FAIRLOP PRIMARY SCHOOL PE POLICY

Transcription

1 FAIRLOP PRIMARY SCHOOL PE POLICY Agreed by Governors 4 th December 2014

2 PE Policy At Fairlop Primary School we ensure a well-balanced, enjoyable and inspiring PE curriculum which encourages children to become physically active, boosts their confidence and provides them with life-skills. All pupils at Fairlop receive a minimum of 2 hours per week of quality PE using a variety of equipment and resources. They experience a broad range of sporting opportunities in which they can develop skills and excel in activities which are challenging and inclusive of all abilities. We value sporting excellence and cater for talented individuals as well as encouraging all children to be active and make healthy choices. We offer a variety of competition opportunities throughout the year, both within school and against other schools. These competitions encourage children to develop values such as fairness, respect, teamwork, co-operation and self-esteem. There are also opportunities for children to lead, manage and officiate in school games activities. Sport has a high profile in displays, assemblies and the general life of the school. We promote and encourage greater awareness of healthy activities amongst pupils and their families and this has a positive impact on general well-being and academic success, providing the foundations for a healthy active lifestyle. We aim to link exercise and diet to promote healthy lifestyles and to think continually of ways to improve the provision of health related topics at Fairlop. We encourage children to participate fully and develop a lifelong love of physical activity, sport and exercise. AIMS To acquire and develop: Physical literacy Good posture Balance Co-ordination Flexibility Agility Control Accuracy Alertness Strength Stamina Discipline Resilience Endurance Perseverance Spatial awareness Communication skills Skills which can adapt to a game situation. The ability to sequence movements and actions Self confidence

3 To encourage: Participation in a wide range of sports Creativity Imagination and aesthetic awareness Compositional ideas Appreciation of performance The ability to evaluate constructively with a view to enhancing performance. To increase: Games understanding Tactical awareness To provide opportunities to: Work independently and co-operatively Plan, compose, practise, improve and remember Observe, describe and refine actions. Select and apply skills Sequence movements and link actions To promote and instil: Confidence An understanding of own capabilities General points for PE For all pupils a minimum of 2 hours PE per week at least, including 1 inside session and 1 out. KIT pupils must have a PE kit in school consisting of:- Black shorts, white/or Fairlop top, plimsoles/trainers (footwear must be changed). A tracksuit or jogging bottoms/sweat top any colour to put on for when on doing outdoor games. (see School Prospectus). Bare feet for gymnastics and most dance NO SOCKS WITHOUT SHOES Long hair secured back. (Parents should supply hair ties). Hats for swimming, plus 1 piece swimming costumes for girls and swimming shorts for boys. (not beach style) Children can wear full body suits for swimming if preferred. If need to cover limbs in PE, girls can wear longer bicycle shorts. Jewellery must be removed or taped/covered with a sweatband if it won t come off. If jewellery is to stay on a letter is required from parents authorising this. Jewellery box must be sent to office during lessons for security. (N.B parents are advised that jewellery, other than watches should not be worn in school. While staff will do their best to ensure removed jewellery is kept safe no responsibility can be taken for any loss.) Children are to keep named PE clothing in school at all times. Spares sets of kit are kept with the office staff. These must be signed out and returned directly after the lesson. Procedure for non-participants: If a child persistently has incorrect or no kit, the teacher is to see the parents. It this persists, then a letter should be sent home and PE co-ordinator and head teacher should become involved.

4 Non participants should have activities provided. They should be given work to do relating to the lesson; peer assessment activities, posters to design, sporting books to look at (kept in the top hall cupboards), work cards; stacking cups; year 5 and 6 have non participation sheets to fill in. Under certain circumstances kit may be loaned to disadvantaged pupils. School kit is provided for team events and competitions. This is kept in the cupboards outside the office and must be signed out and in on return. The signing in/out book is kept in the office. Parents should wash and return kit immediately after use. Suitable clothing is essential for safety and hygiene considerations. Teachers must wear appropriate footwear for PE lessons and encourage children to change very quickly and quietly. Wet weather activities: Teachers will move session to a different day/time for that week or complete activities in the classroom e.g. keep fit, Take 10, chairobics stacking ups, sports posters, games tactics (CCP on desktop for yrs 4,5, and 6); PE journals, health related activities; planning games. RESOURCES: The PE co-ordinator is responsible for purchasing and monitoring PE equipment. Shed keys are kept in the office. The PE co-ordinator and Site Managers have spare sets. 2 sheds Shed 1 (Key Stage 2) cones, bands, tennis, cricket, rounder s, netball, golf, hockey, tag rugby, football, basketball equipment, slalom poles, relay batons, Shed 2: (Key Stage 1 and 2) a variety of balls, bats, targets, hurdles, hoops, missiles, skipping ropes, table tennis equipment, pom-poms, goals. Top hall cupboards: some indoor resources e.g. skipping ropes, ribbons, circus skills (including diablos, spinning plates, juggling balls, dance props, balls, indoor balls, pomp oms, bean bags, hurdles, soft quoits, scarves, table tennis equipment and badminton equipment, clipboards, books, sweatbands, stop watches, pedometers. Boxes on wheels: balls and ladders. Laminated cards to help with gym, dance ideas cards and prompts and multi-skills, visual aids including flip-charts and posters. (In plastic wallets on wall. Also stored on PE desktop in PE room.) Vocabulary ideas for dance and gymnastics are displayed on the walls in the top hall along with idea banks and stimuli. CDs for warm ups and lessons. (In CD rack on wall). Whiteboard on wall for learning objective and key words. Staffroom PE cupboard (resources for teachers, planning materials). Lower Hall resources to be developed (2015). Noticeboards are situated in the sports corridor where there are displays of photographs, event booklets, club information and material promoting health and exercise and a school games board. The playgrounds have grid markings to help with the organisation of groups in PE

