MOSELEY C of E PRIMARY SCHOOL
Physical Education Policy
AIMS OF SCHOOL
To Be A Community Where:
1. Our Christian ethos encompasses all aspects of school life where every individual is respected.
2. All school staff, governors and parents work in partnership for the benefit for all pupils.
3. Teachers and support staff enable all pupils to achieve their full potential as independent life-long
4. Pupils experience a broad, balanced and enriched curriculum which promotes challenge, enabling
everyone to make a positive contribution towards their own achievement.
5. We foster strong links with the community and encourage children to be responsible citizens.
6. We encourage initiative within a happy, healthy and safe environment where all achievement is
valued and celebrated.
To develop skilful use of the body, the ability to remember, repeat and refine actions and to perform
them with increasing control, co-ordination and fluency (through acquiring and developing).
To develop an ability to select, link and apply skills, tactics and compositional ideas (through
selecting and applying).
To improve performance using observations and judgements on their own and others’ work (through
improving and evaluating).
To develop an understanding of the effects of exercise on the body, and an appreciation of the value
of safe exercising (through knowledge and understanding of fitness and health).
To develop the ability to work independently, and communicate with and respond positively towards
others (through working alone and with others).
To promote an understanding of safe practice, and develop a sense of responsibility towards their
own and others’ safety and well-being (through applying safety principles).
DELIVERY OF THE PHYSICAL EDUCATION CURRICULUM
The statutory NC requirements for PE are 2 hours a week, which each class will achieve through both
an outdoor and indoor PE session. In the summer term, with more favourable weather, teachers have
the opportunity to make good use of two playgrounds and a large school field and so take classes
outside more often. There is also a Sport and Health Week in July where each class has a wide
variety of sports, games and activities to take advantage of.
Teachers follow the LCP scheme of work for PE, which gives each PE unit between 8-12 hours of
work, with teachers adding other material in order to meet the requirements of the National
At KS1 there are 2 units for dance, games and gymnastic activities pitched at level 1 and 2
respectively. Athletics and Outdoor and Adventurous activities are introduced in the summer term as
a lead up to Sports Week, Sports Day and KS2.
During KS2 the areas of activity of dance, games, gymnastics and swimming and water safety, plus
athletics and/or outdoor and adventurous activities are taught.
Knowledge, skills and understanding are built into each unit of work throughout the school.
Teachers are responsible for the planning and teaching of each area of PE to their own class. When
swimming, the class is split into 3 ability groups taught by 2 teachers (usually the class teacher and
an additional responsible adult) and a swimming coach provided by Birmingham LEA.
When recruiting staff we take into account the need to have as part of our full complement of staff,
teachers who have specific P.E skills.
A range of teaching styles will be used so children have the opportunity to make progress more
Material will be used to ensure continuity and progression at each stage of learning, therefore
enabling children to remain motivated and stretched. Progress will be recognised and improvements
The differing abilities and needs of the children will be recognised, acknowledged and respected by
aiming activities appropriately, while at the same time allowing a sense of value and purpose through
a variety of challenges.
Children are provided with a range of equipment for break and lunch-times which improves
behaviour, keeps children ‘on task’ and increases their enthusiasm to play with a variety of other
The addition of the wooden Trim Trail adventure play area and KS1 climbing apparatus is another
way of improving children’s independent activity levels.
SAFETY: PRACTICE AND PROCEDURE
Teachers are responsible for creating a safe environment for every PE lesson. Class control is
imperative for safe practice and the children will be trained in good habits of behaviour, quick
responses to a word or hand signal from the teacher and careful handling of apparatus. An awareness
of health and safety is an integral part of children’s learning in PE throughout the whole school. All
staff are aware of, and work to, the accepted codes of practice in PE.
Preparing for a PE lesson
Pupils will get changed sensibly and quietly so as to prepare for a calm lesson. Classrooms will be
left tidy with each individual’s clothes placed neatly in their places. Classes will walk to the hall or
outside areas in an orderly, quiet line.
Entering the hall/outdoors
A good entrance will set the tone of the lesson. As the hall is not a classroom the children will have been
given clear expectations beforehand. Equally, they must realise that the playground or field is now a
teaching area and not an extension of playtime. They may be asked to find a space of their own before
warm-up activities begin or follow previously explained instructions.
Apparatus and Equipment
This can be found either in the inside or outside storage cupboards or in the hall on a storage trolley. It is
the responsibility of the teacher to ensure that all apparatus necessary is ready for the lesson prior to its
start and is then returned tidily to the correct place after use. Any lost, damaged or missing equipment
must be reported to the PE co-ordinator as soon as possible.
In order to promote safety, pupils will be given many opportunities to increase their awareness of
pathways (straight, curved etc.) and directions. They will learn to avoid collisions and be aware of an
acceptable level of noise for safe working. This is essential when working with apparatus in the hall.
Teachers will keep to the outside of the area, where possible, enabling a full view of all pupils at all
times. Outdoors, teachers will establish safe working boundaries for the class to stay within.
For reasons of health and safety, pupils may only take part in P.E lessons if they are wearing appropriate
Indoor - navy blue shorts, white polo shirt or plain white t-shirt, black pumps
Outdoor - pupils may also wear navy tracksuit bottoms, navy sweatshirts and
appropriate trainers for outdoor activities.
If children do not have their P.E kit in school, a reminder letter will be sent home.
Jewellery - jewellery such as studs and watches should be removed before the lesson and
children are responsible for storing these safely in their trays.
