Author Archives: Paul Hargest

  1. Primary school play strategies that build resilience, creativity and joy

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    Playtime is often seen as the lighter side of school life, but research shows play is at the heart of how children grow, learn and thrive. In the primary years, the quality of play opportunities can shape a child’s confidence, emotional wellbeing and ability to manage challenges. With thoughtful strategies, schools can transform playtimes into rich learning spaces that build resilience, spark creativity and bring joy to the school day.

    Why schools need play strategies

    Every child spends a significant proportion of their school day in play. According to Play Wales, this time is far more than a break between lessons: it is an essential part of development where children practise social skills, test boundaries and recharge their focus for learning (Play Wales, 2020).

    Yet without a clear strategy, playtime can become a missed opportunity. Many schools report recurring issues such as disputes, accidents, or boredom. These are signs that the environment has not been set up to support their natural drive to play. By adopting a whole-school approach, leaders can create playtimes that are joyful, safe and support children’s development.

    A strategy can also help staff feel more confident. When there is no shared vision, supervisors may fall back on limiting rules to keep control, inadvertently restricting children’s opportunities. A clear play strategy empowers staff to support play positively, reducing conflict and making playtime a highlight rather than a headache.

    If you are curious about how your own school’s play provision compares, try OPAL’s simple playtime audit tool. It is a quick way to see your strengths and where improvements could be made.

    Building resilience through play

    Resilience is not taught in a classroom; it is nurtured through repeated experiences of challenge and recovery. Outdoor play provides the perfect setting. When children climb, balance, negotiate rules or resolve conflicts, they are developing coping strategies that carry into every part of their lives.

    The Education Endowment Foundation highlights that play-based learning helps children practise problem-solving and perseverance in low-stakes situations (EEF, 2023). A strategy that encourages acceptable risk-taking, such as using loose parts, natural materials or climbing structures, supports resilience by allowing children to face small challenges and succeed.

    Practical ideas:

    • Introduce a variety of play zones with different levels of challenge.
    • Adopt an approach to risk management that takes into account the benefits of play as well as the risks.
    • Use regular reflection circles where children can share what they found tricky and how they overcame it.

    These approaches help children learn that setbacks are not failures but steps towards growth. Over time, pupils build the confidence to take on new challenges both in and out of the classroom.

    Want to see how other schools have embedded resilience through play? Explore OPAL’s case studies and evidence.

    Unlocking creativity with free play

    Creativity flourishes when children have freedom to explore. Too often, playgrounds are dominated by fixed equipment or narrow rules that limit imagination. A strong play strategy shifts the focus from control to opportunity.

    Play Scotland’s national play strategy emphasises the need for environments that inspire exploration and invention (Play Scotland, 2023). Loose parts such as tyres, crates, fabric, or natural items allow children to construct, imagine and collaborate in ever-changing ways. These resources do not dictate play but spark countless possibilities.

    Practical ideas:

    • Create a rotating stock of loose parts that children can combine in new ways.
    • Encourage storytelling and role play by offering props such as capes, chalk, or simple costumes.
    • Celebrate children’s creations, whether it is a den, a performance or an invented game.

    When schools take creativity seriously at playtime, they often see the benefits ripple into classroom learning. Children who have space to experiment outdoors bring fresh ideas and greater confidence to lessons indoors.

    Looking for inspiration? Download OPAL’s free programme brochure and discover how to give children space to imagine, invent and thrive.

    Supporting development through thoughtful play design

    For some children, playtime is not always joyful. Busy playgrounds, noise and social pressures can create stress or overwhelm. A strong strategy ensures there are spaces for every type of play, active, creative and restful.

    The Department of Education in Northern Ireland stresses the importance of inclusive spaces that allow children to self-regulate (DfE NI, 2023). Quiet corners, reading zones, or sensory play areas help children who need downtime to recharge. These are not luxuries but essential parts of a balanced play offer.

    Practical ideas:

    • Offer activities such as drawing, reading or gentle sensory play.
    • Train supervisors to spot when a child might need time in a quieter space.

