Play England and the Youth Sport Trust have published More Play. Better Learning, a new summary report making the case for embedding play sufficiency in England’s primary, secondary and special schools and Alternative Provision.

The summary report sits alongside a longer rapid evidence review prepared by Dr Wendy Russell and Ludicology. Together, the reports set out why play matters to children’s health, wellbeing, learning, school engagement and childhood itself.

The evidence is clear. Children’s opportunities to play have been squeezed out of everyday life, including in schools. Breaktimes have reduced, outdoor space is under pressure, teachers face heavy curriculum and accountability demands, and too many children lack the time, space and acceptance they need to play.

At the same time, schools are dealing with rising levels of anxiety, poor attention and engagement, persistent absence, widening inequalities, increasing SEND need and growing pressure on staff. The report argues that outdoor play and playfulness can be part of the solution and advocates for play sufficiency as a practical, rights-informed approach to improving children’s wellbeing, learning and engagement across school life.

It 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

For more on this news visit Play England’s website