Next review: July 2016

Under the 1988 Education (reform) Act this Church of England Primary Controlled School is required to deliver the National and Basic Curriculum to all pupils on or not exempted from it. This is the Governing Body’s Policy for the delivery of PE.

This policy document sets out how PE, is implemented and assessed, in the National Curriculum at St George’s CEP School to ensure continuity and progression across Key Stage 1 and Key Stage 2.


Physical education is a unique process of learning. It educates pupils in the knowledge of the body and physical activities; the skill to use their body efficiently and effectively; the understanding of how their body moves and the importance of a healthy and fit lifestyle. The context is mainly a physical one.

We aim to enable children to become physically educated by giving them the opportunity to:

  • develop physical and cognitive competence and confidence in the skills of planning, performing and evaluating movement
  • promote physical activity and a healthy lifestyle
  • develop positive attitudes by highlighting the social skills of competition, cooperation and fair play.
  • ensure safe practice
  • develop problem solving skills and interpersonal skills which will have a much wider application


The objectives, derived from the aims, will guide us in planning schemes of work and will form the basis or assessment of pupils and evaluation of the policy.

Develop physical and cognitive competence and confidence in the skills of planning, per-forming and evaluating

  • know about factors which influence efficient and effective performance
  • know how to improve their own performance and that of others by engaging in the continual process of reflection, selection, refinement, adapting and evaluation
  • practice and consolidate movement concepts and motor skills in dance, games and gymnastics. In Key Stage 2 pupils will also experience athletic activities, outdoor and adventurous activities and swimming in addition to the core programme

Promote physical activity and a healthy lifestyle

  • understand the effects of exercise on the body
  • select and engage in regular physical activity
  • be aware of opportunities in local clubs and the community which cater for primary age children

Develop positive attitudes

  • exhibit such personal qualities as perseverance, self worth, well being and humility
  • understand and show appreciation of fair play and good team-work

Ensure safe practice

  • understand the importance of routine procedures and factors which affect safety
  • appreciate the principles of safe practice and take responsibility for personal safe practice

Develop problem solving skills and interpersonal skills that will have a much wider application

  • work collaboratively as individuals, pairs and members of a group in solving problems
  • express independent opinions
  • express interest, enjoyment, motivation and enthusiasm for physical activity

Principles of Teaching and Learning

Differentiation & Special Needs:

When planning and selecting materials, tasks, resources and teaching styles we will take into account the needs of all pupils in terms of abilities and stages of development.

Pupils with special educational needs will be entitled to the same access to physical education as their peers. In planning lessons teachers will identify challenge for all pupils, modifying and adapting the task and/or equipment to include the least able child and stretch the most able. Teachers will liaise with the SENCO and additional adult support will be sought if needed.

Breadth and Balance

The National Curriculum Physical Education Orders will be the basis of our physical education programme. At Key Stage 1 aims will be achieved through dance, games and gymnastic activities. At Key Stage 2 the core programme of dance, games and gymnastic activities will continue on a regular, linear basis with the additional programmes of athletic activities, outdoor and adventurous activities and
swimming at points during the key stage. The programme will include a variety of team and individual, cooperative and competitive activities, which when taught and organised well will allow pupils to work and play together for the mutual benefit of all.

Work in Key Stage 2 will build directly on work in Key Stage 1

Within the planning of schemes of work, lesson plans and individual sessions, account will be taken of the range of learning styles that are likely to be evident in any one class. Opportunities will be provided and activities selected to allow for such a variety. Teachers will address the need for creative, interpretative, imaginative, social, cultural, aesthetic, moral and physical skills to be practiced and mastered.

Teachers will encourage, inspire, direct, let go, observe, help, counsel, advise, instruct, prepare, lead, appraise, manage, control, facilitate, guide and nurture pupils’ strengths and gifts.


In order to ensure relevance, activities will be selected that relate to the pupil’s experience, interest, age, preferences, needs and abilities and will be related to the community in which they live.

Cross-Curricular Skills and Links

Physical education offers an added dimension to the whole school curriculum and the wider life of the school, for example, in health education; citizenship; literacy, numeracy and language skills; and in personal and social education. The dance element of physical education will also enrich, complement and intensify experiences within the arts curriculum. Teachers will give pupils opportunities to use ICT to support and develop their learning, data handling, research and retrieval skills.

Equal opportunities

All pupils regardless of race, gender, ability, social origins or size are entitled to be included and be successful in physical education. All pupils have equality of opportunity in respect of curriculum balance, curriculum time, extra curricular involvement and use of resources and facilities. Our policy is to enable all our pupils to experience success, not failure. Sensitive and informed grouping of pupils eg in mentor, ability and random groups, will ensure all pupils will contribute, be actively and physically involved and be challenged appropriately. Resources are appropriate for the range of abilities.

Health & Safety

All routine procedures relating to safe practice are agreed and will be consistently adhered to by all teachers and support staff.

It is essential that pupils be taught essential life skills to enable them to participate safely and confidently in physical activity. Pupils are expected to work in a safe manner and be aware of what this means.

All teachers will plan their work with the safety of pupils in mind. The physical education coordinator will support the teacher, Headteacher and governors to undertake a risk assessment of activities and plan INSET for teachers if needed.

Guidance will be sought from “Safe Practice in Physical Education” Baalpe and “The Leadership and Management of Offsite Work” Kent CC which can be found in the coordinators area.

Assessment recording and reporting

Opportunities for assessment will be identified during planning and pupils will receive ongoing teacher assessment. These assessments will be directly related to learning objectives and will be recorded in schemes of work and lesson plans. Information will be shared with pupils, teachers and parents in written an oral form.

Summative assessment will be made from these formative assessments based on how well each child is doing, using the criteria found in End of Key Stage Descriptions.

Management and Administration

Annual Key Stage and/or phase meetings will be held in the autumn term to review the needs of physical education. Research, personal development and training needs of staff will be discussed.

The role of the Curriculum Coordinator

The physical education coordinator will organize and lead these meetings. The subject manager is responsible for developing a long-term curriculum plan for physical education. This is matched to the programme of study.

Refer to Job Descriptions for details.

Funding for physical education will be within the school budget plan for each financial year.

Projected needs reflect consideration of the developments of physical education.

Equipment is easily accessible and regularly checked and maintained. Resources are stored safely and securely. The subject manager plans this. Any shortages, breakages or damage will be reported immediately to the physical education subject manager and taken out of use if presenting a danger.


The physical education subject manager will monitor physical education teaching in all year groups on a yearly basis.

The effectiveness of the physical education curriculum will be evaluated in discussions with the Headteacher, key stage coordinator and the physical education subject manager. Resources, teaching methods and needs should be identified and priorities for in-service support and/or external review should be established. This evaluation will form the basis for an action plan that will inform the school development plan.

Policy Reviewed and Updated in July 2014 by Mrs K Baylis – P.E. Coordinator

To be reviewed July 2015

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