Learning through Landscapes, The UK School Grounds Charity

Playtimes are a vital element of children’s physical, social and emotional development, and every teacher knows that the effects of playtime run on into their lessons. If there has been a problem with playtime it will take some time before pupils will settle down to work when they return to the classroom. Making playtime a positive experience for all pupils should therefore be a priority for every school.

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The design of the grounds can have a big impact on children’s play: dull grounds with nothing to do and little to stimulate children’s imaginations can lead to aggressive and unsociable behaviour whilst grounds with a variety of features and spaces can support positive play. Developing spaces with different elements within them can cater for a range of types of play.

Sometimes children will want to be active whilst at others times they will want to sit quietly and talk with their friends. Sometimes they will want to be taught new games or take part in structured activities whilst at other times they will want to use their own imaginations to come up with their own ideas. Having spaces with different features can allow for play that stimulates the imagination, extends creativity, encourages activity and develops social skills.

The way that playtime is managed can also make a difference. Playground supervisors have a vital role, encouraging different types of play, leading activities and watching out for negative behaviour. In many schools supervisors are now supported by senior pupils who play with younger pupils and act as extra eyes and ears to spot difficulties as they arise.