    Curious about how to design a more inclusive play environment? Book a call with an OPAL mentor to discuss tailored strategies for your school.

    The role of staff and school culture

    Play strategies do not succeed through playground changes alone. They rely on a shared vision and staff confidence. Lunchtime supervisors, teaching assistants and teachers all need to understand the value of play and feel empowered to support it.

    Research from the Centre for Young Lives found that schools that treat play as part of their core culture see stronger outcomes for wellbeing and learning (Centre for Young Lives, 2023). When headteachers and governors commit to embedding play, it becomes a driver of positive behaviour and calmer classrooms.

    Practical ideas:

    • Provide playwork training sessions for supervisors.
    • Involve the whole staff team in creating a play policy.
    • Regularly review and celebrate progress in staff meetings.

    Staff who feel part of the strategy are more likely to respond positively to challenges, supporting children in ways that enhance play rather than restrict it.

    If you want to bring your whole staff team on board, OPAL offers training and mentoring that helps schools build confidence and shared purpose around play.

    Listening to children’s voices

    Another crucial element of effective play strategies is involving the children themselves. Too often, decisions about play are made without asking the main participants. By consulting pupils, through surveys, play councils or informal chats, schools can design strategies that reflect real needs.

    The Institute of Education at UCL notes that children themselves view outdoor play as one of the most valuable and enjoyable parts of their day, yet they often want more variety and freedom (UCL, 2024). Listening to these voices ensures strategies do not just look good on paper but genuinely enrich children’s lives.

    Practical ideas:

    • Hold regular pupil council meetings focused on play.
    • Run quick playground surveys asking children what they enjoy and what they would change.
    • Invite children to help design new play areas or test new resources.

    When children feel their input shapes playtime, they are more engaged, more cooperative and more invested in making it work.

    Want to make children’s voices central to your strategy? OPAL’s programme structure ensures pupil input is heard and valued from day one.

    Evidence that strategies work

    A growing body of evidence shows that structured approaches to play transform school life. Schools that adopt whole-school play improvement programmes often report reductions in behaviour incidents, improved relationships, and greater teaching time reclaimed after playtimes.

    Play is not just a ‘nice to have’, play is a right as set out in Article 31 of the UN Convention on Children’s Rights (UNCRC). This right is championed by international organisations such as UNICEF, who emphasise that play contributes to physical health, emotional wellbeing and social development (UNICEF, 2021). By framing play as a strategic priority, schools not only meet children’s developmental needs but also align with the UNCRC.

    How to begin shaping your school play strategy

    If your school is ready to improve playtimes, the first step is to treat them as a priority equal to any curriculum subject. Begin by:

    • Auditing your current play offer, what spaces, resources and rules are shaping children’s experiences?
    • Engaging staff, pupils and parents in conversations about what they would like playtime to be.
    • Developing a play policy that reflects your values and sets clear goals for improvement.

    Once a strategy is in place, small adjustments can quickly add up to a transformed culture where play is valued and nurtured. Over time, schools see not only happier playtimes but calmer classrooms, stronger relationships and improved learning outcomes.

    Ready to start your school’s journey? Take OPAL’s quick Is it right for my school? test to find out.

    Call to action: take the next step

    If you are inspired to rethink playtimes in your school, there are organisations that can help.

    • Explore guidance from Play England and Play Wales for policy and practice insights.
    • Read about the benefits of whole-school play programmes at OPAL.
    • Connect with other schools leading the way through play-focused networks and events.

    Playtime is too important to be left to chance. With a clear strategy, every school can unlock the full potential of its pupils, resilient, creative and happy learners ready to take on the world.

  2. Five ways to improve lunchtime behaviour

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    Lunchtime is meant to be a welcome break in the school day. It is the moment when children can step outside the classroom, let off steam, connect with friends, and recharge before afternoon lessons. For staff, it can be a chance to take a breath and prepare for the rest of the timetable.

    Yet for many schools, lunchtime is one of the most difficult times to manage. Disagreements between children and, rushed routines, or simply a lack of things to do,  can create tension. Supervisors can feel under pressure, teachers may find themselves dealing with playground disputes long after lunch is over, and children can return to the classroom unsettled rather than refreshed.

