As a school governor and Multi Academy Trust (MAT) trustee, I know the key role governing bodies play in schools. I know too that we sometimes need help in getting our heads around initiatives so that we can best support our headteachers and staff team.  

As we govern our schools through the COVID-19 global pandemic, our world of governance has been turned on its head. We are familiar with adapting and responding to challenges over time, but this is exceptional. I know, that despite our challenges, the role every single governor is playing out there is outstanding. As the largest volunteer workforce in the country, we need to be demonstrating the kind of leadership that recognizes so much at stake is unknowable yet finding courage through public service in doing what feels right. Leading either a school or trust is a balancing act — driven through collaboration and working together, providing support for schools and senior leaders, and rightly championing the wonderful ways schools are developing to stay connected to their communities. We are considerate of the enormous task staff have in ensuring continuity of education and making this work on the ground. 

After seeing a significant rise in the number of questions from governors over the past month around the role of PE in primary schools since the announcement of the extension in July for the Primary PE and Sport Premium, I felt it was important to pull together some content that is intended to support our collective understanding of the role governors and trustees play in how the Primary PE and Sport Premium should be used. This funding is aimed at developing sustainable Physical Education in our primary schools that will help children develop the physical literacy that will be as important in their lives as the literacy and numeracy that we all work so hard to support. 

The difference between Physical Education, physical activity and sport 

The terms ‘Physical Education’, ‘physical activity’ and ‘sport’ are often used interchangeably but it is important for governors to understand the difference between them to provide the best possible sporting start in life for young people. 

High quality PE, school sport and physical activity contribute to a range of outcomes for children. At the heart is the importance of the physical literacy journey for all pupils, providing breadth and diversity of opportunity across varying contexts to enthuse and equip our pupils to go on and lead healthy, active lives. 

Physical Education is the foundation. It is that planned, progressive learning within the taught curriculum that is delivered by teachers, that ensures all young people achieve physical literacy. Developing on from these experiences, and adhering to COVID-19 guidelines, schools should also seek to provide extra-curricular opportunities that develop life-long healthy, active lifestyles and competitive sport participation as well as forming that vital link with community sport and activity. 

PE, school sport and physical activity should not be a separate agenda to key whole school priorities. Research shows the vital transformative effects that being active has on the brain. Before we can even consider addressing the progress gap that may have been exaggerated by the COVID crisis, we need to ensure our pupils are ready to learn. By putting a focus on the wellbeing of pupils, embedding PE, school sport and physical activity at the heart of your school’s strategic direction, you are laying strong foundations to support wider school outcomes. 

Funding allocations and responsibilities 

The Primary PE and Sport Premium has been allocated directly to primary schools since 2013, and in July this year, schools received the confirmation that it will continue into 2020-21. 

This funding is allocated to headteachers in primary schools and is ringfenced, meaning it can only be spent on PE and sport in primary schools. This premium must be used to fund additional and sustainable improvements to the provision of PE and sport to benefit primary aged pupils and to encourage the development of healthy, active lifestyles. 

If we consider our core functions as school governors/MATs, we need to: 

These reports must be available on the school website and will be scrutinized by Ofsted. I would also advocate it is good practice for the board to appoint a governor who will work with both the subject lead and school to oversee progress. Our governing boards are crucial in deciding how the funding is used and challenging headteachers to ensure that every school makes the most of this money to create its own sporting legacy.