Report on The quality of provision for physical education in schools in the Cayman Islands April 2007 Cayman Islands Schools’ Inspectorate Working in partnership for high quality education for all students Contents Executive summary: Page Background to the survey 3 Main findings 4 Recommendations 8 Commentary: 10 Students’ achievements 10 Behaviour and participation rates 12 Effectiveness of provision 12 Curriculum 12 Extra-curricular 14 Teaching and learning 15 Facilities and resources 17 Leadership and management 18 Examples of effective provision - case studies 21 Appendices: Appendix 1 Rationale 23 Appendix 2 Schools visited 26 PE survey final report Page 2 of 27 April 2007 Executive summary Background The Cayman Islands Schools’ Inspectorate examination results and available commissioned a survey on the effectiveness assessment information from these of the arrangements for teaching physical schools education in Cayman Islands’ schools. The • Meetings with senior education purpose of the survey is to identify strengths officers, health officers, the Director of and weaknesses of provision in order to Sport, peripatetic teachers and contribute towards improving physical members of the Schools’ Inspectorate education in schools. The survey was undertaken by Carole The key questions addressed by the Raymond. She was one of Her Majesty’s survey Inspectors of Schools for eight years and the specialist subject adviser with overall • How well do students achieve in the responsibility for physical education in various aspects of physical education, England. including the development of the ability to make informed choices about Her brief was to: lifestyle? • How effective is the curriculum for • Conduct a detailed evaluation of the physical education in schools, and impact of the arrangements for how well is this integrated with other teaching physical education in schools provision, including sports in the • Make recommendations for improving community? the arrangements for teaching • Does the quality of teaching and physical education so that students coaching in physical education receive maximum benefit from the support effective learning and subject and are prepared well to make encourage all students to achieve informed choices about healthy their full potential in the subject? lifestyles • Do the facilities, equipment and • Identify good practice where it exists resources for physical education help students to achieve well? Evidence Base • How well is the provision for physical education led and managed in Senior members of the Schools’ Inspectorate schools and through the central accompanied Carole Raymond on the provision for physical education majority of her visits to schools and her teaching? interviews with officers and other staff. The survey drew on the following evidence: Ms Raymond wishes to thank all those who gave their time in providing • Lesson observations in a sample of information for this survey, particularly the primary, secondary, government and many teachers and students that were private schools on Grand Cayman involved. and Cayman Brac • Discussions with senior staff, teachers and students in the sample schools • Visits to specialist community and private facilities • Scrutiny of documentation, including inspection reports, schemes of work, PE survey final report Page 3 of 27 April 2007 Main Findings well. This is normally defined in terms of increasing participation and improving General comments attitudes and behaviour rather than in the development of students’ knowledge, There is overwhelming consensus amongst understanding and skills across a range school principals and teachers that physical of activities. When there is an emphasis education is generally undervalued as a on skills, it is usually defined as subject in the Cayman Islands school performance skills in games and athletics curriculum. Many also recognise significant in preparation for competitions, with little weaknesses in provision and raise concerns attention to the full range of activities about students’ negative attitudes and low outlined in the Government’s curriculum standards of performance. The evidence for physical education1. collected during this survey confirms these views. • Many teachers have concerns about the increasing numbers of students who are The commitment to physical education and overweight or obese. provision for the subject is stronger and more consistent in private schools, on the basis of • Students’ responses and behaviour in those visited during the survey. This physical education are generally commitment is reflected in the curriculum satisfactory. In most lessons observed, time available, the range of opportunities students worked with enthusiasm and offered and access to good quality indoor and showed a willingness to learn. The older outdoor facilities. There is also a recognition students’ (Years 10 to 12) attitudes in these schools that physical education towards physical education and their makes a valuable contribution to the social behaviour in lessons were generally and personal development of students, which positive. In other year groups, the picture can lead to improvements in behaviour and was more variable with pockets of concentration in academic subjects. disaffection and unsatisfactory behaviour in some lessons; this was usually linked In government schools, some principals and to weak teaching. Low-level teachers talk about the value of physical inattentiveness and off-task behaviour education but only a minority are taking was common in the Year 1 and 2 lessons action to improve the quality and seen. effectiveness of provision. This report recognises the good practice that exists. • The attitudes of Year 7 and Year 9 However, overall, provision fails to meet the students in government schools are very needs of all students. mixed and a significant minority are disaffected with the programme they Students’ achievements receive. This was reflected in high-levels of non-participation. In some classes • Students do not achieve as well as they around a third of students did not take should in physical education. part in the lesson; this was most evident in swimming lessons. • There is very little formal data on how well students achieve in physical education and whether the subject helps them make informed choices about healthy lifestyles. In the lessons observed there was a very mixed picture, with the majority of students achieving below the expectations for their age and capability. • In the majority of schools, there is a 1 commitment to helping students achieve This is the curriculum document supplied by the Education Department (August 2006) PE survey final report Page 4 of 27 April 2007 Effectiveness of the provision requirements of the existing Cayman Islands’ Curriculum for primary Curriculum students. Not all students in pre- school or Key Stages 1, 2 and 3 • The Cayman Islands Education (Years 1-9) have opportunities for Department2 recommends that all movement (dance and gymnastics) or students have an hour of physical swimming. In schools where physical education, and curriculum guidance education is taught by peripatetic indicates that they should experience staff, the principals and class teachers a range of activities. There are generally have no idea what the examples of schools offering this and planned programme involves. in some cases as much as two hours, but practice is not consistent and the provision has significant weaknesses. In government primary schools particularly, students often receive no more than half an hour per week. • There is an outline scheme of work3 for pre-school and Key Stage 1 and 2 (Years 1-6) students. However, there is no planned scheme for physical education that shows progression Children at Little Trotters, playing outside from pre-school through primary into high school. Consequently, there is • Provision for physical education at no agreed understanding about what North Side Primary and The all students are expected to know, Lighthouse School is good and understand and be able to do at helping students to experience a different stages. Few pre-schools or balanced curriculum and make good schools refer to the documents that progress. are available. • Provision at John Gray High School is • Most pre-schools are providing good. It includes a broad and opportunities for outdoor play. balanced programme around core and Teachers’ planning for this is, though, examination courses. This offers inconsistent, lacks structure and students a range and choice of focuses on activities rather than how activities, with access to good quality the children will develop their skills community and private facilities. over time. • In the majority of schools, teachers do • The physical education curriculum in not plan effectively for physical the majority of government primary education. Only in a small minority of schools fails to meet the needs of all schools —- one government primary, students. It is too narrow and focuses one private school and the special on a limited number of sports. What school — do teachers plan effectively is delivered does not meet the for students’ learning and this was 2 evident in some of the well structured A memorandum sent to schools in May 2006 and purposeful lessons observed. recommends a minimum of one hour per week, up to 1.5 hours 3 These formal documents include: The Cayman • Some primary schools, such as Islands’ Pre-school Curriculum Guide (1998) Savannah, are involved in the ‘Be Reception Curriculum Guide (published by the CI Active’ campaign and this is helping to Government) and the Key