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Dr Roz Savage (South Cotswolds) (LD)
I beg to move,
That this House has considered e-petition 729440 relating to play in the key stage 1 curriculum.
It is a pleasure to serve under your chairship, Ms Barker, and a real privilege to present this important debate on behalf of the Petitions Committee. Before I turn to the detail, I want to set out three key points that frame the debate. First, England is now an outlier in the United Kingdom as the only nation with no statutory expectation that play-based learning should continue beyond age five. Scotland and Wales already have legal frameworks and national strategies that embed and protect play into the early primary years; only in England does the statutory requirement for learning through play effectively stop at the end of reception, creating a cliff edge between reception and year 1. Nobody’s brains, let alone four or five-year-old children’s brains, respond well to cliff edges. Such an approach runs counter to everything we know about children’s developmental needs and the evidence on how young children learn.
The second key point is that play-based learning is not the same as enrichment, which usually means activities that sit alongside the core curriculum such as clubs, sport, music, trips or recreational time. Those activities are valuable, but they are by definition additional. Play-based learning is something quite different: a structured, evidence-based way of teaching the core curriculum itself. The Government’s response to the petition appears to misunderstand that distinction and thereby misses the point.
Thirdly, we must distinguish between two different but equally vital kinds of play. There is purposeful, guided play in the classroom as a core teaching method; and free, social, physical play in playgrounds and outdoor spaces. I happen to live next door to a primary school and can vouch for the fact that the latter is a great deal noisier than the former, but it is a joyous and happy noise—the sound of childhood. Both kinds of play are essential and both are currently being squeezed to the detriment of our children.
John Milne (Horsham) (LD)
In my constituency of Horsham we already see the positives that play-based education can bring, with organisations such as Woods for Learning, which is a forest school catering for children with special educational needs and other children. The effectiveness is clear enough. Would my hon. Friend agree that the time has come to look at bringing that approach into the classroom, too?
Helena Dollimore (Hastings and Rye) (Lab/Co-op)
I thank the hon. Member for highlighting the importance of access to play. Something that many children and parents have raised with me in Hastings and Rye is how many playgrounds have closed or fallen into disrepair in my constituency. I have done an audit of all the playgrounds and found that eight have closed since 2015 and more than half need upgrading. Many of them are run by housing associations that neglect their duty to maintain them. Does she agree that we have to do better and ensure that the playgrounds, often in the most needy parts of our constituencies, are properly maintained so that children can enjoy them?
Dr Savage
I absolutely agree. I have encountered similar challenges in my constituency of South Cotswolds when playgrounds are not well maintained, or when developers, having promised to provide them, shove them off into a muddy corner of a field that is entirely inappropriate for children’s play. It is essential for the sake of our children that we make sure that safe, enjoyable and not-too-muddy spaces are provided.
I thank the creator of the petition, Ruth Lue-Quee, who is in the Public Gallery with many others who feel passionately about this issue; Ruth is a former deputy headteacher and now an education consultant. I also thank the more than 106,000 people who signed the petition, including more than 200 people from my South Cotswolds constituency. That scale of support reflects a widespread sense that our education system, as it is currently structured, fails too many children. At the all-party parliamentary group on play last week, I heard even more from education experts on that very point. One experienced schoolteacher told me bluntly that the present model works well for perhaps 10% of pupils, but not for the majority. That is not because teachers lack skill or commitment—they have those in abundance—but because the system is fundamentally misaligned with how a child’s brain works and learns.
On a personal note, I should say that this debate goes to the heart of why I decided to stand for Parliament. The preamble to the Liberal Democrat constitution commits us, as a party, to building a society in which no one is
“enslaved by poverty, ignorance or conformity”
and in which every person is empowered to develop their potential to the full. The journey towards fulfilled potential begins in childhood. Play is one of the primary ways in which human potential, creativity and confidence are formed; that is why I was keen to put my hand up to introduce this debate on behalf of the Petitions Committee.
Let me return to that first key distinction: the difference between enrichment and play-based learning. Enrichment, as I have said, means activities added on around the edges of the school day. Play-based learning, on the other hand, is about how learning itself is designed and delivered. It is a planned, teacher-guided pedagogy in which reading, writing, arithmetic and wider knowledge are learned through exploration, talk, movement, construction, role play and problem solving.
Teachers are not stepping back—far from it. They are actively shaping the environment, setting challenges, modelling language, asking probing questions and intentionally extending children’s thinking while giving them genuine agency over how they engage in an embodied and creative way. Practitioners give powerful evidence of what that looks like in practice. In one platinum-rated primary school that uses a play-first model, the headteacher told me that children must complete all must-do tasks, which are aligned with national expectations, but the children get to choose when and how to do them during extended play-based learning sessions.
The school has academic standards at or above national averages. Attendance is described as “through the roof”: the children cannot wait to get there in the morning and they are a bit reluctant to leave at the end of the day. Behaviour problems fall and children almost cannot wait to participate. Globally, across more than 2,000 schools and 1.8 million children using high-quality play approaches, we see the same pattern emerging: higher engagement, better attendance, fewer behaviour issues—because children are not wired to sit still for hours a day at age five—and much greater professional satisfaction for teachers, who see their students really thriving.
That brings to me to the second distinction: guided play in classrooms and free play in playgrounds. Guided play in the classroom supports cognitive and language development. Children experience what psychologists call “productive struggle”. They plan, manage resources, seek help when they need it, collaborate, persist and reflect. They develop independence, motivation and embodied understanding, not simply compliance and conformity. Free play, especially outdoors and in nature, serves a different but equally vital purpose. It is where children develop physical confidence and learn to negotiate rules, to resolve conflict, to take manageable risks and to build friendships while experiencing a real sense of autonomy. Free play supports mental health, resilience and social intelligence in ways that no formal lesson, no matter how well designed, can fully replicate.
James Naish (Rushcliffe) (Lab)
I have been to see the OPAL—outdoor play and learning—programme at Brookside primary school in East Leake in my constituency. The teachers there are finding that the outdoor play element means that they are spending more time successfully teaching in the classroom because there are fewer issues and disputes to resolve. Does the hon. Lady agree that teachers and schools are pushing for those things both indoor and outdoor, because together they ultimately result in better learning for children?
Dr Savage
I wholeheartedly agree. The evidence is incontrovertible: free play benefits students, teachers and parents.
The two forms of play are complementary, but not interchangeable; a truly child-centred system must value and protect both. Neuroscience helps explain why that matters so profoundly. Play activates almost every region of the developing brain, strengthening connections between emotional, social and cognitive systems. It stimulates dopamine and serotonin, creating what might be called a happy, relaxed, learning-ready brain. Those rich, flexible neural networks support memory, creativity and adaptability. By contrast, chronic stress and over-formalisation create rigid neural pathways that inhibit curiosity and learning, and create more stress that is not conducive to a receptive brain. In simple terms, joyful, playful brains learn better.
The issue is not just about short-term wellbeing; it is about future-readiness in the age of artificial intelligence. The skills that will matter most in the future are not rote recall, but creativity, adaptability, collaboration, emotional intelligence, imagination and the ability to navigate uncertainty. Those are precisely the same attributes that high-quality play develops. If we want children to thrive alongside AI, rather than be diminished by it, we must nurture the uniquely human capacities that play supports.
