New report calls for play sufficiency in schools

Primary, secondary and special schools in England should embed play sufficiency in their operations, according to a new report from Play England and the Youth Sport Trust.

The summary report (More Play. Better Learning) argues that when children have the conditions to play in ways they value, they are not simply expressing wellbeing, they are “actively generating it”. It identifies play sufficiency as a practical, “rights-informed approach” to improving children’s wellbeing, learning and engagement across school life.

According to the report, this means working towards every child having sufficient:

Space: accessible, inclusive and stimulating environments that are safe enough for children to play, explore and take appropriate risks

Time: predictable, protected and uninterrupted time for self-directed play every day

Acceptance: a school culture that values and actively supports children’s play

Rights-informed practice: school policy and practice aligned with Article 31, General Comment 17 and the wider UN Convention on the Rights of the Child

The report also highlights the role of play in developing skills and providing a range of benefits, such as physical activity, fundamental movement skills, emotional regulation, social connection, resilience and curiosity and openness to learning.

Eugene Minogue, Executive Director of Play England, said: “Schools can become places where play is recognised as fundamental to learning, wellbeing and childhood itself.”