Trafford Metropolitan Borough Council
Final Draft
Play Strategy
January 2007
The Vision for Play in Trafford
‘Our vision is to create an environment where children and young people can
actively participate in a safe and accessible environment within their local
communities. The creation of play opportunities will endeavor to support the
development of children’s life chances, to help them stay healthy give them the
opportunity to enjoy and achieve and ultimately make a positive contribution in
their immediate community. We will do this by working in partnership with
statutory private, voluntary and community provision.
The Access and Inclusion of all children and young people will be supported by
all involved. We recognize and value the importance of a flexible, proactive
approach with regard to legislation UN Convention article 31, The Children Act
(1995), Disability Discrimination Act (2004), and the Every Child Matters
document. All children and young people have a say and are listened to, as a
way of informing what they want the Trafford play strategy to achieve.’
This vision was developed by the attendees at the first Trafford Play Partnership
‘Visioning Day’ held in May 2006
Additions
Section
Made by
1.1 What do we mean by play?
Nancy Samuels
1.2 The benefits of play
2.6
Managing the Risk
Nancy Samuels & Donna
Jennings
Nancy Samuels & Donna
Jennings
Donna Jennings
2.5
Inclusive Play
Nancy Samuels
1.4. The Play Workforce
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INTRODUCTION
Play is of vital importance to all children and young people. It is nature's
way of helping them to understand and make sense of the world around
them.
Play helps children and young people to develop the power of
concentration and many skills which will equip them for life.
The Play Strategy underpins all other strategies for children and young
people. It is crucial to the personal, social, emotional, physical
development, health and well being of all children and young people.
Play is about imagination, discovery and enjoyment; it is magical, creative,
challenging and fun.
Enhanced opportunities for play will enrich the lives and offer brighter
futures to the children and young people in Trafford."
Shelagh Bailey,
Trafford Play Champion
Chair, Trafford Sure Start Partnership
December 2006
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CONTENTS
1.0
Introduction
1.1. What do we mean by Play?
1.2. The Benefits of Play
1.3. The Scope of Play
1.4. The Play Workforce
2.0
The Context: Setting the Scene
2.1. The National Context
2.2. The Local Context for Play in Trafford
2.3. The Principles of Play in Trafford
2.4. Barriers to Play
2.5. Inclusive Play
2.6 Managing the Risk
3.0
The Borough of Trafford
3.1. Background
3.2. Vision for Trafford
3.3. Children and Young People’s Service
4.0
Trafford Play Partnership
4.1. Vision of the Partnership
4.2. Membership of the Partnership
5.0
Audit of Current Play Provision in Trafford
5.1 Open Spaces and Parks
5.2 Play Spaces
5.3 Sports Facilities
6.0
Consultation with Children and Young People
7.0
Identification of Gaps in Play Provision
8.0
Monitoring and Evaluating the Play Strategy
9.0
Action Plan
10.0
Acknowledgements
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Appendices.
A.
Partner Organisations and Stakeholders
B.
Membership and Terms of Reference of the Trafford Play Partnership
C
The National Context
D
Trafford Inclusion Framework
E
Analysis of the results from Consultations with Children and Young People
F
Maps of Children’s Play Provision in Trafford
G
Play Strategy Action Plan – Trafford
H
Disability Questionnaire – December 2006
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EXECUTIVE SUMMARY
The Play Strategy is a partnership strategy to address the expansion and development
of good quality play opportunities in Trafford for children and young people 0-19 years
of age.
The strategy examines ‘play’ in relation to all activities in which children and young
people participate for their own intrinsic enjoyment. This can be on physical play
structures in parks, natural play spaces such as trees or green spaces as well as the
opportunity for play in a range of organised activities such as play schemes and youth
settings.
The play strategy engages key partners who will work to shape the future development
of Play in Trafford and identifies key actions as to how this can be delivered.
The Play Strategy will ensure that:
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Play is linked to other key strategies within the borough
Funding for Play is maximised
Play facilities are sustained
Public space is improved as an environment for safe and social Play
Better Play opportunities, which are local, inclusive and are provided where they
are most needed.
The Executive Summary will be drafted after the completion of the consultation on the
Final Draft of the Play Strategy
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1.0 INTRODUCTION.
This is the first Play Strategy developed by Trafford MBC and its partners. It is a ten
year vision with a five year plan for the development of Play in the borough, and is
built on the ‘Planning for Play’ guidance issued in 2006 by the Children’s Play Council
and the BIG Lottery Fund.
The Trafford strategy lays out the vision of ensuring that Trafford does and will offer
the best possible Play experiences for its children and young people. It builds on the
substantial achievements which have already been made, and will continue to build
links, partnerships and transitions across all sectors in seeking to meet the Play needs
of all children and young people in the Trafford.
A reference group, the Trafford Play Partnership, has been established to take the
work forward and will regularly monitor and evaluate the impact of the strategy on
improvements in the quality and range of play opportunities.
Councillor Les Lawrence, Chair of the Local Government Association Children and
Young Peoples Board said in his opening message in the DCMS “Time for Play” report
(August 2006):
…”Combining play strategies with wider programmes for health, regeneration;
childcare, extended schools and youth offending will provide a powerful platform for
local authorities-capable of reducing inequalities and helping children to reach their
potential’.
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1.1 What do we mean by play?
Play is a fundamental right. It is a process and is freely chosen. It is the means by
which children explore their world, their roles and their relationships. It can be
cooperative, competitive or solitary, destructive or creative. It can be escapist
imaginative, therapeutic, adventurous, messy, challenging, structured or spontaneous.
Play empowers children affirms and supports their right to make choices and discover
their own solutions. It encourages healthy emotional and physical development. It is a
natural instinct that needs to be nurtured. Play has both educational and social benefits
in that, through it, children learn about complex relationships and more importantly,
about themselves. It also provides a basis of conceptual understanding that allows
them to succeed informal education. However, play is important for its own sake it
shouldn't have to have a reason or an end. Play includes, but is more than, recreation.
It is not an additional aspect of a child’s life “it is a child’s life”.
(Susan Isaacs psychologist 1993)
There is no one definition of Play, but the Trafford Strategy is founded on the following
values and principles:
o
the principle of article 31 of the UN Convention on the Rights of the Child
(1989) which gives all children the right to:
….. “Rest and leisure, to engage in play and recreational activities appropriate
to the age of the child and participate freely in cultural life and the arts”……
o The DCMS Best Play definition of:
…..”freely chosen, personally directed, intrinsically motivated behaviour that
actively engages the child”…
o the DCMS “Getting Serious About Play-A Review of Children’s Play” definition:
…….”what children and young people do when they follow their own ideas, in
their own way and for their own reasons”…..
1.2 The benefits of play
Play provides enriching experiences that help develop children’s emotional and social
skills. Research highlights the importance of children being able to learn about risk and
use their own initiative. It also suggests that it is essential for them to have
opportunities to practice making and consolidating friendships and to deal with conflict
– the basic skills needed in order to become “emotionally literate”.
This is borne out by the children who say that meeting and spending time with their
friends is one of the most important opportunities offered by play and play provision.
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Research also shows that play is particularly relevant to children’s health. Advice from
the chief medical officer state that “children and young people should achieve a total of
at least 60 minutes of moderate intensity physical activity each day”
Benefits of play for children and young people:
Negotiation
Making Friends
Having Fun
Feeling Good
Taking Risks
Making Choices
Solving Problems
Developing Solutions
Resilience
There is a wealth of evidence both of the positive impact of play, and the negative
impact of play deprivation on child development (physical, cognitive, imaginative,
creative, emotional, cultural and social aspects).
All children benefit from opportunities to play but for disadvantaged children it is
particularly important. Local authorities know that access to play offers children
opportunities to learn and develop new skills, including physical activity.
Opportunities for children to play are a key aspect of local authorities’ strategic
planning. This is integral to the delivery of the “Every Child Matters” framework through
Children’s Trusts, Children and Young People’s Plans and Community Plans.
The Government recognises that play is of fundamental importance for children and
young people’s health, well-being and learning. Good play opportunities are essential
to children’s development. Play provides enriching experiences that can help develop
children’s emotional and social skills. Research highlights the importance of children
being able to learn about risks and use their own initiative. It also suggests that it is
essential for them to have opportunities to practice making and consolidating
friendships and to deal with conflict – the basic skills needed in order to become
“emotionally literate”. This is borne out by children who say that meeting and spending
time with their friends is one of the most important opportunities offered by play and
play provision.
Research also shows that play is particularly relevant to children’s health. Advice from
the Chief Medical Officer states that
“children and young people should achieve a total of at least 60 minutes of moderate
intensity physical activity each day”. ( repetition – remove)
There is growing evidence that unstructured play is the most effective way to achieve
this. A recent study by University College London (in 2004) highlighted its benefits.
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Play came second only to PE in calorific intensity, and the study concluded that
“walking and playing provide children with more physical activity than most other
activities”.
There are also links to mental health. In ‘Read the Signs’ (Department of Health, 2003)
the Mental Health Foundation reported that the increasingly limited amount of time
children have to play outside, or to attend supervised play projects, was one factor
causing the rise of mental ill health in young people.
More recently attentions have been focused on how we can develop knowledge in this
area to devise interventions that reflect the promotion of resilience as a method of
achieving positive outcomes for children.
Developing Resilience “seeing your strengths and building your skills so you can stay
strong and bounce back”
Grass roots soccer project, Zimbabwe, 2003
7 Core Abilities of Resilience
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Emotion Awareness/Regulation: Identifying and controlling emotions.
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Impulse Control: Slowing down.
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Optimism: Thinking optimistically about the future (within the bounds of reality)
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Casual Analysis: Thinking comprehensively and accurately about the causes
of problems.
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Empathy: Identifying and understanding the emotions of others.
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Self Efficacy: Confidence in ones ability to solve problems, knowing ones
strengths and weaknesses, using strengths.
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Reaching Out: Taking appropriate risks, connecting with.
Dr Karen Reivich, Psychologist.
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Play provision can help stimulate economic growth and build social cohesion. It can
empower parents and carers and help the development of self-supportive community
networks.
It is for all these reasons and more that the Playwork profession should be highly
trained, qualified, supported and respected, the overarching aim of the Trafford
strategy.
1.3 The Scope of Play
Playwork is the profession that facilitates children’s play, outside of the educational
curriculum, usually with children from 4 to 16, but increasingly focusing on the 0-19
age group, in line with government policy and recent BIG Lottery funding.
Play takes place in a variety of settings and facilities across Trafford, including:
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Before and after school clubs on and off school sites
Holiday play schemes ,including the Summer holiday playschemes in a range of
settings across the Trafford, promoted through the Trafford Childcare
Information Service
Open spaces for recreational use
Outdoor play at tourist attractions and commercial businesses, including pubs
and restaurants
Outdoor play at schools, nurseries, youth clubs
Indoor play provided at commercial settings
Commercial settings, such as day nurseries
Play activities offered by youth groups, schools, nurseries etc
Youth provisions such as seating, shelters, skate parks
Staffed Adventure playgrounds.
School Playgrounds and Community Play centres
Mobile play
Forest Commission/Schools/outdoor services
Countryside areas (eg areas managed by Countryside Wardens such as the
Mersey Valley Wardens, and Bollin Valley Wardens, both of whom offer events
and activities for children and young people
Skateboard parks
Any opportunity where a child or young person has the chance to explore their
surroundings and create their own enjoyment
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1.4.
The Play Workforce
Playworkers come from a range of backgrounds and disciplines, and it is estimated
that 132,730 people are employed in the sector across the UK.
Playworkers can start work without a qualification, but OFSTED regulations can mean
that in some settings, staff have to meet minimum qualification levels.
For example:
“at least half the staff working in a play setting with children under eight must
have a relevant level 2 qualification, and the person in charge must have an
appropriate level 3 “.
Increasingly settings are actively encouraged to promote higher levels of qualification
and training; this has been supported by the introduction of National Occupational
Standards for the Playwork workforce, a development that will be a priority objective
for Trafford to achieve during the lifetime of the strategy.
