Join our In Conversation With series featuring Ms Dawson—exploring real PE teaching insights, practical tips, and inspiring ideas to enhance sport and physical education in schools across the UK.

In Conversation With Ms Dawson: discover expert PE advice, classroom experiences, and actionable strategies to improve engagement, inclusion, and performance in school sport.

Watch Ms Dawson share honest insights on teaching PE, developing students, and creating impactful lessons in our In Conversation With series—designed for forward-thinking educators.

In conversation with... Mrs Dawson

Claire brings a thoughtful, experience-led approach to physical education, shaped not by a traditional pathway into sport, but by a later discovery of its powerful impact on her own wellbeing and confidence. What began as a personal connection to fitness during university has developed into a clear sense of purpose within her teaching, influencing everything from curriculum design to the everyday experiences of the children she supports. In her role leading PE across two schools, she places strong emphasis on developing confident, resilient learners, while also championing initiatives that extend far beyond the lesson itself — most notably transforming playtimes through OPAL to create richer, more active environments for pupils. Whether she is refining teaching practice, supporting staff development, or finding ways to make activity accessible for all, her work reflects a consistent focus on inclusion, growth, and long-term impact. In this conversation, she shares the journey behind her career, the lessons she has learned along the way, and the ideas that continue to shape her approach to PE today.

Can you walk us through your career journey so far?

My interest in fitness truly began during my time at university. Prior to this, I had not participated in school sports or pursued any athletic opportunities that I may have excelled in. After graduating, I found both comfort and purpose in the gym, and I quickly recognised the significant positive impact that fitness had on my mental wellbeing.

I have always enjoyed watching sport with my family and I have a strong appreciation for all forms of sporting competition. My husband played rugby at University and I loved going to watch him play! Our relationship developed my enthusiasm for becoming involved and experiencing different types of sport.

As my passion for sport continued to grow, I realised that I wanted to incorporate this enthusiasm into my career as a primary teacher. Therefore, when I was offered the opportunity to become the PE Lead at my previous school, I was delighted to accept the role.

Over the course of a year, I worked extensively to refine the assessment process, organise the curriculum and timetables, and ensure consistently high-quality PE teaching across the school. This was achieved through continuous professional development for staff and the effective use of specialist coaches.

In 2023, I experienced my first PE ‘deep dive’ Ofsted inspection, which proved to be an invaluable professional learning experience. Although it was challenging, it provided me with significant insight and enabled me to substantially improve the delivery of PE across both schools in which I work. As part of this development, we introduced ‘key knowledge’ slides alongside ‘sticky skills’ to support children in retaining and transferring knowledge between different sporting disciplines.

As a result, the children I teach are now more confident in articulating their thinking and reasoning in order to develop their tactical understanding. Furthermore, the staff I work alongside have become highly focused on promoting physical literacy and fostering essential life skills such as resilience, teamwork, and perseverance.

What’s a moment in your PE teaching career that really stuck with you — and why?

As part of my role as PE Lead, I was also appointed as the OPAL Lead across the two schools in which I work. Outdoor Play and Learning (OPAL) is an initiative that emphasises the importance of playtimes in a child’s development, promoting active lifestyles, free play, and opportunities for children to take appropriate risks throughout the school day.

Throughout this two-year journey, I worked extensively to develop staff understanding of the OPAL approach, oversee the installation of sandpits and additional storage facilities on the playgrounds, engage and enthuse parents, and ultimately transform the quality of playtimes for the children across both schools.

At the conclusion of the programme, both schools achieved the Platinum OPAL Award, receiving an outstanding audit score of 97! This was an incredibly rewarding achievement and a moment I will always remember, as it reflected the dedication, collaboration, and commitment of the entire school community.

Girl laughing and playing outside in a school playground, running with friends and enjoying active games in a bright, social, and energetic outdoor setting.

What’s one piece of kit you couldn’t live without in your PE cupboard — and why?

A quote from Ms Dawson's ICW Interview: "SPACE MARKERS! THEY ARE SO VERSATILE!!"

Children smiling and moving with colourful ribbons in a school hall, learning a dance routine together in a fun, creative, and energetic lesson environment.

What’s the biggest challenge PE teachers face today — and how do you try to tackle it?

Budget constraints -currently, we rely heavily on the PE and Sports Premium budget to work alongside coaches and develop our staff CPD.

