In terms of a PE perspective provisions for inclusion was mixed. The main negative was the general knowledge base PE teachers and TAs had over AMC and neuromuscular conditions. This is very much in line with Crawford (2011) who state that PE teachers feel they have not had suitable training in preparation for integrating SEN pupils into their classes. During my placement, there was no relevant CPD or training for staff to meet the needs of Pupil 1 due to the progressive nature of the condition. According to Armour et al, (2015) it is widely argued that continuing CPD for physical education PE teachers is important. It was also noted that the PE teachers didn’t have any contact with Pupil’s 1 therapist in order to work with in order to analyse activities in PE.The use of TAs in PE was ineffective. If TA’s are to support teachers it is clear that they should be supported by better training and monitoring (Webster et al, 2010). Pupil 1s TA was helpful during a whole group lesson as they could help with inclusion for Pupil 1 under the instruction of the class teacher to support certain skills. However, when Pupil 1 became isolated and was forced to do a rugby lesson on their own, due to the TAs lack of experience in a sporting setting this affected the way that certain skills were taught and Pupil 1 didn’t get the most out of the session. If the TA had relevant instructions and coaching in order to be able to teach certain skills such as throwing and catching then Pupil 1 would have got more out of the lesson.Planning was also mixed, during most lessons teachers would plan on the spot and while sometimes this did work, generally it wasn’t as effective then if teachers planned ahead. An example of this is in appendix 4, where the teachers didn’t plan for differentiated activities to include Pupil 1 into the lesson. This lesson was, in fact, the same rugby session as mentioned above and the teacher assumed that Pupil 1 was able to join in the session, however, due to the weather the pupil was unable to take part and went inside to do a one-on-one session with the TA. From observing Pupil 1 they didn’t look as happy and didn’t make as much progress than in a whole group environment.