Pittington Primary School

PE Curriculum Intent

Our PE Lead is: Mr Bainbridge

Our PE Link Governor is: Mr Atkinson

“A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.” The National Curriculum

Intent

At Pittington, we recognise that physical activity and sport are essential parts of a child’s everyday life and are a key factor in their future well-being. We want every child to find enjoyment in physical activity and aim to provide them with a wide range of opportunities so that they can discover the right kind of activity for themselves and experience the benefits that an active lifestyle can provide. We aim to present them with opportunities to compete against themselves and others, work in partnerships and teams, build self-confidence and perseverance and the real sense of achievement that this particular aspect of a child’s education can provide. A key part of this will be to engage their enthusiasm and provide them with the necessary skills and experiences in order for them to be in the best position possible to further engage in physical activity and sporting opportunities as their educational and life journey continues beyond this establishment. Our aim is to prepare and support pupils towards healthy and active lifestyle choices for their future mental and physical well-being.

A key part of our aim is to provide the children with a broad and balanced curriculum within physical education and to provide the opportunities for the children to play in festivals and compete over a wide range of events. In doing so, we aim to teach the children to follow the conventions of fair play.

The aims of Physical Education (PE) at our school are that all children:

• adopt an active lifestyle and understand the benefits it provides
• develop a range of sporting skills across the national curriculum, including swimming
• are physically active for sustained periods of time
• engage in a range of competitive sports and activities
• lead healthy, active lives
• understand the importance and effect of exercise and being healthy
• develop a sense of fair play and a sporting attitude
• enjoy sporting activities and have fun, developing resilience and perseverance

Inclusion

At Pittington Primary School we are committed to ensuring that all pupils access and participate in a broad and balanced PE curriculum. This is done through careful lesson planning and differentiation to make sure that all children, including those who have special educational needs, disabilities, English as an additional language or those who are gifted and talented are included and engaged.

Equality Statement

Pittington Primary School is committed to giving all of our pupils every equal opportunity in all aspects of school life. Our aim is to offer an inclusive curriculum that is relevant and adapted to the needs and abilities of all pupils. We ensure inclusive opportunities for raising self-esteem and celebrating success so that all learners can reach their true full potential.

At Pittington Primary School we are committed to ensuring equality of opportunity for all pupils, staff, parents and carers irrespective of race, religion, gender, disability, belief, sexual orientation, age or socio-economic background. We provide an environment which enables every pupil to feel safe, encourages good health and well-being, and promotes relationships that are trustful and respectful. We believe that every teacher is a teacher of all children including those with Special Educational Needs or Disabilities (SEND) and it is our duty to value each individual child to enable them to enjoy learning through an inclusive curriculum. It is our aim to continue to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity, where all children have the ability to participate fully in school life, and where children are confident learners both for now and for their futures.

We tackle any type of discriminatory behaviour or prejudice through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all. We provide all our pupils with the opportunity to succeed and to reach the highest level of personal achievement. We work in partnership with parents, carers, staff, governors and local services within our community to prepare children from Pittington Primary School for life in a diverse society. We believe that diversity is a strength, which should be reflected and celebrated by all who learn, teach and visit Pittington Primary School.

Fundamental British Values

British Values is defined by the Department for Education as:

• Respect for democracy and support or participation in the democratic process
• Respect for the basis on which the law is made and applies to England
• Support for equality of opportunity for all
• Support and respect for the liberties of all within the law
• Respect for and tolerance of difference faiths and religious and other beliefs

At Pittington Primary School, we ensure that the fundamental British Values are introduced, discussed and permeate the ethos and work of the school. The curriculum provides a vehicle for furthering and deepening an understanding of these concepts.

We actively encourage the children at our school to be unique, creative, independent and open-minded individuals who respect themselves and others in our school, the local community and across the wider world.

Our aim is to nurture our children on their journey through primary school so that they can grow into caring, democratic, responsible and tolerant adults who can, and will make, a positive difference to society across Britain and the world.

Implementation

At Pittington Primary School PE is taught twice weekly, within Key stages 1 and 2, where a positive attitude to PE is created and expectations reinforced that all children can achieve success in PE.  The subject is delivered by teachers who are non-specialists but a number of staff members are experienced in a range of sports and we do value staff CPD opportunities as a key part of the ongoing progression of the subject.

