Exhall Cedars Infant, Nursery

& Pre-School

PHYSICAL

EDUCATION POLICY

Date of Policy: September 2016

Policy Review date: Annually

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INTRODUCTION The importance of a policy for physical education This policy provides information and guidance for all those responsible for teaching this subject. It acts as a reference and a support for our teachers and support staff, and this policy and its procedures are known and consistent across the school. This policy provides a basis for monitoring the effectiveness of subject provision, teaching, policy statements and routine procedures. The contents of our physical education policy

the subject’s rationale

curriculum entitlement

the equipment and resources available for teaching the subject

routine procedures

health and safety

relevant policy statements and associated materials THE CURRICULUM POLICY STATEMENT & RATIONALE This school believes that physical education, experienced in a safe and supportive environment, is a unique and vital contributor to a learner’s physical development and well-being. Our 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 range of situations. Progressive learning objectives, combined with sympathetic and varied teaching approaches, endeavour to provide stimulating, enjoyable, satisfying and challenging learning experiences for every learner. Through the selection of suitably differentiated and logically developed tasks it is intended that all learners, irrespective of their innate ability, will enjoy success and be motivated to develop their individual potential. A balance of individual, paired and group activities; co-operative, collaborative and competitive situations aim to cater for the preferences, strengths and needs of all learners. Such activities, experienced within a range of areas of activity, aim to promote a broad base of movement knowledge, skills and understanding. The activities offered and the teaching approaches adopted seek to provide learners with opportunities to develop their creative and expressive abilities, through improvisation and problem solving. Pupils are encouraged to appreciate the importance of a healthy and fit body, and to begin to understand those factors that affect health and fitness. This work is closely aligned with the school’s policy on Personal, Social and Health Education.

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Whilst retaining its unique contribution to a learner’s movement, physical education also has considerable potential to contribute to much wider areas of learning. It is considered important that physical education is integrated into our school’s planning for the development of learners’ communication and numeracy skills, and their understanding of safe practice. OUR VISION Our school’s vision for PE is that our pupils: Engage in, develop enjoyment of and be inspired to succeed in a range of

sustained physical activities Develop physical confidence, stamina and understanding of how the body works,

to empower them to make positive choices to lead an active and healthy lifestyle in the future.

Have opportunity to develop and apply their skills of collaboration, perseverance, determination, decision making, problem solving, teamwork, fairness and respect.

CURRICULAR AIMS

Start to develop movement-related knowledge, skills and understanding, and the ability to remember, repeat and refine actions with increasing control and co-ordination

To be physically active for sustained periods of time

To begin to develop an ability to select, link and apply skills across a broad range of physical activities

To develop observational skills, the ability to make simple judgements on their own and others’ work, and use this knowledge and understanding to improve their own performance and that of others

To develop an understanding of the effects of exercise on the body, and the importance of exercise as part of a healthy lifestyle

To promote an understanding of safety, and develop a sense of responsibility towards the safety and well-being of themselves and others

To begin to develop the ability to work independently and communicate with and respond positively towards others

ENTITLEMENT

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Every learner has entitlement within the Early Years Foundation Stage and National Curriculum for physical education. Early Years Foundation Stage 2014 states:013 Early Years Foundation Stage Profile Handbook 25 Physical development involves providing opportunities for young children to be active and interactive, and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. ELG 04 Moving and handling: Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. ELG 05 Health and self-care: Children know the importance for good health of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. “Through the provision of structured and free play, create environments which introduce and develop control and co-ordination in large and small movements. Helping children to move confidently in a range of ways, negotiating space safely. Helping them to understand factors that contribute to keeping healthy, such as physical exercise and the food they eat. Pupils can express themselves about things they can do to keep themselves healthy and safe.” (Primary School Physical Literacy Framework – developed by Youth Sports Trust) The 2014 National Curriculum for PE at KS1 states: Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to:

ng, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

patterns.

The Government’s aspiration is that all learners will have at least four hours of sport every week, which will comprise at least two hours of high quality PE and sport at school. “Creating a movement foundation to underpin lifelong participation, enabling pupils to access a range of learning experiences which supports the development of competent and confident movers.”

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(Primary School Physical Literacy Framework – developed by Youth Sports Trust)

EQUIPMENT AND RESOURCES

All of those responsible for teaching Physical Education are aware of the equipment and resources available to them. Schemes of work also identify the resources needed within units of work and/or individual lessons. Resources also include further curriculum materials e.g. TOP’s cards. These are available from the PE co-ordinator. ROUTINE PROCEDURES

supervision of pupils to and from the teaching area

visual check, by teacher, for risk prior to each activity

supervision of learners before and after end of day out of hours activities - on site PUPILS’ KIT AND EQUIPMENT

PE kit – white t-shirt, black sports shorts, pumps

standardisation of appearance e.g. long hair tied back; no jewellery except for earrings which should have tape covering them; tied shoelaces

naming of kit

collection, storage and distribution of spare ‘kit’ to ensure all pupils are dressed appropriately.

