School Ethos

At Crampton we believe in giving all pupils, irrespective of their academic or physical ability, the opportunity to discover and develop their physical potential through a balanced and developmental programme of within both curriculum and out of school hours learning. Rationale Crampton Primary School believes that physical education, experienced in a safe and supportive environment, is a unique and vital contributor to a pupil’s physical and well- being. A broad and balanced physical education curriculum is intended to provide pupils’ increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations. Progressive learning objectives, combined with sympathetic and varied teaching approaches, endeavor to provide stimulating, enjoyable, satisfying and appropriately challenging learning experiences for all pupils. Through the selection of suitably differentiated and logically developed tasks, it is intended that pupils, irrespective of their innate ability, will enjoy success and be motivated to further develop their individual potential. A balance of individual, paired and group activities, in co-operative, collaborative and competitive situations, aims to cater for the preferences, strengths and needs of every pupil. Such activities, experienced within a range of areas of activity, aim to promote a broad base of movement knowledge, skills and understanding. They are also desirous of developing a pupil’s ability to work independently, and to respond appropriately and sympathetically to others, irrespective of their age, gender, cultural or ethnic background. The activities offered and the teaching approaches adopted seek to provide pupils with opportunities to develop their creative and expressive abilities, through improvisation and problem-solving. Pupils are encouraged to appreciate the importance of a healthy and fit body, and begin to understand those factors that affect health and fitness.

Curricular Aims

• To enhance physical skills including body awareness, agility, control and co-ordination
•  To develop physical ability and fitness by providing opportunities in a number of different activities
• To have a better understanding of the workings of the body
• To develop personal and inter-personal skills in a practical manner where discipline, together with safety and consideration for others becomes natural and normal
• To understand aesthetic and artistic aspects of human movement.
• To appreciate one's own achievements and that of others.
• To appreciate the importance of healthy lifestyles.
• To learn to plan, perform and evaluate within all areas of Physical Education
• To understand the rules and skills needed in a number of different sports 

Equal Opportunities and Inclusion Activities are made available to all through differentiation in teacher planning. It is our policy to ensure that every child receives an equal opportunity within PE activities, regardless of race, gender, ability or Special Educational Needs. The school will ensure that spare PE kit is available for any occasional circumstances where a child does not have their own in school. No pupil will be excluded from any physical education programme unless advised by a medical professional.

Special Educational Needs / Disability (SEND)

Children who are identified as having ‘SEND’ will be supported according to their individual needs. (See SEND School Offer) Time Allocation Crampton Primary School is working towards providing all pupils with at least two hours of high quality PE & School Sport, through the curriculum, extra-curricular opportunities and lunchtime activities.

The following table shows the minutes per week of PE per pupil, for each year group, each term: 

• This does not include time spent using the outdoor learning environment which includes physical development activities.
• This table does not include daily active playtimes or extra – curriculum opportunities.
• PE is rarely cancelled.

The school values regular and frequent lessons to develop children’s skills and abilities. In the event of weather conditions making it unsuitable to complete the activity planned, alternative arrangements should be made. These include class based activities around the activity or rescheduling the activity for another day. If the indoor space is available, the activity could be taught inside with modification or adaptation still allowing the learning intentions to be achieved. On no account is PE to be used as a sanction.

The PE Curriculum

Children will be expected to participate in the full range of activities in the physical education curriculum. At Foundation stage we encourage the physical development of our children in the integral part of their work. In addition to this fine motor skills are constantly being developed through the range of activities provided in the classroom. The children also benefit from their own outdoor play area and a selection of PE equipment to help develop their gross motor skills, co-ordination and control. The time spent in this area is used to build upon and reinforce the skills practiced in the curriculum lessons. The Physical Education curriculum within Reception Class follows the objectives set out in the Early Learning Goals, the children gain the basic skills of spatial awareness, control and co-ordination in the way they move; and control of balls, bean bags, hoops and ropes. The children are given opportunities to explore and manipulate a range of PE equipment in their own ways to build the confidence to participate.

At KS1 pupils are taught knowledge, skills and understanding through a mixture of skill based learning and games. Throughout KS1 children will develop their agility, balance and coordination developing all necessary skills to participate in a range of activities and sports.

At KS2 pupils are taught knowledge, skills and understanding through the following areas of activity:

• Athletics
• Dance
•  Games
• Gymnastics
• Swimming and water safety

Gymnastics Safety

It is recognised that work on apparatus provides a potentially more hazardous environment. However, work at low level – on the floor or when using benches or mats require equally rigorous risk assessment. A sound knowledge of technical progression relating to specified skills is essential to safe practice.

• There should be sufficient space and equipment to match the needs of the group. In order to ensure safe practice with large groups working in limited space, strategies could include alternating periods of observation with practical involvement.
• Care needs to be taken when using mats, particularly in regards to their placement. Mats should NOT be placed next to high apparatus which may encourage children to jump off onto them, instead children should be taught to dismount safely from such equipment.
• In school we have crash mats which is to be used for advanced gymnastic activity in which the performer generates high levels of momentum e.g. performing on / over a vault
• There are two trollies of general purpose mats which are suitable for floor work such as learning new skills or practicing techniques
• It is essential that pupils fully understand their purpose as well as the protective limitations of mats.
• Mats should never be used to protect against the foreseeable outcomes of poorly developed skill.

