PHYSICAL EDUCATION POLICY

Transcription

1 Whitstable Junior School PHYSICAL EDUCATION POLICY WRITTEN: ACCEPTED BY SCHOOL GOVERNORS: DOCUMENT REVIEW DATE OF REVIEW: October 2016 STAFF RESPONSIBLE: Tom Tsangarides REPORT TO: Governors

2 Whitstable Junior School Policy for Physical Education Introduction Physical education provides a unique learning opportunity. It develops pupils physical competence and confidence through physical activity. It promotes pupils understanding of physical development and their body in action. Physical education provides the skills for pupils to use their body efficiently and effectively and promotes the importance of active, fit and healthy lifestyles. Pupils learn to think creatively and to work both individually and collectively to make decisions and solve problems. Physical education, experienced in a safe and supportive environment using a variety of teaching and learning styles, makes an important contribution to a pupil s physical and emotional wellbeing. Whitstable Juniors is a member of Herne Bay SSP which ensures we are constantly updating changes in PE & Sport and regularly have training provided by them for our staff. We also belong to Herne Bay Games Partnership to allow our children to have wide range of competitive opportunities. Aims Whitstable Junior School aims to teach children to become physically educated by giving them opportunities to: Explore, acquire and develop physical and cognitive skills and competencies. Select and apply their skills, tactics and compositional ideas in a variety of physical contexts. Analyse and evaluate their own and others performance to lead to improvement both in physical and cognitive abilities. Develop their understanding of the importance of physical activity and a fit and healthy lifestyle. Develop problem solving skills and interpersonal skills, which will have much wider application. Develop, recognise and ensure safe practice. Develop positive attitudes. Learning outcomes: The outcomes are derived from the aims and will guide the planning process. They will form the basis for assessment of the pupils and evaluation. Pupils will have access to a broad and balanced PE curriculum through which they will have opportunity to develop their knowledge skills and understanding.

3 Explore, acquire and develop physical and cognitive skills and competencies: Pupils demonstrate a range of skills. They are able to consolidate existing skills and gain new ones. They show increasing control and co-ordination leading to consistency and quality. Select and apply their skills, tactics and compositional ideas in a variety of physical contexts: Pupils are increasingly able to plan and adapt activities both individually and when working with others. They are able to use strategies and tactics and improve their understanding of composition in a variety of situations. They will begin to develop their understanding of some of the principles underpinning their performance and are able to transfer some basic skills and understanding from one activity to another. They are able to apply rules and conventions appropriate for the activity. Analyse and evaluate their own and others performance to lead to improvement both in physical and cognitive abilities: Pupils understand what constitutes an effective performance. They are able to suggest improvements and comment constructively on their own and others performance. Develop their understanding of the importance of physical activity and a fit and healthy lifestyle: Understanding the effects of exercise on the body in the short term. Understand the importance of warming up and preparing appropriately for a variety of activities. Selecting and engaging in regular physical activity. Understand why physical activity is good for their health and well being. Being aware of opportunities both in school and in local clubs and the community which cater for primary age children. Develop problem solving skills and interpersonal skills, which will have a much wider application: Pupils are able to think imaginatively and demonstrate creativity in their work. They are able to work individually and with others to resolve problems. They are able to express opinions and begin to appreciate the opinions of others. They are developing leadership skills.

4 Develop, recognise and ensure safe practice: Understand the importance of wearing the appropriate clothing for the activity. Know the importance of basic hygiene practices with regard to their health and safety in PE and sport. Pupils are aware of others and their space and how they can move and work both personally and in relation to their environment and others. They are able to articulate key features of safe practice. Develop positive attitudes: Pupils exhibit personal qualities such as perseverance, self-worth and wellbeing. They understand the importance of fair play and the etiquette associated with sport. They are able to meet appropriate challenges and work through solutions. They are increasing in confidence in their approach to physical activity. Principles of Learning, Teaching and Inclusion Teachers will adopt a range of teaching styles in order to engage all pupils in the learning. The national curriculum is the starting point for planning the curriculum to meet the needs of the pupils. In planning the curriculum regard will be given to the following principles: Setting suitable learning challenges: Aim to give every pupil the opportunity to experience success in learning and to achieve high standards. Take a flexible approach taking into account any gaps of learning and to meet individual needs. Responding to pupils diverse learning needs: Teachers will set high expectations and provide all pupils with opportunities to achieve. Teachers will be aware that pupils bring with them a range of experiences and take these into account when planning the curriculum.

