LMPS undertakes to refer to this Play Policy in all decisions that affect children’s play. LMPS is committed to providing the strategic and operational leadership necessary to develop, maintain, and continually improve high-quality play provision for all children.
LMPS believes that all children need opportunities to play that allow them to explore, manipulate, experience and influence their environment. The school acknowledges the United Nations Convention on the Rights of the Child (UNCRC), particularly Article 31, which recognises every
child’s right to play.
We believe that play provision should be welcoming and accessible to every child, regardless of gender, sexual orientation, economic or social circumstances, ethnic or cultural background, or individual abilities.
The OPAL programme states that:
“Better, more active and creative playtimes can mean happier and healthier children, and having happier, healthier, more active children usually results in a more positive attitude to learning in school, more effective classroom lessons, less staff time spent resolving unnecessary behavioural issues, fewer playtime accidents, happier staff, and a healthier attitude to life.”
Learning – Play provides meaningful opportunities for children to develop new knowledge, skills and understanding. Through exploration, creativity and problem-solving, children learn about themselves, others and the world around them.
Motivation – Play encourages curiosity, engagement and enthusiasm. Children are naturally motivated to participate, challenge themselves and take ownership of their experiences when they are given freedom and choice in their play.
Progress – Through play, children continually develop socially, emotionally, physically and cognitively. Play enables children to build resilience, confidence and independence while strengthening relationships and communication skills.
Success – Play allows children to experience achievement in a variety of ways. By setting their own challenges, overcoming obstacles and celebrating accomplishments, children develop self-belief, confidence and a positive attitude towards learning and life.
Play is defined as any freely chosen activity that a child finds satisfying and creative. It may or may not involve equipment or other people. We believe play has many benefits:
LMPS recognises the United Nations Convention on the Rights of the Child, including:
We acknowledge our responsibility to uphold these rights and to actively seek and value children’s
views regarding their play experiences.
“Play is great for children’s wellbeing and development. When planning and providing play opportunities, the goal is not to eliminate risk, but to weigh up the risks and benefits. No child will learn about risk if they are wrapped in cotton wool.”
Managing Risk in Play Provision: An Implementation Guide (2012)
The school will use the Health and Safety Executive (HSE) guidance document Children’s Play and
Leisure: Promoting a Balanced Approach (2012) as the principal statement informing its approach to managing risk in play.
The school adopts a risk-benefit approach, as detailed in Managing Risk in Play Provision: An Implementation Guide.
Risk-taking is an essential aspect of play and of all environments in which children legitimately
spend time playing. Our play provision aims to offer children opportunities to encounter acceptable
levels of risk within a stimulating, challenging and well-managed environment.
As stated in Best Play, play provision should seek to:
“Manage the balance between the need to offer risk and the need to keep children and young people safe from harm.”
Alongside formal risk-benefit assessments, the school will promote dynamic risk management by encouraging children to identify, assess and manage risks themselves, with appropriate adult
support and supervision.
See the full HSE Managing Risk Statement for further details.
The law requires that children are supervised while at school; however, there are no prescribed supervision ratios for primary school playtimes. During break and lunchtime periods, one or more adults will be present outdoors.
The school recognises OPAL’s three models of supervision:
Direct Supervision
Adults can see all areas of play and remain close at hand. This model is most commonly used with Nursery and Reception children.
Remote Supervision
Adults remain stationed at a relatively fixed location some distance from an activity. Their role is to respond promptly to accidents or serious behavioural incidents.
Ranging Supervision
Adults move around the play area on a planned route or within designated zones. Supervisors may be 20 metres or more away from children and adjust their attention according to the type of play taking place and any emerging risks. With the exception of children new to Reception, the school believes that direct supervision is neither practical nor always beneficial. Therefore, supervision will primarily consist of remote and ranging approaches, ensuring that children can easily access adult support while maintaining opportunities for independent play.
By providing a rich and inclusive play offer that meets the needs of all children, we will ensure that every child, regardless of age, gender, race, disability or additional need, can develop, thrive, build positive relationships and enjoy their time at school.
We believe that a rich play setting should ensure that all children have access to stimulating
environments that are free from unacceptable or unnecessary risks and thereby offer children the
opportunity to explore for themselves through their freely chosen play.
We will strive to continually improve the quality and diversity of our school’s grounds to enhance play. We will use the document ‘Best Play’ to guide us on what a quality play environment should contain. www.freeplaynetwork.org.uk/pubs/bestplay.pdf
Approved by
Federation Governing Board
Last reviewed on:
September 2026
Next review due by:
September 2027