At Orchard Primary Academy, we are firmly committed to ensuring that children remain physically active throughout the school day. We recognise that movement plays a vital role in supporting children’s attention, concentration and overall readiness to learn. As such, physical activity is not viewed as an ‘add-on’, but as a fundamental element that underpins our curriculum design, policy decisions and the day-to-day practice of all staff.

This consistent focus reflects our belief that active children are more engaged, better able to regulate their attention, and more successful in sustaining high-quality learning over time.

Active Breaks

Each day, lessons incorporate two structured ‘Active Breaks’. These 15-minute sessions provide children with planned opportunities to step away from their learning and engage in purposeful physical activity.

Active Breaks may be directly linked to the content of the lesson or designed as a contrasting activity to provide a genuine cognitive and physical reset. They enable both pupils and staff to be active together, promoting positive wellbeing and re-energising the learning environment.

Crucially, these sessions are designed to enhance pupils’ focus and concentration on return to the classroom, ensuring that learning time is maximised and used effectively. Our pupils themselves articulate this well, regularly referring to the importance of ‘healthy bodies and healthy minds’ during these sessions.

Wherever possible, Active Breaks are delivered outdoors to maximise space, fresh air and opportunities for movement.

Activities may include:

Our teachers are committed to embedding physical activity within the daily curriculum, ensuring that all pupils are actively engaged in learning. They recognise the significant benefits that physically active approaches have on outcomes, including improved attention, stronger knowledge retention and increased enjoyment for all learners.

Staff plan purposeful opportunities for movement across core subjects, with a clear focus on inclusion and accessibility. Learning is carefully adapted so that all pupils, including those with SEND, disadvantaged pupils and those with additional needs, can fully participate and succeed. Teachers understand that physical activity can support cognitive processing, engagement and regulation, and therefore design lessons that enable every child to access learning in a way that meets their needs.

Opportunities for active learning often extend beyond the classroom, providing meaningful, real-life experiences that deepen understanding and support a broad range of learning styles. There is a shared expectation that effective learning does not depend on children being seated; instead, teachers maximise opportunities for pupils to move, collaborate and engage physically as part of high-quality teaching.

Our Approach

This inclusive approach reflects our belief that movement is integral to effective teaching and learning and is essential in ensuring that no child is left behind.

Teachers are equally committed to delivering an active and inclusive foundation curriculum. Learning experiences are designed to be engaging, practical and accessible to all, for example:

• Creating large-scale, collaborative diagrams and models in outdoor spaces, enabling all pupils to contribute meaningfully
• Conducting practical scientific enquiries in real-world contexts, with appropriate scaffolds and support to ensure full participation
• Using natural materials to inspire and create artwork, promoting creativity and sensory engagement for all learners

These approaches ensure that learning is dynamic, inclusive and memorable, while securing strong outcomes for every pupil.