A place for every child

PlayBoard NI has launched its new Everyone Plays programme. The initiative’s vision focuses on ensuring that all children and young people – regardless of ability or background – have equitable access to high-quality, inclusive play experiences

PlayBoard NI, supported by the Department of Education for Northern Ireland, has launched Everyone Plays, an exciting new programme that uses play as a powerful and natural vehicle for creating meaningful and sustainable inclusive play environments within schools and early years settings. The programme places children and young people at its core, supporting their participation in shaping the play spaces they use every day. In doing so, it aims to foster a greater sense of belonging, confidence and control while strengthening connections between children, families and school communities.

At its heart, Everyone Plays recognises that inclusive play is not simply about adapting environments, but about creating communities where every child feels they belong through play. The programme recognises that every child, regardless of ability, should have opportunities to explore, learn and develop through play in environments where they feel valued, included and heard.

The importance of this work is reflected across a growing body of regional evidence. The NI Programme for Government 2024–2027, Our Plan: Doing What Matters Most, is underpinned by a Wellbeing Framework which highlights the need to improve outcomes for children and young people across a range of domains.

One area of particular concern is self-efficacy – children’s confidence in their ability to influence the things that affect their lives. Since 2016, measures of self-efficacy have declined, particularly for children with disabilities. Similar trends can be seen across wider wellbeing indicators, including life satisfaction, outdoor recreation, physical activity and respect. Together, these findings reinforce the importance of creating environments where children feel they belong, can participate confidently and develop through play.

Everyone Plays recognises that inclusive play is not simply about adapting environments, but about creating communities where every child feels they belong through play

Schools and early years settings are also reporting increasingly complex needs among children and young people. A recent survey of nursery, preschool and primary settings highlighted unanimous agreement that early, skilled and targeted intervention is essential if children with special educational needs are to reach their full potential.

These findings align closely with the Department of Education’s Every CHILD Corporate Plan and the wider recommendations emerging from the End-to-End Review of SEN. They also reinforce why inclusive play should not be viewed as an additional activity, but as an integral part of creating positive learning environments.

Whether it is a child joining a game with their peers for the first time or a quieter child finding the confidence to explore through play, these everyday moments remind us why inclusive play matters. It is these seemingly small changes that can have the greatest impact on children’s confidence, wellbeing and sense of belonging.

Against this backdrop, Everyone Plays has been developed around three core objectives: supporting participating settings to strengthen their approach to play, improving the health and wellbeing of children and young people, and enhancing inclusion for children with special educational needs and disabilities. Working alongside children, school staff and parents is central to the programme, helping create consistency, shared understanding and lasting change.

A distinctive feature of the programme is its whole-setting approach. Settings commit to involving all staff in training, developing a shared language and understanding of play which helps create more supportive and inclusive experiences for children throughout the day.

Feedback has demonstrated the value of bringing the whole staff team together. Many participants describe the training as the first opportunity to have meaningful conversations about their approach to play within the setting and what genuine inclusion looks like.

Training explores the breadth of children’s play, including Bob Hughes’ 16 Play Types and schematic play, helping staff better understand children’s behaviour and respond in ways that support development rather than unnecessarily interrupt play.

IMPACTFUL TRAINING

The effect that the training has had, captured in the reflections of participating staff:

“Ensuring all children are included. Thinking about my language and actions during playtime.”

“We already have the tools – we just need to figure out the best way to use them.”

Staff are encouraged to recognise children’s emerging interests and developmental needs, adapting environments and resources to extend play opportunities safely and meaningfully. Early evaluation already indicates a 31% increase in staff knowledge and understanding of play across participating nurseries and primary schools.

The programme is also building valuable connections between participating settings, enabling practitioners to share ideas, learn from one another and develop a stronger community of practice around inclusive play.

Although still in its early stages, the impact is already becoming evident. Settings are listening more closely to the voices of children and young people, expanding play opportunities, reviewing how resources are managed and beginning to rethink their policies around play and inclusion.

Ultimately, Everyone Plays is about more than improving playgrounds. It is about creating communities within schools and early years settings where every child feels valued, included and able to experience the developmental, social and emotional benefits of high-quality play. In doing so, it is helping to create environments where inclusion is not simply planned for - it is experienced every day.