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Pacey PE

Walford Nursery & Primary School believes that physical education, experienced in a safe and supportive environment, is a vital contributor to a pupil’s physical development and well-being. A broad and balanced physical education curriculum is intended to provide for pupils’ increasing self-confidence in their ability to manage themselves. Progressive learning objectives, combined with varied teaching approaches, provide stimulating, enjoyable, satisfying and appropriately challenging learning experiences for all pupils. The selection of suitably differentiated and logically developed tasks will help pupils, irrespective of their innate ability, to enjoy success and be motivated to further develop their individual potential and take part in lifelong physical activity.

A balance of individual, paired and group activities; in co-operative, collaborative and competitive situations, aims to cater for the strengths and needs of every pupil. These activities, experienced within a broad physical education curriculum, aim to promote a broad base of movement knowledge, skills and understanding. They are also intended to develop every pupil’s ability to work independently and to respond appropriately and sympathetically to others, irrespective of their age, gender, cultural or ethnic background.

The activities offered and the teaching approaches adopted seek to provide pupils with opportunities to develop their creative and expressive abilities, through improvisation and problem-solving. Pupils are encouraged to appreciate the importance of a healthy and fit body, and to begin to understand those factors that affect health and fitness.

Whilst retaining its unique contribution to a pupil’s movement education, physical education also has considerable potential to contribute to much wider areas of learning. It is considered important that physical education is integrated into the whole school’s planning for the development of pupils’ communication, Mathematics, Science, PSHE Education and Computing skills.

Curricular Aims:

To develop skilful use of the body, the ability to remember, repeat and refine actions and to perform them with increasing control, co-ordination and fluency (acquiring and developing).
To develop an increasing ability to select, link and apply skills, tactics and compositional ideas (selecting and applying).
To improve observation skills and the ability to describe and make simple judgements on their own and others work, and to use their observations and judgements to improve performance (improving and evaluating).
To develop an understanding of the effects of exercise on the body, and an appreciation of the value of safe exercising (knowledge and understanding of fitness and health).
To develop the ability to work independently, and communicate with and respond positively towards others (working alone and with others).
To promote an understanding of safe practice, and develop a sense of responsibility towards their own and others’ safety and well-being (applying safety principles).

INTENT

What Physical Education looks like in our school:

Children will experience a variety of opportunities and experiences, challenging them both inside and outside the classroom allowing them to excel in a broad range of physical activities and engage in competitive sports and activities. They will focus on improving their fitness, health and well-being through knowledge and application.
Children will develop physical, technical, and tactical sporting skills; enhanced by an embedded focus on mental skills such as resilience, determination and confidence.

Throughout the curriculum, children are given the opportunities to work in partners, small groups and whole class all working towards the common goal of success.

Children are taught the values of fair play and the importance of being a good sportsperson in competitive play.

As Swimming is an important life skill, we aspire for all children to leave primary school being able to swim at least 25 metres.

This is our philosophy:

It is our ambition to create, positive relationships with physical activity for life through an inclusive culture.
Enabling all children to develop the physical literacy and the emotional and thinking skills to achieve in PE, sport and life.
High quality teaching and learning in PE is characterised by a broad, holistic approach where the aim is to develop the ‘whole child’ through the Real PE curriculum.
To create an environment in PE where children feel valued, challenged and supported to achieve their maximum potential.
We want all children to feel they belong as part of a team, creating a teaching and learning environment where both staff and children enjoy working hard together to achieve success.
We trust that our broad and innovative PE curriculum will allow children to develop their love of movement and sport well beyond their time with us.

This is the knowledge and understanding gained at each stage:

By the end of EYFS:

Children show good control and co-ordination in large and small movements.
They move confidently in a range of ways, safely negotiating space.
They handle equipment effectively.
Children know the importance for good health of physical exercise.

By the end of Key Stage 1:

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 co-operative physical activities, in a range of increasingly challenging situations.
Perform dances using simple movement patterns.

