Our vision for Physical Education at CKIS 

 

At Charlton Kings Infant School, we believe in the importance of Physical Education and enabling all children to be active daily and develop a lifelong love for PE.  

We aim to enable all children to succeed in PE and develop strong fundamental movement skills that will give them the ‘wings to fly and confidence to try’ not only in PE lessons and PE opportunities provided here at CKIS, but also throughout their educational journey and beyond their school years into their adult lives. We wish for PE and being active to become a part of the children’s daily routine and a habit that will stay with them for life. In our lessons we aim to develop the children’s key physical skills whilst also using a values-led approach.

Our curriculum is designed to:

• Develop a shared enjoyment for creating active lifestyles and promote the importance and benefits of lifelong physical activity physically, mentally and socially. 
• Provide all children with a broad and balanced PE curriculum and chances to experience a range of active opportunities.  
• Create an inclusive environment for all children to thrive in PE.
• Empower teachers to plan and deliver outstanding PE lessons with confidence, passion and knowledge.

 

Purpose and aims of Physical Education (Intent statement)

 

• Fits in with our RESPECT learning behaviours
• Strong contact with Gloucestershire … (MoveMore)
• Part of PE Network (CLP)
• Importance of FMS  at Infant school

 

Our curriculum provides a broad range of experiences for our pupils: Our pupils’ backgrounds, our culture and our climate for learning provide the following drivers that underpin ALL areas of our PE curriculum:

- Learning to learn - which helps pupils to concentrate and focus and build resilience as learners

- Culture and Diversity - which helps pupils to develop enquiring minds about the wider world

 - Environment and Community - which helps to instil in our pupils a respect for our environment and for our local and wider communities

– Creative arts and physical development - which helps our pupils to express themselves and excel as holistic learners

We offer a thoughtful range of experiences that support our culture: pupils enjoy a ‘full spectrum’ of academic, physical, spiritual, moral, social, cultural activities that enrich their lives. We aim to ensure that all children have the confidence and skills to develop as resilient life-long learners.

Our curriculum has been developed over time through:

•          Strong connections with MoveMore

•          Being part of research led training, development and support (Creating Active Schools programme piloted)

•          Networking with other schools and settings (CLP)

We aim for all pupils to:

•          Become fluent in the fundamentals of mathematics (see Year by Year Curriculum Maps) so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

•          Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.

•          Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

•          Have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately.

The teaching of Physical Education at CKIS (Implementation)

Our aims for PE are embedded within our PE curriculum and across wider areas of school life. All PE lessons at CKIS are taught by the class teacher, with support from class teaching partners, to the whole class. Every class across the school have two allocated sessions of PE each week and within this time all children are provided with chances to develop their skills across a broad range of activities and opportunities. In both EYFS and KS1 children’s skills are enhanced within our Challenge Time provision to allow them to explore and enhance skills taught within PE lessons.   

 

Our core PE curriculum is taught using the Real PE scheme from EYFS through to Year 2 developed from the National Curriculum. Real PE is a values-led PE scheme that focuses on supporting the development of the fundamental movement skills (Balance, co-ordination and agility) whilst also focussing on key values needed to be successful in sports and games (Physical, Cognitive, Social etc) and other areas of the curriculum.

 

To ensure that all children leave CKIS being competent and feeling confident in PE, each year group re visit the key skills taught each year and build upon previous learning. Children are given the opportunity to revisit skills year on year and are reminded of the knowledge and activities performed previously. Using the coloured cards and challenges provided by Real PE, children can take control of their own learning (with support from peers and teachers) to challenge their understanding and abilities.

Each lesson focuses on a key fundamental movement skills and is underpinned with a key value for the term. Every lesson starts with a fun and inspiring warm up getting the children moving, then children are given the opportunity to actively explore the chosen skill with videos and demonstrations available throughout to support their understanding. The focussed skill is then applied into a games based situation focussing on the physical and value based skills. Throughout the lesson, children are provided with key questions to check their understanding of the ‘why’ and ‘how’ these skills are achieved.

 

Demonstrating learning
 

In Physical Education, pupils demonstrate their learning in the following ways:

The pupils demonstrate their understanding through enrichment tasks in the continuous provision. These are observed and could be recorded using Seesaw, examples of children's work in their special books and through cross-curricular evidence.

Teachers carefully plan and monitor progress and adapt medium term plans to include key questions and checkpoints for children to demonstrate understanding in age-appropriate ways

Meeting the needs of all pupils (inclusion)

Our school supports the principle that young children learn through play, and through well planned structured opportunities that are relevant, engaging and promote deep level thinking and learning. This is evident within every PE lesson.

Teaching through both a rich continuous provision, paired work, small group and whole class learning opportunities skilfully builds upon the experiences of the child and promotes their next steps as a learner in PE at CKIS.

Teachers and Teaching Partners competently provide a balance of structured cross curricula learning activities and child-initiated opportunities through high quality indoor and outdoor learning environments.

