Play for Wales issue 39 Spring 2013

for Wales Play news and briefing from the national charity for play

Issue 39 Spring 2013

Scrapstore PlayPod速

Play: in Schools

2 | Play for Wales | Spring 2013

Contents 2

Editorial

Thank you 11

Why are you letting your pupils play for most of the day?

12

Wales – A Play Friendly Place

13

Workforce development

14

Book review

3-4 News 5

General Comment on Article 31

6-7 Use of school grounds 8

Play Policy for schools

9

Richer Play

10

Play and school initiatives

Editorial This issue of Play for Wales considers children’s time to play in school: as a component of a planned and structured curriculum; as a non-curricular part of the school day (playtime and lunchtime) and out of learning hours.

Of 2000 children and parents interviewed by ICM as part of National Playday research in 2009, 73 per cent of children reported that school is the main opportunity they have to play with their friends and 55 per cent said that they sometimes rushed their lunch at school so they had time to play; 84 per cent of parents said they were opposed to school playtimes being shortened.

The research also found that 88 per cent of all the parents and 80 per cent of children thought that children were happier in lessons if they were given freedom to play at playtime. This figure rose to 99 per cent for parents of five to six year olds and 94 per cent of all parents asserted that it was important to allocate time for play during school hours.

What children were saying is that playtimes are a really important part of the school day to them. We know that playing is vital to children for their fun and relaxation as well as for their physical and metal health and wellbeing. It is part of their ‘work/life balance’ and the importance of play for children’s learning and development is widely acknowledged in national policy through a range of programmes such as the Foundation Phase and the Healthy Schools initiative.

We are pleased to hear that where schools have made small changes in respect of children’s play, these improvements are readily recognised by children. It should not surprise anyone familiar with the school day that improving children’s subjective experience of the opportunities for their play can improve their overall satisfaction with the school experience.

However, despite this increasing recognition of the importance of playing, there is evidence to suggest that time to play in some schools may be reducing rather than increasing. It also appears that restrictions on the use of different spaces or a removal of permission for different types of play provides a less than positive experience for children.

A heartfelt thank you to everyone who contributed to this magazine – we couldn’t do it without you.

This issue of Play for Wales, as well as previous issues, is available to download at www.playwales.org.uk

All play, whether or not at school, has a fundamental role in enabling children and young people to engage positively with the complexities of the world around them. At a time when the Welsh Government has introduced legislation in respect of play, whether we are teachers or parents we should be challenging any proposed decrease in children’s opportunities to access time and space to play.

Attention all schools!

If you would like to receive a paper copy of future issues of Play for Wales magazine please send us your details: mail@playwales.org.uk / 029 2048 6050.

Every primary school in Wales currently receives an electronic copy of the magazine.

Play for Wales is published by Play Wales three times a year.

Contact the Editor at: Play Wales, Baltic House, Mount Stuart Square, Cardiff CF10 5FH Telephone: 029 2048 6050 | Email: info@playwales.org.uk

The views expressed in this magazine are not necessarily those of Play Wales. We reserve the right to edit for publication. We do not endorse any of the products or events advertised in or with this publication.

Registered Charity No. 1068926 | ISSN: 1755 9243

Created by Carrick | carrickcreative.co.uk

This publication is printed on paper produced from sustainable forests.

Play for Wales | Spring 2013 | 3

News What is enough?

Researching play sufficiency the United Nations Convention on the Rights of the Child (UNCRC).

The University of Gloucestershire, in partnership with Play Wales, is researching local authority responses to the Welsh Government duty to assess sufficiency of play opportunities.

This small-scale project will hopefully be followed by a larger collaborative project researching the full requirement of Section 11 of the Children and Families (Wales) Measure 2010.

Wales is the first country in the world to introduce a requirement to assess and secure sufficient play opportunities for children. It stands as a beacon to the rest of the world in its approach to supporting children’s right to play, at a time when the UN Committee on the Rights of the Child is publishing a General Comment on Article 31 of

This is a bold and innovative step by the Welsh Government, and one that deserves to be researched and reported, both in terms of sharing information across local authorities and also how this initiative might inform other countries about their responsibilities regarding Article 31.

Wendy Russell and Stuart Lester will be discussing the research in a presentation at Play Wales’ annual Spirit conference in May. For more information, contact Wendy Russell: wrussell@glos.ac.uk

www.playwales.org.uk/ eng/sufficiency

Social Media

This first phase is gathering an overview of responses across all 22 local authorities from an online questionnaire and documentary data. In addition, researchers have been working with three case study local authorities, looking at the principles and processes used to gather information for the assessment and how those involved make sense of and value the processes and the outcome of the assessment.

www.facebook.com/PlayWales

twitter.com/PlayWales

Playday 2013 - Playful Places

The campaign theme for Playday 2013 is Playful Places.

