Why physical activity is important

Lavington School’s ethos is to promote and maintain a dynamic and challenging environment where everyone is valued and has the opportunity to maximise their potential. Physical activity is an important part of this aim as it is a significant method of preserving general health. At Lavington School the aim is to educate students so that they lead healthy active lifestyles. Physical activity has the following benefits:

• Releasing chemicals in the brain, such as serotonin, which have a strong effect on mood, helping reduce anxiety, stress and depression.
• Helping us to live longer.
• Acquiring new skills, knowledge and understanding about a variety of activities.
• Being challenged either on an individual level or through competition against others.
• Experiencing a sense of satisfaction in performing to the best of one’s ability.
• Taking on leadership responsibilities and becoming independent in the physical activity environment.
• Experiencing fun, enjoyment and excitement
• Working as a team and developing social and interpersonal skills.

Aims of physical activity at Lavington

The aims of this PE department are:

• To increase the activity levels of the whole school through the provision of a supportive environment and to encourage the promotion of physical activity whether this is traditional team sports or more recreational sports.
• To develop positive physical characteristics through the medium of physical activity.
• To offer a range of physical activity programmes for students and staff.
• To provide opportunities for leadership and professional development training in physical activity.

In order to achieve this the PE department will:

• Ensure the PE programme meets the Statutory National Curriculum requirement in terms of time and content.
• Encourage staff, parents and governors to participate in activity.
• Monitor students’ levels of involvement in physical activity inside and outside of school and in extra-curricular activities
• Highlight success in a variety of way e.g. sports colours and Celebrating Success certificates
• Increase opportunities for staff and parents to gain qualifications so that they can help in out-of-hours learning.
• Increase the variation of clubs, e.g. Ultimate Frisbee and Extreme Golf, and provide opportunities for students who do not enjoy traditional team sports to participate in more recreational sports activities through the Sports Partnership initiatives. These include a Lifestyle Coaching Programme and the Alternative Sport programme.

• Provide links to other curriculum areas such as PSHE, Science and Food Technology to promote aspects of health, healthy eating and providing access to water.
• Work with key partners, including the school Sports Partnership and our Extended Schools Network, in helping to promote physical activity.
• Ensure all students are aware and have access to appropriate community activities. The school now has an official school/club link through the Sports Partnership with Devizes Volleyball Club, Devizes Hockey Club and Devizes Rugby club.
• Work with the school Sports Coordinator to ensure that students are consulted about what types of physical activities they would like to participate in.

Facilties

The outside playing area consists of a large grassed playing area, providing space for two rugby/football pitches and one hockey pitch. There is sufficient additional space for coaching grids.  In the summer, the field provides sufficient space for a full sized athletics track, and throwing and jumping areas. There are two large playground areas with markings for six tennis courts, two netball courts. The department is well resourced with more than sufficient equipment to deliver the curriculum. 

Activities offered in curriculum time

These include: netball, hockey, rugby, football, basketball, gymnastics, health-related fitness, multi-skills, badminton, rounders, tennis, cricket, ultimate frisbee, athletics and extreme golf. Schemes of work provide an outline of the content of curricular provisions for each key stage, health related components and cross-curricular links.

Out-of Hours Learning

These include: netball, rugby, football, hockey, dance, basketball, rounders, Alternative Sports Club (Kennet), cheerleading, archery (Feb 08), ultimate frisbee, tennis, cricket, athletics, cross-country, Duke of Edinburgh, skiing, GCSE PE Outdoor Adventure Trip, Pencelli Adventure Trip, Life Style Coaching Course, Living 4 Sport and Alternative Sports Programme (SSCO).

Differentiation

Differentiation occurs when there is a planned intervention by the teacher with the intention of maximising the achievements of students based on their differing individual needs.  Differentiation can be described as having five main components: resources, tasks, response, support, and group structure.

The most important prerequisite of good differentiation is good and accurate knowledge of the students.  This relies upon cross phase liaison, links within the department, links across the whole school and home/school liaison.

Gifted students

To ensure that students who have been designated as 'gifted' are appropriately challenged, teachers frequently modify the scale and/or extent of the tasks with which they are presented.  In addition, such students are encouraged to demonstrate their skills to their peers and/or to practise with similarly 'gifted' students, either from this school or from elsewhere. This would usually involve the students joining a local sports/athletics club.

Students with special educational needs

For PE teachers working with students who have been formally designated as having special educational needs, the policy on differentiation (concerned with devising tasks, teaching in relation to those tasks, and assessing students' responses to them) is applicable.  Sometimes necessary changes caused by the particular statement of SEN will need to be made to teachers’ normal tasks, resources, responses, support or group structure. For the less able, tasks are usually presented or re-presented in several different ways. Teachers tend to afford these students more time, provide them with additional support by way of extra or modified resources and allow them to complete their task at a relatively slower pace. Pedagogical and related decisions and actions regarding any students who have some sensory impairment, communication problem or physical handicap, are taken only after consultation with those in the school who have specific responsibility for their welfare and support.

Travelling to and from school

We promote walking into school and encourage students to choose this more active method of travel whenever possible. We also encourage cycling provided students have parental consent, the correct and safe equipment, and secure their bike in the area provided.

Implementation of policy

The Physical Activity Policy supports the Every Child Matters agenda, with particular reference to being healthy and enjoying and achieving. It ensures that staff and students at Lavington School are aware of the importance of physical activity in maintaining the health and well-being of the community.

Responsibilities

The Governors are responsible, in consultation with the Headteacher and Subject Leader for PE for establishing the Physical Activity Policy and for reviewing it at the appointed review date.

The Subject Leader for PE is responsible for all aspects of Physical Education in school.

Tutors are responsible for supporting and helping to co-ordinate tutor group sports activities such as sports day and inter-form sports.

All staff are responsible for supporting the school Physical Activity policy and for reinforcing positive messages about physical activity.

Students are responsible for ensuring they have the correct kit for all PE activities; for taking an active and enthusiastic part in PE lessons and extra curricular activities and for supporting the achievements of others.

Parents can contribute to and support the physical activity by contributing to the extra curricular programme, by ensuring their children are prepared for PE lessons and extra curricular activities and by supporting their children in after school clubs or teams.

Evaluation and development of policy

The policy will be developed through consultation with staff, students, parents and governors. The following methods of monitoring and evaluation will be used: staff feedback; student voice; student participation in out-of- hours learning; number of events offered. The policy should also be considered in conjunction with other relevant policies such as the Food Policy.

Review cycle of policy

This policy will be reviewed by the Governors (Students Committee) every three years.