Top10_primary_participation

PESSCL PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS

Ask the pupils what they want to doPupils are more likely to participate if they feel they havehad a say in what’s on offer and are able to chooseactivities that they enjoy. 1• What would pupils like to be able to do in PE

lessons? In the playground? Before and afterschool? Who would they like to be able to workand play with? What do they enjoy doing whenthey’re not at school?

• Talk with the school council to find out pupils’feelings about PE lessons, playground activitiesand school sport clubs.

• Consider setting up a school PE and sports councilto find out what pupils think of PESS.

• Carry out a survey of pupils’ views.

• Encourage class teachers to talk regularly withpupils in circle time or PSHE about what they enjoymost in PESS and what activities they would bemost likely to join in with.

• Set up a regular assembly slot to talk about theplayground and to get pupils’ ideas for activities.

• Ask pupils who do not participate in school sportwhat they would enjoy, then provide activities andclubs especially targeted at them.

• Make sure that youput some of thepupils’ ideas intoaction. Be receptiveto what they want,even if it is out of theordinary!

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Meeting girls’ needsDeepdale Junior School, Preston, Lancashire

Deepdale Junior School in inner city Preston has around330 pupils aged 7–11. Over 75% of its pupils are Asian.The school was particularly keen to get more girlsinvolved in out of hours sport.

To increase participation, the school:

• gave all pupils a questionnaire to find out which out of hours sport activities they took part in andwhat new activities they would like to see on offer

• analysed the results and set up clubs for some of theactivities that girls had requested. These includeddance, table tennis, badminton, hula hooping,athletics, rounders and more netball

• arranged for women to run clubs where possible, toprovide positive role models for the girls

• started to award certificates for regular attendance at clubs.

What difference did this make?

By the end of the year, there were between 10 and15 sports clubs for girls to choose from each term.The percentage of girls taking part in out of hourssport increased from 20% to 65%. In years 3 and 6,over 75% of girls took part in at least oneextracurricular activity, and in years 4 and 5 the figurereached over 45%.

Rewarding attendance at clubs proved a powerfulmotivating factor – 70% of certificates were awarded to girls.

To find out more, visit www.qca.org.uk/pess



Increase time for PEMost primary schools provide pupils with around 90 minutes of PE each week. Research has shown thatincreasing this to two hours has no negative effect on what pupils achieve in the rest of the curriculum. 2• Make sure that changing time is not part of the time

allocated for PE.

• To save on changing time, consider providing fewer, longerlessons each week. For example, instead of 3 x 30 minutelessons, you could provide 2 x 50 minute lessons.

• Alternatively, you couldprovide 3 x 40 minutelessons on either side ofbreak or lunchtimes toallow for changing supervisedby classroom assistants.

• To encourage pupils to getchanged for PE quickly, put onupbeat music and challenge them tobe ready by the end of the track.

• To help pupils concentrate andstay alert, consider providing 10 minute active breaks on thedays when they don’t have PElessons. These breaks could include abrisk walk, stretching and jumpingexercises, skipping challenges, and so on.

• Make the most of opportunities to build onPE learning out of lesson time. Linkactivities that pupils take part in at clubsand in the playground with what they aredoing in PE lessons.

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Building on time for PE skillsDeepdale Infant School, Preston, Lancashire

Deepdale Infant School has just over 300 pupils aged 3–8. Itwas keen to improve pupils’ progress in PE by giving them moretime to learn and practise skills. The school had stoppedafternoon playtime because it created behaviour problems.


• increased the amount of PE timetabled for each class from 2 x 30 minute lessons to 2 x 45 minute lessons each week

• extended units of work so that they lasted for a term

• introduced ‘Move to Learn’ sessions – short, active breaks –for each class three afternoons a week

• started a home-school activity programme to give pupilsextra time to practise PE skills. Year 1 pupils take home anactivity card and equipment to use with their parents

• started to celebrate pupils’ PEachievements in assemblies.

Pupils at St Mark’s RC Primary School inNewcastle-upon-Tyne have 2 x 45 minute PElessons each week, supported by extra timeto practise skills in the playground and at out of hours clubs. Having spent half a termfocusing on basketball, Stephen explains thebenefits.

