Tom Hayes

Play is firmly back on the agenda in this Parliament, as symbolised by the new APPG on play. On Wednesday last week, we heard from, among others, Ruth Lue-Quee—My Mummy Teacher—about the importance of this petition. In England, we rightly pride ourselves on an early years foundation stage that places play-based pedagogy at the heart of learning, but for children, that approach ends abruptly at the school gate of year 1. My constituent Rachel Peck, a key stage 1 teacher and early years practitioner, says: “The need for play doesn’t suddenly disappear at five. Removing play so early removes the very opportunities children need to develop creativity, collaboration, problem-solving and communication.” My constituent Louise Jane tells me: “Children in Key Stage 1 are still so young. Sometimes it feels like the system sees them as numbers and data—when they are so much more than that.” We know that active play stimulates the release of brain-derived neurotrophic factor, which supports memory, focus and neuroplasticity. Put simply, we know that movement helps the brain to grow. We also know that play offers challenge and risk, so that children develop self-regulation, emotional resilience and the ability to manage stress—essential social skills that cannot be taught by a child sitting down with a worksheet. My constituent Rachel Peck says: “We spend the rest of children’s school lives trying to teach skills that should have been naturally developed through play alongside their peers.” I agree. Yet when children enter key stage 1, we find that play becomes a reward and its withdrawal a sanction, without realising that it is often the absence of movement and play that drives the behaviours that then get punished. My constituent Kate Bethune, whom I met at one of my surgeries, told me: “We are crushing children’s natural creativity and curiosity because we are obsessed with compliance and early testing. Many children are simply not developmentally ready to sit still and write for long periods.” So what do we need? We need to make play-based pedagogy and continuous provision statutory in key stage 1, thereby creating a clear national expectation that play is a developmental need, not an enrichment activity. I want to thank Veronica Woodward of St Walburga’s, Leanne Dixon from Stourfield junior school, Pauline Sweetman from Stourfield infant school, Vanessa Webster from Epiphany, Michelle Dyer and Imogen Bull from the Avonbourne academies, and Chris Jackson from Avonwood school. Last Friday, Chris hosted us for one of my SEND roundtables, so that we could hear from teachers and headteachers about what future reform should look like. They were convinced that play-based pedagogy is critical for supporting children’s wellbeing and trying to address some of the issues that occur in later life. Just this morning, I was at St James’ school and spoke with the headteacher, Mr Brown, and the assistant head, Mr Parsons, who is also a key stage 1 teacher, and they too agree. We are in a rare reform window. The decisions that are being made now on curriculum and assessment will shape classrooms for years, and with them children’s confidence, wellbeing and attainment. This is not about choosing play over learning; it is about choosing play because it is learning.