Our aim is to encourage a culture of being healthy and active through participation in physical activity. Children of all abilities should work together, show resilience and look to challenge themselves to improve with competitive opportunities in a range of sports being provided.

Intent:

At Gilded Hollins, all pupils are taught PE, whatever their ability, gender, cultural backgrounds or individual needs as sensitivity and respect is shown towards diversity.  Throughout school, PE is allocated to 2 hours curriculum time per year group. The total amount of time that pupils take part in PE and physical activities within a week currently exceeds National targets. The schemes used to teach PE are Real PE (skill development based) and PE Academy (specialist coaching based on specific sports). As well as participating in PE lessons, all pupils are encouraged use the ‘Daily Mile’ track on non-PE days. This allows children to set and aim to beat a personal best and/or include their general fitness in a social environment. Aimed at maintaining a high level of well-being also, ‘Daily Mile’ time accounts for a further 45 minutes per week of physical activity. Furthermore, pupils from Year 6 are involved in organising, refereeing and officiating school sport fixtures as well as promoting a culture of participation and competition across school. This comes in the form of captains for specific sports and Sports' Leaders.

P.E Academy provide specialist and sport specific coaching alongside a member of school teaching staff. This allows the school staff to assess skills on a lesson-by-lesson basis and adjust their support to the needs of the group, e.g. Pupil Premium, SEND, low ability, competition preparation, etc. Funding for this service has previously come from the Sport Premium budget and is considered an enhancement as targeted support is provided where necessary in lessons based on the specific needs of the children dependent on the sport. This funding will not remain from January 2027 so the coach’s presence in the lesson provides CPD to school staff who will be teaching PE lessons going forward. Topics run through each year group which has allowed the Subject Lead to ensure clear progression of skills through sports and year groups. Assessment is made each lesson (dependent on the scheme of work) and feed back this information to Mr Taylor and class teachers as and when necessary. Recent priorities remain SEN provision, highlighting target children (particularly providing equality and opportunities in girls’ sport) who are in need of social skills and signposting children to external clubs. Engagement levels in PE lesson and extra-curricular sport are at an all time high and we aim to maintain this despite the disappointing cutting of the Sport Premium budget.

The Real PE scheme provides the other half of our PE curriculum delivery focuses on the development of agility, balance, coordination, healthy competition and cooperative learning. The aim of this is the enhance the all-round fundamental skills and attitudes of a sportsperson in preparation for a range of sporting situations. Sports Premium funds previously ensured that every class teacher received (at the time of beginning the scheme) 6 hours of training from Real PE, over two twilight sessions. In addition to this, the PE subject leader, Mr Taylor has received 3 days of subject leader training. This gave him an insight into the assessment, self-challenge and coaching principles that Real PE aims to encourage the children to become all-round sportspeople, which was then fed back to staff. The scheme covers EYFS-Y6 and includes lesson planning, assessment materials, music and differentiated skill cards. Mr Taylor will train any new staff from this point in Real PE so that they are able to deliver it to a high standard when necessary. Children are assessed on their progression through these key skills with particularly challenging skills for the most able whilst also providing a ‘low floor’ approach to skills so that every child succeeds within a lesson. This side of the curriculum is delivered by the class teacher.

Swimming and water safety will take place over a two-year period in blocks of 10 weeks per year.  For children, swimming lessons will begin in Year 4 and continue through to Year 5. With those lacking in this area attending to enhance their swimming and water safety skills. Cycling Proficiency is delivered to Year 5 pupils through the ‘Bikeability’ scheme, with Reception children also receiving a taster session using balance bikes. In Year 5, a progressive scheme is delivered too to ensure children are given road safety skills. Children are able to work towards level 1 and level 2 which can then be added to at high school.