‘Having two long lessons every week getsyou excited as you know that next lessonyou can learn something new and practiseskills again in the games. I feel that myshooting and dribbling have improved as thecoach has shown me how to do thingsproperly. Key stage 2 have basketball atplaytimes so that means I can practise whatI have learned with my friends. I’ve alsojoined the after-school club for basketball.’

A pupil’s view

What difference did this make?

Increasing the length of PE lessons gavepupils more time to practise and raisedtheir skill levels. As a result, they enjoyedPE more – 93% now have a positiveattitude to the subject, as opposed to79% before lessons were extended.

The Move to Learn sessions provide avaluable break in the afternoon, afterwhich pupils return to class refreshed,happy and ready to concentrate. Year 1pupils (and their parents) are enthusiasticabout the home-school activity bags andtheir PE skills have improved.




Change yourapproaches toteaching PEThe way you use the time available for PE can have anenormous impact on pupils’ levels of participation in lessons.3

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• Cut down on the amount of time that pupils spend queuing in PElessons by making sure that there is enough equipment and spacefor everyone to be involved at the same time.

• To ensure pupils are as active as possible, organisesmall sided games rather than full teams for activitieslike rounders.

• Put pupils into groups and give them specific tasks towork towards. Make sure that they know what theyhave to do and how to recognise improvement andsuccess. Consider appointing leaders to directgroups and encourage full participation.

• Block lessons by focusing on one area of activityfor a stretch of time (for example, half a term). Thismeans that less time has to be spent at the start ofeach lesson recapping on skills learnt a week before.

• Use core tasks from the QCA/DfES schemes ofwork for PE. These provide a target to aim for andgive pupils a greater sense of control over their ownwork. As a result, their desire to get involved andmake progress increases.

• Teach pupils how to use ICT, especially digitalvideo cameras. Let them video their own andothers’ work to help them decide what they need to practise next. Many pupils find this very motivating and work harder as a result.

• Give every unit or module of work a strong sense of purposeby arranging a performance or competition at the end.

• Consider redeploying teachers so that only those who areconfident and enjoy the subject teach PE. Pupils are considerablyless active in lessons if their teachers are nervous about physicalactivities and the use of space.



Swimming for a purposeWoodbridge schools, Suffolk

Year 5 and 6 pupils who go swimming at DebenSwimming Pool in Woodbridge have been workingtowards core tasks from QCA’s swimming website(www.qca.org.uk/safeswimming).

To increase participation, the swimming instructor:

• used a range of swimming core tasks for improverswith the pupils

• made sure that the pupils were able to work towardsthe tasks at the same time, rather than having to taketurns and watch each other

• gave the pupils freedom to direct their own learning,improve their skills and organise activities

• videoed the pupils to help them evaluate their own performance at different stages

• encouraged the pupils to work towards a performanceor competition at the end of the unit of work.

Blocking saves time

Springfield First School in West Sussexdecided to focus on one area of activityfor an eight week block of time. Thisgave pupils an opportunity to consolidatetheir skills in one area, rather than tryingto develop skills in up to three at a time.

Teachers quickly noticed animprovement in pupils’ motivation,confidence and progress in lessons. Inthe headteacher’s words: ‘The biggesteffect is that children do not have toremember what they did 7 days earlierand waste the first 10 minutes of eachlesson recouping learning.’

What difference has it made?

The pupils are now physically active for mostof their swimming lessons and spend lesstime waiting and watching others than in thepast. Using their swimming skills for a clearpurpose gives them a powerful incentive topractise and improve.

The pupils enjoy the core tasks and theirexcitement is reflected in high levels ofengagement in lessons. One group of year 5pupils even gave up some of their own timeto write a song for their swimming teacherabout the HELP position (a personal survivaltechnique).




Introduce physicalactivities throughoutthe school dayMake the most of opportunities for pupils to be physicallyactive throughout the school day. Exercising oxygenates thebrain, which helps children to concentrate, think and learn. 4• Set up a breakfast club before school where pupils can take part

in physical activity and enjoy a healthy breakfast.

• Provide activities for children and their parents to take part intogether when they arrive at school. At one infant school, asmany as 60 adults arrive at 8.30am and play with their childrenfor between 5 and 20 minutes.

• Run ‘wake up and shake up’ sessions at the start ofthe school day to get the body and brain ready forlearning. Give each class 5 or 10 minutes of physicalactivity in their classroom or the playground, orintroduce a wake up dance for the whole school at theend of assembly.

