playtime games
GUIDE TO CONSTRUCTING
A PLAYTIME BEHAVIOUR POLICY
It is recognised that each school has its own identity and will approach the following in differing ways, for
differing reasons and from differing starting points. We have simply collated a few thoughts from schools
which have submitted playground behaviour policies to us. Overleaf is a sample policy which we hope may
provide further assistance.
TERM ONE (first half)
1. Discussion regarding the need for a policy with regard
to children’s play, involving management, teaching staff,
governors and lunchtime supervisors
2. Key member of the teaching staff assigned responsibility
for policy and strategies. Ideally this is one of the senior
management team
3. Consider the social and financial benefits to the school
from the successful implementation of a robust playtime
behaviour policy
4. Audit of the playground, playtimes, playground
equipment etc. Children, staff and parents consulted
5. PTFA to consider financial support for the project,
approximate financial target and means of achieving it
TERM ONE (second half)
1. Awareness raising with parents. Request for memories
of childhood games to be shared with school
2. Awareness raising with children, both within the
classroom and at assemblies
Children involved with planning areas for play
Children involved with planning common guidelines
Children involved with planning organisational strategies
(what games, where stored, who responsible, rewards
and sanctions, etc)
3. Staff meetings to be led by teacher responsible for
playtimes to discuss approaches - linked to 2 above
TERM TWO (first half)
1. Teacher responsible for playtimes released from
teaching duties to lead training for lunchtime
supervisors on a regular basis
2. Decide on Playground Activity Zones
3. Inform parents of plans and suggest strategies for
promoting and interacting with children’s play at home
4. Order play equipment and positive play resources.
Introduce these gradually, focusing on new items and
areas as they are introduced via class discussions and
assemblies
TERM TWO (second half)
1. Continue to introduce play items. Refine and revisit
CONSIDERATIONS
• Older children playing with younger children organisation of Playground Pals
• Zoned areas for ball games, quiet games, craze of
the week, giant games, small equipment, imaginary
play, performing arts, marked playground games,
traditional games
• Design of playground, seating, plants, trees and
shade, sand pit, stages, fixed equipment, signage
• Arrangements and responsibilities regarding
transportation, storage and care of the equipment
• Phased introduction of games
• Rewards and sanctions – Green and red card
system, reward tokens, raffle ticket/caught being
good slips, linked with classroom charts and
certificates. Termly certificates for Positive Play
• Emphasis on respect for people and property
• Means of celebrating positive behaviour and
co-operative play
• Wet weather arrangements
• Teaching traditional games/rhymes
• Equal opportunities
• Rotas
• Signing of ‘contracts’
• Staff training
• Arrangements for use of equipment (tokens for
using equipment)
• Means of ensuring consistency
• Safety
• Constrictions due to play environment
• Climbing equipment and surfaces
playtime games
SCHOOL PLAYTIME POLICY
(SAMPLE TEMPLATE FOR SCHOOLS TO ADAPT)
The construction of a playtime policy requires a whole school process which leads to a shared
understanding and acceptance of all the related issues for each individual school, Policies will not work in
isolation if transplanted onto a school without this consultation process.
It is in the discussions and consultations that a shared understanding and agreement can be achieved.
We believe that the pressures within schools today are so great that a sample template policy which can be
adapted will be supportive in thinking through the process and implementing a policy.
INTRODUCTION
Positive playtime experiences are essential in developing
student’s social skills and creating a safe, creative, learning
culture throughout the school. Through play children
develop and build relationships, confidence and self esteem,
learn social skills, de-stress and let off steam, exercise and
most of all they have fun. Play is an essential part of every
child's life and is vital for the enjoyment of childhood as well
as social, emotional, intellectual and physical development.
Strong new evidence tells us that play is not just a necessary
part of a happy childhood but is also needed to develop
skills that are important for success in life.
When children are asked about what they think is important
in their lives, playing and friends is usually at the top of the
list. (Play England 2008).
In our current environment, we note that there is a marked
decrease in opportunities for children to play outdoors. The
increase in traffic, parental anxiety over the fear of
abduction of young children and their safety, lack of playing
fields, development of technology and computer games, TV,
smaller families, parents working long hours, pressure for
children to be doing extracurricular activities and some
schools shortening playtimes are all contributing factors.
There is continuing pressure within the school to be more
effective in academic areas.
These changes have all had a detrimental impact in the well
being and general health of children.
Luckily organisations such as Play England and
consultations such as ‘The Fair Play consultation’ (2008
Department for Children Schools and Families (DCSF) have
highlighted the value of play and that children and young
people want to play outside. They also want bigger and
better play areas with more exciting, varied and challenging
equipment and activities available to them.
Against this background our school has decided to consider
the purpose and value of school playtimes and to devise a
policy which recognises the value of children’s play activities.
This policy has been constructed via consultations and
discussions involving children, teachers, parents and
lunchtime supervisors.
Our Aims are that everyone will:
• Be treated with respect and valued
• Be listened to and any issues or concerns that arise
(conflict, arguing, fights, loneliness) are addressed
• Be safe
• Be given opportunities to cooperate
• Be able to develop positive relationships with their
peers and the lunchtime supervisors
It is expected that the implementation of this whole school
policy for playtimes will enhance children’s opportunities
for positive and co-operative play and will provide a
platform for the development of fundamental life skills.
WHAT IS PLAY? – Play is essentially about learning
through untaught means. It is a way in which children come
to understand themselves and the world around them. Play
is often satisfying to the child, creative for the child and
freely chosen by the child. Play may or may not involve
equipment, be boisterous and energetic or quiet and
contemplative, be done with other people or on one's own,
have an end product or not, be light hearted or very serious.
