The policy is written with consideration to our school commitment to the Rights of the Child and our achievement of being a Rights Respecting School. It complies with Article 28 of the UNCRC ‘Every child has the right to an education’ as well as Article 29 ‘Education must develop every child’s personality, talents and abilities to the full.’ Although direct reference to this is not continuously made, the policy has been written with full awareness of our responsibility and commitment to children’s rights.
At LMPS, we believe that Physical Education (P.E.) is essential to the development of the whole child, through the use and knowledge of the body and its movement. It provides the foundation for a healthy lifestyle and promotes character building, co-operation and self-esteem. Consideration will be given to those with special educational needs, and those who are high performing. We hope to inspire children to form a positive relationship with sport and also encourage children to participate in the extracurricular activities which are offered.
The curriculum at LMPS for physical education aims to ensure that all pupils:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes as follows under each Key Stage heading.
A curriculum map outlines units of work to be covered each half term throughout the year; this is in accordance with the National Curriculum expectations and ensures appropriate breadth of study. Medium Term Plans (MTP) are then used to ensure progression of skills throughout the school. The MTP clearly sets out what and when skills should be taught. However, it is the teacher’s responsibility to ensure that all children can access the lesson and are appropriately challenged.
Teaching styles and strategies provide opportunities for children to participate in a range of activities and evaluate their own performance. Children experience a range of opportunities to work individually, in pairs or in groups over time.
We recognise the importance of Physical development in the Early Years Foundation Stage as a key area of learning. There are two strands under Physical Development; Gross Motor and Fine Motor.
Gross motor skills
Children at the expected level of development will:
Fine motor skills
Children at the expected level of development will:
Children in the EYFS, have access to time and space to enjoy energetic play daily, using large portable equipment. Furthermore, specific physical development lessons give children the opportunity to practise movement skills through games with beanbags, cones, balls and hoops. They participate in activities where they can practise moving in different ways and at different speeds, balancing, target throwing, rolling, kicking and catching. These skills can then be built on when children enter KS1.
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and cooperative physical activities, in a range of increasingly challenging situations.
Pupils should be taught to:
Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. Theyshould develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
At LMPS, we are committed to promoting equal opportunities irrespective of socioeconomic background, gender, disability and ethnicity in all areas of the curriculum.
We believe that children should have equal access to and participation in a range of physical education activities. We are committed to ensuring that all children participate in PE and physical activity irrespective of any special educational need(s) or physical disability they may have. We believe that children should have equal access to and participation in a range of physical education activities in order to reach their own potential.
Research has shown that children ALL participating in PE together proves better outcomes for ALL than not being inclusive. Teachers can access resources, guidance or strategies on TOP Sportsability (free online resource) for better including all children in every PE lesson.
Provision will be made for pupils with special educational needs where it affects their performance in PE, through: greater differentiation of tasks, use of specialised equipment, activities planned in accordance with the child’s EHCP, and use of school-based interventions as set out in the Inclusion policy.
Assessment of PE is an ongoing process. As each lesson progresses, the teacher carefully observes and assesses, intervening as necessary, to ensure that each child makes the full progress of which they are capable. Lessons are planned to ensure they are fully inclusive and take account of children’s differing needs and physical ability. The assessment of PE at LMPS is in accordance with the National Curriculum attainment target for each key stage. In addition to this, we conduct a general fitness, speed and agility assessment at the start, middle and end of the year. This allows us to track progress and identify those that show exceptional ability and those that need further support.
The PE leader is responsible for monitoring the effectiveness of teaching and learning of PE across the school. This is achieved through observation of lessons and informal feedback. Guidance should be both constructive and positive.
Reporting: This is done termly to parents in reports and parents evenings. Parents are informed of their child’s fitness assessment results and they are given a grade relating to effort/attitude and attainment.
Under the PE Curriculum, PE is a statutory subject to be taught, although there is no statutory requirement for time spent engaging in PE lessons. LMPS does however; acknowledge the DfE recommendation of 2 hours per week. Therefore, children have access to a minimum of one P.E. lesson a week of 1 hour (children come to school in PE kit on PE days so that no PE time is lost). On the four days that children do not have a PE lesson, they participate in a fitness break of 15 minutes.
