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PREMIER LEAGUE

S R A T S Y PRIMAR E M M A R G PRO 2018-19

K C A P N IO T A M R O F IN

APPLICATION DEADLINE: FRIDAY 15 JUNE 2018


K C A P N IO T A M R O F IN 1. What’s it all about? Premier League Primary Stars is a national primary schools programme that uses the appeal of the Premier League and professional football clubs to inspire children to learn, be active and develop important life skills. Albion in the Community (AITC) provides local primary schools with 10 weeks of high-quality support and activity that uses the appeal of the Premier League and Brighton & Hove Albion Football Club (BHAFC) to inspire pupils in everything from English and maths to teamwork and sport. Our Premier League Primary Stars sports mentors deliver high-quality interventions targeted at whole classes, small groups and individuals which aim to: • Improve children’s physical literacy. • Improve teachers’ confidence in delivering PE. • Increase children’s confidence in English and maths activities. • Improve children’s communication skills and resilience. • Improve children’s health and wellbeing. • Improve children’s engagement and attitude to learning. The programme is heavily-subsided through funding from the Premier League Charitable Fund and places are extremely limited each year.

2. How is it structured? Our sports mentors spend 10 weeks over one term working in your school. Week 1 is always an induction day to ensure everything is in place ready for the project to begin. This involves meeting you, the children and delivering a PHE themed assembly. The project kicks off in earnest in Week 2 with an exciting and inspirational PSHE themed collapsed curriculum day for a whole year group (or two classes of 30 pupils), usually focused on years 5 and 6. During the day, pupils will explore themes such as honesty, awareness and responsibility. Weeks 3 to 10 are then where our sports mentor works in your school to deliver football-themed interventions targeted at whole classes, small groups and individuals. The project also gives schools the chance to enter competitions and benefit from teacher CPD.

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K C A P N IO T A M R O F IN 3. What are the interventions? In order to create our sports mentors weekly timetable, schools can tailor their timetable by selecting one intervention from each of Goal 2, Goal 3 and Goal 4 to go alongside the compulsory PE CPD lessons from Goal 1.

Goal 1

Goal 2

Goal 3

Goal 4

Improve teachers’ confidence Improve children’s to deliver PE and children’s communications skills and physical literacy resilience

Improve children’s confidence in English and maths activities

Improve children’s health and wellbeing

PE CPD

PSHE

Premier League Reading Stars

Girls’ football lunch club

PE CPD

One-to-one Intervention

Premier League Numeracy Stars

Food to move lunch club

Appendix 1 provides a detailed overview of each of the interventions referenced above, including: • • • •

Who the intervention is aimed at. The number of pupils that can be selected. The space and time required to deliver it. Any additional information that might be useful.

4. Who can apply? In order to be eligible for Albion in the Community’s Premier League Primary Stars programme, schools should meet the below criteria: 3 State-funded, primary school. 3 Located in Sussex. To support us to achieve maximum impact through the project we look to see: • A strong application that demonstrates need as well as potential for impact. • Support from across the whole school community, including: the head teacher, governing body, staff, pupils and parents. In addition, we are particularly interested in working with schools or pupils experiencing the below: School characteristics, such as: • Low grade-level of IMD (in area of deprivation). • High percentage of free-school meals.

• High percentage of students who speak English as a second language. • Failing school (latest Ofsted inspection) – or in special measures.

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K C A P N IO T A M R O F IN 4. Who can apply? (continued) Appropriate proportion of school’s pupils experiencing: • • • • • • • • •

Low confidence / self-esteem. Poor behaviour. Poor communication / social skills. Disability / special educational needs. Young carer. Looked-after child. Teenage parent. Young offender / at risk of offending / risk of involvement in gangs. Mental health issues.

• • • • • • • • •

Troubled / complex family issues. Vulnerable to sexual exploitation. Speaks English as a second language. Social exclusion / peer rejection. Cultural discrimination. Poor attendance / punctuality. Access to free school meals. Access to Pupil Premium. Low attainment in literacy and numeracy.