The Play Strategy recognises the need for a Playwork Education and Training strategy
to sit alongside it, to ensure that there are sufficient numbers of qualified playwork staff
to work in the expanded play sector. This is addressed in the Action Plan.
Playwork Principles
These Principles establish the professional and ethical framework for playwork and as
such must be regarded as a whole. They describe what is unique about play and
playwork, and provide the playwork perspective for working with children and young
people. They are based on the recognition that children and young people’s capacity
for positive development will be enhanced if given access to the broadest range of
environments and play opportunities.
1. All children and young people need to play. The impulse to play is innate. Play
is a biological, psychological and social necessity, and is fundamental to the
healthy development and well being of individuals and communities.
2. Play is a process that is freely chosen, personally directed and intrinsically
motivated. That is, children and young people determine and control the content
and intent of their play, by following their own instincts, ideas and interests, in
their own way for their own reasons.
3. The prime focus and essence of playwork is to support and facilitate the play
process and this should inform the development of play policy, strategy, training
and education.
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4. For playworkers, the play process takes precedence and playworkers act as
advocates for play when engaging with adult led agendas.
5. The role of the playworker is to support all children and young people in the
creation of a space in which they can play.
6. The playworkers response to children and young people playing is based on a
sound up to date knowledge of the play process, and reflective practice.
7. Playworkers recognise their own impact on the play space and also the impact
of children and young people’s play on the playworker.
8. Playworkers choose an intervention style that enables children and young
people to extend their play. All playworker intervention must balance risk with
the developmental benefit and well being of children.
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2.0.
The Context: Setting the scene.
2.1.
National
This section summarises the main policy “drivers” that influence and impact on the
growing importance of Play and Playwork, and by definition on the Play Workforce. A
cross cutting all parliamentary group on Play has been established with the intention of
supporting the sector in becoming a mainstream and essential service of Local
Authorities.
The Department for Education and Skills (DfES) has a key aim of helping children and
young people to develop into healthy and active citizens who have a sense of their
own self-worth and an awareness of the contribution that they can make to their
community.
In pursuing this aim, DfES is engaged in a range of initiatives that impact directly or
indirectly on children’s play. These are mostly, but not exclusively, part of the ‘Every
Child Matters: Change for Children Programme’, underpinned by the Children Act
2004, and further expanded through the Childcare Act (2006)
Underpinning all of this is the UK Strategy “Quality Training-Quality Play” which
provides a clear structure for SkillsActive, the Sector Skills Council to take forward the
aims and objectives of their Playwork Unit; namely to listen and create a demand-led
education and training system to create a “world-class workforce”, and meet the
needs of the playworkers across the play sector. The Trafford strategy will aim to
provide a local plan for consultation and skills development, in supporting a high
quality workforce.
A summary of the main national policies relating to, and linking with, the development
of play can be found in Appendix C
2.2.
Local Context for Play in Trafford.
2.2.1 The Rationale
The importance of a strategy with a focus on Play is to provide a framework for
development, regulation and consistency in delivering Play opportunities for children
and young people.
The Play strategy will help the local authority to meet the vision of improved outcomes
for children and young people as set out in ‘Every Child Matters’.
“Local authorities should work with partners to develop and promote corporate play
policies and strategies which take into account the needs and wishes of children and
young people.”
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The Play Strategy will inform an action plan which will provide a clear focus of
what needs to be addressed within the borough over the three year period of the
Play England lottery funding. (3 years or 5 )
2.2.2 Who benefits?
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All children and young people 0-19; their parents, carers and families.
The local authority managers and members who regulate standards of safety
provision throughout the district.
Local community services and an inclusive range of leisure and play facilities.
Providers who directly offer services, staff and volunteers, to children and their
families including; nurseries, child minders, play schemes, out of school groups,
play buses, open access schemes and youth clubs.
Individuals, agencies or groups who have an interest in the development of
quality play and play services for children and young people promoting healthy
and fulfilled individuals.
2.2.3 Scope of the Strategy
The strategy covers a wide range of play provision and opportunities:
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Outdoor play equipment in public parks
Outdoor play equipment on housing developments
Open spaces for recreational use
Outdoor play equipment at tourist attractions and commercial businesses,
including pubs and restaurants
• Outdoor play equipment at schools, nurseries, youth clubs
• Indoor play equipment provided at commercial settings
• Physical play activities offered by youth groups, schools, nurseries etc
• Youth provisions such as seating, shelters, skate parks
• Staffed Adventure playgrounds
( Informal space – see above for places children play )
Play also includes any opportunity where a child or young person has the chance to
explore their surroundings and create their own enjoyment.
2.3
The Principles of Play
2.3.1. Play is a Part of Learning
Play allows children the chance to explore their environment, to learn how
it works and how they relate to it. Play benefits as an activity, which fosters the
development of a range of personal and social skills.
Play presents a child with the opportunities of choice, freedom and control as
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well as a wide range of physical, social and intellectual experiences.
To a child, play can present benefits both at the time of play or as play
evolves. Over time play can enhance self-esteem, respect, social inclusion, wellbeing,
healthy growth, creativity, knowledge and understanding.
“Parties [should] recognise the rights of the child to rest and leisure, to engage in play
and recreational activities appropriate to the age of the child and to participate freely in
cultural life and the arts”
(UN Convention on the Rights of the Child, 1999)
2.3.2. Play is essential for the physical and mental health of the child
Play is an active and healthy pursuit enabling and promoting physical mobility. It allows
children to develop and learn basic motor skills and improve co-ordination, balance
and dexterity.
Play can allow children to deal with certain situations and feelings using play in a
spontaneous way to work through emotions, possibly retelling and sometimes
reworking experiences through their pretend play, story creation and artwork.
During play a child demonstrates independence and imagination to present
themselves and their character. Play allows children to test themselves and to become
aware of their physical strengths and limitations.
2.3.3. Play is an essential part of family and community life
Play is a social activity allowing interaction with other children and adults. It helps
children gain understanding of other people. This benefits the child as he or she
shares ideas and responsibilities whilst also communicating their thoughts and feelings
for each other.
The benefits of Childs Play extend to the wider community in tackling issues such as
countering anti social behaviour, community safety, youth crime and other common
community problems.
Play can also bring community benefits in terms of employment, volunteering and
training for those working with children and young people.
2.3.4. Children need opportunities to play at leisure
Play is a focal point of children’s lives and wherever possible children will try and play
even when other activities are happening. This indicates play is an innate drive and an
inborn need, which must be satisfied by offering and maximising opportunity.
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2.3.5. The needs of the child must have priority in the planning of human
settlements.
Children who are involved in the planning and consultation of play provision will feel
more valued and represented in the process. This is likely to enhance their feelings of
empowerment, respect and ownership of the play provision. Children cannot enjoy
what they regard as play when adults make all the key decisions about what, when
and how the play is taking place. The fundamental element of play is internally
focused, prepared by the child for the child.
Every child has a right to an environment for play, and such environments must be
made accessible to all children and young people. ‘Play opportunities should always
be provided within current legislative framework relevant to children’s rights, health,
safety and well being’.
2.4
Barriers to play
“Far too many children have nowhere safe to play. They either don’t get out to play or
they play in places which are unsafe. So they are deprived of the pleasure and
stimulation of being able to play with their friends or they are in danger”
(Getting Serious About Play: A review of children’s play 2004)
Despite the emerging acknowledgement of the value of play and the need to provide
adequate opportunities, it is still apparent that many children are deprived of the play
opportunities they need and deserve.
With £155m of BIG Lottery funding announced for play in 2005/06 and a further £235m
announced for 2008/12 improvement for play looks promising. However, there are still
many constraints in providing good quality play facilities due to rising concerns about
safety, alternative leisure pursuits for young people and the fear of endorsing crime,
vandalism and anti-social behaviour.
Concerns about safety are increasingly presenting barriers. Fear of traffic and
strangers are the main concerns for parents whilst children’s top concerns were safety
away from bullying by older children and traffic. Both parents and children have
indicated that adult supervision is preferred when playing.
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An increase in single parent families and families where both parents work,
means that parents have less time to spend with children on play. Additionally,
disabled parents being unable to take their children into a play setting may limit
play opportunities. ( I think this is a misconception, traditionally parents at
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home would perform housework whilst children played in groups
independently near their homes)
There is a lack of access to good quality play provision to satisfy the demand
from children and young people and often the distance to the nearest suitable
facility prevents participation. Therefore some existing play areas can be
subject to over usage ( where is the evidence for over usage )as well as
fostering anti-social traits from youths, it can also lead to children moving to
other less suitable venues and sites. There is still a distinct lack of
understanding and empathy for youth, and the value of play, resulting in low
confidence and fear.
There are insufficient financial resources to provide play opportunities from
responsible organisations.
Those providing new services and/or provision do not always consult or listen to
those intended to benefit.
Alternative ‘home’ leisure interests for children and young people are reducing
time for physical play. The development and increase of digital and computer
technology has meant that more children are staying inside for sedentary
activities than take part in physical play. These pursuits, although in a safe
environment, limit social interaction and the learning experience of outdoor play.
The educational focus of the school curriculum in early years is becoming more
prescriptive allowing less time for the freedom of play and informal learning. ( Is
this accurate)
Despite a child’s need and right for play, opportunities are also frequently limited by
external factors such as: (should discrimination be a bullet point above)
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2.5
Discrimination
The lack of provision for those with SEN/disabilities
Inappropriate consultation. ( repetitive /mentioned above)
Poverty and social issues
No single body responsible for its effective implementation
The lack of a joined up approach to provision
Inclusive Play
There are around 770,000 (7%) of children in the UK who are disabled. Many barriers
to play, leisure and making friends are put in the way of disabled children. Mainstream
play and leisure services are failing to meet the needs of disabled children and as a
result they are denied the activities that most of us take for granted.
Trafford have adopted the “KIDs” Inclusion Framework for Local Authorities. The
Inclusion framework has been funded by the DfES Sure Start Unit with the support
from local, regional and national network meetings.
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Inclusive provision is open and accessible to all and takes positive steps in removing
disabling barriers (both physically and socially), so that disabled and non disabled
children can participate
Alison John, Disability Equality Trainer
Trafford’s understanding of ‘Inclusive play’ states that non disabled and disabled
children and young people, their parents and carers, should be able to access and use
play provision with ease and equal enjoyment.
Inclusive play opportunities will (should)be provided for all children with a variety of
abilities ( and from a variety of cultural and social backgrounds )whilst considering
a complex society diverse in culture and belief in line with all relevant legislation.
With the updating of Part 3 of Disabilities Discrimination Act (DDA) which became
effective from 1st October 2004 there is increasing pressure for play providers to offer
opportunities, which are inclusive and accessible for all children, young people their
parents and carers.
Part 3 of the DDA makes it unlawful for service providers to discriminate against those
with disabilities by failing to make ‘reasonable’ adjustments. Reasonable adjustments
such as improving access to premises and services, additional specialist equipment,
additional training and support all must be applied to comply with the new legislation
(The Disability Rights Commission, 2004)
Making sure that all young people are consulted in any decisions made regarding play
provision is also a key indicator to enable inclusive play opportunities as much as
possible.
With particular reference to play it is important to note:
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Inclusive play means play for all children and young people of different ages,
abilities, cultural and social backgrounds and gender.
Inclusive play suggests that non disabled, disabled children and young people
and their carers can access and use the play provision with ease and for equal
enjoyment
Inclusive play encompasses opportunities for children and young people with a
range of abilities. With particular reference to those with impairments and
learning difficulties.
The value is that a wide range of inclusive play opportunities are provided for children
with a variety of needs, in a complex society diverse in culture and belief.
An Inclusion Framework for Play is illustrated in Appendix D
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2.6
Managing the Risk
The fundamentals of play involve creativity of thought, challenge, fun and excitement
for those engaged.
Play, which is internally focused, fosters a degree of risk and experimentation actively
involving children and young people for large periods of time.
There is an inherent dichotomy in current play provision in this country as it is widely
accepted that children and young people want to take risks when playing, whilst play
providers are becoming more aware of the fears of litigation from even the most minor
of accidents. This fear has a jeopardising effect on children’s play opportunities and
child development, as a play area with no element of challenge will hold no benefit to
the users.
