Play is an Important Part of Sustainable Development by Julia Budniak
What is going on? At a time when each and everyone of us is finally becoming more aware of the need for sustainable development in order to try and preserve our world, we are told that the most expensive state school ever to be built in Britain won’t have a playground.
Think I’m muddling two separate issues? Think again. In its recently published document Sustainable Schools for Pupils, Communities and the Environment, the Department for Education and Skills defined sustainable development as being a lot more than recycling bottles or giving to charity.
It was, it said, ‘about finding ways to improve people’s quality of life without damaging the environment or storing up problems for the future, or transferring them to other parts of the world.’
The document then went on to state that ‘a sustainable school is guided by the principle of care: for oneself, care for each other (across cultures, distances and time) and care for the environment (far and near).’ Expanding on that theme, the summary continues: ‘Care breeds responsibility. Schools that involve pupils in the design of playing areas experience reduced incidents of bad behaviour, including bullying and vandalism.’
In that case, why spend £46.4m on Thomas Deacon city academy and not include a playground? The answer provided by Miles Delap in a recent Sunday Times article flies directly in the face of what the DfES is saying. ‘For a school of this size,’ he said, ‘a playground would have to be huge. That would have been almost uncontrollable. We have taken away an uncontrollable space to prevent bullying and truancy.’
So who is right – Mr Delap or the Government?
Playforce is one of the country’s leading playground equipment providers and, as such, we are in daily contact with teachers, parent bodies and governors and get regular feedback from them. The evidence, as far my colleagues and I are concerned, fully supports the DfES stance. Well thought out, environmentally-friendly, play areas do significantly improve social behaviour. They also improve health, reduce obesity, increase learning potential, develop creativity and make children happier.
‘Using the outdoor playground equipment has made the children grow in confidence and ability, not just when playing but in all their school activities,’ said Mrs Pibworth, head teacher of Laburnum Lower School in Sandy.
‘We all love this playground equipment, the children literally beg us to use it, but we have to stick to a rota because it’s so popular,’ said Mrs Garratt, head teacher of Nonsuch Primary School in the Wood Leasow area of Birmingham which has recently come out of special measures. ‘The timber trail and ship climbing frame have helped develop so many of the children’s skills: confidence, problem-solving, coping with the unexpected, imagination, social skills, physical skills and, most importantly, it has made their playtimes fun.’
The examples are endless. Allowing children to experience the benefits of school playground equipment, and even to teach them in outdoor classrooms, not only makes them happier and healthier but also makes them far more aware of the natural environment. Surely that has to be a good thing – especially in inner city areas where there might otherwise be very little opportunity to play properly outside?
Head teacher of the Thomas Deacon city academy, Alan McMurdo, is reported as saying that playtime won’t be necessary because ‘pupils won’t need to let off steam because they will not be bored.’ I would argue that boredom doesn’t come into it. Children’s play is about personal development and seeing the world in a different way. It’s about exploring the inner self, increasing physical stamina and making new friendships. It’s about testing the boundaries and dreaming the impossible. After all, how can children discover what they are capable of if they don’t have the chance to imagine in an unstructured, uncontrolled way?
The last city academy to be built without a playground now has one after government inspectors criticised it for poor design. Hopefully the authorities at Thomas Deacon will also see sense and allow its 2200 pupils to enjoy at least half an hour per day of real, unfettered playtime.
We are all being encouraged to wake up to the damage we our doing to the environment and part of that challenge is making more responsible lifestyle choices. Let’s allow our children to enjoy the great outdoors and help them discover that fun isn’t about sitting in front of a computer screen with a crisp packet in their hands.