However, practitioners have told me that teacher training in England contains remarkably little on child development, neuroscience or the pedagogy of play. Many teachers know how play works, but feel constrained by rigid tests and by inspections that prioritise uniform outcomes and control rather than curiosity and agency. That contributes not only to poorer outcomes for children, but to burnout, demoralisation and a recruitment and retention crisis across the teaching profession.
It is also vital to remember that the effects of depriving children are not equally felt. Children in low-income families or those with special educational needs and disabilities are most likely to experience barriers to play while also being the children most likely to benefit from it. If the Government are serious about taking into account the educational needs of each individual child, play must form a vital part of their SEND strategy and curriculum reset. That is why the petitioners are not asking for just warm words; they are asking for statutory recognition for play-based learning and continuous provision to be embedded in the national framework, and for every single school to have a proper strategic plan for play, just as they have plans for literacy, safeguarding or special educational needs.
Finally, I return to the three points with which I began. England is still the only country in the home nations with no statutory expectation that play-based learning should continue beyond age five. That is a policy choice, not an inevitability. Secondly, play-based learning is not enrichment; it is different. It is a core pedagogical approach grounded in evidence about how young children’s brains develop and how deep learning takes place. Thirdly, guided play in classrooms and free play in playgrounds are not luxuries. Together, and complementing each other, they build the cognitive, emotional, social and creative foundations that children need—not only to pass tests, but to flourish as human beings in a rapidly changing world.
I hope that the Minister will respond directly to what the petitioners are asking for: for the Government to recognise play-based learning as core and not peripheral; to address the reception-to-year-1 cliff edge; to strengthen teacher training in child development and play; and to ensure that our curriculum and accountability systems give every child the chance to grow into a confident, curious, resilient and creative adult.
If we want a generation who are able to think, collaborate, imagine and thrive in a world shaped by AI, we must start by taking play seriously. Play is not a distraction from education, but one of its most powerful enablers.
Helen Hayes (Dulwich and West Norwood) (Lab)
It is a pleasure to serve under your chairship, Mrs Barker. I thank the hon. Member for South Cotswolds (Dr Savage) for introducing this debate, and the 106,082 people who signed the petition, of whom 182 are my constituents. I pay tribute to the campaigners, who are here today, for their important work on this topic.
There is a huge body of evidence that demonstrates the paramount importance of play in early childhood. When my two-year-old next door neighbour visited for tea over the Christmas recess, he announced as he stepped through our door, “Where are the toys?” If any of us has any doubt about the paramount importance of play, that is a particular experience that he was looking for on his visit and looks for wherever he goes.
I pay tribute in particular to the work of PEDAL—the centre for research on play in education development and learning—which is a part of the faculty of education at the University of Cambridge. PEDAL is dedicated to amassing evidence on the importance of play and is developing a wealth of resources for practitioners in all aspects of childhood. PEDAL highlights the important role of play in developing relationships and secure attachments for young children, in supporting physical and mental health, good development, learning and communication, and in building good foundational social relationships.
I have had the privilege of visiting many early years settings and primary schools in my constituency and across the country, and I have seen many brilliant examples of play-led learning, particularly in the many schools that that now have forest school programmes that give children the opportunity to go into the outdoors and learn from each other and the natural environment, outside of the formal classroom. The best teachers and early years practitioners make play a part of the curriculum, and work to make all learning fun.
This topic is relevant to aspects of the Education Committee’s current and recent work. We are midway through a big inquiry into the evidence on what makes for good support across the early years. We have undertaken some work to scrutinise the curriculum and assessment review—a topic I will return to—and last year we undertook a major piece of work on SEND, focusing on creating inclusive learning environments for all children and looking at the evidence on the very high number of children who are being failed by a system that is not properly geared to meet their needs. As part of that work, we identified transition points in education as requiring particular attention as the Government consider SEND reform. The transition from the early years foundation stage to key stage 1 is important in that respect.
We are also undertaking work on child poverty. Although play is important in education settings—in formal settings—in early childhood to reduce the attainment gap, access to high-quality play experiences in communities is also vital. My constituency is in the eye of the storm of the housing crisis, with so many families with young children who are not adequately housed and are living in overcrowded, cramped accommodation. For those families in particular, being able to access high-quality play equipment in their local community close to home is vital to their children’s development.
I will briefly pay tribute to a much-loved and much-missed Member of this place, the late right hon. Frank Dobson, who was passionate about play. Under the previous Labour Government, he helped to deliver a step change in investment in play equipment in our communities, and he continued to correspond with me about this topic until he was very near to the end of his life. The erosion of council funding under the Conservative Government for 14 years of course made it harder for councils to keep pace with investment in this space, and in recent years we have seen too many examples of play equipment that has fallen behind best practice and even fallen into disrepair.
I welcome the curriculum assessment review and its focus both on restoring creative subjects to the heart of the curriculum and on reducing the burden of assessment. These are important reforms and they are very welcome. Of course, the curriculum is a framework; it does not dictate individual lesson plans or teaching methods. Consequently, I hope that as the Government continue to develop the guidance around curriculum reform, there will be creative responses to these reforms that give some prominence to play, particularly in key stage 1.
Finally, I will highlight a conversation I had recently—last week, in fact— with the Estonian Education Minister. As we know, Estonia’s education system achieves excellent outcomes. In the early years, it focuses almost entirely on the social and emotional development of children in early childhood as the foundation for more formal learning. The Estonian Education Minister told me, “School is tough in Estonia. We expect children to work really hard. We give them a great deal of content. But they do that on a foundation in the early years that means that they are good co-operators and collaborators with their classmates, that they are good at working in teams, and that they are good at managing their own emotions to engage with learning to the fullest extent.”
This Government have an ambitious programme of reform for education, and a clear commitment both to making childhood better across our country and to investing in the services that support children, particularly in their early years. I hope that as the Government bring forward more detailed guidance to support these reforms and move towards the publication of the schools White Paper, which we expect shortly, the work of the petitioners on the topic of play in the key stage 1 curriculum will be at the forefront of their thinking. Play is important for children’s development, for their engagement in education and for discovering a lifelong love of learning, and the evidence to support that view is very strong.
Several hon. Members rose—
Paula Barker (in the Chair)
Before I call the next speaker, I suggest an informal time limit of four minutes per speaker, because of the popularity of this important debate. I hope that Members will help each other out by keeping speeches to four minutes, please.
Rebecca Smith (South West Devon) (Con)
It is a pleasure to serve under your chairmanship today, Mrs Barker, and I thank the hon. Member for South Cotswolds (Dr Savage) for presenting this petition on behalf of the petitioners.
Hopefully, I will not take four minutes to speak, because I am no expert on this topic. I am here today because 389 of my constituents signed the petition, which means that South West Devon had the fifth-highest response rate in the country. As a Member of Parliament, I always feel that when we are sent that little table telling us how many of our constituents have signed a petition, it is great, where it is possible to do so, to come and represent their views. I have also heard from two or three parents directly about this topic.
In addition, teachers have contacted me, including Cari Dyson. I have to say that if not for Cari, I probably would not be here this afternoon. She is a key stage 1 teacher who uses a play-based approach in her classroom. She told me that this petition
“is not asking for KS1 to reduce essential academic content”.