5. Programme A to Z • Active learning: where possible we try to make all lessons active as we find moving around helps to engage the children in the lesson. • AITC policies and procedures: AITC will provide each school involved in the programme with: a Service Level Agreement, a Risk Assessment, a Public Liability Insurance certificate as well as the DBS details of their sports mentor. • Baseline data / background information: we ask each school to supply their sports mentor with any relevant baseline or background information on individual pupils involved. This will ensure we can evidence the impact of the programme. This may include: a brief profile, EHCP plan if appropriate, attainment levels and the reason they have been chosen to take part (i.e. low self-esteem, lack of resilience etc). • Blue & white celebration day: we suggest schools might want to hold a Blue and White Day Celebration on last day of the programme with pupils and staff encouraged to wear blue and white clothes. • Case studies: the sports mentor will work with each school to identify and develop at least one high-quality case study to help us celebrate the impact of the programme on an individual pupil or teacher. • Competitions: AITC will deliver at a range of inter-school football competitions and other curriculum competitions (such as the Albion Literacy Cup) during the course of the academic year, to which the schools involved in the programme will be given a priority invitation. • Data collection: AITC will provide pupils involved in the project with a registration form that needs to be completed and signed by their parents / guardians. The programme funders (the Premier League) require us to collect sensitive personal information and we have found obtaining this directly from parents as the best and most convenient way of achieving this. • End of programme survey: schools will be asked to complete a short survey at the end of the programme to provide feedback and tell us what went well and what would make it even better if.

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K C A P N IO T A M R O F IN 5. Programme A to Z (continued) • Financial contribution: schools are asked to pay a small financial contribution of £395 for their involvement in the programme. AITC will invoice the school alongside the other documentation. Schools often cover this cost from their Sport Premium. • Group dynamics: we are really interested in working with pupils that are struggling to reach expected standards, who meet the risk factor criteria identified on page 7 and who would most benefit from our support. That said, we ask schools to take into consideration the group dynamics for each of the small group interventions as this can greatly affect the impact we are able to have. • Impact report: each school will receive a personalised impact report at the end of the programme which can be used to evidence the impact with governing body and other relevant organisations e.g. DfE, Ofsted etc. • Lunch club promotion: we ask schools to support the sports mentor to recruit participants for the lunch club. An AITC / BHAFC branded flyer will be provided to help with promotion. It’s great if there are sports leaders in the school who can join in and learn how to run the club so it can continue after we have finished. • Ongoing relationship: AITC is very keen to establish ongoing relationships with schools involved in Premier League Primary Stars. We would be happy to discuss how we could continue to deliver PE CPD or cross curricular programmes. • Parental engagement: schools are asked to support their sports mentor to engage with the parents. For example, this could see parents attending Premier League Reading Stars or PSHE session(s) or attending the celebration assembly. • PE CPD support: our sports mentors will deliver the physical literacy scheme of work, developed in partnership with the University of Brighton, but this can be tailored (i.e. made sport specific) to meet the needs of the school. This includes teachers and pupils completing a baseline and post-delivery self-assessment survey. • Premier League Primary Stars website: schools are encouraged to register on the national programme website: www.plprimarystars.com where they can access free teaching resources and enter competitions to win free kit and equipment. • Qualified staff: our sports mentors have the AfPE Level 3 certificate in Supporting the Delivery of PE and School Sport qualification in addition to their other coaching qualifications which helps them deliver high-quality lessons. • Quality assurance: AITC staff conduct quality assurance visits to support the development of its staff. Your lead contact will be notified ahead of any visit to your school. • Super Movers: this is a partnership between the Premier League and the BBC which aims to help children get physically active with curriculum linked videos. Find out more at: www.bbc.co.uk/sport/football/supermovers • Space to deliver: we need a space to deliver our lessons, ideally the school hall, where we can use active learning. If the hall isn’t available we’ll need a place to go, maybe a spare classroom, the library or a breakout space. • Teacher CPD: AITC will deliver a number of teacher CPD events held at central venues during the course of the academic year, to which the school will be invited. • Whole school promotion: we want the whole school community to know your pupils are involved in Premier League Primary Stars. We ask schools to promote their involvement in the programme via: all staff briefings, website, parent newsletter, parent mail, noticeboard etc.

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APPENDIX 1 Space required

Duration required

No. of pupils

Who is the intervention aimed at?

Additional information

PE CPD

Indoor hall or outdoor space

1 hour lesson

Whole class

Teachers lacking confidence or competence to deliver high-quality PE.

Teachers need to complete a pre and post survey, short development plan and commit an additional to 10-15 minute reflection time each week.

PSHE

Classroom or breakout area

1 hour lesson

8-10 pupils

Pupils (in Years 5 or 6) at risk of not reaching their full potential through lack of confidence, behaviour issues or lack of resilience.

