AN EXPLORATION OF SCHOOL LEVEL PLAY POLICY AND CHILDREN’S ACCESS TO PLAY DURING THE COVID-19 PANDEMIC

Abstract

Background: The United Nations Convention on the Rights of a Child (UNCRC) outline children’s right to play as a fundamental human right. During a crisis, play is children’s way of supporting their own health and wellbeing (IPA, 2020). Throughout the COVID-19 pandemic leading academics were advocating for leaders to prioritise play in their response to reopening schools and longer-term recovery planning. Methods and participants: A systematic policy analysis informed by experts in the field aimed to explore how play policies are being developed and enacted in UK primary schools. The second paper consists of empirical research involving interviews with setting staff to explore how two primary school settings supported children’s access to free play during the COVID-19 pandemic. Analysis and findings: The policy analysis mapped out 4 broad types of school play policy and led to the development of a new evaluative framework outlining core and secondary dimensions of good practice. Findings from Paper Two will give insights into the impact of COVID-19 restrictions on children’s access to free play, as well as elements of supportive practice. Conclusion and implications: Findings from both papers one and two will be useful to practitioners in order to prompt reflection on current whole school play practices. The evaluative framework is recommended as a tool for school leaders and other professionals to guide development of school play policy. Paper Three explores how findings from Paper One and Two will be disseminated to participants, stakeholders and to other practitioners in the fields of play and education and evaluates the impact of these.

Date of Award	1 Aug 2025
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Caroline Bond (Supervisor) & Catherine Kelly (Supervisor)