Stage 1 physical engage students in daily exercise and education (August 2006); Bodden Town PE survey final report Page 5 of 27 April 2007 promoting greater awareness of the Effectiveness of the teaching and its importance of healthy lifestyles. impact on students’ learning • Overall, however, there are too few • The quality of teaching and learning planned links with health promotion was most effective when teachers and other areas of the curriculum, planned learning objectives and such as literacy, numeracy and shared these with students. In these information technology. lessons, teachers used a variety of teaching styles to ensure students • Inter-house and sports day worked at a good pace and with competitions help to increase the purpose. They engaged students in participation of students in activity. individual and small group work, Creating four schools on the George enabling them to think more about Hicks campus has helped to provide their own work and take responsibility more opportunities for competition. for it. This good practice was evident More students are now involved and in only a minority of schools. the level of participation has therefore increased. • In less effective lessons, teachers demonstrated good knowledge of a • Out-of-hours opportunities provide particular activity, for example, track recreational and competitive and field events, but did not adapt this experiences such as sports rallies and for the different ages and needs of school preliminaries, which help to younger students. In many lessons, motivate students to improve their there was too much emphasis on skills. There are no records of the activity without a focus on what was to numbers of students involved in out- be learnt. Delivering content often of-hours clubs and no evaluation of took priority over meeting the varying the impact of the programme on needs of students. Teachers used a meeting the needs of all students. narrow range of teaching styles, which provided too few opportunities for students to take responsibility for their own learning. • A small number of lessons were unsatisfactory. The activities were inappropriate and failed to challenge and motivate students, who often lost interest and misbehaved. Savannah Primary School students go sailing • Assessment in physical education is a weakness in most schools. However, • The links between schools and sports a few teachers in some pre-schools clubs vary widely between schools and in the Lighthouse keep and use and often rely on the personal day-to-day records of students’ contacts between coaches and achievements or progress towards teachers. Links between schools and particular outcomes. community clubs are well established in sports such as football, netball, • The lack of information on students’ cricket and sailing. achievements when they transfer from primary to middle school and middle to high school is a problem highlighted by teachers. PE survey final report Page 6 of 27 April 2007 Facilities and resources • Students in private schools generally have better access to indoor facilities than those in government schools. • Most schools make effective use of a range of outdoor facilities, appropriate for the size of the school. Hard court areas have markings for major games, but few offer any shade. In North Side teacher making good use of a schools where the community also classroom for PE uses its fields, playing surfaces are in a poor state of repair, showing • The Ministry for Education has a extensive signs of wear and tear. much needed strategy for the development of new and existing • The most significant weakness in pre- facilities and changing rooms. schools and government schools is the lack of indoor teaching spaces. In • Schools and teachers are generally private schools, students have good satisfied with the range and quality of access to large indoor teaching resources available for physical spaces, which enable the curriculum education. However, during visits to to continue during excessive hot or primary schools, few were making use wet weather. of a range of small apparatus. Younger students rarely used small • The provision for swimming is equipment such as bats, balls of inadequate. The Lions pool is a good different sizes and weights, hoops quality facility that is used extensively and/or bean bags. by many students. However, it does not have the capacity to cater for all • Many primary class teachers do not primary school students and its have the confidence or knowledge to location would also result in too much teach physical education. travel time for some schools. Consequently, younger students do not often receive their full entitlement • Some schools are making creative of lessons. One principal responded use of existing facilities in order to to this concern and has provided enhance provision. For example, effective support for teachers, which shaded areas have been created in a has resulted in good physical pre-school and on the George Hicks education provision for the students. campus. In two primary schools, classrooms are being used as • Peripatetic and secondary teachers teaching spaces for dance and have suitable qualifications and movement. Some schools make use experience. However, teachers’ of private and public specialist expertise is generally in a narrow facilities. range of physical education activities, which limits the curriculum they offer • Most government primary school staff students. resist the idea of using assembly or dining halls for physical education. PE survey final report Page 7 of 27 April 2007 Leadership and Management wider community need to be educated on the importance of physical • The leadership and management of education and regular daily exercise physical education at all levels —- as part of healthy lifestyles. from schools to the Education Department and Ministry —- is a • Strengthen the collaboration between weakness. There is no clear vision for health, education and sport so that the the subject in schools or of what good work of each can contribute in a more quality teaching looks like. There is coordinated way to the vision for little monitoring or evaluation of the physical education. effectiveness of what is happening in schools in order to improve provision and raise levels of students’ performance. • There are no procedures for monitoring the effectiveness of the peripatetic programme, which is such a large component of government primary school students’ experience of physical education in Cayman. Students prepare to dive • There is no continuing professional • In the light of new data on students’ development for teaching staff and no obesity and health, increase the formal opportunities for teachers to recommended time for physical meet, share ideas and develop good education in schools to a minimum of practice. two hours per week. This is necessary to ensure there is sufficient time for primary school students to Recommendations develop the knowledge and skills needed to lead healthy lifestyles. To improve the effectiveness of physical education, the Ministry and Education • Ensure that those involved with Department should: monitoring provision in schools have the knowledge and skills to evaluate • Provide leadership for the subject at the programme rigorously against national level. This should include a clear criteria, particularly in relation to vision for physical education and good quality teaching and learning. health as essential parts of the curriculum and the development of the • Provide more detailed exemplification whole child. The vision should define of the physical education curriculum the relationship between physical and what students should know, education, sport and the arts. It understand and be able to do at should promote the development of different stages. This guidance healthy lifestyles together with regular should also show how teachers will and lifelong participation in physical assess students’ learning. activity as well as supporting elite performers. • Provide training for teachers4 who are required to teach physical education. • Develop a communications strategy The training should focus on helping that will promote this vision and help them develop the knowledge, skills schools integrate it into their mission statements for the development of the 4 The term teacher includes coaches and all other whole child. Also, parents and the adults working with students. PE survey final report Page 8 of 27 April 2007 and understanding of good teaching, students and parents and provide a which will enable them to plan more school climate that rewards more effectively for purposeful learning and positive attitudes to healthy lifestyles. different needs of students in lessons. • Do more to celebrate students’ • Provide opportunities for teachers to achievements in physical education, come together to share expertise. beyond sports competitions, thus establishing a culture in which the • Ensure that the development of the students feel the subject is valued. new learning communities takes due Improve teachers’ assessment consideration of the proposed new strategies so that subsequent curriculum for physical education and teaching can be based upon a better the facilities needed to provide diagnosis of students’ needs. students with a broad and balanced programme. • Ensure all students receive their entitlement to a minimum of two hours • Provide more up-to-date resources of physical education per week and a and equipment for primary schools. broad and balanced programme. • Improve provision for swimming, so • Improve communication with that it is an