Impact and Outcomes
Real Change.
Measurable Results.
We are committed to evidence-informed practice and measurable outcomes. Here is what schools across the UK are experiencing when they work with Playground Engagement.
Data from our pilot school
The data and outcomes shown on this page were gathered during our initial pilot programme. We are currently working with schools to collect and publish impact data following full implementation. Results from partner schools will be added here as they become available.
The Evidence
Outcomes Across Our Schools
Data gathered from pupil voice surveys completed across Years 2–6 at our pilot school, before and after the programme.
83%
feel safe at playtime
The highest-scoring wellbeing measure in our post-programme survey — pupils feel safe at playtime after the programme is embedded.
81%
enjoy playtime
Pupils rated their enjoyment of playtime as 4 or 5 out of 5 after the programme was embedded.
72%
feel included during playtime
Pupils said they feel included at playtime — up from significantly lower baseline figures before the programme.
81%
rate playtime 4 or 5 out of 5
Overall playtime satisfaction averaged 4.26 out of 5 across our post-programme pupil voice surveys.
70%
say there is enough to do
Pupils agreed there are enough activities to choose from — a direct result of structured zone provision and new equipment.
66%
have tried something new
More than two thirds of pupils said they had tried new games or activities since the programme began.
In Their Own Words
Because of the new playtimes, I now...
Pupils were asked to select everything that applied to them after the programme. These are the outcomes they chose — unprompted, across our pupil voice surveys.
Have more to do
Feel happier at playtime
Try new games
Feel included
Am more active
Feel more confident
Enjoy coming to school
Feel safer at playtime
Have more friends
Know the names of the staff
Help other children
Know there are clear consequences for poor behaviour
Why It Matters
The Research Case for Playtime
20%
of the school day is spent at playtime — yet it receives less than 1% of school improvement investment
40%
of behaviour incidents in primary schools occur during unstructured time
3 in 5
children report feeling excluded or bored at playtime at least once a week
2x
children with strong peer relationships at playtime are twice as likely to be engaged learners
Real Data. Real Children.
What the Children Told Us
Pupils across Years 1–6 completed our Pupil Voice survey before any intervention. Their honest responses tell us exactly where to focus — and why playtime improvement cannot wait.
76%
enjoy playtime
70%
say adults don't lead games
56%
say there's not enough equipment
38%
sometimes feel lonely
I enjoy playtime
Adults are kind and helpful at lunchtimes
I always have something to do at playtime
Playtime feels calm and safe
Adults play with me and lead games
There is lots of equipment out at playtime
There is a calm area for me to use
Everyone is included in games at playtime
I sometimes feel lonely at playtimes
Bullying occurs during playtime
Adults sort out my problems
I know what to do if I have a problem
In Their Own Words
What children said would make playtime better
More equipment
Frequently mentioned
More games & activities
Frequently mentioned
A calm / quiet area
Frequently mentioned
Dedicated activity zones
Frequently mentioned
More football provision
Frequently mentioned
Adults to be kinder
Frequently mentioned
Swings & climbing
Frequently mentioned
Better problem-solving by staff
Frequently mentioned
Lego & creative play
Frequently mentioned
"I don't really know what would make playtimes better — usually me and my friends walk round and look for something to do. We find something eventually. Thanks for letting us have a say."
— Year 5 pupil
This is what a baseline audit looks like. Imagine seeing these results transform after a Playground Engagement programme.
Book a Free ConsultationThe Finding That Changes Everything
Adults Are Not Playing With Children
Across every year group, from Year 1 to Year 6, children told us the same thing: adults do not lead games or play alongside them at lunchtime. This single finding sits at the heart of why playtime improvement cannot be left to chance.
90%
of children said adults do not play with them or lead games at playtime
Only a small minority of pupils agreed that adults play with them or lead games — the lowest positive response of any question in the survey.
Consistent Across Every Year Group
No year group reported meaningful adult engagement in play. The pattern is universal.
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Three More Gaps the Data Revealed
Adult disengagement does not stand alone. Children also told us about equipment, calm spaces, and inclusion.
56%
say there is not enough equipment
More than half of children said equipment provision was inadequate. Footballs, basketballs and skipping ropes were the most requested items.
48%
say there is no calm area to use
Nearly half of children said they had nowhere calm to go. Requests for quiet zones, reading corners and sensory spaces appeared across every year group.
38%
sometimes feel lonely at playtime
More than a third of children reported feeling lonely. This rose in older year groups, with Year 5 and Year 6 showing the highest rates of social isolation at lunchtime.
Open Responses
What children said they wanted most
Children were asked in their own words what would make playtime better. These themes emerged unprompted across our pupil voice surveys.
Adults to play with us and lead games
Frequently mentioned
More equipment — balls, bats, hoops
Frequently mentioned
A calm or quiet area
Frequently mentioned
More variety of activities
Frequently mentioned
Better lunchtime supervisors
Frequently mentioned
More football provision
Frequently mentioned
Creative and art activities
Frequently mentioned
Board games and table games
Frequently mentioned
Dance, drama and performing arts
Frequently mentioned
"I wish the dinner ladies would play with us. They just stand there. If they played with us it would be so much more fun and we would not fight as much."
— Year 4 pupil
When adults step in — even briefly — children feel safer, more included, and more purposefully engaged. That is what our training delivers.
Book a Free ConsultationStaff Perspective
What Lunchtime Staff Told Us
Lunchtime supervisors completed our staff questionnaire at the same school. Their responses reveal a workforce that cares deeply — but needs more support, training and resources to do their jobs well.
