Physical Education Review – January 2015
The PE Review consisted of 5 lesson observations lasting 25 minutes, carried out jointly by SLT and
middle leaders, and two learning walks. Book looks occurred during the lesson observations and
learning walks, which assessed marking, written feedback and dialogue with students. The Head of
PE was interviewed and a student focus group gave feedback on their learning, participation and
access to PE. Two Governors joined the Headteacher on a learning walk and the interview with the
Head of PE. They also met with the student focus group.
The Head of Department completed pre-review documentation, including exam analysis for the year
2013-2014 and a review of last year’s department action plan. As with all Reviews, the purpose of
Review was to undertake a “health check” and to confirm the Departments Pre- Review SelfEvaluation.
1 Pupil Progress
The Department’s KS4 A*-C results for 2013-14 of 71% was a significant improvement on the
previous year and more in line with expected prediction of 76%. Progress of girls was greater than
that of boys. There was a significant difference between the attainment of PP students (58.3%) and
none PP students (87.5%). Students making expected progress KS2-4 was 75% compared to National
Average of 67% and more than expected progress was 25%.
2 Teaching for Learning
In the 5 lessons observed the following grades were given:
2 Outstanding
3 Good
On comparing lesson observations from the last review it is encouraging to see that the quality of
teaching across the department has been maintained and that there has been an increase in the
number of outstanding lessons observed. This confirms the Department’s own Self-Evaluation of its
teaching as good with outstanding features.
Across all the observed lessons students were actively engaged and spoke positively about their
enjoyment of the subject. There was evidence that students had clear routines and participated as
soon as they entered the venue. There was strong and sustained engagement with learning evident.
Students were active throughout the lesson and teacher talk was generally used well. The use of
students to lead learning was seen across all lessons.
Where the learning was judged to be outstanding there was strong use of questioning which
engaged and challenged students of all abilities. Teacher talk was kept to a minimum and used
effectively to direct individuals or groups. Use of modelling, teacher to student, student to student
was used to enable learners to see what they needed to do to improve or to lead others.
Theory lessons were well planned with strengths in the level of differentiation used to support
learners. However, there was often too much teacher talk and students need to be given greater
opportunities to consolidate their learning individually and in groups. Opportunities also need to be
given for knowledge to be secured and deepened which could be supported through the
development of targeted questioning to individuals and small groups.
3 Assessments, Marking, Tracking and Intervention
A “book look “and interview confirmed the pre review evaluation that KS5 BTEC Sport is well
planned and that marking and tracking is in line with IV requirements both for formative and
summative assessments.
The pre review highlighted areas that the Department needs to address at KS4 GCSE with respect to
assessment and marking. The Department has highlighted that their maintenance marking needs to
improve, particularly at year 11. Year 11 students are engaging positively with feedback and
participating with interventions. This needs to be embedded at Year 10 where there was less
evidence of written work and therefore feedback. Progress over time needs to be more explicit and
tracking procedures need to be reviewed.
4 Behaviour and Ethos
Across all lessons, both practical and theoretical, behaviour and relationships were very strong.
Highly cohesive and positive learning environments were observed. The learning environments
within lessons were described as “highly positive, engaging, respectful and inclusive”. Relationships
both between students and their teachers and students with other students are safe and secure.
The Student Panel clearly endorsed these findings. They enjoy their PE lessons. The younger
students (KS3) describe their teachers as being “motivational” and pushing them to achieve their
best. They enjoy the structure of their lessons with students being used to support each other and
that this develops trust and friendship. They feel that their teachers use a range of strategies to help
them improve their skills, teacher modelling, peer assessment, 1-2-1 feedback from the teacher.
They enjoy being able to opt for PE during PREP. They would, however, like more opportunities to
participate in extra-curricular sports.
The majority of students expressed their concern that the PE Department staff did not have enough
time to give to extra-curricular PE, particularly competitive inter borough and regional sporting
opportunities which they had enjoyed to a greater extent in the past.
At KS4 the students felt that there was a clear distinction between those students who had chosen
the subject as an option and those who had not. There was a feeling that some of the latter group
do not take Core PE seriously and that some find it very challenging. There was also the view that for
many students at KS4 & KS5 PE should be seen as an opportunity to relax and de-stress. The older
students felt that the introduction of PREP had reduced the opportunity for them to participate in
sporting activities both competitively and for enjoyment.
Students across all key stages would welcome more curriculum time being given to PE.
5 Leadership and Management
The PE Department has a team of very experienced teachers, all of whom have additional
responsibilities both inside and outside of PE. The size of the team has reduced quite substantially in
the last couple of years which does put pressure on all in the Department to give their time and
expertise.
The HOD returned to his position after a year’s sabbatical on SLT. The interim HoD has now moved
on to another school as HoD. Assessment, both procedures and policy, in PE was an area of
improvement last year. However there are some concerns that the Department has not built on this
improvement in the current academic year. The FCC learner and the associated four key skill areas
are under developed. PE would benefit from looking at the work that has been done in Creative
Arts.
Student Leadership is an area of strength in the Department. However, the leadership and
management of sporting team events need greater focus as does the whole extra-curricular offer
and commitment.
Main Action Points 2014
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To increase the proportion of conditioned games in lessons to maximise levels of student
engagement and challenge – this target has been met and was evidenced in the review.
To develop questioning in lessons so that all students are challenged and engaged – there is
clear evidence of improved questioning. However, in theory lessons teachers need to develop
the subtle questioning of individuals and small groups to secure and deepen learning.
To develop student leadership so that students understand the process of planning, delivery and
evaluation – there was clear evidence of students working well as leaders in the review.
To continue to develop GCSE PE with a particular focus on maximising practical grades by
providing opportunities for students to be assessed in roles other than performer – provision in
this area has been maintained from last year. However, activities need to be carefully planned so
that outcomes can be maximised.
To keep the strategic and operational messages simple and to prioritise key areas of
development – this needs to remain an area of focus. Clear achievable targets need to be set
around realistic timeframes.
Main Action Points 2015
 To maintain improvements in GCSE outcomes. To ensure the teaching of GCSE theory
thoroughly prepares students for the examination. To continue to increase the range of practical
options assessed in GCSE PE to maximise student’s practical grades.
 To develop assessment in KS3 so that students develop a greater understanding of their
strengths and areas of development in relation to the Feltham Learner strands.
 Extra-curricular PE and sport competitions needs to be carefully planned and tightly delivered by
the team to maximise opportunities for students in a range of activities.