entitlement for all primary peripatetic teachers so that they feel a school students. more valued part of the school staff. • Review the effectiveness of the • If the present requirement for class deployment of peripatetic teachers to teachers to deliver physical education ensure that they serve the needs of continues, provide training for class specific schools and students, and teachers to help develop their that their lines of accountability are confidence and subject knowledge. clear. • Improve teachers’ quality of teaching • Develop a more coordinated approach so that it focuses more on students’ to the development of sporting knowledge, skills and understanding, pathways outside school in order to with opportunities for students to take broaden the range of sports and greater responsibility for their learning. appeal to a wider group of students. • Find ways to make school assembly • Create a policy for developing the halls and canteens available for provision for elite athletes, including physical education lessons, so that the identification of talented students teachers can deliver a more balanced and a mentoring support programme. curriculum for all students, particularly dance and gymnastics. Principals, subject leaders and teachers • Take more account of students’ views with responsibility at school level should: of physical education, particularly Year 7 to 9, and work with them to • Provide more effective leadership of find ways of improving their physical education and take greater enthusiasm and levels of participation. responsibility for monitoring and evaluating the quality of provision, including the work of the peripatetic teachers. • Promote the benefits of physical education and health development to PE survey final report Page 9 of 27 April 2007 Commentary repeated different animal actions including rabbits, snakes, ‘happy feet’ penguins and jumping frogs Students’ achievements with control. There is very little formal data on students’ Students in a Year 5 athletics lesson showed a achievements in physical education or good understanding of the differences between whether the subject helps them make sprinting and jogging and between competitive informed choices about healthy lifestyles. and fun events. They were able to sprint over short distances and pass the baton safely and This lack of data makes it difficult to report on confidently. students’ progress over time or to celebrate how well students achieve in physical In a Year 6 lesson, students demonstrated in education. The judgements and examples of games such as football, netball and basketball standards achieved described below are, how they could move and position themselves to therefore, based on discussions with teachers receive passes. They also had a good and students and observations of the work understanding of the rules of the games. being done during the review. In some schools, such as Savannah Primary, students’ access to new areas of activity, In the majority of schools there is a such as sailing is helping to improve their commitment to helping students achieve well. knowledge and understanding of basic skills. This is normally defined in terms of increasing For example, as Year 1 students worked with participation and improving attitudes and ropes they were able to explain how the behaviour, rather than in developing students’ figure of eight knot is used to guide the sail. knowledge, understanding and skills across a range of activities. When there is an emphasis on skills, it is usually defined as performance in games and athletics in preparation for competitions. There is little attention to the range of activities outlined in the Government’s curriculum for physical education5. Few schools pay much attention to helping students develop skills of creativity, the ability to evaluate, or knowledge and understanding of fitness and health. In the lessons observed, the majority of Lighthouse school engaging in PE students were achieving below the expectations for their age and capability. In the Lighthouse School, students make There were examples of students showing good progress in relation to their capabilities. satisfactory or good achievement, as For example, indicated below: A group of Year 3 and 4 students with a range of Most pre-school children moved with control and learning difficulties participated in different running coordination and were able to climb onto, travel activities with confidence and enthusiasm. They around, under and over different outdoor play ran forwards and backwards and used different equipment. They showed an awareness of space body shapes to represent animal movements with and of how to work with others, taking turns to use some accuracy. They were able to run and place apparatus. beanbags on cones and to pass the ball to someone behind them. They listened well, followed routines for starting and finishing and During a dance lesson that took place in a worked cooperatively with each other. They classroom, the Year 1 children moved safely and helped each other without prompting from the confidently in the small space, making changes of direction and using different levels. They teacher. During the survey only one school, North 5 This is the Curriculum document supplied by the Side Primary, appeared to offer well-planned Education Department (August 2006) PE survey final report Page 10 of 27 April 2007 opportunities to develop students’ creative This underachievement in performance skills and evaluation skills. For example, Year 3 is in part due to teachers’ low expectations of and 4 students moved imaginatively to music what primary and middle school students and linked different actions together as a should be able to do across a range of motif. They were also able to observe each activities. In too many lessons, the planning other and comment critically on their ideas was weak and led to teaching that focused on and use of space. In another school, Year 6 ‘doing’ rather than ‘learning’ and the teacher students showed their ability to perform talked for too long resulting in low-levels of complex dance sequences to music as they activity. Few teachers use assessments of practised for the National Children’s Festival students’ achievements to set new targets or of the Arts. to challenge students. In contrast to these positive examples, most Many teachers have concerns about the teachers spoken to during the school visits increasing numbers of students who are expressed concern about students’ low level overweight or obese. A few teachers are of skills and fitness. For example, George beginning to plan individual programmes for Hicks campus teachers commented on the students, which help to ensure they have low achievement of students when they enter regular exercise and begin to take Year 7; indicating that about half of the group responsibility for their personal well-being. showed weak skills in running, throwing and This effective practice should be promoted catching, and that only around ten percent across all schools. would pass basic skills tests. This wide range of ability was confirmed during the Students’ knowledge of fitness and health observations in lessons across all key stages; was generally lower than would be expected too often, students’ skills were too low level for their age. For example, Year 1 and 2 and the quality of their movements lacked students explained how running made their precision and accuracy. For example, low heart beat faster, but few were able to say standards were noticeable in swimming: what other changes happened to their body when exercising. In a Year 9 lesson, girls In a Year 7 lesson, a third of the students were worked hard on step exercises but were unable to move through the water with unable to use correct terminology when confidence. In Year 9, a third of the students explaining the purpose of the exercises and could not swim and were still working on their impact on key muscle groups. Better developing their confidence in the water. The other two-thirds showed the ability to move levels of knowledge and understanding were confidently through the water using different arm noted in John Gray High School; for example, and leg actions in front and back crawl Year 10 girls led the warm-up session and techniques. boys used different fitness equipment as part of their individual training programmes. In John Gray High School, the students worked on basic skills in games lessons: A small group of Year 10 boys could throw accurately and use this skill effectively when fielding in a competitive cricket game. However, the majority of students were not able to apply their skills well when involved in games. They did not have a good understanding of the tactics needed. In the same school, a significant group of students are following the Certificate of Achievement course, which is a programme for students with below average skills; this reflects the school’s assessment of students’ standards as below expected levels for their age. PE survey final report Page 11 of 27 April 2007 Behaviour and participation rates different reasons such as lack of kit, illness or injury. This was most notable in swimming In the high schools, students’ attitudes lessons. In one Year 7 lesson in George towards physical education and their Hicks, 11 students did not participate and behaviour in lessons is generally positive. many of these had notes from parents They work enthusiastically in lessons and excusing them from the activity. In this show a willingness to learn. When given the school, teachers commented on how Year 7 opportunity, some students took responsibility