P.E. Action Plan
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Government strategy priorities Priorities from internal audit |
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Strategy to meet School Priority |
Task and Baseline |
Timescale and Cost |
Outcome with success Criteria |
Lead Responsibility |
MONITORING EVALUATION |
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School priority 1. Provide more opportunities for physical movement for all pupils within and outside of lessons |
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Promote Activity in all other subjects
IMPACT Pupils will be more active everyday keeping them healthier and will have better wellbeing
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Ensure children are physically active in classroom lessons to promote healthy bodies and healthy minds
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Ongoing Sept 2025 |
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KH/Teachers |
Teacher feedback Target questioning Lesson observations. |
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Reintroduce fit for life for all classes every morning in the hall.
IMPACT More movement added into timetable Increased engagement and alertness in learning for up to 2 hours after high intensity work meaning pupils will show more progress |
Pupils have opportunity to engage in 10 mins vigorous exercise each morning, supported by whole school team. |
Ongoing Sept 2025 |
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KH / AH/ DT |
Teacher feedback Targeted questioning
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Develop and check pupil knowledge of how to lead a healthy and active lifestyle
IMPACT Pupils will be able to make healthy choices and live longer happier lives |
Promote healthy active lifestyle both in PE and cross curricular.
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Ongoing from September 2025
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KH/Class Teachers
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Assessment of pupils through E4L Discussion with staff to promote awareness at staff meetings.
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Continue to develop a broad, balanced and diverse curriculum
IMPACT Pupils will be able to access and engage if different types of physical movement allowing them to enjoy exercise and stay fit and healthy
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Continue pupils wellbeing scales, physical intervention, therapy room timetables.
Ensure every class explores fully all areas of fundamental movement skills as well as dance gymnastics, OAA, swimming, games, athletics |
Ongoing Sept 2025
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KH |
Teacher Feedback
Implementation of new SOW |
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School priority 2. Improving staff knowledge and expertise |
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Provide opportunities for staff to embed knowledge of the new government changes and expectations regarding active classrooms
IMPACT Pupils will be more active each day and their alertness to work with become higher leading to progress in school learning |
Teacher and TA Training given Topic – Active 30 PE as a priority in school
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On going 2025 £0 |
Staff are aware of Active 30 campaign and have produced Classroom heat map
Classes to pledge to the Active 30 campaign
Kay leads a PE staff training session to stress the impact this will have on our pupils. |
KH |
Heat maps completed Active 30 pledges are reviewed Annually |
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Provide staff CPD training in sport
IMPACT Staff will be more confident and knowledgeable to teach PE therefore high-quality teaching leading to more learning opportunities for pupils which in turn will lead to higher rate of progress for pupils |
Kay to deliver CPD training to all staff during the year in an area of their choice to support the delivery of PE being high quality and suitable to needs of the pupils.
CPD opportunities via Go Well for specific further training |
By July 2026 |
Staff have new skills in PE area Kay to have discussions with staff on what PE they want support in Kay provides timetable and support for their class
Staff continue on from Kay and produce PE lessons of high quality for kay to observe and feedback on |
KH and teachers |
Completed CPD training with Kay
Kay to record
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SSP specialist coaches into school to deliver teaching and training
IMPACT Staff will be upskilled so better quality teaching better progress |
Staff work alongside coaches to become equipped to deliver similar activities post coaching block |
Ongoing Sept 2025 |
Staff gain new skills and have knowledge of a broader curriculum with new ideas to use with their classes |
KH / specialist coaches |
Completed blocks of coaching
Feedback from SSP |
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School priority 3. Increase whole school participation in competition and sporting events. |
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Utilise SSP calendar for events, competitions and festivals.
IMPACT Pupils will gain experiences of working with other schools and in turn will have higher expectations of themselves |
Access events, competitions and festivals through Sedgefield School Sports Partnership. Target = every class to experience inter school competition.
Transport to events |
Every class to access at least one extracurricular event annually See sports premium spend info |
Whole school participation. Monitor children going on events in each Key Stage. Target specific children using the activities they are participating in their PE sessions for appropriate events, competitions and festivals.
Provide clear sporting pathways to clubs for high achievers
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KH/Class Teachers |
Monitor participation rates, feedback from class teachers and children attending events. Data to be given to us from SSP annually |
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Embed intra school competitive opportunities
IMPACT Pupils will have opportunities to challenge themselves and work harder |
Provide competition for children in lesson time. Compete against classmates or against themselves. Provide an intraschool competition each term – gymnastics festival, dance festival and athletics festival, sports week, link up days with NEAS and other SEM schools. |
Ongoing from Sept 2025 |
Adapt SOW – Final lesson of all units of work provides competition. All coaching sessions to provide appropriate competitive opportunities. |
KH/Class Teachers/Coaches |
All pupils experience some sort of competition at the end of every half term.
