Templenewsam Halton Primary School

TEMPLENEWSAM HALTON PRIMARY SCHOOL

PHYSICAL ACTIVITIES POLICY

Opening Statement

At Templenewsam Halton we believe that physical education, experienced in a safe and supportive environment is a unique and vital contributor to a pupil’s physical development and well-being. A broad and balanced physical education curriculum is intended to provide for pupils’ increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations. Progressive learning objectives, combined with sympathetic and varied teaching approaches, endeavour to provide stimulating, enjoyable, satisfying and appropriately challenging learning experiences for all pupils.

SPECIFIC AIMS FOR PE

The School’s aims for Physical Education are:

 to enable children to develop and explore physical skills with increasing control and co-ordination;  to encourage children to learn and play with others in a range of group situations;  to develop the way children perform skills and apply rules and conventions for different activities;  to increase children’s ability to use what they have learnt to improve the quality and control of their performance;  to develop children that are Physically Literate  to encourage and inform children how to have a healthy lifestyle  to teach children to recognise and describe how their bodies feel during exercise;  to develop the children’s enjoyment of physical activity through creativity and imagination;  to develop an understanding in children of how to succeed in a range of physical activities and how to evaluate their own success  to encourage children to have a healthy attitude towards competition and develop a respectful attitude towards winning and losing  to teach children about the dangers of obesity  It will be the aspiration in all classes to undertake a total of two hours or more or physical activity throughout the school week.

1 TEACHING METHODS AND APPROACHES

 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 performance as well as the learning 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.  Each class receives PE on a weekly basis.  Each member of staff has their own PE file which includes the long term overview highlighting the areas of PE they are teaching over the course of the year. Each aspect of PE has its own scheme of learning, which can be found in the file.  Each PE topic is differentiated and progressive over a half term period, allowing specific skills to be introduced and developed.  Teachers use a range of teaching styles to deliver PE, based on the needs of the children.  A variety of equipment is used depending on the topic and skills needing to be taught.  Children will receive a mixture of indoor and outdoor PE lessons throughout the year.  Pupils will be encouraged to link PE to other curriculum areas such as science. There are also opportunities to link orienteering to geography and most sports to numeracy, whilst speaking and listening will form a key part of evaluating performances and selecting skills and tactics to apply to sporting activities.

 Children will be encouraged to reflect and evaluate their skills by using a range of formative assessment methods including peer and self assessment.

 The use of ICT is encouraged to enhance and support PE sessions.

 Children will be made aware of the learning objectives and will be actively involved in creating their own success criteria.

 In order to teach a growth mindset approach, language is used carefully and where children refer to work, difficult, easy, problem they are taught to use learning, a good challenge, more challenging, tricky puzzle. Wrong is good as it means that you have found something to learn, getting everything right all of the time is not challenging learning.

 Children to be made aware of the Learning Objectives and Success Criteria for each lesson.

2 STAFFING AND STAFF DEVELOPMENT

All staff should take part in professional development to ensure secure subject knowledge, awareness of health and safety procedures and to have up to date knowledge. Staff should be comfortable and competent in the area of activity being taught. Staff should indicate where they feel they need support so that appropriate support can be given by either the subject leader, the PE Adviser or through INSET. Any staff who attends a CPD course must provide feedback/ disseminate the information.

ENTITLEMENT

All children are entitled to a balanced Physical Education programme of activities as laid down by the National Curriculum.

Games Athletics Gymnastics Dance Outdoor and Adventurous Activities (KS2) Swimming (Y3/4) We aspire to provide all children with access to at least 2 hours of curriculum PE per week. Where appropriate this consists of one indoor and one outdoor lesson. Pupils in KS2 also attend annual residentials.

Physical Education lessons should therefore not be held as a sanction. However if a child was exhibiting behaviour likely to endanger themselves or others he/she should be withdrawn, as with any other curriculum area.

