A new UK Government took office on
11 May and is in the process of deciding its position on a number
of policies and government strategies . As a result the content of
this page may not reflect current Government policy. All statutory
guidance and legislation referred to continues to reflect the
current legal position unless indicated otherwise.
Schools are located at the heart of communities,
and are well placed to provide opportunities for unstructured play
alongside formal education.
Allowing children to play can increase attendance and prevent
exclusion. Having adequate playtime can also help children to
concentrate in class and reduce bad behaviour. Furthermore,
children may accomplish a third of their recommended amount of
physical activity during school break times.
Where schools invest in and value playtimes and the out of
school hours play provision on their sites, children feel more
valued and have a greater sense of ownership of the school.
However, research shows that playtime at school may have
decreased by 50 per cent since the 1970s. Similarly, during the mid
1980s, one in five children travelled to school by themselves
compared to one in twenty in 2005. This trend may result in fewer
opportunities for children to play and to engage in physical
activity.
The extended schools (or more recently, extended services)
initiative from DCSF increases the range of services that schools
offer by providing:
- a wider range of activities including play and
recreation
- childcare in primary schools ‘wrapped around’ the formal
learning day from 8am to 6pm
With the introduction of extended services, children and young
people are spending a larger proportion of their holidays and
after-school time in school. These are times that children normally
use to play and socialise with their friends.
Play-based learning has become an increasing focus of early
years school education. The Rose review of the primary curriculum
recommended the value of play-based learning to younger children
and called for the Qualifications and Curriculum Authority to make
explicit its benefit to children.
The Cambridge Primary Review also advocated a more play-based
learning approach throughout the primary age range, and includes
specific reports on the value of play for children’s
development.
Schools also have an important part to play in promoting active
travel by children to and from their schools. This is a key part of
the Healthy Schools Programme which calls for each school to draw
up a School Travel Plan and promote travel by foot and bicycle
throughout the school year.
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