Mellor St Mary CE Primary School 

  Physical Education Statement 

Through our Christian Faith, we acknowledge our responsibility to all, to enrich lives and show love and respect within our school family. 

We believe in lifelong learning aiming to equip our children to live life today and for tomorrow rooted in Christian love. 

For with God nothing shall be impossible (Luke 1:37)   

Mission: 

Our school is the church on the hill; the light that brings Jesus into the lives of all in our community.  

Upon this rock I will build my church (Matthew 16:18) 

Intent: 

Our P.E. Curriculum has been designed to ensure each, and every, child makes progress from their starting point in their skills, knowledge and understanding by offering: a progressive spiral curriculum which includes challenge, breadth and balance.

It is bespoke to the needs of the pupils at Mellor St Mary, by focussing on subject specific knowledge, skills and understanding as set out in the National Curriculum, to ensure every child can succeed in physical education. 

We are committed to ensuring our children will experience individual and collaborative learning experiences, a positive growth mind set, a sense of responsibility and challenges that take them beyond the classroom in-line with our whole school vision that ‘for with God nothing is impossible’. 

As a small mixed-age school, we respond to the needs of our learners and their interests by ensuring we focus on children’s personal improvement and development through the acquisition of new skills and mastering new situations, learning experiences and raising awareness from the local area to national and global arenas. Thus, we will develop outward looking pupils who are able to engage in physical learning and have an understanding of its place in their own lives and the wider world.  

We have worked hard to ensure that all of our children have access to a varied and exciting programme of sport and P.E., both in school lessons and via the extra-curricular programme we offer. This was recognised in 2019 when we received the 'Sainsbury's School Games Gold Award'. This award recognises the impact of our sports provision across the whole school community and again has been awarded to our school in 2020.

Our children enjoy participation and competition - they work hard and recognise that keeping fit and healthy is a life-long goal which promotes not only physical wellbeing, but good mental health as well. In addition to ensuring our P.E. curriculum is broad and balanced, we also offer a range of clubs after school which include new and different sports; we 'signpost' talented individuals to different provision; and we have children who have entered local, regional and national competitions.

As a school community, we were delighted when the Government announced that every primary school in the country would receive a substantial (and ringfenced) sum of money that must be used to raise levels of participation and enable all children to make life-long positive choices.

Ultimately our P.E. curriculum is intended to: 

• Develop our head and body: What we learn 
• Develop our hearts and character: How we learn
• Develop our actions and attitudes: How we show resilience and a willingness to learn from mistakes
• Develop our moral compass: Know where P.E. fits into the world

Implementation

Through quality teaching of physical education knowledge, skills and vocabulary within the core subject itself and its application across the curriculum, we aim to ensure we:

• Develop fluency and control in movement across the P.E. curriculum
• Develop and use a variety of strategies for team sports 
• Show courage to ‘have a go’, developing resilience as they do so
• Evaluate their own and other’s work using the language of the sport or activity undertaken
• Appreciate how P.E. and sport can make a difference to their confidence, health, well-being and attitude to learning in school and beyond

All children will be challenged to be determined, compassionate, courageous, trustworthy, resilient, creative and reflective learners, having opportunities to influence their own learning through all areas of physical education.

Effective learning characteristics include rich collaboration; reflective thinking on what they have done; the use of collaboration and self-motivation and creating connections between topics. These will all drive effective teaching and learning in physical education at Mellor St Mary.

EARLY YEARS

The INTENT in the Foundation Stage is to focus on developing gross and fine motor skills. To help our school achieve this we use the Lancashire Movement Skills resource to support Foundation staff in understanding skills they will teach children, along with other skill opportunities to develop.

Early Years Pupils will be taught P.E. through:

• Development of five Fundamental Movement Skills (FMS)
• Teachers will use the FMS resource

Achieved through

• play
• rich collaborative tasks
• discrete P.E. lessons
• an emphasis on key ideas embedded through learning tasks

KEY STAGE 1:

(Year 1 Baseline) The INTENT in Year 1 is to carry out a baseline of 10 Fundamental Movement Skills as the children enter Year 1. From this baseline the teacher can design or adapt their PE curriculum and focus on the FMS the children are less proficient in.