    Why lunchtime behaviour matters

    When lunchtimes are chaotic, the impact goes far beyond the playground. Learning time is lost, staff feel stressed, and children miss out on the chance to reset. Improving  lunchtimes is not just about behaviour management, it is about ensuring children have plenty of things to do and return to class ready to learn.

    The good news is that lunchtimes do not have to feel this way. Schools that invest in playtimes consistently report smoother transitions, happier children, and more time for learning. Behaviour improves because every child is engaged in purposeful play  and staff feel confident in their role.

    Here are five ways schools can improve lunchtime behaviour through play.

    1. Create a wider variety of play opportunities

    One of the most common reasons children misbehave at lunchtime is boredom. When there is nothing engaging to do, children often look for excitement in ways that can cause conflict. Studies highlight that children need freedom, choice, and variety in their play to develop socially and emotionally (source).

    Schools that offer a wide range of play opportunities typically see a drop in incidents. For example:

    • Loose parts play, introducing items such as boxes, tyres, and fabric, encourages collaboration, creativity, and problem-solving.
    • Sports and active zones give energetic children an outlet to run, jump, and compete.
    • Quiet corners with books or simple toys provide calm for those who prefer reflective play.
    • Natural features such as trees, sand, or water invite imaginative and sensory play.

    Every child should be able to find something they want to do. The broader the opportunities for play, the more engaged children are, and the less likely they are to become disruptive.

    Want to see how a structured approach to play can reduce playground disputes? Discover the OPAL Primary Programme.

    2. Involve staff in playtime planning

    Lunchtime staff often find themselves on the front line of behaviour challenges without the training or confidence to prevent issues before they arise. Supporting them is one of the most effective investments a school can make.

    Structured planning meetings and staff workshops help everyone understand the school’s shared vision for play. Training in areas such as risk-benefit assessment, conflict resolution, and enabling play rather than restricting it gives staff the tools they need to create positive experiences.

    Evidence suggests that when staff feel equipped to manage play, lunchtime becomes calmer and less stressful (source). Staff then become facilitators of play rather than enforcers of rules, and this shift in perspective can dramatically reduce conflict.

    This also helps supervisors feel valued. When they are included in planning and training, they understand their contribution to the school community and are motivated to create the best possible environment.

    3. Adopt clear, consistent routines

    Children thrive on consistency. When lunchtime routines are predictable, they know what to expect and can enjoy their break without uncertainty. Confusion and disorganisation, by contrast, can quickly lead to frustration and poor behaviour.

    Effective routines might include:

    • Staggered sittings in the dining hall to reduce long queues.
    • Clear signage to show children where to line up, play, or eat.
    • A familiar signal, such as a bell or whistle, to mark the end of lunchtime.
    • Smooth transitions between lessons, eating, and play.

    These steps may seem simple, but they can significantly reduce the chaos that often contributes to poor behaviour. Schools that embed routines often report children settling back into learning more quickly after lunch (source).

    Importantly, routines should provide structure without feeling overly restrictive. The goal is to create a safe framework in which children still have the freedom to explore, invent, and enjoy themselves.

    4. Make space for child-led play

    Playtime works best when children have the freedom to follow their own interests. Research shows that child-led play builds cooperation, negotiation, and self-regulation skills, all of which support better behaviour (source).

    Allowing child-led play might involve:

    • Providing resources and loose parts that encourage invention rather than prescribing specific activities.
    • Letting children form their own groups and games.
    • Encouraging mixed-age play where older pupils can support younger ones.
    • Accepting that child-led play can look messy or chaotic but still brings valuable learning.

    By stepping back, staff give children the chance to resolve disputes, take responsibility, and find their own fun. The result is often a happier playground with fewer conflicts requiring adult intervention.

    Curious how schools can balance freedom with safety? See how OPAL helps schools manage play risk positively.

    5. Embed a whole-school play strategy

    Improving lunchtime behaviour is rarely achieved through isolated fixes. The most effective schools embed play into their broader school improvement strategy. This means aligning play with the school’s values, wellbeing priorities, and curriculum goals.

