Parents' Survey - PE

Intent

A. Securing Strong Foundations & Equitable Access

·         Inclusion & Removing Barriers: The PE curriculum is designed to remove barriers for all pupils, including disadvantaged pupils, those with SEND, and those known to social care. Adaptations and reasonable adjustments are planned into curriculum sequencing so every child acquires the foundational knowledge, physical skills, and terminology needed to progress from their individual starting points.

·         Prioritising Foundational Knowledge: In EYFS and KS1, the curriculum explicitly prioritises foundational movement skills (coordination, balance, agility, spatial awareness) alongside essential vocabulary, ensuring pupils possess the core physical and linguistic readiness for later learning in KS2 and beyond.

·         Holistic Development & Character: A high-quality curriculum inspires all pupils to excel in competitive sports and physically demanding activities. Through structured competition, outdoor challenges, and team activities, pupils build character, resilience, fairness, and respect (guided by our PRIDE rules).

B. Oracy, Vocabulary & Language Integration

·         Explicit Oracy Teaching: Pupils are explicitly taught to communicate effectively through spoken language during PE. They learn to articulate ideas, discuss tactics, provide constructive feedback, and evaluate performances using subject-specific terminology.

·         Vocabulary Expansion: Subject-specific vocabulary (e.g., anatomical terms, movement descriptors, tactical language) is mapped across all year groups to systematically extend pupils’ spoken and written language across the wider curriculum.

·         Cross-Curricular Literacy: Opportunities for reading and writing are purposefully integrated into PE through reflective tasks, sports fact files, performance self-evaluations, and topic-based posters (e.g., active travel, environment).

C. Ambitious & Tailored Curriculum Design

·         Bespoke Curriculum Mapping: Rather than relying on a rigid off-the-shelf scheme, our curriculum is strategically crafted to reflect the specific context, needs, and capabilities of our pupils while maintaining full alignment with National Curriculum and EYFS statutory expectations.

·         Broad Activity Coverage: Pupils progress through a broad range of disciplines: Invasion Games, Gymnastics & Dance, Net/Wall Games, Striking & Fielding, Athletics, Swimming, and New Age Sports.

Implementation

• A. Evidence-Informed Teaching & Long-Term Memory (The 8Es Framework)

  ·         Evidence-Informed Delivery: Teaching is rooted in an evidence-informed understanding of how pupils learn. Teachers present information clearly, model techniques expert-level, and use structured retrieval practice to help pupils transfer key physical and tactical knowledge into long-term memory.

  ·         The 8Es Pedagogical Approach: Lessons follow a structured 8Es model to maximize learning efficiency:

  1.   Embed: Revisit prior knowledge, rules, and skills through recall activities and brief quizzes to consolidate long-term memory.

  2.   Explore: Target warm-ups specifically linked to the day’s learning focus.

  3.   Explain: Discuss aims, criteria for success, and subject-specific vocabulary.

  4.   Example: Model correct techniques and strategies clearly.

  5.   Expand: Introduce progressive variables and challenge to deepen skill execution.

  6.   Enrich: Apply learned concepts in small-sided, competitive game scenarios.

  7.   Evaluate: Refine performance through peer evaluation, self-reflection, and structured oracy.

  8.   Expert: Utilize peer mentoring, where confident pupils demonstrate, guide, and support classmates, reinforcing their own understanding while accelerating peer progress.

  B. Oracy Scaffolding & Early Years Provision

  ·         Scaffolded Dialogue: Teachers and coaches scaffold, model, and extend pupils' spoken language during discussions, ensuring accurate terminology is used when analysing performance or discussing strategy.

  ·         EYFS High-Quality Interactions: In Nursery and Reception, staff build emotional connections to physical development using movement, rhymes, songs, and structured storytelling (e.g., story yoga). Continuous provision allows children to explore fundamental movement skills (balancing, running, throwing, riding) in dynamic indoor and outdoor environments.

  C. Systematic Assessment & "Keeping Up" Strategy

  ·         Keeping Up vs. Catching Up: We use ongoing, systematic assessment to identify gaps in physical coordination, tactical understanding, or language acquisition immediately. Feedback and targeted adaptations are provided instantly during lessons to prevent pupils from falling behind.

  ·         Targeted Interventions: Free after-school sports programs (such as Change4Life) provide tailored opportunities for pupils with SEND and those eligible for Free School Meals (FSM), fostering confidence, physical literacy, and a sense of belonging.

  D. Strategic Leadership, CPD & Community Partnerships

  ·         Expertise & Continuous Improvement: Subject leader and teachers engage in targeted CPD  to continually strengthen subject knowledge and teaching effectiveness.

  ·         Extensive Provision & Partnerships:

  o    Swimming Commitment: Exceptional 4-year swimming provision (Years 3–6) ensures all pupils secure water safety and swimming proficiency over time.

  o    Community Links: Partnerships with local secondary schools, universities, and the council enrich learning through expert coaching and competitive pathways.

  o    Active Travel & Leadership: TfL Gold Accreditation is supported through active travel initiatives (cycling/scooting tracking, Bikeability Level 2 road safety) and pupil leadership roles (Young Leaders/Sports Captains running playground and EYFS/KS1 activities).

Impact

• A. Academic, Linguistic & Social Development

  ·         Oracy & Vocabulary Fluency: Pupils articulate physical concepts with confidence, using precise sports terminology in both spoken discussion and written reflections. This improved language confidence transfers directly to their wider literacy and academic achievement.

  ·         Embedded Knowledge & Retention: Through regular retrieval practice, pupils demonstrate fluent recall of rules, tactical concepts, and physical techniques across different contexts and key stages.

  ·         Character & Resilience: Pupils display high levels of resilience, fairness, teamwork, and self-regulation, adhering to PRIDE rules both in structured PE lessons and during unstructured break/lunchtimes.

  B. Physical Mastery & Sustained Success

  ·         Dramatically High Swimming Attainment: Our long-term commitment to swimming transforms outcomes: over 80% of pupils enter Year 3 unable to swim 25 metres, but by Year 6, non-swimmers drop to just 7%, significantly exceeding national averages.

  ·         Competitive Success & lifelong Habits: Participation in Level 1 and Level 2 competitions (e.g., football, gymnastics, net/wall tournaments, sports day) builds confidence and athletic pride.

  ·         Active Lives & Healthy Choices: Active travel initiatives, daily structured play, and extracurricular clubs instill sustainable healthy habits, ensuring pupils leave primary school equipped with lifelong physical literacy and a passion for active living.