Iver Heath

Nurturing happy, healthy, confident learners in a safe, rich learning environment

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Physical Education policy

Iver Heath infant School and Nursery, Physical Education Policy

March 2020


Article 29: you have the right to a good quality education.

Article 29: your education should help you use and develop your talents and abilities. It should also help you to learn to live peacefully, protect the environment and respect other people.

Article 24: you have the right to the best health care possible, safe water to drink, nutritious food, a clean and safe environment and information to help you stay well.

Article 13: you have the right to find out things and share what you think with others, by talking, drawing, writing or any other way unless it harms or offends other people.

Article 12: you have the right to give your opinion and for adults to listen and take it seriously.

 We believe that physical activity creates a self-reinforcing cycle of benefits. Active children’s brains work better, giving them improved capacity to learn. At the same time, better attitudes about school and improvements in their psychosocial health create a more conducive mind-set for learning. The net result is improved academic performance as well as improved enjoyment.


 All children develop the key abilities across the curriculum using the Create Development approach:

  • Personal: trying new things, keep on trying
  • Social: working cooperatively
  • Cognitive: following and understanding rules and instructions, developing tactics.
  • Creative: exploring movements, linking movements together
  • Physical: performing a range of skills, sequence of movements a
  • Health and fitness skills: awareness of the importance of good health and the impact it has on your body.

 All children develop fundamental movement skills (agility, balance and coordination) and can apply these skills in a range of increasingly challenging activities and games.

 Striving to achieve giving all children the knowledge and cultural capital through curricular, extra-curricular activities and family engagement strategies.

 All children will have the opportunity to access safe and challenging healthy competition against themselves and against others.

 All children will have the opportunity to experience a range of sports and physical activities.

 We encourage children to be physically active for at least 30 minutes in school every day, as recommended by the Chief Medical Officer.

 Encourage and equip parents to support children to develop healthy habits that will benefit them throughout their lives: creating positive relationships with physical activity for life.


Real PE is the core of our PE curriculum in Early Years and KS1. Each term we will include Real Gym or Real Dance to broaden the experience around PE. All classes will have at least one PE lesson a week using the Real PE curriculum.

These lessons will be based around the half termly cog and also one of the Fun stations (fundamental skills). The fundamental skills are:

  • Balance
  • Coordination
  • Agility

Cogs will be introduced in a whole school assembly each half term and displayed on the PE board in the school hall. A poster of the current cog will be displayed in all classrooms and be a point of reference throughout the day.

 Early Years

In Early Years the PE curriculum is also part of our continuous provision in outdoor learning. The curriculum is planned using the Developmental Matters Statements in Physical Development.

 In the reception year the children also attend Forest School sessions weekly throughout the year, both at our local school site and at our larger site in the grounds of Iver Heath Junior School.

 Key Stage One

In addition children in KS1 will have an active afternoon during Fitness Friday. During this they will have the opportunity to experience a range of physical activities and sports. This could include Real PE/gym/dance, Real Play, Forest School, Multisport. (see termly timetable).

Our key Stage One children have opportunities during the year to take part in inter-school festivals which are provided by the Alfriston Sports Partnership.

Every year our Key Stage One children are also given opportunities to take part in a variety of different sports eg cricket sessions and Tag Rugby.

Whole School

All year groups have access to after school sports clubs including: football, dance and tennis.

The Reception, Year One and Year Two children take part in a Summer Sports Fiesta held on the Junior School field during the summer term.

Year Two also take part in their Sports Day on the junior school field towards the end of the summer term.

During the lunch break our Midday Supervisors provide equipment for the children to use and encourage physical activity via games and competitions etc.

Further healthy competitions both against self and others are provided during break times eg dance.

Throughout the day all teachers provide physical activity breaks as appropriate in order to ensure children are able to access their best learning.

Teacher Development

We strive to give all teachers the opportunity to teach PE.

All staff are fully trained. New staff have the opportunity to observe Real PE and to access the training as part of their induction.

Via the Real legacy approach staff have opportunities to implement the Real PE cogs within the broader curriculum.

Every year we will book personalised support days to enhance staff confidence and to work towards sustainability.


The PE resource cupboard is situated in the school hall. Equipment is stored safely and labelled for easy access. There is also a shed in the playground which contains a variety of equipment for the children to use over lunch breaks.

