One of the most enjoyable parts of my job is delivering PE CPD for primary teachers in schools and there’s never been more focus on PE CPD than right now. So how can schools ensure they get the most from their training?
With primaries receiving on average £16,000 in the 18/19 school year and with a need for sustainability, teacher training and primary PE CPD should be a consideration for most schools. PE CPD for whole school staff has not, historically, been a priority for schools. Going forward any organisation wishing to receive a good appraisal of their PESS premium spending need to consider their staff’s competence and confidence to deliver good PE.
What are the key areas that a PE coordinator or headteacher needs to consider when planning an effective CPD strategy for their school?
Planned
Teacher training days are rare and are often given over to key subjects such as numeracy and literacy. Getting in early with your request for a whole/half-day or twilight CPD is essential. Some schools will plan their entire professional development schedule including staff meetings up to a year in advance.
Prepared
A huge part of successful PE training is down to the tutor. But getting your teachers and support staff 100% involved in what is happening is what makes the training a success.
Due to the physical nature of PE getting everyone up and moving really brings life to the training. Make sure your teachers know what to expect so they can wear appropriate clothing and feel comfortable and confident.
It also helps to let your tutor know of any participants who need special consideration so the session is inclusive, this could be an injury or disability.
Identify needs for your school's primary PE CPD
Finding out what training your staff require, rather than what you think they need is useful. When teachers feel they are getting the training they want they are more likely to engage.
A quick simple staff audit can be undertaken which will highlight areas for development. Gathering information on teachers’ competency in the following areas is a good starting point;
- Activity specific knowledge e.g. gymnastics, athletics etc
- Confidence in breaking down and teaching skills
- Effectively using assessment for learning in PE
- Differentiation and teaching inclusively
- Setting up and using specialist equipment
- Health and safety
Outcomes
Know what you want to achieve so your tutor can personalise your training. For example, ‘dance’ is something I often get asked to deliver; but what skills and competencies do you want your staff to walk away with at the end of the day?
I always as my client schools to provide a 3-point wishlist for the session and use this to shape what is delivered.
National Qualification in Leadership and Management in Primary PE
It is also worth considering qualifications for the PE leader in your school. National Qualification in Leadership and Management in Primary PE is aimed specifically for school staff who are fulfilling the vital role of PE subject leader. It provides a national qualification at the same time as supporting you to develop high-quality PE in your school. This represents probably the most effective use of your PE and sport premium funding, building capacity, resilience and sustainability. There are trainers around the country that can assist you in completing this qualification.
Onward development
What happens now? You’ve had your day/half day or twilight training session, and your staff are pumped to get out on the field. What needs to happen to ensure your outcomes transfer into everyday school life?
Your development plan might involve buying equipment, rearranging PE teaching slots, pairing staff up to deliver, making learning walks timetable, and so on. Whatever needs to be done, harnessing the momentum from professional development will ensure the best experience of PE and school sports for your pupils and staff alike.