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Provide children with a sports week and sports day.
IMPACT
Pupils have a chance to challenge themselves and work towards a goal Pupils try harder and show better progress
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Take part in National Sports week linked to Olympics and provide a fully inclusive sports day for all children
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2023 – completed 2024 – completed 2025 - completed |
Qualified coach support for children across the week in trying new sports.
100% participation in sports day other than for injury or illness. |
KH |
Teacher and coach feedback. Children’s feedback – Questionnaires/verbal.
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School priority 4. Improve quality and increase opportunities for Rebound Therapy |
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Training in-house
IMPACT More pupils have access to rebound therapy with helps pupils regulate to allow them to be able to learn better
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Staff training in Rebound therapy - staff in each class to be trained in Rebound Therapy |
To be completed annually |
Staff to facilitate the running of rebound sessions |
KH to train all staff (LD DW) |
Certified qualified staff |
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Develop visuals to aid communication
IMPACT Pupils will be able to communicate their wants and needs Allowing them to be regulated better to learn better |
Purchase and set up overhead projector and sound system to provide music and visuals for rebound and hydro.
Improve use of visuals in each class
Purchase of more rebound therapy equipment |
On going |
Staff to develop use of big mac buttons
More effective use of visuals
Effective interaction |
KH / DW
KH/ teachers
KH / teachers |
Staff fully equipped |
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School priority 5. Improve pupil wellbeing by using pupil wellbeing scales and physical movement |
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Sensory regulation sessions to class timetables
IMPACT Pupils get opportunities to unwind and relax allowing them to settle and be ready for learning again
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Staff meeting to promote positive influences on attainment from introduction to yoga |
On going |
Staff to facilitate the use experience to provide wellbeing to pupils minimum of 3 times a week
Targeted pupils given opportunities to enjoy relax kids |
KH / teachers |
Staff offering sessions regularly through the week |
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Staff WELLBEING ACTIVITIES
IMPACT Pupils will have better learning opportunities and teachers who have had opportunities to reset and unwind |
Offer yoga, menopause support group, book club, wellbeing breakfasts and trampoline clubs to staff.
Arrange staff wellbeing social events 3 a year.
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On going |
Staff feel connected and supported as a team - can be more productive in their work. |
KH / Teachers |
Staff improved knowledge and experience as well as social connectedness |
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School priority 6. Ensure communication is accessible for all during all physical activities |
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Provide a total communication environment with a holistic approach towards physical movement and development.
IMPACT Pupils have a voice to be able to state enjoyment, happiness, dislike, comment and communicate their needs and wants. Pupil’s wellbeing is optimal. |
Staff are aware of how to use the right combination of communication methods for an individual to ensure the most successful forms of contact, information exchange and interaction. Whole school focus of communication is brought to the forefront of physical development opportunities. |
On going |
Kay to provide low tech visual communication supports in main hall, swimming, rebound and outside. Kay to provide music and visual stimuli in areas of PD and movement environments to help provide engagement and communication opportunities. Staff effectively use the communication options available to them to provide a total communication approach to teaching. |
KH / Teachers/ SLT to oversee |
Pupils have a selection of ways to communicate and thus have optimal regulation during physical movement sessions. |
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Makaton signs relating to PD are shared with staff and pupils.
IMPACT Makaton is used as an option for pupils. |
Visual supports are put up around school. Staff are trained in basic signs relating to fundamental movement skills. |
On going |
Kay to provide visual supports. Alasdair / Jayne to support Kay in teaching the FMS signs.
Staff use these regularly with pupils. |
KH/ AW/ JC / teachers |
Pupils have a selection of ways to communicate and thus have optimal regulation during physical movement sessions. |
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AAC devices are used when needed to communicate physical movement intentions to aid understating and model their use. |
Staff are aware of where the symbols and pages are relating to physical movement Staff model using these to pupils Pupils are able to access these during physical movement sessions. |
On going |
Kay to liaise with Joanne Vest to ensure pupils and staff are accessing AAC during physical movement sessions. |
KH / JV / teachers |
Pupils have a selection of ways to communicate and thus have optimal regulation during physical movement sessions. |
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