Foreword by Ken Livingstone, Mayor of London VI

НазваниеForeword by Ken Livingstone, Mayor of London VI
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Ways to improve provision

7.19 Boroughs should consider innovative approaches to the creation and enhancement of open spaces. This will involve creative approaches to funding and to the use of land. A number of schemes in London demonstrate interesting features or management approaches; examples included in Appendix C demonstrate how benefits can be achieved through the application of a comprehensive strategy.

7.20 In some neighbourhoods the simple provision of additional play opportunities may not be possible. In others, improving the quality of the opportunities may be the main concern. The box on pages 58 and 59 offers a range of ideas and solutions that could be included in the action plan.

Quality assurance

7.21 For supervised provision, it is recommended that an appropriate quality assurance system be adopted. The government has launched the Investors in Children (IiC) initiative, which endorses quality assurance schemes that meet rigorous criteria, building on the national standards. Endorsement shows that a provider accredited through an IiC scheme is committed to delivering standards associated with high-quality programmes and positive child outcomes. DfES guidance to local authorities and partnerships recommends that they should promote participation in quality assurance schemes, focusing on those that have IiC endorsement.

Quality in play

London Play has produced a quality assurance system specifically for supervised play provision, based on the values and assumptions of playwork and the Best Play objectives. The Hackney Play Association originally developed it through a collaboration of playworkers and quality assurance specialists. The system identifies 19 different quality areas ranging from ‘a warm and welcoming environment’ and ‘play environment audit’, to ‘managing resources’ and ‘working with families and the community’. Each quality area has a specific written standard and the system provides for assessment of current performance against the standard to three levels of achievement, with examples of the appropriate evidence. Quality in Play was awarded endorsement within the government’s Investors in Children framework in June 2004.

Monitoring and review

7.22 The strategy document and action plan will need be kept under regular review in order to be effective. Regular review of the action plan will be especially important in ensuring that targets are being met, or checking whether they need to be modified in the light of changing circumstances. The action plan should be subject to annual review. The play strategy should be kept up to date and the need for review will depend on whether there are significant changes in funding, legislation, Section 106 opportunities, other strategies or planning. The local authority should also be responsive and flexible to community feedback as the strategy implementation progresses.

7.23 To effectively review the plan, performance will need to be monitored by agreed performance indicators. These could include:

• cost related to usage

• actual catchment area, as defined by users

• numbers using and times spent at specific facilities

• usage on the basis of gender, ethnicity, age, impairment

• involvement of community groups

• children and young people’s satisfaction

• inclusive access

• attainment of quality assurance standards by supervised provision.

7.24 Given the complexity and variety of children’s play opportunities, it is clear that every single play opportunity cannot be monitored. For many performance indicators, monitoring may need to take place at a sample of local sites.

7.25 Existing opportunities may need to be used; for example a traffic survey, following traffic calming, could also be used to ascertain children’s travelling distances around their own neighbourhood. A community consultation on facilities in general might include a few questions on children’s play. Schools may be assisted to undertake projects, which meet National Curriculum criteria, on such subjects as geography and citizenship. Their findings may be related to performance indicators.

7.26 In some instances proxy indicators may be used. For example, an increase in children travelling unaccompanied to school is very likely to indicate the freedom of children to travel other routes unaccompanied within their neighbourhood.

1 State of London’s Children Report (SOLC), Mayor of London, 2004

2 SOLC, 2004

3 The Mayor’s Children and Young People’s Strategy, 2004

4 The London Plan, the Mayor’s Spatial Development Strategy for London (2004), Policy 3A.14

5 As recommended in the Audit Commission Performance Indicator on play strategies (LIB 115) – see Appendix A

6 B Hughes and F King, 1985 as adopted by the National Occupational Standards for Playwork

7 Department for Culture, Media and Sport, Getting Serious About Play, a review of children’s play, 2004

8 Chief Medical Officer, At Least Five A Week, Department of Health, April 2004

9 Institute for Public Policy Research, Passing Time, 2003

10 GLA, January 2004

11 The British Medical Journal (Vol. 322), 10 February 2001 (

12 Department for Health, Choosing Health? Choosing Activity consultation, Spring 2004

13 Department of Health, Read the Signs, 2003

14 Green Alliance/Demos, A Child’s Place – why environment matters to children, 2004

15 SOLC, 2004

16 MORI/Audit Commission, What needs most improving in your area?, 2001

17 M Hillman, J Adams and J Whitelegg, One False Move: A Study of Children’s Independent Mobility, The Policy Studies Institute, 1990

18 M O’Brien et al, Childhood, urban space and citizenship: child-sensitive urban regeneration, Economic and Social Research Council, 2000