    Structured programmes support schools in developing a shared play policy, providing staff training, and setting long-term goals. Schools that have adopted a whole-school strategy often report fewer lunchtime disputes, less time wasted on managing behaviour, and even gains in teaching time as children return from breaks more focused (source).

    Embedding play within the school’s vision ensures it is not treated as an afterthought but as a central part of daily life. When children know play is valued, they respond with respect and enthusiasm.

    Want to see what a long-term play improvement strategy looks like? Learn more about OPAL’s approach.

    Bringing it all together

    Improving lunchtime behaviour does not require stricter rules, shorter breaks, or more supervision. It requires reimagining playtimes as a positive and integral part of the school day.

    When schools provide a variety of play opportunities, involve staff in planning, adopt clear routines, encourage child-led play, and embed a whole-school strategy, they see real transformation. Lunchtime becomes a source of joy, not conflict. Staff feel supported, not overwhelmed. Children return to lessons refreshed, calm, and ready to learn.

    Above all, a positive lunchtime culture ensures every child feels safe, included, and valued. This is the foundation of not just better behaviour but also better learning and wellbeing.

    Next steps

    Schools across the UK have already discovered the benefits of investing in play. Lunchtime behaviour improves, staff spend less time resolving disputes, and children experience the joy and creativity that play can bring.

    Is it time to reimagine lunchtimes in your school? Get started with OPAL today.

  3. Transforming school play: why a whole-school play improvement programme works

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    Why play matters more than most

    Play is the foundation of how children grow, learn and connect with the world around them. Through play, children develop resilience, creativity, social skills and physical confidence. Yet despite play being such a vital part of childhood, most schools have no clear, strategic, or values-based plan for how playtime is organised and supported.

    This is where a school play improvement programme can make a profound difference. By treating play with the same level of commitment and vision as academic subjects, schools can transform both the experience of childhood and the overall culture of the school.

    Click here to learn more about the OPAL Program

    What is a school play improvement programme?

    A school play improvement programme is a structured, long-term approach designed to embed high-quality play opportunities into every part of school life. Unlike ad-hoc playground initiatives or short-term equipment upgrades, a whole-school programme looks at culture, leadership, environment, training and sustainability.

    At its heart, it helps schools ask important questions:

    • How do we value play within our school community?
    • Are children given the freedom and responsibility to shape their own play?
    • Do staff feel confident in supporting play without unnecessary restrictions?
    • Is playtime aligned with our vision for children’s wellbeing and learning?

    By addressing these questions, schools can build an environment where play is not just supervised, but celebrated.

    Why a whole-school approach works

    Many schools introduce isolated improvements such as new playground markings, outdoor gyms or climbing frames. While these may create short-term excitement, they rarely address the deeper issues that surface at playtime: boredom, conflict, risk-aversion, or lack of staff confidence.

    A whole-school play improvement programme works because it:

    • Involves everyone: from the headteacher to lunchtime supervisors, governors, parents, and of course, the children themselves
    • Changes culture: schools move away from restrictive rules and low expectations, and instead develop a shared vision where play is seen as essential
    • Improves behaviour: research shows reductions of up to 80% in the use of behaviour policies once play is improved, freeing up staff time and improving relationships
    • Supports learning: with fewer disputes after playtime, teachers gain back valuable teaching minutes every single day
    • Builds sustainability: by embedding play into policies, risk management, and long-term planning, improvements last for years to come

    The impact on children’s lives

    The benefits of a play improvement programme reach far beyond the playground. When schools commit to transforming  play, they report:

    • Children becoming more active and physically confident
    • Stronger social skills, with pupils collaborating, problem-solving, and building friendships across age groups.
    • A reduction in accidents and conflicts, as children learn to manage their own risks and negotiate.
    • More inclusive play, where children of all abilities, genders, and backgrounds can find activities that suit them
    • Greater happiness and wellbeing, with children showing excitement and enthusiasm for school life

    In short, play stops being merely a break from learning and becomes a vital part of the school day.

