Chelsfield Primary

Policy Documentation 

Chelsfield Primary Physical Education Policy

  1. What is Physical Education?

Physical Education is planned, progressive learning that takes place in school curriculum timetabled time and which is delivered to all pupils. This involves both “learning to move” (ie becoming more physically competent) and “moving to learn” (learning through movement, a range of skills and understandings beyond the physical activity, such as co-operating with others). The context for learning is physical activity, with children experiencing a broad range of activities, including sport and dance.

Association for Physical Education’s view of physical education is as follows:

The aim of physical education is to develop physical competence so that all children are able to move efficiently and safely and understand what they are doing. The outcome- physical literacy-is as important to children’s overall development as literacy and numeracy.

Association of Physical Education Health Position Paper

http://www.pkc.gov.uk/CHttpHandler.ashx?id=16051&p=0

  1. Distinguishing Physical Activity From Physical Exercise

The school is committed to ensuring that high quality Physical Education is regularly delivered with a clear expectation of learning outcomes derived from staff knowledge and understanding. Central to that platform is an evident comprehension of physical literacy:

‘The term "physical activity" should not be mistaken with "exercise". Exercise, is a subcategory of physical activity that is planned, structured, repetitive, and purposeful in the sense that the improvement or maintenance of one or more components of physical fitness is the objective. Physical activity includes exercise as well as other activities which involve bodily movement and are done as part of playing, working, active transportation, house chores and recreational activities.

Increasing physical activity is a societal, not just an individual problem. Therefore it demands a population-based, multi-sectoral, multi-disciplinary, and culturally relevant approach’

http://www.who.int/dietphysicalactivity/pa/en/

 

  1. Physical Education in Chelsfield School

Children in Chelsfield School will enjoy a rich variety of experiences in Physical Education.  Opportunities will be provided which will enable them to plan, participate in and evaluate work appropriate to their age and their needs.  Gaining knowledge and understanding and developing a range of social skills are considered important aspects of Physical Education, as well as improving the physical skills, health and fitness of our children.

Additionally we will encourage everyone in our care to adopt a lifelong commitment to a healthy, active and enjoyable lifestyle.

  1. Primary PE & Sports Premium

Chelsfield Primary has welcomed Government funding to increase the calibre and provision of school sport. The School is committed to ensuring that quality and sustainability are primarily addressed, as can be demonstrated by the specialist focus placed upon the professional development of Curricular Subject Leader as well as fellow teaching staff. This is being achieved through The School’s close working links with regional CPD advisors. Competition opportunities are another major focus for the school as a means of raising participation levels therefore the school has subscribed to the borough’s small schools’ competition network’s package of regional events.

The school employs the following DfE Vision Statement as the bedrock of all planned initiatives associated with the Premium:

           All pupils leaving primary school physically literate and with the

            knowledge, skills and motivation necessary to equip them for a

           healthy,  active lifestyle and lifelong participation in physical activity

           and sport’

   The school addresses progress in relation to the nationally prescribed 

   five indicators that are:

  • the engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles
  • the profile of PE and sport being raised across the school as a tool for whole school improvement
  • increased confidence, knowledge and skills of all staff in teaching PE and sport
  • broader experience of a range of sports and activities offered to all pupils
  • increased participation in competitive sport

     Ref: http://www.afpe.org.uk/physical-education/wp-content/uploads/Evidencing-the-Impact-Guidance-Impact-Resource-Web-Version.pdf

Chelsfield Primary also consents to meeting the statutory requirement, as instructed by DfE and HMI, to ensuring that information on the use of the Primary PE and Sport Premium is made available to the wider school community via its website. Whilst accountability rests with all schools by way of how the funding is spent, it is the case that all schools must annually provide online evidence of actual spend and long term impact based upon the following areas:

  • how much funding you received
  • a full breakdown of how you’ve spent the funding or will spend the funding
  • the effect of the premium on pupils’ PE and sport participation and attainment
  • how you’ll make sure these improvements are sustainable

https://www.gov.uk/guidance/pe-and-sport-premium-for-primary-schools

  1. The Legacy of The Olympic & Paralympic Values

The school believes that the lifelong values emanating from London 2012 Olympics can richly support whole school behavioural and academic achievement by way of:

  • adopting and demonstrating a commitment to the Olympic & Paralympic Values (friendship, excellence and respect; inspiration, determination, courage and equality)
  • using the London 2012 Games to inspire the school community to embrace and participate within cross-curricular Values-based projects and activities.

Aims & Objectives

Chelsfield Primary School delivers physical education instruction that is in compliance with the current Government prescribed framework of delivery:

Within KS1, pupils should be taught to:

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • Participate in team games, developing simple tactics for attacking and defending
  • Perform dances using simple movement patterns

Within KS2, pupils should be taught to:

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • Perform dances using a range of movement patterns
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best

 

  1. Organisation of Physical Education

Our curriculum map+ outlines the way Physical Education is organised for every year group. Physical Education is a vital component in the range of experiences offered to children in this school.  This importance is reflected in the commitment to provide all children, in each year group, with at least two hours of Physical Education per week. All classes are time-tabled to have one hall time PE session per week and one session allotted to Games. Chelsfield also provides a range of before and after school sports clubs that provides an important pathway of curricular participation.