19 M Huttenmoster and D Degen-Zimmermann, Zurich, Lebensraume für Kinder, 1994

20 Children’s Play Council/Children’s Society, Playday Survey, 2003

21 P Shelly, Everybody here? Play and leisure for disabled children and young people, Contact-a-Family, 2002

22 H Kapasi, Asian Children Play, Playtrain, 2001. (See also Economic and Social Research Centre, Childhood, Urban Space and Citizenship: Child Sensitive Urban Regeneration, Research Briefing No. 6, July 2000)

23 SOLC, 2004

24 Office of Children’s Rights Commissioner for London (OCRCL), Sort it Out, 2003

25 SOLC, 2004

26 SOLC, 2004

27 Margaret Hodge, Minister for Children and Families, The Youth of Today, speech to the Institute for Public Policy Research, 19 January 2005

28 CABE Space, Preventing anti-social behaviour in public spaces, policy note 2004

29 Play Inclusive ( Action Research Project: Inspiring Inclusive Play (funded by the Scottish Executive Education Department), 2004. (Available from The Yard, 22 Eyre Place Lane, Edinburgh EH3 5EH.
Tel: 0131 476 4506 Email:

30 Learning through Landscapes; Writing a Play Policy

31 R Wheway and A Millward, Child’s Play: Facilitating play on housing estates, The Joseph Rowntree Association and Chartered Institute of Housing, 1997

32 The Designs for Play conference staged by PLAYLINK and Portsmouth City Council proposed some key principles to underpin the development of play environments. They can be found in R Wheway, A number of observational and consultation studies of children’s play (unpublished)

33 R Wheway, A number of observational and consultation studies of children’s play (unpublished)

34 R Wheway, A number of observational and consultation studies of children’s play (unpublished)

35 The Designs for Play conference staged by PLAYLINK and Portsmouth City Council proposed some key principles to underpin the development of play environments. They can be found at

36 Removing Barriers to Achievement, Government Strategy for Special Educational Needs, section 2.11

37 PLAYLINK and the Children’s Play Policy Forum, 2002

38 Wonderful Places to Play, PLAYLINK, 2001

39 R Wheway, A number of observational and consultation studies of children’s play (unpublished)

40 CABE Space, Response to the GLA’s draft Guide to Preparing Play Strategies

41 Project for Public Spaces, Place Performance Evaluation Game Sort it Out! Children and young people’s ideas for building a better London, Office of Children’s Rights Commissioner for London (and 3,000 young Londoners), 2001

42 Developing Accessible Play: A Good Practice Guide, Office of the Deputy Prime Minister, 2003

43 R Wheway and A John, Can Play, Will Play, National Playing Fields Association, 2004

44 Project for Public Spaces, Place Performance Evaluation Game

45 National Playing Fields Association, Six Acre Standard (revised) 2002

Appendix A

Best Value Performance Indicator 115

The status of the local authority’s policy and strategy for play


This indicator identifies the extent to which the authority has developed and adopted a comprehensive play policy. To what extent the play policy can act as a practical working tool to influence, and guide, any decisions made across all relevant departments, which affect or relate to children’s play opportunities. How far an authority achieves in relation to the processes the indicator details will be determined by local objectives and resources, but it is important that achievement is related to goals as set out in the ‘advanced’, ‘established’ and ‘emerging’ criteria. The indicator should be supplemented by further information relating to quality and cost effectiveness determined according to local priorities.

It assesses the extent to which the development, adoption and implementation of a corporate play policy has involved users and providers, is responsive to local and diverse needs and demonstrates an understanding of the importance of play and the child’s right to play.

Supporting table


a Status of the local authority’s development and implementation of a corporate play policy (advanced, established, emerging)

The status of the local authority’s contribution should be matched as closely as possible to the criteria for ‘advanced’, ‘established’ or ‘emerging’ as detailed in the table below, against each of the components A to I. Please note that the policy must meet all the criteria to qualify at the higher levels.

Columns entitled ‘Advanced’, ‘Established’ and ‘Emerging’ each identify the different actions required against each of the component elements of a play policy and strategy, as identified in A–I.

To assess your position, review the columns to identify for each of the criteria A–I below which best describes your current position. For example, if your policy has identified the range of authority services with relevance to play and their responsibilities, but has not provided guidance to staff in these departments, then ‘tick’ column ‘Established’ for line A. Continue working through the criteria, selecting for the corresponding line the columns which best describe your current position.

