Salford Priors C. of E. Primary School
This school policy reflects the consensus of opinion of the teaching staff and has the full agreement of the Governing Body. This policy is reviewed tri-annually.
“Physical education educates young people in and through the use of the body and its movement. It aims to develop physical competence so that pupils are able to move efficiently, effectively and safely, and understand what they are doing. It is essentially a way of learning through action, awareness and observation.”
Taken from Physical Education for ages 5-16, DES/Welsh Office 1991
At Salford Priors Primary School we aim “to provide maximum opportunities for each child to
develop to his/her full potential to form satisfying relationships with others”. Through P.E. we
hope to provide children with the background skills and motivation to enjoy physical activities and to incorporate this with their lifestyle.
The orders for Physical Education in the National Curriculum provide a basis for us to deliver a broad and balanced Physical Education programme enabling us to fulfil our main aims which are:
; To gain in confidence and have a sense of security and identity.
; To become independent
; To provide children with opportunities to promote physical development and
competence and to develop artistic, aesthetic and linguistic understanding through
; To give all children the opportunity to extend their range of physical skills and develop
their proficiency as well as appreciating the benefits of participation.
; To develop problem solving skills and personal qualities such as self-esteem, confidence,
tolerance and empathy, and to promote relationships between each other, the school and
; To promote physical activity, physical development, and a healthy, active lifestyle.
; To develop social co-operation and positive attitudes, and to compete with a sense of fair
; To promote and develop safe practice in physical activities.
; To provide opportunities for all children to achieve their full potential.
All pupils should have an equal entitlement to become independently active regardless of sex, race or cultural background.
All should be given the opportunity to develop capability in the attainment target for physical education.
Children identified as having special educational needs will be educated in accordance with the Code of Practice.
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Quality and excellence to one’s own capability should be the target for all.
In order to become independently active the children need to develop the knowledge, understanding and skills to:
1. Be able to plan and prepare for activity
2. Carry out or perform the activity to the best of their ability
3. Review and critically appraise their own and others’ planning and performance of an
4. Have an understanding of the contribution of activity towards healthy living and lifelong
effective exercise which includes access and use of community opportunities; 5. Identify and apply safe practice principles to activity;
6. Develop personal and inter-personal skills in order to interact with others and gain
personal meaning from participation.
At Salford Priors Primary School we encourage the development of this knowledge in contexts which ensure:
1. Equality of opportunities – (hall timetabling, balanced programme, staff skills, grouping
of children, differentiation, challenging stereo-types)
2. A safe environment (sound risk assessment, concern for health and safety) 3. A well managed and organised framework (well taught, clear objectives, high standards,
good levels of activity, encouraging pupil independence and involvement, opportunities
to succeed and attain to the highest possible personal standards of achievement.) 4. Opportunities are provided for a range of activities, including playing for school teams
where children are able to.
1. Each class is timetabled for 2 sessions of P.E. per week with indoor and outdoor
facilities available. All children go swimming from Reception to Year 6, alternating
every half term. Therefore each child will swim for a term and a half in total each year.
Provision is also being made to incorporate the Year 6 Top up swimming scheme,
allowing additional opportunity for weaker swimmers in Year 5 and 6 to swim all year
round. After school clubs (KS1 and 2) an outdoor activity day (Year 3 and 4) and an
outdoor activity long weekend ( Isle of Wight,Y6) are also available to the children. 2. When setting out a balanced programme it is not necessary for each area of activity to
have an equal share of curriculum time provided that the programmes of study are
completed by the end of the key stage.
3. Children work individually in pairs, in small groups and whole class groups and when
attending clubs may do activities with different age groups.
4. Activities are planned to allow pupils to participate at their level of ability. 5. Religious and cultural conventions are respected.
6. Success and enjoyment through achievement are fundamental.
7. Opportunities for teamwork and competition are provided through school teams in
football, cricket, netball, rounders, athletics and swimming.
Timetabled P.E. activities are included in appendix.
Timetabled after school clubs activities are also included in the appendix.