+ Curriculum map available from the Curriculum Co-ordinator.

  1. Schemes of Work

The following schemes of work have been adopted by this school for Physical Education.  By way of encouraging cross-curricular learning, teachers are encouraged to develop the aspects of the scheme in line with their topic work as well as forthcoming events, matches and festivals where possible.

  • v Val Sabin Publications
  • v Swimming: Swim England NGB Coaching Requirements

Effective Teaching Of Physical Education

The variety of activities for children in Physical Education will by necessity require a wide range of teaching styles.  Each and every appropriate method will be skilfully used by the teacher to maximise the possibilities for the children in our care.  Fundamentally, the aspect of safety, participation, challenge, creativity, spontaneity, sensitivity, persistence, fun and enjoyment will all feature in the repertoire of the caring, responsible teacher.

Throughout the key stages, pupils will be taught with an emphasis on the following 4 strands:

  • Acquiring and developing skills
  • Selecting and applying skills
  • Knowledge and understanding of fitness and health
  • Evaluating and improving performance

Ultimately the quality of teaching is assessed by its impact upon learning and progress.

Teaching is GOOD when:

  • Teachers have a clear understanding of the value of their subject which they communicate effectively to pupils.
  • Teachers and external coaches/practitioners have a good level of specialist expertise which enthuses and challenges most pupils.
  • They use a wide range of resources and teaching strategies to promote good learning across all aspects of the subject.
  • Good planning based on what pupils already know, understand and can do ensures that all pupils are fully included and challenged to achieve their best.
  • Good relationships and high expectations also promote good learning for all pupils.
  • The use of ICT enhances pupils learning, progress and enjoyment of physical education and provides opportunities to observe and analyse work for improvement.
  • Teachers ensure that pupils are active and engaged in physical activities throughout the lesson.
  • Time in lessons is used effectively and pupils are expected to work hard for sustained periods of time.
  • Activities develop pupils’ physical competence and knowledge of the body in action as well as promoting their physical fitness.
  • Non-performing pupils are engaged purposefully with other roles, such as observation and feedback, coaching, umpiring/refereeing.
  • Pupils are encouraged to perform at maximum levels in relation to speed, height, distance, strength and accuracy.
  • Pupils’ progress is systematically checked throughout all Key Stages.
  • Assessment data is used by teachers and coaches to plan further challenges for more able pupils and to provide additional support for the less able
  • Pupils are given opportunities to assess their own and others’ performances and suggest improvements.
  • Assessment of pupils’ progress is regular and accurate; this enables teachers to gauge how well individual pupils are progressing and identify those who need further challenge or additional support to help them achieve.

Teaching is OUTSTANDING when:

  • Teachers communicate high expectations, enthusiasm and passion about their subject to inspire pupils to do their best.
  • Teachers and external coaches/practitioners have a high level of confidence and expertise both in terms of their specialist knowledge across a range of activities and their understanding of effective learning in the subject.
  • Teachers and external coaches/practitioners ensure pupils’ outstanding learning and progress through well planned and well organised lessons.
  • They use their extensive subject knowledge and expertise to show pupils the step-by-step stages of learning new skills, and how to apply skills in different activities and situations.
  • They use a very wide range of innovative and imaginative resources and teaching strategies to stimulate all pupils’ active participation in their learning and secure outstanding progress across all aspects of the subject.
  • Time in lessons is maximised to engage all pupils in vigorous physical activity.
  • Enjoyable and highly effective learning is promoted through excellent relationships, regular praise and feedback.
  • ICT is used very effectively to support observation and analysis to improve work further.
  • Expectations of all pupils are consistently high which ensure that pupils of all abilities learn new skills, find out how to use them in different ways, and link them in order to accurately repeat actions, sequences or team tactics.
  • The pace of learning is rapid and pupils are expected to work very hard and to be physically active for sustained periods of time and to persevere when they begin to tire.
  • Non-performing pupils are engaged very purposefully with other roles, such as observation and feedback, coaching, umpiring and refereeing.
  • Pupils are expected to perform at maximum levels in relation to speed, height, distance, strength and accuracy.
  • Pupils’ progress is systematically checked throughout all Key Stages.
  • Assessment data is used by teachers and coaches to plan further challenges for more able pupils and to provide additional support for the less able.
  • Teachers and external coaches/practitioners question pupils to check their understanding and provide expert advice on how to attain exceptionally high levels of performance.
  • Pupils are given frequent opportunities to assess their own and others’ performances and make suggestions for how they could be improved.
  • Pupils’ progress is systematically checked throughout all Key Stages. Assessment data are used by teachers to plan further challenges for more able pupils and provide additional support for less able pupils to enable them to exceed national expectations.