DISCIPLINE Discipline is part of an established school system. RELATED POLICY STATEMENTS AND POLICIES

HEALTH AND SAFETY POLICY

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RISK ASSESSMENT The school has undertaken risk assessments for:

each practical space e.g. hall; field; playgrounds; trim trail

each activity provided in the curriculum and out of school hours clubs The whole school health and safety policy covers many areas relevant to physical education and school sport. The Association for Physical Education (afPE) ‘Safe Practice in Physical Education and School Sport’ publication 2008, recognised nationally as the definitive guidance on health and safety issues within physical education and school sport, has been referred to. A copy of this publication is kept in the staff room.

OUR ASSESSMENT POLICY STATEMENT Assessment of the learner’s progress in physical education is directly related to the subject’s curricular aims, and is designed to complement and supplement the EYFS and National Curriculum level descriptions. Assessment is not perceived as being dependent on extra tasks and tests, but as an integral part of the teaching and learning process. Assessment criteria are directly linked to learning outcomes and expectations. Teachers’ continuous, formative assessments enable them to judge learners’ progress towards the relevant learning outcomes and expectations over the long, medium and short term. The continuous and formative assessment of learners’ progress enables teachers to evaluate the content and pace of their lessons, and the appropriateness of the tasks and resources selected. Formative assessments inform teachers’ planning; facilitate ease of communication between teachers, and teachers and learners, and provide information for reporting to parents and others. Reports to parents refer to learners’ progress and attainment relating to National Curriculum expectations. Learners are directly involved in assessment of their work and in setting targets for improvement. Teachers within a year group utilise ‘team teach’ opportunities to observe and assess benchmark pupils from the other class to ensure continuity of levelling across the school. ICT is used effectively to support teaching, learning and assessment.

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OUR INCLUSION STATEMENT

Exhall Cedars Infant, Nursery and Pre-School aims to offer all children equal access to the range of educational activities incorporated in the Early Years Foundation Stage and Key Stage One Curriculum. Each and every child will be encouraged to develop intellectually and socially within the security of a happy, lively and stimulating environment. Governors, Teachers, Teaching Assistants and Parents will work together ensuring that all children in our care will be enabled to become well motivated, adaptable, self reliant and responsible citizens. Through the implementation of our policies and the monitoring of our practices, we will endeavour to enable all of our children to reach their full potential. Teaching and learning situations take account of the fact that:

learners have preferred learning styles; some will be kinaesthetic learners, whilst others will be primarily visual or auditory learners

learners learn at different rates, work at different speeds and have different concentration spans

levels of physical and mental ability will vary significantly

levels of experience and maturity will vary significantly

learners will have differing physiques, and varying levels of strength, stamina, speed and flexibility

some learners will appear confident whilst others are uncertain and even afraid

some learners will be happy to assume a leadership role whilst others prefer to be led. In order to provide all learners with the opportunity to learn, our teachers will:

utilise a range of teaching and learning styles

plan a range of activities to meet the diverse needs of their learners

provide resources which are appropriate to the abilities and capabilities of the learners

observe learners carefully and adapt tasks and situations to ensure maximum support for their learning

provide opportunities for learners to show evidence of their learning

encourage learners to recognise their own strengths and limitations, and help them to make decisions with regard to the effectiveness of their own work.

OUR INCLEMENT WEATHER POLICY

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Outdoor lessons will normally only be abandoned if the weather or ground conditions:

present a hazard

present a health hazard

risk an adverse effect on the quality of learning. Adverse weather conditions would include:

persistent rain

extreme cold

very high wind chill factor

snow and ice. The criteria for abandoning lessons are applied equally to all groups of learners and there is no discrimination on the grounds of gender or ethnicity. Sensitivity is shown, however, in the application of the criteria to learners with special educational needs. Limited movement potential may result in them responding more obviously and immediately to weather conditions e.g. becoming colder quicker. The class teacher has the responsibility for determining whether or not an outdoor lesson is abandoned. The belief of the school is that learners should be active, if possible. In the event of an outdoor lesson being abandoned the teachers priority is to:

attempt to find an indoor practical space

negotiate sharing of a practical space with a teaching group timetable indoors and, if possible, continue one of the group's planned activity

combine teaching groups in an indoor space and introduce another activity but one which has some relevance to the ongoing curriculum e.g. health-related fitness work; skills circuit.

take the teaching group to a classroom and develop theoretical aspects of the activity e.g. designing games, planning practices or tactics

