Physical Education 

Our vision is for all children at Rothwell St Mary’s to experience exceptional physical education, school sport and activity that will lead to life-long participation for all. Positive participation in physical education will enable children to build, self-esteem, teamwork and positive attitudes in P.E.  

• Our high-quality Physical Education at St Mary’s aims to equip learners with the skills they need to lead full and valuable lives through engaging in purposeful and high quality activity. Promoting an active and heathy lifestyle. 

 

At Rothwell St Mary’s Physical Education is a key element, which is incorporated into everyday life. As a school we aim to motivate students to maintain a balance between their school work and Physical Education. Physical Education is an essential part of healthy living especially for children who are at school. We believe that Physical Education enhances children’s ability to remain focused and increases concentration. Our students are promoted to take part in activities along with their school work, so this will help in maintaining their healthy bodies and minds.

Our policy is designed with a reflection on: http://www.afpe.org.uk/physical-education/wp-content/uploads/afPE_Health_Position_Paper_Web_Version2015.pdf

Role of the PE Subject Leader

The role of the PE subject leader involves needing to:

• Provide a purposeful, spiritual and sequential PE curriculum and support planning.
• Support colleagues in all aspects of the curriculum.
• Maintain and replace equipment.
• Ensure areas for lessons are safe and following the safety guidance created by staff.
• Assist with recording keeping and assessment of the subject.
• Monitor the teaching of the subject at school.
• Attend meetings and courses, which will inform future development of the subject and ensure other staff are aware of courses themselves.
• Ensure standards remain high in each year group.
• Deliver effective monitoring of the subject.
• Oversee the extra-curricular provision for sport and ensure there is a varied range of clubs and intra and inter extra-curricular competitions that involve as many pupils as possible.
• Ensure that ring fenced annual Primary PE and School Sports funding is allocated appropriately so as to meet DfE statutory expectations.

PE Objectives at Rothwell St Mary’s:

PE offers opportunities for children to:

• Become skilful and intelligent performers
• Acquire and develop skills, performing with increasing physical competence and confidence, in a range of physical activities and contexts
• Learn how to select and apply skills, tactics and compositional ideas to suit activities that need different approaches and ways of thinking
• Develop their ideas in a creative way
• Set targets for themselves and compete against others, individually and as team members
• Understand what it takes to persevere, succeed and acknowledge others’ success
• Respond to a variety of challenges in a range of physical contexts and environment
• Take the initiative, lead activity and focus on improving aspects of their own performance
• Make informed decisions about the importance of exercise in their lives
• Develop positive attitudes to participation in physical activity
• Encourage enjoyment through physical activities
• Work with others, listening to their ideas and treating them with respect
• Co-operate and collaborate with others, in teams and groups, to achieve a goal together
• Develop an understanding of fair play and fairness though knowing and applying rules and conventions

PE in the Early Years:

Foundation Stage

Our School encourages the physical development of our children in reception as an integral part of their work. As the reception class is part of the Foundation Stage of the National Curriculum, we relate the physical development of the children to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five years of age. We encourage the children to develop confidence and control of the way they move, and the way they handle tools and equipment. We give all children the opportunity to undertake activities that offer appropriate physical challenge, both indoors and outdoors, using a wide range of resources to support specific skills.

Long Term Plans:

This year, we have made the transition from external providers to teacher led PE. Due to this, Miss Stephens has created a bespoke curriculum that covers a variety of skills and sports that continue to promote our sequential, purposeful learning style.

Pe Curriculum

Implementation: 

Below is our implantation plan for the current school year, the plan has been created with a focus on staff confidence and skill progression for children.

PE Implementation Plan

Safe Practice

All teachers should read the health and safety arrangements for the areas of activity that they are teaching. This school follows the ‘Safe Practice in Physical Education and School Sport 2016’ that includes lesson management, jewellery, clothing and changing procedures. A copy of this is kept outside the staff room and is an essential read for staff teaching PE in the interests of planning and delivering high quality, safe lessons. It is the responsibility of the PE subject leader to ensure that staff are periodically notified of any important updates regarding subject specific health and safety guidance.

Accident procedures: Teachers should deal with situations using professional judgement. In more serious cases the trained first aider will be sent for by a responsible child. All accidents should be recorded in the accident book in the office.

Any damage, breakage or loss of resources should be reported to the PE Subject Leader and site manager as soon as possible. Any damage observed done to a piece of apparatus which could cause subsequent injury must be isolated from use, and reported. No other groups or individuals should be able to access the resource until such time as it is made safe.

