Key Stage 1 Curriculum

Rebecca Smith Excerpts

Monday 26th January 2026 Westminster Hall

[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.