“…[play areas] may become so boring that children seek excitement elsewhere often
at a much greater danger to themselves and other people”
(Getting Serious About Play: A review of children’s play 2004)
In reality, figures compiled by the Health and Safety Executive (2002) on the risks of
playgrounds do not reflect the degree of worry:
“The number of childhood accidents in the UK resulting from leisure activities,
measured in terms of annual attendances at hospital and emergency departments (this
being the principal UK measure), is 1.2 to 1.5 million. The number of these cases
found to be attributable, however loosely, to fixed equipment in playgrounds, is
estimated to have been 41,700 in 1998. This figure is substantially less than might
have been expected from a superficial examination of published national statistics”
(Playgrounds- risks benefits and choices: HSE 2002)
The Local authority manages the risk of the play areas within the borough and currently inspects play equipment under its
control as recommended by BS EN 1176 Part 7.
Children and risk
All children both need and want to take risks in order to explore limits, venture into new
experiences and develop their capacities, from a very young age and from the earliest
play experiences. Children would never learn to walk, climb stairs or ride a bicycle
unless they were strongly motivated to respond to challenges involving a risk of injury.
Disabled children have an equal if not greater need for opportunities to take risks,
since they may be denied the freedom of choice enjoyed by their non disabled peers.
It is the job of all those responsible for children at play to assess and manage the level
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of risk, so that children are given the chance to stretch themselves, test and develop
their abilities without exposing them to un acceptable risks. This is part of a wider adult
social responsibility to children. If we do not provide controlled opportunities for
children to encounter and manage risks then they might be denied the chance to learn
these skills. They may also be more likely to choose to play in uncontrollable
environments where the risks are greater.
When children sustain or witness injuries they gain direct experiences of the
consequences of their actions and choices and through this an understanding of the
extent of their abilities and their competences. Children have a range of physical
competencies and abilities, including a growing ability to assess and manage risk,
which adults arguably underestimate. However children typically have less experience
than adults of assessing the broad range of risks and hazards that they may
encounter. So it is important to give them appropriate controlled environments in
which they can learn about risk.
Conclusion
Safety in play provision is not absolute and cannot be addressed in isolation, play
provision is first and foremost for children and if it is not exciting and attractive to them
then it will fail, no matter how “safe” it is.
Acceptable and Unacceptable Risk
In any human activity, there is an element of risk. Three factors are central to
determining whether or not the level of risk is acceptable or tolerable.
ƒ The benefits, rewards or outcomes of activity.
ƒ The likelihood of coming to harm.
ƒ The severity of harm.
The judgements about the acceptability of risk are made on the basis of a risk
assessment.
( Refer to the Position Statement by the Play Safety Forum)
NCB-Managing Risk in Play (Aug 2002)
3.0.
The Borough of Trafford
3.1.
Background
Trafford is a thriving, prosperous and culturally vibrant borough at the heart of the
Greater Manchester conurbation. It has 5 main population centres – Altrincham,
Partington, Sale, Stretford and Urmston. The distinctive character of the town centres
and neighbourhoods, the extreme differences of prosperity, and the diverse cultural
backgrounds of its population all contribute to the uniqueness and strengths of the
borough as well as presenting many challenges which give rise to its ambitions and
priorities.
21
The borough’s population is 211,800 living in 89,300 households. The breakdown for
children and young people is:
Population Data (2001 Census)
All age
0-4
5-15
16-17
Number
11,971
30,519
5,591
%
5.7
14.5
2.7
The average population density is 19.8 persons per hectare, which is 4 times the
regional and 5 times the national average.
Trafford is regarded as an affluent community and residents generally enjoy a better
quality of life than those residing elsewhere in Greater Manchester and the North West
as a whole. There are, however, isolated pockets of significant deprivation leading to
large inequalities in educational attainment, health (up to 10 years difference in life
expectancy in adjacent wards), employment, housing and access to services. The
indices of deprivation (2004) place Trafford 120th and 136th out of 354.
Of the 138 neighbourhoods in the borough 22 are within the 20% most disadvantaged
with 9 in the 10% most disadvantaged in England. Four of these 10% most
disadvantaged neighbourhoods are located in the Clifford ward, one of which is in the
top 1% nationally, and Bucklow St Martin’s has at least two areas which fall within this
band.
3.2
The Vision for Trafford
In consultation with residents, the local authority has developed the following refreshed
shared themes following consultation with residents in 2007 which are : ( Liz to review
this in line with refreshed blue print – This should be joined up with the
Community Strategy section below)
•
Safety and Reassurance– we want Trafford to be a place that feels safe for
people to live, learn, work and relax.
•
Clean and Green – we want our environment, parks, open spaces, streets and
town centres to be clean and attractive, with our pavements and highways well
maintained.
22
•
Healthy and Caring – we want to improve health and care outcomes for our
vulnerable adults, older people, carers, and children and young people
•
Strong Economy – we want to support business development and ensure that
our town centres are busy, thriving places
•
Skilled and Educated – we want to sustain excellence in our schools and ensure
all children and young people are equipped to be successful in the modern
world
•
Creative and Enjoyable Leisure – we want people to have easy access sports,
arts, and leisure opportunities.
•
Proud – in achieving the above we will create a borough that has a strong,
positive image that reflects the many things of which we are proud.
3.3
Children and Young People’s Service (C&YPS)
3.3.1 Vision
The C&YPS have published in April 2006 its Children and Young People’s Plan, Bright
Futures, with the following vision:
‘To continue to improve the quality of life outcomes for all children and young people
and, as a priority, improve outcomes for the most vulnerable and at risk, we need to:
Continue to raise service standards and performance
Replace the fragmented set of services that children, young people, and their
families have traditionally received, with a holistic, child and family centred
integrated multi-agency service, with prevention and support at its heart’
3.3.2 Key Actions
It also identifies the following key actions:
•
•
•
•
Assess the current needs of children and young people in Trafford
Set out a vision for improving services to and outcomes for children and young
people
Determine 12 priorities which will best improve outcomes
Set objectives and targets for each of the priorities for improving outcomes in
the next 5 years, and actions to achieve these
23
•
Reorganise services for children, young people, and their families, and bring
them together in multi-agency teams
•
Ensure that the local authority will work with everyone, including engaging
children, young people, their families, staff in the statutory agencies, the
voluntary sector and local communities
Ensure that the local authority monitors the delivery of high quality and
improving services
•
3.3.3 Strategic Priorities
The strategic priorities in the C&YP’s Plan are outlined as follows:
•
•
•
•
•
•
•
•
•
•
•
•
Improving mental health, behaviour, social and emotional needs
Reducing poor physical health, particularly that caused by obesity, misuse of
drugs and alcohol and sexually transmitted infections
Reducing teenage pregnancy rates
Improving life chances of looked-after children and young people
Protecting children and young people from abuse and harm
Improving the quality of and access to integrated early years services
Raising educational attainment of those who underachieve and those with
special needs
Promoting equality for those from Black and Minority Ethnic communities and
those with disabilities
Engaging children and young people in identifying their needs and designing
services
Helping 14 to 19 year olds prepare for the world of further education (post-16),
higher education and work, so that they can reach their full potential
Providing support for young people moving into adult life, particularly those who
are most vulnerable
Setting up multi-agency services and teams to support families with children
and to prevent children and young people from developing serious problems
3.4 Trafford Community Strategy.
The Trafford Partnership is the borough’s Local Strategic Partnership, a single body
which brings together more than 100 organizations including key local and regional
partners, across the public, private, voluntary and community sectors. Its primary
purpose is to enhance the quality of life and prosperity for all Trafford's residential and
business communities.
24
It provides a coherent focus and real leadership for the work of a number of thematic
partnerships tackling the issues which are important to local people, businesses and
community organisations alike. These thematic partnerships include:
•
•
•
•
•
•
•
•
•
•
•
•
Safer Trafford
Healthier Trafford
Learning and Skills
Economic prosperity
Housing
Quality Environment
Transport
Culture
Older People
Sustainable neighbourhoods
Community cohesion and diversity
Bright futures
4.0 Trafford Play Partnership
4.1
The Vision of the Play Partnership.
The following vision was developed at the first Play Partnership meeting ‘visioning day’
held in Trafford in May 2006:
“The vision of the Play Partnership is to create an environment where children
and young people can play in a safe and accessible environment within their
local communities”.
The Terms of Reference for the Play Partnership are shown in Appendix B
4.2
Membership of the Play Partnership.
The following services and organisations are represented on the Play Partnership:
Services of Trafford MBC:
Sure Start
Safeguarding Children
Community Services
Sports & Health Development
Leisure Services
Youth Service
School Sports Partnership
Youth Offending Team
Young People, Children & Families
Early Years
Regeneration
Social Care
Environmental Services
Strategic Planning
Access and Assessment
Children’s Fund
School Improvement Service
25
Trafford NHS
Children’s Society
Community Foundation for Greater Manchester
Mersey Valley Countryside Warden Service
Bollin Valley Partnership
( ADD THESE)
O
O
O
O
O
O
O
O
O
O
O
O
O
CHILDREN AND YOUNG PEOPLE SERVICES
PARKS /GREENSPACE STRATEGY
PLAY
YOUTH SERVICES
HEALTH
TRANSPORT
PLANNING
HOUSING
BME/ FAITH/ MINORITY GROUPS
REGENERATION
VOLUNTARY/COMMUNITY SECTOR
EXTENDED SERVICES
SPORT
Individual members of the Play Partnership, who participated in the Visioning Days and
the development meetings, are shown in Appendix B
5.0 Audit of Current Play Provision in Trafford
5.1 Parks and Open Space
Trafford’s Parks and countryside commissioned a ‘Greenspace Survey’ in 2004, which
developed the following strategy:
“To enhance the quality of life for the local residential and business communities of
Trafford by improving its parks and greenspaces”
This strategy will deliver a network of well looked after, interconnecting, multi functional
greenspaces which permeate the urban area of Trafford, linking town to countryside
and improving the quality of life for all who live in, work in or visit Trafford.
26
The survey looked at sites that were freely open to the public, including: parks, sports
fields, playgrounds, woodlands and nature areas. The principal findings are
summarised below:
Quantity
A total of 346 green/open spaces covering 1,275 hectares of land have been identified
across the Borough. This equates to 10.5% of the total area of the Borough.
Included in these are 37 parks, 50 amenity green spaces, 21 recreation grounds, 41
woodlands, 69 school playing fields, and 85 play spaces.
The project uses the English Nature national Standard for Locally Accessible Natural
Greenspace (Langsp). This standard recommends that an acceptable quantity of
greenspace for a population of 1000 is 2.0 hectares
Overall when compared with this standard, the available green/open space provision
across the Borough is sufficient.
On a Ward by Ward basis, however, the level of provision relative to the English
Nature standard is more variable – with 11 Wards being identified as sufficient and 10
Wards deficient in provision
Consultations
Separate questionnaires that were sent to community groups, schools and members of
the public yielded excellent levels of return, many of which were returned
electronically. The findings showed the following:
•
•
•
Accessibility to and around sites is generally felt to be good.
There is a high frequency of visits to sites with many residents using green
space 2 to 4 times a week
The cleanliness of sites particularly in relation to dogs fouling needs to be
improved.
Quality
A robust system based on a combination of tried and tested methods was used to
assess the quality of sites. An independent assessor reviewed 130 sites. The key
quality findings of the site survey research can be summarised as follows:
• Sites in general scored highly on accessibility
• The management of sites for biodiversity and natural features scored
satisfactorily
• Cleanliness improvements were identified for many sites
• The quality of facilities on many sites needs to be improved
27
The results of this survey will be fed into a ‘Trafford Parks and Open Space ‘ Strategy.
