Playing and learning outdoors help children explore, imagine and problem-solve in ways that classrooms cannot always support. For primary schools, prioritising playtime is one of the best ways to build curiosity, wellbeing and connection. This is what OPAL helps schools achieve every day.
We believe that every child has a right to play. When play is valued by schools, everything changes. Children become more confident, staff see calmer classrooms, and school life feels richer. This article explores how OPAL’s approach to outdoor play helps children learn everything that they need to know that cannot be taught.
What this covers
Find out how OPAL helps schools move to a whole-school play culture. The article explores leadership, environment design, staff training, inclusion and impact measurement, with real examples and practical advice from OPAL schools.
Why you can trust us
OPAL has worked with more than 2,000 schools across the United Kingdom. Our nationally recognised OPAL Primary Programme is backed by more than 20 years of school-based experience, playwork research and measurable impact. Schools that complete the programme consistently report improvements in behaviour, wellbeing, attendance and engagement for all children.
Why outdoor play matters more than ever for primary education
Play is how children make sense of the world. It builds confidence, resilience and creativity, helping children develop the physical and social skills they need to thrive. Yet modern childhood often limits time for free play. OPAL restores balance by giving schools the tools to prioritise play.
Schools that embed play through OPAL see children who are happier, more confident and ready to learn. Teachers report calmer classrooms and improved relationships across the whole school community.
Playing is learning
When children have time and freedom to explore, experiment and collaborate, learning follows naturally.
Schools that participate in OPAL’s programme understand that play is not a break from learning but a key part of it. Staff see that every moment of play builds communication, imagination and resilience. When children lead their own learning outdoors, they develop confidence and independence that transfers to the classroom.
Learn how the OPAL Primary Programme embeds play into every school day
Building a shared vision
Lasting change begins with leadership. Schools that successfully embed outdoor play share a clear, collective vision. Headteachers, governors, teachers and pupils all agree that play is vital to learning and wellbeing.
OPAL helps schools define this vision and align it with their values and improvement plans. We provide a structured framework and expert mentoring to ensure play is not just an idea but an integral part of school life.
When leadership values play, it becomes a daily priority. Resources, staff time and long-term planning all reflect that commitment.
Ready to build your school’s vision for play? Get started with OPAL
Designing outdoor spaces that inspire learning
Every corner of your outdoor space can be reimagined to invite play and exploration. OPAL supports schools to transform their grounds into diverse, engaging environments that promote creativity, collaboration and independence.
We work with schools to help them create a variety of zones to provide a balance of opportunities:
- Active spaces for movement, climbing and challenge
- Creative spaces with loose parts for building and invention
- Natural areas that connect children to the environment
These spaces evolve with the seasons and with children’s interests. By reimagining what already exists, schools create opportunities for every child to take part. Loose parts such as tyres, pallets, ropes and fabric spark imagination and teamwork, while natural materials foster sensory and emotional development.
Staff confidence transforms outcomes
The most successful OPAL schools are those where every adult understands the value of play. Our training builds confidence and consistency across teaching and support staff.
We give staff the skills they need to observe rather than control, to balance safety with freedom, and to recognise how learning takes place through play. Lunchtime supervisors, teachers and teaching assistants all become part of one play team.
Once staff feel confident, playtimes transform. They see children solving problems, communicating more clearly and working together. That positivity carries through the rest of the school day.
Support your staff to create richer outdoor play opportunities. Learn more about the OPAL programme
Inclusion through outdoor play
OPAL’s approach naturally includes every child. Flexible environments, varied resources and supportive adults mean all children can take part in ways that suit them.
Children with special educational needs (SEND) often flourish outdoors. Open-ended play allows them to express themselves, regulate emotions and connect with peers without the pressures of structured tasks.
By removing barriers and valuing choice, OPAL schools make outdoor learning accessible to everyone. This aligns with Department for Education guidance highlighting that outdoor play can support regulation, communication and engagement for pupils with SEND.
Making play part of school culture
Embedding play requires commitment, reflection and consistency. OPAL supports schools through a structured, mentored process over 12 to 18 months. Together, we develop policies, training plans and review systems to ensure that play remains a priority long term.
Play becomes part of the school’s identity. Parents, governors and pupils see its impact and take pride in it. Schools report improved attendance, fewer behaviour incidents and happier, more resilient children.
Join hundreds of schools already transforming play culture. Get started with OPAL
Case study: Toner Avenue Primary School, South Tyneside
Toner Avenue Primary School in Hebburn, South Tyneside, has 497 pupils and a mix of green and tarmac spaces. For Headteacher Nichola Fullard, OPAL has become “an integral part of the school.”
Before working with OPAL, Toner faced behaviour challenges and a lack of engaging play resources. Staff found themselves patrolling rather than supporting play, and children were often bored. Nichola had previously seen OPAL’s success in another school and decided to bring the programme to Toner Avenue.
OPAL supported the school with staff training, paperwork, parent communication and the development of a long-term site plan. The team also visited other OPAL schools to share best practice and maintain momentum.
The impact has been transformative. Behaviour incidents dropped significantly, attendance rose from 92.1% to 95.1%, and persistent absence fell from 33.6% to 14%. Children returned to class more settled and ready to learn.
A supervised ‘snug’ was introduced to support pupils who felt anxious or upset, while quieter and active play zones ensured inclusion for all, including those with SEND. The school even developed an indoor OPAL space, known as IPAL, where pupils created their own clubs and mindful activities.
Parents, governors and visitors regularly comment on the change. Nichola says, “Our children are more resilient now and have a better ‘have a go’ attitude. OPAL fits perfectly with our school values: independence, tolerance, resilience, achieving well and caring.”
Tracking progress and celebrating success
Every OPAL school monitors its journey. We provide tools to measure participation, behaviour, attendance and engagement. Schools collect pupil voice and parent feedback, review staff reflections and celebrate achievements such as OPAL Silver, Gold or Platinum Awards.
These milestones reinforce a sense of pride and shared purpose. When schools see the difference play makes, not just in data but in smiles, confidence and creativity, the culture of play becomes self-sustaining.
Play that lasts
OPAL’s approach ensures that play remains central long after the initial programme. Because it focuses on systems, leadership and shared values, change continues through staff transitions and new school years. OPAL provides ongoing support and works with schools to reaccredit every two years.
Playtime becomes a highlight of the day for everyone. Pupils look forward to it, and staff enjoy watching children develop skills that reach far beyond the playground.
Discover how the OPAL Primary Programme can transform your outdoor learning culture.
Wrapping it up
Playtime should be planned for in the same way as curriculum subjects if schools want to harness the curiosity, creativity and joy that play brings. Through OPAL, schools across the UK are turning their playgrounds into vibrant, inclusive spaces where play drives learning and wellbeing.
Every school’s journey is unique, but the goal is the same: to make play part of every child’s day. With OPAL’s guidance, you can create a playculture that truly lasts.