The engagement with external partners was commended. There are various innovative initiatives that impressed the TFG. A raffle for an ipod was used to improve extra curriculum club attendance and there is a points and reward system for healthy eating and activity. The TFG would like to thank Mr Pattar Mr Gili and Mr Dixon for organising the visit and commend the school on their innovation, commitment and passion in promoting sport and physical activities. Feedback form About School  Co-educational Community Comprehensive School  1829 pupils (mixed gender) aged 11-18  The 2013 inspection report by Ofsted graded the school "outstanding" in all criteria.  There are a range of extra-curricular activities,  18% of pupils registered for free school meals  69% of pupils first language not English Schedule for the visit  9.15 Meeting with Head teacher Mr Puttar  9.20 Observe PE Lesson- dancing, basketball, gymnastics  9.55 Discussion with 10 children from year 10,11 and  10.25 Discussion with Head of PE (Alex Nixon), Deputy Head (Mr Gili) and Head of Girls PE (Jen Dark)  10.30 Close and thanks Interesting innovation/activity PE KS3 pupils are taught a range of activities that help them to outwit an opponent, explore and communicate ideas, accurately replicate movements and to perform at maximal levels. KS4 pupils are given the option to decide which sports that they learn. This has helped to personalise learning and increase enthusiasm and achievement. There is also an opportunity to study sport through GCSE and A Level Physical Education E Successes 2015-16  Year 7 Football - Hounslow Borough Finalists  Year 8 Football - Hounslow Borough Finalists  Year 10 Football - Hounslow Borough Champions and Middlesex Cup Finalists  Senior Girls Football - Hounslow Borough League Runners Up  Year 8 Netball - Hounslow Borough League Runners Up  Year 9 Netball - Hounslow Borough League Runners Up  Year 10 Netball - Hounslow Borough League Runners Up  Senior Girls Netball - Hounslow Borough Champions Extra-Curricular Clubs are before school (8-8.30am) during lunch (12.50-1.30pm) and after school (3.20-4.30pm). The department encourage all students to attend clubs regardless of their ability.

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“Extra-curricular clubs are an opportunity for students to enhance their skills in sport in a fun and enjoyable way. It is also a fantastic way for pupils to develop their health and fitness.” Facilities  Large sport hall which also has an indoor climbing wall.  Well-equipped fitness suite, dance studio and gymnastics side hall.  An extensive backfield used for a variety of sports including Football, Athletics etc.  Other outdoor facilities include a Full Size Astro Turf Football pitch, a new Hard-court area for Tennis/Netball and outdoor Cricket nets. Good practice/ learnings • PE department: There is a large PE department made up of 10 staff. They are committed, passionate and give of their time extensively, providing sessions before school, during lunch, after school and on Saturday. In addition other, teachers commit their weekends for Duke of Edinburgh activities. There is also a commitment to professional development of PE teachers ensuring their ability to provide quality PE. • PE times: In year 7 there are 1h40 x 2 at year 7. In year 8 abilities are separated. In year 9 genders are separated. There appears to be an extensive PE 6th form recreation. • Linkages: There are incredible links with clubs and PE teachers provide individual support and links to clubs. There is a notice board with more information. • This Girl Can: the school was selected as a hub for Girls Active.9 Girls are very active in clubs with over 100 girls participating in netball club. The school embraces flexible dress arrangements. • Activity promotion: There are many notice boards on clubs, extra curriculum activities and the benefits of heathy eating and physical activities, this is combined with promotion and communication at assemblies. • Sport results: the school has exception sports results and achievements. • Options: the school has fitness activities after school for the non-sporty. • Innovative activity promotion: Last year, children received raffle tickets for participating in clubs for an iPod, they also have an award and monitor participation through activity books. • Engage primary: Several primary schools use the schools facilities and sports leaders coach some of the younger classes. • Facilities: There are a range of indoor and outdoor facilities including a climbing wall, trampolines, fitness suite. The school is maintained and is requesting support for additional equipment. There are also basketball hoops and fields used at lunch and the children looked very active. • Dedication to fundraising and grants: The head of PE has submitted applications for grants and recieved assistance from BP and the National Lottery. • Other: They have a biometric based cashless system which allows for children to pay for school lunches and they receive points for heathy items. The child with the most points is rewarded at the end of year.

