Subject Policy





Physical Education Policy 2015 -2016




Physical education is a statutory requirement of the National Curriculum and an essential contributor to the development of the whole child. Through a high quality physical education programme pupils develop physical competence and confidence and are given opportunities to be physically educated and become physically literate. Through a combination of entitlement and choice of activity, the physical education provision will contribute to the personal development, health and well being, enjoyment, success and achievement of all pupils across the whole curriculum and beyond.


Physical education provides pupils with the opportunity to be creative, competitive and face up to different challenges as individuals and in groups and teams. It promotes positive attitudes towards a healthy and active lifestyle. Pupils learn how to think in different ways and make decisions in response to creative, competitive and challenging activities. They learn how to reflect on their performance, plan, perform and evaluate actions, ideas and performances to improve the quality of their work.


Physical education helps pupils develop personally and socially. They work as individuals, in groups and teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, and coaching.

Through high quality physical education pupils discover their aptitudes, abilities and preferences and make informed choices about how to get involved in lifelong physical activity.


1. Aims and objectives

1.1  Physical education develops the children’s knowledge, skills and understanding, so that they can perform with increasing competence and confidence in a range of physical activities. These include dance, games, gymnastics, swimming and water safety, athletics and outdoor adventure activities. Physical education promotes an understanding in children of their bodies in action. It involves thinking, selecting and applying skills and promotes positive attitudes towards a healthy lifestyle. Thus we enable them to make informed choices about physical activity throughout their lives.

1.2  Objectives:

• to enable children to develop and explore physical skills with increasing control and co-ordination;

• to encourage children to work and play with others in a range of group situations;

• to develop the way children perform skills and apply rules and conventions for different activities;

• to increase children’s ability to use what they have learnt to improve the quality and control of their performance;

• to teach children to recognise and describe how their bodies feel during exercise;

• to develop the children’s enjoyment of physical activity through creativity and imagination;

• to develop an understanding in children of how to succeed in a range of physical activities and how to evaluate their own success.

• provide an out of school hours programme of activities which extends and enriches curriculum provision.

• challenge pupils to select and use skills, tactics and compositional ideas


• establish good habits and awareness of safety and personal hygiene


• develop pupils’ stamina, suppleness, strength and the mental capacity (determination and resilience) to keep going.


2. Teaching and learning style

2.1  We use a variety of teaching and learning styles in PE lessons. Our principal aim is to develop the children’s knowledge, skills and understanding and we do this through a mixture of whole-class teaching and individual/group activities. Teachers draw attention to good examples of individual performance as models for the other children and we encourage the children to evaluate their own work as well as the work of other children. Within lessons we give the children the opportunity both to collaborate and to compete with each other, and they have the opportunity to use a wide range of resources.

2.2  In all classes there are children of differing physical ability. Whilst recognising this fact, we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies:

• setting common tasks that are open-ended and can have a variety of results, e.g. timed events, such as an 80m sprint;

• setting tasks of increasing difficulty, where not all children complete all tasks, e.g. the high jump;

• grouping children by ability and setting different tasks for each group, e.g. different games;

• providing a range of challenge through the provision of different resources, e.g. different gymnastics equipment.

3. PE curriculum planning

3.1 All pupils are entitled to a progressive and comprehensive Physical Education programme which embraces the Statutory Orders of the National Curriculum and takes into account individual interests and needs.  Our school uses the Lancashire scheme of work as the basis for its curriculum planning in PE.  As required in Key Stage 1, we teach dance, games and gymnastics.  In Key Stage 2 we teach compulsory dance, games and gymnastics, plus three other activities: swimming and  water safety, athletics and outdoor and adventurous activities.

3.2  The curriculum planning in PE is carried out in three phases (long-term, medium-term and short-term). The long-term plan maps out the PE activities covered in each term during the key stage following the Lancashire scheme.

3.3  Our medium-term plans, again follow the Lancashirescheme,  give details of each unit of work for each term. These plans define what we teach and ensure an appropriate balance and distribution of work across each term..

3.4  Class teachers follow the short term plans for each PE lesson. These list the specific learning objectives for each lesson and give details of how the lessons are to be taught, outlining how teachers can challenge or offer more support as appropriate. Teachers may use these as a base and use their own creativity in lessons to make appropriate cross curriculum links, whilst still ensuring that the core tasks and skills are being taught.

3.5  The planning and delivery of each unit of work will ensure that each pupil will have the opportunity to:

• acquire and develop new skills

• select and apply appropriate skills, tactics and compositional ideas

• evaluate their own and others’ performance in order to improve

• gain knowledge and understanding of how PE and sport contributes to staying physically, mentally and emotionally healthy

• experience a range of roles – performer/coach//leader

• planning will provide opportunities to link with other areas of the curriculum e.g. ICT, literacy, numeracy and PSHE


4. The Foundation Stage

4.1  We encourage the physical development of our children in the reception class 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.

