Play Policy and Guidance
Sandy Lane Nursery and Forest School
DOCUMENT STATUS
Produced By
Version
Date
Action
Sandy Lane Nursery and Forest
School
1
13.03.14
Adopted by school’s
Premises, Health and
Safety Committee
(with acknowledgement to Evelyn Street
CP School)
WRITING AND REVIEWING THE PLAY POLICY
The Play Policy relates to other policies including:
 Curriculum Statement
 Teaching and Learning
 Inclusion Policies
 Safeguarding Policies
 Risk Assessments
Rationale
Play provides an opportunity for children to come to terms with themselves, their culture
and language, other people and the world and to make sense of real life situations. Play
provides opportunities for exploration, investigation and problem solving and for children to
practice their developing skills. It also provides opportunities for them to represent their
experiences and use what they have learned in different ways – through music, language,
imaginative and creative activities. The role of the adult is crucial in supporting and
extending children’s play.
Purpose
 To provide quality play in a stimulating environment which allows the
children to develop and learn
 To provide adequate planning, time and space for play
 To allow play to be sustained over a period of time
 To allow play to be carried through to a conclusion which children find
satisfying and gives rise to perseverance and concentration
 To provide materials and resources to start play, maintain it and develop its
potential
 To ensure play is enjoyed and shared by all children, albeit to differing
degrees
 To accept that the adult can take an active role in developing and extending
the learning situation and promoting physical, social and emotional
development
 To provide first hand experiences and challenges through quality
interactions and open ended tasks
 To safeguard children, protect equipment and enable play to occur
 To allow time for careful observation of children’s play to facilitate
assessment and planning for progression and continuity
 To recognise and value the play situations encountered at home
Broad Guidelines
1. Play is the natural and enjoyable way for young children to learn. It is an essential and
rich part of the learning process and develops imagination and creative thinking.
2. Play allows children to investigate, experiment and solve problems. It allows children
to develop, consolidate and apply new skills and ideas in different situations. Children
can explore and make sense of the world around them.
3. Play allows children to work through fears and anxieties. Children are able to learn
about making choices and decisions and be in charge of their own learning.
4. Play enables children to develop their personal qualities and attitudes. Children can
develop social skills and form relationships. Play allows children to take risks without
fear or failure.
5. Play which is physical and energetic is an essential part of keeping healthy.
6. Play takes place both indoors and outdoors.
7. Outdoor play is central to young children’s learning. It is carefully designed and
considered. The outdoor classroom offers children the opportunity to utilize effective
modes of learning, play, movement and sensory experience. Children need versatile
equipment and environments.
8. Children are given time, space, materials, resources and equality of access in a secure
environment with effective adult support.
9. Play in the indoor and outdoor environments are given equal emphasis for all children
10.Play underlies much of young children’s learning. For its potential value to be realised,
adult involvement and intervention must be sensitive and knowledgeable. Careful
planning and organisation will provide for, and extend, children’s learning.
The Role of the Adult
Practitioners have a crucial role:
 To plan and resource a challenging environment, both indoors and outdoors, in
which to facilitate high quality play
 To ensure the play provision and practice reflect the differing developmental
needs, interests and cultural backgrounds of individuals
 To provide equality of access to play
 To support children’s learning through planned play activities
 To extend and support children’s spontaneous play
 To extend and develop children’s language and communication in their play
 To model language and new vocabulary
 To provide commentary during play activities
 To raise parents/carers awareness of the importance of play within a well
planned curriculum
Teaching Strategies
Staff may intervene when:
 Children have a problem they cannot solve
 She/he can lead them to reach a logical conclusion
 Children are disrupting the play
 Children are at risk because equipment or materials are being abused
 The play is interfering with the activities of other children
 The play has reached stalemate
Staff should not intervene:
 Until children have been given time to work out the solution to their problem or
resolve their disagreement
 Unless she/he knows they are capable of comprehending the logical conclusion
 Where the repetitive play is serving a purpose