A year of play — reflections from the North East and Cumbria

Ingrid Wilkinson, Director of OPAL North East, reflects on another incredible year of play.

An Incredible Year

With the end of the school year in sight, it’s time to take a pause and reflect on what we have achieved together in the last 12 months. And what an extraordinary year this has been. I feel genuinely fortunate to hold a role in work that is achieving such incredible things for children. 

I am delighted that more schools across the North East and Cumbria have achieved their OPAL awards. Not just because the numbers are bigger than ever before, but because of what this means for individual children — particularly those who struggle with the classroom as a learning environment. 

In an OPAL school, these children begin to enjoy coming to school a little more. Playtime becomes a therapeutic space for some, while others discover hidden skills and talents that the playground alone can reveal. Curiosity is sparked. Confidence grows. The child who felt unseen inside four walls suddenly finds their place.

A reminder of why we do what we do

A visit to Ayresome Primary School this month brought home to me, with real force, the impact that OPAL has on every child in every school it touches. These days I rarely get out to visit schools — my role keeps me largely behind the scenes, managing business operations — so stepping out into a playground that was a hive of activity came as a genuine and joyful reminder of why this work matters so much.

The Ayresome Primary site is vast and park-like, alive with energy. As with all OPAL schools, the team there has developed a wide-range of play zones. Children could be found everywhere: hiding in bushes, dancing on a stage, whizzing about on scooters, or hanging from apparatus assembled among the many mature oak trees that dot the grounds. It was extraordinary to witness, and a powerful testament to what becomes possible when a school makes play a genuine priority.

The impact of the OPAL North East and Cumbria team

I could not be prouder of the mentoring provided by the OPAL North East and Cumbria team. Highly skilled, deeply passionate, and clearly in love with their work, they have created something remarkable across the region. 

The difference their efforts make cannot be overstated. It is not uncommon now to hear people say they know a child in an OPAL school — that was not the case five years ago. That shift in awareness speaks volumes about the reach and reputation OPAL has built.

Insights from the ground

Before the team winds down for the summer holidays, I asked them to share some of their own reflections from the last year. They wonderfully capture every element of what OPAL sets out to achieve. I hope you enjoy reading them.

A tonic for the whole school community

Anna Dutson, OPAL Mentor for Carlisle and Cumbria

“At OPAL our main focus and desire is on making playtimes great for as many children as we possibly can, every day. We thrive on the pure excitement that we see as children embrace different forms of play in all sorts of incredible school settings. 

“This year it has also been a joy to see so many members of OPAL play teams thrive and grow in their roles within school, creating imaginative play areas, inspiring games and wonderful opportunities for play on sites both big and small. 

“Holding an OPAL loose parts training event at one of our superb platinum schools was fantastic — just hearing the buzz of conversation around the table at lunchtime was quite overwhelming. It showed me that OPAL is a tonic for the health and wellbeing of school staff, as well as for children!”

Permission to be wholeheartedly themselves

Andrea Caine, OPAL Mentor for North Tyneside and surrounding areas

“This term, a major highlight was being involved in awarding three schools with OPAL Honours status. On a more personal level, I was touched when a young girl in Peterlee proudly showed me the Batman bike and shared that she had finally learned how to ride on it while at school. 

“It has been wonderful to observe children being given the permission to be themselves wholeheartedly. Examples include children taking teddies home to mend — earning one the title of “Teddy Doctor” — crocheting phone pockets for friends, and Year 6 boys learning dance routines from Year 3 girls.

“I also loved receiving an invitation on my day off to attend a parent play event; the headteacher reached out because the children specifically asked if I would be there. Finally, a simple but rewarding moment was sitting in my car waiting to enter a school and hearing a Year 6 boy excitedly tell his friends, ‘Look, there’s the OPAL lassie!’ as he waved at me.”

Behavioural triumphs and true independence

Lizzie Pringle, OPAL Mentor for Redcar and Cleveland and surrounding areas

“My highlights this year are probably seeing the impact high-quality play opportunities can have within schools. Schools that have previously struggled with behaviour both in the classroom and outside during breaktimes have seen a huge reduction in these difficulties since providing inclusive, engaging, and challenging play opportunities for all children.  

“Also, hearing how OPAL has had such a positive impact on so many children with SEND — some of whom used to require one-to-one support during breaktimes can now be free to play how they want and gain invaluable independence whilst doing so. The interests and needs of all children are at the heart of what we do in OPAL schools.”

Confidence, belonging, and total inclusion

Kate Gallon, OPAL Mentor for Durham and surrounding areas

“It has been truly inspiring to visit Sherburn Primary recently and witness the incredible transformation they have made to their playtimes.

“Hearing how children who previously struggled to access playtime and required alternative provision are now fully integrated into playground life — and even leading different areas and activities — was particularly heartwarming. 

“Through the power of play, these children have developed confidence, found a genuine sense of belonging, and are now fully included alongside their peers. It has been wonderful to see firsthand the positive impact that an inclusive approach to play can have on children’s wellbeing, relationships, and overall school experience.”

Looking ahead

I’m excited for what the next year will bring. The diary is already filling up with schools that want to start the OPAL Primary Programme from September, and we can’t wait to welcome them on board. We will also be launching some new play training for all primary schools, and formalising a new organisation that will help us achieve our vision of every child across the North East and Cumbria having amazing play every day.

Right now, I want to say a huge thank you to my fantastic team, and to all the schools that have invested in play this year with us. Together, we are changing children’s lives.