LOI 1 What support is required at a secondary school level to encourage physical activity? e) How active are young people in your school? e) Very active f) How do you encourage physically inactive f) ‘This Girl Can’ club and identifying inactive or children to be more active struggling girls through cross country competitions and providing one on one support g) What support has been provided by Council/Partners? g) Sports Impact provides support h) What has been useful? Or what support would h) Assistance with buying and replacing equipment you like/need?

9 The Girls Active initiative aims to get more female students across the region involved in PE and sport, tackling issues of low participation, poor body image and lack of understanding of the benefits of physical activity, with the help of specially-trained teachers. http://www.getwestlondon.co.uk/news/west-london-news/west-london-schools-behind-initiative-10258375 School Visit Appendix Page 22

LOI 2 How can we improve the “physical activity pathway” from primary to secondary school especially for girls e) Do you notice a drop in physical activity levels e) No, children report being more active and participation as people get older? What are f) This Girl Can the causes of this? g) Sports leaders connect with primary and primary f) Do you have any special interventions targeted schools use facilities at girls or targeted less active individuals? h) Gamification through raffles and point systems g) Do you engage with secondary feeder schools on how we might improve the drop-off between primary and secondary school? h) What could be done? New ideas or innovations?

General: WHOLE SCHOOL Does the school have a whole school approach to increasing levels Yes APPROACH of physical activity COMMUNITY Do they engage with other organisations/ volunteers? Are there Yes LINKS structured volunteering opportunities Do the staff have the capacity and capability of staff to lead and STAFF promote play /physical activity? Including knowledge of appropriate Yes for age and stage of physical development PHYSICAL What is the suitability of outdoor and indoor space for physical Very good SPACE activity and play Have resources been committed to ensuring PA, extra curriculum FINANCES Yes activities etc? How many hours of PE? Does the timetable provides for time for 2 x 100min TIME/ACCESS play and physical activities in school time? Are there extra lessons, yes curriculum activities? Are there a variety of activities that serve young people’s needs and TYPE/ VARIETY desires? Are their sports and non-competitive activities? Are their Yes OF ACTIVITIES mind-body activities such as yoga? Are there ways to reduce sedentary behaviour within the IN CLASSROOM Not discussed classroom? Is movement used in learning?

ACTIVE TRAVEL Does the school promote active travel, how? Yes

PARTICIPATION Do children/ young people participate in identifying the differing Yes CHILDREN needs/ preferences? How does the school communicate messages around physical COMMUNICATE activity, progress, achievement and the evidence of learning or Yes health?

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7. ISLEWORTH AND SYON SCHOOL FOR BOYS Date of visit 8 December 2016 Time 11.15-13.00 Contacts  Euan Ferguson (Headteacher)  Simon Fisher (Deputy Headteacher);  Alan Watkinson (Sport Impact)  Michael Adams ( Head PE) Delegation  Cllr Linda Green  Taru Jaroszynski

Summary of the Visit Isleworth and Syon School for Boys is a secondary school with academy status in the London Borough of Hounslow. This independent school serves over a 1000 pupils including 170 in 6th form. It has been rated as ‘Good’ by Ofsted. The Task and Finish Group were interested in visiting this school due to the leadership this school shows in the field of sport and physical activity and the creation of Sport Impact, a School Sports Partnership. On 8 December 2016, Councillor Linda Green and Taru Jaroszynski conducted a school visit on behalf of the TFG. They observed PE lessons, toured the school and had a very fruitful discussion with Simon Fisher (Deputy Headteacher); Alan Watkinson (Sport Impact) and Michael Adams (Head PE) On behalf of the TFG, the Councillors commented on extensive commitment to physical activity, physical enrichment activities, sport participation and elite sport. They noted the hard work to provide Saturday fixtures and pre and post school clubs and activities in addition to the core 2 hours of PE. They noted the holistic approach to activity and the commitment to the ‘hidden curriculum’ of informal physical activity that happens during lunch and breaks. The group was also made aware of the various academic, space and resource pressures that affect the provision of physical activity opportunities as well as the contradictory policy environment. The group welcomed some suggestions around how the LBH and partners might strengthen community partnerships, support competition, facilitate better transition and facilitate informal activities during the school day. The TFG would like to thank Simon Fisher (Deputy Headteacher); Alan Watkinson (Sport Impact) and Mark Adams (Head PE) for their tour, the extensive report and their willingness to share their learnings. Thanks are also due to Mr Ferguson for allowing the Task and Finish group to visit. Feedback form About School  The origins of the school can be dated back to 1630.  Non-denomination secondary school and 6th form for +- 1000 boys aged 11 to 18 years (girls may join in 6th form)  Academy - Converter Mainstream and Specialist Sports College  Rated “Good” overall by Ofsted in May 2013. Behaviour & Safety was judged to be outstanding.  Designated as a national Leadership Academy.  Lead school for PE, Sport and Health in the LBH and continue to run the ‘Sport Impact’  Work in a variety of partnerships including: Education Improvement Partnership; founding member of Challenge Partners; PiXL in 2012; Brunel University London; London West Alliance, St. Mary’s University & Roehampton (teacher training); partner school for Teach First; and working with local schools to provide increased opportunities for 6th Form students as part of a consortium.  Students enter from 36 primaries in Hounslow, Twickenham, Ealing, Hampton and Southall.  Majority of students are from a wide range of minority ethnic groups and those from White British backgrounds remain the largest group at approximately 36%.  64.2% have a home language other than English (above average).81 different home languages are spoken. Urdu (9.6%); Panjabi (7.0%); Arabic (7.8%) and Somali (4.6%) are the most common apart from English.