students showed a lack of responsibility when for their own learning and worked well they arrived at the school. In a year 9 lesson, independently of teachers. For example, 20 students were not participating. Similarly, leading their own warm-up activities and in Cayman Brac High School, 16 Year 7 selecting activities as part of their personal students were excused from a swimming fitness programmes or creating their own lesson and teachers’ records showed this to dance sequences. be a common occurrence. Many students provided letters from parents, who endorsed non-participation often for very minor concerns or injuries. These high levels of non-participation are unacceptable and schools need to look closely at why such large numbers opt-out of some lessons. They should take more account of students’ views of physical education and work with them and their parents to find ways of improving their enthusiasm and levels of participation. Cayman Prep and High students working well together Effectiveness of provision In middle and primary schools, students’ attitudes are more variable with pockets of Curriculum time disaffection and unsatisfactory behaviour in some lessons; this is usually linked with weak Most pre-schools are providing daily teaching. For example, in one primary opportunities for outdoor play that enable school, Year 1 students started to get children to develop basic skills, such as distracted during the warm-up and did not running, jumping and climbing. follow the teachers’ instructions. As the lesson progressed they became bored as The Cayman Islands Education Department they spent too long having to listen to the recommends that all primary age students teacher talking, giving instructions and have one hour per week of physical organising teams for relay baton practice. In education and the curriculum guidance a Year 5 games lessons, students indicates that they should experience a range participated enthusiastically in the warm-up of activities. There are examples of schools running activities but when they had to offering this, but practice is not consistent and practise passing in mini-hockey some of them provision has significant weaknesses. simply opted out and lay on the floor; the tasks lacked focus and failed to challenge Many primary schools timetable physical students. education for approximately an hour a week usually organised as two half-hour sessions. The attitudes of Year 7 and Year 9 students In reality, however, few government primary are very mixed and a significant minority schools provide this entitlement for all show a lack of enthusiasm for physical students. The reasons are many and varied, education. In some lessons seen, over a including: peripatetic teachers absence or third of students did not participate, offering class teachers not delivering their part of the PE survey final report Page 12 of 27 April 2007 programme due to a lack of confidence or Curriculum planning enthusiasm; using the time for coaching or practice for school teams in preparation for There is currently no planned curriculum for rallies or inter-school preliminaries; wet physical education that shows progression weather and the lack of access to indoor from pre-school through primary into high teaching spaces; class teachers withdrawing school. Consequently, there is no agreed students from lessons in order to finish other understanding about what all students are work or as a form of punishment. This expected to know, understand and be able to seriously disrupts the learning and reduces do at different stages. Few schools had the value of physical education for all plans for lessons or the term during the visit. students. Few pre-schools have a curriculum plan or In private schools, practice is more consistent set of goals for children to achieve as a result and students have access to two hours of of indoor and outdoor play. At best, teachers physical education. In one school, the had a list of the skills they wanted students to principal has increased the time for Years 4, learn. For example, in one pre-school 5 and 6 students to three 45 minutes lessons progress reports included a list of the fine and per week. Teachers here have reported gross motor skills children are expected to improvements in students’ physical skills and learn; including running, jumping, co- also in their behaviour, concentration and ordination, balance and throwing and listening skills in other classroom lessons. catching. However, there was no evidence of how teachers planned for students to learn Secondary school students in government these skills in an increasingly demanding and schools have better access to physical developmental way. In other pre-schools, education lessons than their primary teachers focused on developing skills such as counterparts as they generally receive at running and jumping, catching and kicking a least an hour per week. High schools on ball, climbing confidently and making different Grand Cayman are offering a minimum of 80 shapes. minutes and those students taking the GCSE examination have much more, which is In many government primary schools, the positive. curriculum is neither broad nor balanced. The peripatetic teachers spend most of time During the survey, several school principals, teaching games and athletics. This does not teachers and health officials expressed fulfil the requirements of the Cayman Islands’ concerns about the increasing numbers of curriculum for primary students6. There are students showing signs of being over-weight too few opportunities for developing students’ or obese. The latest national school entry movement skills, including dance and screening data available from the Public gymnastics, and many schools are unable to Health department (2007) shows an increase offer swimming or personal survival. Few in the proportion of students categorised as primary class teachers are aware of what is obese over the past eighteen years. It is being taught by the peripatetic teachers, and important, therefore, in light of this new data, they fail to help students make important links that serious thought is given to increasing the between physical education and other recommended curriculum time for physical classroom based subjects. education to a minimum of two hours per week. Primary schools, in particular, should A few primary schools have effective consider adopting a ‘daily’ physical activity curriculum plans that help to ensure a philosophy to help promote more positive balanced curriculum and give direction and attitudes and behaviour, and healthy purpose to the programme. North Side lifestyles. Primary includes a programme in gymnastics, invasion games and movement, which is 6 This is the curriculum document supplied by the Education Department (August 2006) PE survey final report Page 13 of 27 April 2007 planned and taught by class teachers for one Some key weaknesses related to the lesson a week to complement the work of the provision from pre-school through primary peripatetic teachers. In this way, children at into high school include: North Side receive their entitlement of an hour’s physical education per week. At the • A lack of planned progression and Lighthouse School, a specialist teacher has continuity between the secondary and planned programmes for all year groups. He primary phases works with occupational therapists and • Too few planned opportunities for support assistants to provide lessons that students to develop their knowledge and meet the different needs of groups of understanding of fitness and health students, including an individual fitness • A lack of planned links with other areas of programme for overweight students. At learning, such as, the use of shape and Cayman Prep School, students have access space in mathematics, measuring and to a broad and balanced programme, which is recording in athletics, key words in being reviewed and refined. literacy or the human body in science • A lack of specialist provision for gifted and Some primary schools are beginning to tackle talented students; there is no systematic their concerns about students’ levels of identification of students or mentoring fitness by offering ‘Be Active’ sessions scheme. involving 10 minutes of activities at different times in the day and throughout the week. Extra-curricular provision and links with They are also providing games equipment for sport in the community children to use during break and lunchtimes to practise their skills and increase their Most schools offer a range of extra-curricular activity levels. At Savannah Primary, the Be activities and after-school clubs, which Active programme enables Year 1 students to emphasise recreation, competition or public go sailing at the local club where children performance. have access to well qualified staff and specialist facilities. The programmes are mainly organised by school staff with assistance from sports In the high schools on Grand Cayman, the coaches and parents. The most common physical education departments have given sports include: netball, rugby, football, track much thought to planning a broad and and field and softball. There are few balanced curriculum. All students follow a opportunities for dance, gymnastics, or core programme and have the opportunity to swimming. There is no data on the numbers take an examination course. The programme involved in extra-curricular activities, but includes a wide range of games (cricket, schools report that these opportunities are basketball, volleyball and softball) track and helping to increase levels of participation for a field, trampolining, personal