Physical Education and Physical Activity Policy

“What inspired you as a child?”

“My PE teacher. She was the one that encouraged me to do a cross-country race. I didn’t want to do it, but I was very successful. She spoke to my mother, who took me down to my local athletics track.”

Dame Kelly Homes Association for Physical Education Mission Statement:

  • To lead the promotion and development of high quality physical education, inside and outside the curriculum.
  • To provide one influential voice for physical education so that we can meet the needs of everyone involved in delivering physical education, in schools and the community.
  • Actively to encourage high standards in physical education, through developing exemplary practice in learning and teaching; evidence-based practice and research; effective leadership and management; and expert advice and support in health & safety.
  • To ensure that all children’s and young people’s experiences of physical education are enjoyable and meaningful, and contribute to their personal development, health and well being.

Physical Education – the heart of school life.

Introduction/Philosophy

At St. John’s Meads our aim is to promote Physical Education as an integral part of the development of the children. Aside from the benefits of stimulating positive attitudes towards a healthy lifestyle and general physical development, PE also promotes physical confidence and competence, which may be used further to perform a range of activities. It also allows children to experience a multitude of creative and competitive situations, some of which are important in handling new challenges, both as individuals and as part of a team. Physical Education therefore provides a significant contribution towards producing well-rounded individuals, and is vital in the harmonious development of the mind and body. The teaching of Physical Education is a fundamental part of school life at St. John’s Meads. It allows children the opportunity to develop skills and knowledge that can be further developed both within and outside school hours.

Every Child Matters

In accordance with Every Child matters we want the children in our care to achieve the following:

  • Be Healthy – to be mentally and emotionally healthy, to live healthy lifestyles and make the right choices for their own well being.
  • Enjoy and Achieve – to attend and enjoy school where all children are able to achieve high standards, in contexts where the learning of all is not disrupted by the behaviour of a few.
  • Achieve Economic Wellbeing – to engage in education and have an understanding of the importance of their economic future, setting themselves goals and working towards them.
  • Make a Positive Contribution – to engage in law-abiding and positive behaviour in and out of school and develop positive relationships and choose not to bully or discriminate.
  • Stay Safe – to be safe from bullying, discrimination and safe from crime and anti-social behaviour.

School Sport Partnership

In 2003, the DFES launched a National Strategy for PE and School Sport and Club Links in England. The strategy’s aim is to deliver the Government target to:

enhance the take up of sporting opportunities by five to sixteen year olds by increasing the percentage of school children who spend a minimum of two hours each week on high quality PE and school sport within and beyond the curriculum from 25% in 2002 to 75% by 2006. – DFES PE/HQ March 2004

The Government believes that this strategy recognises that PE and School Sport support all young children. It improves self confidence, self discipline and concentration. Additionally, it encourages the development of leadership potential and teamwork skills; and also leads into healthier lifestyles and teaches them that being physically active, irrespective of their age is fun and enjoyable. The strategy also promotes inclusion, healthy lifestyles, citizenship and leadership.

St. John’s Meads is in the South Downs Partnership that is linked with five other infant, primary and special schools in Eastbourne. Our School Sports Co-ordinator is based at one of our secondary feeder schools and provides regular support to our pupils and staff as well as being a key link in the development of PE at St. John’s Meads. The PE co-ordinator has the responsibility of also being a PLT within our local partnership.

After School Clubs and OOHA

We have excellent links with Brighton University and have a well established programme of after school sports clubs. These are set up and organised by Active Student Services and a lecturer from Brighton University. Together they work with the PE co-ordinator to provide a range of activities and an excellent programme for pupils in all year groups. The children involved travel in a walking bus to the university to do these activities. Every opportunity is taken by the PE co-ordinator to be involved in activities, festivals, dance performances, coaching opportunities and events that are set up in the town during the school year. Staff at school, including teaching assistants, runs clubs that compliment the Brighton University programme. We also run a Breakfast Club.

