Physical Education

Edward Timpson Excerpts

Wednesday 23rd March 2022 Westminster Hall

[Edward Timpson (Eddisbury) (Con)]

I beg to move,

That this House has considered physical education as a core subject in schools.

As always, I am delighted to have you in the Chair, Mr Hosie, for this important and, I hope, enthralling debate at the end of the day on physical education in our schools. I refer Members to my entry in the Register of Members’ Financial Interests.

To begin, I thank personally all 386 members of the public who so far, in just 48 hours, have taken the time to respond to the survey distributed by the Chamber Engagement team, sharing their experiences and ideas on PE as a core subject. I also thank students of the Bishop of Hereford’s Bluecoat School who, as part of the Pupils 2 Parliament programme run by former children’s director Dr Roger Morgan OBE, contributed their views and proposals. I am extremely grateful to them. That demonstrates the significant and rising interest in this crucial aspect of school, and growing recognition that the status quo is not delivering for children in the context of the modern world in which we live, in particular for those with special educational needs and disabilities or from more deprived backgrounds.

I am also grateful to the Minister, whom I know, from our early morning runs together, is as passionate as I am about the power of PE as a springboard to a lifelong love of sport and physical activity. Indeed, the Government have an ongoing commitment to which I am sure he will refer. The £320 million a year primary PE and sport premium, the 2019 manifesto pledge to invest in primary PE teaching and the new £30 million of funding to help schools open their sports facilities are all demonstrations of the desire to see improvements in participation, performance and prolonged engagement into adulthood with physical activity and sport among children of school age and beyond.

Last year, I chaired the PE taskforce—I thank Sue Wilkinson, the chief executive of the Association for Physical Education, and her team for their support—and it laid bare that this is happening at a time when children’s physical fitness and their mental health and wellbeing are all heading in the wrong direction, unfortunately. A Lords Select Committee report, “A national plan for sport, health and wellbeing”, which was published in December 2021, cited data from the Active Lives annual survey showing that of 2.3 million children in England—I emphasise that I am speaking about England and English schools—almost a third, or 31.3%, are doing less than 30 minutes of activity a day. It also found that girls and children from deprived socioeconomic backgrounds are the most likely to have lower activity levels.

We have also seen a growing trend of obese children in both reception and year 6, leading to one in five secondary school pupils falling into that category. Perhaps unsurprisingly, the situation has gotten worse since the pandemic, with a surge in numbers of children being referred to mental health services, including a rise of 77% in severe cases. At the same time, there is evidence of PE being side-lined by some schools as a “nice to have”, rather than a “must do”, reducing PE time in order to focus on catch-up in other areas, which is understandable but to the detriment of PE.

It is worth remembering that even before covid, the situation was deteriorating. For example, as part of the research review series, Ofsted published its PE paper only last week, revealing reductions in the time allocated to PE of up to 20% since 2013 at key stage 3, and 38% at key stage 4. If we add increasingly sedentary lifestyles, gaming, phone addiction and sleep deprivation, we see that those are all turning children and young people off physical movement, with dire consequences for their own health and that of the nation. If we are serious about taking on the ever-growing pressures on the NHS, instilling a habit of physical activity for life would be a good way to start alleviating that pressure. The Lords Committee also said in its report that schools are the place where:

“Attitudes towards sport and physical activity…track into adulthood.”

The even better news is that we can actually do something about it; that is where physical education comes in. I am not, I hope, naive enough to think that making PE a core subject will, on its own, achieve that laudable objective. As a father of four, I know I have a responsibility to lead by example, and encourage my own children to find ways that they can enjoy keeping fit and active into adult life. Indeed, my 18-year-old son recently announced to me that he wants to join me on my next London marathon—my 17th, I think— this October, so I must be doing something right.

Having had the privilege of being Children’s Minister, rarely have I come across a specific policy, with a modest price tag, that has a very real prospect of changing the trajectory of so many young people towards a healthier and more fulfilling life. The evidence is staring us in the face. It is no coincidence that the very best schools, both state and independent, have for many years understood that the holistic intertwining of PE into their school offer reaps rewards in so many different ways—physically, socially, emotionally and academically, too.

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

My hon. Friend is right to highlight the need to combat and reduce childhood obesity. I congratulate him on securing this worthwhile debate and fully support what he is saying. There is a greater social benefit to children, particularly those from deprived backgrounds who do not have the life advantages of children from affluent backgrounds, in playing sport, coming together, learning team skills and enjoying being part of a team and the social fabric of sport. That is recognised, quite rightly, in much of the state sector—in good-performing state schools—and in the private sector. What he is proposing will ensure that all children have access to the opportunity to benefit from those wider parts of education, and that will bring their lives along further. I do not know if my hon. Friend would like to reflect on that, but I hope that the Minister has taken note of those comments.