Additional Opportunities

Gilded Hollins has strong links with the School Sports Co-Ordinators (SSCOs) at Lowton Church of England High School (Sharon Walls) and St. Marie’s (Gareth Edwards). At Gilded Hollins, we are committed to participating in the festivals, leagues and competitive fixtures organised within and for the Lowton and Golborne Partnership, providing effective pathways for progression.  From the academic year 2017-18, Gilded Hollins have competed within LLG (Leigh, Lowton and Golborne Cluster). This means that each festival will have a higher number of entrants, but also that a higher number of schools will be taken through to the next rounds. At Gilded Hollins, we will continue enter a B team where possible to ensure more children are given the opportunity to compete.  Furthermore, we will continue to endeavour to enter competitions that allow children to experience and compete in sports that are new to them, e.g. orienteering and curling which have been entered over the last few years. In addition to this, school-based clubs will aim to give yet more opportunities whilst we will signpost children to clubs outside of club if we see that they have made good progress within a sport.

Gilded Hollins offer provision for a range of physical activities at the end of the school day for pupils from EYFS to Year 6.  Every week, there is at least one club for each phase within the school, led by either teaching staff or PE Academy. This includes clubs specifically aimed towards school teams or a ‘Change4Life’ club which aims to encourage children to encourage in sport who don’t at home. This can also be used to improve fundamental skills, social skills and build friendships. Gilded Hollins participate in the LLG football league and LLG rugby league (organised by the PE Subject Lead), playing competitive fixtures on a weekly basis. Andy from Lancashire Cricket Board and Tim McKiernan from Leigh Cricket Club provide specialist coaching during curriculum time during the summer term. Details of current club activities are sent to parents at regular intervals through newsletters, the school website and Seesaw, a closed app-based communication system. This also allows school to make strong links outside of school, e.g. Leigh Community Trust, Leigh Cricket Club, Leigh United FC and Leigh Leopards.

Subject leader, Mr Taylor, keeps a record of all children from EYFS – Year 6 that participate in extra-curricular sporting activities.  Those that do not take part or are identified by teachers to be underperforming towards the A.R.E are given opportunities to compete in specifically designed participation days such as the ‘Action Activities Day’ or ‘The Highland Games’. These days are arranged by the SSCOs and enable children to compete at their own level.  In addition to this, these children are invited to our Change4Life club. Run by PE Academy staff on Tuesday, Wednesday, Thursday and Friday lunch times, afore mentioned target children are given the opportunity to develop PE skills in a small group and discuss how to lead a healthy and active lifestyle. This club also looks to help those with social skills and behavioural needs as well as physical needs.

Our current practice ensures pupils have a range of opportunities in which to develop and celebrate their skills and talents in addition to fostering the ‘Spirit of the Games’.  The Spirit of the Games is the term used when children display honesty, teamwork, self-belief, passion, determination and respect. Team captains give match reports in assemblies and award someone on their team with a ‘Spirit of the Game’. Furthermore, these captains publish a match report on the ‘PE Curriculum Subject’ section on the school website. Furthermore, we display a fixtures board so that children can keep up to date with results from our football and rugby leagues along with a board showing what is going on in the world regarding sport.  We have a group of Sports Leaders in place who work in partnership with subject leader, Mr Taylor to improve P.E by organising equipment, choosing after school clubs, advertising/reporting on sporting events, fundraising for new kits/equipment, officiating intra school competitions and collecting awards. They will further their involvement this year by attending school sports clubs to pass on their knowledge and further aid the development of skills within sessions. In addition, sports captains record video blogs to the school website detailing recent results in football and rugby league.

Implementation

The HLTAs/PE Academy staff/class teachers assess pupils’ performance in PE by making judgements as they observe them working during lessons. Individual learning outcomes have been assigned to each block of work which have been generated from the over-arching objectives set out in the National Curriculum. In Real PE lessons, teachers assess against the progression of key skills.  At the end of each term, teachers use these assessments to inform Insight. This will enable teachers to identify which pupils are below, working towards, lower expected, upper expected or greater depth within the expectations of their year group. Those that are not working at the expected standards or deemed inactive/in need of a social skills intervention will be invited to the Change4Life clubs during the school day. Those that are exceeding will be invited to the after school clubs designated for school teams. All children are directed towards external clubs after being enthused by a particular block. In line with national guidelines, pupils will learn how to evaluate and recognise their own success, compare their performances with previous ones and demonstrate improvement to achieve their personal best. Pupils will also assess their ability to collaborate, communicate and compete in an efficient and respectful manner.