Lunchtimes

All of the MSAs have had training in organising structured lunch time activities. As an extension of this we have employed a ‘Play Leader’ to take responsibility for teaching/leading the older children games that they can then teach the younger children. We will be following the Framework Model of training years 5 and 6 to be Play leaders and to then develop games skills and ideas that they can transfer throughout the school at lunchtimes. There is a lot of equipment and resources that are available for pupil use, including a table tennis set, chess, drafts, large games etc.

Healthy Schools

We currently hold the Healthy Schools Gold Award for Healthy Eating. As a school we are fully committed to promoting sport, exercise and a healthy lifestyle to all our pupils. The structure of the Healthy Schools Awards lends itself very effectively to fit in with Physical Education and we provide many cross-curricular opportunities in PE where these elements work together for the benefit of the children.

By following a health related fitness programme, we aim to reap the following benefits:

  • A positive feeling of self-esteem
  • An understanding of healthy and hygienic practices
  • An increase in the ability to cope with personal responsibility
  • An increase in social skills
  • An increase in physical skills
  • An increase in communication skills

In order to do so, teachers will have to provide:

  1. A suitable framework from which health based work can develop
  2. A supportive learning situation and environment
  3. A programme that is relevant to the maturity of the child
  4. A high participation in physical activity by pupils in curricular and extra curricular work

Aims of our PE Teaching

It is our aim that the children should be the focus of attention in lessons, and that they are provided with a broad, stimulating and differentiated range of physical activities in which learning is promoted. We intend to use these activities to build confidence, teamwork and a positive attitude towards a healthy, active lifestyle.

Therefore, PE at St. John’s Meads will allow pupils to:

  • Become more 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 part of a team
  • Recognise and understand their role as a team member
  • Understand what it takes to persevere, succeed and acknowledge others’ success
  • Respond to a variety of challenges in a range of physical contexts and environments
  • Increase awareness of keeping safe
  • Take the initiative, lead activity and focus on improving aspects of their own performance
  • Discover their own aptitudes and preferences for different activities
  • Make informed decisions about the importance of exercise in their lives
  • Develop positive attitudes to participation in physical activity

These aims may be achieved by providing a carefully planned, balanced programme of movement activities which will give children experience of:

  • Gymnastics
  • Games
  • Dance
  • Athletic activities
  • Swimming
  • Outdoor and Adventure activities

National Curriculum

The teaching of PE at St. John’s Meads is based on the Levels of Attainment and Programmes of Study, as set out in the National Curriculum 2000. This is used alongside the existing Curriculum Framework at St. John’s Meads, and the skills from the Creative Learning Journey Wheels. The Top Sport, Top Play, Val Sabin scheme for Gym are all used to support planning and delivery of the PE curriculum. There are also many other resources that are kept in the resources room.

QCA High Quality Outcomes

  • They show commitment.
  • Knowing and understanding of what they are trying to achieve.
  • To understand that PE and sport are part of a healthy and active lifestyle.
  • To have the confidence to get involved.
  • To have the skill and control they need to take part.
  • To show willingness to take part in a range of competitive, creative and challenge type activities.
  • To think about and make appropriate decisions for themselves.
  • To show a desire to improve and achieve in relation to their own abilities.
  • To have stamina, suppleness and strength to keep going.
  • To enjoy PE, school and community sport.

Organisation

Within each year from Foundation Stage to the end of Key Stage 2, all children are taught via three main areas of activity: Games, Gymnastics and Dance, using indoor and outdoor environments as appropriate. In all Key Stages, pupils will also be taught Swimming/Water Safety, Athletics, SAQ skills and Outdoor and Adventure Education. All year groups are timetabled over the whole school year for two hours a week of PE. Depending on the activity this is a calculation made for the whole year. Wherever possible we make the use of Specialist PE teachers, accredited coaches or trainee teachers to provide expert and quality PE delivery and to enhance our provision for the pupils. As part of the PE curriculum for Outdoor and Adventure, day visits and residential trips are organised for all year groups from Foundation Stage to Year 6. Year 4 go on a OAA activity to PGL in the Isle of Wight and Year 5 do the same at Bowles Activity Centre.

