Physical Education Lead: Miss Georgia Thornley and Mr Joseph Rodgers. 

We teach Physical Education to develop confident, active and healthy pupils who understand the importance of physical activity for both their physical and mental wellbeing. Through PE, children learn to work both independently and as part of a team, building resilience, cooperation and self-belief. Our curriculum promotes our core values: ensuring pupils feel safe to take risks and try new activities; fostering positivity through encouragement and enjoyment of movement; developing ambition as pupils strive to improve and achieve their personal best; and embedding respect and kindness through teamwork, fair play and support for others. By providing a broad and inclusive PE curriculum, we aim to inspire a lifelong love of physical activity and equip pupils with the skills and attitudes needed for a healthy, active future.

Curriculum Mapping Rationale:

Physical Education is a vital part of our curriculum, promoting the development of fundamental movement skills that underpin all physical activity. In the Early Years Foundation Stage (EYFS), children are provided with rich opportunities for physical development through both structured activities and purposeful play, enabling them to explore, practise and refine essential skills. Fundamental skills are explicitly taught, revisited and developed over time, with children given the space, time and encouragement to build confidence, coordination and control.

As pupils move into Key Stage 1, these fundamental skills remain at the heart of all PE lessons, with each session designed to further develop proficiency, spatial awareness and understanding of movement. Through a balance of direct teaching and active learning opportunities, children deepen and extend their physical abilities, establishing strong foundations for lifelong participation in sport and physical activity.

In Key Stage 2, pupils build upon the fundamental skills developed in earlier years through the introduction of competitive games. These activities develop teamwork, resilience and strategic thinking, while allowing children to apply and refine previously learnt skills in a more structured and competitive context. Pupils are encouraged to understand the principles of fair play and healthy competition, fostering both confidence and sportsmanship. Swimming is also introduced as a key component of the curriculum, providing all pupils with the opportunity to develop essential water safety skills and swimming proficiency. Additional catch-up sessions are offered to ensure that every child has the chance to meet national expectations and leave primary school able to swim confidently and safely.

Our PE curriculum is carefully mapped to ensure progression and balance across all year groups. In Key Stage 1, where the focus is on developing fundamental movement skills, units are sequenced to provide a broad and balanced coverage of key areas including fundamental skills, dance, gymnastics, outdoor and adventurous activities (OAA) and games. The skills introduced in the Early Years Foundation Stage lay the groundwork for this progression, ensuring pupils are well-prepared for the demands of Key Stage 2. Baseline units focusing on fundamental skills are taught at both the beginning and end of Key Stage 1 to support assessment and demonstrate progress. In Key Stage 2, the curriculum is structured to build on these foundations, introducing a wider range of sports and competitive activities. Pupils develop their skills in games such as rugby, netball and rounders over time, with opportunities to revisit and refine these within Key Stage 2. We also enrich pupils’ experiences by including a diverse range of activities, such as boccia, to broaden their exposure to different sports and promote inclusion and engagement for all learners.

Teachers use the STEP principle as part of adaptive teaching to ensure all pupils can access, be challenged and succeed within PE lessons. By thoughtfully modifying Space, Task, Equipment and People, staff are able to tailor activities to meet the needs of all learners. This approach allows pupils to develop skills at an appropriate level, while also providing opportunities to stretch and challenge individuals further. Through this inclusive practice, all children are supported to build confidence, make progress and fully engage in physical education.

Planning:

Our PE curriculum is carefully planned and assessed using the PE Passport app, through which we have selected and adapted units to meet the specific needs of our school. These units are designed to provide a broad and balanced curriculum, with clear learning outcomes. Teaching is practical, collaborative and, where possible, enriched through story-based approaches to engage pupils and develop both knowledge and skills. Knowledge organisers support pupils in understanding key concepts and vocabulary. Depending on the year group, the curriculum is supplemented with swimming lessons delivered by an external provider, with an on-site pool ensuring accessibility for all pupils. Specialist dance sessions are also delivered by a dedicated dance team, both enhancing the quality of provision and supporting staff development. Our OAA planning has been tailored through Cross-Curricula Orienteering. We have a course adapted specifically for our school.

Assessment:

Assessment in PE is ongoing and embedded within each lesson, enabling teachers to monitor progress across a range of learning objectives throughout a unit. Units are carefully designed to revisit and build upon key skills, with planned opportunities for pupils to practise and refine these over time, allowing teachers to focus on developing proficiency and confidence. This structure supports regular and meaningful assessment opportunities. Teachers use this continuous assessment to inform planning and ensure pupils are developing the intended skills, including identifying those who may benefit from pre-teaching or additional opportunities to consolidate learning. This targeted support helps all pupils to access the curriculum and make progress. Final judgements on skill development are made at the end of each unit. In the Early Years, fundamental movement skills are assessed using the Lancashire ‘5 Fundamental Skills for Under 5s’ document, ensuring that early development is accurately tracked and that pupils build a strong foundation for future learning in physical education.

Monitoring:

Monitoring of PE is carried out regularly to ensure high-quality teaching and learning across the school. This includes reviewing planning and assessment through the PE Passport app, pupil voice, and informal lesson visits to gain an overview of provision. The focus is on ensuring consistency, progression and that all pupils are engaged and making progress. Findings are used to celebrate strengths and identify areas for development, supporting staff in delivering an effective and inclusive PE curriculum.