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.
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.