fitness and small proportion of students. swimming. Close account is taken of the facilities available when planning activities. For example, Cayman Prep and High School make good use of their indoor facility for games, trampolining and aerobics. At John Gray, students have limited access to the school hall, but they make good use of a small fitness gym and outdoor facilities to offer students a choice of activities. Both schools are making good use of specialist local community facilities for swimming, softball, squash, sailing and scuba diving. Cayman Prep and High students enjoy a game of squash PE survey final report Page 14 of 27 April 2007 Many students arrive early at school, yet learning. Most lessons provided appropriate there are few opportunities for them to opportunities for students to be active and to participate in physical activities. This is a develop some new learning. However, missed opportunity to engage students the several lessons were unsatisfactory. moment they arrive at school7. Teaching and learning was most effective Competitive experiences such as inter-house when teachers shared learning objectives competitions, inter-school sports rallies and with students and used a variety of teaching school preliminaries also help to motivate styles to engage them in individual or small students, including the more able students, to group work. An example is given below: try harder to improve their skills. These experiences are usually popular and have In North Side Primary School, all class teachers enormous benefits for students. However, shared learning objectives with students at the many primary school teachers expressed beginning of the lesson, sometimes writing them concern about the small numbers of students on the whiteboard. They used these effectively to involved and the disruption caused to the rest focus students’ attention on the purpose of the of the curriculum by preparation for school activity. For example, in a Year 6 games lesson, students were developing their understanding of preliminaries. They would welcome more the purposes of warm-up by leading their own school-based competitions that benefit all exercises in preparation for the game they were students. going to play. They were also focusing on improving their techniques for attacking and The links between schools and sports clubs defending play and learning how to shield the ball, vary widely and often rely on personal change direction and get the ball away from a contacts between coaches and teachers. defender. The students started their warm-up in Links between school and community clubs their classroom, having moved the tables and are well established in sports such as chairs to the side. They performed stretching football, netball, cricket and sailing and offer exercises to music. Initially the teacher led the activity and then encouraged different students to some effective routes into sport for students. lead. Working indoors in this way also reduced Some talented students benefit from these the time spent in the sunshine. When they moved links. On Cayman Brac the sports onto the hard court area, students worked on coordinator is working with local schools and keeping the ball away from defenders and the community to increase participation of marking opponents. First they played netball and students and adults in sport. Overall, then moved onto applying the same techniques in however, there is a need for a more co- basketball and football. This helped them to ordinated approach to the development of understand that the techniques are common sporting pathways outside school in order to across different games. The students worked broaden the range of sports offered and to hard and with enthusiasm. attract a wider group of students. In addition, In the Lighthouse School, the teacher set attention should be given to the development high expectations and challenged students to of sporting talent, involving a more systematic perform to the best of their ability, to approach to identifying, training and cooperate effectively with others when mentoring talented students. working as a team in a variety of situations. Effectiveness of teaching and its impact Year 3 and 4 students arrived at the hall with their on students’ learning class teacher and support assistants. The teacher greeted them individually. The warm-up involved The teaching observed during school visits a review of previous learning. Students listened was of a very mixed quality and carefully to instructions and demonstrated that effectiveness. A few lessons were good and they remembered routines and what they had 8 these were carefully planned to build on prior done previously. Using PECs the teacher explained how the lesson would focus on different 7 Reference was made to this in the Inspectorate’s 8 PECs (picture exchange communications report on Behaviour and Attendance in Schools systems) are visual prompts used to help students (May 2006) recall key words and actions. PE survey final report Page 15 of 27 April 2007 movements, beginning with running forwards and In most lessons judged to be satisfactory, backwards and then onto different actions. He teachers showed good subject knowledge of used a brief question and answer session and a particular activity, for example track and PECs cards to check students’ understanding field events, and used it to organise a range before they set off at different stages in the lesson. The students were familiar with the of tasks that focused on developing specific routines and took turns. The teacher encouraged skills. Too often, however, a focus on content individuals and checked some of their took priority over meeting the varying needs performances. As the work progressed there was of students. For example, in several primary evidence of increasing refinement of students’ schools, lessons on ‘baton changeover’ movements and of the teacher raising the level of followed the same pattern for Year 1, Year 2 challenge. Students concentrated hard as they or Year 5 students, regardless of their prior worked at a good pace using beanbags and balls, experiences or needs. In these lessons, passing over the head and under their legs. The there was often too much emphasis on teacher was constantly moving amongst the activity with insufficient feedback and students, offering praise and encouragement as appropriate. He encouraged the teaching support intervention to help students make progress. staff to join in. Students enjoyed this. They also The narrow range of teaching styles used enjoyed collecting and putting the equipment also restricted students’ opportunities to take away before they moved on to the parachute responsibility for their own learning or to game which created lots of excitement. The evaluate their work. lesson concluded with a brief cooling down activity and the teacher checked each students’ The quality of teaching in several lessons understanding of what they had learned in the was unsatisfactory and students made little lesson, encouraging accurate use of vocabulary progress in their learning. Common (animal shapes and key words, such as over and weaknesses included: teachers unrealistic or under) used during the lesson. low expectations of students; too little physical demand on students because the teacher spent too much time talking, organising students and managing low level off-task behaviour. Feedback was normally confined to comments on effort and behaviour rather than achievement. In most lessons, there were few opportunities for students to observe and evaluate their own and others’ performances and too little emphasis on developing students’ knowledge and understanding of fitness and health. Lighthouse students having fun with the parachute Teachers’ use of a narrow range of teaching styles also resulted in too few opportunities This purposeful, fun and lively lesson for students to take responsibility for their provided a model of good practice. own learning. There were few problem- solving or decision-making tasks that enabled In a Year 10 fitness lesson in John Gray High School, after they had been shown how to use the students to work independently or in small equipment, students had good opportunities to groups. make their own decisions about the programme they would follow and the goals they set for Weaknesses in teachers’ use of assessment themselves. They recorded their performances information often hinder students’ learning. making comparisons with previous results. Few lessons started with time for Individual feedback from the teacher encouraged consolidating previous learning and most students to challenge themselves and to record were focused on new content directed at the their output accurately. In the same school, Year whole class. In their discussions with visitors, 10 girls led their own warm-up and showed how students revealed that they found their work they could stretch different muscles groups in preparation for their skills work. too easy, or were bored by having to do activities that they had done before and PE survey final report Page 16 of 27 April 2007 which they thought had little purpose for Prep is a good example of good quality them. The primary programme took little facilities. In schools where the community account of the prior attainment of students also uses fields, playing surfaces are in a and their differing needs. In the high schools, poor state of repair, showing extensive signs teachers showed an awareness of the needs of wear and tear. Some examples include of students and pitched the programme Red Bay Primary School where the cricket