Instead, it aims to ensure that core knowledge can be taught using
“purposeful learning through play; structured enabling environments; and skilled adult interaction.”
Cari is one of the signatories to the petition who does not agree with the Government response to it, and perhaps she will not agree either with the official Opposition response, but I want to express her views this afternoon. I am certainly very grateful to her for sharing her expertise and experience.
I draw attention to one school in my constituency, which I had the privilege of visiting towards the end of last year. Sparkwell All Saints primary is a very small rural school, and such schools can deliver this programme, which larger inner-city schools might struggle with. I put on record how impressed I was with what Sparkwell All Saints provided. The school starts with the Montessori-style nursery and continues that through into key stage 1. If I had children and I lived in the village, I would be queueing at the door to get my kids into the school, which is delightful to visit. Mr Cole, the headteacher, is inspirational, and the value of the play-based, hands-on teaching method that nurtures children from my constituency is clear to see.
I understand the arguments for play, but we have to ensure that any increased emphasis on it does not hinder the teaching of a rigorous, knowledge-based curriculum, because, at the end of the day, we are preparing children to go through other key stages. However, as a non-expert in the room, I will say that I absolutely see both sides of the coin.
One thing that will come up in the course of this debate—I think it was highlighted by the Chair of the Education Committee, the hon. Member for Dulwich and West Norwood (Helen Hayes)—is that often the schools that offer play are particularly beneficial for children with additional needs or special educational needs. One question I have for the Minister is: how do we ensure that, when this approach is used in local primary schools, we are creating a fair playing field? We do not want a situation where a few schools deliver an amazing, creative environment for children who might struggle in more academic mainstream schools, but on the other side, negatively impact SEND provision more broadly across the community. I absolutely recognise the value of play, but a school could potentially become known as being particularly good for SEND children and end up with a higher-than-average cohort of children who meet those criteria.
Ultimately, I am completely compelled by what I have heard this afternoon. I hear all the arguments and I have seen the value of play for myself. I am slightly cautious and sceptical, given my past role as a governor in a primary school in a more urban setting that had a more traditional curriculum; none the less, it is important that we have been able to debate this topic this afternoon.
Is it the Government’s view that a one-size-fits-all approach is right, or is it right to have differences in the school system? The new Labour Government want to halt the progress of free schools, which could provide this alternative form of education within the state system, and they are not keen on multi-academy trusts, which perhaps also offer a different way of teaching. I am interested to know the Minister’s thoughts on that one-size-fits-all approach, or whether there should be space in our state education system for different ways of teaching and learning.
Rachael Maskell (York Central) (Lab/Co-op)
It is a pleasure to see you in the Chair, Mrs Barker. I congratulate the Petitions Committee on focusing on such an important debate, the 216 of my constituents who made the case through the petition, and the teachers and support staff who have very much brought this to my attention. I raise for the record that my sister works in early years, and every night when I go home from this place, she tells me about the importance of play. I have no better counsel than her.
The pedagogies that are integrated into our education system will determine the long-term outcomes of a child’s learning and development. It is only natural for a child to engage in explorative, creative and imaginative play when engaging with language and new concepts. It is play that helps a child to process their learning, reinforce its application and take pleasure in the process—of course, roleplay plays a vital role as well. It is during play that a child also learns wider physical and social skills. They will be connecting the neural pathways in their brains and embedding principles deep in their mind.
Helen Maguire (Epsom and Ewell) (LD)
Many constituents have contacted me about this important debate, and as a mum of three children, I have seen for myself just how important play is and how much it has helped them to understand teamwork and problem-solving. It is not just me who says that; UNICEF tells us how much it helps resilience, reduces stress and supports emotional wellbeing. Does the hon. Member agree that there are so many ways that play could be integrated into the key stage 1 curriculum as part of education?
Rachael Maskell
I completely agree with the hon. Member. She made the point so powerfully, not least because of her own experience.
It is really important that we embed play as a fundamental principle in the curriculum. For far too long, play has been seen as a process of reward or enrichment, not as a fundamental part of a child’s learning, but it is vital throughout childhood for that purpose. To deny play as a core learning approach for improving reading, writing or maths is to not understand education. Helping a child find their own creativity will help them find themselves.
Play-based learning is purposeful. Teachers have to really prepare when they integrate play into their work: they have to set the right environment, introduce the right medium, equip the learning space, indoor and out, and integrate that with the interests of the children to optimise the environment and ensure that they really grasp the concepts that they are being taught. As we have heard, England is an outlier in this area, and we have to catch up.
When I visited Carr infant school, I saw the contribution that play made to every part of the curriculum. When the school centred learning on play, its outcomes improved. Burton Green school has created environments where children can explore and engage. Whether it is Osbaldwick, Acomb primary or Westfield community school, so many schools across York have totally embraced the evidence of the importance of play.
The neuroscience very much determines that play is central. My constituent Charlotte Davies regularly reminds me of the importance of motor and sensory integration so that the brain can be trained to help a child’s ability to play. That is often lost as children are forced away from the right pathways for their education. We need to develop the right pedagogies and ensure that we are creating the physical and mental opportunities to learn.
The Government are grappling with the opportunities around developing a proper SEND programme, which we know is important, but if we are going to divert children from just spending time on their screens, creative play, integrated into learning, will make a difference. My plea to the Government is this: follow the evidence, and when it comes to assessments and examinations, let us drop those SATs and ensure instead that we have a proper approach to education.
Several hon. Members rose—
Paula Barker (in the Chair)
Order. I am sorry, but I am going to have to take the limit down to three and a half minutes. It is an informal limit; if we can stick to it, I will not have to impose a formal limit.
Charlotte Cane (Ely and East Cambridgeshire) (LD)
It a pleasure to serve under your chairship, Mrs Barker. I congratulate the petitioners on securing the debate and my hon. Friend the Member for South Cotswolds (Dr Savage) on her excellent speech introducing it.
We have already heard some great speeches on the benefits of including play in key stage 1 education. We have a wealth of academic evidence on the subject that makes a compelling case—for example, the finding that children’s learning through play produces a 90% retention rate, compared with just 30% through reading and watching. Arguably even more persuasive are the testimonies of parents who stress just how vital play is in their children’s lives and how important it is for play to be properly incorporated into their learning. I want to add that play is fun, and children deserve to have fun in school. Hopefully, it will help them to like and enjoy school, and learn better throughout their school life.
Becky from my constituency is a parent of two young children and a teacher at Ely St John’s community primary school. She contacted me recently to stress the importance of play-based learning in key stage 1. She wrote:
“I am confident that this approach is not only effective but also essential for young children’s learning and well-being.”
She has found already that the children are thriving and that feedback from parents has been very positive. However, she also wrote of her disappointment that she thought hers was the only school in the area able to offer this approach to children. In her opinion, the pressure is coming from the curriculum and from Ofsted.
A further pressing concern, as we have heard, is the Government’s strategy on SEND. The upcoming White Paper is expected to call for greater inclusion in mainstream education, yet part of the reason for the strain on local authorities dealing with SEND has been the lack of resources among mainstream schools already under pressure. As teachers like Becky recognise, without the necessary resources, schools feel the pressure from Ofsted to just stick to the basics of the curriculum.
