Perspectives

on Play
The role of play in breaktimes
and transition to Secondary school

1
Perspectives on Play captures a
combination of findings, feedback
and information from a 2021 Better
Breaktimes, Better Transitions project.
It highlights issues, challenges and opportunities raised by S1
pupils (aged 11-12) and teachers, combined with contemporary
opinions and research on school breaktimes and adolescent play.

Ways to use Perspectives on Play

Use Perspectives on Play to reflect on play provision in Secondary settings and
to prompt discussion.

Play is a fundamental right of children and young people. Extensive policy support
is in place in Scotland, however a greater focus is given to early years and Primary
education settings compared to Secondary schools and adolescent contexts.

• How do S1 pupils spend their breaktimes in school? How do they want to…?

• Are the possibilities and benefits that play can bring to pupils in Secondary
schools being fully embraced?

• What does ‘Adolescent Play’ look like? How is it differ to other ages?

• Can better play environments and opportunities in Secondary schools help pupils’
transition from Primary school?

a ll, d on ’t take
Throughout autumn 2021 nearly 300 S1 students from six Secondary schools in the “First of n yt h in g idle,
ea n a
Falkirk Council region took part in the Better Breaktimes, Better Transitions project.
‘play’ to m or frivolous.
wasteful
They co-designed and contributed to over 30 consultations and workshops to explore
what they want from play in Secondary school, how their school grounds could be improved,
p h i lo so phers
and how experiences of outdoor play could help to make positive transitions from Primary
s is ‘play’ as the ience
to Secondary school. Thi h e e x p e r
d it : t
Commissioned and funded by the Scottish Government’s Get Into Summer initiative, understoo tive, creative and
n ac
Better Breaktimes, Better Transitions: The project was delivered by Learning through
of being a o m o u s person.”
n
fully auto
Landscapes in partnership with Play Scotland and Falkirk Council in six Secondary schools
in the Falkirk region.
’
e, ‘The Play Ethic
Pat Kan
Report written and compiled by Rob Bushby, ‘Better Breaktimes, Better Transitions’
Project Manager for Learning through Landscapes. All photos by Malcolm Cochrane.

2 3
 Contents
Secondary School Play: What, Why? 6

Play Space for S1 pupils 11

Re-connection and Sociability 17

Transitions from Primary to Secondary school 20

Nature Connections 24

Co-design 29

Infrastructure and S1 Play 33

Play vs Policing 37

Policy and Practice for S1 Play 41

“Can
play w e
some
more
?”

4 5
Secondary School Play “All children and young
“What does play mean to you?”
people need to play. The impulse
to play is innate. Play is a biological,
psychological and social necessity. When 46 S1 pupils were asked what play means to them
What is Play? Play is fundamental to the healthy this is how they responded.
development and wellbeing
It’s freely chosen and self-directed activity. of individuals and communities.” Top 3:
It’s pupil-led and managed, chosen for its own sake
Playwork Principles Scrutiny Group,
rather than for other outcomes or ends.
Cardiff 2005

What is Breaktime?
It’s time without direct teacher control – time away from adult-directed
or other ‘enforced’ activity.

As well as a break from studies, it’s time for meeting essential needs such as toilet
And also...
breaks, buying and eating food.

It can be spent in school grounds or inside, and includes lunchtime.

Fundamentals of play explored through Better Breaktimes,

Better Transitions

• It’s something pupils choose to do, of their own volition; they’re not made to do it

• It’s not curriculum activity

• It’s in pupils’ own time, their down time

• It’s something they’d like to do or try

Teachers described play as:
• It’s (often) sociable

• It’s enjoyable
“Unstructured recreation”
• It’s flexible “Imagination, expression, enquiry”
• It can be non-productive, non-functional

• It’s creative
“Intrinsically motivated, freely chosen”
“Active, social, fun”