[Edward Timpson]

My hon. Friend is absolutely right. One of the benefits that I saw when I was responsible for school sports as Children’s Minister was from programmes in the inner cities where children do not always have access to other facilities. The children there were gaining so many of the elements, which other children take for granted, that sport, physical activity and—the precursor to that—good physical education can bring to their lives. It is not only about their participation in sport; it is about their life skills, confidence and sense of achievement and purpose, and where that can lead. At the end of my speech I will mention an individual who all Members will know and who falls into that category.

That point segues into one made by the celebrated 19th century educator—and headteacher at one of my former schools—Edward Thring. He was ahead of his time in observing that when it comes to physical education,

“The aim was to produce a wholeness and harmony, within and beyond the classroom, in work and in play, and in body, intellect, and soul.”

As an academically rigorous curriculum is not at odds with having PE at its heart, we can see it as the only subject that educates through the physical domain. The evidence that it helps enhance academic performance—not forgetting concentration and behaviour—has never been greater.

In 2015, the University of Texas at Austin published a paper entitled “Active Education: Growing Evidence on Physical Activity and Academic Performance”. The paper reviewed 39 separate studies and unanimously found that,

“Physical activity can have both immediate and long-term benefits on academic performance. Almost immediately after engaging in physical activity, children are better able to concentrate on classroom tasks, which can enhance learning.”

Let us take an example from England. At Sandal Castle VA Community Primary School in Wakefield physical education is at the heart of their curriculum. It is also seen as a vital and critical priority driver for school improvement. They have two members of staff who have the Association for Physical Education and Sports Leaders UK level 5 certificate in primary school physical education specialism, which is vital in raising standards in primary school physical education teaching and learning. The breadth of curriculum opportunity on offer in the extended school day has ensured that attainment in core subjects continues to be well above the national average. In 2019, 82% of children achieved the national standard in reading, writing and maths, compared with the England average of 65%. Progress measures in English in particular are well above the national average, with reading at +3.5 and writing at +3.1—no coincidence, one might think.

At this stage, it is probably sensible to explain exactly what PE is and how it interrelates with physical activity and sport. The structure of the national curriculum is based on 12 subjects, classified as core and foundation subjects. English, mathematics and science are core subjects across all key stages, with PE being the only foundation subject across all those key stages. The purpose of studying PE as outlined in the national curriculum is as follows:

“A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness.”

The stated aims of the national curriculum for PE are

“to ensure that all pupils: develop competence to excel in a broad range of physical activities; are physically active for sustained periods of time; engage in competitive sports and activities”

and “lead healthy, active lives.”

PE is essentially the planned progressive learning that takes place in the timetabled school curriculum involving both learning to move and moving to learn, the context for that learning being through physical activity. Sport is the structured learning that takes place beyond the curriculum, often within school settings, out of hours or in the community, but there is clearly a symbiotic relationship between all three, with PE being the foundation from which all other physical activity and sport flows. As Ofsted points out, a child with lower levels of motor competence may be less inclined to participate in physical activity and sport. As such, getting PE right is fundamental.

Writing in the British Medical Journal on 2 March, Michael Craig Watson and Dr John Lloyd from the Institute of Health Promotion and Education observed:

“In addition to the current low levels of physical activity in the UK there are also stark inequalities in levels of physical activity within the population. There are large disparities in physical activity participation rates in relation to age, disability, ethnic group and gender”

and that

“physical activity should not just be for the elite or for example individuals of a certain age, or ability”

—a point made by my hon. Friend the Member for Central Suffolk and North Ipswich (Dr Poulter)—

“but should be actively promoted to the whole population.”

Schools have an important part to play in developing health literacy. That includes physical education, which is a central part of the curriculum for all pupils of all ages.

In calling for this debate, I am realistic: PE will not miraculously appear as a core subject overnight. Further work is needed to ensure we have the capacity, culture and commitment within the schools system for it to have the desired effect. Some have also legitimately raised issues about curriculum time, assessment challenges, recruitment, and the quality of PE teaching at primary level. The Government are already addressing the latter, and I humbly suggest that when it comes to recruitment, the Department for Education should use Ofsted’s recent review of PE to help improve accountability and inspection of PE and the use of the premium, as well as develop a coherent standards and assessment framework for PE that would satisfy a core status in the future. That could include how PE reduces the burden on the NHS, as suggested by Professor Jo Harris from Loughborough University.