Planning

Teachers plan for PE using weekly planning timetables and across the term on the Creative Learning Journey wheels set up within the School. PE planning is used to provide learning intentions and organisation for individual lessons. Lesson evaluations inform effective future planning.

Continuity and Progression

The regular inclusion of the three core PE activities of Gymnastics, Games and Dance will help provide all pupils with a balanced PE programme. The presentation of each activity, through Schemes of Work, is structured to provide a continuous and progressive series of learning experiences, and it is our intention to enable all pupils to:

  • Acquire a range of basic movement skills
  • Accumulate knowledge and understanding of their own and others’ movements
  • Apply this skill and understanding when they:
    • Plan physical activities
    • Participate in physical activities
    • Evaluate physical activities

Provision is made for Continuity and Progression for each year group within the framework.

Application involves: Skill + Knowledge = The Game, the Dance or the Gymnastic Display

Teaching Methods

Through the National Curriculum and Creative learning journey wheels. we aim to provide a broad and balanced PE programme for all our pupils. It is intended that specific skills will be taught, leading to the ability to play various games, perform dance or gymnastic display, or compete in athletic activity.

Equal Opportunities and Differentiation

As part of the planning process, staff at St. John’s Meads will have to consider the content of a Physical Education programme to provide an extended and progressive curriculum, and to offer differentiated tasks to satisfy the learning and exercise needs of a wide range of physical abilities which each class presents. Therefore, PE lessons will promote equal opportunities and allow children of different gender and physical ability the chance to fulfil their physical potential through a balanced curriculum. Individual needs, abilities and interests will be catered for through a well-planned and progressive programme. It is envisaged that the children will develop enjoyment and satisfaction in PE through planning, performing and evaluating a range of physical activities. The school is committed to the Jump Ahead programme which helps the development of pupils with difficulties in co-ordination and fine motor skills. Children are identified by the class teacher and the programme is then delivered by a teaching assistant.

Differentiation

Planning and implementing a differentiated physical education curriculum for individual pupils of different abilities is demanding. It is essential to make provision for groups of pupils with similar needs. In doing this, one should:

  1. Build on the past experiences and achievements of individual pupils.
  2. Plan for specific development in skills, knowledge and understanding, so that pupils can be given appropriate tasks.
  3. Remove barriers to participation.
  4. Provide opportunities for individual pupils to experience success.

Differentiation by Outcome – involves setting tasks which are suitable, and appropriate for a pupil’s starting level, and which allow progress to be made. They use their knowledge and understanding to achieve success at different levels.

  1. Pupils could find different ways of passing a ball to outwit an opponent. Some of the methods used would be at an advanced level of skill, unachievable by others.
  2. The task of contrasting curled and stretched positions in gymnastics could be performed in a variety of ways, according to the imagination and skill of the pupil. The most able would show good quality in the tightness of the curled shape, contrasted to the fully stretched position.
  3. Pupil activity, eg. different group tasks, different roles and responsibilities for pupils, different allocation of time and variation of pace within the lesson to meet the need.
  4. Other opportunities, eg. extra-curricular activities, club links, interest groups and community links.

Gifted and Talented

As part of the Eastbourne Consortium, St John’s Meads takes part in the Gifted and Talented week. In the past, teachers at the St John’s Meads School have run Dance days for children across the different schools. Children identified as gifted and talented at different sports and activities have also attended sessions at other schools.

Resources

The PE equipment is stored in one of the two PE sheds, the main one being located in the school playground, and the other in the school field (keys are available from the school office) or in the hall PE cupboard. Equipment resourcing is essential, and there is a regular stock-take to inform the PE Co-ordinator where future investment may be required. Resourcing is also required to ensure that all the essential apparatus and equipment is available for both disabled and able-bodied children, and any subject-related trips covered. There is a large amount of equipment for the Jump Ahead programme which is kept in the Rainbow Room and the play equipment used in the Foundation stage and Key Stage 1 is kept in the outdoor areas located near to the relevant classroom.