5.2
Play Grounds in Trafford
The local authority currently manages 86 play grounds in the borough. These are listed
below showing their suitability for different age ranges, and facilities provided: (see
Appendix E for lists of play grounds)
5.3
Play Spaces in Trafford
Play spaces are mapped in Appendix F (ref SPG Children’s Play Spaces -2004)
These play spaces are categorised * as follows:
Facility
Time
Walking
Distance
LAP (Local Area
for Play
1 minute
100m
Straight
Line
Distance
60m
Minimum
Size
LEAP (Local
Equipped Area
for Play
5
minutes
400m
240m
400m²
NEAP
(Neighbourhood
Equipped Area
for Play)
15
minutes
1,000m
600m
1,000m²
110m²
Character
Informal
recreation,
landscaping,
fencing, seating,
and may include
a low key games
area for toddlers
Informal
recreation,
landscaping,
fencing, seating,
and junior play
area (5 types of
equipment)
Informal
recreation,
landscaping,
fencing, seating,
play area for all
age groups (8
types of
equipment),
wheeled play
and ball game
opportunities
*Based on National Playing Fields Association ‘Six acre standard’
5.4
Sports Facilities in Trafford
28
Trafford Sports Development Team is responsible for the following sports facilities in
the borough including:
•
•
•
Two 18 hole golf courses
7 leisure centres
27 sports pitches and courts
Active Trafford is the borough’s leisure scheme co-ordinated by Trafford Community
Leisure Trust, which allows local residents to access leisure facilities at a
concessionary rate.
The Sports Development Team work with a number of local groups to improve the
quality and range of sports offered in local schools.
There are also a number of drop-in sessions where activities available for young
people are organised. They can simply turn up and take part, where no booking is
necessary.
6.0
Consultation with Children and Young People in Trafford
In Trafford, there is a long history of consultation with children and young people, and
the local authority, statutory agencies, and the voluntary and community sector are
continuing to use innovative methods of consulting this group to identify their needs,
and use them to design facilities to meet their needs. The recent appointment of a
Local Authority Participation Officer will provide strong foundations for
developing a strategy for consultation on Play. Both the Children and Young
People’s Service and Trafford Metropolitan Borough Council have developed
Participation and Engagement strategies.
The Play Partnership recognises that children and young people are the main focus for
community engagement in the development and delivery of play facilities. This
engagement will enable the Play Strategy to be successfully delivered, and will ensure
that the improved play facilities will better meet the needs of local children and young
people, and they will be better valued and more sustainable in the long-term. It is also
acknowledged that there is a need to ‘triangulate’, in other words to ensure that there
are working relationships between the children and young people, their parents and
carers, and the professionals to have the most significant impact.
The Play Partnership has reviewed the large number of consultations held with
children and young people in the borough over the past two years. The principal
omission from these consultations is that of taking the views of children with
disabilities, and their families; and this has been identified as a key priority of the
Action Plan. Children and Young People will also be invited to join the Play
Partnership; how this will be done in an inclusive way will be considered as an
early priority. What was clear from the consultation reports was that the language
29
was mainly that of the professionals, and not directly from children and young people,
apart from the report from Partington, which actually used the words of young people.
The main headlines from these relating to play and recreational facilities are
summarised below
The following sample of consultations has been used in supporting the development of
the Play Strategy.
6.1. Children’s Conference (12 March 2004):
This event focused on raising the profile of participation, engagement and
empowerment between children and adults in Trafford and concluded that:
“Consultation and involvement in the change process is paramount”. Since that event,
there have been focused attempts to consult with children and young people.
6.2.
Woodstock Park Area (Broadheath Voices 1st.October 2006):
Local children asked for equipment and improved facilities for the park, improved
football courts, a youth centre, and bike ramps.
6.3.
Partington SRB Youth Participation project:
Young people asked for:
“Screamin’ wheels”, skate parks, more M31 type projects, cinemas, bowling alleys,
safe and clean open spaces for meeting each other and more summer holiday
activities.
6.4.
Children’s Society – Consultation with Young People in Partington and
Carrington (February 2004)
Young people asked for:
Skate Park for BMX, pool tables, floodlit football, swimming, computers and longer
opening times.
They also asked for places that:
“Stay open”
“Have more mixed sessions”
“are nearer!
“aren’t run down and scary”
6.5.
”Green Spaces Great Places”, an Assessment of Trafford’s Green and
Open Spaces (June 2005)
414 children, including 27 School Classes and School Councils responded to the
consultation. Overall, children and young people asked for:
30
Improved play areas, more dog toilets, youth activities, bike ramps, skate parks, toilets,
more changing facilities, Park Rangers, better paths and lighting, sports areas.
A competition was also held asking children to draw a picture of their favourite
greenspace.
6.6.
Parks and Open Spaces Strategy.(2005-10):
The consultation with children and young people was web-based, this allowed the
questionnaire to be delivered through 100 schools in the Borough. Over 90% of
children indicated that parks and greenspace were commonly used at weekends, the
most popular activities were: sport, playgrounds, riding a bike and meeting friends.
Issues which put off children from using parks and greenspaces were other kids using
the site and “dodgy adults”. They wanted more sports areas, play areas, toilets, bike
trails/ramps and skate parks.
6.7.
Children’s Centre Development audit: Broadheath and Broomwood (April
2006)
This audit identified a number of opportunities that could enhance the services to be
delivered through Children’s Centres, in local parks in the area.
6.7.1 The Stamford Brook Development
The National Trust in partnership with Bryant Homes and Redrow Homes are creating
a sustainable and imaginative development of new homes, new community woodland,
and a major new river restoration project.Section106 money will also provide new
community facilities. This could provide a potential location for innovative outdoor play
developments.
6.7.2. Broomwood
has a number of green spaces including a linear walkway/cycleway that could provide
enhanced opportunities
6.7.3. John Leigh Park
has a children’s zoo/petting corner, and is also used for school sports activities.
6.8.
Participation in sport, the arts, physical and creative activities in
Trafford.(Sept 2003)NWDA Research Unit.
This research was carried out across the North West region with a cohort of year 9
pupils (13/14 year olds) in each Borough. The research didn’t specifically mention
“play” as such, but the feedback does have clear messages for play spaces/activities
for older children.
31
•
Lowest participation in sports/arts in the wards of Urmston, Davyhulme East,
Sale Moor and Talbot. Could this provide an opportunity for development?
• 30% walk to school, with the highest, 60%, in Bucklow. Could this suggest play
space developments aligned to “walk to school” pathways
• 80% said they would like to take part in more sport and exercise away from
home
• 50% spent less than 2 or 3 hours a week “playing outside”, 22% spent more
than 5 hours a week. Is this the same for all ages in Trafford?
• 67% of boys felt they had a safe place to play
• 63% of girls felt they had a safe place to play
• The biggest barrier to participation is “not knowing where to go” (62%),”having
no one to go with” (68%) and “costs too much” (54%)
• More keep fit, dance and music mentioned particularly by girls
• 30% expressed an interest in “volunteering” in outdoor activities, but only 6%
actually did. Could there be scope for developing activities with Princes Trust
and Millennium Volunteers?
The report suggested that there may be opportunities to develop transitional activities
between home and school.
6.9.
Trafford Disability Questionnaire
The results from this questionnaire published in December 2006 are shown in full in
Appendix H
7.0
Identification of Gaps in Play Provision
This section aims to summarise the main gaps identified through the Visioning
Day, the consultations and the feedback from the Play Strategy audit findings.
7.1.
•
•
•
•
•
•
•
•
•
•
•
•
•
Main gaps identified at the 23rd May 2006 Visioning Day:
More play focused consultation with children and young people
More work on including “excluded children”, especially the disabled
More outdoor stuff and play facilities
More messy play
More open space on housing estates
Better targeting of resources
Better designed and more creative school playgrounds
Need to work more closely with the Sports agenda
Incorporate the cultural perspective in Play
Increase awareness of Play through family learning opportunities
More street play
More adventure play
More joined up approaches to planning Play for 0-19 age group
32
7.2.
•
•
•
•
•
•
•
•
•
7.3.
Main gaps identified from the consultations with children and young
people:
Play opportunities nearer to home or adjacent to “paths to school from home”
Outdoor/adventure play opportunities
More sports activities
Bike trails/ramps
Skate Parks
More changing facilities
More toilets for dogs and people
Keep fit facilities for younger people
More opportunities after school
Main gaps from the Trafford Play Audit from agencies:
The audit identified potential opportunities rather than gaps per se such as:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
7.4.
More provision for disabled and minority groups
More links to arts and media
Stronger links to Groundwork
Greater involvement of the Libraries service ,Play through story telling
More training in inclusive play practice
More collaborative working at a local level
More afternoon play opportunities
More environmental project based play
More safe and accessible play
More exciting play equipment
Bike trails/skate parks
Natural spaces ,grass ,willows ,puddles
Better information on what there is for children in arrange of community
languages.
Indoor sports facilities
Floodlit play areas for winter and night time activities
Conclusions and Identified Strategic Priorities for Play
The main strategic priorities which have been identified by the Play Partnership
through the consultation have been summarised as follows:
•
•
•
•
Access for disabled children and young people
Geographic availability of Play Opportunities
Information about play opportunities for children and families
Partnership working and joint working
33
•
•
•
•
•
•
•
Pooled budgets
Sustainable projects
Participation and consultation with children and young people
Workforce development
Opportunities for play for the over 8’s
Safe routes to play opportunities
Monitoring and evaluation of play
These priorities have been incorporated in the overarching aims of the Action Plan,
and will need to be reviewed and updated regularly in assessing progress and impact
of the Play Strategy, on the outcomes for children and young people.
It has been recommended that a consultation plan, annual audit and surveys take
place in order to measure impact and address gaps in delivery should they emerge.
8.0
Monitoring and Evaluation of Play Strategy
It is vital that a structure and processes for review and accountability are put in place in
order to make the Strategy “live and grow” in taking forward the aspirations for Play in
Trafford.
It is critical that the Action Plan is owned by all partners and considerable investment
of time will need to be made to ensure that consultation on the Strategy and Action
Plan is thorough and fed back to those who were consulted. There is substantial
evidence that Trafford has very effective consultation processes in place; and it is
recommended that these existing structures and processes are used to take forward
this strategy.
Consultation and feedback features in a number of the objectives of the Action Plan.
8.1. Trafford Play Strategy Working Group
A group of representatives from across the sector and the local authority, has been
established to develop and monitor the Strategy.
It is expected that the group will meet every month in the initial stages and then once a
quarter, to continuously review and update the action plan in the light of policy changes
at national, regional and local level.
It is intended that this group will be a subgroup of the Play Partnership which will report
to the…………..
8.2. Monitoring and Reviewing
34
The Play Partnership will report on a quarterly basis to the xxxxxxxxx on the
achievement of the planned outcomes of the Action Plan.
In turn this progress will be reported to the Trafford Young People and Children’s
Board/Plan
To date, it is probably fair to say that outcomes have not been specifically or
systematically reported in terms of Play and Playwork, and this new emphasis and
focus should also make an impact on increased awareness of the importance of Play
and Playwork on the wider Children’s agenda for Trafford, and its delivery on better
outcomes for children and young people.
There are existing performance monitoring and management systems in place for all
statutory partners as outlined in the Trafford Children and Young Peoples Plan (CYPP)
and for those voluntary and private sector partners provided through contracts or
service level agreements with public sector funding.
These are linked to the Comprehensive Performance Assessment process and
reporting cycle; and most partners are already engaged in the self-assessment
process for the Annual Performance Assessment of Children’s Services, the Joint Area
Review and Local Area Agreements.
8.3 Evaluating and Sharing Best Practice
Progress for this strategy requires regular review and updating, and therefore there will
need to be a commitment from the Play Partnership and other partners to advance the
priority actions of the Action Plan; and to strategically place and disseminate the
outcomes, not always positive, to other related and aligned Strategies and Plans.
By the very intrinsic nature of Play and the Playwork profession; ”consultation and
ownership” must be paramount to the strategy, and the emerging good practice will
need to be shared locally, regionally and nationally; this will need to be resourced, and
it is recommended that the evaluation of the Strategy is incorporated in the Action Plan
8.5 Links with other Strategies
The strategy has emphasised the importance of linkages and synergy with related and
higher level Strategies and Plans, and the Play Partnership will ensure that progress
and achievements are reported appropriately. The Action Plan records the main
linkages to other Plans, and this will be reviewed regularly to ensure currency and
relevance.
35
9.
The Play Strategy Action Plan
In order to implement, monitor and evaluate the Play Strategy the Play Partnership
have agreed that the action plan shown as Appendix G is adopted.