Furthermore:

• Children will be taught to lift, carry and replace equipment safely.
• All equipment will be checked by the teacher before use.
• When working outdoors teachers will establish certain boundaries.
• All children change into appropriate clothing for all PE and games lessons
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Time

In Key Stage 1 teachers are required to teach 2 sessions, of 60 minutes.

In Key Stage 2 teachers are required to teach 2 sessions, of 60 minutes.

Year 3 will participate in swimming as one of their hours during each week.

Assessment

As with all other subjects, reference must be made to the school’s assessment policy.

Assessment for learning will be undertaken through short term (daily/weekly) observations of children’s working efforts, through discussion with the children, and through their own self- assessment. Assessment of learning will be made through medium term assessments and longer term assessment.

Spiritual, Purposeful and Sequential Learning:

Here are the cross curricular links we aim to make:

• English: writing sequences, following/giving instructions, oral/peer assessments, speaking and listening, and movement within drama.
• Maths: measurement, shape and space, sequences, number, angles, position and movement, rotation and time.
• Computing: Children use capturing and recording equipment (cameras and videos) for evaluation/ development of skills. Videos of professional/skilled athletes are also used to help develop good technique.
• PSHE : following rules, living healthily, co-operating with others and understanding fairness and equality.
• Humanities: Study of famous Kenyan Athlete Eliud Kipchoge, Lion King- Kenyan animals, different athletes from around the globe, choose and compare different dances from different continents, Greek first Olympics / Mount Olympus, V.E Day dance – swing, Peter Pan – ‘Flying’ composed by James Newton Howard, Build a Roman marching camp, Traditional British Beach Games, Latin American Dancing, Focus on South American Athlete Neymar and Messi, To retell the story of Pax through dance selecting appropriate music.

 

Equal Opportunities and inclusion

The teaching is generally intended to be suitable for a mixed ability, whole class approach. However, when appropriate, ability groups will be set so that particular skills can be developed and all children are working on suitably differentiated tasks.

Children with SEND will be included in any physical education lesson. If a programme needs to be adapted then the teacher in charge will do this in consultation with the Subject Leader or SENCO (if applicable).

Our School shall endeavour to ensure an equal interest in the subject for both boys and girls. The cultural diversity of our children will be recognised and respected. All children are encouraged to take part in and are taught all areas of the P.E. curriculum.

Progression

Skills will be developed through all areas of activity. Continuity and progression is ensured through the use of progressive stages for each area of activity. Units of work are planned based on children’s previous experience and future targets.

Differentiation Our school employs the principle of STEP for adjusting lesson activities for differentiation. 

What is STTEP?

The STTEP framework in PE was developed to support teaching and learning. Using STTEP is an easy to use approach to adapting, differentiation and extending PE practise and provision.

PE Kit

Reminder: No items of jewellery should be worn – with the exception of studs covered by plasters. Long hair should be tied back.

Non-participants: Children not participating should bring a note explaining the reason for this. The child should accompany the class and take an alternative role if at all possible.

Organisation and resources

Effective Teaching of Physical Education

The range of activities for children in Physical Education will by necessity require a variety of teaching styles. A rich scope of proven, appropriate methods will be skillfully employed by the teacher to maximise the possibilities for the children in our care. Safety, participation, challenge, creativity, spontaneity, sensitivity, persistence, fun and enjoyment are all key features that are customarily contained within the repertoire of the caring, responsible teacher.

Throughout the key stages, pupils will be taught with an emphasis on the following 4 strands:

• Acquiring and developing skills
• Selecting and applying skills
• Knowledge and understanding of fitness and health
• Evaluating and improving performance

Ultimately the quality of teaching is assessed by its impact upon learning and progress attained.

