Schools

We can assist schools to benefit their children and families through play. Please see the information below, and also the downloadable brochure at the right side of this page, which has information about Play Midlothian and other local service providers.

Service models

Our service models can be designed around your needs, but typical models are:

  • Supported self-directed group play sessions – at break or lunch time, or during class time (or a session a week covering all three)
  • Supported 1:1 play – during class time
  • Supported family play sessions – during class time, open days or after school hours

The sessions could support self-directed play in general, or could be run with particular goals in mind, for example introducing ‘loose parts’ to create more stimulating play that encourages teamwork, or supporting the inclusion of children you are worried are left out of play, or increasing parental participation in the life of the school. They could include a mix of children or focus on target children.

We can also provide training and consultancy services to build the capacity of school staff (and/or other community partners) to provide supported play.

Partnership with St David’s RC Primary School

Play Midlothian and St David’s RC Primary School have been working in partnership to support children through play. Practitioners from Play Midlothian provide tailored and responsive play opportunities both within and beyond the school day, over two sessions per week. This partnership is facilitating wider opportunities for family engagement and is supporting learners to develop essential life skills to support them across their learning. The work has been ongoing since Autumn 2018, and there has been clear impact for individuals and cohorts of children. School staff have observed improving skills in problem solving, negotiation and persevering during their play. There have been some improvements in the children’s readiness for learning. School staff have been able to apply some of the approaches to their own practice and seen positive improvements within their classrooms. Families are also engaging with one another more informally at the end of the school day and there are increased opportunities for parents and children to play and learn together.