6 7
 Play in a Secondary school context Key Issues

“For pupils, breaktimes are some of the most valued times and experiences they
Framing: Defining the idea of play for teachers and pupils
have in school.”
in Secondary school settings.
“Secondary schools saw breaks in more functional terms [than Primary schools]
as important times for eating and drinking, energy release, physical exercise and
getting fresh air than valuing it for the social opportunity it provides.” “Pupils haven’t jumped at the idea of play –
“Pupils are overwhelmingly positive about break times and particularly the longer they’ve scoffed at it.”
lunch break which 87% of pupils liked or really liked. Very few pupils (5%) expressed Teacher
a dislike of these times. Higher percentages of pupils like breaktimes than they do
school in general, lessons and/or mealtimes.”
“I would play more games or board games outdoors,
“The BaSiS project findings show that there is currently a lack of clarity about the but it’s tricky at High School.”
purpose of break times in school and how they may contribute to the broader aims
S1 Pupil
of school, education and development.”

“What are the culturally appropriate names for play

6 main recommendations arose: among youth? Hanging out, mucking about, chillin,
being with friends?”
• Schools should carefully consider the time available for breaks.
Dr Greg Mannion, Senior Lecturer, University of Stirling
• Schools should aim to develop a policy on breaks in the school day.

• Schools should consult and work with pupils to enable them to have a say on break times.

• Schools should reconsider the practice of withholding break time as an individual or “Educational principles and wellbeing benefits that we think
group sanction or for pupils to complete work, especially if this is routinely used. are so important in Primary years evaporate in the 6 weeks of
• Schools should review their approach to the training of supervisors. summer holiday before Secondary school.

• Policy makers should consider legislating for time for pupils to have breaks. Yet the research into play is clear and unequivocal: play benefits
health & well-being, behaviour and academic achievement.

‘School break and lunch times and young people’s social lives: A follow-up national study’, Too many young people are spending time in dull and uninspiring
Ed Baines and Peter Blatchford, Nuffield Foundation, 2019. outdoor environments at school, and missing out on life-
enhancing experiences.”

‘11-18 Secondary School Play: Views and

voices from Scottish schools’, Matt Robinson, “Loo
Learning through Landscapes, 2014. actua k out for
l t
under use of pla he
in Se standing o y and
conda f
ry sch play
Educ
ation
ools.”
offic
er

8 9
 y are Play Spaces in Secondary school
“The to other
re nt
diff r groups’
e School grounds are one of the few places that all children

yea ces.”
and young people visit, on a regular basis, that are free
of traffic and fears of strangers.
spa
“What are your spaces?”

S1 pupils were asked to described their areas for play

and what these spaces mean to them.

“Where we feel safe.”

“Where we can be more active.”

“I find friends and sit where they are.”

“We have more options than Primary school

– we can go indoors, outdoors, offsite.”

Many pupils reported using existing features in the school grounds as informal
gathering spaces, such as the overhang of a building, outdoor areas close
to the school building that give easy access back to class, or athletic areas such
as “the red long jump strip”.

10 11
What would create more opportunities
for you to play and feel better in your spaces?

“Adults allowing us to choose our play.”

“Long seating for the hill so that people can sit down together.”
“Loose Parts resources create opportunities.”
“Fixed basketball hoops on the wall could be better,
so we can also use them after school as well.”
S1 students also requested benches, a trampoline, picnic tables to allow them to sit
and eat outside, and more bins.

Key Issues
Personal sense of safety... School grounds are territorial

“I choose to spend breaktimes in the library – it’s a safe space.”

“You are recognised as an S1 by your blazer.”
“There are ‘no go’ areas…There’s ‘ownership’ of seats
& tables…control of space.”
“If the woodland space wasn’t overrun with Seniors,
I’d be here a lot more.”
“A lot
“There are some places S1s can’t go because of the Seniors.” friend of my
inside s like to sta
. There y
A clear ‘Better Breaktimes Better Transitions’ focus group message emerged: areas are gree
“All students have identified negative experiences outdoors since they’re outside n
k n , but
starting Secondary school. They all identified places within the
behav o w n
grounds they could and couldn’t go because of the presence of iour an for dodgy
Senior d
older students.” Squeezed out by Seniors, space for socialising and play is reduced.
s hang where the
there
S1 focus group proposal to improve interaction across school years: are les out – and
s
“Create opportunities to support positive student interaction outdoors; outdo teachers
involve older students with S1s in design and creation to promote pride ors.”
and ownership; create a dedicated outdoor area for S1-S3 students.”

