At the Beeston Primary we know:
· Our children are proud to take part in PE activities organised by the schools
· Our children enjoy participating in sports clubs after school.
· Some children are lacking in the skills to be resilient and find it harder to cope when they are not successful.
· Children do not access a range of different sports outside of school.
Therefore, the P.E curriculum, across the school, has been planned as follows:
· Intra-school competitions have been implemented at to allow all children opportunities to compete and apply the skills they have been learning.
· Sport after school clubs take place regularly.
· We follow a scheme of work delivered by the teachers (Val Sabin), this focuses on the social, personal and cognitive aspects and allows children to work on personal goals and build resilience.
· Our school pledges & British values are taught through PE.
· Football is not taught within P.E lessons. This allows us to focus on a range of other sports and allows for a level playing field.
· Specialist sports coaches deliver a wide range of sports including, dodgeball, rounders, cricket, netball, tag-rugby, gymnastics and dance.
· For children to be able to complete sections of the Pledges passport in leadership, participation and well-being.
At Beeston Primary, PE is split into 4 core areas:
PE curriculum overview
PE will be taught over a 2-year rolling programme, to ensure the revised curriculum is delivered to all children within a mixed class
By following the mixed aged overview order, children spend longer mastering key skills such as place value, number and calculation. The CPA approach (Concrete, Pictorial and Abstract) is embedded in all maths lessons. In all classes children have access to concrete manipulatives, such as: base 10, place value counters and numicon. Children’s confidence in maths has developed through their ability to build and visually represent by drawing their calculations. Children are provided with opportunities to consolidate prior learning of number and calculation by solving problems in a variety of real-life contexts within blocks such as fractions, decimals, money, time, statistics, geometry and measurement.
Maths is taught twice daily throughout the school. One lesson is a daily 10 minutes number fluency session where Fluent in Five is used to practice and consolidate arithmetic skills. The other lesson being between 30 mins to one hour taught in mixed aged classes. To develop a sense of enjoyment and a culture of a positive mindset about maths, teacher’s regularly use active maths “Maths of the Day” activities to reinforce concepts learnt as well as ‘Graffitti maths’ as tools to check application of key skills. Differentiation is achieved through varying the degree of support provided, extending questions, providing or asking alternative representations. All children are provided with opportunities to develop reasoning and solve problems as well as develop fluency. To ensure all children achieve and progress, any misconceptions or gaps in learning are identified quickly and addressed promptly, in future lessons, starters or in individual interventions. Ensuring all children keep up.
The impact is measured by book looks, gathering pupil voice, termly NFER assessments, previous end of KS1 and KS2 SATS papers and White Rose end of block assessments, which are used by all teachers, (when available depending on assessment release date and time block taught due to following mixed age overview.) These assessments are used at the end of a teaching block. The White Rose end of term assessments are also used throughout the school to inform teacher assessment. These are similar in layout and style of questioning to Y2 and Y6 Statutory Attainment Tests, consisting of two papers, Paper 1 Arithmetic and Paper 2 ( and Paper 3 for Y6) Problem Solving and Reasoning. Pupil’s progress and attainment are recorded half termly using Pupil Asset. The impact of the daily fluent in five is measured by various Calculation tasks. These consist of a wide variety of age-appropriate questions in all four operations which are given throughout the year to all year groups.
|2022/23||Stars (EYFS/Y1)||Planets (Y2/Y3/Y4)||Comets (Y5/6) *|
|Autumn 1||Games - EYFS Units 1 & 2||Games - Y2 Units 1 & 3||Games - Y5 Units 2 & 3|
|Coach led||Handball/ benchball||Dodgeball|
|Autumn 2||Games - Y1 Units 1 & 2||Dance - Y2 Units 2 & 4||Gymnastics - Y5 Units 1 & 4|
|Spring 1||Dance - EYFS Units 1 & 3||Games - Y3 Units 1 & 3||Games Y6 Units 1 & 3|
|Coach led||Hockey||Tag rugby|
|Spring 2||Gymnastics - EYFS Units 2, 3 & 4||Gymnastics - Y3 Unit 2, Y4 Unit 2||Dance - Y5 Units 2 & 4|
|Summer 1||Dance - Y1 Units 2 & 4||Athletics 1||Athletics 1|
|Dance - Y3 Units 2 & 4||Dance - Y5 Unit 1|
|Summer 2||Gymnastics - Y1 Unit 1 & 3||Athletics 2||Athletics 2|
|Games - Y2 Unit 4, Y3 Unit 2|
|Coach led||Sports Day/ rounders||Sports Day/ tennis|