Physical Education plays a vital role in supporting the development of children and young people within specialist SEN settings. At Gretton School, PE is not simply about physical fitness or learning sports-specific skills; it is about inclusion, confidence, emotional regulation, and creating meaningful opportunities for every learner to engage with movement in a way that feels safe, achievable and rewarding.
A broad and inclusive PE curriculum
Our PE curriculum is deliberately wide-ranging to ensure that all learners can access activities that suit their interests, strengths and sensory preferences. By exposing learners to a variety of sports and physical activities, we reduce barriers to participation and help learners discover positive ways to stay active.
Our invasion sports – basketball, football, touch rugby, tchoukball and hockey – focus on passing, movement, spatial awareness and teamwork, while also offering structured opportunities to practice communication and cooperation. Net and racket sports like tennis, badminton and table tennis develop hand-eye coordination, control and tactical awareness.
Health-related fitness teaches learners about staying active; assessing components like strength, agility and endurance; and following tailored training programs. This knowledge empowers learners to take ownership of their physical wellbeing and builds confidence in accessing fitness beyond the school environment.
Target sports including archery, boccia, and frisbee golf offer a different pathway into physical activity. These sports develop focus, accuracy, strategic thinking and leadership, and are particularly effective for learners who may find fast-paced team games overwhelming. Athletics and summer sports such as cricket, volleyball, javelin and sprinting, encourage teamwork, problem-solving and resilience, while introducing learners to Olympic values and healthy competition.
Extending opportunities beyond the curriculum
Extracurricular provision plays an important role in deepening engagement and developing skills. At Gretton, learners have access to a range of additional opportunities, including fixtures with local SEN schools, swimming sessions, tennis coaching and supervised gym access.
Inclusive participation is actively celebrated. Over 75% of our learners engage in tailored physical activity programmes which ensures that sport remains accessible, enjoyable and meaningful. Success is measured not by performance alone, but by progress, confidence and willingness to take part. For some learners, success may be in attending a session; for others, it may be leading a warm-up, or competing in a fixture. Every achievement is recognised.
Creating an inclusive learning environment
At Gretton School, we believe that a supportive and nurturing learning environment is key to helping learners thrive. Our PE department prioritises creating a neutral and inclusive space where learners can think freely, express themselves and feel valued.
The physical environment plays a significant role in this. Our minimalist sports hall is designed to reduce sensory overload, with limited markings and carefully selected equipment to minimise distractions. This allows learners to focus on tasks and engage more confidently with activities.
Teaching approaches are adapted to meet the needs of individual classes and learners. Some learners benefit from free play and small, achievable tasks which enable them to explore movement independently with minimal instruction. Others prefer structured coaching with clear objectives and step-by-step guidance. Across all sessions, expectations and boundaries are clearly communicated to maintain safety and predictability, reducing anxiety while still fostering independence and creativity.
Mutual respect is embedded within PE lessons. Learners contribute by setting up and packing away equipment, supporting peers and learning to view mistakes as opportunities for growth rather than failure.
Relational practice in physical education
Relational practice sits at the heart of PE at Gretton. Rather than being a specific intervention or programme, it is an embedded mindset that prioritises relationships as central to teaching and learning. In this approach, behaviour is understood as communication. Educators work alongside learners to understand their experiences, readiness and needs.
Strong trust-based relationships are essential for meaningful engagement in sport, particularly for autistic learners who may have experienced repeated setbacks or exclusion in previous settings. By taking time to build rapport and understand individual motivations, staff are better placed to support learners through both success and challenge.
Learning in PE is carefully paced. Rather than placing learners immediately into competitive situations, we focus on gradual exposure, skill-building, and reflection. Experiences of both success and failure are used constructively which helps learners develop resilience and regulate emotions effectively. Correction is always relational, ensuring that connection is established before instruction.
Many learners initially struggle with teamwork, rules, or competition. However, validating these students’ experiences, exploring challenges collaboratively, and setting realistic goals helps to strengthen the teacher-learner relationship and promotes sustained engagement.
Social development and teamwork
PE offers a powerful context for social development. These lessons provide structured opportunities to build relationships and resilience, appreciate individual differences, and learn the value of teamwork.
One of the benefits of PE is its collaborative nature, which creates natural opportunities to model positive interactions. Learners take on roles such as referees, team captains, or equipment leaders, and in doing so model expected behaviours to their peers. Our older students, in particular, gain opportunities to support younger learners while developing their own confidence and responsibility.
Regardless of their role in a particular game or activity, this collaboration requires learners to work towards shared goals, adapt to varying strengths and abilities, and support one another through challenges. Emphasis is placed on sportsmanship, turn-taking and fair play. Skills around self-awareness, dispute resolution and impulse control are effectively honed in the safety of these structured spaces.
All of this helps learners build confidence and decision-making skills that extend beyond sport and into everyday life.
Preparing learners for life beyond school
An inclusive and relational approach to PE supports far more than physical development. At Gretton, it contributes to learners’ confidence, independence, emotional wellbeing and long-term engagement with healthy lifestyles.
Adaptive teaching within an SEN provision is essential to ensuring meaningful progress. By identifying each learner’s strengths and areas for development, staff can implement personalised pathways to success. For some learners, progress may begin with simply entering the sports hall and becoming familiar with the environment. Over time, this may lead to participating in warm-ups, skill-building activities, and eventually collaborative games.
This paced and responsive approach helps learners stay engaged, discover activities that feel achievable and enjoyable, and develop not only physical skills, but the confidence to participate, connect, and thrive. By understanding individual anxieties and supporting resilience, staff nurture self-belief and a willingness to embrace new challenges, preparing learners to succeed both in school and beyond.
Jack Lee is a Physical Education teacher at Gretton School. With a strong focus on inclusion, relational practice and adaptive teaching, Jack is passionate about ensuring every young person can access and enjoy physical activity in a way that supports their physical, social and emotional wellbeing. His work centres on building confidence, resilience and positive relationships through sport, both within school and beyond.