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 13% students are on the SEN Register: 10 have a Statement or Education & Health Care Plan. 6 students are currently Looked After (in public care - 2 x Hounslow,  20% of students are eligible for free school meals and around 32.5% have been eligible at any time within the past six years (Ever6).  36% qualify for the Pupil Premium funding. This is well above average. Schedule for the visit Meet Head Teacher, Deputy Head Teacher and Mr Watkinson (Sport Impact) Tour of School Observation of PE Discussion Simon Fisher, Alan Watkinson and Mark Adams Interesting innovation/activity  Only local school licensed to deliver the Duke of Edinburgh’s Award programme at all levels (bronze, silver and gold)  Extensive and regular sports clubs, pre and post-school (cricket and basketball; fitness training is taught as a discrete unit but also, importantly, as an after-school club)  The headteacher is a member of a pan-London group of headteachers – the London Headteachers Alliance for PE and Sport - which promotes the physical, social, mental and academic benefits of opportunities within Physical Education, Sport and Health.  The deputy headteacher chairs and leads the steering group for Sport Impact. (see below)  Year 9 wider learning week (WLW). This programme sees 70% of learners receive a physical education off-site including camping, fishing, climbing, kayaking, cycling, swimming and survival skills Sport Impact  The school has a legacy of having specialist status for sport and which led to the development of the local School Sports Partnership (Sport Impact – SI) which make a significant contribution to overall provision across the LBH.  SI and the School provide outreach work for the Youth Sport Trust (YST), leading on regional and national support networks for school and the SSP which is regarded as a beacon. The Partnership Development Manager (PDM) is a national trainer and mentor for the YST.  The decision to retain the partnership and 'keep up the good work' appears a good decision as all bar one primary school and one secondary school also work with SI  SI has significantly influenced local primary school headteachers so that they use a high proportion of their funding to train existing teachers in the delivery of high quality KS1-2 Physical Education. Competitions and leaderships are also part of the "offer" as well as healthy active lifestyles. As a result, primary school competitions have increase by 16%; worryingly, secondary competitions have declined by 12%.  As a result of this excellent overall work the SI team of PE specialists are in high demand; they are currently advising, amongst others, Richmond Local Authority, Hammersmith / Fulham and Buckinghamshire.  The biggest national Sports Leadership conference is organised by the SI team. This targets our community and business partners at Twickenham stadium. Facilities  Playing fields and exclusive use of Busch Corner.  Third-generation astro-pitch as well as a grassed area.  Playground areas, with basketball hoops and cricket nets.  Two caged hard-court areas for basketball and five-a-side football, as well as five table-tennis tables designated to each year group.  The school’s gymnasium is equipped with various gymnastic apparatus, while the sports hall has basketball hoops, football goals and badminton nets.  Inside the Sports Hall is a gym for senior students with weightlifting and rowing machines.  The School recently completed the fencing and floodlighting of the 3G astro-turf – although installed in 2012 the 3G astro-turf has been without a fence and floodlight for three years. Timings for school use have now increased as have external community lettings.