Your position to be reported for part (a) of this indicator is that for which you have been able to tick all the behaviours required, or demonstrated behaviour required at the higher level, ie the programme must meet all the criteria to qualify at the higher levels. For example, an advanced status would need to demonstrate evidence for all the criteria A–I as detailed in the ‘Advanced’ column. For an authority that meets five of the criteria shown in the ‘Established’ column, but can only demonstrate the action detailed in the ‘Emerging’ column for the remaining four, the authority’s policy and strategy for play would be reported as having an ‘emerging’ status.

b Number of ‘advanced’ criteria met as a percentage of the total
advanced criteria

Of the components detailed, the number of these for which the authority meets the criteria as detailed for an ‘Advanced’ plan, as a percentage of the total nine component areas detailed.

Development and implementation of a corporate play policy: assessing your progress

Appendix B

Suggested further reading

This list is not intended to be comprehensive and inclusion does not imply specific endorsement of the content or the views expressed.

Play principles

A New Charter for Children’s Play, The Children’s Play Council/The Children’s Society (1998)

The United Nations Convention on the Rights of the Child, UNICEF (1989)

Play provision

Best Play – what play provision should do for children, National Playing Fields Association/Children’s Play Council/PLAYLINK (2000) (can be downloaded from

Getting Serious About Play – a review of children’s play, Department for Culture Media and Sport (2004)

Open for Play – the National Daycare Standards in open access play provision, PLAYLINK (2003)

Wonderful Places to Play – adventure playgrounds in London,


Making Sense – playwork in practice, PLAYLINK (2001)

Evolutionary playwork and reflective analytic practice, Bob Hughes, Routledge (2001)

A Playworker’s Taxonomy of Play Types, Bob Hughes, PLAYLINK (2002 2nd ed.)

Towards a Technology of Playwork, in proceedings of PLAYLINK/Portsmouth City Council Conference, Bob Hughes, PlayEducation (1997)

How Not to Cheat Children – the Theory of Loose Parts, Simon Nicholson, Landscape Architecture (1971)

Playground as Therapeutic Space: Playwork as Healing, Else, Perry and Sturrock (‘The Colorado Paper’) – Paper to UFA/IPA Triennial Conference, Colorado US (1998)

Quality Training, Quality Play – the national strategy for playwork education, training and qualifications 2002–2005, Skillsactive Play Unit (2002)


Making the Case for Play – building policies and strategies for school-aged children, Issy Cole-Hamilton and Tim Gill, Children’s Play Council (2002)

Play as Culture, PLAYLINK and the Children’s Play Policy Forum (2002)

From Children’s Services to Children’s Spaces, Public Policy, Children and Childhood, Peter Moss and Pat Petrie, Routledge/Farmer (2002)

The State of London’s Children Report, Suzanne Hood, Office of Children’s Rights Commissioner for London (2004 2nd ed.)

Children, Young People and Families’ Response to ‘Every Child Matters’, Barnardo’s (2003)


More than Swings and Roundabouts – planning for outdoor play, Children’s Play Council (2002)

Home Zones, a planning and design handbook, Mike Biddulph, The Policy Press/Joseph Rowntree Foundation/Children’s Play Council (2001)

Child’s Play – facilitating play on housing estates, Rob Wheway and Allison Millward, The Joseph Rowntree Foundation/Chartered Institute of Housing (1997)

No Particular Place to Go? – children, young people and public space, Ken Worpole, Groundwork UK (2003)

Planning Policy Guidance 17 – planning for open space, sport and recreation, Office of the Deputy Prime Minister (2002)

Assessing Needs and Opportunities – companion guide to PPG 17, Office of the Deputy Prime Minister (2002)

Green Spaces, Better Places – the final report of the Urban Green Spaces Taskforce, Department for Transport, Local Government and the Regions (2002)

Six Acre Standard, National Playing Fields Association (1992)

Towards a level playing field – a guide to the production of playing field strategies, National Playing Fields Association (2003)

Green Space Strategies – a good practice guide, CABE Space (2004)


Designing for Play, Barbara E Hendricks, Ashgate Publishing (2001)

Building for Young Children – a practical guide to planning, designing and building the perfect space, Mark Dudek, The National Early Years Network (2001)

An Architecture of Play – a survey of London’s adventure playgrounds, Nils Norman, Four Corners Books (2003)

Inclusion and access

Developing Accessible Play Space – a good practice guide, Office of the Deputy Prime Minister (2003)

It doesn’t just happen – inclusive management for inclusive play,
P Douch, Kidsactive (2002)

All of Us, Inclusive checklist for settings and inclusive framework for local authorities, Kidsactive (2004)

Can Play Will Play, Rob Wheway and Alison John, National Playing Fields Association (2004)

Everybody here? Play and leisure for disabled children and young people, P Shelly, Contact-a-Family (2002)