We want our schools to be inclusive, to recognise and accommodate the differences in how each child learns, and to emphasise the importance of nurturing natural curiosity, creativity and critical thinking. Adopting a play-based learning approach in key stage 1, and giving each child the space to develop and engage with their education on their own terms, is crucial for that. If the Government are willing to listen to those who know that from experience, the schools White Paper could truly be a turning point; if they are not, serious questions for the future of our children, our schools and proper provision of SEND support will remain.
Can the Minister provide details on how the Government are engaging with experts, teachers and parents on play-based learning for key stage 1 children? What consideration is being given to its inclusion in the upcoming schools White Paper?
David Baines (St Helens North) (Lab)
It is a pleasure to serve under your chairship, Mrs Barker. I thank the hon. Member for South Cotswolds (Dr Savage) for introducing the debate so comprehensively, and pay tribute to Ruth Lue-Quee and all those in the Public Gallery who have campaigned so hard to make it happen.
Ruth says that right now in England, at the end of foundation stage, when they are just five years old, children hit
“a policy cliff edge and practice becomes inconsistent.”
She says we need
“teacher-planned, curriculum-aligned play-based learning and continuous provision in the classroom. It’s how young children learn best, achieve best and build strong foundations.”
I agree with Ruth. I speak as a dad of two young boys who I know for sure would have benefited hugely from continuous provision in key stage 1; as a former teacher, sure that I would have seen the benefits in my classroom; as the husband of a teaching assistant who knows that it would help the children she supports; and, first and foremost, as the MP for St Helens North, certain that this would help every child in my constituency and across the country.
We all need to be clear what this campaign is and is not about. It is not about the early years, it is not about enrichment or extracurricular activity, and it most definitely is not about lowering standards in any way. It is about bringing England into line with the rest of the UK and closer to countries such as Finland and Singapore. It is about following the evidence. It is about doing what is best for all children, our schools and, as a result, society.
Liam Conlon (Beckenham and Penge) (Lab)
My constituent Julia has been a teacher for more than 20 years. She wrote to me to share the benefits of play-based learning for children’s cognitive, social and emotional development. Given the increasing prevalence of cognitive and language disorders in young children, it is really important that we get this right. Does my hon. Friend agree that, when assessing the benefits of play-based learning, we should carefully consider the experience of teachers, as well as all the academic evidence available?
David Baines
I thank my hon. Friend for making that point. I completely agree that there is a huge body of evidence behind the petition, which I will touch on later, and we need to follow the evidence, especially on something as important as our children’s education.
Sir Ken Robinson, someone I am a big fan of, described play as “a fantastically serious activity”, and he was right. Some schools in England already have continuous provision throughout key stage 1, and they show that it works. People might wonder why we are asking for it to be statutory, if schools can already do it. The answer is that every single child in every single school should be given access to the best possible education. It should not be a postcode lottery. We also know that in high-pressure environments, which schools undoubtedly are, it is optional practice that gets squeezed first. Schools default to what feels safest for accountability and what feels familiar. Statutory expectation protects and encourages what works.
Key stage 1 is what Ruth Lue-Quee calls the “missing middle”. The early years foundation stage is protected in policy and key stage 2 is SATs-driven, but key stage 1 has the least protection for children’s developmental needs, despite being a vital stage in every child’s life. There is a huge body of evidence showing that putting five-year-olds in more formal classroom settings and removing continuous provision from the equation is not in their best interests, so why do we do it? The good news is that we do not have to. The Government have an opportunity here, and the timing could not be better, with the curriculum and assessment review and the schools White Paper coming forward.
I mentioned at the start that I am a dad and have two children. My youngest is nine today, and I am missing his birthday party at home. [Hon. Members: “Aw!”] I know. Part of me wishes I was there, but I am glad to be here to speak for him and his friends. I know that the change we are debating, with a different approach in key stage 1, would have massively benefited my son and his friends. It might be too late for them, but it is not for others.
I have already raised this point with Ministers, and I will carry on making it. I would be grateful if the Minister would commit to further meetings and discussions both with her and with her colleagues. It is our job to figure out how we prepare children for the mid-21st century. We do not know what that will look like, but we can be sure that we will not prepare our children for that future by doing what we have done in the past. The Government have rightly said that we want to give every child the best possible start in life. Learning through play until the age of seven would help with that. I thank Ruth and all others who have supported the campaign; they have my support and they should have the support of everyone in this Chamber.
James McMurdock (South Basildon and East Thurrock) (Ind)
I thank the hon. Member for South Cotswolds (Dr Savage) for her exceptionally detailed and very interesting opening speech.
I have had the tremendous privilege of visiting several schools in my constituency, and I think all Members will agree that there are a few things that warm the heart more than seeing happy children, particularly children who are learning in a safe and pleasant environment. East Tilbury primary school, which has taken part in the Outdoor Play and Learning programme, has really stood out to me. I am proud to share the fact that that delightful school achieved the platinum award, which is the highest level in the programme and is attained by around only 2% of schools nationally. OPAL now works with more than 2,000 schools, so that is no small achievement. Although we do have many educators in the Chamber, for those who are not quite so fond of mental arithmetic, that puts the school in the top 40 out of 2,000, so it really is quite an achievement.
I was struck not just by the surprisingly natural equipment that was being used—trees for climbing, tyres, sand pits and wildlife areas—or the simple ball games, but by the confidence, co-operation and genuine joyfulness that the programme produced in the children. I spent time observing, and playing and speaking with the staff, the pupils and the OPAL representatives, and it was clear to me that high-quality play directly supports wellbeing, social development and readiness to learn, as Members have already stated with some impressive statistics.
Crucially, the programme is not about lowering standards elsewhere or replacing learning with play; it is about using play intelligently to reinforce the core skills of communication, resilience, problem-solving and teamwork, particularly within the early years. I think that is why we can all agree that this is a win-win. As we have seen elsewhere across Europe, play can build the foundation for more advanced learning as children go through the key stages.
Importantly, East Tilbury’s success was driven not by top-down prescription, but by school leadership, staff commitment and community buy-in. That is a valuable lesson for us as policymakers, and I hope the Minister pays particular attention to that point. I urge the Government to focus less on rigid mandates and more on sharing best practice, supporting schools that want to innovate and trusting professionals to decide what works for their pupils. Done well, play is not a distraction from learning, but a foundation for it, and East Tilbury primary school is living proof of that.
Several hon. Members rose—
Paula Barker (in the Chair)
Order. After the next speaker, there will be a formal time limit of three minutes.
Mrs Sureena Brackenridge (Wolverhampton North East) (Lab)
I thank the hon. Member for South Cotswolds (Dr Savage), as well as Ruth and all the campaigners who have turned out in good numbers to bring this important debate on play-based learning to the House.
Growing up in today’s world is difficult for children, and it presents unique challenges for our brilliant early years sector. Too many children start school without the fundamental skills that they need. Often, they are not school ready, toilet trained or able to use a knife and fork; they are unable to focus, pay attention or concentrate; and they do not have the speech and language skills or the ability to play and form friendships. Those are fundamental skills. Without them, far too many children struggle to thrive and flourish, and it can scar the rest of their school years.