Staff confidence - especially when teaching dance or gymnastics.

Teachers feeling confident - equipped with knowledge on challenge and differentiation is a key focus for us.

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If you had to use three words to describe your approach to teaching PE, what would they be?

Confidence – every child should be empowered with the confidence to achieve their personal best and embrace new challenges.

Mental resilience – developing the ability to cope with challenges, persevere through difficulties, and recognise how physical activity promotes calmness, clarity, and positive mental wellbeing.

Tactics – applying knowledge and understanding to develop strategic thinking, enhance performance, and deepen enjoyment and appreciation of a range of games and sports.

What changes have had a big impact on inclusion in your lessons?

The STEP principle is the key framework I use to adapt and differentiate all PE lessons.

STEP stands for Space, Task, Equipment, and People. By adapting the size or organisation of the playing area, modifying the task or rules, changing the equipment used, or altering groupings, activities can be made more accessible, inclusive, and appropriately challenging to meet the needs of all learners.

What's your secret to engaging reluctant or less confident students to get involved in PE?

Using a ‘personal best’ approach is highly effective in PE, as it encourages children to focus on their own progress and achievements rather than comparing themselves to others. This helps to build confidence, motivation, and a positive attitude towards physical activity.

In addition, engaging pupils in small-sided competitions where everyone has an important role to play is an excellent way to introduce reluctant learners to the sense of enjoyment, achievement, and excitement that participation in physical activity can bring.

Children sprinting in a relay race on a school field, passing the baton with excitement as teammates cheer, showing teamwork, energy, and competitive spirit outdoors.

How do you handle rainy or bad weather days when outdoor activities aren't possible?

The Outdoor Play and Learning (OPAL) approach to playtimes has significantly transformed staff attitudes towards outdoor play in adverse weather conditions. Pupils now regularly access outdoor learning and play in all weather types.

To support this, we have invested in puddle suits, welly boots, welly storage, and umbrellas for the play team, ensuring there are no barriers to children being active outdoors regardless of the weather.

This cultural shift has also had a positive impact on PE lessons, with pupils demonstrating increased willingness and motivation to participate outside even in rainy conditions. In addition, parental engagement has improved, with families increasingly ensuring children are equipped with appropriate seasonal clothing, recognising the importance of daily outdoor play.

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What's your go-to song or playlist for PE lessons?

We are K-Pop fans!

We also love using Danny Go and Go Noodles for classroom ‘brain breaks’.

Two primary school children smiling and posing together outside, proudly enjoying their playground equipment in a fun, active, and friendly school setting.

What’s one thing you’d love to add to your PE curriculum if there were no restrictions?

I would love a budget towards our OPAL provision. There is still so much we could add to our playground such as hills and tunnels as well as bars and climbing equipment that I feel is really important for the physical development of primary children.

This would also add more risk into their play, strengthening their resilience!

What’s your favourite memory from your own school days?

I don’t necessarily have a favourite memory from school but what I find absolutely amazing is that I used to teach at the first school I went to! I am now PE Lead for that same school. The school hall seems so much smaller and whenever I deliver assemblies to the children I would always remember sitting at the back for my singing assemblies and school nativities. It’s fate!

Who was your most memorable teacher and why?

Working at Hook Lane Primary school when I first started as an NQT. The experienced teachers I learnt alongside shaped me to be the confident teacher I am today and I will be forever grateful for my time spent teaching there.

If you became education secretary tomorrow, what is the first thing you would do?

More TA’s in schools! Teachers cannot do everything and we need them mainly for pastoral and social support with such a rising amount of needs!!

I would also ringfence a budget every year for PE leads so they were guaranteed money to put towards CPD, competition, resources and staff development. This money could also be used to develop OPAL in every school!

Children in a PE lesson raising their hands eagerly to ask questions, showing enthusiasm, focus, and active participation in a bright and engaging school environment.

What are some personal goals you have for the future, both in and out of the classroom?

I would love to increase my running distance and run a 10K!

I would also love to develop my role in education either by supporting other schools in their development of delivering PE or as an OPAL ambassador - showcasing our OPAL playtimes to inspire other schools to follow suit.

What’s the best bit of advice you’ve ever received as a teacher?

‘Work smarter not harder!’ From one of my wonderful colleagues!