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Good practice  Ethos: Belief that high quality PE, health and sport with a strong focus of high activity levels has a huge positive impact on wider school improvement including the academic achievements of students (GCSE Progress compared to boys nationally +0.18 against -0.17). Hence the school maintains 2 hours of PE of every age group and additional enrichment opportunities for students despite the diminishing resources and staff time.  Role models: The leader for PE is an expert and relentlessly drive improvement; all PE teachers are role-models for young men within the school.  Communication: Both physical and mental health issues are targeted. Personal, social, health and economic education (PSHEe) is strong and the new school canteen CucinA where students make healthy choices in relation to their daily diet and, in particular, their consumption of fruit and vegetables.  Student Voice: Student voice is strong. Regular meetings with a senior teacher allows young leaders to offer suggestions so as to adapt the curricular and extra-curricular programmes. Onsite and offsite option choices in KS4 are a strength.  ‘Hidden Curriculum’: the school describes the activity levels at lunch and at break times as the hidden curriculum as students play informal football, basketball and outdoor table tennis which further increase daily levels of physical activity. While supervised, most of these are unstructured but strongly support the healthy lifestyles (physical, mental, social).  Balance Participation and Elite Sport: There is a healthy balance between maximising participation and promoting elite sporting performance (through personalised programmes).  PE Curriculum includes minority, sustainable physical activities which have clear performance pathways  Leadership programmes and personal development are at all levels; this includes officiating and refereeing / umpiring awards. Students regularly achieve coaching awards and then go on to support school team or community scheme (play groups; youth clubs). There is a culture of participation and positive language is used across the school. All pupils are expected to be community leaders and take personal responsibility for their personal organisation and health; this includes joining local sports clubs in order to improve their skills. There is also a commitment to broadening and transforming horizons through sport with activities such as bi-annual ski trips and invitational visits to play at Lords amongst others.  Outward looking and partnership building: The local partnerships with Indian Gymkhana, Thistleworth Tennis Club, Osterley Athletics (Fusion) and the Isleworthians allow young people to use higher quality facilities and bridges the gap between school and community sports clubs. There are also partnerships with external MCC (cricket),London Youth Rowing  Working with primary schools: The school is committed to improving the quality of PE in early years as well as KS1-2 by continuing leadership of Sport Impact.  Competition: The school is fully committed to competitions in sport. Every student participates in level 1 competition, intra-school competition. There is an immensely strong culture of inter-form and inter- house competition in all sports; This transfers into inter-school sport; it is not unusual to find A, B and C team fixtures in the KS3 age groups playing against a range of independent schools; this allows for 30+% of students to experience real level 2 competition Challenges  On-site facilities onsite space remains very tight. SLT strives to be creative about where to develop facilities which promote physical activity in outdoor spaces within our formal and hidden curriculums. Thee school shall expand from 6 to 8 forms of entry which shall place more pressure on space  Budget & Staffing –the staffing budget for 2016-17 has been reduced and this has had an impact on class sizes and teacher-student ratios as well as daily management. Teacher workload will affect the breadth of the enrichment offer.  Contradictions in Government policy – the drive to improve the health of students is contradicted by policies which: (a) are pressuring SLT to reduce the scheduling of PE and, instead, focus more EBacc subjects;

