Physical Education

Practice 

 

This developmental journey begins in our Early Primary phase with two hours of weekly activity rooted in child-led, play-based exploration. Here, young people explore regulation and body awareness through activities such as navigating sensory obstacle courses, rolling, throwing and catching, and movement to music. These sessions allow for the discovery of movement through climbing and crawling, helping young people understand their own physical presence. 

 

As young people progress through Upper Primary, learning becomes more intentional with an increased focus on motor skill development and functional communication. We place a greater emphasis on sensory and emotional regulation, utilizing action songs, movement stories, and parachute games to encourage social proximity and expressive language. At this stage, young people begin to transition from individual play to parallel play, using bikes and trikes to develop coordination while learning to tolerate shared spaces, take turns, and communicate needs within small groups. 

 

By the time young people reach our Secondary phase, the curriculum – which is guided by the National Curriculum Programmes of Study- expands to include a broad spectrum of seasonal and adaptive sports. While the core focus remains on physical literacy, there is a significant emphasis on developing career-ready skills such as teamwork, leadership, and following complex rules safely. Young people are exposed to team games, net and wall games, health and fitness and striking and fielding activities. These structured sessions allow them to apply their skills within healthy, competitive contexts, helping them learn to manage frustration, communicate strategically with peers, and build the professional discipline required for the workplace. 

 

We recognise that for our young people, physical development is linked to their broader educational and sensory needs. Our PE department works in close harmony with the "golden thread" of each young person’s EHCP outcomes. Lessons are not merely about sport; they are structured environments where specific targets—such as improving fine and gross motor skills, enhancing social communication, or developing self-soothing strategies—are brought to life. By breaking these long-term aspirations into specific physical targets, we ensure that PE contributes directly to the young person’s overarching developmental goals and personal progress. 

 

Our commitment to physical activity extends far beyond the scheduled timetable, as we encourage active play during break and lunchtimes to foster a genuine sense of community and belonging. This school-wide culture is further enriched by our exceptional partnerships with organisations such as the Somerset Cricket Foundation, Somerset FA, and SASP, alongside local clubs like Westlands Sports FC and Yeovil Tennis Club. These professional links, combined with enrichment opportunities like swimming, trampolining, Bikeability, and the Duke of Edinburgh’s Award, ensure that our young people are prepared to access community-based facilities independently. These experiences are intentionally designed to bridge the gap between school-based learning and future career pathways in the sports and leisure industry. 

 

The difference PE makes 

 

Ultimately, the impact of PE at Fairmead is seen in the resilience of our young people and their readiness for life beyond the school gates. We measure success through the growth of the whole person—witnessing tangible improvements in emotional regulation, social confidence, and the ability to work collaboratively in pairs or small groups. By the end of their time with us, young people have not only developed physical competence but have also gained a deep understanding of how to make informed, healthy choices. Whether they are joining a local sports club or using community leisure facilities with confidence, our young people leave Fairmead equipped with the physical and emotional tools to maintain their wellbeing for a lifetime.