12 13
Suitable physical space More time

Many Secondary school grounds take a formulaic approach to outdoor spaces, incorporating bench
“The half hour lunch break was identified as a big issue
seating, hard surfacing, large open spaces, and sport opportunities in the form of Multiple Use
Games Areas and sports pitches. This can lead to less variety in play opportunities than in Primary by a large majority of S1 pupils. Limited time impacts not
school; outdoor spaces are often used for other purposes. Some pupils reported the need for time only on the amount of time away from class, but restricts
alone and quiet spaces. outdoor activity such as not being able to access the Astro
or access sports equipment. It used to be 45 mins, but 30
“I find the playground very busy and overcrowded.” mins is all we’ve known.”
S1 focus group
“I go to the library inside or the quiet part of the pitch outside
where there are less people.” Staff feedback highlighted the impact of COVID-19 socialisation restrictions
as the reason for reduced time at lunch, though some concerns were shared that
“Can we access existing school garden spaces at break and lunchtime – the restrictions might remain indefinitely.
for a quieter, calmer alternative to the main tarmac spaces?”

“Minibuses fill the quad – what could be our space is used as a car park.” “Since 1995 breaktimes have been reduced by an average of 65 minutes
per week at Secondary schools. The main reasons given by schools are
In four participating schools, S1 children were permitted to leave school grounds at lunchtime,
to create more time for teaching and learning, and to manage or limit
expanding their exposure to physical spaces.
perceived poor behaviour of students.”

‘School break and lunch times and young people’s social lives: A follow-up national
“We have the freedom to go to Tesco at lunchtime, it’s sociable, study’, Ed Baines and Peter Blatchford, Nuffield Foundation, 2019.
it’s a good privilege.”
“For many pupils there is barely enough time at break to undertake the
During focus groups with S1 students, two main priorities emerged: more group seating practical functions of eating and toileting. This was already highlighted
and more opportunities for physical play. (Baines, 2006) as a trend that was appearing and recognised it was
worse amongst Secondary schools.”

“Lack of physical spaces to stimulate play in Secondary schools is a significant factor ‘The Value of Play in 11-18 Secondary Schools’, Matt Robinson, 2014.

in the drop in measured physical activity and play.”

School grounds with smaller discrete areas can support small group interactions where pupils
can demonstrate their emerging physical, social or intellectual skills to a trusted audience
I w ant
(Hughes, 2009). Conversely, flat, open spaces of hard surfaces don’t support this social agenda
e reason utdoor
(Baines, 2006). “Th in the o it’s
“In 2005, nearly 20% of Scottish Secondary schools were reporting loss of school grounds to go space is her
space in the past decade; 20% reported that grounds were too small for learning and play quad e the ot er
ik
purposes. Changes to playground spaces and affordance can achieve as much as an excellent not l s, it’s calm
e ”
PE department.” spac d quieter.
‘The Value of Play in 11-18 Secondary Schools’, Matt Robinson, 2014. an

14 15
 Reconnecting and Sociability
Breaktime for adolescents is, first and foremost, an
opportunity for social interaction without direct adult
supervision. It’s free play.

Following disruption and restrictions caused by the

COVID-19 pandemic, the opportunities to re-connect
and socialise was even more important for Secondary
school pupils.

“I have great ideas when I play with my friends.

I was cooking!”

“There are never enough seats.”

“We used to hang out by the container, but now we

go to those two trees, ‘cause there’s more cover and
less people can see.”
Participating pupils

“I think we need to consider staff attitudes –

a ll ab out
“It’s
‘play vs policing’. We need to change our school

e in g w ith grounds culture and ethos.”

b .” Education Officer

fr ie nd s
my
ing pupil
at
Particip

16 17
 “It may be that breaktimes are one of the few remaining opportunities that
children have for sustained interaction with each other on their own terms
and on the issues, activities and topics of interest and value to them.