Turning to the question of curriculum time, PE has the flexibility to be incorporated more in the wider curriculum and woven into the school day if the leadership, innovation and desire is there. For instance, at St Gregory CEVC Primary School in Suffolk, the headteacher, Daniel Woodrow, has introduced a whole-school, 10-minute “wake and shake” activity first thing and, later, a 15-minute daily mile—something I know the Minister is keen on, and these days runs pretty decent times on, too—as well as three PE lessons every week.

Crucially, we should not see the curriculum as sacred and be dogmatic about its constitution; in my view, the move towards better vocational representation at school and college—which is the right move—is testament to that. The curriculum has evolved over time, and should continue to do so in order to best reflect the current and foreseeable demands and needs of society. Quite rightly, we place high value on all children having good knowledge and application of maths, English and science, but surely the time has come to recognise the equal value of good knowledge and application of PE as one of the cornerstones of setting up a child with some of the core attributes they will need for life.

Let us build on the excellent practice and leadership already out there. Let us learn from the outstanding schools that have already made PE essential to their delivery of an excellent education. Let us start to build the base of expertise and understanding across our school workforce. Let us set the achievable target of having a great PE teacher in every primary school, and let us make CPD more effective, so that the transition from a foundation to core subject up to key stage 2 can be where we begin. As Nik, who replied to my survey, said, let us assess the quality of the delivery through internal and external engagement and improve the real, “on the ground” evidence from the likes of the United Learning trust, which is piloting PE as a core subject across its whole family of schools. That is what children and the public want, too.

Pupils from the Bishop of Hereford’s Bluecoat School told me that they wanted more time for PE and sports in the curriculum, including different after-school and lunch timings to help find that time. A survey of adults conducted by the Youth Sport Trust found that the majority of the general public wanted more physical activity in schools and would support enhancing physical education to core subject status. Almost two thirds of respondents strongly agreed or tended to agree that PE should be a core subject in the national curriculum, with 80% agreeing that there should be more opportunities for young people of all ages to be physically active at school.

Before I allow others to contribute to the debate, I want to mention swimming and water safety. It is a statutory element of PE that every 11-year-old is required to be able to swim competently, confidently and proficiently over a distance of at least 25 metres. Despite the requirement being in place since 1994, one in three children, around 200,000 every year, leave primary school not being able to do so. I find that astonishing and worrying. It lends further credence to the need to take swimming even more seriously as an essential life skill. I hope the Minister will use the funding already announced to look at improving access to facilities, including pop-up pools, and better scrutinising this aspect of PE, so that we can ensure that all children get what they are entitled to.

I am aware from the Government’s response to the Lords’ report that there are no immediate plans to re-categorise PE as a core subject. However, I do not think it is giving away any state secrets to say that over the last few weeks I have had both enthusiastic and encouraging conversations with other ministerial colleagues in a position to make things happen. There will be people who want to put it off—either because it is not a priority, because it is too difficult to do or because they simply are not interested. As I said earlier, there are very few straightforward policy changes that sit on a Whitehall desk carrying such a clear need, evidential basis, public support and potentially far-reaching impact as this one.

I earlier alluded to Jason Robinson OBE, the former England rugby union World cup winner and British Lion. He said:

“Physical education was a vital part of my life growing up and gave me so much, playing an instrumental role in the success I went on to achieve in my career. PE has a unique power to inspire, but too often it isn’t taken seriously enough. The time for change has come and for PE to become a core subject in every school, rightly put alongside other key subjects to ensure that the next generation of our young people are given better opportunities.”

If the Government were able to accept, at least in principle, the recommendations of the Association for Physical Education’s taskforce, the Lords Select Committee and others focused on PE becoming a core subject, it is no exaggeration to say that we would be taking the lead with an absolute commitment to the development of healthy bodies and minds for all children, whatever their background. If we have the will—or should I say Will—we can make it happen. PE should be at the heart of school life.

--- Later in debate ---

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

It is a pleasure to serve under your chairmanship, yet again, in Westminster Hall, Mr Hosie. I thank my hon. Friend the Member for Eddisbury (Edward Timpson) for securing this important debate. I thought his speech, and that of the hon. Member for Batley and Spen (Kim Leadbeater), was fantastic in outlining the absolute reasons why physical education needs to be taken much more seriously, particularly in primary school curriculums.

Mr Hosie, the irony is not lost on me; I am quite aware of the overly large circumference of my waist at this moment in time, and that for me to be talking about physical health, I should be leading by example. However, PE is absolutely essential to tackling issues such as childhood obesity, which are, sadly, all too prevalent in the great city of Stoke-on-Trent, and in Kidsgrove and Talke, which I am also proud to represent. There are a number of different factors for that obesity, but one definite challenge is that, all too often, in the advancement of students’ literacy and numeracy—which are absolutely critical in improving the life outcomes of pupils in my area—the physical education side has suffered.

