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VIEWS & OPINION


Howto use physical activity to improve pupils’ self-esteem, academic achievement and


concentration levels Comment by BRY


RYN LLEWELLY co-director ofMove & Learn


health and wellbeing for pupils in school focus Traditional approaches towards improving


heavily upon timetabled sport and PE lessons during segmented periods of the school day. But is this enough to engage all children in becoming more active? Or do we need to move


past the classic PE format and treat it more as a daily school lesson? Currently only 20%of boys and 14%of girls aged 5 to 11 are meeting national activity targets as recommended by the UK Chief Medical Officers . It is recommended that children do at least 60 minutes each day, yet three in four children are doing less than 30 minutes of physical activity each day.


Timetabled PE is an important part of any school curriculum, but there’s lot of different ways to get pupils active outside of PE lessons. Pioneering schools such as Thorner Primary School in Yorkshire and Water Primary School in Lancashire are leading the way with various initiatives and practical ideas. Here are some tips on how to build quick bursts of activity throughout your school day:


1. Create an active school transport framework encouraging families or carers to travel to school on foot, by bike or scooter


2. Start the day with an active assembly or a wake and shake, the LYN,


perfect way to help pupils start their day and sets the ’active learning’ tone for other lessons on that day


3. Find key moments throughout the school day such as during line-up, at breakfast or after-school clubs, or during playtime or wet break to keep energy levels up so pupils are more alert and ready to learn


4. Create opportunities for active break times during lesson time and add music to get pupils in the mood! This helps to break up the sedentary periods pupils spend sitting down with short energising activities.


5. Give each class a weekly PE day, where in addition to 2 hours of PE a week, children wear their PE kit all day and English and maths lessons are delivered through physical activity.


Any teacher would agree that making lessons fun can help to foster positive attitudes towards a subject, even more so when it comes to physical activity as it helps to put pupils who are less confident and don’t necessarily consider themselves ‘sporty’ at ease.


Children don’t need to be sporty to appreciate physical activity. It’s important to take time to find out what makes children tick - what are their interests and passions? For many children, their interests are determined by what they watch on television, online or at the cinema. One programme combines these elements effectively is the Change4Life with Disney 10Minute Shake Up teaching resources which uses children’s favourite Disney characters as a stimulus for active role play activities – a fun way for children to move and learn, while also developing their creativity!


With changes to the curriculum and the Ofsted Framework on the horizon, now is the time to look towards ways we can increase and ative opportunities for learning. The Change4Life with Disney Shake Up programme not only provides an enjoyable to traditional seated learning but promotes daily physical


alternative 10Minute embed cre


activity. Five key steps for


academies to prosper Comment by PAMTUCKETT, Bishop Fleming Audit


There are five key steps academy schools rtner & Head of Education


Part


financially robust in this particularly difficult looking to prosper can take to be more


1. Clear and timely management information funding climate.


management information and make sure it is Identify what should be included in your


actually required by management, time can clearly presented. By only reporting what is


be saved in producing the information.


Trustees need relevant data to demonstrate sufficient financial scrutiny and to make informed decisions. Potential issues can be identified much earlier, so that preventative action can be taken.


2. Diverse income sources.


Depending on the academy and its assets, there may be various income streams to explore, including renting/hiring out facilities, investment income, parking spaces, sponsorship, etc.


Consideration needs to be given to setting up a trading subsidiary for some activities, which will entail regulatory, tax and VAT issues to address.


There is no point creating the right management information if the 3. A management team trained with the right skills for the job.


2 4 www.education-today.co.uk .


recipients do not have the competences to know what to do with it. They must have the necessary skills to understand the information, spot any early danger signs and take appropriate action.


4. A prioritised register of risks, with strategies for managing them. Risks come in many forms, be they political, operational or change. These risks need to be identified and prioritised. Some can be tolerated, whilst others will require preventative action to mitigate their effect, or to exploit for a positive impact.


5. Centralised processes to minimise costs.


In order to use funds more efficiently and to improve governance, there is a need to centralise. How much you can centralise, depends on


Centralisation provides improved financial go your geography and size.


vernance and is a key


area on which auditors will focus. It is not an easy position to create as it can be painful for some staff to adapt, but the rewards forMATs are there in terms of economies of scale, reduced deficits, simpler processes and a better allocation of resources.


Working with 10 per cent of all academies has enabled us to develop and refine programmes for best practice for schools to follow. And we cover these in our conferences and workshops, but more importantly we partner with our academy clients to make them work.


Clear and focused information helps skilled academy managers to make informed decisions, and there are processes and training which schools can put in place to make this happen effectively.When this is aligned with clear strategies and systems, schools can become far more robust, particularly as the sector awaits the outcome of the next


Whilst many academies are flourishing, others are under pressure over government spending review, whenever that may be.


funding, but with an emphasis on teamwork and a willingness to be creative in finding solutions, this can result in the right rewards for schools and students.


July/ y/August 2019


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