Equal Opportunities

We provide equity of opportunity throughout our curriculum to ensure that all pupils are able to both contribute to and develop from the learning experiences Iver Heath Infant School and nursery offers.

Inclusion and Diversity

In whole class teaching differentiation for all pupils occurs through:

  • discussion;
  • well-focused and challenging questioning;
  • praise of individual contributions;
  • high expectations encouraging pupils to elaborate, suggest, make observations, reflect and speculate;
  • thinking time.

In individual, paired or group work differentiation will take place by resources, variety of tasks, response and support.

More able children are identified by the class teacher and their learning is enhanced through targeted questioning and/or extending task. The PE Jasmine tool includes resources to support inclusion.

Children with special educational needs (SEN) and English as an additional language (EAL) are supported using a variety of support materials suggested by class teachers, SENCO, The Specialist Teaching Service and other outside agencies. For children with physical disabilities, we endeavour to secure appropriate apparatus in order for them to access the curriculum and we consult with relevant outside agencies.

We ensure that we show children positive images of the gender groups in society.  We celebrate the contribution that other ethnic groups and cultures make across the curriculum. 

We identify those children for whom the school receives pupil premium funds and we ensure that support is given to these children as appropriate. The school may on occasion also offer financial support to these children, for example in the form of a payment for a trip. For further information on the school’s use of pupil premium funding please see the ‘Pupil Premium Strategy Form’ available on the school website.


Throughout our curriculum we aim to highlight ways in which we can all contribute to keeping the local and global environment safe. This may include learning about ways in which the environment is being, and has been damaged, and discussions on how we can help to reduce our negative impact on nature and the world in which we all live. For example we encourage children to walk, scoot or cycle to school.

Homework and parental engagement

Home challenges and information about cogs and our physical focus are sent home every three weeks and are also available on the school’s website. The cogs and physical skills posters are also displayed outside

Each term a group of 10 children and their parents/ carers (early years and KS1) are invited to join the Real Play Club to encourage family engagement.

Families have access to the Jasmine Home Learning resource which supports physical activity in the home.

We further encourage children and their families to be active by inviting them to bring in photos of themselves being active to share in assemblies and class discussions.

Sporting achievements outside school are also celebrated in school assemblies.

Health and Safety

All staff ensure that Health and Safety regulations are adhered to when using PE equipment and other equipment such as interactive whiteboards and CD players etc. the school follows the guidance given in the ‘AFPE Safe Practice in Sport’ guidance to ensure that all our children are kept safe whilst also being able to challenge themselves during physical activities.


Through our holistic approach to the PE curriculum we aim to ensure:

  • Pupils develop resilience, confidence and independence and lead a healthy and active lifestyle, helping them to know how to keep physically and mentally healthy.
  • All teachers assess their class across the curriculum (cogs baseline) using the assessment wheel on Jasmine in September. Classes are then reassessed at the end of each term.
  • Within Key Stage 1 the fundamental movements skills (agility, balance and coordination) are assessed on the assessment wheel at the end of each fun station (one skill every three weeks).
  • In the Early Years the children are assessed three times a year using the Iver Heath infant School EYFS curriculum ladders (physical development)

Monitoring and evaluation

Teachers will reflect on their teaching using the Learning nutrition framework termly. The PE lead will use the outcomes to further support teachers to create positive teaching and learning habits.

The PE lead will conduct an annual staff survey addressing confidence in teaching PE, the broader impact PE has across the school and pupil engagement. Outcomes will be used to organise bespoke training or support.

There is a Sports Premium impact report available on the school website. This identifies how the school has spent the sports premium fund and the impact this is making on the pupils.

Reporting to Parents

We hold two parents’ consultation evenings during the year, one in the Autumn term and the other in the Spring term. Written reports are given to parents at the end of the Summer term and parents have the opportunity to discuss these with the class teacher if they choose.

We have an open-door policy to discuss strengths and strategies to support learning in all areas of the curriculum.

The Governing Body

The Governors monitor the teaching and learning of PE throughout the school via the governor responsible for the curriculum who reports to the Pupil Progress and Curriculum Committee.

During the COVID period we may not be able to access all of the out of school learning and competition that is planned in our curriculum. The children in Nursery will not be using the hall for their PE sessions but will remain within the bubble. The Reception and Year One children will be arriving at school dressed for PE on PE days in order to remove the need for changing within the classroom.

This policy will be reviewed every three years or earlier if appropriate