Early years provision should embrace how young children learn best. The move from the play-based early years foundation stage into the far more formal structure of key stage 1 can be abrupt for many. Play-based learning is statutory only up to the end of reception. Once children enter key stage 1, there is no requirement in the national curriculum to continue that approach, despite clear evidence that five, six and seven-year-olds still learn best through exploration, collaboration and carefully planned play alongside direct teaching.
This issue matters enormously in communities like mine in Wolverhampton and Willenhall, where schools are working hard to close early attainment gaps and to support children who face disadvantage. While phonics and early attainment results are improving, too many children still arrive at school without the secure foundations they need. If we are to tackle lifelong barriers, we must get the early years of formal schooling right, which is why I welcome the Government’s actions under the leadership of the Secretary of State.
Significant steps in the right direction have been taken to better support early years childcare and education, including the roll-out of Best Start hubs and Families First partnerships. But we have to focus better on school readiness, supporting early speech and language development, and further strengthening early years provision. The Government are taking practical steps to ensure that children are equipped with the skills they need. The initiatives to improve phonics, early literacy and teacher training reflect a clear commitment to building solid foundations for all children, but we must recognise the importance of play and holistic development.
Play is not just a “nice to have”; it is a foundation of language and literacy development, as the National Literacy Trust has highlighted. High-quality play is especially vital for disadvantaged children, helping to close early language gaps and give every child the tools to thrive. Simply put, play is the rocket fuel of learning. I support children’s health and wellbeing and urge the Government to listen to parents and early years professionals and take meaningful steps to embed play and continuous provision within the key stage 1 statutory framework.
Tom Hayes (Bournemouth East) (Lab)
Play is firmly back on the agenda in this Parliament, as symbolised by the new APPG on play. On Wednesday last week, we heard from, among others, Ruth Lue-Quee—My Mummy Teacher—about the importance of this petition.
In England, we rightly pride ourselves on an early years foundation stage that places play-based pedagogy at the heart of learning, but for children, that approach ends abruptly at the school gate of year 1. My constituent Rachel Peck, a key stage 1 teacher and early years practitioner, says:
“The need for play doesn’t suddenly disappear at five. Removing play so early removes the very opportunities children need to develop creativity, collaboration, problem-solving and communication.”
My constituent Louise Jane tells me:
“Children in Key Stage 1 are still so young. Sometimes it feels like the system sees them as numbers and data—when they are so much more than that.”
We know that active play stimulates the release of brain-derived neurotrophic factor, which supports memory, focus and neuroplasticity. Put simply, we know that movement helps the brain to grow. We also know that play offers challenge and risk, so that children develop self-regulation, emotional resilience and the ability to manage stress—essential social skills that cannot be taught by a child sitting down with a worksheet.
My constituent Rachel Peck says:
“We spend the rest of children’s school lives trying to teach skills that should have been naturally developed through play alongside their peers.”
I agree. Yet when children enter key stage 1, we find that play becomes a reward and its withdrawal a sanction, without realising that it is often the absence of movement and play that drives the behaviours that then get punished. My constituent Kate Bethune, whom I met at one of my surgeries, told me:
“We are crushing children’s natural creativity and curiosity because we are obsessed with compliance and early testing. Many children are simply not developmentally ready to sit still and write for long periods.”
So what do we need? We need to make play-based pedagogy and continuous provision statutory in key stage 1, thereby creating a clear national expectation that play is a developmental need, not an enrichment activity.
I want to thank Veronica Woodward of St Walburga’s, Leanne Dixon from Stourfield junior school, Pauline Sweetman from Stourfield infant school, Vanessa Webster from Epiphany, Michelle Dyer and Imogen Bull from the Avonbourne academies, and Chris Jackson from Avonwood school. Last Friday, Chris hosted us for one of my SEND roundtables, so that we could hear from teachers and headteachers about what future reform should look like. They were convinced that play-based pedagogy is critical for supporting children’s wellbeing and trying to address some of the issues that occur in later life. Just this morning, I was at St James’ school and spoke with the headteacher, Mr Brown, and the assistant head, Mr Parsons, who is also a key stage 1 teacher, and they too agree.
We are in a rare reform window. The decisions that are being made now on curriculum and assessment will shape classrooms for years, and with them children’s confidence, wellbeing and attainment. This is not about choosing play over learning; it is about choosing play because it is learning.
Amanda Hack (North West Leicestershire) (Lab)
It is a pleasure to serve under your chairship, Ms Barker. I thank the hon. Member for South Cotswolds (Dr Savage) for introducing this important debate.
I know how important this issue is for my constituents from speaking to children, headteachers and parents. Play should not be seen as an enrichment activity; play helps us to learn. The greatest breakthroughs in scientific endeavour, including Einstein’s theory of relativity, came as a result of people being able to think creatively. Physical expressions such as dancing, creating music and making up stories are not childish things to do. For example, there is evidence that listening to music enables children to engage with patterns and sequencing, which are fundamental to the basics of maths.
One of the best parts of this job is going to visit my local schools. Worthington primary school in my constituency has rolled out a free breakfast club. But it was not the breakfast that was fascinating; it was the fact that kids were sitting around playing with Lego—they were just expressing themselves without needing to conform. The headteacher said that that is improving their overall behaviour in classrooms, because they are so much more relaxed going into formal lessons.
One of my local district councillors, who is a former GP and psychotherapist, shared this with me:
“I was sitting in a primary school class as a School Governor some years ago. The topic was ‘materials’ and how they change. The teacher was using ice/water and melted/chilled chocolate to explain the topic. All well and good. In the corner of a classroom one of the hen’s eggs had only just hatched. A child wanted to talk about this exciting change in materials. That, I am sorry to say, was not allowed as it did not concord with the Lesson Plan.”
The campaign for play-based learning is not about increasing playtime; it is about ensuring that learning is delivered in a way that aligns with how children grow, develop, think and ask questions—just as they asked why an egg had hatched but the others had not yet. One of my earliest memories as a parent is visiting a science museum. The hatchery needed to be visited several times a day, and the excitement increased more and more as the day continued. Children will direct us in how they want to learn, and we have to give them that opportunity to express themselves.
Learning through play is not a new idea, but we have been rolling back on its importance. We know that we are now the outlier in the UK: Wales, Scotland and Northern Ireland have already embedded play-based approaches into their curricula at an early school level. We are falling behind and letting our children down. It is important that we value play by recognising it in the curriculum. It would be useful to hear from the Minister on that specific point, given that play is not an added extra but an important part of component learning for our children.
Chris Hinchliff (North East Hertfordshire) (Lab)
It is an honour to serve with you in the Chair, Ms Barker. I congratulate the hon. Member for South Cotswolds (Dr Savage) on her excellent speech—although the “productive struggle” she referred to sounded rather like a slogan from my trade union days. I wholeheartedly support the petition, and I thank all the campaigners behind it for ensuring that we are debating this important subject today.
I have heard from so many parents across North East Hertfordshire that over-formal academic approaches do not suit their children. Our whole society is missing out on the vast untapped potential of children who are never going to thrive in a sedentary environment. The valorisation of that model, and the expectation that all children can be measured against it, teaches many from the youngest age that learning is a struggle to be resented, not an exploration to be enjoyed. Politicians so often speak about the importance of education equipping children with skills that businesses require, but frankly I think it is a lot more important that five, six and seven-year-old kids are happy and healthy.