The Playful Places campaign is calling on everyone to help make

sure that the places where children live and hang out are great places to play. The campaign recognises that:

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Children and young people need to be involved in planning the places and spaces where they play.

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Children should feel welcomed where they live and feel part of their communities.

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Parents want their children to be able to play outside.

For ideas about how you can use the campaign to make the place where you live a better place for children to play and advice and guidance on how to get involved visit the Playday website:

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Public space should be designed and managed with children’s play in mind.

www.playday.org.uk

4 | Play for Wales | Spring 2013

Caerphilly Smokefree playgrounds

Caerphilly youth forum’s Protect Our Parks project aimed to raise awareness about issues affecting Caerphilly parks including smoking and litter, as well as a plan to make all playgrounds in the county smoke-free.

Youth forum member, Joel Price said: ‘The project took a year, however to get smoking banned in parks took us four months. This goes to show how much can be achieved in a short space of time.’

As part of the campaign the youth forum held a competition for all schools and youth clubs across Caerphilly to design a no smoking sign for the play areas. The winner of the competition was Jasmine, aged 10, who ‘struck a chord’ with the panel with her Young Lungs at Play sign (pictured).The Council produced the signs and the youth forum placed them at every park entrance across the county.

The youth forum has received an excellent response from the public and recognition from local young people. Joel added:

‘The signs have been in place since September 2012 and we haven’t had any vandalism on any of the signs.’

This campaign is now leading the way for other councils across Wales to implement their own smoke-free playgrounds. www.ashwales.org.uk/smokefreeplaygrounds

Smoke Free Play Area Ardal Chwarae Di-Fwg

Ysgyfaint Ifanc yn Chwarae Young

Lungs at Play P P.O.

Bwrdeistref Sirol

Mike Shooter is a retired Consultant Psychiatrist with over 30 years experience working with children and families in Cardiff and the Valleys. In clinical retirement he has chaired or been a trustee of many third-sector organisations, including Children in Wales, the Mental Health Foundation, Young Minds and the Samaritans.

A new documentary will be filmed this Spring at ‘The Land’ adventure playground in Wrexham. The American director and crew will spend several weeks filming the play and playwork that happens in the play space.

The completed film will be shared with parents, teachers and policymakers in an attempt to introduce new audiences to children’s play environments. The adventure playground is an environment that serves the intuitive nature of children’s learning, believes that play is an activity that is freely chosen, personally directed and intrinsically motivated and honors children’s right to play.

The Land’s site director, Claire Griffiths, said: ‘We are looking forward to welcoming the film crew. It is encouraging that so many people recognise the value of children’s opportunities to experience free play and the importance of taking risks during childhood.’

County Borough

Designed by Jasmin Amey Lewis. Aged 10 years

New trustees for Play Wales We are delighted to welcome two new members to the Play Wales Board of Trustees:

Adventure playground documentary

Mark Isherwood is the Head of YMCA Community College Wales and is currently a peer inspector for ESTYN. As well as a two year secondment to the Welsh Government as a ‘Pedagogy Champion’ representing the post 16 sector he has been a representative on a number of external bodies including City & Guilds National Advisory Committee for Wales and the Welsh Government Community Development Learning Network.

For more information about our Board of Trustees visit: www.playwales.org.uk/eng/ governance

With the help of an international group of generous individuals, over $13,000 USD was raised through a crowd funding site to fund this stage of filming.

Playfreemovie.com www.facebook.com/playfreemovie www.twitter.com/playfreemovie

Annual Report Play Wales’ Annual Report for 2011 - 2012 is now available. Play Wales’ Annual Report demonstrates the contribution it has made to children’s play in Wales in 2011 – 2012. It also sets out how we have achieved our aims and objectives during the year. www.playwales.org.uk/eng/ annualreport

Play for Wales | Spring 2013 | 5

United Nations’ commitment to children’s right to play On 1 February 2013 the United Nations Committee on the Rights of the Child adopted a General Comment that clarifies for governments worldwide the meaning and importance of Article 31 of the Convention on the Right of the Child (UNRC).

A General Comment is an official statement that elaborates on the meaning of an aspect of the UNCRC that requires further interpretation or emphasis. The General Comment will define all elements of Article 31 and explain their importance in the growth and development of children and their impact on children’s overall wellbeing.

