PE and Swimming

Physical education is more than just physical activity. It is educating each child through the physical and developing their understanding and skills.

It is our INTENT to deliver a values driven, child centred PE curriculum which has an emphasis towards a fundamental skills based approach, including co-operative learning through a personalised approach. Pupils will develop an understanding for a healthy active lifestyle through a broad and balanced programme. We will be committed to inspire and challenge our children to become independent learners who value and respect themselves and others. All of the intent links to the bigger picture of our school aims.

This knowledge, skills and positive character strengths will be IMPLEMENTED and developed in a PE supportive environment, with positive role models facilitating their learning through a broad and balanced curriculum that is personalised for their individual needs.

The IMPACT of pupil progress and success will be achieved by knowing each and every child’s needs, making them feel safe and valued to learn at their own pace and level, ensuring that as they learn they know how to improve and realise what they need to do to be physically literate.  (AfL and A of L).


Vision and Values

The schools’ vision outlines how each curriculum area can provide pupils with a safe environment which includes a meaningful and enjoyable learning experience. It is important to enable and involve the pupils fully in the process of acquiring and developing their thinking skills which can promote physical, social, emotional and cultural attitudes. One of the main focus’s within PE is to maintain a healthy active school which has a positive impact on lowering obesity levels and sedentary lifestyles. It is our duty to educate every individual about the importance of leading an active healthy lifestyle and promoting health and fitness across all phases. Our curriculum provides learning experiences which stimulate, challenge and inspire pupils so that they can become independent, competent and confident. Through a range of activities and personal challenge, we want our pupils to build resilience, empathy and show how to self-motivate and take responsibility for their own learning. We will set high expectations for our pupils and provide them with the tools so they can make expected progress wherever they are on their school journey and beyond.

The following “values” are some examples of what is promoted in PE and across school.

  • Phase 1 – Communication, Respect, Resilience, Independence,
  • Phase 2 – Resilience, Independence, Respect, Teamwork, Communication, Empathy
  • Phase 3 – Communication, Teamwork, Empathy, Responsibility, Motivating and Influencing
  • Post 14 – Motivating and Influencing, Self-management, Evaluation, Responsibility, Integrity

These values are embedded into lesson content and are a part of the sequential learning when teaching physical activities. Core tasks are taught which allow and support the value(s) to be promoted each lesson, which enhances physical development as well as reinforcing the understanding of the values. We will also accommodate the five British Values through teaching sport and physical activity.

Westcroft’s School Journey

The promotion of the values will be covered across different key stages throughout the year with the intention of establishing a learning journey to achieve the following:

At Westcroft, we aim to develop a child’s physical literacy so they can perform to their potential in a range of physical activities.

PE Curriculum Intent

At Westcroft, we aim to develop a child’s physical literacy so they can perform to their potential in a range of physical activities. A varied curriculum is in place to support this, starting with basic movements in EYFS and Phase 1, breadth of movement in Phase 2, embed movement and skills in Phase 3 and finally show a more confident application of movement and skill during Post 14.

Through the teaching of PE, we intend to:

  • Enable children to develop and explore physical skills with increasing control and coordination
  • Encourage children to work and play individually, in pairs and in small group situations
  • Show children how to improve the quality and control of their performance
  • Teach children to recognise and understand the effects exercise has on their bodies
  • Develop the enjoyment of being active and know how to evaluate their own success


PE Curriculum Implementation

Teaching and learning at Westcroft is done through pathways so the PE curriculum is also planned and delivered in relation to the abilities of classes in each phase and pathway.

Physical education and school sport has a high profile at Westcroft where pupils access a wide range of sports and activities both in and out of school hours.  Our learner pool and four court sized sports hall allows us to deliver high quality PE supported by excellent facilities and resources.

In Phases 1 and 2, pupils receive a 60 minute PE lesson and a 60 minute swimming and water safety lesson. They also access Cool Kids programmes as part of the curriculum which allows us to target pupils with gross and fine motor skills issues. Outdoor Education will be taught weekly across the phase. Pupils will develop fundamental skills and access a broad range of opportunities to extend their agility, balance and coordination. They will work individually and with others to help deal with personal challenge and competition. Activities will range from sensory exploration, movement incorporating gymnastics and dance, fundamental skill development in games and athletics as well as fitness/health and wellbeing.

In Phase 3, pupils receive a 60 minute PE lesson and a 60 minute swimming session which covers Swimfit and other aquatic activities every week.  Outdoor Education will be taught weekly across the phase. Pupils will build on the skills and physical development already acquired and begin to focus on understanding how and why we can do things. They will recognise the effects on the body when doing exercise and build up resilience to perform in pressurised and competitive situations. Furthermore, pupils will learn to assess their own ability and evaluate to improve performance, including personal best. Activities will range from fitness, gymnastics, athletics, OAA and games.

