OPAL
What is OPAL?
We have recently started a programme to improve opportunities for physical activity, socialisation, co-operation, coordination, resilience, creativity, imagination and enjoyment through improved play.
The OPAL Outdoor Play and Learning Programme is the result of 17 years testing and development in over 250 schools and is now used in Canada and New Zealand as well as across the UK. In 2018 OPAL won the first prize in an EU funded award for the best active school’s programme in Europe.
It is based on the idea that as well as learning through good teaching, your children also learn when they play, and as 20% of their time in school is playtime, we want to make sure that this amount of time (equivalent to 1.4 years of primary school) is as good as possible.
Why are we following the OPAL programme?
Here at Biggin Hill, we value every moment of the school day. There are many proven benefits for schools which carry out the OPAL Programme. They include but are not limited to: the development of social skills and co-operation, more enjoyment of school, less teaching time lost due to disputes between children, less accidents and greatly improved behaviour.
The benefits of play
1. Children learn through their play.
Don’t underestimate the value of play. Children learn and develop:
· cognitive skills – like math and problem solving in a pretend grocery store
· physical abilities – like fundamental skills, balancing and travelling on the playground
· fitness – expending more energy and effort as they explore and engage in active play
· new vocabulary – like the words they need to play with toy dinosaurs
· social skills – like playing together in a pretend car wash
· literacy skills – like creating a menu for a pretend restaurant
2. Play is healthy.
Play helps children grow strong and healthy. It also counteracts obesity issues facing many children today
3. Play reduces stress.
Play helps your children grow emotionally. It is joyful and provides an outlet for anxiety and stress
4. Play and learning go hand-in-hand.
They are not separate activities. They are intertwined. Think about them as a science lecture with a lab. Play is the child’s lab.
5. Play outside.
Remember your own outdoor experiences of building forts, playing on the beach, sledding in the winter, or playing with other children in the neighbourhood. We are trying to re-enact that in a safe and monitored way
6. Play is a child’s context for learning.
Children practice and reinforce their learning in multiple areas during play. It gives them a place and a time for learning that cannot be achieved through completing a worksheet. For example, when playing in the ‘mud café’, children write and draw menus, set prices,
take orders, and create the ‘food’. Play provides rich learning opportunities and leads to children’s success and self-esteem.
7. Play develops risk management.
Children will be encouraged to create on the spot risk assessments about if their choices are safe. These decisions will be guided by each other and the supervising adult on the playground.
How does it work at Biggin Hill?
All children in Phase 1 and 2 (Year 1-Year 4) have the freedom to play where they choose across the two playgrounds, they will mix with each other over the lunchtime period. Due to logistics of lunches, Phase 3 will continue to stay on their playground. Older children will support on the younger playground as ‘Biggin Buddies’ and ‘Reading Buddies’ in which they will read stories to the younger children, play games and act as role models during this time.
A variety of zones, stations, equipment, activities and areas are available to the children on both playgrounds and these may vary each day depending on what the children choose to do and what equipment we can source.
Each part of the playground is supervised by a Play Leader who will encourage the children to be imaginative, play kindly, be respectful of each other and the equipment, and to manage their own risks.
Children are asked to be responsible for the equipment and tidying it away at the end of the session.
Children are allowed to access the field and we try to keep the children out as much as possible so they can benefit from the play. Wellies and waterproofs will be provided.
The OPAL Play Team (which includes Governors, Senior Leaders, Staff and Parents) regularly reviews the OPAL project to make sure it continues to be effective, safe and exciting for all children
We have a Play Assembly weekly when staff celebrates great play, introduces new activities or equipment, reminds the children about any rules or expectations and presents an award for something outstanding that has been noticed during OPAL playtimes.
Equipment and Zones could include (but are not limited to):
· Reading sheds
· Mud kitchen
· Water play
· Games, arts and crafts and playdough tables
· Small world (e.g. dinosaurs, cars, fantasy world)
· Scooters and other means of transport/travel
· Football Court
· Hoops, balls, skipping ropes
· Sand-play / sandpit
· Big chalks and bubbles
· Trim trails
· Wooden vehicles (ship, train, car)
· Crates, containers and cardboard boxes (e.g. for den building or whatever the children choose to do)
· Performing (e.g. music, drama, dressing up)
How can parents help?
As the school improves play opportunities for your children, you may find the school is asking you for resources throughout the year. Please spread the word and try to gather as many items as you can. Anything big or small will be greatly appreciated. Please take any items to the school office.
The children may use more of the grounds throughout the year. Due to this, your children may get a little bit messier, be exposed to more challenges and have greater freedoms to play where, with whom and how they like. The experiences the school is fostering are essential for children’s physical and mental well-being and health and in line with all current good practice advice on health and safety, well-being and development. Please ensure you ask your children about their playtimes and compliment them when they explain their new imaginative ideas/games.
