Phone: 01508 538409 / 07785 774007
Pro Coach Sports has linked up with Aspire training Solutions to offer an answer to CPD training within your school.
The PE Curriculum Support programme (PECS), is a sustainable and effective way for your school to use your PE and School Sport Premium. It is different to other primary PE CPD programmes and addresses DfE Professional Development Standards.
It is not a one day training course or a stand-alone activity and it is not your stereotypical ‘team teaching’ programme which so many sports coaching providers offer. PECS is a development programme for the whole school.
PECS has been developed by Aspire Training Solutions and is recognised by the Association for Physical Development (afPE) as a programme that assures high quality learning for teachers.
PECS is led by expert mentors and is focused on improving and evaluating pupil outcomes. The programme involves regular and ongoing support with opportunities for participants to self reflect. It involves activities designed to sustain and embed practice, including collaborative teacher activity, formative planning and assessment and expert primary school PE input.
PECS is designed by primary school teachers for primary school teachers and is underpinned by robust impact data.
We recognise that teachers are highly skilled and experts in the classroom. The PECS programme helps your teachers transfer their skills from the classroom and into the PE environment. As a result, your staff will become more confident to teach PE to a high standard and improve outcomes for your pupils.
How does PECS address the DfE Standards?
Professional development should have a clear focus on improving and evaluating pupil outcomes
Pre programme delivery assessment to match needs, experience and knowledge to PECS activity and delivery
Reflective practice model evaluates impact on pupil outcomes
Differentiate lessons to help pupils achieve their potential and make rapid progress
Professional development should be underpinned by robust evidence and expertise:
Pre and post evaluation
Impact data reports
Curriculum progress mapping
Quality assurance through regular observations and training
Evidence reported on portal
Each member of staff has their own personal development folder to help develop, support, reflect and evidence progress
Professional development should include collaboration and expert challenge
Mentors provide ongoing support, modelling and challenge
Regular feedback to help create, achieve and reflect on goals
Professional development programmes should be sustained over time
Delivered on site in your lesson with your pupils
Mentoring relationship pre, during and post lesson delivery
Ongoing support for all teachers taking part
Mentor can help engage children in sustained physical activity opportunities e.g. Extra curricular or leadership
School: Priory Primary School
Priory wanted to improve PE teaching throughout their school by giving staff the skills needed to deliver high quality PE lessons.
Problem: The staff lacked the knowledge and confidence required to challenge pupils struggling with low activity levels and a lack of engagement. The school also had not found a sustainable and proven solution to utilise their premium effectively
We provided an introduction session for all staff to put the teachers at ease, reassuring them that their Aspire mentor would tailor the programme to their specific needs.
As a result, Priory quickly bought into Aspire’s PECS programme, recognising it as a long-term sustainable solution.
Staff worked alongside their mentor to ensure rapid progress and development. They increased activity levels considerably, while keeping all children on task and developing constantly. They created lessons that were exciting and engaging for the children.
Staff have become more confident in delivering high quality PE lessons, developing and challenging their pupils and making PE lessons more active, exciting and engaging.
The profile of PE and school sport has increased throughout the school. This, in turn, has had a positive impact on the number of children participating in extracurricular clubs and activities.