Assessment

Assessment is the responsibility of individual class teachers, with teacher assessment being an integral part of daily plan evaluations. Teachers monitor pupils’ performance on a lesson-by-lesson basis and this is used to plan future lessons effectively. Watching children work, talking to them about what they are doing, and listening to them describe their own and others work is useful. The National Curriculum level descriptions may be used by teachers in their planning and evaluation of children’s work, to ensure they make progress. There are ‘movie’ cameras available for teachers and pupils to record activities in lessons and these can be used with the newly fitted IWB in the school hall. There is also a video camera and the normal cameras have movie settings.

Children are given the opportunity to celebrate personal achievements and team successes in sport during school assemblies and Celebration assemblies. Certificates, medals and trophies are presented and then displayed either in classrooms or on the Certificate Display Board in the corridor. There is a PE Notice board located outside the Year 6 classroom that has information about clubs, events and pupil reports. Pupils throughout the school are encouraged to use it and to keep it up-to-date.

Record Keeping

Annual School Reports notify children and parents of ability, enthusiasm and team work. Teachers may make comments here or in children’s Individual Pupil Target sheets (kept in classroom) concerning areas to improve upon. Sports newsletters are created throughout the year to inform parents of the different sporting activities that have taken place. The weekly newsletter informs parents of the sporting activities that have taken place. It also gives quotes and opinions from the children and photos of them doing their events.

Health and Safety

It is the responsibility of the teacher in charge to ensure that the environment is a safe place in which to work, that the children are appropriately dressed for the activity, and are able to move freely. It is important that the children take responsibility for their own safe learning environment. This may be as simple as safe distribution of mats during gym, or how to lift/handle heavier equipment without injuring themselves or others. The children should readily respond to the teacher’s instructions, and it is important that, even from a young age, they understand rules, routines and codes of practice. If these routines are instilled into children at a young age, then they will benefit from a good attitude to safety later in life.

Pupils must wear the School PE kit that includes a white T-Shirt with the school logo, green shorts and plimsolls – the PE kit is available for sale from the school office. Navy (only) tracksuit trousers may be worn for games outside during the colder months and for activities provided by external coaches. Any children from Foundation Stage to Year 6 who do not have thief ‘full’ PE kit in school will not be allowed to take part in the lesson and they need to go to another class with work to do. A letter is then sent home with the child on the same day. It is the responsibility of the teachers to monitor this and to ensure that all children have their PE kit in school every Monday.

For games activities on the playground and on the school field the Key Stage 2 pupils are encouraged to bring in trainers. The only footwear allowed in the hall is plimsolls. As the children progress throughout the school and games become more specialist, they are then encouraged to have shin pads, appropriate footwear etc. All hair must be tied back, jewellery and watches must be removed by all children before any PE lesson and earrings need to be taped – this is the school rule for pupils from Reception to Year 6.

A record of any medical conditions is kept by the school office and this information is passed on to the relevant class teacher and teaching assistant. Every parent has to complete a School Medical Form for their child with all contact numbers and names. This is stored in one file and is kept in the cupboard in the bursar’s office. Parents are asked annually if any details have changed and all new children starting the school are asked to complete this form. This information is shared with Brighton University and any other people involved with teaching PE to our pupils. A more detailed medical form is given to all parents prior to any residential trip. These forms are then taken on the trip and are the responsibility of the designated first aider. There are two Designated First aid trained staff, one who has overall Health and Safety responsibility for First Aid throughout the school.The school are fortunate to have football kits and tracksuits that are worn by children when representing the school at sporting events. It is the responsibility of the PE co-ordinator to monitor that all ‘borrowed’ clothing for special events is returned by the children.

Training

The CPD co-ordinator is responsible for informing the PE co-ordinator of any training opportunities that are available for Physical Education. Staff are encouraged to ask for support and training in specific areas and whole staff training is provided on a regular basis for all teachers and teaching assistants. The school make use of the School Sports Partnership to link in with other local schools as well as to ensure involvement with training provided by Secondary School Specialist PE teachers. Training is provided for MDSA’s and the Playleader to further develop the playing of games and a more structured approach to organising lunchtimes.