5 SCHEMES: A variety of schemes of work are available for teachers to refer to, including commercially produced resources such as: LCP (all key stages) Matalan (Key Stage 2) Buda (Key Stage 1) (To be implemented 2014/15) Val Sabin, Enfield/Durham Schemes of Work. Various other schemes of work are available for teachers to refer to. These are kept in the PE planning cupboard in the staffroom. There are also skeleton PE plans available to print off and adapt to a particular class or group. (These are on the PE desktop and in the PE planning section on db). TERMLY TOPICS OVERVIEW Refer to creative curriculum PE skills and overview. Take 10 All classes must do a short daily 5/10 minute exercise session (The children are renaming this something more personal to Fairlop at present). Stacking Cups Stacking cups 5 sets per classroom. Termly competition. Big bag of stacking cups kept in staffroom. This contains enough sets for a class to have a set each. This must be returned intact after use. Children must be given opportunities to use stacking cups regularly as there is a proven link to improved memory, attention span and concentration. Fitness Units take place in September and after Christmas. These involve working or improving performance, stamina etc. in a range of activities and recording personal results. Games (Including net and wall, striking and fielding and invasion games; athletics and multi-skills take place throughout the year mainly outdoors) In Key Stage 1, children experience lots of equipment, exploring ways of using it and practising skills at a variety of activity stations. Years 3 & 4 explore and develop skills at stations with small sided activity station drills and games in which to practise skills. Gymnastics Generally takes place in the first half of the autumn and spring terms. Dance This generally takes place after half term and can adapt to available space (i.e. hall, classroom, outside). This is to accommodate productions in the top hall. Children experience a variety of dance styles, sometimes connected with a cross curricular topic although not always. Children are given opportunities to learn styles copy movements, choreograph their own moves, perform and generally enjoy dancing. See planning overview grid for more details. Swimming The school is committed to encouraging pupils to learn to swim 25 metres before they leave Fairlop. Provision is made for all year 4 classes to attend swimming lessons for one term of weekly 30 minute lesson which aim for pupils to swim at least 25 metres competently.

6 Information is kept on Tracker and top-up sessions are offered in subsequent years whenever possible. Outdoor and adventurous activities Year 6 children visiting Glasbury Outdoor Education Centre experience outdoor and adventurous activities. Non Glasbury children experience additional activities either at Fairlop or a visit. At the end of the summer Term Key Stage 2 children are provided with school based team building activities, challenges, adventure days and orienteering etc. Key Stage 1 children are provided with soft play experiences, obstacle races and class co-operation games. WARMING UP: Aim: To instil in the children the importance of warming up, preparation, recovery and cool down. Children need to recognise the effects of exercise on the body and develop an understanding of the value of those effects. All sessions must start with an intense warm up either led by the teacher or children. Children can do the warm up to the whole class or, in small groups. Warm ups should start with vigorous aerobic exercises to increase heart rate and build up stamina and strength by encouraging the children to participate in sustained periods of physical activity. All lessons should end with a cool down to stop the build-up of lactic acid. ASSESSMENT: Teacher assessment, self-assessment and peer assessment are part of a continual process which is conducive to progression. Teacher to note down particularly skilful or unco-ordinated children during course of lesson. During lesson teacher can use sports tablet to film and playback to children. This can be a help when showing children good skills or helping to refine their movements. Teachers question children during the lessons and give them feedback on how to improve. Teachers should always have a clipboard or notepad and pen and annotate lesson plans with notes about children s progress during the lesson. These comments help with reports but, more importantly, help with planning how the next session could develop so that each lesson builds on the previous one and the children progress. Older children to jot down how lesson went for them what they found easy or challenging, what they enjoyed or did not enjoy etc. The can use postit notes, PE journals or log books. This can easily be done while they are changing. Photos and videos are important as part of the assessment process. When assessing their peers, children are encouraged to be specific rather than vague. Teachers should ask children to look closely for certain skills/elements e.g. use of levels, position of arms etc. Children should be encouraged to use specific vocabulary to describe actions and explain why work was good and what else should improve it. As a result of assessment, information is gathered for use in planning and to highlight children who need further interventions or support to master certain skills or extra challenges.