Article 31 ensures that ‘State Parties recognise the right of the child to rest and leisure, to engage in play and recreational activities … and to participate freely in cultural life and the arts.’

The objectives of the General Comment are: a) To enhance understanding of the importance of Article 31 for children’s wellbeing and development, and for the realisation of other rights in the Convention.

b) To provide interpretation to States Parties with regard to the provisions, and consequent obligations, associated with Article 31. c) To provide guidance on the legislative, judicial, administrative, social and educational measures necessary to ensure its implementation for all children without discrimination and on the basis of equality of opportunity.

Minister for Health and Social Services, Lesley Griffiths said: ‘Wales is already leading the way on promoting children’s rights and the articles of the United Nations Convention on the Rights of the Child. The right for children to experience the freedom and enjoyment of play and recreational activities is of paramount importance to us.‘ ‘Recently we commenced the duty on our local authorities to assess the sufficiency of play opportunities in their local area.

This is the first step in ensuring that we have places that are safe and freely available, for children to play, now and in years to come.’

The International Play Association (IPA) took a lead role in the development of the General Comment. Theresa Casey, President of IPA said:

‘Play, recreation, rest, leisure and involvement in cultural and artistic life are all interrelated and critical to a happy, healthy childhood. Problems arise when such activities are considered luxurious or frivolous. Nothing could be further from the truth.

They are all fundamental rights of children and IPA will do its best to continue supporting policy makers and practitioners who turn these rights into concrete actions.‘ Play Wales says:

‘On the world stage Article 31 is often referred to as the most neglected or forgotten right. However, Wales is already taking a lead by legislating for children’s rights through the Rights of Children and Young Person’s (Wales) Measure 2011. The General Comment will further strengthen the understanding of the importance of play in children’s lives.’

In the forthcoming months Play Wales and the Children’s Commissioner for Wales, Keith Towler will host an official launch for the General Comment in Wales.

www.playwales.org.uk/ eng/generalcomment Torfaen Play Service

6 | Play for Wales | Spring 2013

Existing school facilities, in most cases, offer significant opportunities to satisfy not only the learning needs of all learners, but many of the social and recreational needs for the community. School buildings, their contents and grounds, often represent the largest single asset of most communities.

Benefits In many areas, both urban and rural, school grounds offer neutral space in the local community.

Having access to such a space can enhance the opportunities that all parts of the community around the school have for outdoor recreation and play. Both schools and communities can be enriched when they engage with each other more fully.

Children and young people generally make more use of the outdoors and spend more time outside than adults, so, the positive effect of access to school grounds for them is potentially even higher than it might be for adults.

The benefits of using school grounds for playing include:

We cannot pretend that providing play opportunities out of learning hours within school grounds will not be a challenge. Some schools and some communities may encounter more challenges than others. Every school is individual, and is ideally placed to be sensitive to the needs of its particular community.

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Increased pupil motivation and self-esteem

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Opportunities which prevent young people progressing to greater levels of risk

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Additional facilities and opportunities

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Enhanced partnership working with the community

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Reduced pupil disaffection

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Improvements in child behaviour and social skills

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Improved local availability of play opportunities

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Basic layout and usefulness of the facility

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Better opportunities for children outside school hours

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Liability costs

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Helping regenerate and strengthen communities

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Maintenance and operation costs

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Improved collaboration with other agencies to promote better community safety.

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Resistance from the educational, and wider, community.

Case Study: Gaer Junior School, Newport

well established, together with a substantial field area for sports.

Gaer Junior School has approximately 180 pupils aged 7-11 from a mixed catchment and a Learning Support Centre that supports children from across Newport. The school shares a site with Gaer Infants School, a community centre and a Multi-Use Games Area (MUGA).

The school once had a historical unlimited access arrangement out of teaching hours; however, two years ago, gates were installed, offering limited access to the grounds and MUGA. The school governing body established an agreement with Newport City Council, setting out roles and responsibilities regarding repairs to the MUGA.

The school sits in 14 acres of grounds which includes a meadow, as well as the woodland and wildlife areas that are already very

Addressing concerns

Headteacher John Webb said, ‘Our school represents the only flat area in the local community

From the outset, it should be recognised that there are common limitations that must be overcome when school facilities are used for activities other than the primary function of educating pupils. In general they are:

To address these concerns, Play Wales is currently working with an all Wales focus group of head teachers to identify possible

and historically we have worked with local sporting clubs to provide space. A few years ago, we worked closely with the community when lack of facilities for young people was identified as an issue.

‘We accepted a MUGA and youth shelter on site, which are both used by local young people, and some from further afield. Since the facilities and new fencing have been installed, both our school and the infants school report less vandalism and damage; in fact, we have fewer broken windows now.’