Adaptation and Inclusivity

Weekly assessments inform future planning and target children. Future lessons are adapted to meet individual needs using the S.T.E.P approach. 

S – Space Increasing or decreasing the area in which a task is performed.  Eg dribbling a football around cones that are close together to challenge or further apart to support.  When scoring points, changing the distance, height or width of the goal.

T – Task  Modify the task by changing the rules. Eg using non-dominant hand or leg to challenge or using two hands to support.  Increasing or decreasing the time or the number of times a task must be completed within the time.

E – Equipment  Modify the equipment. Eg using smaller or harder balls to challenge, larger, brighter and softer balls to support. Using batting tees to support or changing size of the target.

P – People  Modify the people involved.  Having bigger teams, smaller teams, more/fewer defenders.  Working alone, acting as a leader, an officiator etc.

 

Monitoring, evaluation and review:

Planning is of a high standard overall and shows clear objectives and outcomes with good use of a range of resources and techniques. Planning is accessed through OneDrive and includes drawings of how the area will be set out. Mr Taylor views this planning on regular basis.

P.E Subject lead, Mr Taylor, attends a CPD and networking day for Wigan East schools every year.  Agenda items include monitoring and assessing pupil progress and how to effectively spend the sports premium funding, which is then shared with the whole staff.

Pupil Voice:

“I love PE lessons. They’re the best part of the week!” (Y4)

“I like it when the staff join in with games and skills. It helps me to learn how to do them!” (Y5)

“I’ve loved playing for the school rugby team for the last 4 years. We started in Year 3 and now we’ve just won the Ben Woods Memorial Trophy!” (Y6)

“I love going on the big Daily Mile track because I want to be fit!” (Y1)

Impact

KS1

In Year 1 and 2, most children are working within ARE and all children made good or better progress in the previous year.  Those achieved below the expected standard will be targeted through Change 4 Life clubs run by PE Academy staff. We are aware this through observations in PE sessions and participation in extra-curricular clubs and those outside of school.

Lower KS2

In the current Year 3, most children are working within ARE. Year 4 sees a high proportion of the class attend Change4Life for life club in order to improve social skills or boost involvement in extra-curricular school sport whilst 2 children have joined the Gifted and Talented register for rugby league. The afore mentioned children will continue to attend to Change4Life and their participation will be monitored closely as the year goes on. 

Upper KS2

In the current Year 5, most children are working within ARE. To develop social skills and encourage age-appropriate behaviours certain children are targeted in the Change4Life lunch time club and PE Academy staff targets them in lessons, liaising regularly with Mr Taylor (class teacher) about their progress. 

In the current Year 6, the vast majority of children are working within ARE. Around half of these children participate in school team training and competitive weekly fixtures in either (or all) football and rugby.  They are challenged in class through skills progression, PB competitions and regular inter-school competitions in a wide range of sports.

Of the children in the previous cohorts, numerous children were signed for clubs: Blackburn Rovers (football) and Warrington Wolves (rugby league), Wigan Warriors (rugby league), Leigh Leopards (rugby league), St Helens Women’s (rugby league) and Salford City (football) whilst another boy rides motorbikes for the LP41 superbikes team based locally.

