Furness Primary School

Intent

A high-quality physical education curriculum which inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Children at Furness explore and learn a variety of skills and sports covering different areas: Invasion Sports, Gymanstics & Dance, Net/wall games, Sticking & Fielding,  Swimming and Athletics. The delivery of PE is carefully crafted to meet the needs of all the children and this is achieved through:

Planning – Challenges are adapted to the needs of the children and are structured from simple to complex. No matter what level children are at, they will always be challenged appropriately so they can progress at a pace that is right for them. Planning can be accessed by teachers on the website, Each year group has their own PE page with content, resourses and a scheme of work.

PE equipment – Furness Primary school is a very resourceful school and the variety and specificity of the equipment gives children a much more enriched experience providing children with a huge variety of experiences but also it offers better support when achieving the most demanding challenges which produce the most difficult skills.

Space available - Irrespespective of the weather conditions, Furness children have appropriate space for PE both indoor and outdoor. Having two playgrounds with games areas and two indoor halls, which gives children the chance to explore their physical capabilities without interruptions.

Quality Teaching – Teachers and Subject leaders relentlessly aim to maximise the children’s potential by constantly challenge them and inspire them in a safe and positive learning environment. Learning always take place in every second of each lesson. This is possible because of our understanding of children’s capabilities through constructive observations, which allows us to guide them to their next step. This balance between knowing the programme of study and the children’s abilities, creates a perfect environment for children to succeed. It's one of the reasons PE doesn’t follow a standard scheme of work  but instead planning fits the specific conditions of our children, school and skills needed while following the National Curriculum.

At Furness we aim to ensure that:

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

EYFS

The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. This document demonstrates which statements from the 2020 Development Matters are prerequisite skills for PE within the national curriculum. The bullet points below outline the most relevant statements taken from the ELG (Early Learning Goals) in the EYFS statutory framework and the Development Matters age ranges for Three and Four year-olds as well as Reception which all synchs with the programme of study for PE.

• Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
• Go up steps and stairs, or climb up apparatus, using alternate feet.
• Skip, hop, stand on one leg and hold a pose for a game like musical statues.
• Use large-muscle movements to wave flags and streamers, paint and make marks.
• Start taking part in some group activities which they make up for themselves, or in teams.
• Increasingly able to use and remember sequences and patterns of music that are related to music and rhythm.
• Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
• Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel.
• Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks.
• Show a preference for a dominant hand.
• Be increasingly independent as they get dressed and undressed. For example, putting coats on and doing up zips.
• Revise and refine the fundamental movement skills they have already acquired:

- rolling - running - crawling - hopping - walking - skipping - jumping – climbing

• Progress towards a more fluent style of moving, with developing control and grace.
• Develop overall body-strength, balance, coordination and agility needed to engage successfully with future physical education sessions and other physical disciplines, including dance, gymnastics, sport and swimming.
• Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor. • Combine different movements with ease and fluency.
• Confidently and safely use a range of large and small apparatus indoors and outdoors, alone and in a group.
• Develop overall body strength, balance, coordination and agility.

KS1

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:

• Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
• Participate in team games, developing simple tactics for attacking and defending
• Perform dances using simple movement patterns. 

KS2

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

• Use running, jumping, throwing and catching in isolation and in combination
• Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
• Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
• Perform dances using a range of movement patterns
• Take part in outdoor and adventurous activity challenges both individually and within a team
• Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
• Swimming and water safety
• Swim competently, confidently and proficiently over a distance of at least 25 metres
• Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
• Perform safe self-rescue in different water-based situations.

