On Wednesday 21st January, I had the immense privilege of stepping into the House of Commons to share the work of Positive Playtimes at the All-Party Parliamentary Group (APPG) on Play meeting at Westminster.

The APPG on Play is the cross-party group working in Parliament to champion all children’s right to play, promoting the value of play, protecting play spaces, and ensuring play is embedded in public life. Meetings provide a forum for MPs, Peers, experts, and children and young people to discuss the key issues affecting children’s right to play, share evidence, and drive progress through policy and parliamentary action.

I am sincerely grateful to Eugene Minogue, Director of Play England, and Tom Hayes MP for the invitation and for creating space for meaningful conversations about play at the very heart of government.

It was a moment that felt both deeply humbling and incredibly important.

A powerful conversation about play

Ahead of the APPG meeting, I had the opportunity to spend half an hour in conversation with Eugene Minogue, exploring the real and measurable impact of Positive Playtimes in schools. We spoke about how purposeful, structured play is transforming school culture, strengthening wellbeing, improving behaviour, and creating a stronger sense of belonging for children and staff alike.

These conversations matter. They ensure that the voices of schools, children, and educators are represented in shaping policy.

A pivotal moment for education

This APPG meeting came at a crucial time. The focus was on play in Early Years and schools, with Ruth Lue-Quee’s  (@MyMummyTeacher) recent petition to make learning through play statutory in Key Stage 1, ahead of the Westminster Hall debate on 26 January.

This represents a significant opportunity to move play from the margins of education policy and firmly place it where it belongs, at the centre.

Ruth Lue-Quee (@MyMummyTeacher) delivered a powerful speech calling for play to be made statutory in Key Stage 1. She highlighted that 38 per cent of children in the UK are not meeting national expectations by the end of Key Stage 2, underlining the urgent need to prioritise play in the early years of primary education.

Representing Positive Playtimes

I was honoured to contribute to a panel discussion on play in schools, representing Positive Playtimes and our schools. I had the opportunity to speak to cross party MP’s about our work in schools, why play matter and how play is the golden thread of childhood.

I shared evidence and insights gathered from schools across the UK that clearly show how joyful, inclusive playtimes positively impact school culture, relationships, behaviour, and wellbeing. These are not abstract ideas; they are lived experiences from the playgrounds we work in every day.

I even got MP’s playing the Bean Game to demonstrate how play can regulate us. 

Also speaking in the panel discussion were Michael Follett from OPAL and Chris Wright from the Youth Sport Trust.

An inspiring group of voices

It was a joy to be part of such an inspiring line-up, including:

• Ruth Lue-Quee (@MyMummyTeacher)

• Aaron Bradbury (Nottingham Trent University)

• Michael Follett from OPAL and Chris Wright from the Youth Sport Trust

Eugene Minogue (@PlayEngland)

I also got to meet the amazing Amber Ogunsanya-William, an Award-Winning Inclusive Play Advocate, and we hope to work together!

The shared commitment in the room was unmistakable: every child deserves time, space, and permission to play.

Why this matters

Play is not an ‘extra’. It is not a reward. It is a fundamental part of childhood, public life, and education. When we protect play, we protect children’s wellbeing, creativity, connection, and joy.

I left Westminster feeling hopeful, energised, and more committed than ever to bringing the voices of the schools I work with directly into spaces where real change can happen.

Thank you to everyone who continues to champion positive, purposeful play. This journey is a shared one, and I am so grateful to walk it alongside you.

#PositivePlaytimes #APPGonPlay #RightToPlay #PlayInSchools #WellbeingInEducation #PlayMatters #EducationPolicy #CollectiveImpact #PositivePlay