Key Stage 1 Curriculum

Olivia Bailey Excerpts

Monday 26th January 2026 Westminster Hall

[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—

[Rachael Maskell]

Will the Minister give way?

[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.