KS1 Pupils will be taught P.E. by:

• a baseline assessment of the 10 Fundamental Movement Skills (FMS) on entry to Y1
• teachers adapting the PE curriculum to match the needs of the Y1 pupils from the assessment
• focus given to FMS the children are less proficient in
• children practicing the FMS through a breadth of activities as continual development
• the children being taught through practice how to apply the FMS taught in context through simple tasks in game type activities and by creating sequences of movement in gymnastics and dance type activities, all developed through the Core Tasks
• the children at the end of KS1 being assessed on the ten FMS again and the information shared with the Year 3 teacher

DURING KEY STAGE 1 -

The INTENT during KS1 is to continue to develop the children's FMS, especially their weaker ones, and also to teach children HOW to apply these skills in a context. The children should develop their knowledge when using simple tactics in game type activities and create sequences of movement in gymnastic and dance type activities. This is delivered through the CORE TASKS.

END OF KEY STAGE 1-

The INTENT at the end of KS1 is to test the children's 10 Fundamental Movement Skills again. This will show the impact on their performance of the FMS and which skills they have mastered. This information is then shared with the Year 3 teacher.

LOWER KEY STAGE 2-

The INTENT in Years 3 and 4 games is to develop children's attacking skills through a range of different sports and activities. However, this will be delivered through uneven sides, i.e. 3V1, 4V2. They will also develop their knowledge of simple attacking tactics, which are transferable across similar categories of games. For example, invasion games, net or wall games, target and striking and fielding.

Lower KS2 Pupils will be taught P.E. by:

• the development of attacking skills through a range of different sports and activities

• activities delivered through uneven sides, i.e. 3V1, 4V2
• the children developing their knowledge of simple attacking tactics, which are transferable across similar categories of games (i.e. Invasion games, Net/Wall, Target and Striking and Fielding)
• the children will be taught how to develop their performance and sequencing skills in dance and gymnastics
• the application of all skills through the relevant Core tasks which are linked to age expectations

UPPER KEY STAGE 2-

The INTENT at Years 5 and 6 in games is to continue to develop children's attacking skills when they are working as a team and to develop their knowledge of defending strategies. These will be delivered through modified mini-versions from uneven sides to even sides, i.e. 5V3, 3V4, 4V4, 5V5 etc.

The learning the children receive through the different categories of games leads to playing a school games Level 1 competition. 

The INTENT at Years 5 and 6 in dance and gymnastics is to develop children's performance and composing longer sequences of movements with a partner and group.

Upper KS2 Pupils will be taught P.E. by:

• the children  continuing to develop attacking skills when working as a team
• the development of defending tactics which will be taught
• deliverance of these skills through modified mini-versions from uneven sides to even sides, i.e. 5V3, 5V4,4V4, 5V5 etc.
• learning received through different categories of games will lead to playing in intra school games competitions and for some children moving to inter competitions
• the children will develop performance and compose longer sequences of movements with a partner and group in dance and gymnastics
• the application of all skills through the relevant Core tasks which are linked to age expectations

SWIMMING - 

The INTENT is for all children leaving KS2 to be able to:

• perform self-rescue in different water based situations
• swim competently, confidently and proficiently over a distance of at least 25 metres
• use a range of strokes effectively, for example, front crawl, breaststroke and backstroke.

To achieve this outcome, all children in KS2 swim each year. Any children in need of extra help are identified early and receive extra swimming instruction.

In addition to the above, opportunities will be given to all of our children to develop a healthy lifestyle through cross-curricular work on diet and food choices along with the impact of sport and activity in their lives.

This will be done through:

• the implementation of Playground Leaders to direct play during playtimes; all leaders being given training through the local sport offer
• a school Sport Crew who promote activities, create extra training sessions for sporting teams and encourage intra-sporting competitions and personal challenge
• the training and promotion of Sport Ambassadors for the school
• the reporting of competitions and events out of school in the school newsletter, on the website and to the governor responsible for P.E.
• the use of lunchtime qualified sport coaches each lunchtime to work on FMS and team sport activities
• extra-curricular sporting clubs aimed at all year groups throughout the year
• the inclusion of less motivated children in inclusion activities bith with school and as representatives of school (where they will experience sports not provided in school which are not in a competitive atmosphere)
• the use of teaching methods across the curriculum which encourage movement (e.g. Maths On The Move, Teach Active, Times Table movement etc.)
• participation in national strategies such as Walk to School, Bikeability and Balance bikes
• the identification of healthy living topics in science and PSHE

This activity levels of pupils are monitored and recorded on termly heatmaps for the school. 