Play for Wales | Spring 2013 | 7

solutions to challenges that may be identified by schools regarding the out of hours use of school grounds. Together, we will develop tools to support the use of school grounds for playing out of learning hours.

Locking the Gates Whether the school gates need to be locked or not will depend greatly on the local situation of the school; however the more pertinent question is not whether to close them but when to close them.

Even in those places where school gates really do need to be closed after school hours there is often a period of time before teaching begins in the morning and after teaching time in the afternoon where access could be allowed.

Play Equipment Some schools feel that the grounds have little to offer children and young people if there is no fixed play equipment on site. However, giving time, space and permission to play supports children to make the most of the environment. A well-landscaped green and natural space provides obvious positive features for play; however, a flat tarmac area can provide a good space, free from danger, where children and young people can ride bikes and scooters.

The best play spaces contain a wide variety of loose parts and children are free to play with them as they wish. Loose parts are objects or components that can be moved around, adapted, built, unbuilt, mixed, or imbued with imaginary qualities, for instance:

It may also be possible for some schools to consider dual entry systems. For example, an enclosed hard surface area for ball games and wheeled play built into the outer boundary of the school site, with an entrance on the school side and one on the community side. This provides an area for school use and for out of hours use that does not involve having to leave the main gates open.

paper, stones, sticks, water, sand, leaves, feathers, tools, nails, boxes, fabric, ropes, wood, pots, animals, plants, metal, clay, mud, tables, chairs, blankets, everything and anything that can be moved or manipulated as part of play.

Case Study: Ysgol Cradoc Community Primary School, Brecon, Powys

area has a rough meadow, a pond and a marshy area. There is also a developing woodland, vegetable garden, chicken house and a wildlife area.

Cradoc School was established following the amalgamation of five small local village schools. There are 130 pupils aged 3-11.

The grounds are extensive, comprising two playgrounds and large grassy play areas, which are continually being improved. There is also a hockey/football pitch and a separate rugby pitch.

The grounds support a variety of habitats. An enclosed nature

opportunities for playing after the teaching day. Every school can do something - schools across the country have managed to do so, and we can learn from their experience.

The biggest barrier facing many schools may not be not a practical one. It may be fear of failure or a perception that this is very different from what schools do and so will be very complex and expensive. Some schools will face greater challenges than others; and those schools in communities with the greater needs may face the greatest challenges. But all we are talking about is an extension to what schools already do – not necessarily ‘more’ but definitely ‘different’.

The potential benefits in terms of community engagement and wellbeing, the positive effects on children and young people’s health and happiness; and enhancement of the local sense of community make it worthwhile.

Conclusion It is important that schools are realistic about what they can and cannot provide in terms of developing and extending

Headteacher Darren Jones said, ‘Allowing unlimited access to the community is a historical arrangement mainly due to the fact that the grounds represent the only recreational space in the community. Mostly, the school grounds have been used with respect. Children and young people who live in the community come and play alongside organised

groups like the childcare club without any issues and we have not had issues with vandalism or damage.

‘Most recently, we installed a Play Pod, which is a container full of materials and equipment (loose parts) that can facilitate and enhance children’s play. Children have open access to this outside of school hours and other than on occasions finding stuff scattered around after a weekend, or long school break, there have been few issues with this additional facility.’

8 | Play for Wales | Spring 2013

Children play during learning hours as part of the planned curriculum and the non-curriculum part of the school day.

In the planned curriculum part of the day, play, from the teachers perspective, has identifiable learning outcomes. To achieve identified outcomes, the play may be structured, directed and assessed by the teacher. Teachers guide or direct the play to help the child to develop knowledge across the curriculum. Play Wales has developed some suggestions for ways that play could be incorporated into various areas of the curriculum: www.playwales.org.uk/eng/schools Children’s playtimes form the noncurriculum part of the day; when play is freely chosen by the child and in the child’s control. School landscape design, playground design and good use of indoor space to provide for playing during severely inclement weather presents an opportunity to improve the quality of time both for pupils and staff. Better design and innovative use of space supports positive benefits such as: •

a reduction in violent behaviour in the school playground

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the provision of positive social experiences for children

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increased attention and activity in the classroom.

The school day should allow time and space for children to relax

and play freely with their friends.

Children spend a reasonable amount of time in school, therefore the space should be designed to be inclusive and flexible.

In the non-curriculum part of the school day, where creating quality free play opportunities is the objective, all practitioners, including teachers, must be given the freedom to work to play values and playwork objectives.