By the end of Key Stage 2:

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.
They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Perform dances using a range of movement patterns.
Take part in outdoor and adventurous activity challenges both individually and within a team.

IMPLEMENTATION

This is how PE is delivered at Walford Nursery & Primary School:

All children receive a minimum of two hours PE teaching a week.
The whole school PE curriculum map ensures progression in learning across all year groups in a variety of sports and activities.
Through half-termly Real PE units, the focus of learning is on the fundamental skill acquisition and personal development challenges. As part of this, children are also able to develop their leadership skills.
We use a variety of teaching and learning styles in PE lessons providing children time to practice and apply their newly learnt skills.
Within lessons we give children the opportunity to both collaborate and compete and use a wide range of resources.
Children have the opportunity for physical activity through a range of inclusive PE related activities available at lunchtimes and after school. These encourage children to increase their involvement in physical activity and further develop their skills in different activities.
Children participate in a variety of competitive sports through inter school and inter house activities; enabling them to apply their sporting skills, develop team skills and learn how to play competitively.
Children in Year 4 participate in swimming lessons.

This is what adults do:

Engage in professional development enabling all teachers to deliver high quality lessons and over time enabling outstanding outcomes for all children.
Plan exciting progressive lessons which build on prior leaning enabling children to develop fundamental skills and apply them to a variety of sports and activities.
Create a positive learning environment that supports and provides opportunities to demonstrate improvement enabling children to achieve their personal best.
Help children to lead a healthy active lifestyle and understand the importance of exercise.
Promote resilience and growth mindset approaches in lessons.

This is how children are supported:

Differentiated ability tasks enabling children to progress at their own pace.
We use teacher and self-assessment to quickly identify any child who requires additional support in specific areas.
We celebrate individual pupil progress in their learning journey.
We make cross curricular links whenever possible.

This is how children are challenged:

Lessons will be differentiated.
Additional activities to stretch/ unlock learning within the lesson.
The planning and structure in all PE lessons supports and challenges all stages and abilities.

This is how the school ensures all children can access the curriculum:

Children who have SEN or EAL needs have key vocabulary shared with them prior to the start of units/ activities.
By providing visual/practical prompts.
Teaching lessons using a range of different techniques.
More frequent repetition and revisiting of objectives to help make it stick.
Small group/1:1 support in lessons
Change for Life clubs are available to children who are less active or have SEND which affects their physical ability or confidence.

IMPACT

This is what you might typically see in a PE lesson at Walford Nursery & Primary School:

Engagement and perseverance from all learners.
Children practising and applying knowledge to different situations.
Happy, confident, independent learners.
Physically active children across the school day.
Children talking about, sharing and reflecting upon their learning.
Peer coaching and leading.
Participation whole school in events and celebrations that promote healthy active lifestyles and physical activities.

This is how we know how well our children are doing:

Use of assessment at the start and end of each unit in Real PE enables progress in fundamental movement skill and personal and social skills to be assessed and progress monitored.
Teachers assess the individual progress of a child is against the learning objective for the lessons/units of work. At the each term and at the end of the year, the teacher makes a summary judgement about the work of each child in relation to the national curriculum 2014.
Use of surveys and questionnaires (pupils and staff).
Regularly monitoring of the standards of children’s work and the quality of teaching and learning in lessons.

This is the impact of the teaching:

Children with a keen interest in PE and a willingness to participate in sport with positive attitudes.
Children with a good level of physical fitness, leading healthy lifestyles and exercising regularly.
Children understand the values and importance of fair play and being a good sportsperson.
Children developing personal, social, cognitive, and creative life skills which they can use and apply in other areas of learning and school life to achieve their maximum potential.
Children develop detailed knowledge and skills across the PE curriculum and, as a result, achieve well.
Children with SEND achieve the best possible outcomes in PE from their starting points.
Children’s work across the PE curriculum is of good quality.