The Engagement Model in Physical Education (PE)
The Engagement Model is an assessment tool designed for pupils who are working below the standard of national curriculum assessments and are not yet engaged in subject-specific study (replacing P scales 1 to 4). It helps schools to better understand how these pupils learn by tracking their engagement with the curriculum.
In PE, the model is particularly valuable in identifying how pupils with special educational needs and disabilities (SEND) interact with physical activity. It supports teachers in creating learning experiences tailored to each pupil’s unique profile, encouraging progress through personalised and meaningful engagement.
The Engagement Model in Physical Education (PE): Supporting Meaningful Progress for Pupils with SEND
This 90-minute CPD session will take place on Monday 09 February at 3:45pm.
The session introduces the Engagement Model as a powerful and inclusive assessment approach for pupils with SEND who are working below the level of subject-specific study. With a specific focus on Physical Education (PE), participants will explore how the model can be used to observe, assess and respond to individual learning needs through personalised and meaningful physical activity.
Drawing on practical examples from Special Olympics Great Britain’s Motor Activity Training Programme (MATP), the session will support teachers in embedding the Engagement Model into their PE practice to promote progress, inclusion and engagement.
Session aims:
-
To explore the purpose and structure of the Engagement Model
-
To understand how the model can be applied within PE for pupils in specialist settings
-
To equip teachers with practical strategies for using the model as both a baseline and formative assessment tool
-
To share national insights and effective practice from Lead Inclusion Schools that have successfully trialled the model in PE.
The session will be co-delivered by Lucy Mills, Senior Teacher for the Sensory and Autistic Spectrum Condition Department at The Parkside School, Norwich, and Angela Lydon, Motor Activity Training Programme (MATP) National Manager at Special Olympics Great Britain.
Lucy will lead on exploring the principles of the Engagement Model, followed by Angela, who will showcase practical strategies for embedding the model through MATP. The session will conclude with an interactive Q&A.
A New Approach to Assessment in PE
As part of a national innovation project, the Engagement Model in PE was explored and adapted by nine Lead Inclusion Schools across England. These schools tested how the model could be used in PE to assess progress in a way that is appropriate, inclusive, and reflective of each pupil’s needs and abilities.
Their work led to valuable insights and practical suggestions for using the Engagement Model as both a baseline assessment tool and a way to track ongoing development in physical education.
The Five Areas of Engagement
To help educators identify and support pupil development, the model breaks engagement down into five key areas:
Exploration – This is how a pupil begins to engage with the world around them. Observing simple exploratory behaviours provides valuable insight into how a child learns and helps us better understand their sensory needs.
Initiation – This refers to how a pupil begins to interact with a familiar adult or peer. They may initiate a response through touch, hand-holding, eye contact, or by leading someone to their chosen activity. How do they communicate this need?
Persistence – Once a pupil has initiated a response or shown a sustained interest in an activity, how do they demonstrate persistence with that knowledge? Do they repeatedly reach out to activate an item again? Persistence is key to a pupil developing greater independence.
Realisation – Quite simply, this is the lightbulb moment. It occurs when a pupil realises they can have an impact—on a person, object, or piece of equipment. If it’s a preferred activity, they are likely to seek it out again, driven by that moment of realisation.
Anticipation – A pupil may demonstrate anticipation in a variety of ways—small movements, hand gestures, smiling, or a change in body position. Observing these behaviours is essential, as they help us understand what the pupil enjoys or, conversely, may feel uncertain about.
Example of Engagement Model in Action Video
What School Staff Are Saying
Educators who have adopted the Engagement Model as part of their PE provision for pupils with SEND have shared powerful insights into its impact:
“It offers a personalised and diverse approach for students, meeting more individual needs and creating an inclusive environment.”
“[It helps to] define success for these pupils working below National Curriculum assessment levels, for whom this often does not happen.”
“It puts elements from the Education and Healthcare Plan (EHCP) into practice.”
“All activities are seen as learning opportunities.”
“Hydrotherapy was often not that thought about and used as a bit of a time-filler. Now it’s focused, targeted and we can see real progress.”
These reflections highlight how the Engagement Model is helping schools to rethink inclusion, redefine progress, and make every moment of physical education meaningful.
Part of the Inclusion 2024 Programme
The Engagement Model in PE project is one of several innovation pilots delivered through Inclusion 2024, a Department for Education-funded programme focused on improving PE and school sport for young people with SEND.
Inclusion 2024 is led by a network of Lead Inclusion Schools, recognised for their expertise in inclusive practice. Their role is to drive improvements, share best practice, and empower schools to create accessible and inspiring opportunities for all pupils.
Find out more about the impact of the pilot through the Year 3 Inclusion 2024 report or by contacting the Youth Sport Trust Inclusion inbox on [email protected].
