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Tudor Primary School

PE Policy

Physical Education Policy


School Aims and Implementation


Tudor Primary School aims to enable all children to have the opportunity to achieve their best academically, emotionally and socially through:

  • Providing high quality, structured learning to enable children to acquire the skills, knowledge and concepts relevant to their future.
  • Promoting an ethos of care, mutual respect and support, where effort is valued and success celebrated.
  • Enabling children to become active, responsible and caring members of the school and wider community.


The school works towards these aims by:

  • Promoting high quality learning and exceptional attainment.
  • Providing a high quality curriculum and learning environment.





At Tudor Primary School we believe that physical education, experienced in a safe, inclusive and supportive environment is a unique and vital contributor to a child’s physical development and well being. A broad and balanced physical education curriculum is intended to provide for children’ increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations.


At  Tudor Primary School we believe physical education should be an area of learning where self-esteem, physical progression and positive attitudes are fostered and nurtured. Physical Education provides all children with the opportunity to succeed, whether through personal or team success. Physical Education also promotes a healthy lifestyle which children can develop and value into adulthood. We believe that physical education (including extra curricular clubs and inter school competitions) should develop an enthusiasm for sport that will continue into later life. In addition, our physical education curriculum should provide children with the fundamental skills they need to enjoy and be successful in sports and physical activity.


Aims of our P.E Curriculum


  • Foster a love for and enjoyment of being active.
  • Develop ‘fitness for life’ through promoting the health benefits of regular exercise.
  • Identify talent and allow children to master different sports
  • Develop self esteem, confidence and social skills.
  • Contribute to the physical development of every child.
  • Provide children with the fundamental movement skills they need for later life and the next stage of learning
  • Give children a way of expressing themselves and an opportunity to be creative.
  • Develop a range of skills that can be applied in other contexts.
  • Give children the opportunity to try out activities that they would not otherwise have access to.
  • Follow the national curriculum
  • Children have the ability to articulate what they have learnt



Implementation of the Physical Education Policy


Teaching and learning style


At Tudor Primary School we use a variety of teaching and learning styles which involve a mixture of whole-class, group and individual activities.  At Tudor Primary School  teachers model good skills and technique and also draw attention to good examples of individual performance  to use as models for the other children.


We use a well sequenced, progressive and spiral curriculum map containing the key concepts children need to be procedurally fluent in to work and think like sporting professionals.


The key concepts in P.E we plan a progression for are as follows:


  • Physical skills
  • Thinking skills
  • Personal skills
  • Health skills


At Tudor Primary School children are encouraged to evaluate their own work as well as the work of other children. Within lessons children have the opportunity both to collaborate and compete with each other, and they have the opportunity to use a wide range of resources.


At Tudor Primary School  every lesson is focussed around a clear learning objective and a set of steps to success, to explain ‘how’ the learners will achieve their learning objective. Learners are made aware of this at the start of each lesson and review their learning at the end of each lesson.

At Tudor Primary School activities are scaffolded to meet the needs and ranging abilities of the class. Planning for scaffolding is based on the S.T.E.P. principles i.e. making changes to SPACE, TASK/TIME, EQUIPMENT and PEOPLE taking account of: .

  • The size of the area in which a pupil works - smaller spaces until pupils develop spatial awareness and control over themselves and equipment, larger spaces to challenge more able pupils.
  • Pupil activity. e.g. different tasks, different roles and responsibilities, different allocations of time and variations of pace within the lesson to meet needs of different levels of ability.
  • Resources. e.g. different equipment for different levels of ability across the key stages.
  • Pupil groupings. e.g. ability or mixed ability groups; or group, paired or individual activities, the opportunity to work with adult support where needed .

At Tudor Primary School dialogue and demonstration are used as teaching tools throughout all lessons. Particular skills are modelled and discussed. Plenaries and mini plenaries are used to highlight good practice and next steps in their learning.



Early Years Foundation Stage


At Tudor Primary School, in the EYFS, the area of learning related to Physical education provision is Physical Development. This area of learning aims to improve the coordination, control, manipulation and movement of children.  This is taught through a combination of lessons from the scheme and Birth to 5 Matters scheme.


PE lessons focus on gross motor skills such as:


• Negotiating space and obstacles safely, with consideration for themselves and others.

• Demonstrating strength, balance and coordination when playing.

• Moving energetically, such as running, jumping, dancing, hopping, skipping and climbing.



Key Stages 1 and 2


Key stage 1:

Children 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 are able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Children are taught to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, 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


Key stage 2:

Children 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

enjoy communicating, collaborating and competing with each other. They

develop an understanding of how to improve in different physical activities and sports and

learn how to evaluate and recognise their own success.

