Maryport Primary is a Church of England School, which has truly transformed its playtime offer over the past couple of years.

With 285 children and lots of tarmac and green space, they take advantage of their huge site; children now have access to freely choose where to play and what to do.

The opportunities to play are endless, from den building, performing, small world and digging, to playing in the mud kitchen and being creative with the endless stock of loose parts. There is something for everyone, and all are included!

This is a school to visit if you are based in the north west and thinking about starting the OPAL Primary Programme.

What were the main issues you were facing at playtime?

Football dominated our playtimes, and it caused a lot of fallouts and arguments; those not playing football wandered around aimlessly bored.

Why did you get OPAL to work with your school?

We wanted a sustainable way to make lunchtime play enjoyable for all children.

What measures had you tried already?

We tried designated areas for football with a rota, and midday supervisors organised games.

What did OPAL help with that you couldn’t do yourselves?

OPAL gave us ideas of different zones, provided reassurance around risky play, and highlighted the importance of play by planning for play opportunities.

How did the programme impact pupils’ physical, social, emotional, mental, and cognitive development?

All pupils are fully engaged and active over lunchtime as there is something for everyone at all times. Those who enjoy the more physical side of play are catered for, as are those who prefer to chill and do crafts. Children of all ages can access all areas they may not have been able to play with since they were in EYFS, e.g. water and sand play.

How did the programme meet the needs of all your children, in particular pupils with SEND?

Those with SEND are fully included in our play offer – staff ensure that they can access all zones (sometimes with adaptations) and the SEND pupils are welcomed and encouraged by their peers to join in with their play.

How did the programme impact attendance?

We have not noticed a correlation between OPAL and attendance.

How did the programme impact communication, vocabulary, and imagination?

Pupils are much more creative in their play, especially in the dressing up and small world zones, e.g. making an airport and going on holidays. Communication within areas like the den-building has developed alongside collaboration and resilience to keep going to build a shared structure.

How did the school secure funding and resources?

A lot of resources were donated by parents or local firms. We have regular ‘shout-outs’ in our newsletter for items we are running low on. We have a constant supply of tyres from a local garage, and parents will regularly bring in pallets. Other resources, e.g. wellies and waterproofs, have been funded by grants from local businesses (often those for whom parents work). We have also done some fundraising to go towards the more expensive items like the sheds and sandpits.

What partnerships proved most valuable?

Parent partnerships have been key from securing funding grants to having open days where parents have come in to paint or construct pallet ‘houses’.

What was the impact on parents and wider community members?

Parents are very positive about OPAL, and in our recent parent survey, it was mentioned in numerous responses as one of the best things about our school. The local community often comments on our Facebook posts about what the children are doing, and many local schools have come along to see OPAL in action.