Physical education has the potential to achieve the desired outcomes of alternative provision schooling by re-engaging young people in learning, supporting their social and emotional development and facilitating their reintegration into mainstream schooling. To do so, however, it requires sufficient and appropriate space because, unlike other subjects, its focus on embodied curriculum, embodied pedagogy and embodied learning requires the mind-body-self of young people to move across, within and between space(s). As such, we embrace what Soja ("Seeking Spatial Justice," University of Minnesota Press, 2010) termed the 'spatial turn' in research and draw on the concept of spatial (in)justice to explore social, economic and environment inequalities in the education and alternative provision landscapes in England. To do so, we gathered empirical evidence via individual interviews with 13 physical education practitioners working in alternative provision schools in England. With the permission of participants, interviews were audio-recorded and audio transcribed, and the transcripts subjected to reflexive thematic analysis. We discuss spatial injustices in alternative provision physical education through the following themes: (1) accessing space for physical education off-site; (2) low expectations for appropriate space and making the most of the limited space available for physical education; and (3) weather determining usage of outside space and difficulties gaining external funding for on-site spaces. We end this article by calling on others to join our efforts to lobby government to ensure that alternative provision settings, new and old, are not exempt from the School Premises Regulations so that a clear, legally binding expectation is created so that sufficient space is provided to teach physical education.