Fortunately, we do not need to choose between an education that is fun and inclusive, and one that equips pupils with essential knowledge and skills, as has been so powerfully proven by Unplugged Tots, which is run by my brilliant constituent Hannah. Unplugged Tots supports children to be the problem solvers, inventors, engineers, scientists and technologists of tomorrow by equipping them with the skills they will need through accessible, fun, engaging activities that are screen-free. Hannah is proving that we can teach children as young as two and half the foundational skills and critical-thinking abilities for coding through play—and without any screen whatsoever. It is a genuinely inspiring model that I hope the Minister will look at closely, and that could benefit schools across the country.
I will give the final word to Hannah, who says:
“Today’s children are tomorrow’s future and equipping them for this rapidly changing future is essential. If we want to build capable citizens for tomorrow, we must take play in Key Stage 1 seriously…Play supports the whole child, providing an equitable starting point for all children, regardless of background. When play is integral to the curriculum, we raise standards by nurturing confident learners prepared for a rapidly changing world equipped with a lifelong love of learning.”
Jen Craft (Thurrock) (Lab)
It is a pleasure to see you in the Chair, Mrs Barker. I extend my congratulations to the campaigners for securing this debate, and particularly to the 442 people in my constituency who signed the petition.
As many Members have pointed out, play-based learning is not about lowering attainment or standards. Indeed, countries that prioritise learning through play, such as Finland, Norway, Sweden, Japan and New Zealand, consistently score highly in international rankings. That is echoed in their attainment levels at 16 and beyond, not just at key stages 1 and 2.
Play-based learning has the ability to be truly inclusive learning. I understand that an inclusive schooling model is being strongly considered in the Government’s upcoming White Paper. A way to achieve that at key stage 1 is by incorporating play-based learning.
Play-based learning supports early language development. The charity Speech and Language UK estimates that the needs of around 2 million children in the UK with a speech and language challenge are not always met. For about 30% of children with a SEND need, speech and language difficulties are the primary cause of that need. Play-based learning allows children with a speech and language challenge to take time to really come to grips with it. It supports their speech and language learning and allows them to develop the skills that will be crucial to them as they continue their journey through education and into employment, and throughout their life. There is a real opportunity to turn things around for those children.
In the context of inclusive schools, play-based learning asks who we really want to see in the classroom. Who are classrooms for? They are not just for children who can sit still, rigidly listen to lessons and learn by rote. They are for all children—for all young minds. Play-based learning encourages curiosity and creativity, and therefore sends a signal to all children that they are welcome in our classrooms and our schools, and that however they learn they will be supported.
I join the many Members who have made powerful statements about why play-based learning should be adopted. I urge the Government to use this moment, when we are looking at how our education system can best deliver for children, families and society, to grasp the nettle and embed play as learning in key stage 1.
Caroline Voaden (South Devon) (LD)
It is a pleasure to serve under your chairship, Mrs Barker. I thank my hon. Friend the Member for South Cotswolds (Dr Savage) for opening the debate with such a well-argued and passionate speech that went to the heart of this debate. I commend Ruth Lue-Quee and all the petitioners for starting the petition, and the 106,082 people who signed it. I also wish the son of the hon. Member for St Helens North (David Baines) a happy birthday.
What is play for? What benefits can it bring to children? And why is it more important than ever that we enable children to learn through play, both inside the classroom and out? Most importantly, perhaps, why should educational play stop at age five in England? Anyone who has spent time watching children play can see that they are learning all the time: their young brains are puzzling over how to do something and they collaborate with friends, finding solutions to whatever challenges they have set themselves, building resilience and learning the art of perseverance.
As someone who has recently welcomed a grandchild into the family, the algorithm has found me, and I now regularly see posts about Montessori play on my feeds. There are brilliant ideas for simple activities in which young children can engage that are fun, that are absorbing and that teach them crucial skills that they will carry with them as they grow. The best bit about it is that children do not know they are learning. They are not being told to sit down, be quiet or work at a set pace. They are enjoying themselves, going at their own speed, working things out as they go and quietly developing their little brains as they play.
We often say in this place that high-quality education is the best possible investment we can make in the future of our country. As the bedrock of everything that follows, the early years are crucial, laying that foundation stone for learning, wellbeing and opportunity. From ages four to seven, significant socio-emotional and physical changes are taking place. For example, at four years old, children start to expand their vocabulary and express their needs through words rather than actions. At five, they start to develop empathy for others and, at six, they begin to experience multiple emotions simultaneously. These are crucial and long-standing developments that shape a child’s character for life, so it is vital that during these formative years children have access for the most appropriate learning methods that nurture their curiosity, creativity and critical thinking—the skills that will help them thrive as adults.
Evidence suggests that during this period of a child’s life, play-based learning can have a positive impact on communication, as well as emotional and physical development, but being outside, getting wet and muddy, sliding around, climbing over things and exploring their world is just as important as sitting inside playing with building bricks or doing puzzles.
Children develop their knowledge and skills in the most meaningful way by doing things that they want to do. The Lego “Play Well Report”, based on nearly 13,000 responses from parents and children, found that 83% of children say they learn better when it “feels like play”. Through play, children have the space and time to make connections in their learning, try things out, make mistakes and learn how to do better next time. Hon. Members from across the House have shared personal experiences, input from teachers and academic evidence that all show the importance of learning from play.
Parents in this country recognise that play helps build the skills that lead to academic success, as well as how important play is to foster creative, sociable and emotionally resilient adults. Critics of play in the classroom often have the misconception that play is only unstructured fun—noisy children mindlessly running around like headless chickens without a care in the world, but as my hon. Friend the Member for South Cotswolds explained, that is not what we are talking about today, as important as it is.
Guided play within the classroom gives children the opportunity to learn and develop in a no-pressure environment, approaching tasks at their own pace and in their own way. The 2023 Ofsted report “International perspectives on early years” agrees with this, highlighting how teaching and play are difficult to separate, with adults likely to be teaching children during play—whether that be free or guided, or unconsciously or consciously.
Other countries have play embedded in their curriculum. In Sweden, the curriculum guidance explicitly states that both free and guided play should be a part of education, and that a child has a right to both these types of play. In Finland, school does not start until age seven, but high-quality early years education is widely available and affordable. Finnish early years programmes focus on children’s holistic development, with an emphasis on play as the primary mode of learning, where teachers act as guides for the child’s exploration.
However, we do not need to look only overseas for inspiration; we can also look at alternative approaches to education here. I recently visited a school in my constituency that follows the play-based Steiner-Waldorf education system. That approach focuses on holistic development through self-directed imaginative play, fostering creativity, social skills and nature connection before age seven. Children are encouraged to engage in uninterrupted free play, nurturing their creativity and allowing them to form and then express their own experiences. Teachers function centrally as role models, teaching not through instruction but through action, which children can then imitate.
Crucially, the Steiner approach includes significant amounts of time spent outdoors, regardless of the weather, to ensure that children connect with nature, improving their physical health and providing them with wonderful educational opportunities. It also helps build that deep connection with nature, which we will need for future generations to care about and promote the protection of our natural world. I commend all the schools in South Devon that prioritise forest school as a way of teaching and nurturing children so well through outdoor play.
