1. Inclusive primary p.e. Working towards good practical and theoretical practise

2. What to expect today
An overview of Mossbrook School and our approach to physical education
Defining what inclusive physical education is
What barriers impact on our strive for inclusive physical education
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

3. An overview of Mossbrook School
Primary special needs school
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
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
Possessing a dedicated, knowledgeable and passionate staff base

4. Our School Purpose and Vision
To teach our children to: -
Communicate
Develop social skills
Have skills for life
Make healthy choices
Be open to learning
For Mossbrook School to be: -
At the forefront of special needs provision
Where ever child exceeds expectations
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
To provide new opportunities and new horizons

5. Our approach to physical education
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

6. 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)
Weekly ball pool and sensory play slots for each class
Small group yoga lessons

7. What physical activities are open to our children
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

8. What physical activity sessions have our children attended
Ice skating
Curling
Bumper cars on ice
Panthalon event
Boccia tournaments
Curling tournaments
Bike riding skill development
Movefest (Dance competition)
Sports leadership training
Snooker Competitions
Cricket competitions
Kielder competition
Inter and intra school competition events (boccia, curling and cricket)

9. What is inclusive physical education?

10. 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

11. What barriers impact on inclsuive p.e.
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

12. What barriers are presented with the SEN setting ?
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

13. 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
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

14. Inclusive physical education
Personal knowledge of the subject
Ourselves
The child
Knowledge of the children

15. 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: -