Hair – Long hair should be tied back.
Teachers – Appropriate footwear and clothing should be worn.
If a minor accident occurs the teacher will decide whether the injured child can be escorted to the school
office, accompanied by another child, in order to get assistance from the school secretary. If the injury
requires it, the class teacher will send two children to the school office in the first place with the
instruction to tell the first adult they see, that help is required immediately.
TRAVEL OFF SITE
Staff are aware of the Normal Operating Procedures and Emergency Action Plan at Moseley Swimming
Pool. They will also know where the reaching rescue poles are situated around the pool -sides. During
matches, competitions and tournaments staff will familiarise themselves with the first-aid stations and
help points before play begins.
It is imperative that every PE lesson consists of a warm up, the main focus and a cool down. PE is a very
important part of a child’s development. Everyone is to take part in the lesson unless excused with a note
or medical problem. In order to show sensitivity to multi-ethnic pupils, they may be excused from PE
during religious festivals. Wherever possible, excused children will participate in the lesson as
observers, referees or timekeepers.
EQUAL OPPORTUNITIES AND INCLUSION
Where pupils have physical disabilities, it is vital to note the following points:
Children with disabilities do not form a homogenous group.
A physical disability means that appropriate PE is often more essential.
With severe disabilities, the pupil’s parents, doctors and/or physiotherapist must be consulted before
participation occurs. Once advice has been sought a full and beneficial activity programme can be
The teacher must be aware of any allergies or ailments children may have, medication taken, it’s
location in an emergency, e.g. Epipen and whether there are any possible side effects.
KS1 staff are to take responsibility for taking inhalers either to the hall or outdoors.
KS2 Children will be responsible for bringing inhalers to the lesson and using them appropriately.
Teachers will be mindful of children with hearing or sight difficulties, ensuring they can hear and
Independence should be encouraged in as many activities as possible, however support will be
readily given where necessary, with other pupils also offering assistance.
Instructions should be given at such a level that everyone can understand. Where necessary, further
more specific instructions will be given to individuals who require more explanation.
Have realistically high expectations of pupils and show consistent optimism about what pupils can
do, whilst setting the right climate for learning.
MONITORING, ASSESSING AND EVALUATION / CONTINUITY AND PROGRESSION
Formative assessment by the teacher informs planning and is recorded on Classroom Monitor. This
enables the teacher to ensure children progress from lesson to lesson. Watching children work, talking to
them about what they are doing and listening to them describe their work will generate accurate
assessment information and aid future teaching.
The learning outcomes in the LCP units indicate how children can show what they have learnt and so be
used as a basis for future target setting.
The NC level descriptors can be used in the planning and evaluation of children’s work to ensure they
make progress, as they describe the types and range of performance that children could demonstrate.
Parents receive reports on their child’s progress in P.E during Parents’ Evenings and in the Annual
Report to parents.
WHEN WILL THE POLICY BE REVIEWED?
This Policy has been written and revised by Miss E Weedon, in consultation with Staff and Governors, in
Spring 2007. Policy due to be reviewed in Spring 2009.
OUT OF SCHOOL HOURS LEARNING (OSHL) / ADULTS OTHER THAN TEACHERS
The school encourages children to take part in a wide variety of after school clubs such as Netball.
Football, Gymnastics, Tri Golf and Dance. These are coached by external coaches, various teachers
and the school secretary, who is a ‘Youth Netball’ coach. The after school clubs build on the skills
taught in lesson time and give opportunities for entering matches, tournaments and, in dance, putting
moves together into complex sequences and routines.
Outside coaches are encouraged to come and run clubs and coach lessons for the children as much as
possible. We have had basketball, cricket, football, dance and multi-games skills for KS1. For KS2
we have had a variety of tag rugby, basketball, cricket, football, gymnastics, dance and athletics.
Moseley C of E Primary School is linked with Bishop Challoner Sports College as part of the
Governments School Sport Co-ordinator Programme to raise the standard of high quality PE and
school sport within and beyond the curriculum. The PE co-ordinator is the Primary Link Teacher for
Moseley and meets with the cluster of local schools to discuss ways of improving the quality of
teaching, coaching and learning we offer our children. Coaches have been brought in to teach tag
rugby, basketball and gymnastics. Netball tournaments have been organised and funding applied for.
As well as making its own distinctive contribution to the school curriculum, PE contributes to the wider
aims of primary education. On the back of each LCP unit of work there are references to other areas of
the curriculum that relate particularly to the work in each unit. These indicate the potential to incorporate
cross-curricular work or to benefit from the links that can be made during the planning of all areas of the
Language and communication
Throughout the scheme of work children have opportunities to:
- develop their language skills through working with others to plan and evaluate work, talking about
and discussing options open to them
- use correct terminology to pass information on to others.
- Read diagrams, maps and instructions explaining what to do or where to go
- Extract information from the internet and CD-ROMs about techniques and skills,
- or where to go to get involved in a particular sport.
PSHE and Citizenship
Throughout the scheme of work children have opportunities to:
- work with others, listening to ideas and treating them with respect
- co-operate and collaborate with others to achieve a goal
- develop an understanding of fair play and fairness through knowing and applying rules and
- develop a respect for, and positive attitudes towards the environment and their own health, safety and
- learn to recognise and value physical differences, abilities and aptitudes and find ways of accepting
and including all.
All the units within the scheme of work provide opportunities to promote thinking skills such as;