Many research studies have found that the social, physical and mental benefits to children of managed risks are vast.  Our play provision aims to offer children the chance to encounter acceptable risks as part of a stimulating, challenging and managed play environment.

‘Without opportunities to take acceptable levels of risk, children’s development is inhibited, undermining their capability to deal with the wider unsupervised world’. (DCFS)

 At Chyngton, we are committed to providing these experiences for our children in a managed way.  We use the Health and Safety Executive’s guidance on Managing Risk in Play and Leisure (www.hse.gov.uk) as our principle guiding documents in making decisions relating to risk and play.

‘HSE fully supports the provision of play for all children in a variety of environments. HSE understands and accepts that this means children will often be exposed to play environments which, whilst well managed, carry a degree of risk and sometimes potential dangers’. (HSE, 2013)

Our role as play providers is to facilitate the maximum amount of enriching opportunities for children to encounter.  They need to learn to manage risk for themselves in an environment that is as safe as it needs to be, rather than completely devoid of risk.

The children learn how to use the resources provided safely by carrying out regular risk-benefit assessments during our play assemblies.  They also learn how to carry out 'dynamic risk management' where they identify and manage risks in the playground environment where the play team are present to support them.  If the play team find that the children need more coaching on how to use items safely, then this will happen.  ​

 Our OPAL PLay Policy (Summary)

Chyngton School is committed to providing high-quality, inclusive, and sustainable play opportunities, recognizing play as essential for children’s health, happiness, and overall development. ​

Rationale and Importance of Play​

Play is a fundamental right under Article 31 of the UN Convention on the Rights of the Child. It supports physical, intellectual, educational, and social development, fostering independence, creativity, and emotional resilience. Children spend approximately 20% of their school time playing, making play a significant contributor to well-being and learning. The OPAL (Outdoor Play and Learning) programme has been adopted to enhance play quality, aiming for happier, healthier children, improved classroom behaviour, and reduced accidents.​

Definition and Benefits​

Play is defined as freely chosen, personally directed, and intrinsically motivated activity, vital for healthy development. It encourages problem-solving, risk-taking, and emotional growth in a pressure-free environment. Both staff and pupils value play for its role in building confidence, imagination, and social connections.​

Aims of the Policy​

The school seeks to:​

• Provide varied, stimulating environments.​

• Encourage managed risk-taking.​

• Promote respect, independence, teamwork, and resilience.​

• Support holistic development and curriculum learning through play.​

Risk and Challenge​

Managed risk is integral to play, helping children develop adaptability and confidence. Risks include physical challenges and social uncertainties, such as making new friends. The school uses a risk-benefit approach guided by Health and Safety Executive principles, balancing safety with enriching experiences. Dynamic risk assessments and coaching ensure children learn to manage risks responsibly.​

Supervision and Adult Roles​

Supervision follows OPAL’s models—direct, remote, and ranging—favouring remote and ranging for independence while ensuring safety. Staff act as play facilitators, guided by Playwork Principles, creating environments that stimulate self-directed play and offering support when needed.​

Equality, Diversity, and Environment​

The policy guarantees equal access to play for all children, regardless of background or ability. Continuous improvement of school grounds ensures stimulating, safe environments, guided by best practice standards.​

Parent/Carer Responsibilities​

The philosophy with OPAL is to embrace our UK weather by allowing children access to all of the grounds all year round.  Therefore, as part of our uniform policy, we ask that parents and carers provide children with wellies and waterproof raincoats for wet weather at a minimum.​

Parents/Carers should also consider:​

• Sending children in with extra layers, scarves and gloves if it is colder.​

• Supplying waterproof trousers if they are worried about children getting their trousers wet or muddy.​

• Supplying spare clothing such as socks in case clothes become wet.​

• Encouraging children to wear trousers or shorts as these are the most practical and allow them to engage fully in all types of play.​

Conclusion​

Through OPAL, Chyngton School aims to transform playtimes into enriching experiences that enhance learning, well-being, and life skills, preparing children for a confident and resilient future.