At Seaton Academy we believe that physical education prepares pupils to live a healthy and active life. It inspires pupils to succeed and excel in competitive sport and other physically demanding activities. Physical education involves thinking, selecting and applying skills. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness, as well as developing their individual potential. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
- To promote physical fitness and an active, healthy life style.
- To develop competence to excel in a broad range of physical activities.
- To engage in competitive sports and activities.
- To be physically active for sustained periods of time.
- To improve observation skills and the ability to describe and evaluate their own and others works and to use these to improve their own performance.
- To encourage an understanding of safe practice and to develop a sense of responsibility towards their own and others safety.
- To develop their enjoyment of physical activity and to encourage them to pursue higher goals.
- To teach children to recognize and describe how their bodies feel during exercise.
- To provide opportunities to take part in a number of extra curricular sporting activities.
- To promote physical development as a prime area of the EYFS curriculum: the strands within this are ‘Heath and self care’ and ‘moving and handling’. This also involves showing control and coordination in small scale movements, fine motor skills, pencil control and letter formation.
- Children will be encouraged to be concerned with their own and others safety at all times.
- Long hair must be tied back, no jewellery to be worn. Suitable footwear to be worn outdoors.
- Gymnastics equipment and provision of mats are checked before lesson begins.
- Teachers need to be aware of any medical problems.
- Children are taught expected standards of behaviour and safety.
- Teachers know the expected procedures to follow in the event of an accident.
Equal Opportunities and Inclusion
- All children are given access to a broad and balanced physical education curriculum regardless of gender, ability, race or religion.
- Provision will be made for individual needs in IEPs.
- Equal opportunities are provided for boys and girls, also for children with special needs, those who are talented or gifted and children from different cultural backgrounds.
- A feeling of self worth will be engendered throughout the activities.
- Children with special needs will be identified and work within their individual level. If needed they will have an IEP and work with support under the direction of the class teacher.
Children in the Foundation Stage have their attainment on entry assessed by observations and their progress is tracked and monitored through the use of the age related expectations in Learning Outcomes. The Foundation Stage profile will indicate if children are reaching expected levels by the end of Reception and will be used in transition into Key Stage 1.
In Key Stage 1 children will be graded according to work produced, observations and discussions. Assessments will be highlighted onto Seaton Academy Assessment Performance Descriptors.
- To identify pupils showing particular talents
- To develop children’s performance, motivation and self esteem
- To establish challenging targets for talented pupils within lessons
- To modify schemes of work to develop children further
- To evaluate progress and adapt targets accordingly
- To encourage self review
- To offer children a broad range of activities
- To offer extra, specialised coaching
Improve Quality of Performance
- Develop ability to reflect on and improve performance
- Compare their performance with others
- Evaluate and plan how to improve their performance
Health and Safety
- All aspects of this policy and practice are carried out with regard to our health and safety procedures.
- All relevant risk assessments should be read in conjunction with this policy.
Effective from: April 2019 review April 2021