    Click here to read real-life examples of how OPAL has significantly improved the quality of school play

    The role of leadership and staff

    For a school play improvement programme to succeed, strong leadership is essential. Headteachers and governors need to commit to making play a strategic priority. This includes dedicating time, resources, and training to ensure that change reaches every level of the school.

    Staff also need confidence in their role. Lunchtime supervisors, teaching assistants, and teachers must feel equipped to support play in a way that balances safety with opportunity. Training in risk-benefit assessment, playwork principles, and conflict resolution helps staff become facilitators rather than enforcers, enabling children to take ownership of their play.

    Play, risk and safety

    One of the most common concerns schools face is managing risk. Parents, staff, and governors may fear accidents, injuries, or complaints if play becomes more adventurous. Yet evidence shows that over-restricting play can actually increase risk by limiting children’s ability to practise risk management for themselves.

    A school play improvement programme provides schools with clear frameworks, aligned with the Health and Safety Executive and International Standards Organisation (ISO). This enables leaders to confidently explain to their communities why balanced, challenging play is not only safe, but essential for healthy child development.

    When risk is properly understood, schools see fewer accidents, calmer playtimes and children who are better equipped to manage challenges.

    Evidence that it works

    The results from schools that have adopted structured play programmes speak for themselves:

    • Up to 80% reduction in the use of behaviour policies at playtime
    • 90% drop in senior leadership time spent dealing with disputes after play
    • More than 30 hours of teaching time gained per teacher, per year, thanks to calmer transitions back to the classroom
    • Thousands of children reporting greater happiness, confidence, and inclusion during playtime.

    A journey of transformation

    A school play improvement programme is not a quick fix. It typically takes 18 to 24 months to embed, requiring a working group, regular meetings, and close collaboration with an expert mentor. The process includes:

    • A comprehensive play audit covering culture, environment, and practice
    • Staff training sessions to build knowledge and confidence
    • Development of a whole-school play policy
    • Action plans that align with each school’s values and resources
    • Ongoing mentoring, evaluation, and recognition through awards

    By the end of the programme schools are transformed, not just in the way playtimes look, but in how the whole community thinks about play as an integral part of the school day.

    Click here to find out more about the OPAL process

    Building a culture that lasts

    Perhaps the most powerful outcome of a whole-school play programme is cultural change. When schools embed play into their values, policies, and daily routines, the benefits extend far beyond the current pupils. Future generations of children, staff, and families inherit a school culture where play is valued, supported, and celebrated.

    This lasting change helps schools become centres of joy, creativity, and resilience: qualities that are just as important as academic achievement in preparing children for life.

    The bigger picture: a movement for play

    The importance of play is well-documented and increasingly recognised at a national and international level. Recent reports recommend that every school should have a plan for play and a designated strategic leader for play. This reflects a growing consensus: that play is not optional, but fundamental to education and childhood.

    By adopting a school play improvement programme, schools join a wider movement that is reshaping the way society values play. They also become part of a supportive community, sharing knowledge, challenges, and successes with others who are committed to the same vision.

    Why your school should act now

    Improving play is one of the most effective investments a school can make. A structured, whole-school play programme creates happier children, calmer classrooms, more confident staff, and stronger communities.

    Most importantly, it gives every child the daily opportunity to experience the joy, creativity, and freedom that should be at the heart of childhood.

    Now is the time for schools to recognise play as a strategic priority, not an afterthought. With the right support, every school can create a play culture that transforms lives. 

    If you would like to speak with one of our school play experts, click here to fill in our short questionnaire and book a call with an advisor

  4. What does a school playtime consultancy do, and does your school need one?

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    Rethinking the role of playtime

    Play is one of the most powerful drivers of children’s development. It shapes social skills, wellbeing, resilience and learning.

    Twenty per cent of primary school time is playtime. Despite this, most schools have no formal strategy for play. Playtime is left to chance, shaped by tradition, available resources and staff confidence. The result? Boredom, playground disputes and missed opportunities for joy and growth.

    This is where a school playtime consultancy can make a transformative difference. By working with experienced consultants, schools can gain the vision, strategy and practical support they need to make playtime a key part of the school day , rather than a source of stress.