Risk Assessments

Gymnastics risk assessment 2023 1

Netball risk assessment 2023 1

Teaching is GOOD when:

• Teachers have a clear understanding of the value of their subject which they communicate effectively to pupils.
• Teachers and external coaches/practitioners have a good level of specialist expertise which enthuses and challenges most pupils.
• They use a wide range of resources and teaching strategies to promote good learning across all aspects of the subject.
• Good planning based on what pupils already know, understand and can do ensures that all pupils are fully included and challenged to achieve their best.
• Good relationships and high expectations also promote good learning for all pupils.
• The use of ICT enhances pupils learning, progress and enjoyment of physical education and provides opportunities to observe and analyse work for improvement.
• Teachers ensure that pupils are active and engaged in physical activities throughout the lesson.
• Time in lessons is used effectively and pupils are expected to work hard for sustained periods of time.
• Activities develop pupils’ physical competence and knowledge of the body action as well as promoting their physical fitness.
• Non-performing pupils are engaged purposefully with other roles, such as observation and feedback, coaching, umpiring/refereeing.
• Pupils are encouraged to perform at maximum levels in relation to speed, height, distance, strength and accuracy.
• Pupils’ progress is systematically checked throughout all Key Stage
• Assessment data is used by teachers and coaches to plan further challenges for more able pupils and to provide additional support for the less able
• Pupils are given opportunities to assess their own and others’ performances and suggest improvements.
• Assessment of pupils’ progress is regular and accurate; this enables teachers to gauge how well individual pupils are progressing and identify those who need further challenge or additional support to help them achieve.

Teaching is OUTSTANDING when:

• Teachers communicate high expectations, enthusiasm and passion about their subject to inspire pupils to do their best.
• Teachers and external coaches/practitioners have a high level of confidence and expertise both in terms of their specialist knowledge across a range of activities and their understanding of effective learning in the subject.
• Teachers and external coaches/practitioners ensure pupils’ outstanding learning and progress through well planned and well organised lessons.

• They use their extensive subject knowledge and expertise to show pupils the step-by-step stages of learning new skills, and how to apply skills in different activities and situations.
• They use a very wide range of innovative and imaginative resources and teaching strategies to stimulate all pupils’ active participation in their learning and secure outstanding progress across all aspects of the subject.
• Time in lessons is maximised to engage all pupils in vigorous physical activity.
• Enjoyable and highly effective learning is promoted through excellent relationships, regular praise and feedback.
• ICT is used very effectively to support observation and analysis to improve work further.
• Expectations of all pupils are consistently high which ensure that pupils of all abilities learn new skills, find out how to use them in different ways, and link them in order to accurately repeat actions, sequences or team tactics.
• The pace of learning is rapid and pupils are expected to work very hard and to be physically active for sustained periods of time and to persevere when they begin to tire.
• Non-performing pupils are engaged very purposefully with other roles, such as observation and feedback, coaching, umpiring and refereeing.
• Pupils are expected to perform at maximum levels in relation to speed, height, distance, strength and accuracy.
• Pupils’ progress is systematically checked throughout all Key Stages.
• Assessment data is used by teachers and coaches to plan further challenges for more able pupils and to provide additional support for the less able.
• Teachers and external coaches/practitioners question pupils to check their understanding and provide expert advice on how to attain exceptionally high levels of performance.
• Pupils are given frequent opportunities to assess their own and others’ performances and make suggestions for how they could be improved.
• Pupils’ progress is systematically checked throughout all Key Stages. Assessment data are used by teachers to plan further challenges for more able pupils and provide additional support for less able pupils to enable them to exceed national expectations.

Staff Continued Professional Development (CPD):

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 be confident and able in the area of activity being taught. Staff should indicate where they feel they need any assistance so that appropriate support can be provided by the PE subject leader. All colleagues who attend any CPD courses must provide feedback/ disseminate the information to their colleagues via the weekly staff meetings.

Inclement Weather:

In the event of weather conditions making it unsuitable to participate in the activity planned, alternative arrangements should be made so as to ensure regular PE instruction (such as ‘Five A Day TV/Go Noodle’ type activities in the classroom). These may include class based activities around the objectives, or rescheduling the activity for another day. If the indoor space is available, the activity could be taught inside with modification or adaptation still allowing the learning intentions to be achieved.

Extra-Curriculum Activities

Our school provides a number of PE-related activities for children at the end of the school day. These activities encourage children to further develop their skills in a range of activities. Our school sends details of the current club activities to parents at the beginning of each term, these activities will change each term upon reflection from SLT and the PE lead . The school also plays regular fixtures against other local schools and competes in tournaments throughout the school year. By participating in these fixtures and competitions it introduces a competitive element to team games and allows the children to put into practice the skills that they have developed within their lessons. The School encourages the use of outside agencies, staff and parents to help develop different aspects of the P.E. curriculum.

There are extra- curricular opportunities and professional coaching available to interested pupils, these include:

• Football
• Netball
• Dance
• Gymnastic
• Rounders
• Cheerleading
• Basket Ball