Kingsbridge Institute of Learning

Ofsted has published a review of research into factors that influence the quality of physical education (PE) in schools in England. The review finds that a strong PE curriculum should clearly state what it means to get better at PE. Pupils should learn increasingly intelligent movement and important knowledge that can reduce barriers to participation and inform their own healthy, active lifestyle choices. While Ofsted recognises that there is no single way of achieving high-quality PE, their review finds that high-quality provision may have the following features:

• Teachers know that PE includes clearly defined knowledge that can usefully be categorised as either declarative or procedural.
• Leaders and teachers have thought carefully about what it is to know more and do more in PE. This understanding is informed by the national curriculum’s aims, and component knowledge has been identified to develop pupils’ competence.
• A strong foundation is built on fundamental movement skills (FMS), starting in the early years and developed through transitional activities into more specialised sport and physical activity.
• Teachers make sure that pupils’ movement is not only efficient and effective but intelligent and context-related. They ensure pupils have knowledge of rules, strategies and tactics in order to guide successful movement
• Leaders and teachers select physical activities and sports based on their capacity to develop pupils’ competence in PE. They identify key concepts to teach and build pupils’ understanding incrementally.
• The PE curriculum meets the needs of all pupils, including those with special education needs and/or disabilities (SEND). All pupils feel included and able to succeed within the subject.
• Pupils are supported to know more and do more.
• All pupils benefit from high-quality instruction, practise and feedback.
• Assessment approaches should identify the knowledge pupils have and have not acquired.
• Teachers of PE have high levels of subject and pedagogical knowledge.