    What is a school playtime consultancy?

    A school playtime consultancy is a professional service designed to help schools improve the quality of their children’s play experiences. Consultants bring together expertise in education, playwork and risk management to offer a structured way to evaluate and transform play.

    Unlike a playground equipment provider or a one-off training session, a consultancy looks at the bigger picture. It considers culture, policy, staff confidence and long-term sustainability, alongside a transformation of school grounds.

    The goal is simple: to ensure that every child in a school has daily access to rich, creative, and active play opportunities that support their overall wellbeing and development.

    Click here to view our case studies

    What does a playtime consultant actually do?

    When schools engage with a school playtime consultancy, they can expect support across several key areas:

    1. Auditing current practice

    Consultants begin by observing playtimes and reviewing school culture. This includes analysing the playground environment, existing rules, staff involvement and children’s behaviour. By identifying both strengths and challenges, the consultancy provides a clear picture of where change is needed.

    2. developing a strategic play policy

    One of the most valuable outcomes of consultancy is the creation of a whole-school play policy. This document sets out agreed values, principles and expectations for play. It helps schools align their approach with their broader educational vision, ensuring consistency and long-term commitment.

    3. Training and mentoring staff

    A consultancy does not simply tell schools what to do. It builds staff knowledge and confidence. Training for teachers, lunchtime supervisors and leadership teams covers areas such as:

    • The value of play in child development
    • Balancing risk and safety
    •  Supporting inclusive and creative play

    By mentoring staff over time, consultants ensure that changes are understood, embedded and sustained.

    4. Supporting risk management

    Concerns about accidents often hold schools back from improving play. A playtime consultancy provides clear frameworks and risk-benefit assessments aligned with Health and Safety Executive (HSE) and International Standards Organisation (ISO) guidance. This helps schools adopt adventurous, challenging play while still meeting their duty of care.

    5. Designing an action plan

    Every consultancy works with the school to create a realistic action plan, tailored to its values, resources and priorities. This ensures that improvements are practical, achievable and measurable.

    6. Recognising and celebrating progress

    Finally, consultancies often provide award systems or accreditation that recognise a school’s progress. These awards motivate staff, celebrate achievements and set new goals for continued development.

    Why schools choose a playtime consultancy

    There are several common reasons why schools seek professional support for playtime:

    • Behaviour concerns: frequent disputes, poor behaviour, or accidents at playtime
    • Boredom and disengagement: children complaining they have “nothing to do” outside
    • Staff confidence: supervisors feeling unsure about how to support and facilitate play
    • Inclusivity: children with additional needs or different backgrounds struggling to join in
    • Reputation and parental pressure: parents raising concerns about safety or lack of provision
    • Vision for excellence: headteachers and governors wanting to raise standards in every aspect of school life

    In each of these cases, a consultancy brings expert insight, fresh ideas and proven strategies that schools cannot easily find on their own.

    The benefits of working with a playtime consultant

    Schools that invest in a school playtime consultancy consistently report wide-ranging benefits:

    • Calmer classrooms: with fewer disputes at playtime, teachers regain up to 30 hours of teaching time per year
    • Improved behaviour: schools often see up to 80% reductions in the use of behaviour policies related to play
    • Greater activity levels: children become more active, physically confident, and engaged
    • Better staff morale: supervisors and teachers feel more equipped and positive about playtime
    • Stronger school culture: play becomes a valued part of education, not just an afterthought
    • Happier children: most importantly, children are more excited, creative, and fulfilled at school

    Click here to find out how it works

    Do all schools need a playtime consultancy?

    Not every school will feel it has major problems with playtime. However, all schools can benefit from a professional review. Even schools with enthusiastic play leaders or new playgrounds might find that:

    • Children still gravitate to the same small areas, leaving large areas of school grounds unused
    • Rules restrict creativity, with many activities banned unnecessarily
    • Accidents or complaints persist despite good intentions
    • Staff remain uncertain about their role in play
    • Play is not truly inclusive for children of all abilities

    A consultancy helps schools uncover blind spots and make sure that their approach to play is consistent, evidence-based, and sustainable.