THE NEED FOR PLAY – We recognise at our school that
our role is to promote the education of the whole child.
Inevitably this means that we are concerned with areas of
learning which cannot be taught. Through our policy for
play we intend to provide opportunities for:
• Negotiating
• Sharing
• Co-operating
• Developing patience
• Communicating
• Listening
• Accepting rules
• Coping with success and failure
• Competing
• Being a member of a team
• Developing leadership skills
• Socialising
• Developing tolerance
• Learning when to be assertive and when to be
submissive
• Considering others
• Taking turns
• Taking risks
• Development of physical skills
• Physical activity
WHEN DO CHILDREN PLAY? – Children arrive at school
between 8.45 am and 9.00 am. During this time children
generally socialise and await the commencement of the
school day.
Morning break lasts from [10.30–10.40am]
Lunch break lasts from [12.00noon–1.00pm]
Afternoon break lasts from [2.30–2.40pm]
More than 7.5 hours per week of opportunity for developing
the skills learned through play!
WHERE DO CHILDREN PLAY? – Infant children use the
[south] playground. Junior children use the [west]
playground. The field is used by all children during dry
weather and classrooms are used during wet playtimes.
SUPERVISION – The playtime supervisor is relieved of
teaching or support duties five minutes before his/her
playtime supervision. This gives an opportunity for coffee
etc. before being on duty as the children come out to play.
EQUIPMENT – Playtime equipment is available for all
children on a rotational basis. The chart showing which year
groups are entitled to use the equipment at each break time
or what the ‘Craze of the Week’ is on that week is displayed
in the [hall] as well as on the playground wall. The areas for
play with this equipment are clearly marked in both
playgrounds. Playground PALS are responsible for the
distribution and monitoring the return of all equipment.
EQUAL OPPORTUNITIES – Year six children have been
identified to observe and assist in ensuring that all children
are given opportunities to engage in play. These children
report weekly to the teacher responsible for playtimes.
PLAYTIME PALS – Our Playground PALS are a group of
children from Year 5 or 6
Their responsibilities are to:
• To teach children different games
• Befriend lonely children and to help them make friends
• To take out and put away playground equipment
All members of the playground PALS meet regularly with the
teacher responsible for playtimes for training and ongoing
support.
The Playtime PALS wear special tabards or caps for ease of
identification.
Playtime PALS receive recognition and awards at assemblies
and a certificate at the end of their time in the job.
Bullying
We will not tolerate bullying behaviour in our school. All
bullying incidents reported to a member of staff will be
taken very seriously.
We identify bullying as:
• Any form of intimidation
• A lack of respect for your peers
• Being isolated by your peers
• Name calling
• Discrimination
• Verbal abuse
Our Playground Rules
• We are kind and helpful to everyone
• We are play safely and look after each other
• We listen to each other
• We are honest and truthful
• We take care of our school, playground and equipment
• We are respectful and polite
Rewards
All lunchtime supervisors have lunchtime green praise slips,
which pupils may receive for a variety of reasons, linked to
our playground rules, including: Being kind, playing well with
others, looking after and caring for our playground,
listening, being well mannered and helpful.
Problem Solving
Staff try to help pupils sort out problems in a fair way and
encourage pupils to take responsibility for their behaviour.
They will listen to all parties involved and encourage pupils
to problem solve and find solutions. In some circumstances
staff will intervene and help both parties reach a fair and
amiable agreement.
Sanctions
If pupils are not able to sort out their problems in a fair way
or they continue to:
• break the school rules
• Use aggressive behaviour
• Be involved in bullying behaviour
We will use the following sanctions:
Stage 1. The child will be asked which rule he/she is
breaking and which he/she needs to keep. They
will then be given a verbal warning
STAFF TRAINING – This policy has been constructed
under the leadership of the teacher responsible for playtimes.
It involved an audit of current play practice, in-service training
sessions involving all teaching, ancillary and lunchtime
supervisory staff and consultations with both children and
parents. Ongoing sessions ensure a continued focus.
MONITORING AND EVALUATION – Observation and
discussion form the basis of the monitoring process. The
Playtime PAL’s have a monthly meeting with the lunchtime
supervisors and the teacher responsible for playtimes in
order to discuss their thoughts and observations. Certain
'Playtime PALS' have the responsibility of tracking individuals
in order to analyse their play activities and report back to
the meeting.
OUTCOMES – The outcomes for the school are
expected to be:
• Improved behaviour
• Improved caring attitudes
• Improved sense of responsibility
• Improved relationships (child/child, child/adult)
• Improved physical skills
• A happier environment
• A decrease in bullying
• Improved respect for people and property
This sample template playtime policy has been produced
by Thérèse Hoyle on behalf of Edventure Limited
Thérèse Hoyle is bestselling author of 101 Playground
Games and 101 Wet Playtime Games and Activities. Contact
her direct for in depth advice on designing and developing
your playtimes. Tel: 0800 622 6033 or via website:
www.theresehoyle.com
Stage 2. The pupils name will then be written on a red
playground behaviour slip, outlining the rule they
have broken
Stage 3. The slip will be given to a class teacher at the end
of play and put in the ‘I am unhappy with you’
box
Stage 4. The headteacher will speak with the pupil if two
or more notes are received in one week and
targets for improvement will be set
And if this continues:
Stage 5. A letter will be sent home and possible lunchtime
exclusion will occur
THIS LEAFLET HAS BEEN PRODUCED BY
playtime games
HARGREAVES BUSINESS PARK, HARGREAVES ROAD, EASTBOURNE,
EAST SUSSEX BN23 6QW Tel: 01323 501040 Fax: 01323 501041
Edventure specialise in the design and supply of playtimes games. For a brochure
please telephone 01323 501040 or visit our website: www.edventure.co.uk