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Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

PE and Sport

Together We Make Learning A Memorable, Unmissable Adventure

BhangrHa Blaze

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

The national curriculum for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives.

PE at Newton Burgoland

Inspiring all pupils to enjoy, succeed and excel in competitive sport and other physically demanding activities to achieve life-long health and well being

60 minutes a day for every child is our goal, including time spent out of school.

We want all learners to enjoy physical exercise. We recognise that not all learners enjoy competition and traditional sports- our curriculum and extra-curricular offer at playtimes, lunchtimes and after school reflects this diversity whenever possible.

The school is a member of ‘North West Leicestershire Sports Partnership’ and ‘Unity Small Schools Partnership’- as members of these organisations we compete in cross-country, gymnastics, orienteering, tag rugby, football, dodgeball, tri-golf and athletics competitions. We signpost learners to the variety of local opportunities, which exist to be active.

In key stage 1 PE lessons aim to develop pupils fundamental movement skills. Learners are introduced to a variety of simple games; they develop increasing control over their own movements and learn to use equipment safely and with increasing dexterity. They learn to sequence movement and work with others. In team games they compete and develop tactics.

In key stage two leaners continue to develop movement skills building on their knowledge of simple games with an introduction to key sports- rules and strategies-techniques and leadership. Learners communicate,  collaborate and compete. They learn to practise to improve, to evaluate and coach and to provide leadership. All key stage two learners enjoy leadership opportunities, including play coach, sports ambassadors, team captains and session leaders.

2 hours a week are allocated for PE lessons; in addition, pupils enjoy active playtimes, forest schools and afterschool clubs. In year 3 and year 5 learners develop their knowledge of basic swimming strokes-to be able to swim at least 25 metres- water safety and self-rescue. In years 5 and 6 learners participate in an outdoor and adventurous residential.

As part of our work in PE, we work towards the School Games Mark which is a government led awards scheme  which rewards schools for their commitment to the development of competition across their school and into the community. You can find out more about it here.

We are extremely proud of the fact that we achieved the GOLD award again this year.

Please note that pupils wear our  school PE kit to school on PE days.

If you are interested in taking any of the sports that we do further, then you can follow the link for a list of local clubs, or speak to Mrs. Ward. http://www.nwleics-ssp.org.uk/community-sport/

Assessment, recording and reporting progress in PE

In all subjects there are three broad areas for assessment:

  • Children’s knowledge and understanding
  • How well children can use  and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
  • How well learners are developing habits for learning and character

PE is a largely practical subject

Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.

Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.

The learners work, in particular baseline assessments and end of unit assessments, are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.

Progress is recorded and reported to parents as part of the child’s annual school report

Pe in early years foundation stage

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food

Physical development has two aspects:

Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Learning in PE will support learning in Personal, Social and Emotional Development and Communication and Language.

 

SEND

PE is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

Invasion, striking & fielding and net & wall games

Children are given the opportunity to develop their throwing and catching skills, as well as their kicking skills through a range of sports such as; hockey, netball, rugby, basketball and football. They learn badminton, volleyball and tennis skills also. They develop their striking and fielding skills through cricket and rounders.

Swimming and alternative sport

Children are provided with the opportunity to go swimming in key stage 2, as well learn how to perform self-rescue. By the end of year 6, children are expected to be able to swim confidently over a distance of at least 25 metres.

We aim to provide children with a range of alternative sports also, including curling and archery. In 2018/19 we experienced: fencing, green bowls, curling, canoeing, climbing and abseiling.

GYMNASTICS & DANCE

Children are taught a range of gymnastic skills, giving them the opportunity to practise and develop them, before putting them into a routine. A number of pupils enter the local gymnastic competition and several have gone on to join local clubs and compete nationally. A variety of and range  of  dance opportunities from Zumba to maypole dancing are provided with pupils learning and performing.

Working together to create our own dance.

 

Class 4 developing their group dance routine in PE.

 

ATHLETICS & OUTDOOR AND ADVENTURE

Children work on their individual skills in athletics, including running, jumping, throwing and catching. year 5 and 6 take part in the local orienteering competition. A number of pupils are involved in the local schools cross country league.

Our popular residential for year 5 and 6 includes: canoeing, bridge building, designing land buggies and the high rope course.

Typical achievement in EYFS

Pupils achieving typically will, by the end of foundation, with increasing independence, knowledge and understanding be able to:

 Games

• Throw underarm.

• Hit a large ball with a bat.

• Move and stop safely.

• Throw and catch with both hands.

• Throw and kick in different ways.

 

Gymnastics

• Curl, tense, stretch and relax.

• Travel and balance with some control.

  • Copy sequences and repeat them.

• Roll, curl, travel and balance in different ways

 

Dance

•       Move to music.

•       Copy dance moves.

•       Perform my own dance moves.

•       Make up a short dance.

•             Move safely in a space

General / Heathy lifestyle

•  Copy and repeat actions and skills.

•  Move with control and care.

•  Use equipment safely.

•  Follow simple rules

•  Enquire and create

  • Choose to be active

 

Typical Achievement in KS1

Pupils achieving typically will, by the end of key stage 1, with increasing independence, knowledge and understanding be able to:

Games

Use hitting, kicking and/or rolling in a game.

Decide the best space to be in during a game.

Use one tactic in a game.

Follow rules.

Gymnastics

Plan and perform a sequence of movements.

Improve my sequence based on feedback.

Think of more than one way to create a sequence which follows some ‘rules’.

Work on my own and with a partner.

 

Dance

Change rhythm, speed, level and direction in my dance.

Dance with control and coordination.

Make a sequence by linking sections together.

Use dance to show a mood or feeling.

General / Heathy lifestyle

Copy and remember actions.

Talk about what is different from what i did and what someone else did.

Evaluate and improve

Create rules

Explain simply the importance of an active life style

Express preferences and interests

Choose to be active

Typical Achievement in KS2

Pupils achieving typically will, by the end key stage 2, with increasing independence, knowledge and understanding be able to

Games

  • Gain possession by working a team.
  • Pass in different ways.
  • Use forehand and backhand with a racket.
  • Field.
  • I choose a tactic for defending and attacking.
  • Use a number of techniques to pass, dribble and shoot.
  • Play to agreed rules.
  • Explain rules.
  • Umpire.
  • Make a team and communicate plan.
  • Lead others in a game situation.

Gymnastics

  • Make complex extended sequences.
  • Combine action, balance and shape.
  • Perform consistently to different audiences.
  • Combine my own work with that of others.
  • Link sequences to specific timings.

Dance

  • Compose my own dances in a creative way.
  • Develop sequences in a specific style.
  • Perform to an accompaniment.
  • Choose my own music and style.
  • Show clarity, fluency, accuracy and consistency.
  •  

Athletics

  • Control  taking off and landing.
  • Throw with accuracy.
  • Combine running and jumping.
  • Demonstrate stamina.

Outdoor and adventurous

  • follow a map in an unknown location.
  • use clues and a compass to navigate a route.
  • change my route to overcome a problem.
  • use new information to change my route.
  • plan a route and a series of clues for someone else.
  • plan with others taking account of safety and danger.

Swimming

  • Swim  at least 25m in several stokes

General/ Heathy lifestyle 

  • Take on a leadership role
  • Act as a role model for younger pupils
  • Give feedback to others
  • Act a as coach
  • Evaluate and improve, working in group or with a partner to develop ideas
  • Create rules and games
  • Know the importance of 60 a day
  • Act on feedback
  • Choose to be active
  • Participate in competition