These contexts offer significant opportunities for the development of

important skills and understandings that are not often learned in other
contexts such as the classroom, in many adult-led after-school clubs
or at home.”

‘School break and lunch times and young people’s social lives: A follow-up national study’,
Ed Baines and Peter Blatchford, Nuffield Foundation, 2019.

“There are striking differences across S1 pupils as they progress

developmentally; school grounds and their culture needs to support this.
The social (and physical) play that adolescents engage in needs to be seen
in their own contexts rather than those of adults.”

‘The Value of Play in 11-18 Secondary Schools’, Matt Robinson, 2014.

“Pupils valued breaks first and foremost for the opportunity they provide
to socialise with friends. They also valued the opportunity for some free
time, and the chance to choose what they wanted to do and/or to engage
in playful activities. Since 2006, all pupils, but particularly Secondary-aged
pupils, were more likely to value lunch time as time to eat and drink and
less likely as a chance to get physical exercise.”

‘School break and lunch times and young people’s social lives: A follow-up national study’,
Ed Baines and Peter Blatchford, Nuffield Foundation, 2019.

18 19
Transition from Primary to Secondary school
S1 focus groups explored contrasts and similarities between their Primary and Secondary school
play experiences.

Teacher perspectives:
During discussions with participants, S1 focus groups explored contrasts and similarities between
their Primary and Secondary play experiences. It also became evident throughout the focus groups
that experiences and facilities varied between participating Secondary schools.

“There are lots of S1 pupils this year who seem much younger than
previous years, much more like older Primary because they’ve missed
out on so much in the last year or so.”

“Current S1s were introduced to the outdoor space as part of their

transition, but without it being populated with other pupils.”

“We trialled an outdoor scavenger hunt as part of last year’s transition to

High School to support a positive experience and give students the chance
to see the grounds. This was successful, so may well do again this year.”

20 21
 “The experience of play for pupils in Secondary school is radically different
from Primary. This shouldn’t be surprising as the mental, social and physical
development into teenage years means different expressions of play are
relevant to them. To understand adolescent play practice and benefits, we need
to understand the stages of adolescent development and the driving forces
behind them.

“In adolescent years the search for identity, experience and meaning leads to play
behaviours that can sometimes be at odds with adult expectations. This requires
us to examine what play really looks like to adolescents and accept that this may
need adjustments in adult thinking. Children may need support to reacquaint
themselves with the enjoyment and benefits that active, free play can bring.”

‘The Value of Play in 11-18 Secondary schools’, Matt Robinson, 2014.

“A particular difference between Primary and Secondary schools was in the

availability and quality of fixed and portable play equipment. These were widely
available and in good repair in Primary schools but not in Secondary schools.”

‘School break and lunch times and young people’s social lives: A follow-up national study’,
Ed Baines and Peter Blatchford, Nuffield Foundation, 2019.

22 23
Nature Connections Teacher observations
S1 focus group discussions about ‘what would you like to do outdoors and in school grounds’
largely focused on what negative aspects and what was lacking. “The natural area is well used for sensory experience –
moving through, touching, smelling, listening,
“Greenspace and fields are nice, but are places hiding, watching.”
to avoid due to older students.” “It’s a
as it’s bit boring “Pupils would like to improve these spaces and add
“I don’t really spend time in the woods because and t just fi more natural structures – willow domes and tunnels.”
it’s boring, and that’s where the seniors hang here’s elds,
to do not
out and smoke.” on fie much “We’re keen to see some form of playable route made
lds.” between tarmac and woodland across the grass space
“There’s lots of space.” between the two - logs, boulders for example – that
“There is lots of litter.” encourages students to be physical but also links to the
underused woodland space.”