    Whole-school change: beyond equipment

    One of the most common misconceptions about improving play is that it requires expensive new playgrounds or equipment. While investment in school grounds can be valuable, improving the physical space is not the whole solution. Without cultural change, even the best play spaces will fail to deliver.

    A school playtime consultancy ensures that improvements are not dependent on budgets alone. By focusing on culture, values, and staff training, schools can achieve remarkable results using low cost resources and the space they already have.

    The emphasis is always on making play richer, more inclusive, and more joyful, not just more expensive.

    Case for leadership commitment

    For a consultancy to succeed, leadership commitment is vital. Headteachers and governors must see play as a priority, not a side issue. This means dedicating time for working groups, engaging in training and embedding play into school development plans.

    When leadership is fully on board, the transformation is dramatic. Schools move from seeing play as a challenge to celebrating it as one of their greatest strengths.

    The wider context: a national movement

    The importance of play is well-documented and gaining recognition at national and international levels. Recent reports have recommended that every school should have a strategic plan for play and a designated leader responsible for it. This reflects a growing consensus: play is not optional, but essential.

    By engaging with a school playtime consultancy, schools are joining a broader movement to re-establish play as a core part of education. They also gain access to networks of other schools, shared resources, and ongoing support that extends beyond the consultancy itself.

    How to know if your school is ready

    If your school is considering consultancy, ask these questions:

    • Are playtimes currently calm, inclusive, and joyful for all children?
    • Do staff feel confident in their roles at playtime?
    • Is play seen as part of your strategic vision for education?
    • Do children have access to creative, active, and challenging play opportunities every day?

    If the answer to any of these is “no” or “not sure,” then a school playtime consultancy may be exactly what your school needs.

    Conclusion: making playtime count

    Playtime is far more than a break in the school day. It is a vital part of education, one that deserves the same care and attention as any subject. A school playtime consultancy provides the expertise, structure, and inspiration schools need to unlock the full potential of play.

    By investing in play, schools invest in happier children, calmer classrooms, more confident staff, and stronger school communities. Most of all, they invest in giving every child the joyful, enriching childhood they deserve.

    Click here to get started with Outdoor Play and Learning today

  5. The case for outdoor play: proven ways schools can improve play for every child

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    Why outdoor play matters

    Every child deserves the chance to experience the joy and freedom of outdoor play. Through play,  children learn lessons that cannot be taught in the classroom: resilience, negotiation, creativity and confidence. Outdoor play supports social and emotional development , builds stronger bodies and gives children vital opportunities to connect with their peers.

    Yet despite these clear benefits, many schools still lack a strategic approach to outdoor play. Playtime is treated as a break from  learning rather than a crucial part of it. This is why outdoor play improvement for schools is essential. With the right support, schools can transform play from a missed opportunity into a daily strength.

    Click here for more information about OPAL

    What outdoor play improvement really means

    Improving outdoor play goes beyond adding equipment or repainting playgrounds. It is about re-thinking how play is valued and supported within the whole school community. A programme of outdoor play improvement for schools typically includes:

    • Establishing a shared play policy that reflects the school’s vision
    • Creating environments that encourage creativity, movement and collaboration
    • Supporting staff to feel confident in their role during playtime
    • Having a balanced approach to  risk management, so children can experience challenging play opportunities
    • Ensuring inclusivity so that every child, regardless of ability or background, can participate

    This structured approach recognises play as central to learning and wellbeing, not simply an add-on.

    Why schools should act

    Schools that commit to outdoor play improvement consistently see a wide range of benefits:

    • Happier children: pupils enjoy coming to school, knowing they will have exciting playtimes
    • Calmer classrooms: after richer play, children return to lessons ready to learn
    • Better behaviour: research shows schools can reduce playground disputes by up to 80%.
    • Staff satisfaction: supervisors feel empowered rather than overwhelmed at playtimes
    • More teaching time: fewer disputes means teachers can reclaim valuable minutes every day

    In short, when schools prioritise outdoor play, everyone benefits.