Association for Physical Education

http://www.afpe.org.uk/news-a-events/728-outstanding-teaching-in-physical-education

  • Equal Opportunities

In our school we believe strongly that all children irrespective of race, gender or ability, deserve and are entitled to, equal opportunity.

Throughout every activity within the Physical Education curriculum, children will have the opportunity to participate, and in so doing, develop their personal skills, knowledge and enjoyment.

  • Special Provision

All staff at Chelsfield Primary School believe that all children are unique.  Each individual child has particular needs and interests whilst also being at different stages of their personal development.  We also recognise that for some children, access to the curriculum is problematic because of physical, intellectual or emotional difficulties.  Every attempt, often with the valued assistance of additional staff, will be made to ensure that all children experience the richness and breadth of a full Physical Education curriculum.

  1. Assessment

It is recognised by all teachers in Chelsfield School that assessment, recording and reporting are important elements in ensuring that sound progress is made by children in Physical Education.  It is also acknowledged that individual teachers possess considerable skills in assessing their children, and by working with them closely on a daily basis, sound judgements can easily be made.

Every child at Chelsfield School is assessed to ensure continuity, progression and achievement in PE. Each class teacher will make formative assessments of each child during PE lessons and provide a summative assessment of each child’s progress in PE over the year. This information will be shared with parents in their child’s end of year report.

 

  • Resources, Equipment & Facilities

 

Facilities

Indoor

School hall

 

Outdoor

Infant and Junior playgrounds (with variety of markings).

Village field area (with appropriate marking).

Adventure play equipment to be enjoyed by the whole school.

Use of swimming pool at Darrick Wood Sports Centre.

 

Equipment

Various resources associated with a wide variety and good number of individual and team games is available. A range of small and larger balls, bats, skipping ropes, netball and basketball posts, hula hoops, bean bags, hurdles and athletics equipment is available. An appropriate range and sufficient number of pieces of gymnastic and dance equipment is available. A large amount of Play Leaders equipment is available.

 

Resources

A good number of information packs, DVDs, CDs and additional materials are freely available from the curriculum leader.

 

 

 

  1. Health and Safety

The afPE book “Safe Practice in Physical Education and Sport” (latest edition) should be referred to in respect of all matters of health and safety in PE lessons. Copies can be found within the staffroom as well as with the Subject Leader and Senior Manager. All class teachers should be fully appreciative of the procedures related to the teaching of specific activities. All teachers are responsible for safety within their own lessons and for ensuring that they are always compliant with the prescribed guidelines. Student teachers and non-quality assured coaches should never be left to deliver a PE lesson unsupervised.

*Safety issues:  We take safety seriously at Chelsfield Primary School. No jewellery is to be worn during Physical Education sessions except in the case of small studs which must be covered. The children are taught the importance of safety when handling and positioning equipment.

*Dress for Physical Education – all children

 

INDOOR

OUTDOOR

 

Reception

Year 1

Year 2

 

 

Blue/black shorts

WhiteT-shirt

Plimsolls

Blue/black shorts

WhiteT-shirt

School sweatshirt

Blue/Black jog pants

White socks

Trainers

 


*Dress for Physical Education
All Staff

Where possible, staff should change into appropriate clothing and footwear so that they may teach safely and provide a positive role model for the children.

 

  1. Play Leaders

We introduced the Play Leaders Scheme to provide senior pupils in KS2 with an opportunity to be actively involved in sports volunteering and leadership at play and lunch times. It gives all pupils a unique first- hand experience of taking ownership of high quality play provision whilst supporting younger students. The cross-curricular learning opportunities are vast with Play Leaders encouraged to create activities as well as measure and record performances via intra-competition organisation. There is also the important responsibility of opportunity of taking pride in school equipment as well as encouraging purposeful play and team building.

  1. Extra Curricular Activities

At Chelsfield Primary School, we believe that allowing pupils to participate within extra-curricular sporting activity is richly beneficial to the pupil’s all round development. Clubs operate before school; during lunchtime and at the end of the school day. Club activities vary across the year given the school’s commitment to providing a wide variety of opportunities whilst also taking into account their seasonal structures of competition.

 

  1. Involving The Wider Community

As a school, we believe in sharing our facilities with the community and where appropriate we invite quality-assured friends of the school to assist us in expanding our opportunities for the children.  (Key: AOTTS= Adults Other Than Teachers)

The following is a list of our current activities

Specialist Activities

&Village Field

and Community

Hall

 

Trained AOTTS supporting Sports Day and Small Schools Inter Competition events

Year 5 & 6

Staff at PGL and Downe Activity Centre help to teach the children Outdoor and Adventurous Activities (July)

 

 

 

 


Policy updated: July 2017

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