Play Wales recommends that schools that wish to provide quality play experiences for children adopt a play policy. A school play policy states the value that the school places on children’s play and commits itself to supporting play opportunities. It also supports staff in the planned, structured, curriculum part of the school day to use professional judgement to meet the requirements of the curriculum through play and to intervene sensitively to maximise learning potential.

The policy should be shared with the children, staff and parents and be included in the school prospectus.

We have produced a sample school play policy that may be used in its entirety or adapted to suit the needs of the school. It is available to download at: www.playwales. org.uk/eng/schoolplaypolicy

The Welsh Government Play Policy (2002) states: ‘Play is the elemental learning process by which humankind has developed. Children exhibit a behavioural imperative and instinctive desire to play. It has contributed significantly to the evolutionary and developmental survival of our species. Children use play in the natural environment to learn of the world they inhabit with others. It is the very process of learning and growth, and as such all that is learnt through it is of benefit to the child …

‘It is the very freedom and child centredness of play that makes it such an effective and comprehensive learning process.

‘This policy statement is predicated upon the principles that: every child is entitled to respect for their own unique combination of qualities and capabilities; the perceptions of the child, their views and opinions should always be respected for each child is connected to, and a bearer of, a wider culture’.

Play for Wales | Spring 2013 | 9

Children say that playtimes are the most important part of the school day to them. They have the right to time and space to play as part of their school day.

School playgrounds need to provide a rich play environment for children.

A rich play space contains many different areas for different kinds of play that can be designated using different sorts of surface or levels as well as by fences or planting.

Children value and make good use of a varied landscape.

There may already be landscape features that are ideal for children’s play e.g. trees and bushes, mounds, planted areas, walls, areas that are naturally less used, seating or gathering points, boggy and grassy areas. Many of us are the inheritors of oblong tarmac playgrounds but there are many ways in which we can make these spaces richer and more rewarding for children.

Involving children After observing the children playing, surveys, maps, or consultations could be incorporated into lesson plans so that the children are involved in assessing their own environment, looking at options and becoming part of the planning process. This is an ideal opportunity to involve the school council in a meaningful way.

However, when children think of playgrounds they often turn to what they know best, or what they think adults expect of them – the municipal fixed equipment model – swings and slides. They are less likely to think of the informal spaces and more natural environments that actually provide more options and better play value. Children need to make informed choices based on experience so it is often worth making exploratory visits and conducting research on a range of different options.

Including everyone Everyone involved in the school has an interest in the school grounds.

Some schools have benefited

from the help of parents/carers and governors who have particular skills or who can source necessary materials.

Including the school caretaker and lunchtime supervisors in the plans from the start pays dividends. Some schools have reaped benefits from paying them to join in with meetings and information or training sessions.

The knowledge, understanding and attitude of the adults who supervise playtimes have a significant affect on the quality of the play experience of children and young people.

Funding When schools have tight budgets, everyone worries about where the money will come from. However, expensive, manufactured play equipment may not provide the best play value, and by making informed choices based on children’s play behaviour; making use of materials and labour that are readily available; and by progressing a little at a time, we can effect fantastic changes that add to children’s lives without breaking the bank.

Here are some quick and low cost ways to provide more options for play: 1. Allow access to grassy areas – and only mow the areas used for sport.

Long grass is a great place to play, and grass is the ideal safety surface – the children may get messy but there will be fewer accidents and fewer complaints about torn trousers.

2. Provide ‘loose-parts’ – skipping ropes, hoops, chalks. Play resource centres are excellent places to find low cost items: www.playwales. org.uk/eng/playresourcecentres 4. Concerns over health and safety can lead to aspects of risky and physical play being ruled out because of fears of litigation. A

common sense approach, where the history and frequency of play accidents is taken into account and where a continual risk assessment policy is in place, should prevent ruling out such types of play. Also it is worth looking at where the play takes place – turning a cartwheel is more risky on a hard surface than on grass.

5. Providing induction level playwork training for staff who supervise playtimes would make a significant difference to the way play is facilitated within the school grounds, and have a lasting effect. www.playwales.org.uk/eng/ playwork www.playwales.org.uk/eng/ schools

Importance of playtime The benefits of school playtime factsheet published by the Children’s Play Information Service (CPIS) gives an overview of some of the research of the benefits of playtime (mainly in primary schools) and discusses how children and schools can benefit from playful playtimes.

