Physical Education

PE Policy

Rationale

Physical activity is essential when aiming to create and sustain a healthy school.

Physical Education develops pupils’ physical competence, confidence, and skills and helps promote positive attitudes towards active and healthy lifestyles, across the range of areas of activity. Our whole school approach in providing a range of opportunities to be physically active and support learning- promoting the health and well-being of all.

It applies to all children in school, regardless of age, gender, race and faith and is inclusive to children of all abilities.

Our objectives are to:

We will do this by:

Early Years

Children progress through the Early Years Foundation Stage Profile. Both the Nursery and Reception classes have hall time allocated. The Reception classes have 2 PE lessons per week and also promote physical activity in the Foundation Stage Unit.

Key Stage 1 and 2

During Key Stage 1 and 2 children follow the programme of study outlined in the New Curriculum for 2014.  Skills are taught through:

Quality of Teaching

Outstanding teaching involves:

Recent Olympic Legacy Funding has allowed the school to deliver targeted Professional Development for all teaching staff.

National Curriculum Programme of Study and Assessment

The National Curriculum for 2014 states that 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.

Aims

The national curriculum for physical education aims to ensure that all pupils:

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Subject content

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.

Pupils should be taught to:

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.

Pupils should be taught to:

Swimming and water safety

Pupils should be taught to:

Assessment should be:

There are several ways in which assessment can be carried out, including;

Teaching and assessment should then be integrated, from monitoring the progress and understanding of each pupil and the suitability and relevance of teaching styles.

Recording and Reporting

Teachers should have a clear reason for recording information and records should be selective and brief.  Lesson evaluations should be made to note any significant achievements or weaknesses. These should;

Reports need to include written comments that reflect positive achievements, recognise individual personal qualities and reflect success in and out of curricular time.

Equal Opportunities and Inclusion

Children at West Park Primary School are entitled to access all activities offered, including extra curricular activities, regardless of gender, aptitude, physical ability, religious, social, economic or ethnic background.

All children at West Park will be expected to participate in the PE curriculum.  In circumstances where external factors affect participation every effort will be made by staff to include the affected pupil.

Children are taught in mixed ability groups, which allows them to experience working together and appreciate the different demands Physical Education places on the individual.  Pupils at West Park are treated as individuals, valuing their own abilities, difficulties and attitudes and encouraging them to question stereotyping which limits behaviour and achievement and to embrace changes and opportunities freely.

Teachers plan their styles and methods to teaching and learning, having made an assessment of the range of abilities within the class.  This ensures individual pupils are given achievable targets, which lead to progression, success and achieving their maximum potential.

All staff keep a continuous record throughout the school year, recording individual children’s access to sports teams and enrichment activities.  When sports teams are chosen, these records are used in an attempt to ensure that all children have some access to competitive sport.

Generally, the school policy is to choose our most talented children for competitive inter- school events, we will however ensure that all children have the opportunity to experience competitive sport within their PE curriculum, using these class record sheets.

Differentiation

Differentiation in the PE curriculum will be by outcome and task.  Children will complete the task to their own ability, for example the completion of a skill.  The initial task should be set in a way that all pupils understand the task.  For more able children there must be an opportunity to extend the task further.

SEN Provision

Within the school there is a wide range of physical abilities among pupils.  In order to accommodate the wide range of ability within any one class, a variety of teaching and learning methods are adopted. All pupils should be allowed to reach their potential regardless of their physical state.  Individual attention by learning support staff for pupils who need it and pupils are encouraged to help each other in the learning process.

The National Curriculum requires that all children, inclusive of all levels and types of ability, are entitled to a broad and balanced curriculum.

At West Park we use;

M.A.T

More Able and Talented children are highlighted on a register.  Provision for these children includes extending targets, greater differentiation and secondary school/club/ after school links.

In addition to this High Tunstall holds a talent ID week for Y6 to identify M.A.T.  They may be chosen for an extended programme of work developed by the Secondary School.

Out of School Hours Activities

In addition to the broad and balanced PE programme within the curriculum time, we also offer pupils a range of out of school hours activities. These may  include;

At KS2

Fixtures;

KS1

School Sport Coordinators Programme

West Park Primary School is a member of the Hartlepool School Sport Coordinators Programme which aims to provide an enriched and enhanced Out of Hours learning programme for sport, to complement the school curriculum.  A detailed Action Plan is created each year in each cluster, which outlines the priorities to improve the quantity and quality of PE and school sport. We are working towards all children participating in Out of Hours learning at some point throughout the year. This is focused towards leading a healthier, active lifestyle.

Club Links

We have links with Sporting Chance, Hartlepool United Football Club, Park Drive Cricket Club, Hartlepool Hockey Club and Hartlepool Golf Club.

Every effort will be made to make links with community sports clubs in relation to the sports clubs currently running in school. This will provide opportunities to continue participation in their chosen sport at a higher level.

Subject Leadership: the role of the PE Coordinator

January 2015

 

Appendix 1

Health and Safety

Physical Education Kit

Children in Foundation stage, Key Stage 1 and 2 must bring a PE kit to change into.

For indoor activities:

For outdoor activities, tracksuit bottoms, jumpers or coats are acceptable depending on weather conditions and activities.

Where Cultural or Religious rules prevent children wearing the required kit, the teacher can make exceptions.

Non-participants

The policy is that if you are fit enough to come to school, you are fit enough to do PE.  However;

Jewellery

In the interests of safety all items of jewellery should be removed for PE lessons.  Ear studs may be left in, providing they are covered with tape/ plasters which must be placed on by the children themselves.  Parents need to understand it is their responsibility to send their child to school adequately prepared for the normal school day.

Long hair should be fastened back for physical activity.

All glasses should be removed during PE; however, consideration should be given to those children with specific needs.

Teachers must, where possible, change their clothing for physical activity.  Minimum requirement is the changing of footwear and the awareness of jewellery.

Safe Practice

Refer to ‘Safe Practice in Physical education’-2000 ME (BAALPE)

Risk Assessment

The importance of safety in PE should be stressed to pupils on entering the school and the need to look after themselves and others whenever participating in PE, sport or playground activities should be continually highlighted throughout the school.

Teachers planning should include the awareness of safety and risk assessment in certain environments and activities.

All teachers are encouraged to make a risk assessment prior to a PE lesson.  This involves looking at the teaching area and equipment and assessing whether it is safe to proceed with the lesson.  This process is outlined below:

  1. Identify hazards- anything that my cause harm.
  2. Consider the risk of someone being harmed by the hazard.
  3. Is the risk significant – likely to cause serious injury?
  4. Minimise the risk- take precautions to avoid injury.
  5. Log the hazard and share the information with colleagues.

Updated: January 2015