Physical Education Policy

P.E. is a range of physical activities which help children to develop coordination, physical skills and creative expression. It contributes to a child's overall education by helping to promote purposeful physical activity and a healthy lifestyle.

Aims and Objectives

We want our children to be able to

¦ take part in a wide range of physical activity in a safe and stimulating environment

¦ develop skilful body management

¦ develop aesthetic awareness through expression and creativity

¦ understand the benefits of a healthy and active lifestyle

¦ develop a healthy attitude towards success and failure in competition

¦ be aware of their own strengths and limitations

¦ appreciate the efforts and abilities of others

¦ work as part of a team or group

P.E Experiences

The following activities take place during each school year (unless otherwise stated).

Early Years

Movement, gymnastics, cooperative games.

Key Stage 1

Games, gymnastics, dance.

Key Stage 2

Games, gymnastics, dance, athletics, swimming, outdoor and adventurous activities (Y 5 & 6).

Cross-Curricular Issues

There are many occasions when P.E. can support and enhance other curriculum areas. P.E. can also make a significant contribution to the development of cross-curricular skills through;

¦ problem solving activities

¦ communication through physical expression

¦ language development

¦ health education and hygiene

¦ personal and social development

Classroom management

In the 'Early Years' a great deal of the 'physical' curriculum occurs through play, both indoors and in the outdoor play environment. For most of these activities the children do not use P.E. clothing. Children in the Nursery and Reception classes are timetabled for more formal gymnastic and dance lessons and for gymnastics P.E. clothing (shorts, t-shirt and pumps) is worn (except in the Nursery class where children wear knickers and vests).

By Year 1 all children change for all P.E. lessons. Infant children keep a 'pump bag' in school containing P.E. kit. Junior children are expected to bring their P.E. kit into school on the days on which they are timetabled to do P.E. Junior children also need training shoes for outdoor P.E activities. A stock of P.E. clothing is kept in school so that no child misses P.E. because he/she has forgotten to bring kit.

At least 30 (and no more than 40) minutes working time should be allowed for each lesson from Year 1 to Year 6. In the 'Early Years' 20 minutes will often be sufficient and in very cold weather 10 minutes outside may be more appropriate than half an hour in the hall.

Below is a framework for P.E. lessons at KS1 and KS2 which teachers may find useful.

Warm up/introductory activity (2-3 minutes)

This should prepare the body for what is to come later in the lesson.

Development (7-10 minutes)

The theme of the lesson should be introduced and the children involved in activities which develop the appropriate skills/concepts (eg. individual skills in games, body awareness in dance, weight transference in gymnastics).

Further development (15 minutes)

This may include the introduction of apparatus in gymnastics, music in dance or small sided competition in games.

Concluding activity

An activity which brings the class together and allows a calm and orderly finish to the lesson.

Gymnastic equipment is stored in the main hall. By Year 1 children should get out and put away equipment as part of the lesson. Each phase (Early Years, Key Stage 1 and Key Stage 2) has its own games equipment. Larger equipment (such as netball posts, skittles and rounders bases) is stored in the cellar. These items should be collected by members of staff before the lesson.

Members of staff should wear appropriate footwear, training shoes or pumps, during P.E. lessons for health and safety reasons.

All Junior children take part in swimming lessons for at least half of each school year. Children need a costume, towel and a swimming hat (if their hair is longer than shoulder length).

Assessment and Record Keeping

Assessment of pupils' performance will influence the pace at which new skills and techniques are introduced. There should be evidence of continuity and progression in teachers' planning. Assessment of pupils' achievement will include;

¦ pupils' observation of one another's work

¦ pupils' self-assessment

Teachers' judgments and observations will inform the end of year reports which are given to parents.

Special Needs

The P.E. curriculum often provides opportunities for children who struggle academically to succeed. The broader the range of activities which we offer the greater the opportunity for success. Support is provided for those children whose physical needs may otherwise prevent them from taking part in the P.E. curriculum.

Equal Opportunities

We aim to give all pupils access to the whole range of activities in the P.E. curriculum. Children should not be segregated according to gender, for any activities within the P.E. curriculum.

Monitoring and Evaluation

The coordinator and headteacher are responsible for monitoring and evaluating the P.E. curriculum. Teachers also evaluate their work as part of their short and long term panning.

This policy will be reexamined and adapted to meet changing school needs and statutory requirements.