Implementation

Throughout their learning within physical education and sport, all children will be challenged to be inquisitive, compassionate, courageous and creative learners. They will experience opportunities to influence and refine their own learning through age appropriate and progressive skills and knowledge. Effective learning characteristics including being ambitious, reflective and imaginative will drive teaching and learning.

Impact:

As pupils progress, they will develop resilience and fluency in their physical education ensuring that they:

• respond willingly and positively to the sporting, creative and cultural opportunities provided
• pupils are engaged and motivated and can explain accurately how to keep themselves healthy
• they make informed choices about healthy eating, fitness and their emotional and mental well-being
• our children understand how Physical Education and School Sport (PESS) can make a difference to their confidence, self-esteem and attitude across school

Our children will have a confident set of skills, knowledge, norms and Christian values which can be used to get ahead in life and education more generally. In short they will learn more, remember more, enjoy more and develop more spiritually, emotionally, socially and physically. Thus enabling them to be ready for their next stage in education. “…let us run with endurance the race that is set before us…”   Hebrew 12:1

We have worked hard to ensure that all our children have access to a varied and exciting programme of sport and P.E., both in school lessons and via the extra-curricular programme we offer. This was recognised in 2019 when we received the “Sainsbury’s School Games Gold Award.” This award recognises the impact of our sports provision across the school community and again has been awarded to Mellor St Mary CE Primary in 2020.

Our children enjoy participation and competition – they work hard and recognise that keeping fit and healthy is a life-long goal. Not only do we ensure our P.E. curriculum  is broad and balanced, we also offer a  range of clubs after school which include new and different sports, we ‘signpost’ talented individuals to different provision and we have children who have entered local, regional and national competitions.

As a school community we were delighted when the Government announced that every primary school in the country would receive a substantial (and ring-fenced) sum of money that must be used to raise levels of participation and enable all children to make life-long positive choices.

For an analysis of how we have used this money and the impact on the children and for the new action plan, then please click here.

Mellor St Mary's Developmental Approach to Physical Education

Early Years:

The INTENT in the Foundation Stage is to focus on developing gross and fine motor skills. To help our school achieve this we use the Lancashire 5 Fundamental Movement  Skills resource to support Foundation teachers in understanding the 5 key skills they will teach children, along with other skill opportunities to develop.

Key Stage 1:

(Year 1 Baseline) The INTENT in Year 1 is to carry out a baseline of 10 Fundamental Movement Skills as the children enter year 1. From this baseline the teacher can design or adapt their PE curriculum and focus on the FMS the children are less proficient in.

During Key Stage 1 -

The INTENT during KS1 is to continue to develop the children's FMS, especially their weaker ones, and also to teach children HOW to apply these skills in a context. The children should develop their knowledge when using simple tactics in game type activities and creating sequences of movement in gymnastic and dance type activities. This is delivered through the CORE TASKS.

End of Key Stage 1 - 

 The INTENT at the end of KS1 is to test the children's 10 Fundamental Movement Skills again. this will show the impact on their performance of their FMS and which skills they have mastered. This information is then shared with the Year 3 teacher.

The KS2 teachers use the results of the 10 FMS assessment to support their planning around which skills the children need more opportunities to practise from KS1.

Lower Key Stage 2 - 

The INTENT in years 3 and 4 games is to develop children's attacking skills through a range of different sports and activities. However, this will be delivered through uneven sides, i.e. 3V1, 4V2. They will also develop their knowledge of simple attacking tactics, which are transferable across similar categories of games. For example, invasion games, net or wall games, target and striking and fielding.

Upper Key Stage 2 - 

 The INTENT at years 5 and 6 in games is to continue to develop children's attacking skills when they are working as a team and to develop their knowledge of defending strategies. These will be delivered through modified mini-versions from uneven sides to even sides, i.e. 5V3, 5V4, 4V4, 5V5 etc.

The learning the children receive through the different categories of games leads to playing a school games Level 1 competition.

The INTENT at year 5 and 6 in dance and gymnastics is to develop children's performance and composing longer sequences of movements with a partner and group.

Swimming - 

The INTENT is for all children leaving KS2 to be able to:

• perform a self-rescue in different water based situations
• 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.  

To achieve this outcome, all children in KS2 swim each year for one full term. Any children in need of extra help are identified early and receive extra swimming instruction.