Physical Education

Physical Education @ Whitley Lodge First School

Statement of Intent

At Whitley Lodge First School, we believe that Physical Education:

• Is a unique and vital contributor to children’s physical development and wellbeing.
• Develops pupils’ physical literacy and understanding of the body.
• Promotes positive attitudes towards active and healthy lifestyles through sustained exercise.
• Contributes to personal development, health, wellbeing, enjoyment, success, and achievement across the curriculum.
• Allows pupils to learn, think, and make decisions in different ways.
• Provides opportunities to express and communicate ideas, solve problems, and overcome challenges.
• Promotes personal and social development through teamwork inside and outside school.
• Raises self-confidence and self-esteem.
• Supports physical, mental, spiritual, cultural, and moral needs.
• Builds character and embeds values such as fairness and respect.
• Inspires pupils to succeed in competitive sport and develops sportsmanship.
• Encourages lifelong participation in physical activity.

Teaching Approaches

EYFS

In the foundation stage, children experience a broad, play-based range of physical activities indoors and outdoors. PE develops gross motor skills like spatial awareness, strength, balance, and coordination. Children move energetically—running, jumping, dancing, skipping, and climbing—with rhythmical responses to music. They are also taught the importance of health, exercise, diet, and safety.

Progression through physical activity supports fine motor skills, like pencil control and tool use, which are necessary for KS1/2. Opportunities are provided to solve problems and express creativity through movement and physical expression. Children observe and discuss the effects of activity on their bodies.

By the end of Key Stage 1, pupils should be taught to:

• Master basic movements: running, jumping, throwing, and catching.
• Develop balance, agility, and coordination in various activities.
• Participate in team games and develop tactics for attacking and defending.
• Perform dances using simple movement patterns.

By the end of Key Stage 2 (Year 4), pupils should be taught to:

• Use running, jumping, throwing, and catching in isolation and combination.
• Play competitive games (e.g. football, netball, tennis) with basic tactics.
• Communicate, collaborate, and compete with others.
• Develop flexibility, strength, technique, control, and balance (e.g. gymnastics, athletics).
• Perform dances with varied movement patterns.
• Take part in outdoor and adventurous activities individually and in teams.
• Evaluate performance and demonstrate improvement to achieve personal bests.
• Swim at least 25 metres competently, confidently, and proficiently.
• Use a range of strokes effectively.
• Perform safe self-rescue in different water-based situations.

Curriculum

The school ensures every child receives at least 2 hours of high-quality PE per week. A broad curriculum develops physical literacy through creative, competitive, and challenging activities. Skills are built progressively, with differentiated lessons tailored to pupil needs. PE links with PSHCE to promote personal health and wellbeing.

Children are encouraged to be active for 60 minutes a day—30 in school and 30 outside—through play, clubs, competitions, and festivals. Extracurricular and targeted activities engage less active pupils.

External coaches support PE lessons and teacher CPD. All coaches must pass safeguarding checks, including:

• Enhanced CRB
• Qualifications appropriate to the activity
• Photo ID

Teachers retain responsibility when coaches lead PE sessions.

The school uses the AfPE ‘Safe Practice in Physical Education and School Sport’ guidance for health and safety. Staff are trained in first aid and attend on- and off-site sporting activities.

Each year, the school holds a Sports Week with events like Sports Day, specialist coaching, and exposure to new sports and local clubs. Children’s out-of-school achievements are also celebrated.

Purpose of Study

The National Curriculum for PE aims to ensure pupils:

• Develop fundamental movement skills.
• Become competent and confident in a range of physical activities.
• Apply skills in different contexts and link them into sequences.
• Engage in competitive and cooperative physical activities.
• Communicate, collaborate, and compete with others.
• Understand how to improve and evaluate their performance.

The Role of the Subject Leader

The subject leader is responsible for:

• Providing strategic direction for PE.
• Supporting colleagues on PE-related matters.
• Monitoring pupil progress in PE.
• Attending subject-specific training.
• Managing PE resources and spending.

Subject leaders are allocated non-contact time for their responsibilities. They stay up to date with local and national developments, monitor teaching quality, and ensure curriculum coverage and progression. Monitoring activities (e.g. pupil voice) inform annual action planning.

Inclusion

All pupils access PE within the same context but at appropriate levels. Differentiated, open-ended tasks meet varied needs, and additional support is provided where necessary. More able pupils are extended through high-level questioning and problem-solving activities.

PE Kit Requirements:

• Plain white t-shirt
• Plain black shorts/jogging bottoms/leggings (no cycling shorts)
• Plain black trainers (no logos)
• Blue school jumper with school emblem

Children must arrive in PE kit on their allocated PE days. Staff are also expected to wear appropriate sportswear. No socks on polished floors. Earrings and watches must be removed independently by pupils. If earrings cannot be removed, pupils cannot participate in PE. Long hair must be tied back. Teachers assess weather conditions for safety and ensure appropriate clothing.

Assessment

Teachers assess PE progress through informal lesson observations and termly key objectives taken from the National Curriculum and EYFS goals. Assessment focuses on physical skill acquisition, applying and connecting skills, understanding roles, and evaluating performance. Pupils are involved in assessing their progress through reflection and feedback.

Evidence and engagement are showcased in school displays, on the website, shared with parents and on social media. Sonar Tracker is used to monitor progress across all year groups.

Jolanta Surowiak
PE Lead