Physical Education (PE) and Sport

At St Matthew's, we believe that the physical development opportunities we provide form an essential foundation for the growth of the whole child through the teaching of PE. As well as academic learning, pupils will be provided with the opportunity to develop their personal and social skills by promoting character-building, cooperation, team work and self-esteem. We value PE and sport through lessons, extra-curricular clubs, break times and lunch times. The PE curriculum at St Matthew's inspires all pupils to succeed and excel in competitive sport and other physical activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness. We are committed to quality provision in PE and sport.

The objectives of teaching PE and sport at St Matthew's are to:

1. acquire and develop skills: explore skills, actions and ideas with increasing understanding, control and coordination;
2. learn how to select and apply skills, tactics and compositional ideas;
3. lead activities and focus on improving aspects of their own performance;
4. develop a knowledge and understanding of fitness and health: know how important it is to be active;
5. recognise and describe how their bodies feel during different activities;
6. develop pupils' competence to excel in a broad range of physical activities;
7. ensure pupils are physically active for sustained periods of time;
8. engage pupils in competitive sports and activities.

How the subject is planned
We use the National Curriculum scheme of work as the basis for our planning in PE and sport. We have worked alongside the Stockport SHAPES partnership and our sports coach to plan opportunities for children of all abilities to develop their skills across the different strands of PE and sport. We have planned for progression and development, so that the children are increasingly challenged as they move through the school.

Foundation Stage
In Nursery and Reception, physical education is delivered through the continuous access of the outdoor environment and equipment. This gives children the time, opportunities and space to practice the skills set out in the Early Years Foundation Stage Framework. Children are encouraged to take risks, be active and make healthy choices. Staff support children to develop their fine and gross motor control, co-ordination and how to handle equipment and tools effectively in positive, relevant ways. The children have continuous opportunities to ride bikes, climb, balance, move to music and develop basic ball skills daily. This lays the physical foundations for our youngest children, which they will continue to develop through more formal sessions in Key Stage 1.

Teaching approaches
The learning environment in PE and sport is managed in such a way as to facilitate different styles of learning.

Opportunities are provided for pupils to:

1. undertake activities which need different approaches and ways of thinking;
2. develop their ideas in a creative way;
3. set targets for themselves and compete against others, individually and as team members;
4. understand what it takes to persevere, succeed and acknowledge the success of others;
5. respond to a variety of challenges in a range of physical contexts and environments;
6. become skilful and intelligent performers;
7. discover their own aptitudes and preferences for different activities;
8. make informed decisions about the importance of exercise in their lives;
9. develop positive attitudes to participation in physical activity.

Marking, feedback and reporting
Feedback is an integral part of all lessons; it is an essential tool to enable pupils progress. A range of feedback used during physical education and sports lessons:

1. Peer feedback – within all lessons, pupils are given an opportunity to feedback to each other, whether it is during skill development activities or matches. Pupils are given the opportunity to discuss with each other their own performance and that of others.
2. Teacher feedback – verbal feedback is given throughout all lessons. Teachers are giving feedback to pupils as they continually assess their learning. This is evident whether performers are in small groups or in competitive situations.
3. Self-assessment feedback – pupils are encouraged in every lesson to self-assess. Targeted questions are given to the pupils to help them analyse and assess their own performance and identify areas for further improvement and development.

Assessments are conducted by class teachers, swimming coaches and sports coaches. PE levels are reported to parents in children’s annual reports.

Links with the rest of the curriculum
Staff are encouraged to develop meaningful links between PE and sport and other subjects to provide a relevant and meaningful curriculum for pupils.

Links to community, locality and trips
We have opportunities for visitors from local clubs and teams to enhance and contribute to our PE and sports provision eg. assemblies and coaching sessions.  We also ensure that there are opportunities for pupils to attend other schools and venues.

Role of the subject leader
The subject leader has a variety of roles, including:

1. taking the lead in policy development and quality assuring PE and sport planning, delivery and assessment;
2. supporting colleagues in their development and implementation of PE and sport;
3. monitoring progress in PE and sport and advising the Senior Leadership Team and governors on action needed;
4. using release time to support colleagues and disseminate information;
5. auditing resources, monitoring and directing the spending of the PE and sport premium grant;
6. identify and organise extra curricular clubs and competitions for pupils;
7. liaising with and manage outside sports providers who are delivering lessons and running clubs in school;
8. keeping up-to-date through research and continuing professional development and attendance at PE and sport co-ordinator meetings
9. producing an impact form each year to report the impact of the PE and sport premium grant spending.

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