It has also been agreed that the Play Partnership maintain a regular review of the
Action Plan in order that it meets the timescales and priorities identified to meet the
needs of local children and young people.
36
Appendix A: Partner Organisations and Stakeholders
The following organisations have been represented on the Play Visioning Days
organised by the Trafford Play Partnership:
Trafford MBC:
Safeguarding Children’s Service
Early Years
Sure Start
Community Services and Social Care
Regeneration
Adult and Community Learning
Sports and Health Development
Environmental Services
Leisure Services
Strategic Planning
Youth Services
Early Development Service
School Improvement Service
Built Environment
Access and Assessment
Youth Offending Team
Warden Services
Arts and Cultural Services
Parks and Countryside Services
Library Services
Information Unit
SEN Support Services
Schools Sports Partnership
Trafford Local Strategic Partnership
Trafford Women’s Aid
Trafford NHS
Trafford PCT
Trafford Young Carers
Trafford VCAT
Trafford Housing Trust
Trafford Community Safety
Leisure for Autism
Children’s Society
Groundwork Manchester
NCH North West
Relate
Special Educational Needs Family Support Group
Victim Support
Greater Manchester Police
37
South Trafford College
NSPCC
Groundwork Manchester
Bollin Valley Partnership
Community Foundation for Greater Manchester
Sale United Football Club
G Force Youth Club
Old Trafford Youth Club
Sale Moor Community Partnership
38
Appendix B: Membership and Terms of Reference of the Trafford Play Partnership
B1. Membership of the Play Partnership
The following members signed up to be members of the Trafford Play Partnership
First
Name
Mark
Mark
Last Name
Bailey
Bolger
Suzanne
Clemments
Chris
Lisa
Melvyn
Dahlstrom
Davies
Dawson
Team Manager
Martin
Serena
Paul
Jonathan
Lesley
May
Steve
Mandy
Hannah
Daniel
Jessica
Elaina
Nancy
Gill
Duffy
Duffy
Farrand
Francis
Franklin
Gibbons
Hayes
Hughes
Moir
Newall
Pathak
Quesada
Samuels
Staniforth
Local Network Fund Manager
School Sports Development Officer
Planner
Assistant Manager
Senior Regeneration Officer
Head of Youth Service
Principal Leisure Services Manager
Childrens Fund Programme Manager
Jane
Sally
Vanessa
Thompson
Thornton
Tucker
Fiona
Valery
Margaret
Waddington
White
Yusuf
Title
Senior Children's Rights Officer
Principal Policy and Partnership Officer
Resource Procurement Officer (Lottery)
Sports Development Manager
Black and Minority Ethnic Inc & Div Officer
Prevention Manager
Inclusion Officer
Sure Start Early Years Manager Childcare & Play
Advisory Teacher - Inclusion
Participation Officer
Director
Childrens Fund Project Officer
Service
Trafford Safeguarding Children Service
Trafford Regeneration
Children's Society Partington
Family Centre
Trafford Community Services
and Social Care
Trafford NHS
Regeneration
Community Foundation
for Greater Manchester
Trafford Sports & Health Development
Environmental Services
Trafford Leisure
Trafford Strategic Planning
Trafford Youth Service
Trafford Leisure Management
Access and Assessment
School Sports Partnership
Trafford Sports Development
Children's Fund
Youth Offending Team
Trafford Early Years
Trafford Sure Start
Children's Society Partington
Family Centre
Trafford School Improvement Service
Trafford School Improvement Service
Services for Young People,
Children and Families
Greater Manchester Police
Access and Assessment
Address 1
Stretford Public Hall
Trafford Town Hall
Central Rd
4th Floor, Sale Waterside
Trafford Town Hall
Beswick House
Crossford Bridge Sports Pavilion
Carrington Depot
Sale Waterside
Arndale House
Crossford Bridge Sports Pavilion
Arndale House
Ashton on Mersey School
Crossford Bridge Sports Pavilion
Arndale House
Arndale House
4th Floor, Sale Waterside
4th Floor, Sale Waterside
Central Rd
Arndale House
Stretford Public Hall
Arndale House
Arndale House
39
B2. Terms of Reference of the Play Partnership
Trafford is committed to the development of a Play Strategy which will be developed,
monitored, reviewed and evaluated by the Play Partnership.
Aims:
That the Trafford Play Strategy and Action Plan will aim to:
o Improve the Every Child Matters outcomes for children and young people
o Provide quality and accessible play provision for all children and young people
Objectives
o Reflect and complement the National Play Strategy Guidance “Planning For
Play”(March 2006)
o Provide a crosscutting, authority-wide developmental approach to the delivery and
support of Play Services through the private, voluntary and maintained sectors.
o Develop a process whereby the Local Authority will attempt to establish the demand
for Play and evaluate the size, nature and sources of supply which will be required
to meet that demand.
o Provide a focus for elevating the professionalism and status of the Play and
Playwork sector and provide a baseline for measuring the impact of investment on
Play in Trafford.
o Ensure that developments in Play are monitored, reviewed and evaluated, so that
the outcomes and outputs are measurable and can make a real difference to both
children and corporate objectives.
o Provide a robust policy mechanism for accessing additional funding.
Remit of the Play Partnership:
o To act as an advisory, developmental and reviewing group for the Local Authority in
developing a ten year Play Strategy and Action Plan for 2006-2011.
o To work with the Local Authority and stakeholders to ensure that the strategy is
embedded across all relevant and related strategies, plans and reporting structures.
o To monitor progress towards the achievement of the strategic aims and operational
objectives identified in the action plan
o To promote the strategic cohesion and effective partnership working at a range of
levels in maximising the value of play and the playwork profession.
o To contribute to the wider aims and objectives of the Local Authority through a range
of plans and planning structures.
40
Membership:
It was agreed that the following services, agencies and organisations need to be
represented on the Play Partnership:
o
o
o
o
o
o
o
o
o
o
LA Early Years & Play Service Officers
Extended Schools/Children’s Centre Officers
LA Workforce Development Officers
Employers/Providers representing the private/voluntary/maintained sectors
Training and education providers
Open Space/Green Spaces Officers
Regeneration /Planning Officers
Rep from the Local Safeguarding Children Board
Health
Transport
Conditions of Play Partnership membership:
o Members will be nominated by Trafford MBC from private and voluntary
organisations, service departments, children and young people, and ………………...
o Members will be expected to serve a minimum of X years to ensure continuity and
stability in reviewing the Strategy and Action Plan
o The Partnership will be chaired by…………………………………………………….to
ensure independence, stability and objectivity.
o Members will be expected to attend and contribute to meetings whether actual or
virtual via email/postal /telephone contact
o Representation and participation from users, particularly children and young people.
Operation:
o To meet 4 times a year once the strategy has been ratified and approved by
stakeholders in the area
o To agree a standard agenda
o To establish short term working groups with identified timescales for
o reporting and completion
o To be convened and supported by Trafford MBC
o To report to …………………………………………………..Board/Committee on a
quarterly and annual basis.
Endorsement of the Play Partnership:
The group will need to report to and be accountable to:
o The Leader and Chief Executive
o The Children’s Trust/Children and Young People’s Strategy Group……….
o The LA Workforce Development Strategy Group
o The Local Area Agreement Partnership Board
41
Appendix C The National Context
C1.
The Childcare Act (2006)
Under this Act, Local Authorities will be required to deliver a number of actions, the most
relevant to Play and Play are to:
•
•
•
•
•
•
C2.
Recognise that the integration of education and care into high quality early years
provision will have statutory force. Play will have a significant role to play in this new
responsibility.
Ensure that all children up to age five get a better start, in particular by closing the
gap between those at risk of the poorest outcomes and the rest, through helping
them to access integrated childhood and family support services
Ensure that sufficient local childcare (including play) is provided to meet the needs
of working mothers and fathers, or those that want to return to work, with particular
regard to low income families and those with a disabled child – with parents given
advice and help with accessing childcare
Ensure that all parents are able to access the full range of information which they
may require for children up to the age of 20 – with parents’ views contributing to the
planning of early childhood and play services in their area
Ensure that, for all children from birth to the end of reception year, all registered
settings deliver the Early Years Foundation Stage. There will be a framework of
requirements to ensure all young children have access to an integrated learning and
care experience, which highlights the importance of learning through Play. This will
have the same legal force as the National Curriculum in schools.
Recognise that, for out of school provision, settings will be judged against new
Ofsted Childcare Register (OCR) standards ensuring safety and suitability; for the
first time offering parents consistent mechanisms for choosing safe, reliable and
good quality childcare for children up to age 15 (16 if disabled). This will impact on
the qualifications of the staff
The Children Act 2004
The Act covers the universal services which every child accesses, such as education, and
more targeted or specialist services for those with additional or special needs.
Local authorities are required, under Section 17 of the Act, to produce a single strategic
Children and Young People’s Plan for all services affecting children and young people,
including play and leisure. The plan should set out a vision for children and young people
and detail the priorities and actions for delivering it. The local authority must consult widely
and include children, young people and their parents or carers, the voluntary and
community sector, as well as the key partners within the children’s trust.
C3.
Every Child Matters: Change for Children Programme
Every Child Matters: Change for Children is the Government’s overarching approach to the
wellbeing of children and young people.
42
It is founded on five key outcomes: being healthy; staying safe; enjoying and achieving;
making a positive contribution; and achieving economic well-being.
Along with culture and sport, play organisations have a central role in helping to deliver
these five outcomes. It is this agenda that brings key Government departments together,
Department for Culture Media and Sport (DCMS), Department of Health (DOH),
Department for Work and Pensions (DWP), and the Department for Education and Skills
(DfES).
C4.
Children’s Trusts
Children’s trusts are the partnership arrangements which bring together, under Section 10
of the Children Act (the duty to cooperate) all services for children and young people.
Government expects all areas to have a children’s trust by 2008. By working with the
children’s trust, the Director of Children’s Services and the council Lead Member for
Children’s Services, the play sector can encourage local authorities to recognise the
benefits that good play opportunities can offer. The children’s trust (or other partnership
arrangements
eg. Children and Young People Strategic Partnership), will serve as the main vehicle of
delivery for the Children and Young People (CYP) block of the Local Area Agreement
(LAA). LAAs deliver national outcomes in a way that reflects local priorities – giving local
authorities and their partners the freedom and flexibilities to find local solutions to local
problems.
C5.
Sure Start Children’s Centres
Children’s Centres provide good quality flexibly-tailored early years services. These include
integrated early education and childcare (including opportunities for learning through play)
and a diverse range of health and family support and health services for children up
to five years old and their families. They also offer parenting education, outreach services
to parents, childminder networks and links with Job Centre Plus.
These Centres (there will be 2,500 by 2008, and 3,500 – one for every community – by
2010) are being developed from Sure Start Local Programmes, Neighbourhood Nurseries,
Early Excellence Centres, Maintained Nursery Schools, health centres and family centres
and will make considerable use of local private and voluntary sector providers to help offer
services. They act as a service centre at the heart of their communities, including and
providing links to other facilities or sources of help and support such as holiday schemes,
out-of-school clubs, extended schools and toy libraries.
Play activities in Children’s Centres have a vital role in contributing to the range of early
learning and development opportunities on offer for young children, and progression
opportunities as they get older.
43
C6.
Play within Children’s Learning and Development
Play underpins all learning and development for young children. It is a key way young
children learn that is both enjoyable and challenging. Encouraging learning through play
enriches children’s early years and gives them a good start to life. Play is a safe and
pleasurable way of finding out about the world they have been born into, and where new
people, places and experiences are an almost daily occurrence.
You can’t get play ‘wrong’ and so children will try things they might normally feel anxious
about by developing at their own pace and in their own time. Play is the natural route for
children to enhance their physical and cognitive ability as well as providing opportunities for
their social and emotional development. From an early age, play is important to a child’s
development and learning. It isn’t just physical. It can involve cognitive, imaginative,
creative, emotional and social aspects. It is the main way most children express their
impulse to explore, experiment and understand.
C7.
The Early Years Foundation Stage.
