P.E Policy

Lomeshaye Junior School Physical Education Policy January 2014 – January 2016

Mission Statement ‘By creating a happy, safe and caring school environment in which we all cooperate as a team, we aim to enhance the life skills of our pupils, staff and parents in a climate of high expectations, challenge, tolerance and mutual respect, on our journey to success and fulfillment’.

Philosophy/Rationale At Lomeshaye Junior School it is recognised that PE needs to build on the children’s natural enthusiasm for movement and their own ability, by expressing and testing themselves in a variety of situations. They need to learn how to work as a team and at the same time learn leadership skills.

Through Physical Education we aim to enable pupils to develop co-ordination, strength, stamina and skillfulness and to promote spatial awareness, intelligent reactions to situations and appreciation of physical excellence. We also aim to give children experiences in physical activity that would not normally be accessible.

We believe that Physical Education has an important role to play in establishing a healthier nation, offering children the opportunity to understand the need for, and to develop healthy lifestyles. Those who are active in childhood are more likely to reap benefits associated with an active lifestyle in adulthood. Research has shown that when primary pupils receive regular exercise they perform better in all aspects of schooling, due to increased metabolism and alertness.

The development of good gross motor skills and their refinement are important, in order to enhance self-image and raise self-confidence. Physical Education provides an essential opportunity to develop knowledge, skills and understanding of the body and its movement. It also promotes children’s artistic and aesthetic understanding within and through movement. It will give opportunities to compete in sports and other activities to embed values such as fairness and respect.

Policy aims We aim to enable our pupils to: • •

Access a physical education curriculum irrespective of their abilities. experience a progressive programme of learning objectives covering areas of games, gymnastics, dance, athletic activities, swimming and outdoor adventurous activities

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gain an understanding of healthy lifestyles and the effects that exercise has on the body.

Take part in activities which are enjoyable, stimulating and challenging for all pupils; enjoy success and be motivated to develop further individual potential. understand safety procedures and the importance of rules. make informed decisions about the importance of exercise in their lives; develop positive attitudes to participation in physical activity; acquire and develop skills, performing with increasing physical competence and confidence, in a range of physical activities and contexts; to discover their own preferences and aptitudes; develop the appreciation of fair play, team play, honest competition and good sportsmanship; foster self-esteem and develop confidence through the acquisition of physical competence and understanding the capabilities of one’s self and others.

Aims of the New Curriculum for 2014 The national curriculum for physical education aims to ensure that 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.

Teaching and Learning We use a variety of teaching and learning styles in PE lessons. Our principal aim is to develop the children’s knowledge, skills and understanding and we do this through a mixture of whole-class teaching and individual/group activities. Teachers draw attention to good examples of individual performance as models for the other children and we encourage the children to evaluate their own work as well as the work of other children.

Within lessons we give the children the opportunity both to collaborate and to compete with each other, and they have the opportunity to use a wide range of resources.

In all classes there are children of differing physical ability. Whilst recognising this fact, we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies: • setting common tasks that are open-ended and can have a variety of results, e.g. timed events, such as an 80m sprint; • setting tasks of increasing difficulty, where not all children complete all tasks, e.g. the high jump; • grouping children by ability and setting different tasks for each group, e.g. different games; • providing a range of challenge through the provision of different resources, e.g. different gymnastics equipment.

Planning and Assessment Gymnastics – to establish skilful control of body movement, including balance, rotation, traveling and flexibility. Children will be provided with opportunities to control their movements on the floor, apparatus and in partner sequences.

Dance- to develop awareness of the body as a medium for communication and expression, and to appreciate the aesthetic qualities of movement. They will have experiences of learning dances from other times and cultures and well as choreographing their own work.

Games Skills - To provide the opportunity for children to acquire a variety of games skills and to provide opportunities and practice for children to create their own games, and be introduced to the games that are part of our cultural heritage (Invasion, Striking and Net-Wall). They will be provided with opportunities to take on different roles during games and be encouraged to think about tactics.

Athletics - To encourage children to participate in, and develop their individual skills in running, throwing and jumping. Along with catching in isolation and combination.

Swimming - to enable children to develop confidence in the water, have a knowledge of basic personal survival skills and be able to swim 25m on their front or back.

Outdoor and Adventurous activities – To develop children’s orienteering and problem-solving skills with an emphasis on building trust and working as a team.

Half termly plans are developed and discussed by year groups, using the Lancashire Schemes of Work as a basis. Books and additional materials are kept by the PE Coordinator. PPA Pe lessons are planned by the school PE coach using the Lancashire Scheme of Work for PE. Each lesson should include: 1.

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Relevant warm-up (stretches and games) skills practice Mini game (so they can apply the skill learnt) cool down/calm down (stretches and relaxing time) Differentiation.

Progression and continuity.

Evaluation (self/peer reflection)

Year 3 have 2 sessions of PE every 3 weeks Year 4 have 2 sessions of PE every 3 weeks in the autumn term and then 1 session every other week of PE or 1 session of swimming in the final two terms.

