1: Funding and Expenditure

2: Intent of our PE and Sport programme 2024 -2025

Our overall intent in 2024-2025 was for our learners to explore and develop their physical skills with increasing control and co-ordination and to do this with joy and enthusiasm. We wanted our teachers to be skilled in offering high-quality PE with the ability to adapt the lessons for those with differing needs and capabilities.

3: Implementation of our PE and Sport programme 2024 -2025

All our learners have had at least 60 minutes of physical activity a day during outdoor playtimes and independent learning. They have also had 2 hours of structured PE lessons a week. We have used external coaches to support skill development in our learners. We also attended training in developing circuits to support both sensory and motor development. We have built our own gymnastic and dance expertise and teachers have led curriculum lessons and clubs. Each Year 1 child has also had 4 x 45-minute swimming lessons this year. We have followed the statutory Early Years Foundation Stage and the Key Stage 1 National Curriculum and through these curricula aimed for our learners to:

• Develop their enjoyment of physical activity through creativity and imagination
• Increase their ability to how to succeed in a range of physical activities
• Develop their understanding of how to perform skills
• Use what they have learnt to improve the control and quality of their movement
• Recognise and describe how their bodies feel during exercise

Additionally, we offered extra-curricular activities, such as multi-skills clubs and gymnastics and there is a weekly programme of physical activities at lunchtime. We also engaged with Active Cumbria to encourage walking and scooting to school and groups of our learners took part in their Panathlons.

4: Impact of our PE and Sport programme 2024 -2025

• We have increased the confidence, knowledge and skills of all staff in teaching PE and sport – with a focus this year on adapting lesson plans for pupils with differing needs. Opportunities for these learners increased through training for staff in the use of adapted equipment and task.  Pupil voice indicated much pleasure and there was increased participation in lessons. Staff voice indicated an increased confidence, knowledge and skill in teaching PE and sport – this is significant as several of our staff were ECTs or RQTS.
• We have ensured the engagement of all pupils in regular physical activity. All our learners met the government guidelines for physical activity each week – whatever the weather. This was due to the training in, introduction of and embedded practice of creating a weekly sensory circuit in the main hall, which could be used throughout the week by groups of learners. Additionally, Key Stage 1 walk a ‘magic mile’ after lunch each day before they return to their learning. The purchasing of additional equipment has also contributed to engagement, as there have been appealing resources to use at lunchtime with sports’ leaders.
• We have ensured the profile of PE and sport has remained high across the school as a tool for whole school improvement. Much of our physical activity begins with gross motor activity which supports moving to write and mark-making outcomes in the EYFS have improved this year. Reward Clubs to work with coaches also increased the profile of PE and sport and supported school improvement because good behaviours for learning resulted in ‘extra’ PE.
• We have ensured that our learners have experienced a broader range of sports and activities. Multi-skill opportunities are always highlighted in pupils’ voice and the cricket coach was very popular this year and led to a small number of Year 2 pupils attending coaching out of school. Our opportunities for disadvantaged pupils increased through the use of lunch-time clubs, which everyone had the opportunity to attend. Pupil voice indicated much pleasure and there was increased participation in the number of children participating in the clubs (58 compared to 37 last year).
• We have increased participation in competitive sport for some of our learners, as we proactively engaged with Panathlons for our learners with SEND and in age-appropriate gymnastic competitions.

    5: Sustainability

• The impact of the adaptive teaching training and of the online curriculum resource will continue to be monitored in 2025-26 by the PE Coordinator.
• The purchased equipment will be used throughout next year and the older learners will show the younger learners how to use it. Lunchtime play leaders have
• Attendance at gymnastics and Panathlon competitions are now embedded into the school year.