5. Contribution of PE to teaching in other curriculum areas

5.1  English

PE contributes to the teaching of English in our school by encouraging children to describe what they have done and to discuss how they might improve their performance.

5.2  Information and communication technology (ICT)

We use ICT to support PE teaching when appropriate. In dance and gymnastics children make video recordings of their performance, and use them to develop their movements and actions.  Older children compare each other’s performance from recordings and use these to improve the quality of their work.

5.3  Personal, social and health education (PSHE) and citizenship

PE contributes to the teaching of personal, social and health education and citizenship. Children learn about the benefits of exercise and healthy eating, and how to make informed choices about these things.

5.4  Spiritual, moral, social and cultural development

The teaching of PE offers opportunities to support the social development of our children through the way we expect them to work with each other in lessons. Groupings allow children to work together and give them the chance to discuss their ideas and performance. Their work in general enables them to develop a respect for other children’s levels of ability, and encourages them to co-operate across a range of activities and experiences. Children learn to respect and work with each other, and develop a better understanding of themselves and of each other.

6. Single Equality

6.1 All pupils can access a broad and balanced PE curriculum, which meets the specific needs of individual and groups of pupils including those who have diverse special educational needs, disabled youngsters, gifted and talented children and those with English as a second language. This is inline with our Single Equality Policy where adjustments are made to remove any barriers to children’s learning and development. Lesson planning, delivery and assessment tries to ensure that children are provided with appropriate and effective opportunities to actively participate and succeed. Needs of individuals are met by appropriate support staff, a range of equipment, appropriate groupings, safe spaces to work and differentiated tasks which enable all pupils to make progress.

6.2 Intervention through School Action and School Action Plus will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to PE.

7. Assessment and recording

7.1  Teachers assess children’s work in PE by making judgements as they observe the children working during lessons. They record the progress made by children against the learning objectives for their lessons. At the end of a unit of work, teachers make an assessment as to whether the child has met, exceeded or is working towards the expectations of each individual unit/core task. These records also enable the teacher to make an annual assessment of progress for each child, as part of the child’s annual report to parents. The teacher passes this information on to the next teacher at the end of each year.

7.2 Key skills are highlighted on a skills ladder for each year group and handed to the co-ordinator at the end of the year. The skills are progressive for each year group ensuring that children are continually challenged.

8. Resources

8.1  There is a wide range of resources to support the teaching of PE across the school. We keep most of our small and large equipment in the PE store, and this is accessible to children only under adult supervision. The outside garage also contains some equipment specific to outdoor work. The hall contains a range of large apparatus and we expect the children to help set up and put away this equipment as part of their work. By so doing, the children learn to handle equipment safely. The children use the school playground and school field and local swimming pools for swimming lessons.

9. Health and safety

9.1  The general teaching requirement for health and safety applies in this subject. We encourage the children to consider their own safety and the safety of others at all times. We expect them to change for PE into the agreed clothing for each activity area. The governing body expects the teachers to set a good example by wearing appropriate footwear  when teaching PE. The policy of the governing body is that no jewellery is to be worn for any physical activity.


10. Monitoring and review

10.1 The monitoring of the standard of children’s work and of the quality of the teaching in PE is the responsibility of the subject leader. The subject leader  supports colleagues in the teaching of PE, informing them about current developments in the subject. The PE subject leader gives the head teacher and governors a termly review. At the end of the year an annual summary report is made evaluating the strengths and weaknesses in the subject and indicates areas for further improvement.

10.2 An action plan for PE is drawn up outlining area for development. This is regularly reviewed through out the year.

10.3 Pupil interviews are undertaken


11 The role of the Governing body

11.1 The Governing body review action plans and their progress. They are welcome to attend staff Inset and observe lessons in school.


12. Extra-curricular activities

12.1  The school provides a range of PE-related activities  including netball, football, rugby , rounders, bowling and kwick cricket for children at the end of the school day. These encourage children to further develop their skills in a range of the activity areas. The school also plays regular fixtures against other local schools and participates in area knockout competitions.  This introduces a competitive element to team games and allows the children to put into practice the skills that they have developed in their lessons. These opportunities foster a sense of team spirit and co-operation amongst our children.

12.2 We have a strong link with a local high school which gives the children across both Key stages the opportunity to try out a range of different sporting activities and to learn and to develop new skills. It is also a great opportuneeity to work with other children from local primary schools.



Adopted October 2012

Review date Autumn 2015



Chairman of Governors H Glover



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Longton Primary School

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Main Contact: Linda Masterson

Tel: 01772 612 495

SEN Contact: Sue Hothersall

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