• Ask pupils to design and lead their own wake upand shake up sessions.

• When attention levels start to dropduring a lesson, give pupils a shortexercise break. To give these breaks afocus you could set the pupils challenges,such as number of skips in a minute, walkingaround and shaking hands with 10 people, orstanding up and writing their name in large letterswith their arm and hand.

• If your school has a lunch break and just one other break,consider changing the timetable to build in a lunch break andthree short breaks for exercise. These could take place inside or outside.

• Provide drinking water as an aid to concentration and alertness.

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Breakfasts and brain breaksSt Leonard’s C of E Primary School, Padiham, Lancashire

St Leonard’s has 190 pupils aged 5–11. When thehead and deputy head were appointed in 2000, theyhad a school of sluggish pupils who were not takingpart in enough physical activity.


• set up a breakfast club that runs for 30 minutes everymorning serving healthy food and offering sports activities

• brought the start of the school day forward by five minutes toallow time for an aerobic session at the start of the morning.Teachers put on a pop tune and lead their class in activity

• introduced active ‘brain breaks’ every 15 to 20 minutes, whenpupils put down their pens, stand up and move around. Theymight do some gentle stretching exercises or star jumps

• provided pupils with drinking water in lessons

• introduced multisport markings and structured playground activities

• increased the amount of curriculum PE to twohours

• introduced afternoon yoga sessions. Waking up to learning

South Petherwin Primary School inCornwall introduced a ‘wake up tolearning’ programme based on BrainGym®. As a result, there was a 50%improvement in pupils’ readings forbackwards number spans (anexercise in which five randomnumbers are called out for pupils towrite down in reverse order).


The school now has a great sense of energy.Pupils love the aerobic start to the day andcomplain if the teacher does not do it for somereason, saying they are not properly awake.

The increased activity levels brought about by thewhole range of PESS initiatives have had aremarkable effect on pupils’ concentration andattainment. The table on the right shows how thepercentage of pupils gaining level 4 and above atkey stage 2 has improved since the work began.

2000 2004

English 46% 76%Mathematics 36% 71%Science 55% 100%




Offer structuredplayground activitiesPupils are more active in the playground if there arestructured, well organised activities on offer. 5• Change activities regularly but not too often (aim for every

six weeks or so). Pupils need time to get to know what they are doing.

• Try to provide something for everyone – primary schools havesuccessfully offered everything from circus skills and cheerleadingto yoga and petanque. Unusual activities often appeal to pupilswho do not feel they are ‘sporty’.

• As in the Zoneparc scheme, mark out zones to separate differenttypes of activities. These could include ball games, skills based games (such as skittles, hula hoops), skipping, dance, free play and quiet play. Make sure that pupils know what the markings are for and how to use them.

• Provide enough equipment for all the children to beactive. Invest in things that are fun and challenging,such as ski feet, different types of skipping ropes, stiltsand juggling equipment.

• Put in place a fair, efficient system forborrowing and returning equipment, suchas the Zoneparc scheme.

• Set up a playground committee and give pupilsresponsibility for designing and organising the playground,booking out spaces and facilities, and lending equipment.

• Put playground games and activities onto laminated cards with pictures and instructions. Encourage pupils to make up their own games to put on cards.

• Ask each class in turn to design and organise a week’sactivities. They could do this in PE or PSHE lessons andexplain their plans in assembly.

>More information can be found in the DfES booklet Primary PlaygroundDevelopment. Please see the back of this pack for details.



The active playground projectPeter’s Hill Primary School, West Midlands

Peter’s Hill is one of the largest primary schools in thecountry, with 825 pupils aged 4–11. The school wantedto encourage year 5 and 6 pupils to be more active atbreak times and lunchtimes by introducing a range ofnew structured activities.


• offered pupils activities including basketball, skipping, football, running games, throwinggames, hitting games, dance and quieter activities

• set up different zones in the playground for theactivities

• kept Wednesday as a ‘free play’ day

• bought innovative equipment specifically for the playground

• trained pupils as helpers and gave themresponsibility for preparing equipment in the morning

• gave pupils responsibility for running the sessions and choosingwhether to practise skills or play games.

Behaviour four times better

After Birkby Infants andNursery School inHuddersfield introducedstructured playgroundactivities, aggressiveincidents fell from 126 to28 at morning break time,from 226 to 40 atlunchtime, and from 156to 38 at afternoon breaktime.


