The impact of embedding a playwork approach in OPAL schools

“The Playwork approach has helped us recognise that high-quality play provision is as important as high-quality teaching and the impact on both children and staff has been profound.” John Vickers, Grangetown Primary School, Middlesbrough

Dr Fraser Brown, Professor of Playwork, defines playwork as: “The specific act of affecting the whole environment with the deliberate intention of improving opportunities for play.” The Playwork Principles are the ethical and professional framework on which modern playwork practice is founded, and play teams in OPAL schools across the North East are putting these principles into practice. 

We spoke to OPAL schools in the region to explore the impact of embedding a playwork approach. 

Motivating staff through the magic of play

The playwork approach encourages the facilitation of play rather than the policing of it. This move from a supervisory role to a facilitatory one has a wide-range of benefits for staff.

“For staff, we have seen a renewed sense of joy in being outside over lunchtimes, in part due to a reduction in behaviour and first aid incidents but also to the joy of seeing children play, have fun and make new friends right across school. We have also noticed, developed and nurtured leadership skills which have shone brightly for some staff who have been stepping into new roles.” Charlotte Haylock, Ayresome Primary School, Middlesbrough

“The Playwork approach we’ve developed through the OPAL Primary Programme has truly transformed our playgrounds. Children now look forward to playtimes with excitement, exploring, creating, and taking their play in directions we never could have predicted. For staff, it has opened our eyes to the magic of play — we feel inspired, more connected to the children, and proud to watch them flourish and develop in ways we never imagined.”  John Howe, Seaburn Dene Primary

“By embracing the Playwork principles and embedding them into our policy and daily practice, staff now see themselves as facilitators of play — observing, enabling and supporting rather than directing. This has empowered children to take ownership, develop resilience, negotiate, collaborate and take appropriate risks in a supported environment. Behaviour incidents have reduced, relationships have strengthened and children return to class calmer, happier and ready to learn.” John Vickers, Grangetown Primary School, Middlesbrough

Building lifelong skills for a happy and active life 

Adopting a playwork approach in schools is key to providing playtimes that are full of rich play opportunities, helping them to build the skills and confidence they need for life. 

“Embedding a Playwork approach through the OPAL Primary Programme has had a significant and sustained impact on both children and staff at Hetton Primary School. Playtimes are now calmer, happier and more purposeful. Children show higher levels of engagement, much more creativity and are more physically active; they demonstrate improved relationships, resilience and independence as a result of richer, more inclusive play opportunities.” Nicola Hill, Hetton Primary

“Embedding a Playwork approach through the OPAL Primary Programme has transformed our playtimes for both children and staff. Children now have the freedom, space, and resources to explore, create, and take positive risks, which has noticeably strengthened their confidence, resilience, and social skills. We’re seeing happier playtimes, richer friendships, and far fewer behaviour issues because pupils are genuinely engaged and invested in their play.” Kate Wilson, St. Peter and Paul’s 

“Children now engage in richer, more sustained play experiences using loose parts and open-ended resources. We have seen improved problem-solving, stronger friendships across year groups and greater inclusion for children who previously found playtimes challenging. Behaviour incidents have reduced, and children return to class happier, calmer and ready to learn.” Jo, Kings Priory

Inclusive playtimes that have something for everyone

The nature of playwork and its focus on free play naturally leads to inclusive playtimes where every child is engaged in something they have chosen to do. 

“Behaviour incidents have reduced, as children are absorbed in meaningful, self-directed play supported by open‑ended resources and varied outdoor zones. Mixed‑age interaction has strengthened our sense of community, and all children — including those who previously struggled at playtimes — now participate more confidently. This continued to be an issue following COVID but is now something we do not worry about.” Nicola Hill, Hetton Primary

“Through implementing a playwork approach as part of the OPAL Primary Programme, our playtimes have been transformed into child-led, inclusive experiences where children feel trusted and are able to express their confidence and creativity. Pupils now demonstrate greater independence, cooperation, and problem-solving skills, while staff have moved from supervising behaviour to actively supporting play.” Michaela, Lingey House 

Is your school ready to prioritise playtime?

If you would like to see OPAL in action, the North East team coordinates open days in OPAL schools across the region. You can find all our upcoming events on our Eventbrite page. If you are ready to get going with OPAL in your school, you can get started on the OPAL website.