This action research study explored how student reflection, embedded within a Meaningful Physical Education (MPE) approach, enhanced my teaching and children's learning in senior primary physical education (PE). Guided by my values of fairness and inclusion, I critically examined my practice and identified tensions between my intentions and actions. Over two cycles, I implemented structured, scaffolded reflective activities to improve my students' experiences of PE. Findings show that student reflection acted as a means of capturing the students' voices in a way that enabled me to adapt lessons responsively . It highlighted the value of student reflection as a forn1ative assessment strategy for both students and teachers and drew attention to the p lanned and unplanned benefits of reflection. However, the findings also show that there is a need to scaffold and support the children along their reflective journey. Finally, the study identified a 'Goldilocks zone' for reflection, balancing frequency to maximise engagement without dimin ishing its impact. Implications of this research include the need for professional development, practical resources and policy guidance to integrate reflective practice effectively in PE. This is particularly relevant given the emphasis on meaningful experiences as part of the Wellbeing curriculum. This research reinforces the role of the teacher as a fac ilitator and co-learner, demonstrating that MPE and reflection can help teachers create lessons that match their learners' needs, thereby providing a more positive PE experience for their students.