Hambleton Primary Academy
PE Provision Map
Area of Need Universal Provision
Cognition and Learning Clear, simple language for explanations
Checking understanding frequently
Instructions supported with images, diagrams
Adult modelling
Recalling previously learnt content
Small step approach
Targeting questioning to help children learn
Flexible grouping
Pupils learning from one another
Adaptive technology for accessing the curriculum.
Targeted Support Provision
Access to extracurricular activities and targeted intervention groups
Assistive technology
Small group work
Greater emphasis on aural memory skills
Use larger print/symbols/colour codes
Using ICT to further scaffold movements, actions and skills
Fleetwood Town intervention to target children needing further development with their fine and gross motor skills. Also target children who do not access the extra curricular activities offered after school and outside of school.
Specialist Support Provision
Incorporate EHCP strategies and targets throughout the lesson eg physical and gestural support eg hand on hand modelling with equipment.
Follow advice from the multidisciplinary team.
Change4Life intervention to target children who need to further develop gross motor skills and those who show difficulties accessing the curriculum.
Use of visual aids eg mats showing diagrams of movements and actions to support children's understanding of instructions
Adaptive technology for providing visual aids for what is expected of the children during the lesson Eg- yoga movements
Adaptive technology for recording work
Communication and Interaction Clear structured lessons
Clear, simple language for explanations
Checking understanding frequently
Instructions supported with images, diagrams
Modelling
Recalling previously learnt vocabulary
Small step instructions
Processing Time
Cue by name
Clear expectations of how to interact
Explicit explanations of appropriate interaction
Targeting questioning to assess understanding
Now and Next board
Communication aid
Encourage different forms of communication − such as gestures − to compensate for difficulties when speaking.
Tactical grouping for children to provide peer on peer support.
Use of pictures, which add another dimension to their learning.
Creating characters using different voices enhances learning about concepts such as ‘timbre’ and ‘dynamics’
Incorporate EHCP strategies and targets throughout the lesson
Use of visual aids eg. mats showing diagrams of movements and actions to support children's understanding of instructions and expectations.
Tactical grouping for children to provide peer on peer support.
Peer on peer support
Adaptive technology for communication
Adaptive technology for recording knowledge
·Adaptive environments and working areas.
Emotional, Behavioural and Social
Restorative approach to behaviour
Caring and positive Ethos
Planned opportunities to build resilience
Consistent reward systems
Access to fidget toys
Create an environment for learning where pupils feel that it is good to explore, experiment and make ‘mistakes’
Prepare children about what to expect and set out the structure of the lesson
Planned opportunities to build on communication and teamwork.
Planned opportunities to build on leadership skills
Follow behaviour plan
Make sensitive use of pictures and video recordings to keep records of pupils’ work. Always make sure pupils are comfortable with this. (PE Passport App)
Praise given discreetly where pupils find public praise embarrassing or difficult.
Tactical grouping of children where they feel comfortable working with other pupils in their group.
Opportunities to work individually to create a sense of independence rather than in a group.
Provide a quiet space for when the child is feeling overwhelmed.
Make a sensitive judgement when performing to the class (as a group or individually) judge what children this would be overwhelming for and implement provisions for this Eg- two
Incorporate EHCP strategies and targets throughout the lesson
Awareness of any triggers for children within the lesson. Strategies to diffuse any behaviour or emotional issues.
Sensory and Physical
Creating a calm and purposeful environment which is clutter free and ready laid out with equipment to avoid any time loss
Seating position to reduce sensory issues
Sensory aids – headphones, chews, fidgets
groups perform at once or as a group to deflect attention from the child
Sensory diet prior to lesson
Access to adapted equipment or ICT to overcome difficulties with mobility or manipulative skills
Resources and activities adapted for pupils with physical disabilities.
Fleetwood Town intervention to target children needing further development with their fine and gross motor skills. Also target children who do not access the extra curricular activities offered after school and outside of school.
Incorporate EHCP strategies and targets throughout the lesson.
Implementation of the ‘Fizzy Training’ for gross motor skills within PE lessons to further develop children's skills.
Tactical grouping of children to provide further scaffolding for pupils..