I am convinced that there are aspects of the Steiner style of teaching that should be considered more seriously by our mainstream education system, especially for little children in their formative years. It may be dismissed by many as weird hippy nonsense, but it is much more serious than that. We should keep an open mind when approaching how we best educate children during this crucial period of their lives.
The Liberal Democrats believe in broad, balanced and forward-looking early years education that prepares students to excel, both in school and outside the classroom. Play-based education must be a part of that, and should not stop at five years old. Playing is important throughout life, though it might change somewhat as the years progress. As this petition highlights, the Government acknowledge the importance of play in achieving this in their early years foundation stage statutory framework. The framework details how play is essential to children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, by taking part in play, and through learning that is guided by adults.
A child’s fundamental development does not stop when they leave reception, so why do the Government think that play is important only until the age of five? Why is England lagging behind the other nations of the UK? To address those inconsistencies, the Liberal Democrats call on the Government to explore how play-based learning could be effectively implemented within the key stage 1 curriculum in England, including through consultation with teachers and schools. This is not about enrichment, but play-structured learning in the classroom.
I hope the Government will take a good, hard look at how play can best be incorporated into our curriculum, given the extensive benefits it can provide, as hon. Members have laid out so eloquently.
Saqib Bhatti (Meriden and Solihull East) (Con)
It is a pleasure to serve under your chairmanship, Mrs Barker, and to take part in this debate on play in the key stage 1 curriculum.
First, I thank the 106,082 signatories of this petition, including the 200 signatories from my constituency. I thank the hon. Member for South Cotswolds (Dr Savage) for her opening remarks, and I also wish the son of the hon. Member for St Helens North (David Baines) a very happy birthday, on behalf of His Majesty’s official Opposition. I am sure that is all he ever wanted.
I praise the contributions from all hon. Members. It has been a thoughtful debate, which covered a whole array of issues. We may not agree on all aspects, I found it very fruitful to consider the different points of view. In particular, I commend my hon. Friend the Member for South West Devon (Rebecca Smith), who made an excellent contribution, highlighting the need for consistency; I echo her question for the Minister on that point.
Having heard hon. Members at length today, it is quite clear that we all accept that play has an important role in children’s cognitive and social development, particularly in their early years. There is strong evidence to suggest that play is an important factor in a child’s development. It teaches young people resilience, problem solving and social skills, enhances cognitive development and so much more. Dr David Whitebread of the University of Cambridge argues:
“Play in all its rich variety is one of the highest achievements of the human species, alongside language, culture and technology. Indeed, without play, none of these other achievements would be possible.”
That is why the early years foundation stage statutory framework includes play in delivering learning and development. The official Opposition support that framework, which sets out this responsibility for early years education providers. As a father of two young children, I recognise the importance of play. I know that key stage 1 is a crucial time in a child’s learning and development, when children are set up for future academic success based on the foundation of knowledge and learning skills they receive when they first start school.
It is thanks to the knowledge-rich curriculum, underpinned by phonics, introduced by the last Government under the excellent leadership of Lord Gove and Sir Nick Gibb, that primary school children in England are now the best readers in the western world, with 80% of six-year-olds now reaching the expected reading standard, compared with only 58% in 2012. Millions more children are in good or outstanding schools, with tougher exams, better teaching standards, a rigorous curriculum and thousands of new academies.
I say that because, having heard the debate, it is important to be clear about what we are discussing. While play should certainly be part of that delivery, we believe that schools are best placed to decide how the curriculum is delivered to their pupils, and it is important that precious time in the classroom is not missed out on. I know that many hon. Members have pointed out that that is not what they are talking about, but there must be clarity about how play is delivered, because we all agree that we are preparing our children for the future.
That desire for freedom is why the official Opposition strongly oppose parts of the Government’s Children’s Wellbeing and Schools Bill that restrict academy freedoms and seek to impose a one-size-fits-all approach on our education system. Why does the Education Secretary think that centralising decision making in Whitehall is more effective than empowering school leaders? The transfer of power from headteachers to unelected officials at the Department will be deeply damaging for children, and will see their education suffer as a result. It is not just the Conservatives who believe this. It was Sir Tony Blair whose Government championed the initial academisation of schools. I know he is greatly concerned about this, because it is a reversal of 30 years of consensus around academic achievement and development.
Although we also welcome the curriculum review, I have worries. It was a relief that the Government chose not to follow the example of their counterparts in Labour-run Wales by dropping phonics from the curriculum. However, as the Opposition have stated at the Dispatch Box, if everything is a priority, nothing is. If the Government want more play, they need to make clear which part of the curriculum has to be pushed to the side, and will stand to suffer, as a result. If the Government truly want to give children the freedom to learn and grow through play, they should confirm that they are committed to ensuring that the core skills of reading, writing and numeracy, which children need to succeed, will be part of that.
If more play is needed for children, there is another way of achieving that. I would like to talk about the use of screens by children. According to Ofcom, 25% of children—
Paula Barker (in the Chair)
Order. May I bring the shadow Minister back to the issue of play, please?
Saqib Bhatti
Absolutely, Mrs Barker. The point that I was going to make was that if children are not using social media, that will free up more time for play. That is why that issue is really important. We all want to achieve the same things: more resilience and more capability. Hopefully the Minister will confirm whether the Government agree with us that the use of screens at such a young age can have a detrimental effect, and confirm whether they will progress with the evidence.
I accept that many parents are simply trying to do their best, and they want to have the best opportunities for their children. That is why I implore the Government to take a deep, hard look at the official Opposition’s approach to the use of screens and social media, and to the use of phones in schools. We have called for the use of phones in schools to be officially banned to allow for greater standards in schools. We are worried about the fact that children now spend more time online. Just last week I read reports that some young people try to swipe, and even tap, on books because they use digital devices.
Saqib Bhatti
I made that very clear. We support the education statutory framework as it is, but I think that the questions around social media and the use of phones are really pertinent. That is what parents are writing to us, as Members of Parliament—
Paula Barker (in the Chair)
Order. I ask the shadow Minister to bring his remarks back to the petition, please.
Saqib Bhatti
I thank all hon. Members who have contributed to the debate, and those people who signed the petition. The Opposition recognise the importance of play, which is why we challenge the Government to give further clarity on the development of the curriculum review, and what will be part of it. If everything is a priority, nothing is, so what will be part of that debate? I also challenge the Government to give more clarity about the freedom of schools, as asked for by my hon. Friend the Member for South West Devon.
The Parliamentary Under-Secretary of State for Education (Olivia Bailey)
It is a pleasure to serve under your chairship, Mrs Barker. I thank all hon. Members who have attended and contributed to this important debate, and thank all those who signed and engaged with the petition, particularly those who are in the Public Gallery to listen to the debate. I know from conversations with the Minister for School Standards, my hon. Friend the Member for Queen’s Park and Maida Vale (Georgia Gould), who has responsibility for this area but is unfortunately unable to attend this debate due to a prior commitment, that this subject has drawn much attention and support from many constituents.