Graeme High School S1 Focus group: Play improvement ideas “Students can access woodland – and do so during
for breaktimes (Nature-based ideas highlighted in green). class time too – but aren’t encouraged at break
and lunch as tends to lead
to negative behaviour.
There’s a well-established “Pupils
garden area that’s not
ike w ild and
l
used at break and lunch,
u n-m anicured
only during class time.” ce…
pa
natural s rawn
ed
Pupils ar aces.”
sp
to these

24 25
 “Natural places are singularly engaging, stimulating, life-enhancing
environments where children can reach new depths of understanding about
themselves, their abilities and their relationship with the world around them.”

Tim Gill – Scholar and global advocate for children’s play and mobility.

“The effect of learning and play within green or natural places of all kinds…
was particularly strong in generating greater engagement and challenge
and enjoyment.”

‘Teaching, learning, and play in the outdoors: a survey of school and pre-school provision
in Scotland’, Scottish Natural Heritage, 2015.

“Research suggests that our sense of nature connectedness tends to drop

at around the age of 11 and doesn’t recover until early middle-age. While
children, it seems, feel intuitively linked to the natural world, western society
appears set to press this out of them as they grow older, creating atomised
(and lonely) individuals… Could we reverse the teen-year decline to restore
a radically enhanced sense of nature connectedness?”

‘Nature inside and out: could teaching about ‘the environment’ actually be at odds
with protecting nature?’, Tom Oliver, University of Reading, 2021.

“For some adolescents, natural areas form valued places for adventure, refuge
“Impr
planti oving
and resilience… Teens in California and Scotland communicated that they valued
local nature for three reasons. They sought out places for active recreation,
risk, discovery and challenge in nature. They enjoyed good times with family
and friends in parks and other green gathering places. And they found retreats provid ng would
e
in nature where they could escape day-to-day stresses, relax, ‘unplug’, and be
year-r colour an
alone or with close friends.”
ound d
‘Childhood nature connection and constructive hope: A review of research on connecting
in an o interest
with nature and coping with environmental loss’, Louise Chawla, 2020.
hard, therw
open ise
space
.”

26 27
 Co-design
Co-design relies on speaking and listening to views and ideas
of young people and asking them what they would like, before
actively involving them in a design and creation process.

This process should be driven by their own needs and choices

rather than the policies and attitudes of adults.

We worked with 60 focus groups, ran 30 workshops and consulted

281 S1 pupils

Topics covered during workshops included:

• What do S1 pupils want to do in their free time in school?
• What does play mean to S1 pupils?
• How have play experiences changed between P7 and S1, and why?
• What are the positives and negatives of current school grounds space and practice?
• What does a basic school grounds improvement plan look like?

Co-design approaches and techniques used:

• Facilitated group discussions.
• Paper-based consultation activities e.g. personal value continuums,
thought clouds.
“Pupils have been • Walk and talk discussion groups outdoors.

involved in discussion, • Paper-based grounds improvements/design ideas to support play, displayed

as a S1-wide consultation tool.
their voices heard, • Consolidation activities linked to consultation outcomes e.g. pupil-led decisions
opinions asked about the type, style and material associated with new seating.
• Suitable communication methods for pupils with Support Needs
and respected.” e.g. image-based.
• Pupil-led presentations to senior managers and Parent Councils to summarise
Participating teacher consultations, outcomes and request support for next steps.

Discussions and workshops were as accessible as possible, using a variety

of communication methods to ensure that children with Special Educational
Needs were able to participate.

28 29
Co-design proposals from Braes High School S1 students

“Our call to
action is to listen
to teenagers, to what
their hopes are for public
space. And our call to action
for teenagers: Speak up, tell us
what you want and what you
need. Speak even louder!”
Catherine Pease,
vPPR Architects

“Children’s play belongs to children; adults should tread lightly when

considering their responsibilities in this regard, being careful not to
colonise or destroy children’s own places for play through insensitive
planning or the pursuit of other adult agendas, or through creating places
and programmes that segregate children and their play.”

Lester, S. and Russell, W. (2010) Children’s right to play:

An examination of the importance of play in the lives of children worldwide.