appropriately. For example, in Year 10 wicket is located in the centre of the outdoor students focused on basic skills because the field area and the playing field at the George aims of the lesson were not sufficiently Hicks Campus. At John Gray High School, precise. More generally, however, few teachers are making effective use of a small teachers made good use of their fitness gym. assessments of individual students and usually chose activities appropriate to the Students in private schools have better majority of students and the physically most access to indoor facilities than those in able were seldom challenged sufficiently. government schools. In some pre-schools, teachers are keeping records of skills achieved by students, but the availability and use of assessments of students’ performances is a weakness in most schools; often there was no evidence or data available. The exception was at the special school where the PE teacher had good records of students’ individual progress across the different aspects of the programme, including balls skills. The teacher, in conjunction with the occupational Cayman Prep and High school hall therapists, used assessments of students’ progress in previous lessons to plan Private school students have good access to effectively for personalised learning to meet large indoor teaching spaces, which enable the individual needs of students on the motor the curriculum to continue during excessive activities training programme (MATP). hot or wet weather. This multi-use is facilitated by appropriate procedures put in The lack of information on students’ place for setting up and putting away dining achievements as they transfer from primary tables. The most significant weakness in pre- to middle school and middle school to high schools and government schools is the lack school is a problem highlighted by teachers. of indoor or shaded-outdoor teaching spaces. Most government schools have a large Facilities and resources assembly or dining hall but they do not use this space for physical education. Many Indoor and outdoor spaces vary in quality teachers believe this is the policy of the from very good to poor. Some outdoor Education Department, which is not the case. facilities are inadequately maintained and, in This is a missed opportunity to provide a few cases, unsafe. In a few schools, such students with a more balanced curriculum, as Cayman Brac and John Gray High particularly dance and gymnastic movement. schools, the changing facilities are poorly It would also help to increase levels of maintained or simply not big enough for the participation during hot or wet weather. For numbers of students using them. example, one group of Year 9 girls arrived at the lesson expressing their reluctance to work Most schools make effective use of a range outdoors in the heat. Although there was no of outdoor facilities, appropriate for the size of access to the schools hall, the teacher the school. Hard court areas have markings planned a series of indoor fitness tasks in the for major games, but few offer any shade. changing room which led to high levels of The outdoor all-weather space at Cayman participation amongst the students. PE survey final report Page 17 of 27 April 2007 younger students rarely used small Some schools are making creative use of equipment such as bats, balls of different existing facilities in order to enhance sizes and weights, hoops or bean bags. The provision. For example, at the Little Trotters Lighthouse School was an exception and pre-school and George Hicks Campus a students had good access to a range of canvas shade has been used to create a new equipment suitable for their needs. These teaching space. In two primary schools, included small indoor and outdoor equipment classrooms were being used as teaching for games and movement. A fitness room spaces for dance and movement. For had also been developed, with a range of example, at North Side School, class suitable machines, including one donated by teachers turned their classrooms into a member of the community, and enables workspaces by simply moving tables and older students to work on individual chairs to the side. This enabled Year 6 programmes. students to use music for their warm-up exercises before moving out onto the hard- Leadership and management court play area for their games lesson. At similar times, Year 1 and Years 3 and 4 used There is limited leadership and management their classrooms for dance. At Savannah of physical education at government or Primary, a classroom was being used for school level and this significantly inhibits the movement lessons, although the school hall effectiveness of the subject and its potential was rarely used. At this school, Infant pupils to provide students with a curriculum that also visited the local sailing club as part of the enables them to achieve well. Be Active programme. In these schools the PTA or community had helped to raise funds There is no overall national leadership of the to provide outdoor play equipment. subject which ensures that teachers across all schools share a vision for physical Most schools make use of Truman Bodden education and health as essential parts of the sports arena for their annual sports day. High curriculum and the development of the whole schools on Grand Cayman are making good child. This vision should identify the key aims use of private and public specialist facilities. of physical education and how it relates to For example, the use of the Field of Dreams, health, sport and the arts. Consideration squash and tennis courts, and the sailing club should be given to how school provision will is helping to ensure students receive a promote the development of healthy lifestyles broader and more balanced curriculum which and the importance of regular daily activity provides students with more options and and lifelong participation, as well as meeting examination courses. the needs of elite performers. The provision for swimming is inadequate. There is no guidance on what good quality The Lions pool is a good quality facility, used provision and teaching looks like, and too extensively by many students. However, it little monitoring and evaluation of its does not have enough capacity to enable all effectiveness in raising standards of students’ primary school students to attend a performance across all schools. Although programme. some curriculum documents exist they do not show progression from pre-school through to The Education Ministry has a strategy for the high school. Consequently, provision is not as development of new and existing facilities effective as it should be and many primary and changing rooms. This is much needed. students do not receive their entitlement to an hour’s physical education and have no Schools and teachers are generally satisfied movement or swimming experiences. with the resources available for physical Schools would welcome more detailed education. However, during visits to primary exemplification of the curriculum and what schools few had a range of small apparatus students should know, understanding and be suitable for indoor movement and able to do at different stages of their development of gymnastics skills. In lessons, education. This guidance would also help PE survey final report Page 18 of 27 April 2007 teachers assess students’ learning in a more physical education makes a valuable focused way. contribution to the social and personal development of younger students which can The roles and responsibilities of peripatetic lead to improvements in behaviour and teachers are clearly documented and indicate concentration in other subjects. their importance in leading and managing the delivery of physical education across In the few government schools with effective government primary schools. The job physical education, senior staff, particularly description clearly states the extent of their the principal, place a high value on the responsibilities for working with class benefits of physical activity and sport for the teachers to provide effective physical development of the whole child. They education but this does not happen and the demonstrate this commitment by taking an role they actually perform is much narrower, interest in the subject and ensuring students revolving around the delivery of curriculum have access to at least two lessons per week dominated by games and athletics. and a structured curriculum. Their personal involvement and commitment contributes Peripatetic teachers feel isolated from strongly to the status of the subject in the schools and believe that physical education is school and the motivation of students and undervalued and not seen as important. staff. Good provision at North Side School Although they have regular team meetings, and the Lighthouse School is associated with there are no procedures for coordinating and the enthusiasm of an effective principal who monitoring the effectiveness of their work has gained the support and commitment of which is such a large component of students’ staff. This effective leadership and support experience of physical education in Cayman. for the subject is not consistent across the Communication between school principals Islands’ public schools. and peripatetic teachers is weak and there is a general lack of consensus about who Many teachers of physical education meet at coordinates and manages the team and their Island school sports events and other work. It is an appropriate time to review the informal events. They would welcome more effectiveness and deployment of peripatetic formal opportunities to