Over 90% of pupils now choose to take part inplayground activities. All say that they prefer activeplaytime to free play. Girls have responded particularlywell to football no longer dominating the playground.There has been a marked improvement in skills, staminaand hand-eye coordination. Behaviour has also improvedas a result of the new structured play.




Train pupils andmidday supervisorsas activity leadersChildren participate more in playground activities if theyare led and supported by older pupils and middaysupervisors.

• Train your older pupils as playground activity leaders. Give themresponsibility for organising activities, showing younger childrenwhat to do and distributing equipment.

• Don’t always go for the obviouscandidates – taking responsibility canget inactive pupils to participate andgive quiet pupils an opportunity toshine. Children as young as six can beeffective playground activity leaders.

• Ask some pupils to support andmentor other children who areanxious about participating.Make them play buddies andgive them responsibility forencouraging small groups toget involved in activities.

• Ask experienced playgroundactivity leaders to train theirsuccessors. This will set up aladder for leadership in your school.

• Train your midday supervisors (and, ifappropriate, your classroom assistants)to lead physical activities. They will needskills in managing and organising groupsof pupils, setting up and overseeingactivities, providing constructive feedbackand monitoring the quality of play and performance.

• Consider changing the title ‘midday supervisor’ to ‘play leader’.

• Appoint an activity manager to oversee activities. Hold regularplayground planning meetings with the manager and the PEcoordinator to ensure that playtime and PE are closely linked. >

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The year 6 PAL projectLanger Primary School, Felixstowe, Suffolk


In a typical week, around 90% of pupilsare physically active at lunchtimes. Whilenot all are taking part in activities led byPALs, seeing others being activeencourages pupils to get going withphysical activities of their own.

Negative behaviour at break times andlunchtimes has decreased by a third andpupils’ PE skills have improved. As onePAL said: ‘I think I am a good leaderbecause the children are enjoyingthemselves and they are improving.’

Fair Furlong Primary School in Bristol trainedschool meal supervisory assistants (SMSAs)as play leaders, gave them opportunities tomeet regularly to discuss and disseminateeffective practice, and gave themresponsibility for creating systems to rewardgood behaviour and encourage involvement.As a result, SMSAs were under less stressand described their work as more fulfilling.For the first time, the school had a waitinglist of people wanting to be SMSAs.

Langer Primary School has 206 pupils aged 4–11. Ittrained year 6 pupils to lead playground activities with theaim of getting more children involved.


• trained year 6 playground activity leaders(PALs) in how to guide, encourage and praisepupils taking part in playground activities

• gave the PALs responsibility for organisingrotas, allocating pupils to activities andchecking equipment

• trained the PALs in how to use the playgroundzones and asked them to devise and managezone challenges

• gave the PALs responsibility for running rewardsystems and reporting back in assemblies.


Leading play proves popular



Set up sport and danceclubs at lunchtimes and after schoolSchool sport clubs give pupils extra time to practise and extend their skills. 7• Provide a timetable of sport and dance clubs for pupils. Make

sure there is something on offer for as many year groups aspossible. Key stage 1 pupils benefit greatly from taking part inbasic skills clubs.

• Encourage school staff to run clubs that interest them.

• Consider different pupils’ needs and interests. If someof your pupils go to prayer straight after school,think about providing clubs in the earlyevening. Try to make sure that there areclubs to meet the interests of both boysand girls, and of pupils of different abilities.

• Make sure clubs run for at least six weeks.Ideally, they should run for longer, so thatattending becomes a habit and pupils have timeto develop good skills.

• Provide enough time for each clubsession to enablepupils to improvethe quality of theirskills andperformance.

• Make sure that clubs lead to a performance, competition ordemonstration. Pupils will be more committed if they are workingtowards a clear goal.

• Talk about your sport and dance clubs in assembly. This willencourage pupils to value and join in with what’s on offer.

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Cheerleading the way forwardCrewe schools, Cheshire

A number of primary schools in Crewe decided to worktogether to get 100 year 5 girls who had never takenpart in out of hours sports clubs involved on aregular basis.