30 31
 Infrastructure

Suitable infrustracture – from outdoor seating to play

resources – is essential for providing a successful play
experience for Secondary school pupils.

Key Issues

More resources please

“Can we have a tree house?”

“Fixed basketball hoops on the wall could be better,

e
“Creat s for
so we can also use them after school.”

p or tu nitie “Outdoor tables would mean we could eat lunch outdoors easily.”
op
n ts to move
stude d am o ngst “Long seating for the hill so lots of people can sit down together.”
h an
throug ing for added
t
the sea , rather than r
Teacher observations
t
interes ats in a line o
a cin g se riphery “Installing more seating in the existing quad space will allow
p l the pe
around e tarmac.”
groups of students to sit together.”

of th “Create opportunities for students to move through and amongst

the seating for added interest, rather than placing seats in a line
or around the periphery of the tarmac.”

Shelter

“We used to hang out by the container, but now we go to those

two trees, ‘cause there’s more cover and less people can see.”

“I sometime sit behind the minibus parked in the quad for shelter.”

32 33
Management
stu dents
“Let lise the
na
“It’s bland and there’s lots of perso g using
seagull poop on the picnic tables.” seatin nce-light
ena r.”
maint and colou
ing
“Anything permanent would need
plant
to be vandal-resistant.”

Funding

Positive school responses to a small grant, offered as part of their involvement in Better
Breaktimes, Better Transitions, showed a readiness to invest in play. The grants have been
used to stimulate conversations between pupils, staff and Parent Councils. Expertise and
guidance from Learning through Landscapes in identifying suitable resources to meet needs
and budgets has been valued.

“To visit the average Scottish Secondary school at a break or lunch time can be
an enlightening experience. ‘Playgrounds’ are often of the bleak tarmac variety.
They feature large open spaces with wind whistling through, with a few seats
scattered around, laid out to look good on an architect’s plan or to save some
budget at the end of a build. In many, the choice of being outside is rejected,
and legions sit on stairs indoors, interacting with others via social media.”

‘The Value of Play in 11-18 Secondary Schools’, Matt Robinson, 2014.

“Secondary schools were positive about the availability and quality of their
basic provision but were more negative about the existence and quality
of playground markings, sheltered and quiet areas on the playground.”

‘School break and lunch times and young people’s social lives: A follow-up national study’,
Ed Baines and Peter Blatchford, Nuffield Foundation, 2019. “I som
behin etimes s
d it
parke the minib
d in t us
for sh he q u
elter. ad
”

34 35
 “We’re not
allowed on the Play vs Policing
astro pitch at
lunchtime but
I wish we were.”
“I think we need to consider staff attitudes –
‘play vs policing’. We need to change our school grounds
upil
Participating p culture and ethos.”
Education officer

Teacher perspectives

“Learning through play approaches are being adopted and

teachers are working hard to have a more playful approach.”

“After ‘really interesting’ Twilight Training, teachers and

Support for Learning Assistants reported feeling motivated
to make changes, to revisit school paperwork and policies
relating to play, and to support a more ‘self-directed’,
‘intrinsically motivated’, ‘freely chosen’ break time. It helped
understanding about what play looks like and the adult role
in the play setting.”

“There were a few issues with transition last year – S1 fights

and behaviour issues in the grounds – and students needed
more focus. Now S1-S3 pupils have access to the Astro
every day for football and a member of staff supervises.
It’s become known as the ‘big game’. Very popular – one ball
– lots of other students hang around and watch. It’s led
to a reduction in behaviour issues at lunchtime.”

36 37
 “Learning
through p
l
approach ay
e
being ado s are
pted and
teachers
“The culture of play and support for physical activity opportunities at are worki
breaktimes is fundamental. Changes in attitudes of staff can help pupils hard to ha ng
put aside their concerns of body image, self-esteem and peer pressure ve a
and become more active (Hyndman, 2012).” more play
ful
“The affordance of play is limited by the many rules, and by social codes approach
of peers. Engagement can be lacking, boredom is prevalent.” .”
“How to ensure that the play experienced by children is not driven by the
policies and attitudes of adults, but by the needs and choices of children?”

