Free play in KS2

Making more time for free play in KS2 might seem like a short cut to sabotaging the school’s results, but children’s learning will thrive when they break from a box-like existence, says Juliet Robertson...

When children of all ages play, they are learning. Yet we have a paradox in schools. We know and accept the value of play, especially in the Early Years, but the idea of making the most of play in the primary sector does not feel like a legitimate use of the precious time available.

Increasingly children are spending more time inside, being sedentary. Years ago, Sue Fenoughty, a former environmental education adviser, stated that “Many youngsters lead what could be described as an artificial ‘boxlike’ existence: going from a box (the home) in a box (the car) to a box (the school), where they are attached to a box (the computer), then back in the box (the car) to the box (the home) where they spend another two or three hours attached to another box (the computer, Xbox, television).”

Lots of children also find their lives are full of structured activities such as music lessons, and sports classes. For some, school playtimes may be the only informal outdoor play opportunities available on a regular basis.

There are many different types of play, but it is “free play” which we need to encourage during break times. This is defined as “Behaviour which is freely chosen, personally directed and intrinsically motivated. It is performed for no external goal or reward.” [1] This is how children learn to socialise, develop independence, improve their physical coordination and enjoy themselves without adults directing proceedings.

Yet playtimes are controversial parts of a school day. Staff can spend a lot of time afterwards sorting out issues that have arisen. Parents and carers are as likely to visit a school over a playtime incident as they are with a concern over their child’s academic progress. Playtime is a common item on pupil council agendas, usually ranking alongside school dinners and the state of the toilets as needing attention. No wonder playtimes have generally been cutback over the year! Less play equals fewer problems.

Or does it? Research suggests that what happens at playtimes substantially impacts on other areas of school life [2]. Notably, it helps children recharge their batteries, aiding better concentration and behaviour afterwards. In particular, naturalised playgrounds and unstructured environments enrich children’s play as an educational activity. Space and time to play matter, as do the attitudes of staff on playground duty. Nowhere is the hidden curriculum of a school more alive than in the playground. What goes on there generally reflects well or badly on the rest of the school. In these financially austere times with ever-increasing top down impositions from the current government dictating what is learned and how, it may seem out-of-order to suggest that increasing a focus on play might be a savvy move. But there are two main reasons why it makes sense.

First, aspects of the formal curriculum are being covered informally through play. If you go out one lunchtime, observe the children: PE, health and communication are happening right in front of you. Second, a focus on play goes down very well with pupils and their parents and carers. So fundraising for this is generally enthusiastic and gathers more support than asking for a donation towards a new reading scheme. And once you’ve reached your target, rather than buying traditional, fixed playground equipment, spend your cash on approaches that change culture and attitudes to play along with naturalising your playgrounds and introducing open-ended materials. Organisations such as Outdoor Play And Learning (OPAL) and Grounds for Learning – which is based on open-ended, natural materials and play features – can both help with this. Schools might also consider providing training for lunchtime staff from Scrapstore Playpod, exploring the use of a huge container of scrap materials for play. (Have a look at their amazing YouTube video.)

Finally, don’t be afraid to take a play-based approach regardless of the age or stage of your children. As the saying goes, “No play, no learning. Know play, know learning.”