Why playtimes matter
Schools have the power to change this. With a few practical steps, playtimes can become vibrant, engaging experiences for every child.
Make space for different kinds of play
Playgrounds often become dominated by one or two activities, usually football or chasing games. While these can be enjoyable, they may not suit every child. Schools can create more inclusive playtimes by providing space for different types of play.
Simple changes might include:
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Marking out zones for ball games, quiet play, and imaginative play
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Adding loose parts such as crates, tyres, or fabric for building and role play
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Providing chalk for drawing or skipping ropes for small-group games
By diversifying opportunities, schools encourage all children to find a way to join in.
Encourage child leadership
Children are experts in play. Giving them a say in how playtimes are organised increases engagement and ownership. This can be done through school councils, suggestion boxes, or play leaders.
Play leaders are older pupils trained to support younger children in games and activities. They help create a more welcoming environment, reduce loneliness, and promote inclusion.
Train and support staff
Supervisors and teachers on duty play a vital role in the quality of playtime. When staff see their role as more than just managing behaviour, playtimes improve. Training in playwork principles and risk-benefit thinking helps staff support children’s play without controlling it.
Staff who understand the value of play are more confident in allowing children to take risks, make choices, and solve their own problems. This leads to calmer, more positive playtimes.
Manage risk positively
Children need challenge to grow. Climbing, running, and experimenting with new games carry some risk, but avoiding these experiences can limit development. Schools can adopt a risk-benefit approach, balancing safety with opportunity.
Clear policies, staff training, and involvement of health and safety teams build confidence. When risk is managed well, children enjoy play that is stimulating but safe enough to prevent serious harm.
Create inclusive opportunities
Not all children experience playtimes in the same way. Some may feel shy, anxious, or excluded due to additional needs. Schools can take simple steps to make play more inclusive, such as:
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Offering quieter spaces with seating or sensory play options
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Encouraging cooperative games rather than only competitive ones
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Providing accessible equipment for children with physical disabilities
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Supporting peer buddy systems to reduce loneliness
When children feel included, they are more likely to enjoy and benefit from play.
Use the playground creatively
A playground does not have to be filled with expensive equipment. Many of the best play opportunities come from creative use of simple materials. Sand, water, loose parts, and natural features can transform playtimes at low cost.
Even painted markings on the ground can create new opportunities. Grids, hopscotch, or trails inspire games that last for years.
Build a play culture
Sustained improvement in playtimes comes from a cultural shift. Schools that value play treat it as essential, not extra. This involves leadership commitment, a clear play policy, and consistent communication with families.
When children see that their school takes play seriously, they feel supported and respected. Over time, play becomes part of the school’s identity and pride.
Conclusion
Improving school playtimes does not always require big budgets or major changes. Small, thoughtful steps can make play more active, inclusive, and enjoyable for all children. By providing diverse opportunities, supporting staff, managing risk, and fostering a culture of play, schools transform playtimes into one of the best parts of the day.
When children look forward to playtime, the benefits ripple throughout the whole school. Classrooms become calmer, behaviour improves, and learning thrives.