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A range of styles is used in most lessons including:
; Teaching the children as a class, small groups, pairs and individuals
; Children performing tasks to an audience i.e., to a partner, a group (small or large) or the
whole class for the purpose of evaluating their own and each others work.
; Problem-solving activities and open-ended tasks.
; Skill repetition.
; Use of work cards.
; Working independently.
; Use of appropriate vocabulary and subject specific language.
; Children planning their own games.
P.E. is a foundation subject and the National Curriculum requires programme of study opportunities for various areas of physical education to be taught within each key stage. In KS1 these are divided
into three areas (games, gym and dance) and in KS2 six areas (games, gym, dance, athletics, outdoor adventure activities, swimming).
1. Water confidence - personal safety
- enjoying activities in pool
2. First actions - leg kicks with float
3. Initial stroke - anything that covers 5m
4. Developing stroke - suitable style (usually crawl) to cover 10m 5. Widening stroke - introduction of backstroke and breaststroke, starting
with leg actions
6. Improving style - skills action, leg action, body position
7. Consolidating style - breathing patterns
8. Introducing distance - style points combined for 25m
9. Developing stamina - staying in control for longer periods using timer
(2 – 5 mins)
10. Extending skills – water based challenges, personal survival activities etc. 11. Advanced Safety - Water skills programme
12. Stroke Development – continued development work and some preparation for
competitive swimming skills and timed swimming activities.
The teaching of athletics at KS2 concentrates on acquiring skills in running, jumping and throwing. Lessons therefore provide children with opportunities in:
a) running- sprinting, relays, pacing over distance and hurdling
b) jumping- long jump, combinations of jumps and controlled landings. c) throwing- distance, targets and preparation of throws.
There are also chances to improve on one another’s throws and jumps, to time one another and be aware of personal achievements and goals.
Provision will also be made for children in KS2 to be taught and given time to develop indoor athletics skills as well
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Outdoor and Adventurous Activities
At Salford Priors Primary we take Year 3/4 on an outdoor adventure day at a local outdoor adventure centre. We also take Year 6 to Little Canada PGL for a long weekend of outdoor adventurous activities.
The teaching of dance concentrates on acquiring and developing specific dance skills.
KS1 and Foundation Stage children experience jumping, turning, gesture, travelling and pause through use of Top Dance cards. They also respond to music and poetry as it arises in other areas of the curriculum.
Children are offered the chance to do maypole dancing in the spring term.
KS2 children remember and practise sequences, explore speed and tension, pattern, group work and partner work. This is often cross curricular, e.g., linked to science – Shadow Dance. They also
respond to music and poetry.
Children are offered the chance to do maypole dancing in the spring term.
The foundation stage use the BT Top Start games pack which introduces key learning objectives of basic motor skills, spatial awareness, co-ordination, control and estimation through fun activities.
Key stage one use and teach key skills required in games through individual, group and team exercises.
Key Stage Two use Val Sabin scheme games pack which teaches specific games skills through individual sport topics.
Key Stage One and Foundation Stage use the Val Sabin gymnastics programme alongside ideas from Top Gymnastics and Dudley Gymnastic plans.
Key Stage Two continue to use these programmes at their higher level.
Assessment and Reporting to Parents
Teachers will assess children’s progress using the following:
1. National Curriculum levels
2. Foundation stage Early Learning Goals
3. P.E. QCA expectations
7. Asking questions
8. Setting tasks
9. Giving the children opportunities to perform and demonstrate their ability.
Attainment will be recorded on Assessment sheets by class teachers.
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Achievements by pupils will be reported on annually in the school report.
Staff try to make full use of indoor and outdoor facilities. Equipment should be stored in the correct manner making it accessible to both staff and pupils. The indoor large apparatus is placed around the hall for ease of use. If children are encouraged to fetch and return equipment to the shed it should be supervised to ensure safe storage and tidiness.
If anyone notices any equipment that requires attention please notify the Headteacher or P.E. Co-ordinator.
Hall wall bars, benches, mats, ropes, planks, horse, ladders, tabletops, A-frames.
