The open meeting of the Civil Procedure Rule Committee will take place on the above date via Microsoft Teams.

Guests will be observers only and not be able to participate in the Committee’s business or contribute to items in the agenda. However, there will be an opportunity at the end of the meeting for guests to ask pre-submitted questions to the Committee.

Attendance

Due to limitations with the conferencing software, space is limited and all those that apply may not be invited, so we are asking potential guests to complete a short application form (MS Word Document, 28.2 KB) and return it by 4pm on Monday 4th April 2022 to the secretariat at the following email address:-

Email: CPRC@justice.gov.uk

Applications to attend close on 4 April 2022 at 4pm

Format of the meeting

The nature of the Committee’s work means that, at the time of this announcement, we cannot confirm the topics that will be under discussion, however, an agenda will be available for the meeting.

The Bank of England Monetary Policy Committee voted on 17 March 2022 to increase the Bank of England base rate to 0.75% from 0.50%.

HMRC interest rates are linked to the Bank of England base rate.

As a consequence of the change in the base rate, HMRC interest rates for the late payment will increase.

These changes will come into effect on:

• 28 March 2022 for quarterly instalment payments
• 5 April 2022 for non-quarterly instalments payments

The repayment interest rate will remain at 0.5%. The repayment rate is set at Bank Rate minus 1%, with a 0.5% lower limit.

Information on the interest rates for payments will be updated shortly.

The review draws on a range of sources, including our education inspection framework (EIF) and other literature, to identify factors that can contribute to a high-quality PE curriculum, assessment, pedagogy and systems. We will use this understanding of subject quality to examine how PE is taught in England’s schools, before publishing a subject report to share what we have learned.

High-quality PE is an entitlement for all pupils, regardless of their starting points or prior experiences of sport and physical activity. The national curriculum for PE aims to ensure that all pupils are physically active for sustained periods of time and develop the competence to excel in a broad range of physical activities. This may encourage them to engage in competitive sports and activities, and to lead healthy, active lives.

To meet these aims, today’s review highlights the importance of building firm foundations in fundamental motor skills, as well as providing pupils with high quality instruction, practise and feedback.

A strong PE curriculum should clearly state what it means to get better at PE. Pupils should learn increasingly intelligent movement and important knowledge that can reduce barriers to participation and inform their own healthy, active lifestyle choices. While Ofsted recognises that there is no single way of achieving high-quality PE, our review finds that high-quality provision may have the following features:

• Teachers know that PE includes clearly defined knowledge that can usefully be categorised as either declarative or procedural.
• Leaders and teachers have thought carefully about what it is to know more and do more in PE. This understanding is informed by the national curriculum’s aims, and component knowledge has been identified to develop pupils’ competence.
• A strong foundation is built on fundamental movement skills (FMS), starting in the early years and developed through transitional activities into more specialised sport and physical activity.
• Teachers make sure that pupils’ movement is not only efficient and effective but intelligent and context-related. They ensure pupils have knowledge of rules, strategies and tactics in order to guide successful movement
• Leaders and teachers select physical activities and sports based on their capacity to develop pupils’ competence in PE. They identify key concepts to teach and build pupils’ understanding incrementally.
• The PE curriculum meets the needs of all pupils, including those with special education needs and/or disabilities (SEND). All pupils feel included and able to succeed within the subject.
• Pupils are supported to know more and do more All pupils benefit from high-quality instruction, practise and feedback.
• Assessment approaches should identify the knowledge pupils have and have not acquired.
• Teachers of PE have high levels of subject and pedagogical knowledge.

Her Majesty’s Chief Inspector, Amanda Spielman said:

For many pupils, those two hours of school PE each week are their only structured physical activity. An ambitious PE curriculum levels the playing field by giving all pupils the benefits of physical activity and sport, despite the advantages that some pupils will have outside the school gates. I hope this review helps raise the quality of PE for all young people.