Staff Tool 7 Placemaking

Consider how you will define and secure a place for children to play if there isn’t a designated space. In an outdoor area, you could define a space using:

•a rope on the ground • a circle of stones or logs • a blanket or a shower curtain

•a chalk circle • a flag or banner • a shelter.

Sounds such as a bell, music, loud hailer, drums or whistles will attract children to a play space.

Tents, shelters, banners, balloons and flags will create a focal point and provide a message to the wider community that play is important and necessary for children.

Do not underestimate the importance of a trusted adult in creating a space for play. Sometimes the presence of that adult, there to support play, is all that is required to indicate that play can happen there.

•a curtain • tarpaulin • parachute • furniture • rope. In an indoor area, you may be in a shared building with other services, consider marking the space for playing with:

Whilst it is important to be sensitive to the other services operating in the space, it is also important that they value and recognise the important contribution that playing makes to overall child wellbeing.

Sometimes, sharing a space helps others recognise how important a play service is and these colleagues can help you to secure a more appropriate place for playing.

•Think of ways to let children and families know where you will be and what you will be doing

•Joining an existing service may help you to gain access and trust • Identify and remove hazards in the general space and wider environment

•Remove litter, broken glass, redundant signs, etc • If there are places nearby (such as bushes or the back of buildings) where children may hide and play, be sure to check these for hazards • Regularly clean these spaces and general areas to create a sense of freedom and safety

•Look at physical alterations which may need to be considered (i.e. restricting access to flowing water, road systems) • Make sure that any supervision of hazardous areas does not restrict playing but limits hazard

•Look at how you can make alterations to the area to ensure disabled children or children with impairments can take part as equally as possible

•Make sure the play materials are suitable for the area available • If the site changes, make sure children and families know where you will be. Don’t rely just on word of mouth, use posters and signs for instance

•Try to maintain some level of stability with timings • Try to ensure the area has a playful and fun atmosphere • Try to incorporate quiet areas as well • Be clear that the purpose is to provide for play for children – there is no sectarian, political or religious purpose behind it.