I am the first in my family to be the beneficiary of a private school education, something I am very proud of. My parents worked very hard and made many sacrifices to give me the head start in life that they felt they had not had through their education. People always ask me, “What is the major difference between a pupil from a state school and a private school?” I was a teacher in a state school for eight and a half years before I entered this place. The answer is simple. Even though private schools produce fantastic academic results, they heavily invest time, the money from parents—yes, I understand that is an advantage—and energy into giving children a rounded education, not just through debating, LAMDA and drama, but physical education.

I remember that Wednesdays from one o’clock meant games for the entire year group. A variety of football, hockey, rugby, netball and many other sports would be available to us for two to three hours. That meant we were getting high-quality physical education from fantastic teachers, such as Mr McCollin, whom I still dread and fear to this day. When I went back to see him 12 months ago, I still looked down and called him sir, because of the fear he brought when it came to being disciplined. Perhaps Mr Speaker should have a word with him, to get me to behave in the Chamber.

Ultimately, it was teachers such as him who inspired me to play rugby, a sport I had never played before I was 11. I was delighted to end up with a very successful career, even being paid to play rugby union while I was at university. It is about that type of support network. As the hon. Member for Batley and Spen said, it is about teamwork, the learning and camaraderie with colleagues, the resilience from taking a knock and getting back up, and accepting defeat, even when it feels undeserved. Those are the things that are inspiring, and why we need to do a much better job, ensuring that children in state schools are getting access to that.

Stoke-on-Trent in 2019-20 featured among the top local authorities for high levels of childhood obesity; 27.7% of children were either overweight or obese. In Kidsgrove and Talke, 27% of children in year 6 were obese and 19% overweight. Those are scary statistics that have a huge impact. As someone who has been open recently about my mental health struggles, I understand the impact a poor diet and lack of exercise can have on mental health. It is no shock to me that high levels of obesity are leading to long waiting lists with Child and Adolescent Mental Health Services. Adults in the city of Stoke-on-Trent have issues with asthma, heart conditions, with a clear link to the lack of physical activity at the earliest stages. We talk about the first 1,001 days of a child’s life being the most critical for imparting knowledge and nurturing their growth, but there is a physical aspect as well.

Kidsgrove sports centre was closed in 2017. Thanks to the Government’s town deal funding and Newcastle-under-Lyme Borough Council, it has been refurbished and will reopen in July 2022, bringing swimming back to the town, with its record high levels of obesity and overweight children. There will be a gym, which will be run by the Kidsgrove sports centre community group, so that every pound that is spent in it stays in that community centre, for the benefit of that local community.

Alongside that, we have invested in a pump track at Newchapel Rec, which has kids on their BMXs, scooters, roller blades and a variety of other wheely machinery. It is getting them out and about. When I drive past, I see the benefit of that with tens, if not hundreds, of children on a daily basis enjoying that facility. For the mere sum of £100,000, that town deal has already delivered over and above what was invested in that area. Clough Hall bowls club is nearby and there is a FIFA-standard 3G astroturf pitch at King’s Church of England school, supplied through the town deal funding. That will not only be used by kids during the day. We opened it up by doing a deal with the school, so that the community can use it in the evening and at weekends. This is a sports village complex that we are trying to bring to local areas, so that there is no excuse why anyone cannot access good, high-quality physical education.

The last thing I want to say is that we have some great people in our city doing fantastic work. We have companies such as Bee Active which was established in 2013 by brothers Ben and Bobby Mills. It offers an innovative approach to physical education, Ofsted-registered schools and holiday sports clubs. It has extended services beyond children’s PE, to include gentle exercise for older people, birthday parties, celebrations, special events and community sessions, to name a few.

Bee Active even has a great app that parents can use to do activities with their kids at home, record them and have them marked and assessed on how well they are doing. The company came to the office, and let me just say there is a lot of work to do on my part—I am sure my daughter and son will be much better. Bee Active has become Staffordshire and Cheshire’s leading provider of sports and physical activity, supporting 75 primary and secondary schools to deliver PE. However, there is one challenge in its way: the PE and sport premium. Because the money is not secured for the long term and there is almost an annual bidding process, there is insecurity as to whether the fund will even exist and, therefore, whether the business can carry on. Ben from Bee Active wants me to ask whether we can have a long-term settlement for the fund to ensure that companies such as his can continue to operate.