OUR LANGUAGE POLICY FOR PHYSICAL EDUCATION Effective communication is an essential skill within the community at large and within the context of physical education. In physical education learners need to communicate effectively and confidently to plan and evaluate their work, to work collaboratively with others and to carry out their roles as captains, leaders, organisers, coaches and officials. The school believes that physical education provides extensive opportunities for developing listening, speaking, reading and writing skills. Learners can develop their language skills, knowledge and understanding through physical education by:

learning movement-related vocabulary, including technical, scientific and aesthetic terminology

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using that vocabulary to plan, describe, discuss, explain and evaluate their work and the work of others

listening and responding to movement-related words and phrases

listening and responding to instructions, tasks, advice and suggestions

reading movement-related words, phrases and texts

writing movement-related words, phrases and texts

using aspects of language and communication as a stimulus for dance. Learners are encouraged to make and explain decisions, and evaluate the outcomes. It is considered very important that, from the beginning of their physical education programme, learners learn and use the correct terminology associated with an activity or task. It is considered equally important that the breadth of learners’ subject vocabulary increases as they progress through KS1. For some learners, language will be a more effective means of demonstrating their learning than physical performance. Whilst being very much aware of the potential of physical education to contribute significantly to other areas of learning, the school believes that the physical element must remain the most important. It believes in the development of language through involvement in the physical area of learning. Opportunities for learners to be involved in selecting and applying skills, strategies and ideas, and in evaluating their work does not involve them in too frequent, or too prolonged, periods of inactivity. On those occasions where learners are involved in ‘non-practical’ descriptions, explanations or assessments, these should are kept short, and the task sharply focused. The subject’s curriculum materials and their associated learning resources provide support for teachers in their provision of opportunities for language and literacy development. OUR NUMERACY POLICY FOR PHYSICAL EDUCATION All those responsible for teaching physical education, whilst recognising the uniqueness of the subject, accept their responsibility for the education of the whole child. There is a commitment on their part to make effective use of the subject as a vehicle for developing key skills, and to making connections in the learners’ perceptions between different areas of learning. The school believes that physical education provides extensive opportunities for developing skills and concepts associated with number systems, calculations, number problems, and shape and space. Learners can develop their numeracy skills, knowledge and understanding through physical education by:

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knowing and using correct mathematical terminology within the context of movement and movement-related activities

counting actions; scoring; exploring fractions of space e.g. a half of the hall

adding, subtracting, analysing and comparing scores and data

estimating, measuring and recording times and distances

describing and responding to tasks involving direction, relative positioning, pathways, dimensions, and shape and space characteristics within performing and playing areas

using aspects of number, time, shape and space as a stimulus for dance. The physical education curriculum provides explicit opportunities for learners to be involved in work that consolidates and develops their numeracy skills and understanding. The subject’s curriculum materials and their associated learning resources provide support for teachers in their provision of opportunities for application of number and numeracy development.

MONITORING THE CURRICULUM AND ITS DELIVERY

The physical education subject leader employs a range of ways to monitor the subject.

SOURCES OF EVIDENCE

CASUAL

SYSTEMATIC

observation of teacher’s general preparation

‘in passing’ observation of teacher with learners

informal discussions with, or comments made by, staff

school/subject policy on short term planning

checking of short term planning and evaluation records by class teachers and subject leader

Ofsted inspections

Subject monitoring observations

regular item on staff meeting agenda

evaluation

established assessment, recording and reporting policy

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listening to learner talk

‘in passing’ assessment of learners’ standards of achievement

system of moderating assessments

NOTE: Much of the evidence needed is provided casually.

THE USE OF VOLUNTEERS AND PAID COACHES (CONTRACTORS) IN PHYSICAL EDUCATION

AND SCHOOL SPORT Whilst advice and examples are provided every situation cannot be covered. This School has carefully thought about the issues and has weighed the risks in order to make the right decisions. The guidance is consistent with that provided in Department for Education documents and within the context of modernising the school workforce.

Volunteers and paid coaches can enhance pupil experiences and make a valuable contribution to the range and standard of physical education within lessons and out of hours activities. They may work in school in a variety of ways and a variety of circumstances. Volunteers and paid coaches are recognised as:

a. Any adult not on the school staff who works with pupils with the permission of the head teacher.

b. In physical education and school sport this may include: i. Coaches, instructors, parents and other helpers;

ii. Sports development officers; iii. Sports leaders; iv. Trainees in initial teacher training.

These adults may be used to:

a. Support the delivery of the curriculum in lesson time; b. Develop school clubs and teams on the school site out of lesson time;

The employer - Local Education Authority (LEA), Governors or Trustees - is responsible for health and safety policy and monitoring the application of the policy by schools. The tasks relating to health and safety may be delegated to the head teacher and onwards to the school staff. Schools should ensure that their policies reflect those of the employer.