At Post 14, pupils participate in a minimum of 2 to 2.5 hours of PE and swimming activities. Pupils will build on previous physical development and promote an active, healthy lifestyle to improve personal fitness. Content of activity will be similar to key stage 3 but with more expectation on application of skills (for the higher pathway classes).  The curriculum at this stage reinforces the competence and confidence of performance, promoting independence and self-management to improve personal fitness and personal development. In addition, all classes will access Duke of Edinburgh and some classes will study sports accredited courses on Fridays.


Example below of a 3 year rolling programme for a pathway:


Personal Development through PE

Phase 2 pupils are given the opportunity to attend an Outdoor Activity Centre to participate in teambuilding and adventurous activities to build confidence and resilience.

On Friday afternoons, Phase 3 take part in a skill development rotation each half term, engaging in a variety of activities e.g. sport, Drumba, Outdoor Education and swimming. This supports our school vision of providing a broader experience of personal development.

Post 14 pupils who study sports courses will develop leadership skills to improve communication, confidence and organisational skills.

Residential visits take place throughout the year for different phases. This allows personal and social development though Outdoor and Adventurous Activities in new learning environments. Pupils have also developed their own personalities and characteristics through the residential experience of being away from home.

Intra-house and Inter-school competitions are readily contested throughout the year in a range of sports and physical activities. This opportunity is for all pupils. We have an SGO who drives inclusion locally and nationally and supports our school involvement.

In addition to curriculum activities, there is a programme of SPACE time activities (lunchtime clubs) available for all pupils.  For these sessions, we maximise the use of our indoor and outdoor space which includes the lower playground equipment and adventure course and our outdoor gym equipment.

After school club provision operates every day offering activities like swimming, indoor and outdoor games, boot camp fitness, Drumba, dance and trampolining.



The teaching and learning styles in PE is so varied and has a personalised approach to suit pupils’ needs and abilities. We ensure pupils are motivated to participate in a variety of physical activities through quality teaching that is engaging, fun and challenges all needs. This can be seen by our % of attendance in lessons as we very rarely have non performers in school. Lessons are delivered using appropriate language to learn and supported with visual demonstrations throughout to help with the cognition of the learners. Peer on peer assessment and teacher assessment/feedback allows an immediate response for pupils to assist with progress and attainment. Content of lesson is pupil centred which is again evident from the high numbers of participants within each class. Differentiated tasks and challenge is essential to which the pupils recognise how to develop their own learning and progress. This is evident when pupils are questioned about their learning.  Pupils will receive positive feedback to help them emerge, develop and secure aspects of their learning so they leave school feeling happy, with a sense of achievement.

Pupils look forward to lessons and show willingness to develop skills and performances. This can be seen by our Intra school competition and the great range of inter school and afterschool clubs. Pupils are equipped with the knowledge and skills to participate in activity to improve physical literacy, personal development and progress, which is assessed regularly using our school SOLAR assessment tool and shows how they progress not just in skills but personal qualities.

The use of teaching assistants and support staff in the learning environment is invaluable to the delivery of PE and physical activity. We are fortunate to have support (1-1 in some cases) which allows effective teaching and learning, enabling pupils to make progress and work towards or achieve their potential. In-house training is scheduled throughout the year to upskill TA’s with the delivery of sport and physical activity as well as offering specific staff CPD opportunities in swimming and sport. (Sports Premium)

The value of independence is achieved from an early age when getting ready for PE and swimming and pupils take responsibility for their learning through their positive attitude and behaviour. Pupils start in Phase 1 by learning how to dress appropriately, as well as staff supporting younger pupils in reminding them of appropriate clothing.

Pupils partake in SPACE clubs daily which increases activity levels and helps model positive behaviours towards learning in the classroom. The purpose of running SPACE clubs targets pupils to be active outside the classroom and maintains structure for pupils to embed positive behaviour. If pupils are more engaged and behaving well it results in better attainment back in the classroom.

The school has regularly attended sports competitions across the Borough for SEND activities, fulfilling a timetable of events for all phases. Pupils engage well in the annual House sports day, encouraging “the taking part” as well as being competitive. We host our SGO who liaises well with the PE coordinator to organise our involvement in local and national competitions. (School dashboard for School Games). Our Bronze to Gold Sports Mark Awards is an accreditation to symbolise how well school sport and physical activity is viewed at Westcroft.