The philosophy underpinning the Birth to Three Matters and the Curriculum Guidance for
the Foundation Stage is that learning should be carefully planned, with an emphasis on
activities that are fun, relevant and motivating for each child. Practitioners therefore support
children’s learning through planned play and extending and developing children’s
spontaneous play. The Government plans to create a single quality framework to support
children’s learning and development from birth to five. Early years settings will be required
to deliver the Early Years Foundation Stage from September 2008. The Early Years
Foundation Stage Framework aims to raise quality in the early years by removing the
existing artificial distinction between care and education in the early years, to reflect better
the way young children learn and develop. The single, coherent document will recognise
the importance of play in young children’s learning and development. It will require
practitioners to use observational assessment and knowledge of child development to plan
systematically for individual children’s progression at a pace that is right for them.
C8.
Extended Schools.
Extended schools provide access to extended services including a wide range of fun and
developmental activities which could easily include play. Individual local authorities will be
working with schools and other partners in Primary Care Trusts, Strategic Health
Authorities and the private and voluntary sectors. They will plan and lead change and help
schools make links with their children’s trusts and, through consultation with the
community, develop easy access to extended services. It will be for schools, parents, local
authorities, other children’s services and the voluntary and private sectors to work together
to shape the provision in individual schools.
C9.
Building Schools for the Future
Although this programme is focused on school premises, children will benefit from having
more and better access to good quality play provision during the school day (and with the
advent of extended schools, beyond the school day). Over the three years 2005-08, more
than £6.6 billion has so far been committed to the Building Schools for the Future
44
programme. This has the aim of rebuilding or renewing every secondary school in England
over the next 15 years. The Government has just finished consulting on how to improve
primary schools. The target here is to rebuild or refurbish at least half the primary schools
and primary-age special schools over a 15 year period. Additional funding for this
programme will be available from 2008-09. Primary schools are being encouraged to
develop zoned playgrounds to encourage more creative play and more choice for children.
C10. Youth Matters
The Green Paper Youth Matters was published in July 2005, and a Next Steps document
was published in March 2006. Recognising the need to ensure that young people have
“things to do and places to go” Youth Matters proposed new national standards for positive
activities for young people as well as new legislation to clarify local authorities’ duty to
secure young people’s access to positive activities. Local authorities will be expected to
integrate their planning for positive activities with the local Children and Young People’s
planning process, and to work with key partners, including district councils and voluntary
and community sector organisations to implement this.
The national standards are as follows:
•
•
•
•
•
Access to two hours per week of sporting activity
Access to two hours per week of other constructive activities in clubs, youth groups
or classes
Opportunities to contribute to their communities through volunteering
A wide range of other recreational, cultural, sporting and enriching experiences
A range of safe and enjoyable places in which to spend time.
Sometimes described as an Every Child Matters for teenagers, Youth Matters is intended
to address the needs of older children. The importance of providing positive activities for
young people is reinforced by the Government’s Respect Action Plan published in January
2006.
Statutory guidance is currently being developed to set out what is expected of local
authorities and will confirm the importance of recreational activities and facilities under the
duty.
C11. BIG Lottery Fund.
In March 2006 BIG announced their three year strategic Play Programme. All second tier
authorities were allocated funding for “free play” subject to their applications clearly
showing there was a Play Partnership and Play Strategy in place, and that the proposed
projects were inclusive, free and accessible.
In addition, there is an Innovation Programme available for the voluntary, community and
social enterprise sector to apply for. Ideally the proposals should be endorsed by the Local
Authority and should appear in the strategy, in promoting coherence and continuity of
provision. It is recommended that a Playwork Education and Training or workforce
45
development strand should be included in the local Play Strategy, to ensure there is the
capacity and quality of staff to deliver the new enhanced or extended services.
C12. Parks and Open Spaces:
Trafford MBC published their ‘Open and Greenspace Strategy’ in 2005.
C13. SkillsActive
SkillsActive is the Sector Skills Council for Active Leisure and Learning. Within SkillsActive
sits the Playwork Unit which is responsible for:
• Improving children’s lives by setting standards of excellence in education, training
and qualifications, and developing opportunities for playworkers to access
education, training and qualifications
• Raising the level of understanding about the importance of children’s play
• Improving access to good quality play provision throughout England.
SkillsActive plays a vital role and has recently published its five year UK strategy ‘Quality
Training, Quality Play 2006-11’which aims to support and develop education, training and
qualifications for playworkers across the workforce. The Trafford strategy will complement
the structure and format in the context of Trafford and the East region.
The National Occupational Standards (NOS) will support the development and recognition
of a qualification framework from entry to postgraduate level, which will encourage career
progression and transitions.
The Sector Skills Agreement will also provide a conduit for raising awareness with
employers and users alike, and will forge closer links with other allied professions across
the children’s workforce.
C14. Children’s Workforce Development Council (CWDC)
The CWDC was established in April 2005 and is a member of the federated Sector Skills
Council for Social Care, Children and Young People (Skills for Care and Development
SSC). CWDC aims to build the very best workforce for children, young people and families.
It supports the whole workforce to put the child, young person and family at the heart of
service design and delivery.
Training, development, qualifications and leadership and management will be key to
supporting successful change in the delivery of services for children and young people.
The Government has established CWDC and the Children’s Workforce Network
(SkillsActive is a member) to lead on workforce change and support the change at local
level. The Children’s Workforce Strategy and the 10 Year Childcare Strategy set a
demanding agenda for CWDC. In turn each Local Authority is required to produce a
Children’s Workforce Development Plan, and the intention is that Trafford will include the
Playwork Education and Training strategy as a strand of that.
46
C15. Joint Area Reviews and Annual Performance Assessments
C15.1 Joint Area Reviews.
A Joint Area Review (JAR) is an assessment of services for children and young people, led
by Ofsted working with nine other inspectorates and commissions. These are: the Adult
Learning Inspectorate, the Audit Commission, the Commission for Social Care Inspection
(CSCI, the Healthcare Commission, HMI Constabulary, HMI Probation, HMI Prisons, HMI
Court Administration and HM Crown Prosecution Service Inspectorate.
JARs will be conducted in all 150 single-tier and county council areas over the next three
years, at the same time as each council's corporate assessment. These reviews evaluate
the degree to which local services are improving the lives of children and young people and
how well they are working together to achieve this.
JARs look at all education and social services for children and young people that are
directly managed or commissioned by the council, as well as health and youth justice
services provided by partner agencies such as primary care trusts, child and adolescent
mental health services, local safeguarding children boards and the police.
One of the five achievement themes in a council's corporate assessment reports on the
contribution of the council to the quality of outcomes for children and young people. The
content for this part of the assessment is provided by the JAR. In addition, the JAR may
provide evidence that can be reported within other themes in the corporate assessment.
C15.2 Annual Performance Assessment
A Local Authority ‘Annual Performance Assessment’ makes judgements about:
•
The council’s children’s services and the specific contributions they make to
improving outcomes for children and young people
•
The council’s capacity to further improve these services
Each council is required to have a single children and young people’s plan or equivalent in
place, and within this the specific focus on the council’s own services is necessary in order
to contribute a grade for the children and young people’s block of the comprehensive
performance assessment (CPA).
47
Under the outcome ‘Enjoying and achieving’, the following judgements relate to the area
covered by the Play Strategy:
Key Judgements
Examples of Evidence
3.1 Parents and carers
receive support in helping
their children to enjoy and
achieve
Targeted support and guidance is provided to parents
and carers, in line with their expressed wishes, in
helping children and young people to enjoy play,
achieve educationally and make a productive and
enjoyable use of leisure time
3.6 All children and young
people can access a range
of recreational activities,
including play and voluntary
learning provision
There are safe and accessible places where children
and young people can play and socialise
A range of affordable, accessible, challenging and
rewarding recreational and voluntary learning
opportunities is provided
Action is taken to ensure that the cost or availability of
transport are not undue barriers to participation in
recreational and voluntary learning activities
Recreational and voluntary learning opportunities
reflect the needs and interests of individuals as well as
groups
Recreational voluntary learning opportunities reflect the
needs of socially excluded groups, and they are given
particular encouragement to take them up
3.7 Children and young
people who are looked after
are helped to enjoy and
achieve
Looked after children are encouraged and given
practical support in participating in a range of cultural
and leisure activities, and in developing their individual
interests
3.8 Children and young
people with learning
difficulties and/or disabilities
are helped to achieve and
enjoy
Children and young people with learning difficulties
and/or disabilities are supported in participating in a
range of appropriate cultural and leisure activities
48
C.16 Other Government Policy Documents
The following policy documents are also relevant to the area of play provision:
‘Strong and prosperous communities - The Local Government White Paper’ – DCLG
(2006)
‘Sustainable Communities: People, Places and Prosperity’ – ODPM 5 yr Plan (2005)
‘Planning Policy Statement 1: Delivering Sustainable Development’ - ODPM (2005)
‘Living Places: Caring for Quality’ – ODPM (2004)
‘Sustainable Communities: Building for the Future’ ODPM (2003)
‘Living Places: Cleaner, Safer, Greener’ – ODPM (2002)
Planning Policy Guidance 17: Planning for Open Space, Sport and Recreation ODPM
(2002)
‘Green Spaces, Better Places’ – The Final Report of the Urban Green Spaces Task Force
(2002)
‘Our Towns and Cities: The Future’ - Urban White Paper, DETR (2000)
Delivering an urban renaissance
‘By Design, Urban design in the planning system – towards better practice’ – DETR/CABE
(2000)
‘Towards an Urban Renaissance’ – Urban Task Force (1999)
49
Appendix D.
Trafford Inclusion Framework
The Trafford Inclusion framework is based on the ‘Kids Inclusion Framework for Local
Authorities’ which has been developed by the Kids Playwork Inclusion Project (PIP) funded
by the DfES Sure Start Unit.
D1.
Trafford Inclusion framework
Policy into practice to include disabled children and young people in play and
childcare services
The following are all important factors. The more of them are in place, the better the
chances of inclusion being developed successfully.
D2.
Audit
An on going audit of who wants services and what services are currently available needs to
be carried out.
If plans are to be well-founded it is important to know the existing position in terms of the
numbers of disabled children, their needs, and the range of services genuinely available to
them.
D3.
Consultation
There needs to be consistent and on-going consultation and liaison with disabled children
and their parents.
Parents and children (both disabled and non-disabled) need to influence, understand, and
have the chance to contribute to the development and monitoring of inclusive services.
Listening to and speaking with parents and children is essential in building trust and getting
services right.
D4.
A Local Authority play policy incorporating a shared understanding of
inclusion
The play policy should by definition be an inclusive play policy. It may involve voluntary
agencies, leisure, housing, parks, planning and transport as well as education, social
services and health and will be fundamentally informed by the consultation referred to
above.
The process of engaging many different people/departments/services/organisations in
exploring the meaning and implications of an inclusive policy is as important as the end
product.
50
D5.
Budgets
There needs to be a realignment of all Children’s Trust/department/agency budgets in line
with:
•
•
•
D6.
a policy to promote inclusion: e.g. Carers Grant; respite/short term breaks; Sure
Start (EYDCP) monies; disabled children's services in social services and health;
voluntary and charitable income; also Direct Payments to families to access the
individual assistance children may need.
Linking of funding for settings to a requirement that they undertake inclusion
training.
Policy decision in favour of supporting inclusion in mainstream in preference to
funding segregated schemes.
Awareness of change process
Mainstream services, specialist services and families with older disabled children may be
used to segregation and may have come to expect/prefer it. It may be difficult
/inappropriate to expect all children to access inclusive services. But properly funded
inclusion should become a normal choice for younger children and remain the norm as
those children become older.
All mainstream services should be encouraged to be pro-active in inviting disabled
children.
D7.
Inclusive play training
(a) Based on disability equality and attitudinal change - for all levels of staff
• senior officers
• managers of settings and development/advisory staff
• permanent face to face staff
• temporary staff
• ideally for whole staff teams at individual settings; inclusion involves everyone.
It may be useful to offer training first to those settings that parents are actually expressing
interest in their children attending and to settings that are enthusiastic about inclusion.