We teach lessons so that children:

• have fun and enjoy PE and being active
• learn, practice and secure a range of skills and tactics
• experience success and gain self-confidence
• develop good sporting attitudes
• understand basic rules and keep to them
• experience positive competition
• learn in a safe environment
• have a foundation for life-long physical activity, leaving primary school as physically active

Our Long-Term Curriculum Plan identifies the breadth and depth of the activities delivered across the school to ensure coverage of the National Curriculum and to allow the children to experience a wide range of sporting and active opportunities. Additionally, within KS1 and KS2 core tasks are a key part of the learning process, ensuring children are given the opportunity to practise skills and build on from previous learning experiences.

EYFS

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: Moving and Handling and Health and Self-care

Children in the EYFS access time and space to enjoy energetic play daily in the outdoor learning area. The children also access specific physical development through timetabled PE lessons in Reception (in preparation for Year 1) which give the children the opportunity to learn and practice fundamental movement skills. They participate in activities where they can practice moving in different ways and at different speeds; balancing; rolling; throwing balls and bean bags; catching and kicking.

KS1

Within Key Stage one, children develop their fundamental movement skills through a range of activities and opportunities, where children work individually in pairs or in groups. We cover key aspects such as gymnastics, dance, games and athletics. We follow the National Curriculum for P.E. in Key Stage 1.

When children leave Key Stage 1 we expect them to be able to:

• master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
• participate in team games, developing simple tactics for attacking and defending
• perform dances using simple movement patterns.

KS2

We follow the National Curriculum for P.E. within Key Stage 2. Children continue to apply and develop a range of skills, learning how to use them in different ways and to link them to make actions and sequences of movements. They continue to use the skills individually but also develop cooperation through games. This will include a further focus on choices and tactics within a game. We explore a wide range of sports and activities such as dance, gymnastics, athletics, O.A.A. and a range of games skills. Children also learn to swim while in Key Stage 2.

When children leave Key Stage 2 we expect them to be able to:

• use running, jumping, throwing and catching in isolation and in combination
• play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
• develop flexibility, strength, technique, control and balance
• perform dances using a range of movement patterns
• take part in outdoor and adventurous activity challenges both individually and within a team
• compare their performances with previous ones and demonstrate improvement to achieve their personal best.

In addition, we have the key swimming targets:

• swim competently, confidently and proficiently over a distance of at least 25 metres
• use a range of strokes effectively
• perform safe self-rescue in different water-based situations.

Differentiation

Planning for differentiation is based on the S.T.E.P. principles i.e. making changes to SPACE, TASK/TIME, EQUIPMENT and PEOPLE taking account of:

• The size of the area in which a pupil works, smaller spaces until pupils develop spatial awareness and control over themselves and equipment, larger spaces to challenge more able pupils.
• Pupil activity, e.g. different task, different roles and responsibilities, different allocations of time and variations of pace within the lesson to meet needs of different levels of ability.
• Resources, e.g. different equipment for different levels of ability across the key stages.
• Pupil groupings, e.g. ability or mixed ability groups; or group, paired or individual activities, the opportunity to work with adult support where needed.

Children are often also given opportunities to take on leadership and coaching roles where appropriate.

Organisation, Planning and Resources

PE equipment is stored in the PE cupboards in the main hall. These areas are locked and should only be accessed by staff and trained sports leaders. Staff are advised to inform the PE lead of broken, damaged or lost equipment so that replacements can be ordered.

Health & Safety

The importance of safety in PE is stressed immediately when pupils enter the school and pupils are continually reminded of the need to look after themselves and others whenever they are participating in PE, sport or playing in the playground. Planning includes opportunities for explicit teaching of safe practice, particularly in potentially dangerous areas like the swimming pool, PE hall and playground. Teachers and pupils help to identify possible hazards in lessons. Teachers discuss with pupils how much risk the hazard is and what can be done to reduce the risk, so nobody gets harmed. As a school we will follow Durham County Council Health and Safety Guidance.

PE Kit

Children are expected and encouraged to wear appropriate PE clothing.

• Indoor: white t-shirt and dark/navy shorts and indoor PE shoes. However, in gymnastics children will participate in bare feet or gym shoes. Gym shoes may also be worn for dance, however trainers should be worn for indoor games activities.
• Outdoor: white t-shirt, royal blue shorts and trainers. Warmer clothing, fleece/jumper/hoodie and grey/navy tracksuit bottoms could be worn in colder weather outside.
• Swimming: Swimming costume, swimming hat and towel (goggles are optional)
• Personal effects, such as watches/jewellery should always be removed by pupils before participating in physical activity. Staff should always give a verbal reminder to pupils and visually monitor the group. If they cannot be removed staff need to take action to try to make the situation safe.
• Long hair worn by both staff and pupils should always be tied back.
• Disclaimers from parents about the wearing of any item of jewellery for participation in PE by a pupil will be declined. Such indemnities have no legal status. The duty of care remains firmly with the school on such matters.
• Staff should always endeavour to change for physical education, wear suitable footwear and clothing for practical activities and remove their personal effects, such as jewellery, to minimise the likelihood of causing or receiving injury.