For further information, please click on the link to show the sports premium impact on teaching and learning in PE.

Primary Sports Premium Report 2024-25


The table shows the expected progress made by pupils within their learning. The progress may be much more evident in some activity areas and/or at appropriate times during their learning journey.

It will be our aim to identify any gaps in progression with individuals or classes and assess the areas of need. Teaching and learning across all PE curricula has a personalised approach to suit pupils’ needs and abilities.

Content: Phase 1 Basic movements Phase 2 Breadth of movement Phase 3 Embed movement Post 14 Apply movements appropriately
Physical development


Ø  Fundamental movement skills

Ø  Use skills and techniques

(games and athletics, movement and physical development)

Master basic movements e.g. running, jumping, rolling, throw and catch through a variety of activities

Develop fine and gross motor skills within a range of activities

Explore SOL –  stability, object control and locomotion within a range of activities


Apply and develop a broad range of movements and use them to link actions and create sequences


Development of SOL of agility, balance and coordination when using fine and gross motor skills

Build on and embed fundamental skills with more confidence and competence in isolated situations and when being competitive – to apply prior knowledge and skills within a range of activities




Apply developed skills with ease and controlled movements showing greater competence in isolated situations.

Skills and sequences are performed by linking movements effectively within a range of activities

Physical development


Ø  Apply tactics and strategy

Ø  Analyse and evaluate

Explore, create and understand movement and how to improve.


Develop an understanding of how to perform and how to improve – practice in isolation

Realise, anticipate, persist and reflect on their own performance.  To be able to understand what makes a performance effective and identify how they can improve own performances

Identify the differences between how  each other  perform


Reflect on own performance and compare to previous and think about how to improve. Evaluate performances in comparison to previous experiences and accept personal challenges to improve in isolated and competitive situations
Preparation for life and participation

Ø  Cooperation

Ø  Competition


Work with peers and take turns and  share equipment

Persist in familiar activities in familiar environment

Play small sided competitive games, use scoring systems for tasks

Work alone, in small groups. Work together  to complete challenges

Increase pace and intensity when performing skills, dealing with pressurised situations

Preparation for life and participation

Ø  Challenge

Ø  Health and wellbeing

Movements explored in a range of physical activities with an increase of challenge to perform

Increase duration of being active –

Know the effects of being active on the body and why it is important to be active

Develop confidence and interest to be active and engage in physical activity out of school and in later life

Participate in a range of competitions in and out of school

Self-motivate and manage to increase level of intensity and competition through personal bests

In phases 1, 2 and 3 all pupils have a 60 minute swimming lesson every week throughout the year.

The delivery of our swimming is run in accordance to some recognised award schemes accredited by the STA and Swim England.

The STAnley First Steps is a series of 7 progressive awards designed to teach learners basic swimming and water safety skills. It covers all skills to ensure the learner is competent and confident in and around water.

Below are the examples of the criteria:

If pupils have achieved the 7 steps for this scheme, they progress to the Goldfish series. On completion of this series, pupils will be able to swim 15metres unaided. These pupils will then begin the ASA National Swim awards to develop further and swim 25 metres. The criteria for these levels are statements on SOLAR, the school’s internal assessment tool.

At Post 14, pupils have 2 terms of swimming lessons, 60 minutes per week. The more able group attend the local baths where they will improve technique, increase distance and develop personal survival in the water.

Progression scale is shown below for swimming:


Physical education and school sport has a high profile at Westcroft where pupils access a wide range of sports and activities both in and out of school hours. Our learner swimming pool and four court sized sports hall allows us to deliver high quality PE supported by excellent facilities and resources.

At Westcroft, we aim to develop a child’s physical literacy so they can perform to their potential in a range of physical activities. Pupils across all phases participate in a minimum of two hours of PE, as well as lunchtime activities through SPACE time. After school provision is offered to all pupils and those pupils who uptake this provision are provided with further opportunities to promote physical, social and emotional development.

All children access competition and challenge both in school and with children from other schools. This is done through ‘SMILE’ events, West Midlands Special School Sports Association events, Black Country School Games and friendly fixtures between schools. Westcroft hosts a School Games Organisers who closely works with pupils from Westcroft, the Youth Sports Trust and Wolverhampton PASS (Partnership and School Sport) – providing young people with SEND more opportunities to be physically active.

PE kit – All pupils are expected to wear school PE kit, consisting of the school PE t-shirt, shorts or jogging bottoms and trainers. For swimming lessons, pupils need to bring swimming costumes/shorts and a towel. If they are taking part in Outdoor Education, pupils may need to wear spare clothes.