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(b) prevent more pupils joining local clubs / sports centres due to financial barriers; (c) allow learners to catch the bus to school (rather than walk or cycle) and; (d) promote swimming as a life skill in KS1-2 but fail to monitor completion rates of whether learners can swim 25m unaided; (e) reduce funding for summer schools / programmes targeting the most disadvantaged / at risk / physically obese before they join Year 7 and; (f) allow students to consume an array of unhealthy food and drink options at local shops to and from school (a watered down national policy targeting only sugary drinks instead of food and drinks).  Transition: Having students join the school from so many different primary schools does require significant investment in ensuring that transition to school is well planned and comprehensive to ensure that students understand our expectations and ethos. Support required  Review pricing policies to improve secondary school access to leisure facilities within the curriculum (eg. Fusion outdoor gym); andoutside of the curriculum eg. Goals in Osterley offer their facility free of charge; Fusion usually charge.  Strengthen pathways from schools into sports clubs. Such pathways are not always obvious to young people and schools. We are exploring the notion of “clubs within schools” for cricket and rugby; in addition, based on similar aims Councillor Tony Louki is developing a sports stakeholder network in Isleworth and Osterley. A key target group are sixth former; there is a lack of physical activity in the sixth form – there could be a cross-borough offer.  Extend Beat the Streets into all secondary school.  Fund inter-school competitions for primary and secondary. Create peer role models in every school. Currently, many PE departments in individual secondary schools have to pay to access competitions from their departmental budgets. Some have considered withdrawing from the system. This inconsistency is at odds with the LBH drive to increase levels of activity.  Primary school transition and engagement: Review the provision of summer schools for (a) disadvantaged, (b) hard to reach and (c) physically obese children to enable an effective primary to secondary transition. Isleworth and Syon used to run a two week programme which was cut as central Government funding was withdrawn.  Hidden curriculum; Support the immense but informal and unstructured physical activity within schools by funding onsite school facilities: Table tennis, Outdoor weights gyms, fitness trails, MUGA, Basketball areas LOI 1 What support is required at a secondary school level to encourage physical activity? a) How active are young people in your school? a) Very active b) How do you encourage physically inactive b) 100% participation, competition, choice of children to be more active activities, various options and engagement c) What support has been provided by c) Sport Impact is the main partner and see others Council/Partners? above d) What has been useful? Or what support would you d) Assistance with accessing facilities, like/need? strengthened pathways to sports clubs, Beat the Streets extended, funding completion, support transition interventions and the hidden curriculum (see above) LOI 2 How can we improve the “physical activity pathway” from primary to secondary school especially for girls a) Do you notice a drop in physical activity levels and a) Yes, academics, poor transitions, conflicting participation as people get older? What are the government policy causes of this? b) 100% participation, student voice, leadership, b) Do you have any special interventions targeted at role models, competition girls or targeted less active individuals? c) Yes, extensively through SI School Visit Appendix Page 27

c) Do you engage with secondary feeder schools on d) See above- summer schools, facilities, support how we might improve the drop-off between hidden curriculum primary and secondary school? d) What could be done? New ideas or innovations?

General: WHOLE SCHOOL Does the school have a whole school approach to increasing Yes APPROACH levels of physical activity COMMUNITY Do they engage with other organisations/ volunteers? Are there Yes LINKS structured volunteering opportunities Do the staff have the capacity and capability of staff to lead and STAFF promote play /physical activity? Including knowledge of Yes appropriate for age and stage of physical development What is the suitability of outdoor and indoor space for physical PHYSICAL SPACE Good activity and play Have resources been committed to ensuring PA, extra curriculum FINANCES Yes activities etc? How many hours of PE? Does the timetable provides for time for TIME/ACCESS play and physical activities in school time? Are there extra 2 lessons, yes curriculum activities? Are there a variety of activities that serve young people’s needs TYPE/ VARIETY and desires? Are their sports and non-competitive activities? Are Yes OF ACTIVITIES their mind-body activities such as yoga? Are there ways to reduce sedentary behaviour within the IN CLASSROOM Not discussed classroom? Is movement used in learning?

ACTIVE TRAVEL Does the school promote active travel, how? Yes

PARTICIPATION Do children/ young people participate in identifying the differing Yes CHILDREN needs/ preferences? Does the school communicate messages around physical activity, COMMUNICATE Yes progress, achievement and the evidence of learning or health?

8. ST MARY'S CATHOLIC PRIMARY SCHOOL

Date of visit 25 November 2016 Time 9.15 to 10.30 Contacts Samuel Lawlor (SK1 and PE coordinator) Farley Marsh (head teacher) Delegation Cllr Samia Chaudhary Cllr Linda Green

Summary of Visit St Mary’s Primary School is a voluntary aided Catholic school in Isleworth in the London Borough of Hounslow. It serves 329 girls and boys aged 3-10 years and has been rated as ‘Good’ by Ofsted. On 25 November 2016, Councillor Samia Chaudhary and Cllr Linda Green conducted a school visit on behalf of the Task and Finish Group. They observed PE lessons and were briefed by the PE coordinator.