SCHEMES OF LEARNING

All staff are provided with copies of the relevant schemes of learning and the long term plan in their PE file. Each scheme of learning is delivered for approximately half a term as specified in the PE long term plan, which is developed by the PE Leaders. The four key aspects of National Curriculum PE are covered through the schemes of learning and are enhanced by assessment for learning. We do not use any one scheme of learning for teaching PE, instead a range of resources are used to assist class teacher planning, amending, adding or reducing materials, as appropriate to meet the needs of the children.

3 CROSS CURRICULAR ELEMENTS.

Where relevant, links will be made to cross curricular themes and used as a means to develop cross curricular skills. E.g.

Numeracy. In athletics it is hoped that pupils will reinforce skills in measuring and timing. In other activities, basic numeracy skills will be developed by the understanding of scoring systems. In the dance scheme teachers have access to numeracy based concepts which can be taught through dance.

Problem Solving. Through an open-ended approach in OAA and team games, pupils will develop their ability to find ways of answering questions.

Literacy and Communication Skills will be developed by discussion in lessons and in problem solving, and by communicating ideas through movement. There are links to Literacy in the dance scheme of work. In addition, stories can be used as a stimulus to encourage and develop different types of movement.

Personal and Social. Pupils interacting with each other and in a group situation will promote personal and social skills. They will also be promoted by cooperation, tolerance, respect of the individual and group, self respect and self discipline.

Preparation for Citizenship. By giving information on and introduction to clubs and associations, pupils are made aware of agencies and groups outside the school and home environments.

ICT - ICT can be used to enhance the development of skills in PE through using: smart board technology, CD ROMs, Ipads, Tuff Cams. The use of tuff cams and ipads can also be used to capture and monitor the children’s skills. This can support reflection, assessment and next steps.

Science – children are encouraged to think about the effect that physical exercise has on the body and the steps they need to take in order to achieve a healthy lifestyle in the future.

SAFETY GUIDELINES

In all areas of P.E. safety guidelines should be strictly adhered to in order to promote safe practice and fulfil the safety requirements of the National Curriculum. We follow the safety guidelines ‘Safe Practice in PE and School Sport’ guidance provided by Association for Physical Education. A copy of this is kept by the PE Leaders.

4 DRESS POLICY

In the interest of health and safety, appropriate kit should be worn for P.E. activities. Acceptable kit is that which presents no risk of injury to the wearer or other children. Jewellery should be removed before the lesson, including watches, recently pierced ears must be covered with a plaster. Long hair must be tied back.

INDOOR CLOTHING

Foundation Stage and K.S.1 White T-shirt and blue/black shorts Bare feet, unless on medical grounds.

K.S.2 Change of T-shirt and shorts or leotard and leggings. (No loose fitting tee-shirts or Bermuda shorts.) Bare feet, unless on medical grounds.

Spare PE kits will be available for each class.

OUTDOOR CLOTHING.

Sufficient, suitable clothing to be warm and comfortable in a games lesson. (e.g. tracksuit) Footwear suitable for the task and season.

STAFF DRESS

Whilst it is not expected that teachers change for P.E., staff should dress appropriately, for all areas of activity, to be able to reach a child in difficulty as quickly as possible. Staff should change into suitable footwear to make movement easier. If possible jewellery should be removed to set a good example.

FAILURE TO PRODUCE APPROPRIATE KIT AND NOT PARTICIPATING

The reluctance of some children to produce appropriate kit should be avoided if the child understands the necessity of changing for P.E. lessons and is familiar with the timetable. Staff will encourage and support all children to meet the requirements. A conversation or note from a parent is the only way a child can be excused from

5 participating in their PE lesson. Therefore, pupils not actively taking part in the lessons are expected to complete a non participation sheet/ make notes on the lesson or participate in refereeing, judging and monitoring. Children that cannot take part in swimming lessons will go to the opposite year group and complete learning provided. These are collated by the PE Leader in order to monitor pupil participation. In repeated instances parents will be informed.

ACCIDENT PROCEDURE

For school based activities staff should follow the guidelines in the Health and Safety Policy. For off site activities, staff must familiarise themselves with the individual facility procedures. Risk assessments must be in place for any off site visits. For swimming sessions, all staff should familiarise themselves with pool procedures, e.g. the fire and drown alarm. They must know the location of rescue and survival equipment and have the ability to use emergency drill. There should be frequent practices involving the children.

