Football Development East's Mission Statement: Improving SEN-Specific PE Provision in UK Primary Schools.
The state of physical education (PE) in UK primary schools has become increasingly concerning in recent years. Many schools have significantly reduced their PE hours to accommodate greater emphasis on core academic subjects like mathematics and English, driven by pressure to meet standardised testing requirements and performance metrics. This shift has led to a noticeable decline in the time children spend engaging in structured physical activity during the school day—a decline that affects all pupils, but has particularly severe consequences for those with special educational needs (SEN).
Financial constraints have further exacerbated the situation. With limited budgets, schools are forced to reduce investment in PE equipment, facility maintenance, and professional development for teaching staff. In many cases, even basic sports resources are lacking, and in urban areas, outdoor space is limited or non-existent. In response, some schools have outsourced PE instruction to external sports coaches.
While often knowledgeable in specific disciplines, these coaches may not have the training in pedagogy or child development required to support holistic growth—especially for SEN pupils who need tailored, developmentally appropriate instruction.
This broader decline in PE provision is having far-reaching effects. Regular physical activity has been consistently shown to support cognitive development, improve concentration, and contribute to better academic performance. Beyond academics, PE plays a crucial role in developing teamwork, resilience, confidence, and emotional regulation.
When these opportunities are diminished, all children are at risk—but SEN children are especially vulnerable. Many depend on structured movement and kinesthetic learning as a foundation for their development. Poor PE provision can impede progress in vital areas such as motor skills, sensory integration, and behaviour regulation, significantly impacting their ability to function and thrive both in and outside of the classroom.
The increasing prioritisation of academic benchmarks has pushed SEN-inclusive physical education further to the margins. This shift overlooks the fact that many SEN children learn best through movement and benefit greatly from consistent, well-supported physical activity. Without it, they are denied critical tools for self-expression, social connection, and emotional wellbeing. When SEN children are excluded—either directly due to inaccessible activities or indirectly through lack of support—their educational and developmental opportunities suffer, and the gap between them and their peers only widens.
Our mission is to reverse this trend by championing the improvement of SEN-specific PE provision in UK primary schools. We believe that every child deserves access to inclusive, high-quality physical education that supports their unique needs.
To achieve this, targeted funding must be made available to equip schools with adaptive resources, train staff in inclusive PE strategies, and ensure that facilities are accessible for all. Curricula must be designed to reflect the diverse capabilities of students, and educators should be empowered to deliver PE that supports every child’s growth—physically, emotionally, and socially.
Improving PE for SEN pupils is not just a matter of inclusion—it is a matter of equity, development, and dignity. By investing in meaningful, specialised PE provision, we can give SEN children the tools they need to succeed and the confidence to thrive. This is not merely a policy issue; it is a call to action to serve the most vulnerable learners with the attention, care, and resources they deserve.
Primary school PE has been declining for a number of years.
The state of physical education in UK primary schools has become increasingly concerning in recent years. Many schools have significantly reduced their PE hours to accommodate greater emphasis on core academic subjects like mathematics and English, driven by pressure to meet standardised testing requirements and performance metrics; this shift has led to a noticeable decline in the time children spend engaging in structured physical activity during the school day.
The financial constraints facing many primary schools have further exacerbated the situation. Limited budgets have resulted in reduced investment in PE equipment, facilities maintenance, and professional development for teachers in physical education. Some schools struggle to maintain basic sports equipment or provide adequate space for physical activities, particularly in urban areas where outdoor facilities may be limited.
A growing trend of outsourcing PE instruction to external sports coaches has introduced additional complexities. While these coaches often bring specialised knowledge in particular sports, they may lack the pedagogical expertise and understanding of child development that trained teachers possess. This can result in PE sessions that do not focus on fundamental movement skills, coordination development, and an understanding of health and fitness principles.
The impact of these changes extends beyond immediate physical fitness concerns. Research has consistently shown that regular physical activity supports cognitive development, improves concentration, and contributes to better academic performance. By reducing PE provision, schools may inadvertently be undermining their students' overall learning potential. Additionally, the social and emotional benefits of structured physical activity, such as teamwork, leadership skills, and resilience development, are being diminished.
The current trajectory raises serious questions about the long-term implications for children's health and development. With childhood obesity rates continuing to rise in the UK, the reduction in school-based physical activity could have far-reaching consequences for public health. Educational policymakers and school leaders need to consider how to balance academic priorities with the fundamental need for quality physical education in primary schools.
The decline is even worse for SEN children.
The decline of physical education (PE) in UK primary schools over recent years has raised widespread concerns, with children facing reduced opportunities for structured physical activity during the school day. While this decline is troubling for all children, it is particularly detrimental for those with special educational needs (SEN).
SEN children often rely on consistent, tailored physical activity not only for physical development, but also for cognitive, emotional, and social growth. Poor PE provision fails to meet their unique developmental needs, potentially impeding progress in areas such as motor skills, sensory integration, and behavioural regulation—skills that are crucial for their everyday functioning and independence.
The increasing emphasis on core academic subjects like English and mathematics, coupled with mounting pressure from standardised testing, has led many schools to cut back on PE hours. For SEN children, this academic shift is especially harmful. Many of these children benefit most from kinesthetic learning environments, where physical movement reinforces cognitive understanding.
When PE is marginalised, schools lose a vital platform for enhancing the learning experience of SEN pupils. In addition, structured physical activity provides a critical outlet for emotional regulation and social interaction—both of which are areas of challenge for many SEN students. Without sufficient PE, opportunities to build confidence, resilience, and peer relationships are significantly diminished.
Financial constraints have only worsened this situation. Many schools, already struggling to fund basic educational needs, lack the resources to invest in inclusive PE equipment, accessible spaces, or specialist training for staff. The move towards outsourcing PE to external coaches introduces further risks. While these coaches may bring enthusiasm and sport-specific skills, they often lack the training necessary to adapt activities to suit diverse physical and cognitive needs.
As a result, SEN children are at greater risk of being excluded from fully participating or receiving the necessary support to benefit from PE. A generalised, one-size-fits-all approach can leave SEN pupils disengaged and marginalised, perpetuating cycles of exclusion within the school environment.
There is a clear and urgent need for a renewed focus on SEN-specific PE provision in UK primary schools. Targeted funding must be allocated to ensure that PE is inclusive, accessible, and developmental for all pupils, regardless of their needs. This includes investing in training for teachers on adaptive PE strategies, providing specialist equipment, and designing curricula that reflect the diverse capabilities of the student body. Quality physical education can be a transformative force for SEN children—helping them to grow physically, emotionally, and socially. Failing to prioritise this is not just a missed opportunity; it is a disservice to some of the most vulnerable learners in our education system.
