PE

PE at our school promotes active, healthy lifestyles through a wide range of fun and engaging physical activities. Children develop key skills such as balance, coordination, teamwork, and resilience while taking part in sports, games, dance, and outdoor challenges. We aim to help every child build confidence, stay active, and enjoy being physically active both in school and beyond. Through positive experiences and inclusive opportunities, pupils learn the importance of fitness, fair play, and looking after their wellbeing.

Subject Leader - Danielle Harrison

Curriculum Intent

At Longton Primary School, we recognize the importance of PE in the curriculum and are committed to providing all children with opportunities to engage fully in Physical Education. The aim of our PE program is to develop children's basic physical competencies, build confidence in their ability, and build the foundations for a lifelong love of sport, physical activity, and a healthy lifestyle. PE lessons encourage children to compete against themselves and others whilst being challenged to improve their physical, social, emotional, and thinking skills. These skills are embedded in the heart of our planning.

Our objectives in the teaching of PE align with the National Curriculum in that we aim to ensure all pupils:

Develop competence to excel in a broad range of physical activities
Are physically active for sustained periods of time
Engage in competitive sports and activities
Lead healthy, active lives
In the EYFS, we encourage the physical development of our children in the nursery and reception class as an integral part of their work. 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.
We also recognize that participation in PE and Physical Activities contains an element of risk, and we actively work to mitigate these risks through safe practices.

Curriculum Implementation

Our PE lessons are planned using the Get Set 4 PE platform, which aligns with our core values, our whole-child approach to PE, and the objectives laid out in the National Curriculum. Get Set 4 PE is planned so that progression is built into the scheme, which ensures our children are increasingly challenged as they move up through the school.

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. The PE subject leader works this out in conjunction with teaching colleagues and pupils in each year group. Together we create a broad and balanced curriculum that is exciting for our children to learn through. Our medium-term plans give details of each unit of work for each term. These schemes of work provide an overview of the unit, links to other areas of the National Curriculum, and assessment criteria for that unit. The short-term lesson plans provide opportunities for children of all abilities to develop their skills, knowledge, and understanding in each activity area.

We are proud members of the South Ribble Active Schools network, which provides our pupils with regular opportunities to participate in competitive sporting events against local schools, both during and after the school day. High-quality PE is taught weekly, with class teachers and Teaching Assistants working in partnership to ensure full inclusion and accessibility for every child.

Beyond the weekly curriculum, we host an annual Sports Day that serves as a focal point for the school community, bringing families and staff together to celebrate physical achievement and teamwork. To further foster a love for physical activity, children have access to a diverse range of lunchtime and after-school clubs. These sessions are delivered by a blend of dedicated staff members and external experts, ensuring a broad variety of sports and physical disciplines are available to all.

Staff are responsible for ensuring they are familiar with safe practice to reduce risk. Staff are aware of pupils with special educational needs and medical requirements and make appropriate provisions. Staff know about the safe practices involved in moving and using apparatus, and equipment is stored safely. Pupils wear appropriate clothing, remove jewelry, and tie back long hair (referencing AfPE guidance). Our school provides an appropriate PE kit for all children and keeps spare sets. Pupils may be asked to remove shoes for indoor activities. Correct use of equipment is taught, along with potential hazards, including completing risk assessments for each area/space. Pupils are taught to consider their own safety and that of others. Teaching staff are appropriately dressed for PE. Risk assessments are undertaken for premises, PE teaching areas, equipment (by the PE Lead), and all school sporting trips.

Curriculum Impact

Our teachers assess the children’s work in PE, both by making informal judgments as they observe them during lessons and through assessing against the specific objectives set out in the National Curriculum and recorded using the Get Set 4 PE assessment software. We have clear expectations of what the pupils will know, understand, and be able to do at the end of each Key Stage. Teachers are supported with resources to know how to prepare children for their next phase of education. These resources include the Get Set 4 PE progression of skills document, progression ladders, and knowledge organizers.

The planning and coordination of the teaching of PE is the responsibility of the subject leader, who:

Supports colleagues in their teaching, providing a strategic lead and direction.
Evaluates the strengths and areas for development in the subject through staff and pupil voice questionnaires.
Reviews evidence of the children’s work and observes PE lessons.
The quality of teaching and learning in PE is monitored and evaluated by the subject leader and is overseen by the curriculum leader.