Vision
We aspire for children to develop a genuine enjoyment of sport that lasts well into adulthood, understanding the importance of exercise for their bodies, a balanced diet, and maintaining a healthy and active lifestyle.
Intent
At Springfield, we conducted a review and audit of the curriculum we offer to the children. This process involved examining the best available research and information on how children learn most effectively, specifically in the subject of PE. As a school, we have determined that our definition of learning involves a change in long-term memory. This means that the way we implement our curriculum maps includes repetitive teaching of key concepts in PE. Each unit incorporates practice, retrieval, and reinforcement of these concepts to ensure knowledge is retained in long-term memory. We have identified key concepts from the National Curriculum that children need to master in PE. These underpin a progressive curriculum map that delineates clear end points for every year group and provides greater depth for our more able children.
As part of our school’s intent, we strive to instil the Youth Sport Trust characteristics. These characteristics are included in our PE progression planning documents, with each learning objective linked to key traits such as self-discipline, resilience, and encouragement. These are not only essential skills for sport but also for life, and we hope they can be applied into adulthood.
The intent behind PE is also to contribute to the cultural capital for our children in terms of the knowledge and skills they need to become successful children and thrive in wider life. Cultural capital in PE has been identified in areas of knowledge that are useful to our lives. We recognise that powerful knowledge will provide children with a distinct advantage. PE will help our children mature into socially responsible adults capable of making a positive impact in today’s ever-changing society, whether voluntarily, in employment, through further training, or higher education. In PE, we seek to enhance children’s learning experiences through competitions and festivals accessible to all children. These events are organised by Burnley Schools Sports Partnership, which holds a variety of events catering to all children, providing opportunities for our children to represent the school.
Implementation
We follow the Lancashire P.E. scheme of work, which offers well-planned sequences of learning that fulfil every aspect of the National Curriculum while providing regular assessment opportunities and embedding core sporting values such as resilience and respect.
All areas of the curriculum employ a spiral approach to learning, where concepts are revisited every year or every other year. The only exceptions to this approach are during the Early Years Foundation Stage (EYFS) and Key Stage One (KS1), where the ten fundamental skills are continuously practised and refined. In EYFS, children regularly practise the five Fundamental Movement Skills, with activities adapted using the STEP approach (Space, Task, Equipment, and People). As they enter the final half-term (Summer Two), the children who are ready will also practise some of the ten Fundamental Movement Skills. Moving into KS1, the number of skills increases from five to ten, with children practising and refining these through various activities, games, and tasks based on the Fundamental Movement Skills.
The P.E. Passport App is used to support the planning, assessment, and delivery of the P.E. curriculum. Teaching sequences or chosen topics within lessons across year groups have been carefully considered and mapped out. This ensures that all children gain a wide coverage of skills and access a variety of physical activities, allowing for clear progression throughout the school.
Pupils participate in two high-quality P.E. lessons weekly, covering two sporting units each half term. Children are encouraged to engage in various extracurricular activities on four of the five school days, such as mindfulness/yoga, striking and fielding games, football, and invasion games. Daily lunchtime sporting activities and daily movement breaks facilitate practice and skill refinement.
Within PE lessons at Springfield, skilled professionals deliver well-structured sessions rooted in a high level of pedagogical knowledge, refined through CPD opportunities. Children benefit from scaffolded lessons, building upon prior skills and knowledge from previous learning, whether from the current unit or earlier ones linking to the same skillset. For our more skilled pupils, we encourage them to reflect on their learning and consider how they can challenge themselves through the use of STEP (Space, Task, Equipment, and People) – this introduces higher-level thinking in PE, as greater depth is not always acknowledged within the PE element of the National Curriculum.
The PE curriculum is designed to support all children, including those with Special Educational Needs and Disabilities (SEND) and English as an Additional Language (EAL) needs. The PE Passport has been created with all children in mind and includes a setting that allows for planning adaptations to cater to the individual needs of all children within the cohort or group.
Our careful curriculum design ensures that we build ample opportunities for repetition and practice for essential knowledge, skills, and understanding across every subject. This approach enables children to revisit previous learning, gradually developing a deeper understanding of skills and processes within subjects at their own pace, in the best manner for each individual child. The diverse range of experiences we offer supports and champions our culture, ensuring that our children benefit from a comprehensive array of academic, spiritual, moral, social, and cultural activities. These enriching activities cultivate pride in both their British values and the diverse society to which they belong and actively participate.
Children in Years 3, 4, and 5 have swimming lessons throughout the year (Year 5 in Autumn, Year 4 in Spring, and Year 3 in Summer), focusing on swimming skills and water safety, particularly concerning local canals and rivers.
In terms of staff continuous professional development (CPD), numerous training sessions or staff meetings have been organised over the past few years. These CPD opportunities will continue to be available to anyone interested. Recent CPD sessions include swimming training for two staff members, dance training from a lead professional at Lancashire County Council, and ongoing government updates shared by Burnley Sports Partnership, which keep Springfield informed about the legal aspects of PE (e.g., Sports Premium Funding). Links are made between P.E. and wider curriculum subjects where possible to ensure a holistic approach to learning.
Impact
We aim for all children to be engaged, motivated, and happy in Physical Education, securing age-related skills and knowledge before leaving school to prepare them for a healthy and active life. We also strive for knowledge of healthy competition, team building, and resilience.
The impact of our Physical Education curriculum is measured through learning walks, P.E. Passport scrutiny, data analysis, tracking, and pupil interviews.
Staff use the P.E. Passport App and Knowledge and Skills progression documents to activate prior knowledge and build on foundations that the children have already established. Throughout lessons, children actively participate in target setting and track progress, with staff offering live feedback and support. At Springfield CPS, we strive for inclusivity in Physical Education, accommodating children with differing abilities and making provision for those with special educational needs and disabilities (SEND) by implementing well-thought-out adaptations.
Improved skills and embedded high-quality teaching should result in higher participation levels in competitions. These events reinforce the sporting and character values integral to our P.E. lessons, ensuring that children leave primary school appreciating the importance of etiquette, teamwork, perseverance, respect, and acceptance.