    Click here to view our case studies and learn how OPAL has worked with other schools to improve outdoor play for children

    Proven ways to improve outdoor play

    So what practical steps can schools take? Consultants and schools that have implemented successful programmes highlight several proven strategies for outdoor play improvement for schools:

    1. Develop a whole-school play policy

    Improvement starts with a clear, shared vision. A play policy sets out agreed principles, such as the value of risk, inclusivity and the role of staff. This helps ensure consistency across the entire school community.

    2. Involve children in decisions

    Children are the experts in play. Asking them what they want and need helps schools create spaces that genuinely reflect their interests. When children feel ownership of their play, engagement and responsibility increase.

    3. Train and support staff

    Confidence among staff is essential. With the right training, lunchtime supervisors, teachers and assistants learn to facilitate rather than control play. They gain skills in playwork, risk assessment and supporting inclusion.

    4. Make Use of Every Space

    Outdoor play does not require large budgets or brand-new playgrounds. Schools can transform even small spaces by introducing loose parts, natural features and zones for different types of play. Variety keeps play fresh and engaging.

    5. Balance safety with challenge

    Overly strict rules can limit play and increase frustration. Schools that follow Health and Safety Executive (HSE) and International Standards Organisation (ISO) guidance learn to manage risk positively. By providing opportunities for climbing, building, and exploring, children gain skills in assessing risks for themselves.

    6. Embed inclusivity

    True improvement means ensuring that every child, regardless of gender, ability, or background, can find a place in play. This might mean providing quieter spaces, sensory materials or opportunities for different types of activity.

    7. Celebrate and recognise progress

    Many schools choose to work towards external awards or recognition for their play development. This helps maintain momentum, celebrate achievements and share success with the wider community.

    Overcoming common challenges

    Schools often hesitate to make changes to play because of barriers such as:

    • Concerns about accidents or complaints.
    • Limited budgets for playground improvements.
    • Resistance to change from staff or parents.
    • Worries about supervision and staffing.

    A structured programme of outdoor play improvement for schools helps overcome these challenges. By providing clear guidance, risk management support, and evidence of impact, consultants reassure staff and parents while ensuring changes are realistic and sustainable.

    Click here to read our testimonials and find out what other schools say about OPAL

    The role of leadership

    Headteachers and governors play a decisive role in making outdoor play a priority. Improvement requires:

    • Committing time for working groups and regular meetings
    • Embedding play into the school development plan
    • Supporting staff training and mentoring
    • Communicating the value of play to parents and the wider community

    When leadership champions outdoor play, the transformation becomes embedded in school culture.

    Evidence that outdoor play improvement works

    The impact of whole-school play improvement is well documented:

    • 80% reduction in use of behaviour policies at playtime
    • 90% less time spent by senior leaders resolving disputes
    • 30 extra hours of teaching time per teacher, per year reclaimed
    • Positive reports from children, staff, and parents on wellbeing and school culture

    These outcomes demonstrate that outdoor play is not a distraction from education, it is an integral part of it.

    Building a lasting culture of play

    Perhaps the most important outcome of outdoor play improvement is cultural change. When schools embed play into their values and daily practice, the benefits extend far beyond current pupils. Future generations inherit a school where play is respected and celebrated.

    By seeing play as central to childhood and education, schools create communities that are resilient, joyful, and inclusive.

    Outdoor play as part of a wider movement

    Across the UK and internationally, there is growing recognition that play must be taken seriously. Reports now recommend that every school has a plan for play and a designated leader responsible for it. Schools that act now place themselves at the forefront of this movement, joining a network of institutions that see play as a driver of wellbeing and achievement.

    Why every child deserves better play

    Outdoor play is not optional. It is a fundamental right of childhood and an essential part of education. By committing to a structured, strategic programme of outdoor play improvement for schools, headteachers and governors can ensure that every child experiences the joy, freedom, and growth that play provides.

    With the right vision and support, playtimes can become the most exciting and meaningful part of a child’s day and the foundation of a stronger, happier school.

    Are you ready to start your journey with OPAL? Click here to fill out our questionnaire and book a call with one of our experienced team members