(b) Followed, if required, by training for settings (e.g. risk management, challenging
behaviour) and/or advice given in the setting by a specialist in relation to a specific child's
needs, such as lifting/medical procedures/communication with that child.
D8.
'Bridges'
People need to be in place who have both an understanding of inclusion and experience
with disabled children, who can act as bridges between potentially inclusive settings and
segregated services or families with a disabled child. The service they provide needs to be
pro-active in order to help change people's expectations.
51
Settings and families may need a 'go-between' employed by the authority or by a voluntary
agency to provide this service.
Larger settings or groups of settings may do this themselves by allocating staff time.
D9.
Support and advice on the end of a phone
Settings need one phone number to call for support or advice, from where other expertise
can be coordinated if needed (e.g. health and safety advice, educational psychologist,
impairment - specific expert, speech therapist, voluntary agency staff*). Where a 'bridge'
person exists, it may be the same person. This is similar to some of the Area SENCO roles
that support early years settings, but is better described as an Inclusion Officer.
This also requires statutory departments/agencies to agree that expert staff will be
available to support voluntary and private providers as well as statutory providers. This
may mean an increase in the number of such post-holder hours or a re-prioritising of roles.
D9.
Money available for a variety of extra assistance if necessary
Extra money is often not necessary. Disabled child does not equal 'extra adult required'.
Not usually extra 1:1 staff - unless a child has a very high level of dependency or
specific specialist knowledge is essential, it may be better for an existing staff member who
knows the setting to help include them; if an additional staff member is necessary, that
extra person may be better employed with a more generic role.
Assistance schemes, placing an adult with a child who really requires additional
assistance, can work well as long as the aim is to help the setting adapt to include the
child; the danger is that the setting sees the child as a problem whose needs are solved by
their personal assistant. Short term, time limited support can be a way of ensuring the
whole setting welcomes the child and learns what may be required. Such support can
always be extended if it needs to be.
Money could also be set aside for 'whatever else will make it easier to include a
particular child' (e.g. equipment, transport, or to buy in expert advice if a service is not
available free to settings). Try to frame eligibility criteria flexibly so that money can be used
effectively.
D10. A variety of standard paperwork available to settings
Guidance on issues around intimate care, lifting, safety, risk and insurance should be made
available to settings - see 'The Dignity of Risk' in our Resources list.
Paperwork should not need to be re-invented by each setting to help them ask children and
parents appropriate questions that ensure each child is safe and included. It is helpful to
provide frameworks but not to spoon-feed completely, as thinking together is part of a
setting's inclusive development.
52
D11. Networks of support
The key players in inclusive services will benefit from continuing contact and idea sharing
with others in similar roles. Keeping inclusion high on providers' agendas is crucial - e.g.
through the offer of regular chances to meet and the provision of supportive paperwork
(such as the Kids regional inclusive play and childcare network meetings and the All of Us Inclusion Checklist for Settings).
D12. Strategy for Inclusion
A written, costed, time-specific strategy for inclusion - together with a commitment from
senior figures:
•
•
•
•
•
to fund it
to staff it
to implement it
to monitor it
to amend and develop it.
53
Appendix E
Play Spaces in Trafford
Play areas in Altrincham, Timperley, Bowdon and Hale
Location
Aimson Road,
Timperley
Bankhall Lane,
Hale
Bowdon Recreation Ground, Vicarage
lane
Broomwood, Mainwood Road,
Altrincham
Buckingham Way, Grove Lane,
Timperley
Kings Avenue, Eyebrook Road,
Bowdon
Halecroft Park, Hale Road, Hale
John Leigh Park, Oldfield Road,
Altrincham
Navigation Recreation Ground,
Altrincham
Oakwood Lane, Minster Drive,
Bowdon
Pickering Lodge, Green Walk,
Timperley
Primrose Bank, Brick Kiln Road,
Bowdon
Stamford Park, Charter Road,
Altrincham
Stokoe Avenue, Oldfield Road,
Altrincham
Thurlstone Road, Oldfield Road,
Altrincham
Timperley Recreation Ground, Park
Road
Wellfield Lane, Tarbolton Cr, Hale
Woodstock Road, Whitlow Avenue,
Broadheath
Wellman Way, Moss Lane, Altrincham
Suitable for
Under 5's
Suitable for 514yrs
Y
Y
Y
Y
Multi-use Games Skate
Area
Ramps
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Play areas in Sale
Location
Ashton Park, Dumber Lane
Baguley Lane, Sale Moor
Bramhall Close, Norris Road
Crossford Bridge, Meadows
Road
Suitable for Under Suitable for 55's
14yrs
Y
Y
Y
Y
Multi-use Games
Area
Y
Y
Skate
Ramps
Y
54
Christchurch Road, Manor
Avenue
Harley Road
Hornbeam Close, Epping Drive
Kelsall Street, Roebuck Lane
St. James Drive, Marsland Road
Moor Nook Park, Norris Road
Newton Park, Frieston Road
Sale West Wood, Ascot Avenue
Walton Park, Walton Road
Weathercock Farm, Firs Road
Woodheys Park, Kenmore Road
Worthington Park, Cheltenham
Drive
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Play areas in Urmston, Davyhulme, Flixton and Partington
Location
Abbotsfield Park, Flixton Road
Ackers Lane, Carrington
Broadway, Davyhulme
Cross Lane Recreation Ground,
Partington
Davyhulme Park, Cantebury
Road
Davis Road, Hardwick Road,
Partington
Flixton Park, Flixton Road
Golden Hill Park, Moorside Road
Higher Road, Urmston
Kingsway Park, Davyhulme
Oak Road, Partington
Valley Road South, Flixton
Woodsend Park, Woodsend
Road, Flixton
Suitable for
Under 5's
Y
Y
Y
Suitable for 514yrs
Y
Y
Y
Y
Y
Y
Y + Trim Trail
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Multi-use Games
Area
Skate
Ramps
Y
Y
Play areas in Stretford and Old Trafford
Location
Cranford Avenue, Gorse Avenue
Gorse Park, Talbot Road
Hullard Park, Northumberland Road,
Old Trafford
Longford Close, Thomas Street
Longford Park, Cromwell Road
Lostock Park, Curzon Road
Milton Close, Milton Road
Suitable for
Under 5's
Y
Y
Suitable for 514yrs
Y
Multi-use Games Skate
Area
Ramps
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
55
Moss Park, Moss Park Road
Nansen Street, Thornbury Road
Newcroft Drive, Newcroft Road
Ripon Road, Chatsworth Road
Seymour Park, Carver Street, Old
Trafford
Tamworth Court, Clayton Close, Old
Trafford
Victoria Park, Victoria Road
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
56
Appendix F
Maps of Children’s Play Provision in Trafford
57
58
59
Appendix G.
Play Strategy Action Plan:
Aim: 1.0. To raise the Profile of Play in Trafford.
Objectives
Tasks needed to
Responsibility
achieve this
1.1.To
ensure
there is
stakeholder
engagement
in the Play
Partnership,
and
ownership
of the
strategy
1.2. To raise
the
awareness
of the
importance
of Play in
meeting the
ECM
outcomes
TRAFFORD
Milestones
and
Timeframes
Resources
Required
Links to other
Strategies
Success
Criteria
Monitoring
Requirements
1.1.1.To support
the involvement of
key stakeholders
and users in the
Play Partnership
Play Partnership
Play Coordinator
1.1.1.Review
in February
2007
Play
coordinator
time Play
Partnership
core group
Children and
Young Peoples
Plan
Greater
involvement
measured
through
surveys and
Partnership
feedback at
meetings and
events
Annual survey
and review
Reports to Play
Partnership
LA
Communications
strategy
1.1.2.To ensure
the priorities of the
Strategy and Plan
are included in all
other relevant
Plans and
Strategies
Play Coordinator
1.1.2.Review
in Sept 2007
and on annual
basis
Play
coordinator
and Play
partnership
core group
Children and
Young Peoples
Plan
Green and Open
Spaces plan
Extended
services Plan
Measurable
evidence of
inclusion of
Play and
Playwork in a
range
strategies and
Plans
Annual review
reports to Play
Partnership
1.2.1.Encourage all
stakeholders to
sign up to article
31, the vision and
aims of the
Trafford Play
Strategy
Play co-ordinator
Play Partnership core
group
Play Champion
1.2.1.February
2007
July 2007 and
annually
Time from
the Play
Partnership
Play
Champion
LA
Communications
Strategy
Children and
Young Peoples
Plan
Increased
engagement
and
involvement
of members
of the Play
Partnership
Survey and
review of Play
partnership
participation
1.2.2.Hold a high
profile event to
launch the Trafford
Play Strategy
Play Coordinator
Press
/Communications team
Schools
May 2007 and
annually to
link to
National Play
Play
Partnership
Play
England
CYPP
LA
Communications
Strategy
Media
coverage
Participation
by providers
As above
60
1.2.3.Hold
community focused
events to national
Play Day, and
raise the
awareness of
parents ,the media
and the general
public
Nurseries
Play schemes etc
day
Media
Play coordinator
Press/Communications
team
Schools
Nurseries
Youth Centres
Pilot Jan
2007,then
May 2007 and
annually
Participation
Officer
Play
Partnership
Play
England
Media
Participation
by children
and young
people
CYPP
LA
Communications
Strategy
Media
coverage
Participation
by providers
Participation
by young
people
Satisfaction
surveys
Local press
schools and
Play providers.
The outcomes
feed in to annual
audits
61
Aim: 2.0. To ensure all children have accessible and inclusive play opportunities.
Objectives
Tasks needed to achieve
Responsibility
Milestones
Resources
this
and
Required
Timeframes
2.1. Identify
2.1.1. Ensure accessibility
Inclusion
June 2007
Play
and address
and inclusive practice is a
Officer and
Coordinator
barriers that
key component of the Play
subgroup of
and
exclude
Audit
Play
Inclusion
children from
Partnership
Officer
accessing play
Time
opportunities
and play
2.1.2.Ensure all play
Inclusion
June 2008
provision.
opportunities are
Officer
accessible to disabled
children where practicable
2.1.3.Ensure there is a
range play opportunities
appropriate and inclusive to
BME, RAS and other
minority groups
Play
June 2008
Coordinator
Ethnic
Minority/culture
teams
2.1.4.Endeavour to provide
free ,open access play
provision,
Play
coordinator
Parks and
Open Spaces
officer
2.2.1. Identify and address
barriers to the recruitment,
retention and promotion of
play staff from minority
communities.(a specific
aspect of the CWD Plan)
2.2
2.2.2. Produce a training
programme to support and
April 2008
Sept 2007
CWD Officer
Play
Coordinator
CWD Officer
Play
Training
Programme
As above
Ethnic
Minority
advisory
service
External
funding
strategy
CWD
Officer
CWD Team.
Inclusion
Links to other
Strategies
Success
Criteria
Monitoring
Requirements
CYPP
Compliant
with the
Charter for
Inclusion
Annual
survey and
review
Reports to PP
DDA
compliant
As above
Inclusion
Plan
Equality and
Diversity Plan
Involvement
and
engagement
of children
to reflect the
ethnic and
cultural
diversity of
Trafford
Surveys
Consultation
events for
children
parents and
carers
Capital works
Plan
More open
Annual audit
access free of provision to
play
set and
opportunities
monitor
developments
More Play
workers
Annual
from
review of the
minority
workforce as
Groups
part of the
CWD
monitoring
Increase in
Annual CWD
staff trained
and Inclusion
Open Space
plan
Inclusion
Plan
CWD Plan
CWFD
Strategy
62
train staff in inclusive Play
practice
coordinator
Inclusion
Officer
March 2007
Officer
CYPP
Inclusion
Strategy
Reports
63
Aim: 3.0. To carry out an audit of existing indoor and outdoor play in Trafford, and identify areas for future development.
