PE – subject information

Intent

Our PE curriculum ensures that all children have the opportunity to experience and become proficient at a variety of sporting and fitness activities. As well as fulfilling the requirements of the National Curriculum for PE, we will provide a broad and balanced curriculum which ensures the progressive development of a wide range of skills such as agility, balance and coordination.

Physical Education provides opportunities for children to appreciate and enjoy a very thorough sports, fitness and health programme in which they will work on their physical movement, balance, eye coordination, core stability and body awareness, incorporating spatial awareness, dance, gymnastics, outside travel, ball skills, throwing and catching, racket skills and basic athletics.

Our PE curriculum will give pupils the knowledge necessary to enable them to improve fitness, develop skills and deepen their knowledge of health and wellbeing. Children will have time to learn skills, before applying them to different games and situations.

At Brough Primary School we want all children to become confident athletes with a wealth of knowledge and skills to enjoy a wide range of sporting and fitness activities and to thrive in specific areas of PE where they can. We want children to learn life skills which will positively impact their health and well-being now and in the future.

Aims

The national curriculum for physical education aims to ensure that all pupils:

  1. develop competence to excel in a broad range of physical activities
  2. are physically active for sustained periods of time
  3. engage in competitive sports and activities
  4. lead healthy, active lives.

Implementation

In order to achieve high standards within PE, we implement a curriculum that is progressive from Year 1 to Year 6 in physical movement, balance, eye coordination, core stability, body awareness, incorporating spatial awareness, dance, gymnastics, outside travel, ball skills, throwing and catching, racket skills and basic athletics.

As well as meeting the requirements of the National Curriculum for physical education, our provision ensures links across the wider curriculum and a wide range of ‘hands on’ experiences.

The long-term plan maps out the experiences the children will receive in each key stage. It is written by the subject leader in consultation with phase leaders and other members of teaching staff. The subject leader provides medium-term plans for each unit of work ensuring that key skills, required knowledge and objectives are covered. This supports teachers with the development of lesson planning.

Each PE focus has an identified outcome. A thorough understanding of the skills taught give children the opportunity to apply these skills inside and outside of school, so they can shine and showcase their talent. PE is celebrated around the school community with the use of our school PE Twitter page and children showcasing their personal achievements in whole-school assemblies.

Impact

At Brough Primary School we want every child to leave us in Year 6 having had a wide range of sporting experiences. The impact of these, and of the quality of the provision they received, is measured through the knowledge and skills they have developed and their ability to apply these in a variety of different situations (inside and outside of school).

We want children to love PE, to be inspired by their teachers and external coaches who provide the lessons, and to develop their own preferences for a sport(s).

Children will meet or exceed the progression of skills requirements in physical movement, balance, eye coordination, core stability, body awareness, incorporating spatial awareness, dance, gymnastics, outside travel, ball skills, throwing and catching, racket skills and basic athletics. Children will retain knowledge of skills learnt and be able to evidence a growing understanding of applying these effectively to relevant situations.

We measure the impact of our curriculum by: –

  • Monitoring of taught skills across the school to evidence progress.

  • Assessing pupils’ knowledge and ability to apply this to later learning.
  • Images and videos of children learning and applying taught skills.
  • Pupil voice discussions which focus on outcomes that pupils have achieved.

Further information

PE Floor books

Sample what our PE lessons have to offer and what our pupils have to say about them below:

Coming up at the end of Autumn Term 2024

    ‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

    OFSTED comments

    ‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

    OFSTED comments

    ‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

    OFSTED comments

    ‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

    OFSTED comments

    ‘School Environment:
    This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

    OFSTED comments

    ‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

    OFSTED comments

    ‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

    OFSTED comments

    ‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

    OFSTED comments

    ‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

    OFSTED comments

    ‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

    OFSTED comments

    ‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

    OFSTED comments

    ‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

    OFSTED comments

    ‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

    OFSTED comments

    ‘Curriculum:
    This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

    OFSTED comments

    ‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

    OFSTED comments

    ‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

    OFSTED comments

    ‘Role Models:
    Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

    OFSTED comments

    ‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

    OFSTED comments