Document 1
Summary of Teacher Feedback
Seven unique submissions, all reviewed. Four themes run through every response.
Overview
Teachers are enthusiastic and supportive of the Day of Play. Across all responses, four themes come through strongly: involve caregivers meaningfully and in advance, build inclusion in from the start (not as an afterthought), use the day for staff development around purposeful play, and let children experience fun, creativity and independence. The Year 3 team and the EYFS/SENDCo response also raise practical planning questions about materials, structure and consistency between year groups.
Involving caregivers
The consistent message is to inform and prepare caregivers before the day and give them an active role rather than a spectator one. Specific ideas included:
- A coffee morning or parent workshop where caregivers make something and get involved (with a brief intro to the Institute of Imagination and the benefits of play).
- Inviting parents to collect and repurpose/donate materials with their children ahead of the day.
- A flyer with a map of Poplar encouraging families to visit the area beforehand so they understand the local context (Poplar 2040).
- Sharing the purpose of the day in advance — that play is "not just play" but central to learning, communication and development.
- Inviting caregivers to share traditional games, songs and play from their own cultures, reflecting the diversity of the school community (EYFS/SENDCo).
Inclusion and children with additional needs
Teachers want inclusion designed in from the start. Recurring suggestions:
- Mixed groupings and the option for supported children to make a mini project alongside a bigger group project.
- Sensory experiences and adapted tools/materials suited to different needs, including children with low fine motor skills.
- Adult support available to help build structures and to play alongside children in groups.
- Freedom to follow their own ideas/themes rather than being locked to one theme.
- The most detailed input (EYFS/SENDCo) calls for a range of play types (sensory, physical, quiet, creative, imaginative, structured), visual supports (now-and-next boards, choice boards), clear routines and adult modelling, and quiet regulation spaces. Their principle: inclusion doesn't mean every child doing the same thing the same way — it means every child able to participate, belong and succeed.
Professional development — what staff want to learn
- Practical ways to use up and stretch resources and generate group-work activity ideas.
- How to embed play into wider enrichment — clubs, golden time — beyond the day itself.
- How to create opportunities for play while teaching skills not usually covered in the classroom.
- Applying Art and DT knowledge, and gaining joining/construction skills and techniques for adapting learning for inclusion.
- (EYFS/SENDCo) Using the day to promote play across the whole school beyond EYFS, strengthen staff confidence in using play intentionally (especially for SEND), and celebrate and share good practice.
What teachers want children to take away
- Above all, fun ("FUN, FUN, FUN!") — plus excitement, creativity and a can-do attitude.
- An understanding that play is a form of learning — creativity, communication, group work and problem-solving.
- A sense of community and collaboration, independent thinking, trial and error, and perseverance (Year 3 team).
- (EYFS/SENDCo) Feeling happy, included and valued; confidence and connection; and the sense that play belongs to everyone.
Practical questions and flags for organisers
⚑ Needs a decision
- Year 3 team: Will only card and paper be used, or also fabric (e.g. for a pond)? What must the school/year group provide? They anticipate needing wood (for a board walk on the reserve), stones, gravel (for pathways) and Tuf-Kut scissors. They also ask whether there will be structure around size/dimensions of each year group's project to keep consistency between groups (e.g. how tall should trees be?).
- Several teachers stressed the day depends on enough adults being available to support.
Respondents at a glance
| File | Respondent | Materials Q? | Submitted |
|---|
_2 | Teacher — inform & repurpose materials | No | 3 Jul |
_3 | Teacher — coffee morning / "FUN, FUN, FUN!" | No | 3 Jul |
_4 | Teacher — parent sign-up workshop | n/a | 3 Jul |
_5 | Year 3 team | Yes | 3 Jul |
_6 | Teacher — Art/DT focus | No | 3 Jul |
_7 | Teacher — resources & tools | Yes | 6 Jul |
_8 | EYFS Teacher & SENDCo | Yes | 6 Jul |