Children are taught to:

  •  use running, jumping, throwing and catching in isolation and in combination
  •  play competitive games, modified where appropriate 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
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.


In addition to this, at some time in key stage 2 children will participate in swimming, athletics and outdoor and adventure activities.


Not all aspects of physical education require the same amount of time or the same degree of continuity for progress to be made. Emphasis is placed on gymnastics activities, dance activities and games activities, to provide a foundation of basic movements and understanding.


The curriculum map makes provision for children to experience all areas of activity by the end of key stage 2.


Both KS1 and KS2 follow the PE planning scheme and teach each topic for one term rather than a half term. However, Year 6 changes topics every half term so that they are able to enter more inter school competitions.






Clothing Requirements


For PE all children need:


  • School white t-shirt (school logo optional)


  • School gym bag (school logo optional)


  • School black PE shorts or black Joggers


  • A pair of black trainers/ plimsolls and a tracksuit for outdoor P.E.


  • (Optional blue Fleece with school logo)





At Tudor Primary School inclusion in physical activities means that all children have access to learning opportunities regardless of race, gender and ability. We aim to create an environment in which all children learn to respect and value each other and each other's interests. This is achieved by employing the following strategies:


Having equal expectations of boys and girls – not letting girls opt out or boys dominate team organisation for example.

Teaching mixed gender/ability groups and pairs.

Structuring activities so that all are fully involved.

Providing opportunities for children to present their work to others.

Recognising the need to extend more able children and targeting them for school clubs/signposting to borough clubs.

Anticipate needs and provide support as required. This could be the provision of specialist equipment, adult support or modified teaching programmes.



Extra-curricular provision


At Tudor Primary School we offer a wide range of extra-curricular P.E. activities:






Multi-skills sports club.





All equipment is catalogued, and a list is available from the PE leader. The equipment suitability is reviewed to ensure it is appropriate to the range of ages, abilities and needs of children in order to enhance learning.


Children are encouraged to:


1. Look after resources

2. Use different resources to promote learning

3. Return all resources tidily and to the correct place (under staff supervision)

4. Be told of any safety procedures relating to the carrying or handling of resources.



Planning, Assessment and Recording


At Tudor Primary School planning (which comes from follows the progression of key concepts on our curriculum map. Teachers make continual assessments of the children’s abilities throughout their school life. At the end of each unit teachers complete an assessment which records their grasp of procedural and declarative knowledge. Furthermore, it records those children that are more able or require additional support so future teachers are aware of what support those children will need.


Further teacher assessments of the children’s P.E. abilities are made whilst selecting for a school team, whether it be for athletics, cricket, cross country, running, football or netball.



Health and Safety


At Tudor Primary School all teachers are aware of the health and safety arrangements for the areas of activity that they are teaching.


All children are taught how to handle apparatus, resources appropriately. They are taught to recognise hazards, assess the possible risks and take steps to control the risks to themselves and others.

Any other adults working with the children are made aware of individual needs of the children they are working with where appropriate.


Role and Responsibilities of the PE Leader at Tudor Primary School


Support teachers to implement the P.E curriculum map effectively and provide them with support to master the content knowledge and content pedagogical knowledge required to teach P.E well.

• Support and advise colleagues in the planning, delivery and assessment of P.E.

• Inform colleagues of changes that occur regarding teaching and policy.

• Provide resources for use by staff that are accessible.

• Keep up to date with current developments through attending courses and disseminate this information to staff through INSET and informal meetings.

• Be responsible for auditing resources available for use in all PE activities.

• Report any broken or ‘defect’ equipment to the Headteacher.

• Order/replace any consumables, materials or resources required for the safe delivery of the PE curriculum.

• Use, share and increase awareness in the teaching of P.E.

• Monitor the quality, development and delivery of P.E throughout the school.

• Produce a scheme of work with lesson ideas to support its implementation.

• Ensure that children have the opportunity to become involved in extracurricular clubs to further develop skills and talents.

• Monitor completion of risk assessments by staff each term.


Staff dress


It is important that staff should consider their own and their pupils' safety with regard to their own personal clothing, footwear and jewellery when involved in the teaching of any PE activity


Monitoring and Review


  • The Head teacher, Senior Leadership Team and PE lead will monitor the effectiveness of this policy on a regular basis. The Head teacher and PE lead will report to the governing body on the effectiveness of the policy at least annually and, if necessary, make recommendations for further improvements.




January 2023

M. Coakley