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On behalf of the Task and Finish group, the Councillors commented on the commitment and enthusiasm of the sports coordinator. They were excited about the partnership with Gumley House which creates a link between the primary and secondary schools. The existence and work of parent volunteers was also noted as a means to support physical activity and sport. The Group also enjoyed visiting the kitchen and learning more about the heathy eating programmes. The Task and Finish Group would like to thank Sam Lawlor that met with us and articulated the school’s activities as well as Headteacher Mr Marsh for allowing the Task and Finish group to visit. Feedback form About School  St Mary’s is a voluntary aided Catholic school  388 pupils aged 3- 10 year olds (197 boys and 191 girls)  Ofsted rated as ‘Good’  38% Pupils first language not English  The proportion of pupils supported by school action plus or with a statement of special educational needs is much lower than average.  The proportion of pupils known to be eligible for free school meals is below average  The proportion of pupils from minority ethnic groups is above average  Through PE and Sport children “learn to develop the important qualities of discipline, resilience, communication, team work and ambition, leading to improved concentration, attitude, and academic achievement” Schedule for the visit  School Tour  Discussion with Sam Lawson and Head teacher Interesting innovation/activity  Use Sport Premium to fund a school coordinator who acts to support primary teachers, prove specialist support and mentorship  Provides inclusive competition opportunities for children with SEN and disabilities through intra and interschool competition  Promotes healthy lifestyles through school based heath intervention programmes and training sports leaders to assist in providing opportunities  Member of Better Points so people can donate to the school (potential to get families active to support school)  Half a term of tennis coaching provided by Dukes Meadow Tennis Centre.  Won Beat the Streets May 2016 and walked 15,605 miles Facilities  Hall  Playground (under development) Good practice  Sports Coordinator aims to provide high quality Physical Education through specialist support to teachers and release teachers for professional development in PE.  Partnership with Gumley House enables older girls to coach the primary school and creates links between the schools.  Competitive School Sport: Sport Impact provides an intra-school, interschool and regional competition e.g. London Youth Games, Community Games, Hounslow Sports days, Tennis festival,

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Preliminary and Borough Competitions in cross-country, sportshall athletics, rugby, football, hockey, netball, quadkids athletics and cricket.  Volunteers: There is an active group of parents who volunteer to coach activities and sport  Using outdoor space: the school uses Redlees Park and the local leisure center for PE and sports competitions  Healthy food and catering: the school has a commitment to healthy food and parents are invited to sample the menu, fruit is available in each classroom. Challenges  Access to funding for festivals and markets at the school LOI 1 What support is required at a secondary school level to encourage physical activity? e) How active are young people in your school? e) Active f) How do you encourage physically inactive f) Clubs children to be more active g) Sport Impact provides support g) What support has been provided by h) Support for festivals and competitions Council/Partners? h) What has been useful? Or what support would you like/need? LOI 2 How can we improve the “physical activity pathway” from primary to secondary school especially for girls e) Do you notice a drop in physical activity levels e) - and participation as people get older? What are f) - the causes of this? g) Yes- Gumley House f) Do you have any special interventions targeted at girls or targeted less active individuals? h) - g) Do you engage with secondary feeder schools on how we might improve the drop-off between primary and secondary school? h) What could be done? New ideas or innovations?

General: WHOLE SCHOOL Does the school have a whole school approach to increasing In Part APPROACH levels of physical activity Do they engage with other organisations/ volunteers? Are there COMMUNITY LINKS Yes structured volunteering opportunities Do the staff have the capacity and capability of staff to lead and STAFF promote play /physical activity? Including knowledge of Yes appropriate for age and stage of physical development Is the outdoor and indoor space suitable for physical activity PHYSICAL SPACE Yes and play Have resources been committed to ensuring PA, extra FINANCES Yes curriculum activities etc? How many hours of PE? Does the timetable provides for time for TIME/ACCESS play and physical activities in school time? Are there extra 2 Hours curriculum activities? Are there a variety of activities that serve young people’s needs TYPE/ VARIETY OF and desires? Are their sports and non-competitive activities? Are Yes-Clubs ACTIVITIES their mind-body activities such as yoga? School Visit Appendix Page 30

Are there ways to reduce sedentary behaviour within the IN CLASSROOM Yes classroom? Is movement used in learning?

ACTIVE TRAVEL Does the school promote active travel, how? Yes

PARTICIPATION Do children/ young people participate in identifying the differing NA CHILDREN needs/ preferences? Does the school communicate messages around physical COMMUNICATE activity, progress, achievement and the evidence of learning or Yes health?