[Edward Timpson]

I could not agree more with my hon. Friend’s last comment about the premium, which I was privileged to help set up in my time at the Department for Education. I am delighted that it is still going, but long-term funding makes a significant difference to schools’ ability to bed in some of the practical improvements that they need in the way that they teach PE. Do we not also need confirmation from the Government in relation to school games organisers by 7 April, so that they can continue their excellent work on interschool and intraschool competitions, which have been so successful over the last 10 years?

[Jonathan Gullis]

I could not agree more. This is so important. Again, the benefit of private schools is that they have interschool cups, so we should have interschool competitions. The highlight of my week was knowing that I could get out of maths halfway through the lesson in order to go and play against another local school in a rugby match, or against another house when we were doing our school cup games. It is so important for breeding confidence and motivation in young people within our education sphere, so long-term funding needs to be approved. We cannot have year-on-year uncertainty with primary schools and the providers that are doing such great work externally.

My final point is that we need an extended school day. I bang on and on about this, and I know I will embarrass the Parliamentary Private Secretary for the Department for Education, my hon. Friend the Member for Wantage (David Johnston), who is sat behind the Minister. He was an advocate for physical education when he was on the Education Committee, and they sucked him into the Department—probably to shut him up. Now that he is in the Department, he can tell it loud and clear that we need an extended school day. Not only does it keep kids off the streets and make the most vulnerable kids feel safe in their school building because it is a place that they know, surrounded by adults whom they trust. It also means that, regardless of whether there needs to be catch-up, the whole school can enjoy good-quality physical education if there is a challenge with fitting it within normal curriculum time.

The extended school day is happening already in the private school sector, and it is unfair that it is not happening in the state school sector. It is unfair on parents, who are having to leave work two or three hours earlier than they should, and who are having lower incomes than they deserve, in order to go and pick up their loved ones or look after them. The stats do not lie: all too often in major cities, knife crime involving young people peaks at the end of the school day, between 3 pm and 5 pm, as I have seen in some studies. We need to grab hold of the situation and announce this fantastic thing. I know it costs money, and I am fully aware that those in Treasury will be rolling their eyes at me yet again because I am asking for more funds, but this is something that, in the long term, we will see money come back in because we have confident and healthy young people who do not need to access health services in the way that they are doing now, and who feel much more confident and have aspiration to go and achieve.

--- Later in debate ---

[Edward Timpson]

I thank all hon. Members who contributed to this afternoon’s debate. Although I cannot speak for the Labour party, a one-line Whip has been circulating for an hour or two, which may explain why some very enthusiastic Members who would otherwise have been here have found some more pressing engagement. However, if nothing else, the quality of the debate has been extremely high, and has ensured that we have brought to the fore the key aspects of what makes PE such a crucial part of school life.

My hon. Friend the Minister underplayed his hand a little by saying he was lukewarm in his response when he was actually very enthusiastic. He has given me a lot of hope for what is to come, both in schools and in the communities that surround them. I say to him—and to Her Majesty’s Government in their entirety, because I appreciate that other Departments are involved in some of these decisions—that moving PE to core status is not just a technical change, but would change the whole way in which it is seen in the schools system. It will no longer be able to be an afterthought as every school will have to engage and think hard about how to deliver the high-quality physical education we want to see right across the board.

I am pleased that the Minister shares my ambition to go further and faster and is sympathetic to the arguments we have made today on making PE a core subject. I acknowledge—as I did in my speech—that there is still some work to do in order to satisfy not just ourselves but everyone who needs to be party to that decision that all the building blocks are in place so it becomes a plausible, effective and long-term change that we can rely on within schools. To that end, I would be pleased if I could continue to work with the Minister and his Department on how we build capacity within the system and develop some of the assessment and accountability measures that will be necessary to satisfy everybody with a vested interest that the children we are putting through our school system are reaping all the benefits that that education can provide. We know that this is already happening in the very best schools —it has been happening for a long time—and I still come across some very inspiring leadership within physical education, but it is not happening everywhere often enough. Off the back of covid, we have a real opportunity to shine a light on a part of the schools system that has been kept in the dark for too long.

PE has a huge part to play in moving our country forward, both in ensuring a happy, long and healthy life for more of our citizens and making sure that our education system is performing at the highest possible level. Ultimately, it is not just about making sure children come out healthy at the end of their schooling, important though that is; we want to make sure they reach their potential, emotionally, mentally and academically. PE can tick all those boxes, and whenever in their life a person discovers the benefits of exercise, they never turn back. Let us make sure that more children find that out much earlier.

Question put and agreed to.

Resolved,

That this House has considered physical education as a core subject in schools.