% of schools allocating at least 120 minutes of PE per week*†
% of pupils who have access to physical activity facilities at school
% of schools that promote physical activity as part of the school day 
% of schools with specialist PE teachers*
% of schools that offer additional physical activity opportunities (excluding PE)*
Benchmarks and Key Findings
57% aross all schools
Fewer primary schools have specialist PE teachers than Secondary schools:
have access to a playground 
have access to a sports hall, playing field or swimming pool 
have access to an outside court 
Primary schools only - data needed on secondary schools
Are they good quality facilities?
of primary schools thought that the quality and range of their facilities had improved since the introduction of the PE and Sport Premium 
It is a statutory requirement for schools to provide adequate outdoor space for physical activity. A report by Sport England found that approximately 3000 primary schools do not have this.
Taking this and the other data into account, the facilities benchmark was dropped from an 'A' to a 'B+'.
The School PE grade is based on the number of hours allocated to PE lessons. This does not inform us on the amount of time spent in MVPA.
Are PE lessons of a high quality?
A large proportion of lessons may be spent changing, listening to teachers etc. Promoting other opportunities for physical activity (e.g. after school) is therefore really important, and PE lessons should be planned with the aim of engaging in MVPA.
A balance is required between offering a challenging learning environment and fun, enjoyable PE lessons.
Offering pupils some degree of variety, and activity choice is key for creating positive attitudes towards school PE and sport.
Nationally representative data on the quality of PE should be collected using objective measures.
Schools should take advantage of ‘park and stride’ schemes, and opportunities for training in cycle safety such as Bikeability.
Activities that young people are more likely to do when they leave school (e.g. recreational, non-competitive sport and health related fitness), are needed in addition to organised sports clubs.
Such activities may help to encourage children and young people to engage in physical activity as a way of life, beyond the school gates.
The quality of school sports facilities may be more important than the quantity. Thus, it is likely worthwhile improving current facilities than building new ones.
 Callanan M, Fry A, Plunkett M, et al. The PE and sport premium: an investigation in primary schools: NatCen Social Research, 2015.
 Youth Sport Trust. YST National PE, school sport and physical activity survey report January 2015. YST, 2015.
 The School Premises (England) Regulations 2012. No. 1943 Regulation 10, 2012. http://www.legislation.gov.uk/uksi/2012/1943/regulation/10/made
 Sport England. Primary spaces website. http://funding.sportengland.org/funding/our-different-funds/primary-spaces/
 Fairclough S, Stratton G. "Physical education makes you fit and healthy". Physical education's contribution to young people's physical activity levels. Health Educ Res 2005;20:14-23.
 Dismore H, Bailey R. Fun and enjoyment in physical education: young people's attitudes. Research Papers in Education 2011;26:499-516.
 Smith A, Parr M. Young people's views on the nature and purposes of physical education: a sociological analysis. Sport Educ Soc 2007;12:37-58.
 van Sluijs EMF, Jones NR, Jones AP, et al. School-level correlates of physical activity intensity in 10-year old children. Int J Pediatr Obes 2011;6:e574-81.
*2015 Youth Sport Trust Survey; unpublished custom analysis
† KS1 = Key Stage 1 (5-7 years); KS2 = Key Stage 2 (7-11 years); KS3 = Key Stage 3 (11-14 years); KS4 = Key Stage 4 (14-16 years).
Primary school = KS1 and KS2; Secondary school = KS3 and KS4