9. ORIEL ACADEMY, WEST LONDON.

School Oriel Academy, West London. Date of visit 9 February Contacts Ms Anna Birch (vice Principle) Ms Linney (Headteacher) Delegation Cllr Samia Chaudhary Cllr Linda Green

About School  Oriel Academy is a two-form entry primary school with a Nursery, it is situated in Hanworth West London.  There are 457 children from 3.5 to 11 years of age.  October 2016 Oriel was inspected by OFSTED and judged to be a ‘Good’ school with a number of features assessed as outstanding.  54% of pupils first language is not English (above national average)  22 % Pupils registered for free school meals (above national average) Schedule for the visit 9:30 Meet reception,Tour, Observe playtime, Observe PE,Discussion 10:45/11.00 end Interesting innovation/activity PE  Ofsted notes (2016) ‘The primary school physical education and sport funding is spent well. Pupils can take part in and enjoy numerous physical activities  Website notes ‘Sport and PE is an important part of life at Oriel Academy, it forms a central part of our curriculum’  Links with Harlequins and London Irish Rugby Clubs, Brentford Football Club, Feltham Airparcs Swimming Baths and part of the Feltham Partnership Schools Sports Association (FPSSA).  Number of very active sports teams including football teams, a netball team, athletics squad and a cricket team who take part in borough and FPSSA events.

Premium funding 2015/6 used for the following:  CPD: Improve the quality of teaching & transform PE into a cross curricular subject with a focus on fundamental skills, rather than subject specific skills  CPD: All teachers have a detailed subject knowledge of the PE relevant to their year group and can deliver Good+ lessons  Buy into Local Partnership events which allowed competition with other schools ( incl running, football, tennis and rugby)  Improve school’s participation in inter-academy competitions and improve the collaboration between Oriel and other academies in the Aspirations Academies Trust.  Use of PE self-assessment audit to identify strengths and areas for improvement  Employ a PE specialist teacher one day a week to work with pupils, run clubs and train teachers  Continue to develop our Sports Week and Sports Day events.  Ensure physical fitness is promoted across the curriculum and by all staff  Provide transport in order to support our increased participation. School Visit Appendix Page 31

 Improve strategy to improve the health and well-being of all pupils School clubs Breakfast Club & After School Club & holiday club

Facilities 2 Halls LOI 1 What support is required at a secondary school level to encourage physical activity? LOI 2 How can we improve the “physical activity pathway” from primary to secondary school especially for girls 1. How active are children in your school? 2. Who do you encourage physically inactive children to be more active? 3. What works? What does not work? 4. What support has been provided by Council/Partners? 5. What has been useful? Or what support would you like/need? 6. Do you notice a drop in physical activity levels and participation as people get older? What are the causes of this? 7. Do you have any special interventions targeted at girls? If so what? What have you learnt? 8. Do you have any special interventions targeted less active/inactive individuals? If so what? What have you learnt? 9. We know that children at a secondary school level are less active. Do you have any suggestions about how we can keep children active or improve levels of physical activity at a secondary school level? 10. What else could be done to get children active? New ideas or innovations? 1. Very active 2. Yes, starting a Change4life programme 3. Afterschool activities and PE, partnerships with BTCST 4. Local community partners 5. More information on community grants 6. No 7. No 8. Starting Change4life 9. NA 10. School nurse education

General questions WHOLE SCHOOL Does the school have a whole school approach to Yes APPROACH increasing levels of physical activity COMMUNITY Do they engage with other organisations/ volunteers? Yes LINKS Are there structured volunteering opportunities Do the staff have the capacity and capability of staff to lead and promote Play /physical activity? STAFF Yes Including knowledge of appropriate for age and stage of physical development What is the suitability of outdoor and indoor space for PHYSICAL SPACE Good physical activity and play

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Have resources been committed to ensuring PA, extra FINANCES Yes curriculum activities etc? How many hours of PE? Does the timetable provides for time for play and physical TIME/ACCESS 2 hours, yes, activities in school time? Are there extra curriculum activities? Are there a variety of activities that serve young people’s TYPE/ VARIETY OF needs and desires/ Yes ACTIVITIES Are their sports and non-competitive activities? Are their mind-body activities such as yoga? Are there ways to reduce sedentary behaviour within the IN CLASSROOM Yes classroom? Is movement used in learning? ACTIVE TRAVEL Does the school promote active travel, how? Yes PARTICIPATION Do children/ young people participate in identifying the NA CHILDREN differing needs/ preferences? How does the school communicate messages around COMMUNICATE physical activity, progress, achievement and the evidence Yes of learning or health?

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