In a policy statement the American Academy of Pediatrics states ‘safe and well-supervised recess offers cognitive, social, emotional, and physical benefits that may not be fully appreciated when a decision is made to diminish it. Recess is unique from, and a complement to, physical education – not a substitute for it. The American Academy of Pediatrics believes that recess is a crucial and necessary part of a child’s development and, it should not be withheld for punitive or academic reasons.’ www.playwales.org.uk/eng/ schoolsresources

10 | Play for Wales | Spring 2013

There are a number of Welsh Government initiatives that are contributing to making our schools play friendly places, such as the foundation phase and community focused schools.

Many children tell us that at school is the main opportunity they have to spend time playing with their friends. Schools often offer ideal space for children to play and interact with one another. It is important to develop a strong play element in order to provide a healthy school environment.

ensure opportunities to play are encouraged by:

school as a health promoting workplace.

•

Healthy school co-ordinators can ensure play is set within the healthy school approach by:

Rich play environments and quality play opportunities can be provided as part of other initiatives and schemes, such as 21st Century Schools and Healthy Schools.

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21st Century Schools 21st Century Schools include primary, secondary and special schools – both new build and refurbished. 21st Century Schools acknowledge that ‘great grounds are inspiring, well-designed spaces that are easy to manage and maintain.’

When designing new schools or updating existing facilities to fit this model it’s important to include elements that will contribute to a play friendly environment – and

In Statutory Guidance to Local Authorities on assessing for sufficient play opportunities for children in their areas the Welsh Government defines a rich play environment as follows: ‘A rich play environment is one which is flexible, adaptable, varied and interesting. It maximises the potential for socialising, creativity, resourcefulness, challenge, and choice. It is a trusted public space where children feel free to play in their own way, on their own terms.’

•

nsuring that outdoor play E spaces provide wide-ranging opportunities for all children of varying ages to experience a rich play environment.

Providing drying rooms for wet clothing and shoes.

Providing suitable indoor spaces for playing in periods of severe inclement weather.

For inspiration on how to incorporate elements of the 21st Century Schools model to your school playground take a look at the range of replicable examples available at: http://21stcenturyschools.org

• •

•

Healthy Schools

The Welsh Network of Healthy School Schemes (WNHSS) was set up to establish model schools that would demonstrate the impact of health promotion in the school setting and share their experience.

Schools need to demonstrate that they are firmly committed to an approach that develops the whole ‘Quality play provision offers all children the opportunity to freely interact with or experience the following: Other children – of different ages and abilities with a choice to play alone or with others, to negotiate, co-operate, fall out, and resolve conflict.

The natural world – weather, trees, plants, insects, animals, mud.

Loose parts – natural and manmade materials that can be

• •

dvocating for well-designed A playable space when capital improvements are being made.

Advocating that adequate. time is given for both lunch and playtime (children tell us that they often rush eating their lunch at school to have more time to play. ‘People will chuck their lunch away so they have more time to play and other people sneak out of the canteen.’

Ensuring that playtime is protected. The withdrawal of playtime is often used as punishment. School playtimes are as important to children as break times are to school staff.

Advocating against school playtimes being shortened.

Advocating for the use of school grounds out of teaching hours to provide space for children to play.

manipulated, moved and adapted, built and demolished.

The four elements – earth, air, fire and water.

Challenge and uncertainty – graduated opportunities for risk taking; both on a physical and emotional level.’

Every school can work towards providing opportunities to ensure all children have quality and varied play experiences at school.

Play for Wales | Spring 2013 | 11

Why are you letting your pupils David Ramsay, an early years teacher in Boston, USA tells us about his play-centred teaching experiences and his inspiring visit to the UK. As an early years teacher, I see every day how my four and five year old pupils grow by engaging in play.

Despite the well-documented benefits of child-initiated play, I am frequently asked by parents and other individuals who possess a minimal understanding of child development and early-childhood education: ‘Why are you letting your pupils play for most of the day, when there are so many things that they need to learn? Children can play at home; they need to be studying reading, writing, and mathematics when they are at school.’

I answer: ‘I absolutely understand that you want your child to excel at school – in academics and socialemotional competencies. I want exactly the same thing, and that is precisely why I allow your child to play every day in the classroom.’

I follow up with a description of how children can and do engage in mathematics, science, reading, and writing through play, and how play is the most developmentally appropriate way for young children to learn about the world around them.

Many of my pupils have very few opportunities at home to engage in any sort of quality, sustained, childinitiated play. There are several reasons, including parental concerns over neighbourhood safety, parents allowing children to watch excessive amounts of television, parents working multiple jobs which

for most of the day? necessitates children staying at after-school programmes until early in the evening. As a result, I feel it is doubly important for me to provide time during the school day for my pupils to play.