To increase participation, the schools:

• decided to set up cheerleading clubsand to link them to gymnastic anddance lessons

• arranged for a cheerleading trainer tovisit each school and train teachers

• asked the teachers to design acheerleading programme for PE lessons and to set up a cheerleading club for their school

• took part in a range of cheerleading festivals,competitions and galas

• enlisted the support of year 11 cheerleaders from another county

• set up a community club, as well as individual after school clubs.


Two years on, of the original 100 girls targeted, 70 still take part in cheerleading. Fifteen have alsogone on to join a local netball club.

The girls now enjoy school sport and, having grownin confidence, are much happier about participating.They are also much more skilful – by the end of year6, most were showing characteristics of levels 4 and5 in their cheerleading.

Half of all year 1 and 2 pupils atSt Breock Primary School inCornwall take part in an afterschool club. This figure rises to89% in year 3, with most pupilsattending more than one club.

Getting started at KS 1




Enlist the help ofparents, grandparentsand studentsPeople with close connections to the school can providevaluable practical support and be influential role models. 8• Ask your local secondary school if it has

sports leadership or community sportsleadership students who could run regularactivities or one-off events for your pupils.Primary pupils are more likely toparticipate in activities that are led byolder students whom they respect andlook up to.

• Ask parents, grandparents and othercarers if they would be interested inhelping out with sport and danceclubs. Make sure that they have thesupport and training they need.

• If appropriate, give parents, grandparentsand other carers opportunities to takeleadership courses. Some might even bewilling to run clubs or lunchtime activitieson their own when qualified.

• Provide equipment and/or activity cardsfor your pupils to take home and usewith their family. Ask the pupils torecord how often they are activetogether and set them challenges.

• Encourage pupils and parents to walk or cycle to school. Set outsafe routes and provide water and fruit for when they arrive.

• Ask grandparents to come into school and teach children theplayground games they played when they were little. This worksparticularly well with key stage 1 pupils.

• Make sure that anyone who comes into school to help out withactivities understands your school’s ethos.

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Inspiring role modelsSt Cleer Primary School, Cornwall

St Cleer Primary School in Liskeard, Cornwall, hasaround 240 pupils aged 4–11. The school wanted toencourage more pupils to take part in PE lessons andafter school clubs.


• increased the range of after school clubs so thatthey catered for the whole school, including footballand fun games for key stage 1 pupils, and football,Cornish dancing, athletics, tag rugby, badminton,netball and cross-country for key stage 2

• enlisted parents to help run clubs. They attendedtraining courses alongside staff, so that they could teach as well as supervise children

• employed a professional cricket coach to work with key stage 2 pupils

• arranged for Junior Sports Leader Award (JSLA)students from the local secondary school to workwith pupils

• arranged for Community Sports Leader Award(CSLA) students to organise sports festivals.


The new after-school clubs are constantly over-subscribed and the school has to keepenlisting more people from the community to helporganise activities. The involvement of peoplefrom outside school gives clubs greater value andmakes the pupils keener to get involved. Theyoung JSLA and CSLA students have provedparticularly inspirational role models.

Skelton Newby Hall CE School – asmall primary school in NorthYorkshire – offered limited PESSopportunities. The head called ameeting for parents, friends andgovernors and asked for their helpto develop PESS. As a directresult, the school set up a mini-hockey club, a football eventorganised by Middlesbrough FC,links with the local village cricketclub and a link with HarrogateRugby club.

In April 2005, an Ofsted reportjudged participation in sport at theschool to be very good.

Community links




Make the most ofspecialist teachers,coaches and clubsWorking with specialist teachers, coaches and clubs can be agood way to make the most of your facilities and get more pupilsjoining in with activities.

• Ask local coaches and specialist dance orfitness teachers to run after school clubs.Offer them your facilities for a minimal rentand help them to advertise their club. Ensurethat all children have the opportunity to attend,even if they have financial difficulties.

• Consider letting others use your space andfacilities to give pupils more opportunities to takepart in sport and dance. For example, you couldask local sports clubs if they would like to run ajunior section in your school and affiliate yourschool to the club.

• Ask a local club to run one or more of your schoolclubs or teams. This can free up staff to offersomething else for pupils who don’t want to getinto teams.

• Work with your local authority sports developmentteam to provide activities for your pupils – andthose from other schools – on your site in theevenings. This is particularly valuable for childrenwho have commitments straight after school.

• Enlist specialist coaches and teachers tosupport your own teachers in PE lessons. Thiscan increase teachers’ confidence and raisepupils’ motivation and participation levels.