meet, share ideas and staff to ensure they are serving the needs of develop good practice. Most primary class specific schools and making best use of their teachers have had little training and support expertise. There is also a need to clarify lines on how to teach physical education. Primary of accountability. school principals described how many class teachers lack the confidence and enthusiasm In the majority of schools, procedures for to teach physical education due to their monitoring and evaluating the effectiveness limited subject knowledge. The exception to of physical education in students’ learning are this is class teachers at North Side School weak. Few schools formally assessed how where they have benefited from a structured well students achieve against planned programme of support and development led learning outcomes. Although schools by the principal. This is a model of good normally record students’ attendance and practice and reflects an effective strategy for participation in levels, there is little evidence helping class teachers to develop their of strategies being used to tackle disaffection knowledge, skills and understanding of good and to decrease levels of non-participation. practice in physical education. If class teachers are to continue to have The commitment to physical education and responsibility for teaching physical education, provision for the subject is stronger and more a systematic programme of professional consistent in some private schools. This development is needed to enable them to reflected the commitment of senior teachers develop the confidence to plan more who ensured sufficient curriculum time was effectively. available to enable a range of opportunities to be offered and good quality indoor and outdoor facilities. They also recognised that PE survey final report Page 19 of 27 April 2007 Peripatetic teachers have specialist qualifications, but tend to have a narrow range of expertise, focusing mostly on games and athletics, rather than the movement aspects of the curriculum. New peripatetic teachers work alongside more experienced colleagues, but the programme is very informal and lacks a coherent structure. Peripatetic and middle school teachers who have been in post for several years have had few opportunities for professional development and sometimes have had to fund courses themselves. This general lack of initial training and continuing professional development for teachers not only inhibits their personal development but also the vision for the subject and consistency of good provision across all schools. PE survey final report Page 20 of 27 April 2007 Examples of effective provision different areas of physical education. During lessons they are using different teaching At North Side Primary School the principal methods to engage children in a range of and staff identified weaknesses in the practical tasks as well as involving them in structure and organisation of the curriculum, decision-making and taking responsibility. which was solely delivered by the peripatetic For example, in Year 1 dance, students are teacher. They acknowledged that half an learning about how to move safely in space, hour of physical education was not enough Years 3 and 4 are composing parts of their time and too little attention was being given to own sequence to music and Year 6 students movement education because of the are selecting their own warm-up exercises dominance of team games and track and and sharing these with others in the class. field. They also recognised that not all Teachers are using questions to help develop students were making enough progress in students’ knowledge about the differences games because the curriculum was disrupted between activities. For example, when several times during the year in preparation working on relays, they learn about the for sporting rallies and preliminaries. differences between jogging and sprinting, competitive and fun races and the different The principal provided a new vision for the rules involved. Although these initiatives subject and worked with teachers to improve have only recently been introduced, it is provision. They started by amending the already evident that the work is broader- curriculum to ensure a better balance of based and generally better organised than activities and introduced movement. They before. Students are enjoying their lessons, also adopted a scheme of work to help them being challenged and making good progress identify the knowledge, skills and in their skills and ability to use them in understanding that students would acquire. different contexts. They are using core tasks9 to help them identify learning objectives for individual lessons. These new materials helped them to plan a programme of common skills development. For example, Year 6 students learn how to move off the ball and how this can be applied to different games such as netball, football and basketball. This is helping to make lessons more purposeful for students. One of the most significant changes is the use of class teachers to teach one lesson of physical education per week, thus ensuring students receive their entitlement of a minimum one hour per week. This additional lesson required an imaginative use of classrooms for movement lessons; students work in their own classrooms, they safely and carefully move tables and chairs to create the North Side students working together space. The principal took the lead in modelling lessons, which were recorded on video and used as exemplars for the training of staff. This helped to develop teachers’ subject knowledge and confidence to teach 9 Core tasks are taken from the QCA (Qualification and Curriculum Association) guidance materials; www.standards.dfes.gov.uk) PE survey final report Page 21 of 27 April 2007 At the Lighthouse School, there is a strong The school makes effective use of its indoor commitment to the value of physical facilities and has a good range of equipment education by the principal and staff. All and resources, including a newly furnished students have at least two hours per week fitness room, appropriate for different age and plus additional opportunities at lunchtimes ability levels. The specialist teacher carefully and through out-of-hours events. The monitors and evaluates the work of students curriculum is planned effectively to meet the and works closely with the class teachers to needs of different groups of students at ensure that students receive a coherent and different ages and provides a balance of effective programme. activities, including movement, fitness, games, swimming, and track and field. Individual programmes are prepared for students identified as overweight, encouraging them to take greater responsibility for their own well-being. Parents are involved in this process. A strong feature of provision is the good quality teaching and learning that is helping students to make good progress against their capabilities. The focus on specific learning objectives is a strong feature of lesson planning, which enables the teacher to make PE at the Lighthouse school simple notes on children’s progress and set individual goals. For example, one group were developing their hand-eye coordination through different activities. The teacher, working closely with the occupational therapists and teaching assistants, set individual goals for each student that enabled them to work at levels matched to their capabilities. In another lesson, students in Years 3 and 4 with a range of learning difficulties worked together on their basic movement skills. They were able to recall previous learning and participated in various running activities with confidence and enthusiasm. They ran forwards and backwards and showed different body shapes to represent animal movements with some accuracy. They were able to run and place beanbags on cones and to pass a ball to someone behind or in front of them. They listened well, helped by teachers using PECs, to help them visualise words and actions. Students followed routines for starting and finishing and worked cooperatively, showing a natural tendency to help each other without prompting from the teacher. Students clearly made good progress. PE survey final report Page 22 of 27 April 2007 Appendix 1 Rationale • Strategies and actions are needed to Physical education (PE) is seen as an ensure that the quality of physical essential part of the school curriculum in all education is developed worldwide parts of the world. In 2001, Margaret Talbot summarised international findings suggesting Yet, despite this international recognition of that physical education: the compelling case for physical education and sport, it is still difficult in many countries • Helps children to develop respect for to convince policy makers of the need to the body, their own and others dedicate sufficient time and resources. • Contributes towards the integrated Perhaps this is linked to the lack of data to development of body and mind support the impact of effective programmes • Develops an understanding of the role on students’ achievements. of aerobic and anaerobic physical activity in physical activity and health At the same time, there is growing • Positively enhances self-confidence international concern about the fitness of and self-esteem students in school and the impact this will • Enhances social and cognitive have on their health in the future. As early development and academic as 1998 the Canadian Association for Health achievement and Physical Education, Recreation and Dance (CAHPERD) raised concerns about The Council of Europe also stressed the decreasing levels of students’ fitness and important contribution of sport to processes of well-being. This resulted in big changes to personality development and psychological provision in schools. well-being. In Scotland, a survey found that 27 per cent Clearly, however, the uniquely ‘physical’ part of boys and 40 per cent of girls were not of physical education and sport is the way in active enough. In England, the survey by the which it serves the dual purpose of helping to National Statistics Office in 2000 concluded: develop young people’s physical capabilities and making them aware of the role of • 20 per cent of boys and 27 per cent of physical activity in a healthy lifestyle. girls were overweight. • 18 per cent of students took too little Recognition of these distinctive contributions exercise, compared with 5 per cent in was reflected in the Berlin Agenda for Action 1995. 