7 At the end of each year, information should be passed to the next teacher, highlighting children who have poor co-ordination etc., those who have achieved an expected level of ability and those of high ability. SAFETY: Carrying Equipment: Photographs in hall of children carrying equipment safely. LCP (on desktop) has ideas of children carrying equipment. These could be shown to the class when they are changing to remind them. Children must be taught how to set out, handle, use, carry, position and put away apparatus, equipment correctly and lifting techniques. Teacher to supervise and check. Mats in the upstairs hall are kept in 3 areas to help when setting up. Mats MUST NOT be dragged. Mats should be used when children might get disorientated, e.g. using a pole for rotation, otherwise they are used for rolling purposes. Teachers must check apparatus and check equipment and working environment before every use. Faulty equipment must be clearly labelled DAMAGED NOT TO BE USED OR REMOVED. No socks without shoes. No jewellery (newly pierced ears must be covered with micro porous tape). Equipment must be moved and stored in a safe manner. Teachers are to ensure that apparatus and equipment is returned to its proper storage place after each session. Shin pads are essential for hockey and football matches but not for skills sessions. Mouth guards are essential for hockey matches. Medication and a first aid kit should be taken on sporting trips and a risk assessment completed. Parents are to sign a code of conduct if watching sporting (football) matches. Where parental help is needed for transport the appropriate forms must be signed. (see office) Children are made aware of safety aspects and safe responses to challenging tasks are ensured. LEARNING OBJECTIVE: Learning objectives and expectations are to be made clear to the children at beginning of lesson when changing. LCP and Matalan videos can be shown while changing these demonstrate skills and games. There is a small board on the wall in the top hall which can be used for key phrases and questions. DIFFERENTIATION: Activities are made more challenging or easier accordingly, (e.g. varying the task or modifying the size of the equipment and difficulty of skill). Children are constantly challenged to beat their own score and achieve success at whatever level. Generally, high ability children work together. This challenges them and is conducive to good behaviour. Less able children are thus given more opportunities to participate, being able to take smaller steps to achieve goals and consolidate learning.

8 Years 5 and 6 are in ability groupings for much of the year. They may also be in gender groups where appropriate for the cohort. This challenges and extends high ability children and increases the confidence of the others, thus enabling all children to discover and develop their potential. Therefore, activities are inclusive, standards achieved are high and tasks are stimulating and challenging. PROGRESSION; Progression is vital. Children are constantly challenged to beat their own score and achieve personal bests and targets. Teachers use feedback from the children to plan the subsequent sessions. Lessons build on what pupils, of all abilities, already know and what they need to do to improve. GENERAL POINTS: Gym and dance: Teachers should encourage the children to move as soon as they enter the hall. Teachers should use a variety of themes, music and stimuli for dance, not always concentrated to a topic. Music can be used for dance, gymnastics and multi-skills if desired. Avoid queues approach apparatus from all angles. - Set out equipment so that children can get to it easily without wasting time and think of quick ways to give out equipment. Generally, each lesson should give the children a chance to practise individual skills, work with a partner and in small groups. Teachers should provide sufficient time for children to improve, develop ideas, consolidate skills and face challenges. The children should experience practising skills in drills, unopposed; then be challenged by repeating them at pace before facing opposition and using the skills to play small sided games. This should give a sense of involvement and success. Children are encouraged to take part in high intensity, vigorous activity for sustained periods of time. Teachers should provide good demonstrations using themselves, children or videos. Teachers should have high expectations in terms of kit, effort and performance. EXTRA CURRICULAR ACTIVITIES: There is a well-established varied programme of extra-curricular sessions providing an array of enhancement activities before school, after school and at lunch and break times. A range of sports is available to all children to encourage them to engage in physical play. Some are led by teachers, midday assistants, teaching assistants and visiting coaches. Many are led by children who organise informal games and sporting challenges. CLUB PROVISION: Clubs are provided to enable children to participate in a variety of sports. Many are set up in a direct response to children s requests/needs. Each club has a register so that attendance can be monitored. There are clubs to cater for all abilities, from ability challenges provided for SEN children (with ideas put forward by organised Sports Committee) to intensive training for events. Sports Committee members run clubs, maintain equipment; help with displays and reports, developing their own leadership skills. Progression is very important in the clubs and to ensure that clubs have a long lasting impact, we have strong links to clubs in the community and governing bodies.

9 We encourage children to join local clubs to extend their training. SPORTSMARK AWARD Fairlop applied for the Gold Sports Kitemark from the Youth Sport Trust in 2013 and was the only Primary School in Redbridge to be awarded creditation at the Gold level. Nationally Fairlop was one of only 85 schools to receive the Gold Award. This award, applied for annually in September, has been rewarded for COMPETITIONS: At Fairlop, we are always looking to maintain and increase the provision of competitive opportunities for all children, leading to a sense of achievement and higher levels of participation. Intra competitions are held once a month. We enter all inter competitions, festivals and tournaments open to us and regularly compete against other schools. Effort as well as achievement in competitions is celebrated in whole school assembly. Success/achievement is reported in newsletters/website and on in-school video screens. EVENTS; We promote events (e.g. Jump for Heat) and keep up continued involvement in schemes encouraging health and exercise (e.g. Healthy Schools, Walk to School, Change 4 Life and Youth Sport Trust, Active Mark.) We like to involve children, parents and the local community in these events.