PE is taught by the class teacher. All staff should take part in professional development to ensure secure subject knowledge, awareness of health and safety procedures and up to date knowledge. Staff should indicate where they feel they need support and attend available courses. The PE leader and SLT are responsible for observation of PE lessons and auditing strengths and weaknesses of the quality of PE provision. Training and support opportunities are then prioritised accordingly.
Sports days are held annually during the summer term for each Key Stage.
At LMPS, children attend swimming lessons at the local leisure centre in Year 4. Each class participates in 2 half- terms of weekly lessons. Lessons are taught by specialist swimming instructors who assess the children at the start and end of the swimming course.
Extra-curricular activities are offered in a variety of sports throughout the year in response to pupil interests, teacher’s abilities, available resources. We work with a range of outside professionals to ensure our children have access to further opportunities for quality Physical Education provision.
Facilities
Both school halls are equipped as gymnasia and are timetabled for use by every class. Outdoor facilities include a large grassed area (which is shared with Durdan’s Primary and situated opposite the school). One large concrete area is also available with various court markings.
Apparatus
Both school halls are well equipped with fixed and freestanding apparatus which is subject to a mandatory annual inspection. Teachers are responsible for its storage and correct location at the end of each lesson, encouraging pupils to be involved in the safe movement and storage of apparatus where possible.
Equipment
P.E. equipment is stored safely in the P.E. cupboard. The PE cupboard is locked and only members of staff have access. The cupboard is regularly checked by the PE leader to check its tidiness and organisation. Staff are advised to inform the subject leader of broken, damaged or lost equipment so that replacements can be ordered.
Safe practice (in accordance with school Health and Safety and Behaviour policies and the BAALPE guidelines for safe practice in PE):
Health and good safe practice is always emphasised in each environment, including the handling of equipment. Large equipment is inspected annually. Appropriate clothing is essential and children’s attire is checked by teachers prior to undertaking PE activities.
a) PE Kit
Children are encouraged to wear appropriate PE clothing. Shorts/jogging bottoms, t-shirts and sensible footwear for outdoor activities are recommended. In Early Years, children change into PE kit before each session, to support their development of independence and motor skills. In years 1-6, children should wear their PE kit to school on PE days. Teachers send polite reminder slips home to remind parents of children who have failed to wear PE kit. This helps to minimise the number non-participators. Children are barefooted for gymnastics lessons, though they must bring their shoes to the lesson and leave them at the side in case of a fire emergency.
b) Jewellery and Hair
Wearing jewellery is not allowed at LMPS. Children must not wear any kind of jewellery in PE lessons, including watches. Children with medium/long hair are reminded to tie it up securely. If a child is not allowed to remove the item of jewellery for religious/cultural reasons, a note must be provided from home and every effort should be made to cover the jewellery (e.g. with tape or sweat band).
c) Weather
It is encouraged that outdoor PE lessons take place in all seasons and in as many weather conditions as feasible. Classes are timetabled to have an hour in the hall each week, so if the weather is not appropriate for outdoor PE, the PE lesson can still go ahead. Children are encouraged to wear clothing in line with the season and weather conditions, maximising access to all lessons.
d) Hygiene
Children are taught about the body changes that occur when they exercise along with recognition of the short and long term effects of exercise on the body. Aspects of hygiene are addressed in upper KS2.
e) Staff dress
It is important that staff should consider their own and their children’s safety with regard to their own personal clothing, footwear and jewellery when involved in the teaching of any PE activity.
d) Activity:
All teachers are responsible for safety in their own lessons and should, therefore, be familiar with the procedures associated with teaching of particular activities such as swimming and gymnastics. Teachers should seek relevant training to ensure safe practice is understood and adhered to.
f) Accidents:
If an accident occurs during a PE lesson the teacher should send the child to the medical room or office with another child. Walkie-talkies should be used to ensure the children arrive safely. In the event of a serious injury, PE staff should use a walkie-talkie to gain assistance.
The School work as a collaborative unit in terms of taking all decisions; this will include decisions on funding, resourcing and timetabling. Ultimately, decisions on funding will rest with the Head teacher. The ‘PE and Sport Premium’ is designed to help primary schools improve the quality of the PE and sport activities they offer their children. Schools receive PE and Sport Premium funding based on the number of children in Years 1 to 6. Information about the school’s funding allocation and how it is spent each year is published on the Lady Margaret Primary School website under ‘PE and Sport Premium’.
The PE leader leads the maintenance and development of the subject. They are responsible for assuring quality and standards in the subject by:
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Last reviewed:
May 2022