Kwik cricket equipment, quoits, cones, hockey sticks, beanbags, bands, bibs, small
bats, short tennis equipment, hoops and various balls.
Shed balls (netballs, rounders, hockey balls, rugby balls and footballs), long jump rake,
rounders equipment, stool ball and hurdles.
Adventure adventure equipment on the field.
The following P.E. schemes are in school for use by both KS1 and 2:
Val Sabin schemes for dance, gymnastics and games in both key stages.
LCP P.E. scheme for foundation stage
Where necessary areas of the P.E. curriculum are still supplemented by teachers’ own resources, particularly where members of staff have been on relevant courses to support their learning.
Parent helpers can be used to enhance curricular and extra curricular activities. Parents with a particular skill or expertise assist in a range of activities under staff guidance. All helpers who are working with children in physical activities should complete an CRB Disclosure Application Form (available from the school office.)
In the event of a serious accident follow the following guidelines:
1. Attend to the injury but ensure the safety of all other pupils, e.g., dismount from the
2. Ask for the qualified First Aiders
3. Immediately notify the Headteacher who will implement the LEA accident procedure.
Health and Safety
To ensure their safety, pupils will be enabled to follow instructions and demonstrate an awareness of potential dangers relating to: working area and surface, equipment and each other. Pupils will be made aware of correct warming up and cooling down procedures as well as correct lifting techniques.
As pupils become more mature they will be encouraged and enabled to become progressively more responsible for their own safety and that of others.
Key Stage 1
Aim: For children to demonstrate an awareness of the need to work safely in
relation to self and others
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Objectives: Be concerned with their own and others’ safety. Lift, carry, place, site
and use equipment safely. Use space safely
Abide by rules and conditions
Understand the safety risks of wearing jewellery and inappropriate clothing
Key Stage 2
Aim: For children to exhibit a consistent regard for the principles of safe
practice in relation to self and others.
Objectives: Take responsibility for others and their own safety. Lift, carry, place
and use equipment safely.
Be aware of possible risk areas.
a) in the hall - working areas should be hazard free, sharp corners, piano, chairs, etc.
b) safe surfaces - gritty slippery and wet surfaces
c) on the field - uneven surfaces, mole hills, animal faeces
1. The children wear suitable clothing and footwear.
2. No jewellery is worn, children wear stud earrings only. Watches and jewellery which have
been removed are given to the teacher for safe keeping.
3. Long hair and braids are tied back with a suitable band and all headbands are removed.
4. In the case of an accident the teacher sends for the appointed first-aider.
5. Children may wear goggles when swimming although it is encouraged not to. Goggles must
be removed for diving and play activities.
6. All staff are kept informed of current accident procedures through discussion in staff
7. Staff assess the indoor and outdoor environment before proceeding with a lesson to ensure
that there are no hazards.
8. Certain pieces of furniture have to remain in the hall therefore the children are made aware
of the possible risks at the beginning of each lesson.
9. Staff check carefully that all apparatus has been assembled correctly before use.
10. Specific instructions should be available to staff who may have a pupil who could lose
consciousness due to diabetic coma or epileptic fit. Be aware of your pupils and note in the
register with a red asterisk pupils at risk.
11. Spectacles must not be worn during games or gymnastics unless specifically requested in
writing by parents.
12. Children with physical handicaps e.g., cerebral palsy, dyspraxia should where necessary be
supported by an SEN teaching assistant.
Currently the school is part of the sports initiative where we are receiving support and some financing from the sports council. This is in line with the government initiative to raise standards in physical education and to provide all children with access to two hours of high quality physical education each week.
We are currently entitled to ten days per year, paid supply to access staff development courses we feel are relevant. All relevant courses are available for staff to see and can be chosen and requested.
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Courses that have been recently accessed by staff include: - Netball, football, rounders, brain gym and movement, swimming and cheerleading.
Monitoring and Review
The PE co-ordinator is responsible for maintaining and auditing resources, supporting colleagues in their teaching by giving them information about current developments in the subject and by providing a strategic lead and direction for the subject in the school.
Agreed by Staff Date:
Agreed by Governors Date:
To be reviewed Date:
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