EQUAL OPPORTUNITIES

Working towards equal opportunities requires that teachers should treat all children as individuals with their own abilities, difficulties and attitudes, as stated in the school inclusion policy. Children will have their own individual gifts to contribute, which can be used to enrich the experience of others.

The overriding aim should always be to create an environment in which, from the earliest age, children and their teachers learn to respect each other.

The P.E. curriculum should enable all children to benefit. There will be no barriers to access or opportunity based on race, sex, religion, ethnic group, culture or ability.

Consideration will be given to those with special educational needs, whether they have disabilities or a particular talent. The action necessary to respond to an individual's requirements for curriculum access will be met through greater differentiation of tasks and materials.

6 Where children use English as an additional language, (EAL) rather than the first language in the home, children will be partnered up with a friend to model the activity . Teachers also need to have an understanding of cultural approaches to learning. Children who use EAL are recorded on class provision maps.

Attempts are made to establish whether there is illiteracy in a family and verbal rather than written support will be used to inform parents of their child’s PE ability and any upcoming out of school opportunities.

Children who experience high levels of deprivation or who are Looked After are provided with additional learning support through pupil premium resources. These children are recorded on provision maps and encouraged to take part in out of school hours activities.

Care is taken to ensure that there is a balance of resources appropriate for boys/girls.

Children with identified SEN receive 1:1 and / or small group support and access a wide range of additional resources supported by the SENCO who oversees Individual Education Plans. Effective differentiation in PE ensures that all children can access and par take in the lesson.

Pupil Premium monies are used to support children who are FSM and are used to encourage children to take part in out of school activities.

RESOURCES

Our resources will fulfil the aims of Templenewsam Halton School and will reflect the value placed on P.E. All surfaces will be checked for safety before the start of a lesson. All apparatus will be regularly checked and replaced when necessary. Large equipment will be annually checked by an outside agency. All apparatus and equipment will allow for continuity and progression and be constantly reviewed. Equipment is clearly labelled and accessible in the appropriate KS cupboard. Teachers are responsible for getting and putting away the equipment safely and tidily. The PE Leaders monitor the provision of resources ensuring that there is adequate equipment to meet the needs of the curriculum. The PE budget is managed by the PE Leaders in liaison with staff.

7 MONITORING AND EVALUATION

The PE Leaders continuously monitor the delivery of PE using a variety of methods. For example, non participation sheets, informal/ formal feedback from staff and assessment booklets, OW’s/Wow’s sheets and registers for extra-curricular clubs (lunchtime and after school).

ASSESSMENT AND RECORDING

Using assessment for learning at KS2, all pupils complete an assessment booklet to show what they have taken part in. Pupils are encouraged to begin to evaluate their own performances, personalising their own learning in PE. These booklets will provide information for teachers as the pupils pass through the Key Stage and into KS3. Formative assessment takes place annually in PE.

Out of School Hours Learning (OSHL)

OSHL activities are planned to enhance curriculum PE, allowing pupils the opportunity to broaden their experience and to take part in competitive sport. The school also plays fixtures against other local schools and participates in area knockout competitions. This introduces a competitive element to team games and allows the children to put into practice the skills that they have developed in their lessons. These opportunities foster a sense of team spirit and co-operation amongst our children. Pupils are provided with information about local clubs and exit routes through coaches and conversations with staff. The show case board, on Pinfold Lane is also used to advertise clubs that are available in the local area. At breaks and lunchtimes children have access to play equipment through the positive play scheme. Y5/6 pupils are trained as play leaders to lead this initiative.

Gifted and Talented Policy

Templenewsam Halton Primary School is totally committed to the principle of delivering the best possible opportunities for all of our pupils. As a school, we aim to improve the attainment and motivation of the Gifted and Talented children in our school and work to ensure that we challenge and extend the children through the learning that we set them. A culture where it is ‘cool to be clever’ is promoted. All pupils are encouraged to think and learn independently. We also ensure that Gifted and Talented children are identified early in school life and that they achieve their full potential through support, encouragement and praise.