‘The Value of Play in 11-18 Secondary Schools’, Matt Robinson, 2014.

“Pupils, consistent with school staff, identified the poor behaviour of some
other pupils as the main challenge of breaktime. This was coupled with
the absence of things to do, the banning of fun activities and, particularly
amongst Secondary pupils, having sufficient time to eat. Concerns about
the banning of fun activities and sufficient time to eat have increased
since 2006.”

‘School break and lunch times and young people’s social lives: A follow-up national
study’, Ed Baines and Peter Blatchford, Nuffield Foundation, 2019.

38 39
 Policy and Practice for Secondary
school play
“Investing in play is one of the most important things we
can do to improve children’s health and wellbeing in Scotland.”
Scotland’s Former Chief Medical Officer Professor, Sir Harry Burns..

Key Issues
Teachers, Time, Resources
Of the six schools involved in Better Breaktimes, Better Transitions, none had
current policies relating to outdoor play opportunities and the value of place –
and never have had.

“We can see the grounds could be better, but it’s a lack
of time and resources.”

“Obstacles to better play are time constraints,

lack of opportunities to focus on change.”

“School has the space and the interested staff, but lack
of time and lack of funding is a big issue.”

t le ad e rs hip
“It’s abou
“Lack of time, busy staff, busy timetable and delays

f f n e ed t o be following communication with the management company.”

– key sta ng e, with
nc ha
invested i s ch o ol.” COVID-19
r o m
back-up f
tion officer “A consultation about the outdoor space has already taken
Educa place with students across school, but progress has been
on hold due to the pandemic.”

“Lunch time has been reduced from 45 to 30 minutes.

We’re not sure if or when it will change back.”

40 41
 Play is the Way’s Outdoor Learning Strategy is subtitled ‘A responsibility of all'
School plans, school grounds and includes the commitment:

“All of our learners have access to stimulating and

“School is open to ideas regarding enhanced use of peripheral greenspace.” challenging outdoor spaces to play and learn”.
“School policy and risk assessments are being reviewed and adapted,
to allow more playful experiences.”
School grounds are recognised as an essential component in regular and
progressive learning experiences:
“The ‘Learning through Play’ lead is included in the school Improvement
Plan. It’s proposed to involve staff in gathering ideas regarding play and “We need to ensure that these spaces are as natural,
how play can support curriculum, sharing, interacting, creativity both stimulating, diverse and exciting as possible, offering
indoors and outdoors.” opportunities for curriculum-based outdoor learning and
creative play.”
“Positive relationships with the management company and Falkirk
Falkirk Local Authority expectations include all establishments working towards
Council have supported school with potential grounds ideas in the past.” spaces that:

“School has introduced a Pupil Entitlement Period (PEP) from 9-10am • allow all learners to connect with nature on a daily basis
every Thursday. This provides a chance to share info with students and • provide opportunities for creative, self directed play
for students to discuss themes during open sessions. Currently none • have seating and shelter

of these sessions involves outdoor activities.” • provide a choice

• use a variety of materials to provide a range of textures
• provide elements of risk and challenge
Play is the Way in Falkirk

“Play is the Way’ is a Falkirk Council education commitment. “There is little agreement about the value and function of break times
amongst school staff and policy makers, and they are often taken for
We’re keen to ensure that this is ‘Play is ALL the Way’,
granted…For pupils, however, breaktimes are some of the most valued
for learners aged 3-18, and not just in Early Years. times and experiences they have in school.”
Better Breaktimes, Better Transitions is ‘School break and lunch times and young people’s social lives: A follow-up national study’,
another step towards realising our Ed Baines and Peter Blatchford, Nuffield Foundation, 2019.

ambition that children and young people “The g

in Falkirk have play and experiential the gro rounds are
unds – “We need to help some children and parents to understand that free
learning opportunities throughout ages. O for all time away from adults, engaging with nature, experimenting with
their education.” fits ne size social play and undertaking physical activity are things to embrace,
all. T
Education Lead, Falkirk Council
tailore here’s no and that they will lead better lives as a result.”
d think
ing.” ‘The Value of Play in 11-18 Secondary Schools’, Matt Robinson, 2014.
Edu cation
officer

