Effective practice |

Making spaces for play and learning outdoors

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Number of pupils
350
Age range
3-11
Date of Inspection
 
 

 Information about the school

Plasyfelin Primary School is in the Churchill Park area of Caerphilly.  The local authority is Caerphilly County Borough.  The school has 350 pupils, including 32 who attend the nursery on a part-time basis.  There are four mixed-age classes and eight single-age classes.

Around 34% of pupils are eligible for free school meals, which is well above the national average of around 20%.  The school identifies around 31% of pupils as having additional learning needs, which is above the national average of 25%.  There are no pupils with a statement of special education needs.  A very few pupils are looked after by the local authority and a very few speak English as an additional language.  No pupils speak Welsh as their first language.

The school building is nearly 50 years old and is in good condition.  It has a stimulating learning environment both inside and outside.  This has had a positive effect on pupils’ behaviour, wellbeing, and engagement of learning and social interaction following the three school rules: ‘Be Safe, be ready, and be respectful’.

Context and background to sector-leading practice

With an increasing pupil numbers on a small yard, staff felt that pupils were not receiving a positive play experience or learning to play together properly.  The number of arguments during playtimes was increasing.  Staff felt the need to address this problem.

As the school has large grounds, it was important to make the best use of it for the benefit of the pupils and to address the problem of increased arguments during playtimes.  The overarching aim was to develop the five acres of ground over a three-year period, to engage the pupils well in positive play, and to develop their social interaction and wellbeing.  It was important to use every space in and around the school efficiently and ensure that each area has a purpose.

Description of nature of strategy or activity

Members of the local community have helped to develop the outdoor environment.  This consists of gardens and allotments, which the children maintain and are profit making, and four large adventurous play areas.  The school introduced a positive and organised play system.  Staff organised the play area into zones, and made relevant equipment available in each one.  The learning support assistants supervise these zones effectively during playtimes.  Together with the school ‘Playground Buddies’ from Year 6, they engage well with the pupils, showing them how to play with the equipment and teaching them how to interact socially with each other, taking turns etc. 

The zones range from areas suitable for using bikes, skipping, playing football and construction, to quiet areas suitable for activities such as storytelling, drawing and role-play.  There is also a ‘craze of the week’, which changes according to the seasons.  Pupils choose the area in which they want to play.  Members of staff rotate around the zones every two weeks.  Staff/pupils are responsible for setting up their zones each day before playtime begins.  This has helped maintain the school’s positive ethos, with pupils having pride in their work place.  Positive playtimes in the Foundation Phase, together with active and quiet zones, have all contributed effectively to the positive wellbeing of pupils.

This also permeates into key stage 2, where there are nets for various ball games, table football and table tennis.  There is also a variety of other play equipment and board games for those pupils who prefer to sit quietly.  Members of staff encourage key stage 2 pupils to play independently after receiving effective training in the Foundation Phase in taking their turn and ensuring fair play.  

What impact has this work had on provision and learners’ standards?

This has resulted in a calm learning environment where nearly all pupils have a positive attitude to play.  There are fewer accidents and arguments.  Following playtimes, pupils come into lessons in a calm manner, ready to work.  The Pupil Attitudes to Self and School (PASS) survey demonstrates that pupils’ wellbeing and enjoyment at school have improved.  Standards are consistently above the median when compared with those of similar schools.

How have you shared your good practice?

Many teachers have visited the school to observe the successful play systems.  The school hosts specific days for Newly Qualified Teachers (NQT) from across the consortium.  Tours of the school demonstrate how staff organise, arrange and develop the play areas and inside learning environments and provide these teachers with new ideas.

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