My primary goal as an Education Minister is to give every child the best possible start in life. I have had the pleasure of visiting primary schools and early years providers across the country, including many wonderful examples in my constituency of Reading West and Mid Berkshire such as Theale Church of England primary school, and Calcot junior school, whose pupils are coming to Parliament later this week. It was clear on all my visits how important play is to younger children’s wellbeing and development. Some of my best days in my job as Minister for Early Education have included being attacked by plastic dinosaurs and racking up my dry cleaning bill in muddy outdoor play areas. It has been a privilege to listen to hon. Members’ thoughtful contributions and hear about the excellent work being done in their constituencies.
The hon. Member for South Cotswolds (Dr Savage) started off the debate wonderfully by reminding us that the best sound in the world is that of children playing at break time and lunch time—I wholeheartedly agree. She also drew on a theme that was important throughout the debate: the distinction between play-based learning and enrichment. The Government accept that distinction.
My hon. Friend the Member for Hastings and Rye (Helena Dollimore) has been running a fantastic campaign in her constituency against the closure of playgrounds. The Government are determined to do something about such closures, and we committed £18 million to that very issue in the Budget. Other Members, including my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), touched on that issue.
We have had fantastic contributions, which I enjoyed listening to, from my hon. Friends the Members for Bournemouth East (Tom Hayes) and for Thurrock (Jen Craft), the hon. Member for South Basildon and East Thurrock (James McMurdock) and my hon. Friend the Member for St Helens North (David Baines) on the importance of play. Of course I add my birthday wishes to my hon. Friend’s son; I hope he gets a chance to have a good play with his new toys.
There have also been important contributions on play and screen time and on school readiness from my hon. Friends the Members for North East Hertfordshire (Chris Hinchliff), for York Central (Rachael Maskell) and for Wolverhampton North East (Mrs Brackenridge). On the question of ensuring that screens are not displacing play, the Government are determined: we will bring forward the first ever guidance for parents on screen time in early years, take tough action to ensure that there are no phones in any schools so children are not disrupted from play or learning, and work with parents and families to find the right balance so that children at school or nursery are doing what they should be doing: playing.
My hon. Friend the Member for Thurrock touched on the importance of play for early language development. That is very much part of this Government’s plans for school readiness as we strive to ensure that record numbers of children are ready for school. My hon. Friend the Member for Dulwich and West Norwood remembered the great Frank Dobson—a huge advocate for play—and I thank her for bringing his memory to the debate.
England’s early years foundation stage statutory framework recognises the importance of play, setting out that play, both indoors and outdoors, is essential for children’s development, including physical development, communication and language. I agree with colleagues that the impact of play on children’s development and wellbeing does not stop when they reach school age. We will help schools to decide how best to support children’s transition from the early years foundation stage into key stage 1. Some schools continue elements of the pedagogical approach of the EYFS, including play, into year 1 to enable a gradual transition.
Ultimately, however, we believe that teachers are best placed to apply their professional judgment and creativity to meet the pupils’ needs in this area. It is important that teachers have the flexibility to adapt their approach to best support each pupil to obtain the knowledge, skills and understanding that they should do during their education. We re-emphasised that principle in our response to the curriculum and assessment review last November, and that is why it would not be right for us to legislate to make play and continuous provision statutory in the key stage 1 curriculum.
That does not for a second mean that we expect children in year 1 to spend all day every day sat inside, and it certainly does not mean that play is no longer on the agenda. The Government have committed £18 million to upgrade 200 playgrounds across the country, we are amending the national planning policy framework to protect play spaces and my colleagues in the Department of Health and Social Care have published the first national guidance on commissioning and delivering health play services. In education, we are also acting to provide children with opportunities outside the classroom. I recognise the important distinction that colleagues have made, but enrichment is also important in schools. We will set out a new core enrichment offer that every school and college should provide for every pupil, delivering access to civic engagement, arts and culture, nature, outdoor and adventure, sport and physical activities, and wider life skills.
Our free breakfast clubs are also a brilliant opportunity for schools to incorporate more play into each day, offering 30 minutes in the morning where children can explore a range of activities, whether kicking a football around or building a Lego masterpiece, in a supportive and calm environment. Across the country, I have seen breakfast clubs where schools are using this Labour Government’s investment to help children explore their imagination and creativity. Of course, breakfast clubs also help to drive improvements in behaviour, attendance and attainment, and provide families with more affordable childcare choices.
I will briefly mention our curriculum reforms. This Government recognise that our children are stepping into a world of huge opportunity, but also of immense change and challenge. We want our new national curriculum to arm them to thrive, building skills that have been spoken about in this debate, such as communication, creativity and social and emotional skills, which can be developed through play and a wide range of enrichment activities.
In conclusion, this Government are serious about the importance of play in childhood, and across Government Departments we are investing in the infrastructure of play and in a transformed early years system. Although we do not agree with the specific suggestion outlined in the petition that play and continuous provision should be mandated as part of the national curriculum at key stage 1, we trust teachers to make the best choices for their students. We thank everyone for coming today and for their thoughtful—
Olivia Bailey
My hon. Friend has got me right at the end of my speech, but I will give way to her.
Rachael Maskell
I am grateful to the Minister for giving way. Will she go back to the Department and ask people there to engross themselves in the evidence, which overwhelmingly shows the importance of integrating play with learning, and to ensure that we take an evidence-based approach to policy making?
Olivia Bailey
I thank my hon. Friend for her last-minute intervention and I can reassure her that we in the Department are immersed and engrossed in the evidence. Our view is that play can be a very important way of helping children to learn. However, we do not think that it is right to mandate it at key stage 1, because we believe that it is important for teachers to have flexibility themselves. Nevertheless, as my hon. Friend knows—and as her sister, a fantastic superhero working in early years, will know—play is embedded as part of the EYFS curriculum.
Mrs Barker, I will leave it there.
Dr Savage
I again thank the amazing petitioners and all my colleagues who have contributed to this important debate.
I echo the request already made, that the Minister go back to her Department to reconsider this issue. I feel passionately about it; I have spoken with many educators over the last few weeks in preparation for this debate and they have educated me, deeply impressing on me the critical value of play within the curriculum as a pedagogical method. Wales and Scotland are already aware of that, as are many countries in Scandinavia, and the evidence suggests that they are raising children who are happier and more engaged in their lessons and are doing extremely well. This feels like a critical moment for the debate; with AI so high on the political agenda, we really need to nurture those skills of creativity, confidence and imagination—all those essentially human things that AI cannot produce.
The Minister spoke about giving teachers the flexibility to introduce more play to the curriculum if they think it is appropriate, but play should not be a postcode lottery. It should be a right for children in schools across the entire country. I urge and beseech the Minister, please, to take these passionate requests from Westminster Hall today back to her Department.
James McMurdock
I am very grateful to the hon. Member for giving way at this last moment. Does she agree with me that these debates are called debates for a reason, and that where there is an overwhelming outcome to a debate—one way or the other—we expect the Minister, regardless of who they are or what party they are a member of, to take that outcome away and implement it quite directly and quite heavily, wherever possible and wherever appropriate? Does she agree that in debates such as this one we expect a relevant outcome and not just an exercise in hearing our own voices?
Dr Savage
I thank the hon. Gentleman for reiterating that point. I hope that I speak for the entire Chamber when I urge the Minister, one final time, to convey this message to the rest of her Department.
Question put and agreed to.
Resolved,
That this House has considered e-petition 729440 relating to play in the key stage 1 curriculum.