Play in schools and integrated settings: A position statement

This briefing aims to secure for children and young people an increase in quantity and enhancement in the quality of play opportunities within all childcare and educational settings.

This briefing is the result of collaboration between members of the Play, Schools and Integrated Children's Settings Group, a group of represenatives from national and regional agencies and local authorities who all share an interest in improving play provision.

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Time to play: NUT play policy

The importance of play in the Foundation Stage is embedded in its curriculum guidance. From the beginning of Year 1 (and sometimes from Reception), however, the emphasis on formal learning and assessment is squeezing play-based learning out of the curriculum, despite the fact that children are still in their early years of development. As children get older, over-formalised approaches to teaching and learning lead many, particularly boys, to become disaffected, jeopardising not only their own future life chances, but those of their classmates.

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Time to play: Putting play into practice

There are a variety of ways in which schools and individual teachers can integrate play into their activities to support teaching and learning. This section of the document highlights some key areas where schools can include play in both curriculum and extra-curricular activities. Each key area contains case studies and practical examples of activities, which it is hoped that schools and teachers will find both thought-provoking and useful. A list of sources of further information on each of the key areas is given at the end of each section of this resource book.

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PLAYLINK Play at School Project

Although this PLAYLINK project is now over 10 years old the content of this report is still valid and relevant.

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