John Milne
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Dr Roz Savage (South Cotswolds) (LD)
I beg to move,
That this House has considered e-petition 729440 relating to play in the key stage 1 curriculum.
It is a pleasure to serve under your chairship, Ms Barker, and a real privilege to present this important debate on behalf of the Petitions Committee. Before I turn to the detail, I want to set out three key points that frame the debate. First, England is now an outlier in the United Kingdom as the only nation with no statutory expectation that play-based learning should continue beyond age five. Scotland and Wales already have legal frameworks and national strategies that embed and protect play into the early primary years; only in England does the statutory requirement for learning through play effectively stop at the end of reception, creating a cliff edge between reception and year 1. Nobody’s brains, let alone four or five-year-old children’s brains, respond well to cliff edges. Such an approach runs counter to everything we know about children’s developmental needs and the evidence on how young children learn.
The second key point is that play-based learning is not the same as enrichment, which usually means activities that sit alongside the core curriculum such as clubs, sport, music, trips or recreational time. Those activities are valuable, but they are by definition additional. Play-based learning is something quite different: a structured, evidence-based way of teaching the core curriculum itself. The Government’s response to the petition appears to misunderstand that distinction and thereby misses the point.
Thirdly, we must distinguish between two different but equally vital kinds of play. There is purposeful, guided play in the classroom as a core teaching method; and free, social, physical play in playgrounds and outdoor spaces. I happen to live next door to a primary school and can vouch for the fact that the latter is a great deal noisier than the former, but it is a joyous and happy noise—the sound of childhood. Both kinds of play are essential and both are currently being squeezed to the detriment of our children.
John Milne (Horsham) (LD)
In my constituency of Horsham we already see the positives that play-based education can bring, with organisations such as Woods for Learning, which is a forest school catering for children with special educational needs and other children. The effectiveness is clear enough. Would my hon. Friend agree that the time has come to look at bringing that approach into the classroom, too?