School in Focus - celebrating success in schools

Knowle C of E Primary

Under 'play leader' Harry's watchful eye, 16 children are playing a very active game of 'box hockey' within the confines of a 7ft square octagon-shaped frame. Plastic hockey sticks clash as the children battle for control of the puck and when a scrappy goal is scored, everybody looks up to Harry from Year 6 to see whether it is allowed and what the score will be. "We [play leaders] get to referee the games and make the decisions," says Harry proudly. He explains how he also has to watch for any misbehaviour or too much aggression. The first incident is given a warning but a second is recorded in the play leaders' book. (Positive comments are also recorded and rewarded if children are being particularly co-operative.)

Inside, play leaders Issy and Jonny are running a papier-mâché activity for Year 4s. Other indoor play might include making spoon puppets or masks or following challenges, such as building the tallest possible towers from marshmallows and dry spaghetti. Challenges are run as mini-competitions with house points rewarded to the winning team.

The 'Lunch Bunch'

The so-called 'Lunch Bunch' scheme is the result of a survey head teacher Jenny Godsall conducted when she arrived at Knowle CE Primary School in April 2004. She decided to ask staff about their concerns and KS2 teachers reported some issues with behaviour. "Although this is certainly a good school, and any issues are relative," Jenny says, "we identified some lunchtime behaviour problems and began to see how these had an impact on teachers time and children's emotional readiness to learn in the afternoon." Jenny found that there were signs of trouble among year 5 and 6 boys, roaming and looking for mischief on the playground. "Essentially, they were bored and didn't know what to do with themselves."

She addressed the issue by recruiting two Teaching Assistants with the responsibility of developing lunchtime play to actively engage children so that they didn't have the opportunity to misbehave and also to increase social interaction in the school. The TAs work on a slightly different timetable, meaning that they are primarily on duty to oversee the lunchtime activities. There were other aims too: Knowle wanted to encourage inclusion and fair play and to give children the opportunity to learn to play  — "a rare opportunity in this age of understandable parental caution," says Jenny.

Co-ordinator for the local sports cluster, Wendy Seward, was called in to help with training. "The plan was to create play leaders who could support the two adults," says Jenny. "We trained 16 children and bought them hats, stopwatches and pens to give them a sense of authority."

Play leaders

The school's four house captains and vice captains take the role of play leaders. Elected at the end of year 5 for office in Year 6, play leaders have the responsibility of brainstorming and planning activities that they deliver and demonstrate in assembly. They also referee and run challenges and other activities on a rota basis in the infant and junior school. Each lunchtime, two play leaders are based on each playground (along with a Teaching Assistant and lunchtime supervisors) while children from different year groups mix voluntarily to play games such as tail tag, table football, giant chess, bowling, cricket or giant Connect 4.

All children, not just the play leaders, have developed the confidence to structure and manage play. "I'm confident that they will take this away with them for the rest of their life," says Ann Fair, one of the scheme's two founding Teaching Assistants. "Children are better prepared for learning in the afternoon as a result of having fun, interesting and stimulating lunchtime," she says.

Improving behaviour

According to Jenny the teachers have found the scheme very helpful. Almost nine-tenths of the staff report that children's behaviour in class after lunch and their readiness to learn has improved as a result of the scheme.

Another benefit is that play leaders develop leadership skills. Ann says: "There aren't many children who can stand in front of 200 other children at assembly to explain what's happening during lunchtime that week. However by the end of the year, all of the play leaders are happy to do this."

As Lunch Bunch enters its third phase, the emphasis is on finding play leaders who offer a range of personality and skills. Year 5 applicants have to write a letter explaining why they will be good at the job and, following a first-stage selection by teachers, their peers from Year 2 upwards elect them.

Jenny also explains that the adults on duty at lunchtimes have to be particularly aware of the vulnerable children who may find social interaction difficult. "These children have to be supported by staff. We have to find ways of including them such as finding them roles and responsibilities."

Top tips:

• The biggest lesson is having the right people in place.
• You can't do it on the cheap.
• It needs to be planned as a long-term project.
• Have faith in the children's ability to take responsibility. Once the school knows how to train the play leaders effectively, lunchtimes practically run themselves.