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In The Zone 2

In The Zone 2

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In The Zone 2

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  1. In The Zone 2 Pilot School Reports

  2. Porth County Community School ‘The project has been very successful and has had a positive impact in a short period of time. We started off by introducing a small amount of activities and building on these. Students are keen to have the opportunity to try out a variety of equipment available to them. Equipment has been returned by the students and they will report any damage caused. The Leaders have gained in confidence and their feeling of worth within their roles. With the friendly relaxed atmosphere created, students will confidently ask for equipment and do not feel a burden on the staff, It has allowed staff time to work in other areas without being hindered by students for equipment during lunch time. We will continue to develop our In the Zone 2 project. ‘

  3. Equipment lending, how does it work? • Signing out sheet • Names and class information • Equipment used – e.g. football, basketball, skipping rope etc. • Time given out • Equipment returned • Broken or over used equipment removed Zoning of activity areas, how does this work? • Astroturf, basketball courts (outside), grass area and hard court area are all zoned for ITZ2 activities. • Special Needs students have an area which has been allocated to them, but other students are allowed to enter the area and join in. • Area at the side of the container used for skipping, hoops and target activities

  4. Use of the In the Zone Crew Who are the ITZ Crew? Year 11/10 Sports Leaders  How many? 6 What do they do? Loan out equipment Supervise areas Ensure equipment is in good condition Record students who have used equipment Record what equipment has been used Ensure equipment provides the needs of the students Total number of students using equipment each day, boys and girls Participation How do you record participation? Students signing in for equipment Will include participation on PE profiles that will be in place during September Does this feed into the whole school reward system? Yes In to the School House System Achievement Awards at end of school year PE profiles What is the average number of daily participants attending throughout the term?50 What approximate % are girls 20% (will improve with Dance and skipping activities) What activities are offered?  Football,Rugby,Basketball,Skipping,Frisbee, Hoolahoop, Tennis, Swing ball, Target games, Dance.

  5. What challenges have you faced? • Limited equipment • Supervising activities • Procedure put in place • Staff availability • Zoning areas • Ensuring equipment is given out used and returned the appropriate way • Awareness of project for staff and students How have you overcome these challenges? • Whole school involvement. • Ensure all procedures are clear to all concerned with the project • Use of Leaders and LSA’s for supervision of project • Map of zoned areas • System put in place for use of equipment, (booking out and in of equipment) • Provide equipment for project and recycling existing equipment in the department for ITZ2 use • Leaders responsibilities and procedure to follow • Reporting on success of project to SMT and publicity officer

  6. Whole School Development Is this viewed as a whole school concern? • Yes How has this been developed through the whole school, provide examples? • Other departments have been involved, Special Educational Needs, Welsh Baccalaureate Drama and PSE. • Students are given opportunity to complete leadership hours during lunch time, assist within SEN groups and organise a variety of activities. • Rewards and time spent helping in the project has been recognised during award days and celebration events. What does the school see as the whole school benefits?  Staffs comments: • Behaviour of students during afternoon sessions has improved. • Increase of students actively involved has had a positive effect on behaviour during lunch time. • Students have become more confident and have attended more extra curricular clubs, 5x60 sessions and E3 activities. • Increase in opportunities for students with additional needs.

  7. Radyr Comprehensive School Equipment lending, if so how does this work? • The pupils come to the container throughout lunch and exchange their planners for the equipment they wish to use. They can borrow for 10 minutes, the whole hour, it is very much a drop in scheme. Zoning of activity areas, if so how does this work? • If time, we cone off areas so that pupils are aware of the playing area. At present football is the bottom half of the red gra and fields, weather permitting. Other ball games, skipping etc top half and basketball/tennis (depending on season) is played on the courts. Tennis was very popular, especially during Wimbledon!!!!!

  8. Use of the In the Zone Crew ‘The zone coordinators, as they like to be called, are a team of 6 year 8 girls who basically manage the equipment.’ • What do they do? ‘They collect planners and hand out the required equipment. We have designed a colour coded recording system that involves the girls looking for the pupils participating and putting a coloured dot by their name. This enables us to can record how many times they have participated and also what activity they have done. E.g. red dot = football’ • Does this feed into the whole school reward system? ‘The boy and girl, from each year group, who used the scheme the most were mentioned in the school newsletter and given a prize (T-shirt, key rings, pens etc)’ • What is the average number of daily participants attending throughout the term? Between 40 and 100 depending on weather etc. • What approximate % are girls: Approximately 20% • What activities are offered? Football, touch rugby, skipping, space hoppers, bat and ball, tennis, basketball, Frisbee, various catching activities are the main ones • Which activities are most popular? Football and tennis.

  9. Whole School Development Is this viewed as a whole school concern? Yes it is and the Senior staff have been supportive. Comments have been made by staff that the school grounds, e.g. quad and other areas are far safer and quieter when the scheme is running as lots of the children are active and are occupied. How has this been developed through the whole school, provide examples i.e.: Reward systems, leadership hours, links across departments What does the school see as the whole school benefits? i.e. development of skills, behaviour, concentration, community links. Increased awareness of health and fitness, improved behaviour at lunchtimes, Pupils have opportunities to develop their management, organisational skills as In The Zone 2 Coordinators.  Have you got any examples of this, or case studies of particular pupils who have benefited? The Year 8 girls have really found an outlet for success and fulfilment and they would be lost without it. They were always looking for things to do at lunchtimes and now feel important! It has been invaluable to them and the scheme would not run as well without them.

  10. ‘It is a very beneficial scheme to both the school and pupils’