Positive Playtimes and Lunchtimes

Positive Playtimes and Lunchtimes

Creating Harmonious & Positive Playtimes and Lunchtimes

…in our continual search for efficient units of educational administration we have overlooked that the most precious gift we can give the young is social space: the necessary space – or privacy – in which to become human beings.” Iona and Peter Opie (1969)

Positive Playtimes in UK

Children treasure their playtimes and lunchtime breaks, in fact for most children it is the best time in their day. Through play they develop and build relationships, learn social skills, de-stress and let off steam, exercise and most of all they have fun.

There are some for whom playtime can be the most challenging time in the day, a time when they may be left out of games, have no one to play with, get bullied or called names. In some schools instead of the playground being a place of positive social, emotional and physical activity, it has become a hostile environments with children involved in aggressive play and anti-social behaviour. Research shows us 75% of bullying in schools happens in the school playground (Sharp and Smith 1991-1993) and one of the suggested causes is boredom or lack of stimulus.

Positive Playtimes in UK

In the United Kingdom, primary school, children can spend up to one and a half hours, twenty five percent of their school day in the playground. We know from research that when children have a happy playtime they learn better in the afternoon. An added bonus I continue to hear from schools is that how much happier their lunchtime supervisors and teachers are, walking calmly into the staff room after play commenting on their happy playtime, so it’s not just the children who benefit – WE ALL DO!

Benefits of Positive Playtimes

  • Help the whole school promote a positive lunchtime and playtime policy.
  • Provide insight into pro active strategies to tackle bullying.
  • Develop effective positive behaviour management systems.
  • Empower your lunchtime supervisors to play and not police!
  • Re-energise and make playtime more positive through creative play.
  • Re inspire staff and children with new and traditional playground games.
  • Establish or re–energise the Positive Playground Activity Leaders (PPALS) System.
  • Create calm dining halls.
  • Create Zoned Activity Areas.
  • Build respect for your lunchtime supervisors.
  • Enhance morale and team spirit.
  • Improve Wet Play
  • Provide ideas to support our most challenging children at playtime.

Therese Hoyle delivered high quality, structured sessions tailor-made to the needs of our school. She worked with teachers, support staff, midday supervisors and pupils to create a shared emphasis on positive playtime experiences for all children. The training has energised staff who are now more actively engaged in developing creative and harmonious playtimes and utilising equipment and skills. The children responded very positively and with the introduction of our playtime council to foster and lead inclusive, active games, are working hard at playing well.

Jill Watson. Head teacher, Lent Rise Primary School

‘Very knowledgeable ? full of good ideas. Inspirational and wonderfully positive.

Culloden Primary, London

Schedule a Complimentary Discovery Session ?

Therese Hoyle

Leading UK Coach, Circle Time & Positive Playtime Expert,
Best Selling Author of 101 Playground Games & 101 Wet Playtime Games

Therese Hoyle has over 25 years’ teaching experience in mainstream, special and higher education. She is the founder and Head Facilitator of Therese Hoyle Consultancies (previously The Success Partnership Limited). Since 1996 Therese has worked nationally and internationally with over 450 schools and organisations and with more than 14,500 individuals inspiring them with Positive Playtime, Circle Time, Positive Parenting, Positive Behaviour Management, Emotional Literacy and Leadership Coaching programmes.

Her work in schools has been featured in a UK DfES, BBC Anti Bullying Video (never released), the national press and New Zealand’s Education Gazette. She is a feature writer for Teacher’s Matter Magazine, Australasia and Edventure Playtime Resources Catalogue.

Therese Hoyle

Testimonials

Kudos & Raves for Therese’s Work

With kind permission from Sian Bradshaw and Leanne Fulbrook from Ewell Castle School.

We found Therese’s day at school inspirational and motivating. Her style of working meant that everyone felt included and was able to actively participate, and leave feeling better informed, more confident, and ready for action! It was a great team-building day for all staff and helped everyone to work together with a greater understanding of our children’s’ daily needs.

We have initiated many of Therese’s Ideas already and children are reaping the benefits of more structured, cohesive play and lunch times.

I’m sure we’ll be in touch for further training! Regards

Pam Simpson Headteacher Kimpton, Thruxton and Fyfield C of E Primary School

‘The biggest impact of our training with Therese Hoyle has been the sense of pride and purpose, feeling of being valued and ownership our MSA’s have taken with what goes on at lunchtimes.

They are now more motivated, engaged in playing games with the children, have set up zoned activity areas and Playtime PALS. As a result the children are being more tolerant, friendly and kind to one another which has led to a marked reduction in incidents of poor behaviour at lunchtimes and fewer first aid incidents.’

Natalie Rankin Deputy Head Ark Blacklands Hastings


 

Therese was contracted to implement in nine South Dunedin schools the “Flourishing Schools Programme” ( Formally known as the “Turn a Round Circle Time Programme.”) This required her to work with and guide over 120 teachers and support staff in nine schools. She used a range of professional development presentations to support each school to embrace and fully implement the programme.

Some five years on, the work Therese did has had a huge impact on and influenced thousand of students in the wider Dunedin and Otago areas.

Therese is an outstanding presenter and facilitator. Top Qualities: Great Results, Personable, Expert

Whetu Cormick School principal at Bathgate Park School


This was a great session and really re-ignited our staff’s enthusiasm for Circle Time. Therese was very proactive in adapting her training to meet the needs of our staff who deliver Circle Time to adolescents with ASD. Everyone engaged with her fun and open approach.

Grateley house School – April 2009

Awesome day, thank you so much. You met all our learning styles, were receptive to the audience, enjoyed our group and became part of it.

Julie Rowe. South Makirikiri School


Therese you are truly inspirational. I was stunned by your skills and so was every single person who attended. It was the best Professional Development we have ever done – with full buy in from all staff. I cannot thank you enough.

Marie Barrett, St John Bosco School

Therese Hoyle delivered high quality, structured sessions tailor-made to the needs of our school. She worked with teachers, support staff, midday supervisors and pupils to create a shared emphasis on positive playtime experiences for all children. The training has energised staff who are now more actively engaged in developing creative and harmonious playtimes and utilising equipment and skills. The children responded very positively and with the introduction of our playtime council to foster and lead inclusive, active games, are working hard at playing well.

Jill Watson. Head teacher, Lent Rise Primary School


Very knowledgeable ? full of good ideas. Inspirational and wonderfully positive.

Culloden Primary, London

 

Schedule a Complimentary Discovery Session ?