1 and 11 at the International World Summit on Physical Education (1999). So too were Other European studies report similar trends. the claimed benefits of children and young In Italy, for instance a recent study indicated people’s participation in physical education 40.6 per cent of children (average age 9.9 and sporting activities for their cognitive years) were overweight and 19.5 per cent development, standards of literacy and were obese (Manazoli et al 2005). numeracy, attendance and retention and enhancing the social and spiritual life of In the USA in 2006, the Shape of the Nation schools generally. At this Summit, over 80 Report 2006 concluded : nations worldwide unanimously agreed that: • There are now three times as many • Physical education is a right for all overweight students as there were children and a fundamental twenty years ago. component of their development and • About 10 per cent of children between education the ages of two and five are overweight PE survey final report Page 23 of 27 April 2007 • About 40 per cent of students aged In the Cayman Islands, the Health Services between six and nineteen are News recently published data on Childhood overweight. Obesity (March 2007; see also Wildman 07). The data reveals that the Caribbean has not Inevitably, across all nations, these figures on been spared the dramatic global rise in children’s fitness and obesity led to a scrutiny childhood weight and blood pressure. It of the quality and impact of physical reports a whopping 45.2 per cent of children education in schools, particularly its aged 3 to 7 years of age are at risk of effectiveness in promoting the physical overweight or obesity. These are alarming development of young people. findings, particularly for the long term well- being of young children of the Cayman In Canada, for example, concerns led to a Islands, which has led to much needed review of physical education and the discussions about preventative care development of a new vision for quality daily measures. One measure is the effectiveness lessons in schools as essential to the healthy of provision for physical education and school development of Canadian children and youth. sport and community opportunities for CAHPERD promoted its vision for quality recreational and competitive sport. daily physical education (QDPE) as a way to define a program that is well-planned, taught All government schools in the Cayman by qualified and enthusiastic professionals, Islands are required to teach PE, a situation and offering a variety of learning opportunities much better than in some neighbouring to all students on a daily basis throughout the countries such as the USA. There is, entire school year. QDPE describes the however, the danger that PE is seen as a low minimum standards required for a school priority subject on the school curriculum, QDPE program; including compulsory particularly in primary schools, and that physical education provided for a minimum of students will not develop their physical 30 minutes each day to all students abilities sufficiently or establish the habits of (Kindergarten to grade 12) throughout the taking regular exercise. These concerns are school year. supported by inspection findings between 1998 and 2006. In the USA, which has the greatest problem with obesity, only one state insists that PE is • Work in primary school PE lessons is taught in all schools and many students have isolated from the work of other subject no physical activity in school, particularly in areas. the older grades. • Primary students’ progress in PE is often not assessed (class teachers do In England, concerns about young people’s not often know how well their students increasing levels of obesity and decreasing perform in PE). levels of fitness led the Government to • PE lessons are sometimes bunched develop a national strategy for two hours of together to suit the peripatetic high quality physical education and school teachers’ arrangements rather than sport as a requirement for all students by the learning needs of the students. 2006 and four hours by 2010 (DfES 2003) . • Primary students do not always have In Scotland, where the problem is less any PE lessons at the beginning of marked, a national strategy for physical term, as the peripatetic teachers start activity, Let’s make Scotland more active has one or two weeks later. been introduced. All schools are required to • The amount of time devoted to PE is teach physical education and a national often inadequate in primary schools. programme is underway to ensure specialist • Resources are good, but a lack of primary schools teachers deliver a indoor accommodation sometimes programme that provides a strong foundation restricts the PE programme. In some for lifelong physical activity. cases the school has a suitable hall, but this is not used for PE. PE survey final report Page 24 of 27 April 2007 • PE lessons do not place enough take account of national and local needs and emphasis on health and lifestyle. which can be used to monitor and evaluate the quality of provision. Overall, PE is not given a high enough priority in government primary schools. The peripatetic teachers are given almost total responsibility for teaching PE in primary schools. Their work is not always monitored and they are rarely considered part of the school staff. A significant exception to this is the Lighthouse, where physical activity is seen as an important part of the students’ development and the PE teacher is a key member of staff. The situation is also better in the government secondary schools, where students are taught by specialist school staff; although on Cayman Brac the PE teacher also works in the two primary schools. Alongside the curriculum provision for PE in schools, there has been considerable investment in sport and physical activity in the community. Students have the opportunity to take part in sports activities organised by the Youth and Sports departments and private organisations after school and in the holidays. However, there is insufficient evidence of the impact of this investment and how well it needs the needs of the community and elite athletes. Private organisations, such as the rugby club and the sailing club also encourage young people to take part in their particular sports through training programmes, which sometimes involve working with schools. Concerns about the status and quality of provision in physical education and sport in the Cayman Islands schools, indicate a demand for improvements in provision. The Government and schools do not face this challenge alone. In 2005, a meeting of World Experts representing 40 different countries also demanded improvements in provision and a stronger international status for physical education in school and everyday school life. Participants called for governments and schools to take the necessary steps to guarantee more satisfactory physical education for all children. It also called for better teacher training with a stronger focus on learning processes and a set of quality criteria that PE survey final report Page 25 of 27 April 2007 REFERENCES Bailey, R (2004) Sport in education Project: Examining the role of physical education and sport in education, in The British Journal of Physical Education pg 6-8 (2004) CAHPERD (1996-2006) Quality Daily Physical Education ICSSPE (199) The Berlin Agenda for Action for Government Ministers, Berlin ICSSPE (2005) Meeting of Experts Demands Improvements for Physical Education 2nd World Summit on Physical Education, December 2005 DfES (2003) The national PE, School Sport and Club Links (PESSCL) strategy www.des.gov.uk/pe Manazoli et al (2005) cited in Health Survey Chronicles 18 year trend in weight and blood pressure in young children of the Cayman Islands 2007 in Health Services News pp 10- 11 Scottish Executive (2003) Let’s make Scotland more active: a strategy for physical activity, Edinburgh, HMSO Talbot, M (2001) The Case for Education, in G Doll-Tepper and D Scoretz (eds) (2001) World Summit on Physical Education, Berlin Wildman, R (2007) Childhood and Adolescent Obesity: The Cayman Context (draft unpublished paper) PE survey final report Page 26 of 27 April 2007 Appendix 2 Schools that were visited as part of the survey • Creek and Spot Bay Primary School • First Baptist Christian School • John A Cumber Primary School • North Side Primary School • Red Bay Primary School • Savannah Primary School • Cayman Prep and High School • The Lighthouse School • Cayman Brac High School • George Hicks Campus schools • John Gray High School Pre-schools: • Montessori By The Sea • The Achievement Centre • Sunny Smiles • Kids Adventure • Little Trotters PE survey final report Page 27 of 27 April 2007