5 Overcoming potential barriers to learning: In PE the barriers to learning can range from physical capabilities to issues around changing, difficulties with language and comprehension or attitude and expectation. These things might act as barriers for a few or many pupils they must be addressed through appropriate planning and differentiation. Equal opportunities: All pupils have the right to access, take part and succeed in PE and sport. All pupils regardless of race, culture, gender, sexuality, physical activity or learning disability, social origins or physical stature are entitled to be included and achieve. Every pupil has an entitlement to a broad and balanced curriculum, equal curriculum time, access to extra curricular activities and use of resources and facilities. Whitstable Schools policy is to enable all pupils to experience success. Sensitive and informed grouping of pupils, for example, mentor, ability, social and random groupings will ensure all pupils will contribute, be actively and physically involved and be challenged appropriately. Resources and facilities will also support children s age, stage and ability. : Additional Educational Needs: Pupils with additional educational needs will be entitled to the same access to physical education and sport as their peers. In planning lessons teachers will identify challenge for all pupils, modifying and adapting the task and/or equipment to include all pupils. When planning for children with special needs, teachers realise that it is important to examine both the content and the methods of the PE programme, so that each child can gain the maximum benefit. Teachers plan positively for these children by: identifying their need; gathering background information; establishing objectives; keeping records as necessary; emphasising ability not disability. Gifted and talented: For pupils whose abilities exceed the expected levels of attainment, teachers will plan suitably challenging work. Teachers may draw on work from later key stages to provide extension work and giving greater depth or breadth of knowledge, skills and understanding. Where a child has a particular ability in

6 one sport at will be necessary to work with parents and coaches and to identify a mentor for the pupil in school to help the child manage the sporting and academic studies. Guidance for gifted and talented can be sought from the PE subject leader. Key skills: PE offers an additional dimension to the whole school curriculum and the wider life of the school. PE has particular links with health education, personal and social education, citizenship, and key skills (including literacy, numeracy, ICT, language and communication skills and working with others). The dance element of the physical education curriculum will also enhance and enrich, complement and intensify experiences within the arts curriculum and across the school. Teachers will give pupils the opportunity to make the connections and develop these key skills through their work in PE. Continuity and progression: The curriculum offered in PE will provide a framework for progression taking account of pupil s needs and abilities. Assessment Recording and Reporting The subject leader and PE Advisor Will provide strategic direction and development of physical education. Engage in schemes/coaches to help develop ideas and confidence for your staff Ensure that the policies and plans reflect the ethos of the school. Is responsible for developing a long-term curriculum plan based on the national curriculum programmes of study. Support other staff to develop and build their confidence in teaching PE Will evaluate the effectiveness of the physical education curriculum. Attend meetings each term to develop community links with other schools and enable the participation of our pupils in district tournaments and events. Attend any training from HERNE BAY SSP & disseminate any information to the rest of the staff

7 Will secure and sustain effective teaching of PE and evaluate the standards of learning and achievement: Will monitor standards of teaching and learning using a range of strategies including lesson observation, reviewing planning, and talking with staff and pupils. Will ensure curriculum coverage, continuity and progression, taking into account the needs of all pupils. Ensure that teachers are clear about teaching objectives in lessons and can communicate this to pupils. Set expectations and targets for staff and pupils in relation to standards of achievement and the quality of teaching. Develop effective links with parents and the local community in order to extend and enhance the understanding and development of the subject. Will lead and manage staff: Help staff to build constructive working relationships when working in PE and sport. Liase with other curriculum co-ordinators re cross-curricular activities for example Sports Activity Events. Support staff to evaluate and develop their practice. Lead professional development of the subject and help to identify opportunities for continuing professional development to meet the needs of staff and the school. Support trainees and newly qualified teachers to develop their understanding and practice in PE. Will ensure that staff and governors are informed and involved in developments, policies, plans and priorities and the success in meeting these. Will identify and support efficient and effective deployment of staff and resources: Will establish staff and resource needs. Review the needs of physical education in terms of delivery, staff training and resources to keep the subject in line with any National or County Changes. Will have a PE development plan, which will support the school development plan. Communicate with sporting organisations and other schools Ensure the effective management and organisation of learning resources. Support the development of the learning environment to create a stimulating climate for teaching and learning. Work to ensure that there is safe practice and that risks are assessed and managed