It is better that apparatus and task are modified to accurately reflect pupil need and capability, thereby minimising the risk of falling

Swimming

Swimming is a statutory part of the National Curriculum. Therefore, swimming lessons are compulsory for all pupils. At Crampton Primary School, pupils participate in Year 6. Southwark facilities are used for lessons and fully qualified swimming teachers and lifeguards are employed. School staff will also accompany children, and where staff has swimming training will enter the pool with the children. In line with ASA guidelines staff entering the pool should wear a t-shirt over swimming costumes. The duty of care to students where swimming lessons take place at an outside pool, whether delivered by a teacher, support staff or visiting swimming teacher, remains the school teacher even though someone else is teaching the class. School staff should remain on poolside to assist with behavior for learning and safety during lessons. In line with ASA (National governing body for swimming) guidelines pupils should wear appropriate costumes for swimming that confirm to safety, cultural and teaching requirements. It is important that swimming clothing is relatively tight fitting to minimize the effect of drag in the water. Pupils are required to wear a swimming hat and to remove all jewellery before entering the pool.

Assessment of Attainment

Assessment for learning is made through short term (daily / weekly) observations of children’s work, through discussion with the children and their own self-assessment Monitoring and Evaluation Planning is monitored and lesson observations made by the PE subject leader. Staff is given regular training and support to raise teaching and learning standards during PE and where necessary a programme of support is offered through both the PE subject leader and also outside professionals and courses.

Extra-Curricular and Physical Activity Opportunities

The purpose of extra-curricular activities is to:

• Extend children’s learning
• Raise PE standards
• Provide for all abilities
• Encourage fitness for life and increase daily physical activity

At Crampton Primary School a range of different extra-curricular and physical activities are offered to both KS1 and KS2 pupils. Examples of the extra-curricular clubs and opportunities that have been run during the 2018 – 2019 academic year are:

• Athletics
• Badminton
• Basketball
• Dance
• Football
• Multi-Skills
• Tennis

Lunchtime / Playtime

At Lunchtime / Playtime pupils are supervised by staff that provides purposeful skill and health enhancing activities that aim to improve behavior, attitudes to learning and healthy living. These will be monitored by both the Head teacher and Deputy Head teacher.

Safety

Class teachers and Non-teaching staff are responsible for the safety of the children in their care.

• PE kit and jewellery rules are understood by the children and are enforced
• The teaching area and equipment are assessed for safety prior to the lesson
• Children are taught how to safely get, carry, use and put away equipment – No pupils are allowed in the equipment store
• Any problems with unsafe or damaged equipment are reported to the PE subject leader or Head Teacher
• Accidents should be logged in the accident book and parents should be informed when necessary
• Staff are aware of the fire procedures when leaving the hall
• Staff, AOTTS and children should be aware of emergency procedures at the swimming baths
• Transport to /from sporting events – signed permission will be obtained from the parent detailing journeys, which may include public transport.
• Children must wear specific PE kit. Tracksuits (or similar clothing) is permitted for outdoor PE in cold weather
• Trainers are worn outdoors and for specified indoor activities such as skipping or line dancing. Children have bare feet for gymnastics and most dance activities.
• Long hair should be tied back
•  All jewelry including watches must be removed. A child with newly pierced ears will be asked to cover them with tape for the first 6 weeks, and then they must be removed for the lesson.

In addition, the large gymnastics apparatus is inspected annually by an outside body. Staff should make a dated note of children not taking part in a PE lesson, for whatever reason. Repeated forgetting of PE kit results in a letter home, phone call and / or a meeting with parents. Teachers and support staff involved in the lesson are expected to wear suitable footwear and clothing for teaching PE and be a role model. AOTTS (Adult Other Than Teacher) AOTT helping with PE activities, such as swimming, or running an out-of-hours club, must be police checked prior to assisting at our school. Any adult taking an activity is interviewed by the Head Teacher to check for qualifications, experience, suitability and insurance.

Resources and Equipment

The PE Subject Leader makes an annual audit of equipment and resources need to be reported to the PE Subject Leader. The Learning Environment Crampton Primary School is committed to ensuring a high quality learning environment. On site the learning environment consists of a multi-purpose hall that is regularly checked to ensure a safe learning environment. Paisley Park and Kennington Park are often used for lessons and Sports Days, these facilities are maintained by Southwark and Lambeth Councils.

The Educational Visits Coordinator is responsible for ensuring off-site facilities are suitable for use and where possible undertakes half termly risk assessments. Staff Development Each class teacher takes responsibility for planning, teaching and assessing the PE curriculum for their class. All staff takes part in professional development to ensure secure subject knowledge and awareness of health and safety procedures. Staff should be comfortable and competent in the area of activity being taught. Staff should indicate where they feel they need support so that appropriate support can be given by either the subject leader, specialist sports coaches or outside providers through INSET. All staff who attends CPD courses must provide feedback. Due care and attention is taken when organising the timetable so that the most efficient use of facility and pupil time is taken into consideration, e.g. consecutive gym lessons when using equipment.

PE Kit

Pupils should be encouraged to change into a kit which is different from the school uniform. Teachers should also change for PE into suitable footwear and clothing as a model to show that appropriate clothing is needed for these activities.

For pupils the dress code is:

• Plimsoles or trainers
• White T-shirt
• Black or Blue shorts
• Black or Blue Tracksuits (for outdoor PE in cold weather
• Shoes and socks should be removed for gymnastics
• Long hair must be tied back at all times
• All jewellery must be removed before the lesson or covered with tape

CURRICULUM LINKS

Whilst retaining its unique contribution to a pupil’s movement education, PE also has considerable potential to contribute to much wider areas of learning.

As well as dance themes reflecting topics, links can be made to other areas of the curriculum such as:

• ICT (Information, Communication Technology)– performances recorded using photography and video for use in self-evaluation and demonstration of good practice, or for visual stimuli
• PSHE (Personal, Social and Health Education) – leading, managing, co-operating and decision making skills - an integral part of PE
•  SCIENCE – planning, predicting and testing ideas; health and fitness – learning about the body
• LITERACY – asking relevant questions; communicating ideas; listening skills
• NUMERACY – counting, measuring, and calculating – distance, time, repetitions.