In summer last year, the Raising the Nation Play Commission was launched to spark a national conversation on play. Chaired by entrepreneur and author, Paul Lindley OBE, in partnership with Baroness Anne Longfield CBE, Executive Chair and Co-Founder of the Centre for Young Lives, the Commission seeks to investigate both the benefits of play and the barriers that stand in its way.
In February, the Commission published its interim report, “State of Play.” This offers a powerful, evidence-based call to action to reverse the alarming trend of diminishing playtime in children’s lives. With play being increasingly squeezed out of schools, homes, and communities, the report underscores the urgent need for government intervention to ensure that play remains a central part of children’s development.
As experts in education and childhood development, we recognise the immense value that play holds in children’s lives. We welcome the insights provided by the report and share its vision for a more playful future. In this blog, we dive into the report’s key recommendations that we hope will reshape the landscape of play in England.
1. Establishing a National Play Strategy for England
One of the cornerstone recommendations is the creation of a cross-departmental National Play Strategy, led by the Department for Culture, Media & Sport. A National Play Strategy was last introduced in 2008, however the subsequent years saw a cultural shift in attitudes towards play and it became increasingly sidelined in government, in education, and in society. As a result, there has been a significant decline in children’s play, so now fewer than one in three children play out on the street.
The National Play Strategy would serve as a long-term vision for ensuring that all children have easy access to safe, stimulating places to play – whether at home, at school, or in public spaces. Importantly, this would ensure local authorities, as well as Family Hubs and Youth Clubs, had the funding to create spaces and opportunities for play, underpinned by a skilled and sustainable play workforce. This plan would reposition play as a strategic priority, ensuring every child has the opportunity to learn, grow and thrive through play.
2. Protecting Play Time in Schools
The Commission also recommends the introduction of new statutory DfE guidance which would ensure schools ringfence time for play, specifically breaktimes and lunchtimes. Moreover, the Commission backs calls made by the British Psychological Society for an extra 10 minutes of playtime to be added to the school day. This follows the report’s findings that between 1995 and 2021, school breaktimes fell by 23 minutes a day for the youngest primary school pupils – equivalent to almost two hours a week.
Interestingly, the report shows that teacher’s attitudes to play have changed over the past three decades. For example, in 1995, 69% of secondary school teachers believed the primary value of breaktime was to provide an opportunity for pupils to socialise with their peers. In 2017, this fell to 57%. Now, the majority of teachers feel that breaktimes are primarily an opportunity to eat, drink, and refuel before re-entering the classroom. This is not surprising, given the pressures of the inspection system and the increasing emphasis on assessment. However, it’s essential to protect play time in schools to ensure children have the time and space to unwind, socialise, and engage in unstructured play – all of which are key elements in their mental health and cognitive development.
3. Play Sufficiency as a Measure of School Performance
With so many competing priorities in schools, play often continues to fall further down the agenda. That’s why the Commission recommends making ‘play sufficiency’ – specifically, time to play – a measure of school performance. By including play within the inspection process, the government would not only reiterate the value of play to children’s learning and wellbeing, but also remove the fears and anxieties that the accountability system often creates for school leaders with regards to play. This would remove a significant barrier to play in school and embrace it as an integral part of the educational experience.
4. High-Quality Play Training for School Staff
As well as making time for play in school, the Commission calls for high-quality, mandatory play training for teachers, staff, and lunchtime supervisors. This would equip staff with the knowledge, skills and understanding to support both structured and unstructured play during school hours, encouraging children to engage in healthy, active breaktimes as well as play-based learning in the classroom. By immersing children in different play-friendly environments and experiences, we can help them to learn through exploration and social interaction, whilst nurturing their emotional and developmental growth.
5. Funding for Playgrounds and Play Areas
According to the report, at least 400 playgrounds – and probably more – closed across England between 2012 and 2022. Now, over 2 million children in England up to age 9 do not live within a ten-minute walk of playground. Whilst the Commission calls on the government to create more safe spaces to play, it also recognises the need for ringfenced funding to maintain and renovate existing playgrounds, particularly in underserved areas. Additionally, it suggests making school playgrounds available for use outside of school hours. This would ensure the next generation has access to safe and welcoming spaces to enjoy the benefits of outdoor play.
6. The Play Sufficiency Duty: Learning from Scotland and Wales
One of the boldest recommendations is the introduction of a legally binding Play Sufficiency Duty in England, which would place a responsibility on local authorities to provide sufficient play opportunities for children. This would bring England in line with Scotland and Wales, where similar duties have already been put in place, encouraging play sufficiency officers to engage with colleagues in planning, housing, landscape architecture, public health, education, and other departments to ensure children’s health and wellbeing is reflected across policy and practice. Ultimately, this would help to ensure play is recognised as a fundamental right for all children, regardless of where they live.
7. Revamping ‘No Ball Games’ Signs and Park Byelaws
The report recommends a review of outdated ‘No Ball Games’ signs and park byelaws. The Commission argues that these regulations, which can often limit children’s freedom to engage in active play, should be updated to reflect the modern understanding of the importance of outdoor, unstructured play. By fostering an environment where physical activity and play are encouraged in public spaces, we can help support healthier, more active lifestyles for children.
8. A National Campaign to Encourage Play Between Parents and Children
Finally, the Commission calls for a national campaign to encourage parents to play with their children, as part of the drive to improve school readiness. The Commission suggests aligning the campaign with the International Day of Play, raising awareness of the importance of play in childhood development and providing resources to support playful parenting.
But more than that, the campaign should celebrate all the fun, laughter, and cherished memories that come from playing with your children. By making play an integral part of daily family life, we can lay the foundations for creativity, curiosity and problem-solving – ensuring every child has the opportunity to build essential skills for life.
Why This Matters
As millions of children miss out on opportunities for play, it is no surprise that children’s wellbeing and happiness in England now stand at record lows. In a world where uncertainty is a common theme and where children’s time is increasingly filled with structured activities, academic pressures, and screen time, the need to protect and promote play is more urgent than ever.
The recommendations outlined in the “State of Play” report are not just about giving children more time to play – they are about recognising play as an essential part of childhood. We know that play is a cornerstone of healthy child development, providing children with the opportunity to develop physically, emotionally, and socially. By adopting these recommendations, the government has the chance to create a future where play is fully integrated into children’s everyday lives, supporting their development and wellbeing in schools and far beyond the school day.
As proud advocates for play, One Education is passionate about promoting the benefits of play for children and young people of all ages. We believe that play evolves as children grow, from sparking curiosity and problem-solving skills in early years to building resilience and social skills in adolescence.
To learn more about play, please visit the following links:
- Our blog on Strong Foundations in the First Years of School
- Rethinking KS1 Training
- Dissertation on Play Beyond EYFS
As many of you know, I, personally, am hugely passionate about play beyond EYFS. I am currently launching a National Play Steering Group with key stakeholders across England. Our mission is to embed play not only within the heart of Early Years education, but as an essential part of learning throughout the Key Stages. This work closely aligns with many of the priorities mentioned in the Raising the Nation Play Commission…Watch this space!
In short, we must give children back the time to play. Play is a child’s right (Article 31 of the UNCRC). It’s not just a luxury – it’s a necessity for all.
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