Playing in Parallel – a study of access to play provision by black and minority children in London, Haki Kapasi, London Play (2002)

Asian Children Play, Haki Kapasi, Playtrain (2000)

Come on in – a practical guide for children’s services, Council for Disabled Children, NCB (2004)

Making Connections: developing inclusive leisure in policy and practice, Pippa Murray, The Joseph Rowntree Foundation (2003)

Childcare, children’s centres and extended schools

Promoting Play in Childcare – good practice guidance for Early Years Development and Childcare Partnerships, No 13, DfES (2001)

Integration in Practice, a guide to integrated provision for 0 to
16-year-olds through children’s centres and extended schools
4Children (2004)

Children’s participation

What would you do with this space? – involving young people in the design and care of urban spaces, CABE Space (2004)

Changing Places, children’s participation in environmental planning, Eileen Adams and Sue Ingham, The Children’s Society (1998)

Making Connections – developing inclusive leisure in policy and practice, Pippa Murray, The Joseph Rowntree Foundation (2003)

Practice Listening to Young Children – the Mosaic Approach, Alison Clark and Peter Moss, National Children’s Bureau and The Joseph Rowntree Foundation (2001)

Young People’s Charter of Participation, The Children’s Society (2001)

Taking the Initiative – promoting young people’s involvement in public decision making in the UK (2002)

A Journey of Discovery – children’s creative participation in planning, Judy Miller, Children’s Discovery Centre/Save the Children (1999)

Risk and safety

Risk and Safety in Play – the Law and Practice for Adventure Playgrounds, Dave Potter, PLAYLINK (1997)

Managing Risk in Play Provision – a position statement, the Play Safety Forum (2002) (

The Dignity of Risk: a practical handbook for professionals working with disabled children, National Children’s Bureau (2004)

Quality assurance

Quality in Play – quality assurance for children’s play providers, Mick Conway and Tony Farley, London Play (2004 3rd ed.)

The First Claim – a framework for playwork quality assessment, Play Wales (2001)


Claiming Your Share – a guide to external funding for parks and green space community groups, Green Space (incorporating the Urban Parks Forum) (2003)

The Youth Funding Guide, Nicola Eastwood, Directory of Social Change (2002 2nd ed.)

A–Z to finding funds, Directory of funding for Early Years Education and Childcare (2002)

A Guide to Local Trusts in Greater London, Sarah Harland, Directory of Social Change (2005)

A Guide to the Major Trusts, Sarah Wiggins, Directory of Social Change (2005)

Information about many of these and other play-related publications can be obtained from:

Children’s Play Information Service, National Children’s Bureau,
8 Wakeley Street, London EC1V 7QE. Tel 020 7843 6303

All the referenced strategies and guides of the Mayor and the Greater London Authority can be obtained from:

Greater London Authority, City Hall, The Queen’s Walk,
London SE1 2AA. Tel 020 7983 4100

Appendix C

Play strategies in London

Case studies

When this guide was published as a draft for consultation in August 2004, two London boroughs – Sutton and Tower Hamlets – agreed to pilot its use in the development of play strategies, with the assistance of London Play. The work in each borough, still in progress at the time of this publication, is reported here as a case study. Lessons from these studies have been incorporated into the revised guide.

London Borough of Sutton

The process is being led by a small steering group consisting of the Play Service Manager, the Play Development worker based in the Sutton Council for Voluntary Service (SCVS) with support from London Play. The group reports via the play service manager to the Council’s Children and Young People’s Partnership, and to a Play Network with representatives from the voluntary and community sector, council play and youth service providers, environment and special needs groups, the Children’s Trust and Children’s Fund.

The play strategy is being developed alongside an early years strategy and an existing youth strategy as a subset of the Community Plan. It will become an integral part of the Children and Young People’s Plan, which Sutton has pioneered, and will strongly feature in the evidence base for the new Joint Area Review, which Sutton is piloting.

The steering group has focused on:

• making clear links to the Every Child Matters: Change for Children outcomes and the Children and Young People’s Plan as well as the Open Space Strategy

• reviewing existing provision against the Children’s Play Charter to identify action points

• the launch of the Play Network and ensuring that members were signed up to the strategy to make it real at local level

• gaining political and corporate management team support for the strategy champions.

Good practice examples include:

• a strong ethos of working together resulting in the Play Network developed and facilitated by a partnership between the play service and SCVS

• multidisciplinary work where sports and youth workers, art, dance and music specialists, teachers and behaviour specialists work together with playworkers to share their different skills and approaches

• under-8s and over-8s consultation questionnaires completed by children in playcentres, with the results analysed and published in a report to inform service planning.

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