Physical Education at Tiffied 

At Tiffield Academy, Physical Education (PE), Movement and physical development is an integral part of our whole school curriculum. Our intent is to establish an ‘active school’ ethos and environment which will increase activity levels and promote health within and outside the curriculum. 

We aim to deliver a comprehensive, inclusive PE curriculum that is fun, high-quality and inspires all learners to succeed and excel based on their individual ability. We provide opportunities for learners to become physically confident in a way which supports their health and fitness.  

We are passionate about embedding life-long values, teaching learners how to collaborate with others, as part of a team and understanding fairness. Our learners’ achievements in Physical Education will support their preparation for adulthood. 

. The PE curriculum aims/intent are to:  

• Create learning opportunities which are fun. 

• Teach and develop skills of coordination, control and movement. 

• Improve areas of health, contributing towards their physical development. We encourage learners to recognise the importance of an active healthy physical lifestyle and the benefits it has on their mental health, helping them to develop habits for lifelong physical activity.  

• Compete against themselves and others and take part in challenging activities. 

• Build self-confidence and self-esteem to improve and achieve. 

• Improve the manipulation of objects developing fine and gross motor skills. 

• To promote enjoyment, wellbeing and commitment to PE and school sport. 

• To ensure safe practice during physical activity. 

• Enhance Social and Communication Skills: Through activities, sports, and interactive lessons, we facilitate opportunities for learners to express themselves and communicate effectively. PE provides a platform for building teamwork and develops communication skills needed to navigate social interactions both within and outside the school setting. This is part of our whole school total communication approach.  

• Foster Emotional Wellbeing and Regulation: Physical activity is utilised to support learners’ emotional regulation, resilience, and self-esteem. Through structured activities, learners learn to manage their emotions, build self-confidence, and develop strategies for coping with challenges, all of which encourage emotional independence.  

• Embed sensory processing activities in PE lessons for identified learners to provide opportunities to develop motor skills, cognitive function and support regulation.  

• Encourage Personal and Social Development: PE lessons are constructed to support learners’ holistic development, encouraging independence, confidence, and social cohesion. Learners gain the ability to make decisions, set goals, and regulate their own actions within a physical context.  

Implementation  

Our PE curriculum has been designed to meet the diverse needs of ALL our learners aged from 4-18 years old.  

Aligned with Birth to 5, the National Curriculum and EHCP Targets, our PE curriculum follows a structured scheme of work, tailored to support the targets outlined in our learners Education, Health and Care Plan (EHCP) and PE assessment framework on Evidence for Learning (EFL). We consider the individual needs of each learner through our whole school pathways.  

• Adapted Curriculum: Each lesson is tailored to accommodate learners varying abilities, promoting engagement in a way that supports independence. We use adapted activities that consider our learners cognitive, physical developmental needs and sensory preferences, allowing them to progress at their own individual pace.  

• High-Quality Teaching and Learning: Our PE staff are skilled in creating lessons to meet the needs of all learners. We use a range of methods for example modelling “my turn”, “our turn”, “your turn”.  Incorporating signs, visual aids and technology, to make learning accessible. This supports the development of communication and independence, so learners feel confident navigating the lesson environment.  

• Inclusive Environment: Our PE lessons are structured to be inclusive using the appropriate resources, ensuring every learner feels safe, supported, and motivated to participate.  

• Holistic Approach: We integrate mathematics, and literacy into the PE curriculum, promoting well-rounded learning experiences that reinforce the importance of independence and effective communication. Learners gain skills that transfer across the curriculum, supporting their overall academic and emotional development. We implement OT and SALT within PE lessons working with external professionals to further support our learners needs.  

• Assessment and Progress Monitoring: Ongoing formative assessment in lessons helps us track learners' progress. Pupil voice plays a pivotal role in this process. Our summative assessment through non-Personal learning Goals (PLG) ensure learners are working toward personalised goals, allowing them to build independence and make progress which is documented on our EFL system.   

• Extracurricular Opportunities: We also provide a range of extracurricular activities that promote physical engagement and community involvement. Taking part in competitions against other schools and boroughs throughout the academic year.   

Impact  

The impact of our PE curriculum is measured through the development of key skills and outcomes:  

• Physical Development: Learners show improvement in their motor skills, coordination, and understanding of physical health, leading to increased participation in physical activities. This reflects their growing independence in maintaining an active lifestyle.  

• Social Engagement and Communication: Learners demonstrate improved communication and social interaction during games and group activities. Feedback from teachers and parents highlights increased confidence in navigating social situations, fostering better relationships with peers and adults.  

• Emotional Resilience and Regulation: Through PE, learners develop stronger emotional regulation and resilience.  

• Academic Interconnections: Learners retain knowledge, particularly in health-related topics. Their awareness of well-being, fitness, and self-care grows, positively influencing their academic development and communication in other areas.  

• Pupil Voice: Regular feedback in lessons and groups confirm that learners feel a sense of belonging and enjoy PE lessons. They express enthusiasm for the activities offered, reflecting the personal development of communication skills and emotional well-being.  

• Community and Parental Involvement: Strong partnerships with parents and community organisations enhance learners’ opportunities for engagement in sports and physical activities. These connections further promote the development of social skills and independence, extending learning beyond the classroom.  

At Tiffield Academy, we are committed to providing a PE curriculum that nurtures independence, emotional regulation, and communication, ensuring that our learners grow into confident, well-rounded individuals. It is important our learners’ experiences with PE throughout school life, provides them with the skills and passion to continue participating in sport and remain physically active after their journey at Tiffield.