Implementation

• PE lessons follow the 8Es approach in delivering outstanding quality teaching. The idea to Embed learning involves providing opportunities for students to practice and consolidate what they've learned, ensuring that key knowledge is transferred to their long-term memory through methods such as recall, recognition, and relearning. Students revisit key concepts, skills and rules they have learned in previous PE lessons. This can involve brief discussions, quizzes, or interactive activities that reinforce their understanding. The next part is explore and it is a part of the warm up, which is specifically linked with each topic in PE. After this, in the explain, part, children discuss parts of the topic, aims of the lesson and how to achieve and meet the targets. Examples is where we put the ideas discussed into action, and demonstrations are shown. Children then expand on the level of difficulty by adding other variables and skills. Enrich happens when they apply these learnt concepts into small games situations. They evaluate when they reflect on the learning, talk to each other and discuss the best strategies.students to revisit key concepts, skills, or rules they have learned in previous PE lessons. This can involve brief discussions, quizzes, or interactive activities that reinforce their understanding. Expert: Students who excel in specific athletic skills or understand key concepts are encouraged to showcase their expertise. These individuals are provided chances to support their peers in various ways, such as guiding them through physical activities, demonstrating proper techniques, offering constructive feedback, or participating in peer evaluations of performance. This collaborative approach not only enhances students' self-esteem and confidence but also reinforces their own comprehension of physical education concepts. By actively engaging in peer support, students not only solidify their skills but also contribute to the accelerated progress of their classmates.
• Children also follow the PRIDE rules in PE and each letter of the PRIDE acronym is linked to the PE environment. This builds character, makes children more understanding, improves resilience, tolerance, respect and makes the learning environment more conducive.
• Nursery follows the new framework, both PE and EYFS lead work together to insure children dedicate time to physical development. They have specific time in their timetable dedicated to physical activity exploration both indoor with games and movement. Children engage in story yoga in the morning as well as sing and move. During their free flow time, there are a lot of opportunities for physical development with sports equipment where children can explore the fundamental movement skills such as ball and gymnastic skills: Balance, hand eye coordination, and agility.
• Throughout the year and more specifically at the end of each term, children will engage in various Level 1 competitions across the different sports depending on what children are learning each term, within the same year group. At the end of Autumn 1, KS1 and KS2 children take part in a Football Tournament. In Autumn 2, KS2 children aim to produce a Gymnastics routine. In the spring term, KS2 children take part in a Net/Wall  tournament (Badminton). In the Summer term, everyone takes part in Sports Day.
• Balance bike, and cycling training for EYFS, KS1 and KS2 will be run throughout the academic year giving children the opportunity to learn and improve lifelong skills and creating healthy and active habits for life. EYFS have time to use they scooters in the playground. KS1 and KS2 have balance bike and cycling traing as an activity club which happens every week.
• Each year group follows a particular rota while in the playground giving children the opportunity to engage in active breaks and to further develop their sporting skills through play activities using a more informal format. Children have daily access to and are encouraged to take part in a range of ball games: Basketball, Football, and Table Tennis. There is also a variety of sports equipment in the playground which children will have access to furhter develop thei physical skills like rope skipping, balancing boards and bounce hopers.
• Furness Primary school has a partnership with a local secondary school and council which gives children the opportunity to do extra-curricular sport sessions during the day delivered by external sports coaches. Children in KS2 take part in bikeabilty traning delivered by cycling instructors and they also take part in inter school competitions against other schools.
• Throughout the year, children take part in reading and writing activities, when they self-assess or compare their performances with previous ones or against that of their peers. They also have the chance to improve their reading and writing skills through observations, fact files for different sports, assess the lesson and the creation of posters linked to topics such as cycling, the environment, and Sports Day.
• We promote active travel to and from school.  One of the ways we do that is to ask children to sign in when they scoot and cycle to school every day. The most active child from each class then gets a medal at the end of the school year. Furness Primary school currently hold a gold accreditation as part of the TfL stars programme and this fits into the school travel plan.
• Young leaders / Sports Captains help supervise and run some of the activities for younger year groups in the KS1 playground. Their level of responsibility improves purpose, satisfaction and they become very engaged members of the school in very positive leading roles.
• KS2 children swimming once a week from Year 3 to Year 6, this is part of the school’s long-term commitment towards swimming and making Furness stand out from other schools. We definitely offer more (every week for 4 years) than the average school (one term in most schools) and we are very proud of that. This high level of provision equips our children with skills for life.
• There are three Football training sessions per week for Year 5 and 6 children. These sessions are part of the Level 2 competitions and will spring board the most talented children to an even higher level of achievement in sports. 
• Throughout the year, children take part in several events linked to being active and leading healthy lives, it starts in September with Bike to school week with emphasis on safety and the need to be seen as evenings get darker. In March we also take part in the annual nationwide competition called “the big walk and wheel” where we compete against school across the country
• DEAM (drop everything and move) where classes stop what they do and exercise for a few minutes to boost blood circulation to the brain. This has been proven to improve academic results and brain function.
• SEN children can take part in a free after school sports club. In Change4Life they discover the joy of physical activity and teamwork. These resilient and inspiring young individuals come together to embrace the transformative power of sports. Change4Life Sports Club creates an environment where every child, regardless of ability, can thrive. Through laughter, friendship, and the exhilaration of movement, SEN children not only build physical strength but also cultivate confidence and a sense of belonging. The Change4Life Sports Club is not just about playing sports; it's about fostering a supportive community that celebrates diversity and empowers every child to reach their full potential.

Impact

• A high quality delivery of physical education will have a positive impact on young people’s physical, social and cognitive development, their well-being and their overall level of achievement not only in PE but across other areas of study. Physical education is not merely about developing athletic skills, it is a holistic approach to nurturing the mind and body. Through well-crafted lessons, interactive activities, and a supportive environment, our students not only learn essential motor skills but also gain valuable life skills.
• School Sport experiences such as Level 1 and 2 competitions give students an opportunity to further improve their sporting skills, strengthens their social connections, improves confidence and builds character.
• Having structured play in the playground at break and lunch time gives more children the opportunity to practice their sporting skills and this impacts their behaviour and levels of engagement in a more positive way and it also promotes our PRIDE rules. Having more stimulating activities during breaks increases their physical activity and strengthens positive social links.
• Extra curricular activities such as those delivered by Sports Coaches (Cycling and Cricket) have a great impact on the children’s lifelong skills, it promotes good habits for life as well as equipping children with new skills. Children will benefit greatly from being exposed to a wider variety of experiences in their school life, this is very enriching and inspiring.
• The impact of swimming can be seen on the increased percentage of students meeting the national swimming requirement (25m swim) compared to standard provision by the time they leave primary school compared to when they started in year 3. Over 80% of children were not able to swim in year 3 when they started swimming lessons and through Furness commitment towards swimming, this percentage drops to 7% in year 6