PE needs depth not breadth says Ofsted in subject report

The physical education (PE) curriculum in schools often prioritises breadth at the expense of depth, according to Ofsted’s latest subject report. Levelling the playing field: the physical education subject report draws on visits to 25 primary schools and 25 secondary schools, made between November 2022 and June 2023, as well as building on the findings of last year's Ofsted PE research review.

The report finds that while most schools, especially at primary level, devote enough time to PE, a significant proportion ‘do not match the ambition of the national curriculum’. In some cases this was because the starting point for curriculum was the  inclusion of particular physical activities and sports, rather than focusing on the skills which pupils needed to acquire to achieve the curriculum goals. ‘The curriculum therefore gives pupils brief experiences of a wide range of sports of physical activities, but what pupils know and can do as a result of what they have been taught is often limited,’ the report says.

It also found gaps in what is taught to pupils, with activities specified in the national curriculum not being covered. For example, in two thirds of schools dance was not taught to all pupils, or the dance content being taught was not well organised. Meanwhile, in three quarters of schools, outdoor adventurous activities were either not taught effectively or not taught at all. In comparison, nearly every school’s curriculum included football, to support the teaching of attack and defence. These choices risked ‘narrowing’ pupils experience of PE, the report warns.

Looking at pupils’ swimming and water safety attainment in primary schools, the report found this was often a mixed picture. In many schools where outcomes were not ideal, this was in part due to the cost of transport and access to swimming pools, as well as to the challenges schools have faced because of the coronavirus pandemic. However, the authors note that in many schools the evaluation of the swimming and water safety element of the curriculum is limited, and not all schools are making full use of the PE and sport premium, which can be used to fund top-up swimming lessons where needed.

Other findings in the report include that pupils with special educational needs and/or disabilities (SEND) are supported to achieve well in PE in just over half of the schools. In those schools this was driven in part by staff who are well trained and supported to implement specific strategies for pupils with SEND. Meanwhile, in just under half of the primary schools visited, children in Reception were well supported by knowledgeable adults to develop safe, efficient and effective movement quickly.

Responding to Ofsted’s findings, Steve Caldecott, deputy chief executive of the Association for Physical Education, said: ‘Schools have very tight budgets and teachers/leaders have limited time available to instigate changes, which is why a focused approach is important. As physical education is the only opportunity for many pupils to develop the skills required to access learning, a key focus will be on helping schools to develop a well-constructed, needs-driven curriculum which at least matches the aims of the national curriculum so that pupils can lead healthy active lives.’

Also commenting, Ofsted chief inspector Amanda Spielman said: ‘It’s great that most schools allow enough time for children to be physically active’, adding ‘I hope the findings in this report help all schools develop their PE curriculum so all children get enough opportunities to experience a range of different activities.’

Full report: https://tinyurl.com/2azf48j9