PE and Sport

Vision for PE & School Sport


All our children will experience outstanding physical education and school sport that will be enjoyable, encourage lifelong participation and inspire excellence. An engaging, dynamic and skill-based physical education curriculum and inclusive co-curricular provision will ensure every child will leave physically literate and with the knowledge, skills and determination to maximise their health and well-being and lead an active life.


Sport Overview


As part of the Griffin School Trust, Race Leys Junior School places physical education and sport at the heart of school life. The curriculum is supported by an inclusive and varied co-curricular programme and aligned with intra and inter school competition calendars. All children are encouraged to attend clubs and represent their school. A wide variety of opportunities are offered so that all children can experience high level/professional sport to inspire them to participate and compete. Values are consistently highlighted in addition to the importance of, and ways to improve fitness thus developing healthy bodies and minds.


Curriculum & Teaching


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.

The Griffin School Trust non-negotiables for PE curriculum planning;


  • A minimum of two hours of planned and protected high quality Physical Education lessons where opportunities for pupils to engage in sustained physical activity are maximised.
  • Physical Education lessons are taught by members of staff, ideally with QTS status, who are confident and competent to deliver high quality PE.
  • At KS2 a broad and balanced multi-skill approach is adopted that builds on the early development of physical literacy skills during EYFS and KS1. Lessons are sequential, there is a logical progression throughout each key stage and pupil s are secondary ready.
  • Values and ‘whole child’ theme (e.g. The Four ‘Me’s/Head, Heart, Hands) is evident and embedded throughout.
  • All pupils access a broad range of extra-curricular provision as participants, leaders and organisers, which is aligned to, and enhances the curriculum. Opportunities are inclusive, and high levels of participation and competition are promoted throughout.


Our multi-skill PE curriculum consists of a minimum of two hours, teaching contact time per class, each week and places an emphasis on high levels of physical activity during this time. Teaching is supported by a PE Apprentice and lessons focus on the specific areas as outlined on the long term Curriculum Plans and Schemes of Learning prepared by a PE Specialist. Teachers use these to inform their planning and make cross-curricular links to other subjects wherever possible. Differentiation ensures every child is challenged to develop their knowledge and skills in all key areas. Specific continued professional development and support is led by the PE Specialist to ensure the PE & Sport provision is high quality.

Key Stage 2



To have the movement skills to participate fully

To have the confidence to participate independently and in groups

To become a competent, social, healthy and creative mover

During Year 3 and into Year 4, a Physical Literacy approach is adopted to develop the ‘Four ME’s’ (Physical Me, Thinking Me, Social Me, Healthy Me) and ABCs (Agility, Balance, Coordination, Skilfulness). Pupils learn and begin to link fundamental movement skills to become competent and confident movers focussing on;


  • LOCOMOTION: Movement from one point to another e.g. crawling, rolling, stepping, walking, jogging, running, jumping, climbing, hopping, galloping, leaping, skipping, rolling, swimming


  • STABILITY: Body balance in static and dynamic movement situations e.g. standing, lying, sitting, stopping, landing, static balance, dynamic balance, pivoting, twisting, lunging, bending, stretching, turning, inversion


  • OBJECT CONTROL: Sending, receiving and controlling an object e.g. reaching, grasping, gripping, receiving, lifting, carrying, placing, passing from hand to hand, sending, receiving, rolling, bouncing, striking, stopping, trapping, retrieving


There will be frequent opportunities to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.


In Years 4 to 6, a Physical Education approach further develops the ‘Four ME’s’ (Physical Me, Thinking Me, Social Me, Healthy Me). Pupils apply their broad range of skills, learning how to link them to make actions and sequences of movement for different sporting scenarios. They gain confidence and enjoy collaborating and competing with and against themselves and each other. Pupils develop an understanding of how to evaluate and improve their health, well-being and performance in a range of activities.


  • Running, jumping, throwing and catching in isolation and in combination
  • Play competitive games (modified where appropriate) and apply basic principles suitable for attacking and defending. Examples; dodgeball, basketball, cricket, football, hockey, tag rugby, netball, rounders and tennis
  • Develop flexibility, strength, technique, control and balance. Examples; athletics, gymnastics
  • Perform dances using a range of movement patterns
  • Take part in outdoor and adventurous activity challenges both individually and within a team

Swimming and Water Safety


Swimming instruction is provided to all Year 3 pupils by qualified swimming teachers at Bedworth Leisure Centre. Pupils have 30 minute swimming lessons for 11 weeks which is followed by an 8 week period of ‘top-up’ lessons for pupils who require extra support to meet the national curriculum requirements. Pupils are taught to;

  • Swim competently, confidently and proficiently over a distance of at least 25 metres
  • Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)
  • Perform safe self-rescue in different water-based situations.

Support for SEND and G&T


All pupils will access PE lessons in a range of roles. All lessons and activities will be differentiated by class teachers using the STEP approach to ensure enjoyment and progress for all.


Space: Where is the activity happening? Level (height), Direction, Pathways, Personal/General, Area, Distance

Task: What is happening? Rules, Roles, Targets, Actions, Dynamics

Equipment: What is being used? Vary the type, Size, Shape, Colour, Texture, Weight, Environment

People: Who is involved? Working independently, in groups, pairs, teams, friends. Work with the same/different ability, roles, sizes.


Additional measures

  • Specialist support provided for targeted groups
  • Monitoring and developing curriculum delivery
  • Access to a range of appropriate resources and experiences
  • Monitoring pupil progress