• Make sure that any specialist teachers, coachesand clubs that you work with understand yourschool’s ethos and have adequate insurance.

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Using external coaches for gamesHadrian School, Newcastle-upon-Tyne


Using external coaches gave games lessons andplayground activities a new value in the eyes ofpupils. They participated enthusiastically and theirskills improved.

Less expected was the coaches’ impact on staff.Teachers learnt from watching how the coachesadapted games and matched their tuition to eachpupil’s skill levels. This knowledge cascadeddown the school and, as a result, the premisesmanager and teaching assistants went on to runafter school sports clubs.

Hareclive Primary School in Bristolbrought in specialist dance andnetball coaches to work with year3 pupils and give teachers non-contact time. Each coach workedwith half the class for twoafternoons a week for six weeks,during which time pupils’ skills andenthusiasm increased. At the endof the coaching the pupils tookpart in a mini-netball tournamentand many have continued toparticipate enthusiastically in danceand netball activities.

Using specialist coaches


Hadrian School in Newcastle is a special school that catersfor pupils with severe or profound multiple learningdifficulties. It wanted to increase pupils’ participation inplayground activities and games lessons, with the aim ofimproving their progress.


• brought in external coaches for cricket, rounders, rugbyand basketball for games lessons in years 3 to 6

• asked the external coaches to run playground activities

• encouraged staff to develop their skills through workingwith the coaches

• blocked PE lessons for games activities

• used modified core tasks from the QCA/DfES schemesof work

• gave pupils opportunities to take part in gamesactivities linked to their scheme of work at break timesand lunchtimes.



Reward pupils’participationHaving rewards to work for generates excitement and interest in physical activity.

• Reward pupils’ commitment to, and regularparticipation in, playground activities and clubs.

• Set clear targets for physical activity and rewardpupils when they achieve them. For example,challenge pupils to spend a certain number ofminutes exercising at lunchtimes, or to walk, runor swim a certain number of miles as a team.

• Ask midday supervisors or pupils trained asplayground activity leaders to run rewardschemes.

• Consider rewards such as stickers, team pointsand certificates. Some schools provide prizes ofplay or sports equipment bought throughsponsorship from local businesses, or offer freeswims or activity sessions at the leisure centre.

• Launch a weekly playground challenge for pupilsto work towards, for example ‘How many starjumps can you do in 30 seconds?’ Reward thebest progress and effort, as well as the bestresults. Give the winners a mention in assembly.

• Try to make sure that pupils taking part in clubswork towards a competition or performance ofsome kind. Having a chance to show what theycan do is highly motivating and rewarding formany pupils.

• Provide a reward at the end of every PE lessonfor enthusiasm and constructive participation.

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Reaping the rewardsBournemouth and Poole schools, Dorset


The time spent on PESS across the schoolsincreased from one and a half hours a weekto between three and five hours. At CanfordHeath Middle School, for example, 25 year7 girls began to participate in out of hourssport for the first time and all year 6 pupilstook part in club activities.

At St Clement and St John Infant School,60% of year 2 pupils attended club activities.Attendance at Townsend Primary Schoolwent up to 100%, with an 11% increase inparticipation in out of hours clubs.

To overcome geographical barriers tointer-school competition, a group of smallschools in Cornwall have found a virtualsolution to motivate their pupils. Eachweek, pupils email record breakerchallenges for other schools to try. Forexample, one week pupils across all theschools might be challenged to see howmany star jumps they can do in 30seconds. They then compare the results.

Pupils are really motivated by this andwork hard to try to improve their scores.Activity levels have risen and pupils’ skillsin specific activities have improved.

Virtual success

A group of primary and secondary schools from Bournemouth and Poole LEAs used a range of strategies – including setting up reward schemes – to increase pupils’ levels of participation in PESS.

To increase participation, the schools:

• appointed a sports development officer from the local authority to develop after school clubs

• introduced reward schemes for pupils who played the most active part in the clubs

• presented certificates, family swim sessions and football match tickets to encourage continued activity

• organised for sports development officers from across the county to run coaching sessions in golf, football and rugby

• expanded lunchtime activities and used money from the New Opportunities Fund for playground markings

• introduced activity breaks in lessons to improve pupils’ concentration and increased the time for curriculum PE.



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