100%
confident supporting pupils in play
100%
agree improvements would benefit learning
71%
say there are not enough things to do
57%
feel undervalued in their role
Key Findings by Area
Enough activities to keep pupils engaged
Play opportunities suit all needs & abilities
Behaviour expectations are clear
We have enough equipment
There are enough things for children to do
Staff have received training in their role
Staff feel valued in their role
Pupils can resolve low-level conflict themselves
Where Staff Are Unanimous
Every single member of staff is confident supporting pupils in play
Every member of staff believes improvements would benefit learning in class
Every member of staff agrees play leaders make a difference
86% say pupils who struggle to engage are noticeable — staff see the problem
86% say isolated pupils are supported quickly when spotted
What Staff Asked For
SEND & emotion regulation training
Multiple staff specifically asked for support with individual triggers, breakdowns and emotional regulation.
Pupil voice in planning
"Invite children to have their say and include them in every change" — staff recognise this matters.
More equipment & activity zones
Dedicated areas for different types of play, with clear storage and rotation systems.
Medical needs information
Staff want to know which children have medical needs so they can respond appropriately.
A clear line of support
"To know I have someone I can go and speak to" — staff want visible leadership at lunchtime.
"Invite children to have their say and include them in every change. SEND children need structure — once they know what games are available they will understand and know what they want to do beforehand, so decision making isn't needed."
— Lunchtime Supervisor
What Children Actually Want
Activity Preferences
Years 2–6 told us exactly what they want at playtime. The breadth and variety of responses proves one thing: children do not all want the same thing — and provision needs to reflect that.
Active Sports Zone
Top choices from our pupil voice survey
Equipment & Structured Play
Most requested resources
Calm & Wellbeing Zone
Overwhelmingly requested
The majority of children want music at playtime. Nearly as many want a cosy calm area. This is not a minority need — it is a majority one.
Creative Arts Zone
Hugely popular across all years
Social & Indoor Games
Strong demand for structured games
Children's Own Ideas
Unprompted suggestions
These are the children's own words — unprompted, unfiltered, and full of imagination. This is why pupil voice sits at the heart of everything we do.
When Asked to Pick Their Top 5
The overall most-wanted activities
Colouring
56 children chose this
Bowling
50 children chose this
Football
48 children chose this
Cosy calm area
45 children chose this
Drawing
41 children chose this
The most-chosen activity was colouring — not football. This is exactly why we ask children before we plan. The assumptions adults make about what children want at playtime are often wrong. Pupil voice changes everything.
School Stories
Case Study
A real school. Real data. Real impact. More case studies coming soon as our work grows.
Pilot School
Lunchtime Organiser Lead
The Challenge
Our pilot school invited Playground Engagement to carry out a full lunchtime audit and improvement programme. Staff wanted to better understand what children needed at playtime and how to create a more purposeful, inclusive environment.
Our Approach
We began with a whole-school pupil voice survey and staff questionnaire to establish a clear baseline. Working alongside the lunchtime team, we introduced structured play zones, developed an Individual Support Plan process for children with additional needs, and delivered training to build staff confidence.
"Having the pupil voice data made such a difference. We finally had evidence of what children actually wanted — and it was not always what we assumed. It gave us a clear direction."
— Lunchtime Organiser Lead, Lunchtime Organiser Lead, Pilot School
Key Results
Ofsted New Framework
What Inspectors Are Saying About Playtime
Analysis of 70 schools inspected under the new Ofsted framework reveals a clear pattern — playtime and lunchtime are now firmly in the spotlight. Here is what inspectors are writing.
Positive Practice & Strong Provision
What outstanding schools are achieving
Playtimes and lunchtimes are happy and harmonious.
Behaviour during social times is calm and purposeful.
Pupils enjoy numerous engaging activities and play well together.
The playground at lunchtime is abuzz with activity.
Pupils behave well. There is lots to do at playtime and lunchtime.
Older pupils help younger children to join games happily together.
Play leaders support pupils well during social times.
Playground buddies ensure that no one is left out.
Pupils conduct themselves well around the school site.
Pupils play cooperatively and respectfully together.
Pupils feel safe during breaktimes and lunchtimes.
Adults organise a range of purposeful activities.
Relationships between pupils are positive.
Pupils are kind and supportive towards one another.
The playground during lunchtime is calm, positive and well supervised.
Older pupils take responsibility for helping younger children.
Pupils enjoy active and creative opportunities during social times.
There is always something to do at playtime.
Pupils are proud of their leadership responsibilities.
Adults model respectful relationships during social times.
Areas for Development & Inspection Concerns
What inspectors flag as falling short
Pupils' behaviour on the playground during lunchtime is not as good as it should be.
Lunchtime arrangements and playground supervision need to be reviewed.
Low-level disruption occurs during social times.
Some pupils report boredom during lunchtime.
Staff do not deal with arguments consistently well.
Behaviour expectations are not consistently applied at lunchtime.
Some pupils become unsettled during unstructured times.
Play equipment is not always used effectively.
Some pupils do not feel fully included during social times.
Opportunities for purposeful play are limited.
Does any of this sound familiar? Playground Engagement works with schools to turn these inspection concerns into strengths — before the inspector arrives.
Source: Analysis of Ofsted inspection reports under the new framework, 2024–25. Quotes are direct extracts from published reports across 70 primary schools.
See It For Yourself
Ready to Create Your Own Impact Story?
Book a free, no-obligation consultation and find out how Playground Engagement can transform playtime — and outcomes — in your school.