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 Secondary school pupils have a Right to Play Learning for Sustainability is embedded within the General Teaching Council
of Scotland Professional Standards for practitioners, and permeates
The right to play is embedded in policy, supporting the aspiration that Scotland ‘How Good Is Our School? (4)’ and ‘Getting It Right For Every Child’ policies.
is the best place to grow up. “All school buildings, grounds and policies should support Learning for
Sustainability” and “Staff work collaboratively to strengthen their understanding and
implementation of key national policies including […] Learning for Sustainability.”
Policy
The fundamental right to play is embedded in Article 31 of the United Nations
Influences
Convention of the Rights of the Child (UNCRC). It’s a vital dimension of the
pleasure of childhood and youth, as well as an essential component of physical, The Organisation for Economic Co-operation and Development (OECD)
social, cognitive, emotional and spiritual development - and doesn’t stop as ‘Education at a glance 2018’ report.
students leave Primary school. “Breaks in instruction allow pupils to play, rest and freely interact with their peers
to further develop cognitive, emotional and social skills. Research suggests that
The National Play Strategy for Scotland (Scottish Government, 2013)
students may then apply those skills in the classroom, thus improving their learning.”
recognises play as essential to healthy development from birth to adulthood.
“All children and young people enjoy high quality play opportunities, particularly Preventing Overweight and Obesity in Scotland: A Routemap Towards
outdoor free play in stimulating spaces with access to nature, on a daily basis Healthy Weight Action Plan: section 2.18.
in early learning and childcare, nursery and school.” Everyone should be “Working together to find realistic ways of maximising physical
activity within the school environment.”
The accompanying Play Strategy Action Plan for Scotland states
“Work with Local Authorities to achieve high quality school grounds in new National Institute for Health and Care Excellence (NICE) – Physical activity and
build schools, so that schools have well designed, inclusive, and where the environment (2018)
possible community accessible play spaces, green spaces and gardens.” “Providing non-traditional play materials in school playgrounds, accompanied
The Progress Review of Scotland’s Play Strategy 2021: Play in a COVID context by managing adults’ perceived risk of free play, appears to increase physical
re-affirms themes explored in Better Breaktimes, Better Transitions: activity during-break times.”

• Renew and develop the national and local commitment to outdoor play. The Good School Playground Guide by Learning through Landscapes
• Listen to children and young people and act on what they say. “Regular access to quality natural spaces can help address some of the most
pressing challenges facing children today.”
• Ensure the inclusion of all children and young people.
• Ensure cross sectoral and inter professional approaches to play are in place. Children’s Play Policy Forum, 2019
• Maintain a focus on playful learning and play in schools. Children need time, permission and space to play. They need opportunities
to experience risk and develop resilience through play. Play is a powerful builder
‘Learning for Sustainability’ is a key Education Scotland policy driver,
of happy, healthy, capable children. In short, play builds children.
an entitlement for all learners aged 3-18 within Curriculum for Excellence.
“An effective whole school and community approach to Learning for Sustainability The Playful Schools Project by Play Scotland, with participants up to age 14,
weaves together global citizenship, sustainable development education and demonstrated that outdoor, free play is crucial to children’s mental health and
outdoor learning [including play] to create coherent, rewarding and transformative wellbeing. The project majored on open ended ‘loose parts play’ and demonstrated
learning experiences.” this approach supported children to achieve developmental milestones.

44 45
 Learning through Landscapes ISBN 978-1-7398594-3-5
A registered charity in England and Wales (No.803270) and in Scotland (No.SC038890)
and a company limited by guarantee registered in England (No.2485660)

Play Scotland
Play Scotland is the national expert in play for parents, providers,
the play workforce and policy makers.
46 Company Number: SC197785, Scottish Charity Number: SC029167. 9 781739 859435