A significant benefit of childinitiated play is an engagement of the creative mind. Through play children develop their ability to think creatively about situations – children encounter and formulate problems, which they then attempt to solve using a wide range of processes. A key aspect of child-directed play is divergent thinking, which is a hallmark of creativity. Being able to think creatively and generate creative ideas and solutions is a critical skill in all academic domains including reading, writing, mathematics, and science.

In the summer of 2012 I visited the Scrapstore PlayPod® programme in Bristol, Aberdare Park primary school, and Mount Stuart primary school in Cardiff, where I witnessed children playing with loose parts during playtimes.

These programmes showcased a brilliant way of integrating childdirected play into the school day.

Speaking with head teachers, lunchtime supervisors, playworkers, and the children themselves, it became apparent to me how beneficial this sort of programme could be for pupils in the Boston Public Schools where I teach.

I am currently developing a pilot programme that will be implemented in September 2013, with the goal of providing the pupils of Boston Public Schools opportunities for child-directed, adult-facilitated loose parts play during playtimes. This work is directly inspired by the brilliant programmes I saw during my trip to South East Wales and Bristol, and I am very thankful that I had the opportunity to see such excellent and inspiring school-based play provision in action.

For more information about Scrapstore PlayPod® visit: www.playpods.co.uk

12 | Play for Wales | Spring 2013

A Play Friendly Place

Wales – A Play Friendly Place is a Play Wales campaign to help build a network of support for play across Wales. Share what’s happening locally which is either protecting or prohibiting children’s right to play on the Facebook campaign page. Here is an example of a project contributing to making Wales a friendly place for playing children.

Playworkers across Wales are forging better relationships with local schools by supporting the non-curriculum part of the school day, by facilitating local models of the Scrapstore PlayPod®.

The Scrapstore PlayPod® is a holistic process that works with the entire school community to change both the human and physical play environment transforming play at lunchtimes. The process involves: • • • •

Training and mentoring Consultancy and support Materials and resources for play A purpose built structure.

Play organisations are supporting schools to undertake playground audits of the existing play space.

Many provide training for lunchtime supervisors that support them to better understand a wide range of play opportunities. They provide information and advice specific to supporting play at play and lunch times.

Scrapstore PlayPod®

The playworkers source appropriate clean and safe scrap, such as nets, cardboard and tubes, that is suitable for children’s play and is collected from businesses and manufacturers. Many of the playworkers help the school to identify and provide a purpose built structure suitable for playgrounds to store the scrap and other play equipment. The playtime staff and lunchtime supervisors oversee the opening of the structure and support children to access the

resources and return them when playtime finishes.

Welsh play organisations report that schools have identified a range of benefits to transforming playtime, such as: • • • • •

Happier children Significantly fewer incidents and accidents Children returning to class ready to learn Empowered lunchtime staff Positive parental responses.

Menna Sweeney, Deputy Headteacher, at Ysgol Plascrug, Aberystwyth talks about the impact of lunchtime play sessions provided

by RAY Ceredigion’s play team

‘Having the playworkers here for the term made it really interesting for the children at playtimes … The children were able to be more creative in their play as well as being active without noticing they were being active during lunchtime.

The ones who like to sit or play quiet games were actively involved in the play sessions.’

http://on.fb.me/playfriendlyplace

Play for Wales | Spring 2013 | 13

Play training and lunchtime supervisors Caerphilly Play Development Officer, Rachel Maflin tells us about their play team’s experiences of working with local schools to provide play training for lunchtime supervisors and loose parts in the playgrounds.

Through Community Focused Schools funding five primary schools with an after school club attached in Caerphilly have worked with GAVO’s play team to install a Caban Chwarae (play cabin) on the school playground and provide play training to lunchtime supervisors and some teachers.

The play team carried out play spaces audits – looking at how children used the space available to them, the role of lunchtime supervisors, rules, and existing resources. This helped to inform the training that was offered.

The Caban Chwarae containers, based on the Scrapstore PlayPod® model were stocked with loose parts from Re-create resource centre in Cardiff as well

as additional resources that we scrounged from various retailers and individuals. The schools also sent letters to parents asking them to contribute any appropriate materials. A graffiti artist worked with the schools to produce designs for their containers and worked with year 6 pupils to paint them.

On-site after school club staff were also invited to attend the play training. Some schools used an inset day for the training while others arranged it over two or three days. Separate training sessions and presentations to teachers/ governors and school assemblies were also delivered.