Missing PE

Children should take part in PE wherever possible. If a parent feels a child is unable to take part, then a letter or a phone call should be received by the school explaining why. The child should then, if possible, observe and support with roles during the lesson so they are aware of and understand the learning taking place for future lessons.

Accidents

If an accident occurs appropriate first aid will be applied and the incident will be written in the accident book. Usual school accident and first aid procedures will be followed with regards to notifying parents.

Extra-Curricular Learning

A range of activities are offered outside of the curriculum to both key stages. Some of these are led by school staff while others are led by visiting coaches. These can include before school, lunchtime or after school opportunities. We look to provide a wide range of sporting opportunities and experiences and recognise the value this has in promoting healthy lifestyle choices. We also see this as a key goal in providing the opportunity for children to explore different sports and finding the sports and activities which appeal to them.

Coaches

The school, at times, uses coaches to provide extra-curricular opportunities and to team-teach in lessons (helping to up-skill and support teachers). All coaches are DBS checked as well as having their sporting qualifications checked by the school.

Competition

The school hold various competitions throughout the school year. We also take part in a range of competitions and leagues throughout the year against other local schools.  We do look to provide as many competitive opportunities as possible and see the value in introducing the children to a wide range of different sports and sporting experiences.

Impact

PE is taught as a basis for life-long learning. We believe that a successful PE curriculum where children have access to a range of activities and have a positive, successful experience will then create children who will continue to have a physically active life. They will also have a good understanding of what a healthy, active life is like and the benefits of leading one.

Opportunities to compete in sport and other challenging activities will build character and help embed values such as fairness, respect and teamwork.  Children should be prepared for the next step in their learning and life journey and in a position to participate fully in the sporting and active opportunities in education and beyond. 

Assessment

Assessment in PE is an ongoing process. Teachers will make informal judgements about pupil’s progress and attainment as they observe them throughout lessons.

At the end of each unit/block of work, teachers will decide on a pupil’s level of attainment noting which children are:

• working above the age-related expectations
• working at the age-related expectations
• working towards the age-related expectations

These judgements will be made in line with the Long-Term Curriculum Plan and Core Task assessments that are used. Key learning for specific stages of learning are available to staff.

Role of the Subject Leader

The role of the Subject Leader is to provide leadership and direction for their subject area and ensure that it is managed and organised to meet the aims and objectives of the National Curriculum as well as those of the school. The Subject Leader, in conjunction with the Senior Leadership Team, has the responsibility for securing high standards of teaching and learning in their subject area as well as playing a major role in the development of school policy and practice. Throughout their monitoring activities, the Subject Leader ensures that practices improve the quality of education provided, meet the needs of all children, raise standards of achievement across the school as well as raising the aspirations of all children. The Subject Leader should liaise with the SENCO to ensure that children with special educational needs are able to fulfil their full potential within the curriculum.

The Subject Leader plays a key role in supporting and motivating teachers, and other staff, across the school. Subject Leaders assist the Senior Leadership Team to evaluate the effectiveness of teaching and learning to inform future priorities and targets for the subject area. The Subject Leader should lead by example, by setting high standards in their own teaching.

Subject Leaders are allocated time to monitor their subject areas. These times include staff meeting time, twilight CPD sessions and non-contact time within the school day. Monitoring activities include:

• Observing lessons
• Work samples
• Talking to staff
• Talking to pupils
• Monitoring planning
• Analysing data
• Monitoring displays – this includes wall displays, Learning Journeys
• Auditing resources
• Questionnaire
• External review from an eternal professional

The Subject Leader identifies needs in their own subject area and recognises that these must be considered in relation to the overall needs of the school. The Subject Leader must understand how their subject area contributes to whole school priorities and to the overall education and achievements of all pupils. There are opportunities throughout the year for Subject Leaders to discuss the strengths and weaknesses within their subject areas to a governor who is specially linked to the subject area as well as meeting with the Curriculum Committee.

Staff Development

Opportunities for the development of all staff will be provided in order to enhance the quality of PE within the school. The needs of the staff will be identified through the monitoring and evaluation of the subject which is undertaken by the PE Lead and will be done in conjunction with the whole school development plan. The PE Lead will ensure that any development opportunities undertaken by staff are disseminated throughout the school where necessary to further enhance the quality of PE and therefor directly impact on the outcomes for children.