When a school decides to transform its playground, the first instinct is often to focus solely on the children. After all, they are the ones playing! However, after 25 years of developing Positive Playtime Programmes, I’ve learned one fundamental truth: for play to be truly successful, it must be a whole-school mission.

At Positive Playtimes, we believe that play is the "Golden Thread" of childhood. (Link to golden thread blog) But for that thread to remain strong, it needs to be woven by everyone—from the Headteacher and Lunchtime Supervisors to the children and parents.

Historically, playtimes have been viewed as a separate entity from the “real” work happening in the classroom. This siloed approach is exactly why schools often struggle with poor behaviour, a high number of accidents, and “chaotic” dining halls.

When play is sidelined, problems from the playground inevitably spill back into the classroom, causing a loss of valuable teaching and learning time in the afternoon.

To build a culture where children play happily and harmoniously, every adult on-site needs to be a champion of play. Here is why a “all-in” approach is the only way to see lasting results:

• Empowering our Lunchtime Superheroes: Lunchtime supervisors are the frontline of playground culture. By giving them the skills, confidence, and “Superhero” status they deserve, they transition from “policing” behaviour to actively facilitating games and building relationships.
• Consistency Across the Day: When teachers, leadership teams, and support staff all use the same positive behaviour management systems, children feel safer and more settled.
• Student Leadership (PALS): Involving the children through a Playground Activity Leaders (PALS) system gives them ownership of their space. It teaches them responsibility and ensures that even those who find play challenging have a peer to turn to.
• The “Golden Thread” Connection: As shown in our framework, play links Fairness & Values, Learning, Skill Building, and Wellbeing. By involving the whole school, we ensure these values are consistent whether a child is in a maths lesson or playing tag.

We recently saw the impact of this at Holy Trinity C of E Primary School. They implemented the Positive Playtime Award Programme, which is a structured whole-school improvement process.

Instead of just changing the equipment, they involved everyone. The impact was confirmed by an independent review that included discussions with pupils, staff, and parents alike. By the end, staff were recognised with certificates and superhero badges, cementing the idea that everyone plays a part in a happy school day.

If we want to address the fact that children play 50% less than a generation ago, we cannot leave it to chance. We must protect and prioritise play as a collective. When the whole school team is inspired and trained, lunchtimes become the best time of the day for everyone involved (Raising the Nation Play Commission, 2025).

Whether it’s through our Positive Playtime Essentials Programme or a bespoke workshop for your lunchtime team, I can help you create a unified vision for your playground.

Would you like to learn how to create a “Superhero” team at your school?

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References: Raising the Nation Play Commission (2025) Everything to Play For: A Plan to Ensure Every Child in England Can Play. London: Raising the Nation Play Commission.