The training sessions included: • Looking at the importance of play in school and the benefits for children and the school • Role of the lunchtime supervisor, play value, loose parts • Health and safety and risk assessments • Behaviour • Play spaces

Following the training sessions the playworkers attended school lunchtime sessions to provide support during the introduction of loose parts to the playground.

Although welcomed by the schools and the children the project presented some challenges: •

Weather – an unprecedented amount of rain fell last year which meant that lots of sessions were cancelled.

•

Having sufficient playworkers available to provide on-going support for schools.

•

Persuading some lunchtime supervisors/parents that this new approach would work!

Feedback from lunchtime supervisors at schools that have a Scrapstore PlayPod®: ‘Children are having a real “play” time. They are happier and get along much more harmoniously.’

‘It’s lovely to see the children playing and not being bored!’

A new play foundation degree Ben Tawil, Senior Lecturer in the Department of Childhood and Family Studies tells us about new play and playwork related foundation degrees now being delivered at Glyndŵr University.

Glyndŵr University is offering the opportunity for experienced practitioners to study a two-year foundation degree in Play, Babies and Young Children or Early Years Education. These three routes are delivered by fully supported online learning – learners study from home therefore have the flexibility to study around family and work commitments.

Based in a solid grounding of Childhood Studies, exploring key

aspects of sociology, psychology, learning and development, the foundation degrees will enable learners to make links between research, policy and their own professional practice. Learners are encouraged to challenge their own personal experiences and to develop as a research practitioner.

Play is central to childhood and as such runs through the level 4 programme (first year) as an underpinning theme, whilst at level 5 (second year) students following the Play route will study playwork, risk, resilience and wellbeing.

Students can expect to engage with both practical and theoretical subjects ranging from intervention,

environment, challenging behaviour, to therapeutic play and children’s play cultures.

Upon completion of the foundation degree learners can complete a level 6 top-up to gain a BA (Hons) degree in Childhood Studies.

If you have two years experience working with children and hold a related level 3 qualification email Ben for further information: b.tawil@glyndwr.ac.uk

14 | Play for Wales | Spring 2013

Review: Developing and managing play spaces Dafydd Myrddin Hughes, Play Ranger Project Co-ordinator for North West Wales Play Forum which works in partnership with Dewis Chwarae/Choose Play, reviews our latest publication, Developing and managing play spaces.

The user-friendly toolkit’s main purpose is to inform town and community councils and community groups about the crucial roles and responsibilities around play space design, the planning and development process, maintenance, insurance, risk management and funding.

The content and style will fill you and your community group with confidence and reassurance that when the guidance is followed what you end up providing is of high quality, it meets community needs and is safe and well managed.

The toolkit uses current thinking in play space design and management to provide a clear, concise overview of the responsibilities of those developing and managing a play space. This includes advice and guidance on

Spirit 2013 14/15 May 2013 Holiday Inn, Cardiff Members (in Wales): £230 Non-members: £250 A two-day conference filled with inspiring keynote speeches, lively discussions and workshops.

Keynote speakers will include Professor Ken Worpole, Tim Gill, and Theresa Casey.

You will be able to participate in four workshop sessions. Topics will include: engaging with

legal responsibilities, conducting risk-benefit assessments, working with others, and carrying out play space audits. The myth busting quotes and statements from the Health and Safety Executive (HSE) make it extra reassuring.

I consider it to be a ‘helping hand’ without ‘spoon feeding’, which encourages ownership and instills responsibility among those who develop and manage play spaces. It will reassure groups and individuals that what you are doing addresses the playing needs of your community. It will ease the load when it comes to difficult decisions and save time while making the best use of funds.

The toolkit is not an endless list of what you need and must do but rather a more realistic and practical guide to what should be done.

It also provides signposting to further information that support playful communities to include street design, playable spaces and staffing. The toolkit comes with a CD that includes templates of useful forms that will save time and money.

Buy your copy now!

Developing and managing play spaces is designed for anyone who takes responsibility for managing or developing a play space in a community.

It is intended to provide a single source of support and signposting for community groups to navigate some of the challenges of managing or developing a play space. www.playwales.org.uk/eng/ shop

I believe anyone developing or managing a play space needs a copy and needs to use it, as a result you will relish your role and the children will have their choice of play opportunities brought to life and enriched.

communities; managing play spaces; parents as partners; tools for play value assessment; playworker interactions; reading and play, and the child’s right to play in schools.

Who should attend? New and experienced playworkers, play professionals, play therapists, students, staff and managers of play provision working in after school clubs, adventure playgrounds, integrated children’s centres, youth services, anyone working face to face with children or with a responsibility for children’s play.

Book your place at: www.playwales.org.uk/ eng/spirit2013