Where to now? Recent developments, highlights and priorities for future developments (2025-26):

• A particular highlight has been maintained our Platinum School Games Mark for an 8th consecutive year. This proves that our pupils are taught to foster a love of sport and are given ample opportunities to develop their fitness, skills and techniques through a wide range of sports at their level. We have a long-standing commitment to achieving this award as a sign of our dedication to school sport and physical activity.
• Of the 60 Key Stage 2 children who attended Change4Life Club during 2025-26, 93% went on to participate/compete in further sport which shows the positive impact that it is having around school. Engagement
• Use sports' leaders and playleaders to engage KS1 in physical activity to provide them for more opportunities in KS2.
• Raise the profile of girls’ sport in school particularly the inclusion of girls in sports that are predominantly dominated by boys. Entered girl specific competitions (football and cricket) where possible and run girl specific clubs to boost confidence and involvement from girls in sport.
• Maintain high participation rates across school in extra- curricular sport. Continued to provide a range of opportunities for all year groups involving members of staff, parents and external clubs where possible. Continued to attend range of events to ensure participation and competition entering B/C teams where possible.
• Further increase the role of sports' captains and sports' leaders around school. Utilised sports' captains and leaders to promote physical activity and sporting values in KS1 with increased structure and equipment use on playground. Given captains and leaders more responsibility around promotion of sport and physical activity regarding displays, school website and school newsletter. This came through interactive match reports, maintenance of Spirit of the Games wristbands system and tips to stay healthy and active on the school newsletter.

Participation during 2025-26:

• Football league (weekly matches in Autumn Year 5/6 mixed)
• Full Contact Rugby League (weekly matches in Spring/Summer Year 4/5/6 mixed)

• Intra Cross Country (Year 3/4/5/6 Mixed)
• Inter Cross Country (Year 3/4/5/6)
• Participation Event (including sports such as climbing, skateboarding and abseiling (1 team: Year 5))
• Curling (1 team: Year 2)
• Cricket (1 team: Year 6 girls)
• Cricket (1 team: Year 6 mixed)
• Football (1 team: Year 6 girls)
• Athletics (Competitive and Development: Year 5/6 mixed)
• Tag Rugby (1 team: Year 6 mixed)

 

• After School Clubs twice weekly by PE Academy:

Autumn: Multi-Skills (KS1), Basketball, Hockey (KS2)

Spring:  Basketball, Football (KS1), Table Tennis, Ultimate Frisbee (KS2)

Summer: Summer Games, Athletics (KS1), Cricket, Athletics (KS2)

Progress towards priorities:

• Raised the profile of the ‘Spirit of the Games’ through School Sports Crew, newsletter, website video blog, Seesaw and Twitter.
• Change4Life Club having impact in encouraging children to partake in extra-curricular sport after attending.
• Good links with external clubs including Lancashire CC, Leigh CC, Leigh Leopards, England RU.
• High participation numbers within extra-curricular sport

(Autumn: 210%, Spring: 180% Summer: 134%

Priorities for future development (2026-27):

• Implement use of orienteering course around school.

• Continue to signpost children and families to opportunities to further participate in sport and physical activity outside of school, particularly in minority sports. This is based on the building a bank of clubs/venues that children already attend and publish to parents in order to direct them to new clubs, providing further opportunity to children outside of school to be active.

• Continue to provide more girls' only clubs both during school time and after school to increase numbers of girls participating in school sport working internally and externally.

• Implement more structure to Key Stage 1 playtimes through use of Playleaders, equipment and taught games to increase social skills and improve behaviour in less structured times. This will include upskilling of staff and increased responsibility for Playleaders and Sports Leaders.
• At Gilded Hollins, we appreciate children for displaying School Games sporting values in sport and physical activity. Sports’ leaders, captains and staff recognise these values and present their team member with a wristband which they wear with pride.

At Gilded Hollins, we appreciate children for displaying School Games sporting values in sport and physical activity. Sports’ leaders, captains and staff recognise these values and present their team member with a wristband which they wear with pride.

Gilded Hollins’ Sports Captains

Here are our sports captains and leaders for this year!

Thank you so much to one of our wonderful parents for sponsoring our new brilliant football kit from Swaz Teamwear. Check out Pinnacle Signs and Print for more details! (left)

After successfully designing the Leigh Centurions warm-up top for the 2021 Betfred Super League season, Leigh Centurions, Leigh Community Trust and Ellgren have provided with an amazing new rugby kit! (right)