8 The school provides an environment in which pupils experience success; which in turn is recognised and celebrated.

Definition of Talented in PE and Sport The term ‘Talented’ refers to a child who excels in one or more specific fields, typically those that call for performance skills, such as sport or music, but who does not necessarily perform at a high level across all areas of learning.

Identification Criteria Pupils are recognised as talented in PE and sport when they demonstrate high levels of ability within the full range of PE and sport contexts or have the potential to do so. Specifically, gifted and talented pupils in PE and sport are likely to excel in one or a combination of the five identified abilities or they may give clues that offer sufficient support that they could excel. This theory is based on the work of David Morley and Richard Bailey.

The five areas are:

Physical ability (a pupil’s competence and fitness to perform a range of physical activities)

Social Ability (pupil’s exhibit social skills which form the basis of leadership, teamwork and similar concepts)

Personal Ability (a pupil’s capacity for self regulation, self belief and commitment to mastery)

Cognitive Ability (pupils show this in planning and compositional settings, as well as demonstrating knowledge and understanding of central physical education concepts)

Creative Ability (pupils evidence this when they respond to challenges and tasks with fluency and originality and are sensitive to problems)

The characteristics which are likely to be observed if an identification process is followed based on the above five abilities will include:  Exceptional performance in more than one area of activity

 Good spatial awareness

 A good understanding of movement quality

 Skilful body management showing a high degree of control and coordination

9  Learning, understanding and the adoption of technical aspects of a sport very quickly

 Decision making under pressure and the adaption of a technique accordingly

 Creativity, originality and adaptability - the ability to respond very quickly to new challenges and situations, often finding new and innovative solutions

 The ability to work independently and with initiative showing a high degree of motivation to practice and perform

PE Curriculum Our physical education curriculum offers learning that extends our students with activities that enrich and promote high achievement and good progress. Pupils are encouraged to take responsibility for their education, becoming confident and independent learners who develop quality and excellence using appropriately set targets that help to raise potential. Units of learning allow pupils to access accelerated opportunities e.g. pupils in Year 1 may access units of work for Year 2. All lesson planning should include challenging extension activities. Additional learning resources are used to engage and develop the pupil. We aim to stimulate a desire for learning by providing a rich and stimulating curriculum in which Gifted and Talented children can learn at their own level and pace.

Out of School Hours Learning The school provides appropriate enrichment activities that can develop pupils’ experience of the sporting world as well as working with external providers to provide exit routes for talented pupils. The programme is linked to the curriculum map so that pupils have an opportunity to extend themselves outside of curriculum time. Pupils are informed of all opportunities through class teachers and newsletters. The school provides competitive fixtures / competitions and festivals in a wide range of sports. The school will work cooperatively with external partners to cater for those pupils who have a high level of demand made on their time as a result of their involvement in high level sporting activities outside school.

Identification Opportunities Possible opportunities for successful identification to take place:  Foundation Stage profiling.  Transition information

 Partner work with secondary school, identification of pupils and planned events

10  External links such as such as local sports club, county, regional and NGB’s

 Ongoing AFL through lesson records and registers  Progress through personal target setting and tracking  Teacher assessment and judgements through observations and checklists.  Discussion between colleagues at staff meetings or other focussed times

 Observations by subject specialists, including relevant agencies e.g. sports coaches.  Evidence collated from reports and consultation with parents

Management Strategies in PE and Sport

The PE Leaders will coordinate the provision and practice within the school for gifted and talented children. This includes:

 Running a register of gifted and talented pupils and keeping it up to date  Monitoring teachers’ planning to ensure that suitable tasks and activities are being undertaken across all curriculum areas by the higher achievers  Regularly reviewing the teaching arrangements for these particular children  Monitoring their progress through termly discussions with teachers  Supporting staff in the identification of these children  Providing resources and advice and support to staff on teaching and learning strategies  Liaising with parents, governors and LEA officers on related issues.

REVIEW

This policy is to be reviewed every two years and modified as necessary. Reviewed and updated February 2014.