Useful to have a range of pupils with different challenges. For example, not eight pupils all with severe behaviour issues. Pupils will complete a pre / post survey.

Mentoring

Classroom or breakout area

30 minute per pupil minimum

1 pupil

Pupils (in Years 5 or 6) at risk of not reaching their full potential through lack of confidence, behaviour issues or lack of resilience, or, pupils lacking confidence in literacy or struggling to reach expected standards.

Support can either be provided within normal classroom lesson or separately on one-to-one or one-to-two basis in a breakout area.

Premier League Reading Stars

Classroom or indoor hall

1 hour lesson

8–10 pupils

Pupils (in Years 5 or 6) lacking in confidence in literacy or struggling to reach expected standards.

Not appropriate for pupils who require specialist one-to-one support in literacy. Pupils will complete a pre / post survey.

Premier League Numeracy Stars

Classroom or indoor hall

1 hour lesson

8–10 pupils

Pupils (in Years 5 or 6) lacking in confidence in numeracy or struggling to reach expected standards.

Not appropriate for pupils who require specialist one-to-one support in numeracy. Pupils will complete a pre / post survey.

Girls’ football lunch club

Indoor hall or outdoor space

45 minute lunch club

Max. of 16

Physically inactive girls (in key stage 2) who require confidence and support to become more active.

Pupils usually allowed to go to lunch early if required.

Food to move lunch club

Indoor hall or outdoor space

45 minute lunch club

Max. of 16

Physically inactive pupils (in key stage 2) who require confidence and support to become more active and develop healthier eating habits.

Pupils usually allowed to go to lunch early if required.

Outcome

Intervention

Improve teachers’ confidence to deliver PE and children’s physical literacy.

Improve children’s confidence in English and maths activities.

Improve children’s confidence in English and maths activities.

Improve children’s health and wellbeing.

In addition, all schools involved in the programme will benefit from a collapsed curriculum day: Outcome

Intervention

Venue

Duration required

No. of pupils

Who is the intervention aimed at?

Additional information

Improve children’s communications skills and resilience.

Collapsed curriculum day

American Express Community Stadium

Whole day (during Week 2 of the project).

Whole year group (or two classes if single form entry).

PSHE themed collapsed curriculum day for whole year group (aimed at Years 5 and / or 6) with pupils exploring themes such as being fair, being inspiring, being connected and being ambitious.

Access to IT facilities required – timings will be based around the school day.

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APPENDIX 2 Premier League Primary Stars: Risk Factor Guide The guidance below outlines some of the risk factors that AITC and the Premier League are interested in being involved in the Premier League Primary Stars programme. The risk factor guide should help you understand the groups you should mostly be involving in this initiative. NB. This is not an exhaustive list. It has been designed to provide guidance on preferred individuals / groups that funding from the Premier League Charitable Fund can be used for.

Table 1: Communities (e.g. experienced by schools, groups, geographical areas) Risk factors Characteristics

• • • • • •

Low grade level of IMD (in area of deprivation). High percentage of free school meals. Special Educational Needs (SEN) school. Pupil Referral Unit. High percentage of students who speak English as a second language. Failing school (latest Ofsted inspection) - or in special measures.

Table 2: Beneficiaries (e.g. experienced by individuals) Risk factors Inherent characteristics

• • • • •

Low confidence / self-esteem. Poor concentration / ability to stay on task. Poor behaviour. Poor communication / social skills. Disability / special educational needs.

External conditions

• • • • • • •

Young carer. Looked-after child. Teenage parent. Young offender / at risk of offending / risk of involvement in gangs. Mental health issues. Troubled / complex family issues. Vulnerable to sexual exploitation.

Social conditions

• • • •

Speaks English as a second language. Victim of bullying. Social exclusion / peer rejection. Cultural discrimination.

School conditions

• • • • •

Poor attendance / punctuality. At risk of exclusion. Access to free school meals. Access to Pupil Premium. Low attainment in literacy and numeracy.

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Albion in the Community

@AlbionintheComm

www.albioninthecommunity.org.uk

Albion in the Community, American Express Community Stadium, Village Way, Brighton BN1 9BL. Tel: 01273 878265. Company limited by guarantee in England and Wales (No. 5122343). Registered charity in England and Wales (No. 1110978).

Profile for Albion in the Community

Premier League Primary Stars Information Pack  

Premier League Primary Stars Programme 2018-19 Information Pack

Premier League Primary Stars Information Pack  

Premier League Primary Stars Programme 2018-19 Information Pack

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