8 Health and Safety: It is essential to secure safe practice and to ensure that all routine procedures are agreed and consistently adhered to by all staff. These procedures will include, organisation within the lesson as well as before and after the lesson when changing and moving to and from the working area; pupils kit and equipment, resources including storage and safety, pupils responsibilities and management of safe practice and the withdrawal of pupils. It is essential that pupils are taught skills and operates within appropriate ground rules to enable them to participate safely and confidently within PE. Pupils are expected to work in a safe manner and know what this means. All staff will plan their work with the safety of pupils in mind and support can be sought from the subject leader to ensure that this is the case and that risks have been assessed and are managed effectively. The PE leader will ensure all outside agencies are appropriately qualified, risk assessed, mentored and that communication between outside agencies and school staff is clear. Clothing The school PE kit should consist of a sweatshirt and polo shirt in house colours, white shorts, black tracksuit bottoms (for cold weather games), trainers and / or plimsolls. All children must change completely for PE and on the completion of the lesson return to their normal uniform. Outdoor Games: Children should wear full PE kit and be encouraged to wear trainers, as these provide suitable support for the feet during high impact activities. Gym / Dance activities: In gymnastics or dance lessons all children should have bare feet. Plimsolls will be permitted for children with medical circumstances. No trainers should be worn. Children should only wear shorts and a polo shirt (tucked in), so that bare arms and legs can grip the apparatus. There are to be no variations on this for health and safety reasons. Jewellery and piercings: All jewellery and watches must be removed for all physical activities. Ear studs should be removed and replaced by the child and stored at their own risk. Where studs cannot be removed they should be made safe in accordance with the BALPE health and safety document. After a six week period of having ears pierced the child MUST then start to remove them. Hair: All long hair must be tied back during physical activity.

9 Nails: Nails should be short and pose no threat to the safety of other pupils. Staff: The teacher should be suitable clothed and shod (In a PE kit) to set a good example to the pupils and to enable them to respond to an emergency situations quickly. Teacher jewellery etc shouldn t pose any potential danger to pupils. Emergency Procedures Teachers should be able to perform cardiopulmonary and expired air resuscitation and be aware of basic first aid to enable them to deal with fractures, shock, bruises, grazes, bleeding, hypothermia, overheating, stings and bites. They should be able to decide whether to move an injured pupil or not. First Aid qualifications are regularly renewed for all staff using staff development days and it is the responsibility of the individual to ensure that they are still familiar with basic First Aid techniques. There should always be a qualified First Aider on premises. Children injured in PE should be accompanied to the medical room for treatment and the accompanying child to return to the teacher to inform them of their being safely received. Parents should be notified of any head or serious injuries. When the injured child is unable to be moved two children should be sent to the office indicating that there is an emergency. The office should send assistance to supervise the class and call emergency services if appropriate. When visiting other establishments (swimming pool etc.) the teacher should familiarise themselves with the emergency procedures in existence. A mobile phone is available for use on outdoor visits and should be taken in the case of an emergency. Please also seek guidance for outdoor visits from the appropriate outdoor visits policy. Swimming Whenever there are children in the water there must be a minimum of two adults present one of these being the class teacher. The leader of the lesson must be appropriately trained and have the following qualifications for a shallow water pool: In a shallow water pool or where there is a specialist swimming teacher the class teacher must be able to affect a rescue from the bottom of the deepest part of the pool in which they are teaching. They will also have to have attended within the previous two years:-