In this way we aim to ensure that children are actively involved in their learning and deepen their knowledge, skills and understanding becoming masters of their learning as:

 

• Problem solvers

• Resilient learners

• Collaborative thinkers

• Inspired questioners

 

All pupils are entitled to a broad and balanced curriculum that meets their needs.

Physical Education is taught in class groups, and accessible in our provision with all pupils included.

All our teachers know the pupils in their class and their differing needs well and will adapt their lessons accordingly. This may include scaffolding learning by changing and adapting equipment, providing ‘scoop groups’ and targeted intervention inside and outside of PE lessons.

 

Some pupils, including those with special educational needs or disabilities, or those with English an as additional language, may need extra support to access, understand, perform specific movements and remember key concepts.

For these pupils, teachers use a range of effective strategies, whilst promoting independent learning as far as possible. These may include:

● adapting and scaffolding pupil activities and resources (smaller balls, adapted equipment, smaller groups etc)

● focussed additional support from an adult in class (‘scoop groups’ within lesson)

● extra pre learning or overlearning of key knowledge before or after the lesson to ensure understanding

 

Some pupils very quickly grasp the main concepts being taught and are able to think more deeply to extend their learning. To ensure they reach their full potential, teachers may:

 

● set more complex activities and skills that require thinking at greater depth (Blue challenges and beyond, support peers who need it and ask challenging questions to support their physical skills)

● ask pupils to apply their knowledge to a different situation (team games, extra-curricular activities, inter and intra school competitions, festivals and after school clubs)

● go further by asking them to explain their thinking to others or present their findings to a group, this may include demonstrations within a PE lesson, supporting children in other year groups, working collaboratively with others at lunch/play times or leading part of the lesson- warm up)

Assessment (Impact)

Formative Assessment

At CKIS teachers constantly assess how far their pupils understand key concepts throughout lessons, mainly through questioning and observations within a PE lesson. Quizzes and other active games are regularly used to assess how far pupils have remembered learning from the lessons before. At the start of each lesson, previous learning is recapped and children are encouraged to discuss and share their previous learning prior to starting the lesson.

Teachers then adapt their teaching to ensure misconceptions or gaps in knowledge are addressed then and there. This may include taking children in a ‘scoop group’ to focus on a specific skill or value. In addition, they may need to introduce opportunities for more challenge or deeper thinking.

End of unit Assessment

 

Key assessment criteria are written into our school curriculum and following the Real PE assessment statements.  

Assessments of children's learning are made and assessed through observations and shared as evidence on SeeSaw. These assessments contribute to a summative judgement at the end of each term against the PE statements supplied by the PE lead and found on our school assessment tool INSIGHT.

Teachers and subject leads monitor children’s progress and attainment throughout the year to inform ongoing teaching and learning.

Reporting to families and statutory assessment

Parents are kept up to date with their child’s progress in PE through regular posts on Seesaw, where they can see pictures and videos of their child’s learning and achievements. Progress and attainment in PE is mentioned during our twice yearly Parents Evening meetings, where staff discuss pupil’s strengths and needs within PE. Final assessment is reported at the end of the year in our End of Year Reports, where progress and attainment are reported for PE. Parents are given opportunities to enquire about their child’s progress in PE throughout the year via communication through SeeSaw and staff welcome parents into their classrooms after school to discuss learning throughout the year.

Monitoring and Evaluation

The subject leader for Physical Education monitors the quality of education regularly in accordance with the school’s monitoring timetable. This may take the form of:

 ● learning walks and drop ins, usually with a member of the senior leadership team, and sometimes with a governor.

● ‘Book Looks’. The subject leader looks at a range of evidence across the school (mainly via SeeSaw), sometimes with senior leaders or an adviser or governor.

● scrutiny of planning, particularly to evaluate coverage and progression within the curriculum as well as the extent to which planning is catering for the range of needs of pupils

● pupil conferencing

● surveys for pupils and/ or staff

● lesson observations

 

Subject leaders have regular support from the senior leadership team where aspects of the subject policy and action plan are monitored and discussed. Action plans are reviewed and shared with the staff three times a year to ensure all staff are aware of key actions.

Resulting actions may emerge with additional leadership support, resources or policy changes implemented.

Subject leaders routinely have a teacher appraisal objective linked to an aspect of their subject leadership. Following all these activities, strengths and areas for development are reported and discussed with staff. Resulting actions are recorded on the subject action plan and reported to governors.

At the end of each year the action plan for PE is fully evaluated. In addition, the subject leader evaluates how far PE  is meeting our curriculum intent statement. This evaluation feeds into the action plan for the following year. Evaluated action plans and evaluations are reported to the senior leadership team and governors.

The role of the governors

Every subject has a specific governor allocated to it. The governor for Physical Education is Alan Waller. This governor evaluates the activities within this aspect and the impact on the quality of education and pupil outcomes. They meet with subject leaders and review aspects of the subject, including seeing lessons in practice and talking to children. Their findings are reported to the Governing Board. In this way, leaders are held accountable for the aspects they are responsible for, and subject leaders are able to access the appropriate support and resources to achieve their aims.