Physically educated persons are those who have learned to arrange their lives in such a way that the habitual physical activities they freely engage in make a distinctive contribution to their wider flourishing.
- James MacAllister

At Blacko, we aim to create sportsmen and women of the future. Children will recognise the qualities that make some people successful athletes and aim to use them to develop their own character and skills.

Blacko will ensure that children receive high quality physical education to improve their fitness, stamina and skills alongside regular opportunities to engage in physical activity. Children will have opportunities to compete in sports competitions to feel a sense of personal success in an atmosphere of healthy competition.

We want our children to increase their fitness levels, be creative, co-operative and competitive, and learn valuable lessons about responsibility and self-discipline. Many of the positive attributes acquired through Physical Education can be applied beyond the school context: problem-solving, leadership, teamwork, fair play and honesty, to name but a few.

We want our children to recognise these characteristics and become fitter, stronger and healthier as a result of their PE lessons, taking their skills, knowledge and enjoyment into all areas of their life.

Our curriculum has been designed and sequenced so that PE is taught every week building upon skills, knowledge and vocabulary.

Our Year 1 PE curriculum builds directly upon the skills and knowledge the children have gained during their time in the Early Years Foundation Stage.In the EYFS, children are given a wide range of opportunities, both indoor and outdoor, to develop their core strength, stability, spatial awareness, co-ordination and agility. They are given repeated opportunities to develop their gross and fine motor skills and to develop proficiency and control, through games, small world activities, arts and crafts and the use of small tools. All of these skills enable children to meet their Early Learning Goal -Physical Development, Personal, Social and Emotional Development.

In Key Stage 1, pupils are provided with opportunities to continue this development of their fundamental movement skills, including their agility, balance and co-ordination. We recognise the importance of these key areas as the core elements essential for all sports and physical activity. The curriculum for Key Stage 1 covers a range of sports, including target games, striking and fielding games, athletics, dance and gymnastics.

In Key Stage 2, pupils continue to apply and develop a broader range of technical skills within the areas of running, jumping, throwing and catching, and striking. They begin to take part in competitive games, including familiar sports such as football, athletics, cricket and hockey, as well as less well-known activities such as tag rugby. The skills needed for these sports are developed progressively from Year 3 to Year 6, and are applied in competitive games, gymnastics, or dance performances using movement patterns.

In addition, there are opportunities throughout the academic year to participate in a wide range of county events. This enables all children to participate with their peers from other schools across the county and beyond. 

The reason we progress like this is to ensure children are secure in basic skills before applying them to specific games as the skills taught are transferable.

As the children get older and there are more opportunities for them to play competitive matches it is then important to ensure they are used to the game play of sports and are starting to understand tactics and how to work as a team as in secondary school this becomes a much larger focus.

We try to expose the children to as many different sports as we can so that they can find something that they enjoy and can pursue.

Evidence 

At Blacko, we evidence children's progress in Physical Education through pictures, video and notes made by the teacher. 

Assessment 

Teachers assess children’s learning throughout each PE lesson to ensure understanding of skills before moving onto the next skill or lesson. In addition, children will also showcase final dance and gymnast routines and participate in games to demonstrate skills learnt.

Inclusion & SEND Across Our Curriculum

Across all areas of the primary curriculum, we are committed to ensuring that every pupil—including those with SEND, those who are disadvantaged, and pupils from all backgrounds and demographics—can access, engage with and succeed in their learning.

Our curriculum is designed to be inclusive by intent and adaptive in practice, ensuring that high expectations are maintained for all learners while removing barriers to participation and progress.

 

High-Quality, Inclusive Teaching in Every Subject

In every subject, pupils with SEND are supported to access learning through carefully planned adaptations that are responsive to individual need. These adaptations are part of high-quality first teaching and are planned by class teachers in collaboration with the SENDCo where appropriate.

Adaptations are informed by the EEF’s ‘Five-a-Day’ principles for SEND, ensuring that teaching strategies are evidence-based and benefit all learners. These may include:

• Flexible grouping and targeted adult support

• Clear modelling and explicit instruction

• Use of visuals, scaffolds and structured resources

• Opportunities for retrieval, overlearning and pre-teaching

• Assistive technology or alternative methods of recording

Such approaches support pupils with SEND while also strengthening learning for disadvantaged pupils and the wider class.

 

Subject-Specific Adaptation and Access

Each curriculum subject is planned with consideration for:

• Cognitive demand and curriculum sequencing

• Language and vocabulary development

• Practical and multisensory learning opportunities

• Alternative ways for pupils to demonstrate understanding

Where needed, teachers implement Ordinarily Available Provision (OAP) within lessons to ensure pupils can participate meaningfully in subject learning alongside their peers.

This ensures that pupils are not removed from learning unnecessarily and that adaptations remain closely aligned to the curriculum’s intended knowledge and skills.

 

Early Identification and Responsive Support

Across all subjects, pupil progress is closely monitored. Where barriers to learning are identified, teachers follow a graduated response (Assess, Plan, Do, Review) to ensure timely and appropriate support.

Subject leaders work alongside the SENDCo to:

• Review curriculum accessibility

• Support teachers with inclusive subject-specific strategies

• Ensure adaptations are effective and proportionate

• Maintain ambitious outcomes for all learners

This reflects the current Ofsted focus on how well schools identify need, adapt curriculum delivery and evaluate impact for pupils with SEND.

 

Partnership with Families

We recognise the importance of working in partnership with parents and carers. Our Inclusion and SEND page provides further information about:

• How subject learning may be adapted

• What support looks like in the classroom

• How progress is communicated

• Where families can access additional advice or support

Through open communication, we ensure that provision across all curriculum areas reflects each child’s strengths, needs and aspirations.

 

Inclusive Curriculum & Ofsted Expectations

Our approach aligns with the latest Ofsted Inspection Framework, which places strong emphasis on:

• Inclusive curriculum design

• The effectiveness of adaptive teaching

• The impact of support for pupils with SEND and those who are disadvantaged

• Leaders’ understanding of how well pupils access and achieve across subjects

We continually review our curriculum and teaching practices to ensure that all pupils are supported to achieve well across every subject area.

 

For further information, please see our SEND and Inclusion Page on our school website.

Subject Leaders

Subject leaders will conduct deep dives, which include lesson drop ins, pupil interviews and evidence looks to measure the impact of our teaching, based on how much children can remember and demonstrate.