Lord Moynihan (Con)

My Lords, I support Amendment 492 in the name of my noble friend Lord Holmes, which he very eloquently summarised for the Committee. I will also couple it with my Amendment 502J. First, I will reflect on some of the key issues behind the need to improve physical education programmes of study in the UK school curriculum. To me, physical education is not merely a subject; it is a cornerstone in the development of young people, fostering health, resilience, teamwork and confidence. Yet despite the considerable investment in PE and sport premium funding, programmes of study across UK schools remain inconsistent, underresourced and insufficiently ambitious. It is imperative that we take decisive action to ensure that every child has access to high-quality, inspiring physical education. First, the curriculum must be rigorously structured yet flexible, ensuring progressive development from foundational movement skills in key stage 1 to more complex games, athletics and leadership opportunities in key stage 4. This structure should be underpinned by clear learning outcomes, encompassing not only physical competence but personal, social and cognitive development. Secondly, teacher training must be enhanced and continuous. Too many schools rely on external coaches or undertrained staff, which undermines sustainability and consistency. Ongoing professional development, supported by national standards and mentoring, will equip teachers to deliver high-quality, inclusive PE lessons that inspire pupils across the ability spectrum. Thirdly, inclusive practices must be central. The curriculum must accommodate disabled pupils, those less confident in sport and the unrepresented groups, ensuring that all children can participate meaningfully. Adapted activities, peer mentoring and differentiated assessment can facilitate this inclusivity, and inclusivity is essential. Fourthly and finally, the curriculum should embrace innovation and breadth, incorporating non-traditional sports, dance, outdoor recreation and cross-curricular activities to engage diverse interests and build lifelong participation habits, such as participation and partnerships with local sports clubs, universities and community organisations, all of which can further enrich provision. In short, by strengthening structure, training, inclusivity and innovation, we can transform PE from a marginal subject into a vibrant, central element of the school experience, preparing young people not only to be active but to thrive in life. With that in mind, I turn to my proposal—a call to action—for a national strategy for physical education and sport in schools. As a former Minister for Sport and a former chairman of the British Olympic Association, I have witnessed first-hand the transformative power of sport in shaping young lives. However, it is with a sense of urgency and concern that I address the current state of physical education and sport in our schools, not just over the last year but over a number of years. The absence of a cohesive national strategy has led to disparities in access, poor facilities and too much time allocated to travelling to and from sport during the curriculum, with the outcomes undermining the potential benefits that sport can offer to every child.