Objectives
Tasks needed to achieve
Responsibility
Milestones
Resources
Links to other
Success
Monitoring
this
and
Required
Strategies
Criteria
Requirements
Timeframes
PP subgroup
June 2007
Play
Open Space
An annual
Annual
3.1.1.Establish a subgroup
3.1. Develop
Coordinator
Extended
review of
review
of the PP to develop and
an audit tool
Time from
Schools
services
Reports to PP
review the audit tool, and
based on the
subgroup
and
CPC typology classify all current facilities
members
spaces
against the Play England
and existing
classification
audits
3.2. To identify
gaps in
provision in all
the
communities
of Trafford,
3.2.1.Carry out a pilot audit
of current provision initially
in the Broadheath and
Oldfield area
PP subgroup
Broadheath
and Oldfield
residents
groups
3.2.2. Develop a
Consultation Strategy for
identifying what children
and young people would
like in the area.
3.2.3.Consult with agencies
and services in the area on
what they perceive would
be needed in the area
The Play
Partnership
Trafford
Participation
Strategy
A costed
action plan
by Nov .2007
Play
Coordinator
and
Children’s
centre
/Extended
Schools
officers
3.2.2. Work
with existing
consultation
groups to
establish
needs and
aspirations,
by
October
2007.
Trafford
MBC
Participation
Officer
3.2.3.Discuss
with ward
councillors,
residents
groups,
shops
schools,
A Plan for
play
services in
each
community
reviewed
annually
Children
having
ownership,
including
the
LA
Communications oversight
of outdoor
Strategy/LA
play
Participation
spaces,
Strategy
resulting in
Consultation
strategy for Play reduced
vandalism,
higher
As above
levels of
fitness
CYP Plan
Neighbourhood
Management
Plan
Green Open
Space Plan
Housing and
Transport Plans
Extended
Schools
Annual
review based
on audit and
cycle of
customer
surveys to
feed into
CYPP and
JAR /APA
processes
64
clubs and
services in
area by
September
2007
3.2.4.Identify a programme
of area based audit and
consultations based on an
evaluation of the
Broadheath and Oldfield
process
3.2.4 .An
annual
Programme
of area
audits for a
three/five
year cycle in
place by
November
2007
The value
of the Play
Strategy
outcomes
embedded
in all LA
Plans,
inspections
and
reports.
65
Aim 4.0:To develop the Quality of Play Opportunities in Trafford.
Objectives
Tasks needed to achieve
this
4.1. Ensure
all play
provision
meets the
relevant
regulatory
standards
4.1.1. Develop an
induction training package
for all those involved with
the delivery of Play.
Play
Coordinator
4.1.2.Implement suitable
Quality Assurance
schemes for play
QA Officer
4.1.3. Promote the need
for risk and security in
play. through debate,
briefings and training.
Play
Coordinator
H &S Officer
4.2.Increase
the quality of
outdoor play
opportunities
4.2.1. Promote the ways in
which outdoor
environments can meet
children’s need to play.
4.2.2. Increase knowledge
of good design principles
for play
4.2.3. Develop and
implement a play design
strategy.
4.2.4. Ensure procurement
criteria will develop play
spaces that meet
children’s needs.
4.2.5.Fundraise for outdoor
play
Responsibility
Play
Coordinator
Parks and
Recreation
Officer
Sub group of
the PP
Milestones and
Timeframes
Resources
Required
January 2008
ongoing
Play
Coordinator
CWD team
Materials/train
ing budget
July 2008
ongoing
January 2007
ongoing
Training
Programme
March 2007
CWD
Strategy
QA Staff
Resources/
Training
budget
Staff time
Resources
and training
budget
CWD Team.
Development
group
established by
January 2007
Priorities
established by
February 2007
As above
Also refer to
2.0
Links to
other
Strategies
CYPP
Success
Criteria
Monitoring
Requirements
All staff have
taken training
programme
Satisfaction
Surveys High
rated
All schemes
Quality Kite
marked
Annual survey
and review
Reports to PP
Increase in staff
trained
Increase in
demand for
outdoor play
Healthier
children
Annual Reports to
PP
CYPP
CWD
Health and
Safety
CWFD
Strategy
CYPP
Healthier
Schools
strategy
Capital
strategy
Open
spaces
66
Aim: 5.0. To support and develop the Play work Profession in Trafford.
Objectives
Tasks needed to achieve
this
Responsibility
5.1. To
develop and
implement a
Play Work
force,
Education and
Training Plan.
5.1.1. Develop an
introduction to Play work
training package for all
those wishing to be
involved with the delivery of
Play.
CWD Officer
College/Connexions
and Adult Guidance
service
5.1.2.Ensure there is a
pyramid of training
opportunities from entry to
graduate level available in
Trafford
CWD
Team/LSC/College
July 2008
ongoing
Resources/Training
budget
CWD
Strategy
CYPP
LSC
5.1.3. Ensure there is a
comprehensive flexible
programme of
CPD/specialist updating
provision.
5.2.1.Training Road shows
offered
5.2.2.Ensure that there are
resources made available
through the CWD/Surestart
budget to support training
and staff cover
5.2.3. Develop the capacity
of professionals to assess
and deliver in service
training
CWD team
Training providers
July 2007
ongoing
Staff time
Resources and
training budget
CYPP
CWD
LSC
Training
Programme
March 2007
CWD Team.
5.2.Ensure all
providers
encourage
staff to take up
training and
professional
development
Play Coordinator
CWD Officer
LSC
Milestones
and
Timeframes
May 2007
ongoing
Plan by
Sept 2007
Resources
Required
Links to other
Strategies
Success Criteria
Play Coordinator
CWD team
Materials/training
budget
CYPP
Satisfaction Surveys High
rated
CWD
Strategy
CWFD
Strategy
CYPP
Increase in training take
up
Raised professional
awareness
Increase in staff trained
Increase in demand for
CPD and training.
Increase of assessors,
trainers
CWD
team/College/LSC
67
Appendix H
CHILDREN & YOUNG PEOPLE’S SERVICE – INFORMATION UNIT
Purpose:
Description: Reponses to the
disability questionnaire
Distributed:
Disability Questionnaire
Responses
1st December 2006
Contact:
Andrew Phoenix
Principal Information Officer
Information Unit
Stretford Public Hall
Chester Road, Stretford
M32 0LG
T: 0161 912 5144
F: 0161 912 5027
E: [email protected]
68
INFORMATION
U
N
I T
69
Introduction
The following report is a quick summary of the Disability Equality Questionnaire responses. 73
questionnaires were returned.
Question 1 – Postcode areas
Postcode
M16 0DP
M16 7GD
M16 7QU
M16 OJR
M23 9GU
M31 4NN
M31 4WN
M32 8JT
M32 8QD
M32 9DL
M32 9LU
M32 9R2
M32 OGB
M32 OUT
M32O5L
M33 2NB
M33 2UW
M33 3QR
M32
M33
M41
Numbers
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Postcode
M33 4 WJ
M33 4AU
M33 4HB
M33 4HJ
M33 4HQ
M33 4UP
M33 5LB
M33 OA5
M41 5RS
M41 6HD
M41 6QB
M41 6WW
M41 7DS
M41 7EE
M41 8Q2
M41 9SH
M41 OGN
M41 SAE
Numbers
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Postcode
M66 6HY
WA 14 1RS
WA 14 2ES
WA 1J 7NS.
WA1 5TY
WA13 9SS
WA14 3BW
WA14 5JW
WA14 5TY
WA142ES
WA15 5NP
WA15 6TH
WA15 6TR
WA15 8LU
WA15 8NE
WA15 9QL
WA15 ORT
Numbers
1
1
1
1
1
1
1
2
1
1
1
2
2
1
2
1
1
2
2
1
Question 2 – Thinking about your local leisure services and your child’s specific requirements
The table below shows the average score for each area.
1 = Very poor, 2 = Poor, 3 = Ok, 4 = Good, 5 = Excellent
Carers /
Disabled
Child
Concession
Swimming Pool
Leisure Centre
Theatre
Cinema
Trafford Centre
Play areas
Park / Open spaces
Football matches
Bowling alley
Youth club
Scouts / Guides
Child Care - ie
Nursery
Staff
attitudes /
staff
training
Disabled
Parking
spaces
Disabled
toilet
facilities
Changing
facilities
Physical
accessibility
1.8
2.5
2.7
2.2
2.6
2.6
3.3
4.0
2.4
2.1
2.5
3.1
2.6
2.2
2.7
3.1
3.3
3.8
2.0
1.4
2.5
2.9
2.9
2.7
3.0
3.1
3.0
3.9
2.6
2.7
3.1
3.4
3.1
2.8
3.1
3.2
3.3
3.8
3.8
2.7
2.9
2.9
3.8
3.1
2.8
2.7
2.9
2.6
2.1
2.2
2.3
2.3
3.1
2.8
3.2
2.8
3.1
3.4
3.1
3.1
3.4
3.8
70
After School Club
Aspirations / Holiday
Club
2.3
2.6
2.6
2.8
2.8
2.7
3.1
3.0
3.1
3.3
3.7
2.2
Question 3 – Type of impairment
Learning
Physical
Sensory
Multi
Medical
Communication
Pupils
57
38
28
18
25
59
Impairment
All types of Impairment
Learning and Communication
Learning, Physical,Sensory, Multi, Communication
Learning, Physical,Sensory, Medical, Communication
Learning, Physical,Sensory,Communication
Learning, Physical,Multi, Medical, Communication
Learning, Physical, Medical, Communication
Learning, Physical, Medical
Learning, Physical, Communication
Learning, Physical
Learning, Sensory,Multi, Medical, Communication
Learning, Sensory,Multi, Communication
Learning, Sensory,Medical, Communication
Learning, Sensory,Communication
Learning, Sensory
Learning, Multi, Communication
Learning, Medical, Communication
Learning, Medical
Learning
Physical,Sensory,Communication
Physical, Medical
Physical
Sensory,Communication
Sensory
Multi
Communication
None
Pupils
10
16
1
4
4
1
4
1
6
1
1
1
1
1
1
1
1
1
1
2
1
3
1
1
1
1
1
71
Question 4 – How old are the pupils surveyed
From the individuals surveyed 18 are female and 34 are male.
Age Range
3-4
4-5
5-6
7-8
8-9
9-10
10-11
11-12
12-13
13-14
14-15
15-16
16-17
17-18
Number of pupils
4
5
2
4
4
7
2
9
5
9
1
4
6
4
Pupils over 11 who have access to a youth club, by age group
Age Range
11-12
12-13
13-14
14-15
15-16
16-17
17-18
Number of pupils
1
2
3
1
1
4
2
The number who have accessed a youth club = 15 (1 did not provide age)
The number of people that have accessed youth services = 25
Question 5 – Suitable Leisure Facilities
22 responses said that they have to travel out of the local area to get suitable leisure facilities for their
disabled children.
Question 6 – Ability to access play / leisure facilities
The table below show how many were unable to access a service due to the following reasons
Reason
Accessibility of services
Because my child can not wait in long queues
Because it is set up in a way that makes me and my family feel uncomfortable
Because I do not have a car and public transport from my home is inadequate
Because our budget for outings is limited
As a parent I did not feel confident in services
Attitudes of staff
Numbers
22
42
34
19
40
30
36
72
Question 7 – Local Park
43 responses said that they have a local park which they can comfortably take their whole family. 30
said no.
Question 8 – Requirements to ensure the children enjoy the local activities
Reason
More information about what is available
A companion for my child
A greater range of provision at different places and a variety of times
Supervised transport to and from activities or local provision available
No additional fees or reduced fees for disabled children and their carers
Sensitivity to my cultural group
Activities for teenagers, 11+
Assistance so my child can participate
Holiday clubs which make reasonable adjustments
After School clubs that make reasonable adjustments
Inclusive activities for disabled and non disabled children and young
people
Appropiate training for staff
Small groups
Responses
43
33
38
17
29
4
22
34
22
20
33
32
24
Question 9 – Ability to access mainstream after school, holiday, nursery, childcare, activities or clubs?
Of the responses 58 responses said no to being able to access mainstream after school, holiday, nursery,
childcare, activities or clubs compared with 15 who said yes. The table below shows the reasons why
they were unable to access the service.
Reason
Unwelcoming
Inaccessible
Cost
Transport
Distance
Lack of Information
Specific requirements
Wrong age group
Attitudes of staff
Resources
A specific impairment group would be better for my
child
Specific intimate care staff training
Number of
responses
7
7
11
7
10
17
16
7
9
5
12
14
73