Playtimes make up around one fifth of every school day, yet many schools don’t invest time or money in planning for play. When budgets are stretched, investing in playtimes can feel like a luxury. But the impact of improving playtimes is considerable and, when play is prioritised and embedded in a school’s culture, this impact can be sustained over many years.

Many school playtimes offer little opportunity for children to move. There might not be much in offer beyond a few painted lines on a playground, areas of the grounds may be closed in wet weather, or inappropriate clothing might be restricting activities like running and climbing . As a result, some children spend much of their time waiting for break to be over or standing at the edge of the playground watching instead of having fun.

A friendship fall-out at lunchtime can follow children into the classroom. A child who was left out may be quieter; another may replay the argument. By the time it reaches a pastoral lead, it can look like a classroom issue, though its first signs appeared in the playground.

A healthy play culture is visible in everyday decisions: whether playtime is protected, how adults respond, who can join in and whether children have worthwhile choices. It is not measured by a quiet playground.

Children learn by trying things for themselves. They stack, combine, pull apart, rebuild and adapt. They test an idea, observe what happens and decide what to do next. Much of this exploration takes place through freely chosen play, where the direction comes from the child.

A positive school play culture rarely appears in one dramatic moment. It becomes visible through repeated experiences: a calmer conversation after playtime, a child joining a game or an adult pausing before intervening. Teachers often notice these shifts first. They see children before and after play, hear stories brought into class and recognise changing relationships. […]

Inclusive play is not about every child doing the same thing at the same time.

It is about creating a playtime culture where every child can follow their own interests, explore and enjoy themselves.

In practice, this means recognising that children have different play preferences. Some want to run, climb and take risks. Some want quiet spaces, small groups or imaginative worlds. Some want to build, collect, sort, dig, perform, lead, follow, watch or join in slowly.

Before children pick up a pencil, sit for a task or follow a set of written instructions, they are already practising many of the skills that help them thrive in the classroom.

They practise them when they build dens, carry crates, negotiate rules, climb, balance, sort objects, tell stories, solve disputes and decide what happens next. They practise them when they wait for a turn, listen to another child’s idea, cope with a plan changing or try again after something falls apart.

The best playground games do not come from a rulebook. They appear when children are given time, space, materials and permission to follow their own ideas.

The latest national conversation about school uniform is about more than cost, branding or appearance. It is also about whether children can move easily, play freely and take part in the whole school day.

Outdoor learning is often associated with major curriculum redesigns, forest school programmes or extended projects. While these approaches are valuable, they are not the only way to bring learning outside the classroom.

Loose parts play is increasingly recognised as a valuable way to improve the quality of playtime. By introducing open-ended materials that children can move, combine and redesign, schools can create playground environments that are more varied, engaging and inclusive.