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The specific competence of any paid coach or volunteer should be established prior to their leading or supervising school activities at distance from a teacher. See pages 5 and 6 for suggested standards.

All schools need to be satisfied of the suitability of staff and volunteers who will work with children, and ensure that all the necessary checks are carried out before any person takes up such a position.

It is essential that all adults working with pupils are aware of safe practice issues relating to child protection, supervision, physical contact, progression, group organisation and emergency procedures.

The head teacher should ensure, on behalf of the employer, the appropriate supervision of volunteers and paid coaches at all times. However, the teacher maintains the overall responsibility for the pupils and the work of the volunteer or paid coach at all times. The teacher will maintain responsibility for all aspects of pupil learning, health and safety. The teacher should be present when any activity involving higher risk is taking place or for any activity off-site. In accordance with DfES circular 10/95 "Child Protection: The Role of the Education Service", all schools should have a senior teacher with designated responsibility for child protection and robust child protection procedures in place that comply with Local Education Authority and Area Child Protection Committee guidance. Everyone working with children in, or on behalf of, a school should be aware of these procedures and operate in accordance with them.

Procedures need to be established so that all understand their responsibilities and roles within the system.

PRE-EMPLOYMENT PROCEDURES:

Head teacher to inform the employer (LEA/Governors) and parents that procedures are underway with a view to deploying volunteers or paid coaches.

Employer to establish the conditions of service, i.e. employee/contractor/volunteer.

Head teacher/ Governors to clarify the arrangements for liability insurance cover.

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Volunteer or paid coach to obtain any necessary level of disclosure certificate.

Subject leader or teacher to establish that the volunteer’s or paid coach’s level of competence is appropriate to the demands of the pupils and the activity/activities to be delivered.

Subject leader or teacher to ensure individual and joint planning of the work under the direct supervision of a designated teacher and to provide an opportunity for the volunteer or paid coach to have access to schemes of work and other relevant documentation as well as observing the pupils prior to working with them.

Subject leader or teacher to have a contingency plan available should the volunteer or paid coach not arrive for the planned session.

WHEN THE VOLUNTEER/PAID COACH’S PROGRAMME HAS BEEN AGREED/SANCTIONED:

Subject leader or teacher to provide the volunteer or coach with information about the relevant school procedures, e.g. child protection, dealing with parents, behaviour, confidentiality, accidents and emergencies, schemes of work.

WHEN THE PROGRAMME BEGINS:

PAID COACHES (CONTRACTORS) VOLUNTEERS

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Subject leader or teacher to negotiate and undertake an agreed period and level of supervision compatible with safe and effective practice which is determined by competency – this may involve continuously working alongside the paid coach or eventually at some distance

Subject leader or teacher to undertake direct supervision of the volunteer at all times other than those circumstances where the volunteer is deemed to be capable and safe to operate at some distance from a teacher

Subject leader or teacher to ensure that risk assessment procedures are fully implemented and regularly update and inform the volunteer or paid coach on the personal circumstances of the pupils, e.g. bereavement, illness.

Subject leader or teacher to regularly and systematically monitor and review the quality of provision and identify, agree and provide for the professional development needs of the volunteer or paid coach.

The paid coach or volunteer should display knowledge of the activities:

Understand where and how their work fulfils or complements the relevant National Curriculum Programme of Study and/or wider curriculum?

Demonstrate the appropriate level of expertise to enable learning to take place in the activity/ies being delivered?

Demonstrate an understanding of the overall needs of the age group with whom s/he is working?

Use: Suitable space for the group

o Differentiated equipment o Differentiated practice o Effective progression

Know and apply rules

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A programme of professional development for volunteers and coaches in physical education has been developed by afPE, PEA UK, sports coach UK and Sport England. Further details may be obtained from sports coach UK (www.sportscoachuk.org). The employer will always determine the conditions within which all volunteers and paid coaches operate. This is because the employer holds legal responsibility for the health and safety of employees and visitors (pupils and other adults on the premises). Volunteers will usually work directly alongside a competent teacher. In some circumstances the employer may determine that paid coaches (contractors) will also always work under the direct supervision – i.e. alongside – a teacher. In other situations, following induction, direct supervision, thorough risk assessment and possibly some continuing professional development, many paid coaches (contractors) and some volunteers will be deemed to be competent to work at some distance from the teacher subject to child protection measures being in place. In such instances, regular and systematic monitoring and evaluation of the work will be necessary. Sports Premium Funding Please see Appendix 1 for full details. Reviewed September 2017 S Sutcliffe