10 1. An ASA National Curriculum Training Programme Module 1- extending to Module 2 within two years of initial training. 2. STA National Rescue Standard (NaRS) Pool Safety Award. Any other AOTTs (Adults Other Than Teachers in our case parent helpers) should have no part in the delivery of a swimming lesson unless they have been trained (see guidelines). Their sole function should be that of a supervisor for behaviour and changing. One adult must be present on the side who is able to carry out a rescue and administer cardiopulmonary resuscitation. Another adult must also be present to supervise children not in the pool and also when changing (see guideline above). The teacher must be able to see all pupils and the bottom of the pool throughout the lesson. If for any reason the pool is deemed to be unsafe eg cloudy / excess chlorine then children should not swim and the office should be contacted immediately. (Please note; excess chlorine cannot be detected by smell however it will be red streaming eyes etc) There should be a maximum of 20 children in the pool at any one time. A teacher should not enter the water if this leaves no supervising adult on the poolside, except when executing a rescue or demonstrating when the rest of the class is assembled on the side. Pupils should report any mishap to the teacher and should work in pairs to monitor each others well being. The class should be counted before and after the lesson. Changing rooms must be adequately supervised. An emergency drill to evacuate the pool should be established- one blow on the whistle means stop and listen, three continuous blows on the whistle means everybody leave the water. Goggles are allowed for children whose eyes are affected by the chemicals. However these must be made of shatter resistant plastic. No running or eating should be allowed around the poolside. Children with long hair should wear a bathing cap or tied into a tight bun on top of their head. No jewellery should be worn at any time. Refer to BALPE for any religious variations to this. Diving is not permitted in Whitstable Junior School pool. No sharp objects, coins etc should be thrown into the pool. Only equipment in the pool box is permitted. Any faults/problems with the pool should be reported to the school office. Children should wear appropriate swimwear. Boys = Swim shorts / trunks. Girls = Full swimming costume. No use of aerosol deodorants is permitted. All teachers and adult helpers should be aware safety procedures set out in this policy and the pool health and safety document. A walkie talkie must be taken into the pool so that quick contact can be made with the school office.

11 Wet Weather Alternatives When an outdoor PE lesson is planned but the conditions are unsuitable for it to take place an alternative indoor activity should be undertaken. Hall time is available for this. In case of situations that prevent this here is a list ideas that might help. Speed stacks Circuit training Wake & shake up Sports quizzes Rules and tactics Design your own fitness diary Sports across the world Design your own game Design suitable sports clothing, a new PE kit etc. Keeping of a PE record book Children Temporarily Unable to Participate in PE In some cases, children with injuries or medical conditions will be unable to participate in physical education. A note from a parent, guardian or doctor is required for a child not to participate. Those not participating should be taken along with the class and used as observers, Can you tell us who has done the best roll? etc. This helps them to feel involved in the lesson and they are still visually observing what is being taught. They can also be used as additional teachers, score keepers, judges etc. Children should never be removed for a whole lesson due to bad behaviour on a previous occasion. If a child shows behaviour that is potentially dangerous or disruptive then the time out system should be used. If this behaviour persists then extra assistance should be requested for dealing with that pupil during PE. Children who have forgotten kit should not be allowed to continually miss PE. A selection of kit should be made available in the year group for these children. The parent of any child that persistently does not have his/her PE kit should be contacted using the standard letter available at the office. Extra Curricular Activities A range of sporting activities are provided outside of the directed school day. These take the form of clubs and teams that are either aimed at a range of abilities and serve the purpose of furthering an individual s interest and enjoyment in PE, or at a specific group of physically able children who wish to further their skills through competition as part of a team against other local schools. The availability of such clubs fluctuates depending on the interests of the staff.

12 We feel that competitions against other teams, within the school and inter-school, lead to the development of team spirit and enable children to learn the useful lessons associated with winning and losing. Our membership of the Herne Bay School Games Partnership keeps us informed about the wide variety of sports events being held in the area. We, as teachers, have opportunities to build upon our skills from a PE advisor working with our school one day per week. This has been funded using our sports premium money. We aim to provide each year group with at least one interschool competition per year and one intra school competition per year. A register of children attending after school clubs should be taken for health and safety reasons. Examples of these are available from the PE coordinator/ school office. Sports Premium Funding In September 2013 the school was given School Sports Premium Funding. The Government recommendations for these are as follows: Funding to be spend on schools to have impact on the following: The increase in participation rates in such activities as games, gymnastics, dance, swimming, and athletics. Improvement of high quality PE and sports provision How much more inclusive the PE has become The growth in the range of provisional and sporting activities The increase and success in competitive school sports Links with other subjects that contribute to pupils overall achievement and grater social, spiritual, moral and cultural skills. A greater awareness amongst pupils about the danger of obesity smoking and other such activities that undermine health Other aims for PE with use of Sports Premium Money. These will be reported on at the every two terms and then a final report at the end of the year. We will also publish this on our website/newsletter. Review The co-ordinator, in consultation with the Head teacher and staff, reviews and evaluates all aspects of PE in the school within an annual action plan. This plan is used as the basis for the development of PE within the School Development Plan. Conclusion This document outlines the school s current policies regarding the teaching and organisation of PE activities and events. It emphasises the importance of PE to the school environment and in the development of all pupils. The policies and procedures are updated on a regular basis to ensure the continuing effectiveness of all PE activities at the school.

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