The Pledge to Play
Every member of the Play in Education committee believe that every child has the right to play (Article 31, UNCRC) and this right does not stop at the end of EYFS. We know that play is not a luxury but is a fundamental human right and a vital part of how children grow, connect and learn. In signing this pledge, we commit to placing play at the heart of our school’s ethos, pedagogy, and practice.
We Pledge to:
Respect the science of child development
We will honour what research tells us about how play is essential to healthy brain development, emotional regulation, communication, and deep learning. We will ensure that our provision aligns with how children learn best: through hands-on, joyful, and meaningful experiences.
Champion equity in play
We recognise that access to play is not equal. We will work actively to remove barriers based on race, class, disability, gender, language, or lived experience, ensuring that every child, especially those from marginalised and minoritised communities, has the freedom, space, and support to play and thrive.
Embed play through School Life
We will create classrooms and environments that celebrate play, enquiry, and creativity across the whole school. We will ensure children have daily opportunities for self-directed play, and playful approaches to curriculum learning. We will ensure that adults have the opportunity to be playful, inclusive role models.
Listen and trust children
Children are experts in their own play. We will listen carefully to their voices and choices, involving them in shaping their environments, routines, and school culture. We will value their ideas and support their autonomy.
Build inclusive and caring play communities
Play nurtures belonging. We will use play to strengthen relationships between children, staff and families. We will actively seek to make our school a place where every child feels safe, seen, and free to be themselves.
Protect time, space and freedom to play
We will resist pressures that reduces play and prioritise unhurried, open-ended, child-initiated learning. We will advocate for outdoor learning, risk-taking, imagination and movement as essential to healthy development. We will ensure this time is protected and lost play is not part of consequences or sanctions for behaviour.
Support transitions for continuity
We will ensure that the principles of play and developmentally appropriate practice continue beyond the Early Years and into Key Stage 1 and beyond. We will bridge gaps between phases to maintain a sense of security, identity and wonder for every child.
Commit to Professional Development
We will invest in ongoing training that deepens our understanding of play, equity, inclusion and developmental pedagogy so all staff are confident in delivering high-quality, play-rich learning for all.