Physical education and daily movement are not being fully utilised in schools, leaving too many children, particularly the least active, without the health, wellbeing and learning benefits that regular activity provides. Curriculum time for PE has declined, its non‑core status has reduced its 54 perceived value, and inequalities in participation have widened as a result. Increasing timetabled PE is important, but meaningful change depends on embedding movement throughout the whole school day. Making PE a core subject would raise its status and help ensure that physical activity is integrated across teaching and learning, rather than squeezed from the timetable. (Conclusion, Paragraph 73)