INCLUSIVE PRIMARY P.E.
WORKING TOWARDS GOOD
PRACTICAL AND THEORETICAL
PRACTISE
WHAT TO EXPECT TODAY

An overview of Mossbrook School and our approach to physical
education
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Defining what inclusive physical education is
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What barriers impact on our strive for inclusive physical education
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How can we reduce the impact these barriers has on our children
engaging with physical education

Practical examples of how to ensure our physical education
curriculum and lessons are inclusive to all
AN OVERVIEW OF MOSSBROOK SCHOOL
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Primary special needs school
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84 children currently on role, between the ages of 5-11

Catering for all special needs children, with our children being
autistic, down syndrome, behavioural or MLD in nature
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Vast array of resources are used in and outside of school, such as
sensory rooms, outdoor learning areas, access to speech and
language and residential accommodation
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Possessing a dedicated, knowledgeable and passionate staff base
OUR SCHOOL PURPOSE AND VISION
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To teach our children to: -
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Communicate
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Develop social skills
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Have skills for life
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Make healthy choices
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Be open to learning
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For Mossbrook School to be: -
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At the forefront of special needs provision
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Where ever child exceeds expectations
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Staff have insightful knowledge of every child to ensure the highest
level of well being
•
To have a confident and skilled staff who tailor the curriculum to the
children
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To provide new opportunities and new horizons
OUR APPROACH TO PHYSICAL EDUCATION
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To offer our children an inclusive, diverse, varied and child
centred curriculum
To upskill all of our children from their current physical starting
point
To allow our children to enjoy and look forward to being
physically active in a variety of ways, through P.E. lessons,
play times and outdoor learning
To offer the opportunity for our children to compete
competitively, through inter and intra school competitions or
personal target setting
WHAT PHYSICAL EDUCATION OPTIONS DO WE
OFFER OUR CHILDREN

A weekly overview of our physical education provisions: -
•
Foundation and KS1 children swim once a week
•
KS2 children swim once a year at Graves Leisure Centre for a 12
week block
•
Year 5 children attend weekly horse riding lessons on rotation
•
Every class has a weekly physical education lesson
•
KS2 children attend a weekly Wednesday clubs slot delivered by
LINKS (professional, qualified coaches)
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Weekly ball pool and sensory play slots for each class
•
Small group yoga lessons
WHAT PHYSICAL ACTIVITIES ARE OPEN TO OUR
CHILDREN
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Horse Riding
Swimming
Yoga
Fencing
Snooker
Gymnastics
Athletics
Movement Development
Ball Skill Development
iMoves Dance
Team and Playground Games
Taekwondo
Table cricket
Literacy books inspiring physical education lessons
WHAT PHYSICAL ACTIVITY SESSIONS HAVE
OUR CHILDREN ATTENDED
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Ice skating
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Curling
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Bumper cars on ice
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Panthalon event
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Boccia tournaments
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Curling tournaments
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Bike riding skill development
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Movefest (Dance competition)
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Sports leadership training
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Snooker Competitions
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Cricket competitions
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Kielder competition
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Inter and intra school competition events (boccia, curling and cricket)
WHAT IS INCLUSIVE
PHYSICAL EDUCATION?
Inclusive physical education is: •
Ensuring a child can participate is any lesson planned and delivered
•
Modifying the skills, equipment and/or space to ensure each child
can participate to their full potential
•
Is setting personal and differentiated learning objectives to ensure
ever child is included, develops and progresses from their current
ability level
•
Providing an environment and setting where children feel
comfortable to challenge themselves, make mistakes and progress
WHAT BARRIERS IMPACT ON INCLSUIVE P.E.
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Subject knowledge and confidence
The space and equipment available
The child’s physical starting point
The child’s perception of physical education
The physical education curriculum in place at a school
The performance expectations placed on a child
Previous experience of participating in sports or physical
education lessons
WHAT BARRIERS ARE PRESENTED WITH THE SEN SETTING ?
o
The physical restrictions of the child, such as: -
•
Autistic children: - suffer postural issues, reduced neural signalling,
reduced motor functioning and coordination
•
Down syndrome children: - struggle with balance, coordination, have
reduced muscle tone and strength, lower aerobic capability, struggle
with proprioceptive ability
SO, WHAT CAN WE DO TO OVERCOME THESE BARRIERS?
•
To understand the positive impact being physically active can have
on our children, physically, educationally and socially
•
Learn to adopt a confident and positive attitude to teaching physical
education
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Utilise physical education in smaller segments throughout the school
day
•
To better understand how we can adapt, differentiate and alter
physical education lessons and experiences for our children
•
Promote local sports clubs and activities to our children and utilise
other experienced professionals
•
To design, plan and implement a curriculum that we understand,
have confidence in and allow the children the opportunity to succeed
Personal
knowledge
of the
subject
Knowledge
of the
children
Inclusive
physical
education
The child
Ourselves
Any feedback on today’s training would be really
appreciated, so we can tweak, change and alter
anything as needed.
If you have any questions, queries or want to know
any more then please contact
Richard Heggarty at: [email protected]