Year 5 have 1 session of swimming or 1 session of PE in the autumn term and then 2 sessions of PE a week in the final two terms.

Year 6 have 1 session of PE a week.

Swimming takes place in Years 4 and 5. Due to cultural needs, boys and girls swimming is provided separately on a half termly basis.

Years 3 and 4 have a 30 minute session with Cyber Coach each week.

Evaluation and assessments are to take place on a weekly basis. Although much of the assessment will be collected by observations, this must be recorded on the individual assessment chart. The children will be assessed individually each week against the lesson objective. This chart is to be filled in by the observing teaching assistant during the lesson and the teacher at the end of the session. The nature of the scheme of work provides skills and progression which builds up to a core task. At the end of each unit of work the teacher is to assess the children against the core task using the assessing core tasks assessment sheet (see appendix). The co-ordinator will also monitor across the year groups. Teachers, the PE coach and PE teaching assistant have access to ipods that can be used to gather video and photo evidence for

the children and staff to use as assessments. This may be for teacher assessments, peer assessments or self assessment of an activity.

The assessment of swimming is carried out by qualified ASA swimming teachers.

Staffing, Resources and Health and Safety Staffing Class teachers are responsible for the planning, implementation and evaluation of the PE programme. A TA has been allocated to support all PE lessons and has specific roles to undertake. These roles could be assessment, recording, officiating or supervising an activity in the PE lesson.

The PE coach will be covering all PPA PE lessons and will teach classes throughout the school.

Resources The PE cupboard is situated in basement. Equipment should be collected and returned by a member of staff and put back in the labelled places. Children, who are monitors or play leaders for PE, should always return equipment under adult supervision.

The equipment is checked and maintained regularly. Any faulty equipment should be reported to the PE Co-ordinator.

Extra Curricular Children in all year groups are given the opportunity to join in with after school sports clubs. The school offers activities such as football, cricket, dance and table tennis.

Safety Teachers are ultimately responsible for safety, however, children should be encouraged to recognise potential dangers and to become progressively more responsible to their own safety and that of others. Teachers should refer to BAALPE and the schools risk assessments for more guidance on Health and Safety in School Sport and PE. Working area and surface Teachers should check working areas and surfaces for any potential dangers to ensure areas are safe. Teachers should also consider their position in the room/hall/playground/, throughout the lesson to enable maximum observation.

Equipment Teachers should ensure that all equipment is safe for children to use. All staff must be fully conversant with the setting up of apparatus, particularly the large gymnastics equipment, and wall bars. If staff are unsure, they should check with the PE Coordinator. Pupils should be taught to lift, carry, place and use equipment safely.

Clothing Children and teachers should wear appropriate clothing when participating in PE lessons. Lomeshaye’s PE kit comprises a white t-shirt, red, black or navy shorts or tracksuit trousers, and trainers for outside PE. For gymnastics and dance, all children should have bare feet, but they must wear plimsolls or trainers when walking to and

from the hall. Should any child not have the appropriate PE kit, a record will be kept by the class teacher and parents contacted if necessary. Teachers are to wear appropriate clothing and footwear for lessons, and all jewellery removed.

Other safety considerations Jewellery should not be worn during PE lessons including earings. Children who have only just had their ears pierced (first 6 weeks) can have their earings covered with tape.

All religious artefacts must be removed for PE lessons in accordance with BAALPE. Shoulder length and long hair should be tied back.

Accident Procedure If an accident occurs, the PE lesson should be stopped and the injured party sent with the teaching assistant to receive medical help from a trained first aider. If the teaching assistant is not present then they should be sent to a qualified first aider or the first aider called to the incident. The incident should be recorded on an accident form, as per school guidelines.

Equal Opportunities and Inclusion At Lomeshaye Junior School we believe that equality of opportunity is important for all pupils irrespective of gender, ethnicity, social circumstances, religion or beliefs and intellectual or physical capacity. When planning and teaching PE, we strive to respect the needs of all children through appropriate differentiation.

Children with SEN e.g. physical disabilities need to have access to a range of activities.

It is essential that the teacher is aware of any specific problem that the child may have.

Some equipment has been purchased for SEN children. Specialised sporting activities for pupils with SEN will be accessed through local networks.

For those for whom English is their second language, care needs to be taken over the way in which tasks are presented and explanations given. Children should be encouraged to broaden their vocabulary, enabling them to use appropriate terms and language to describe their own and others performances.

Monitoring and Evaluation At Lomeshaye we recognise that it is the responsibility of all teaching staff to monitor and evaluate this policy by developing reflective practices, acting as a critical friend to colleagues, through their subject leader role and by listening to comments from pupils, non-teaching staff and parents.

More formal evaluation of the policy will be through, lesson observation, walk through, pupil work scrutiny, and data analysis with relation to standards.

This policy will be reviewed biannually.

Compiled by: Staff and HT

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Approved by: Governing Body

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