SPOTLIGHT ON...

Before removing or banning scrap

Sometimes the decision will be made to remove certain items of scrap from the PlayPod, often in an attempt to ban unwanted behaviour, reduce conflict or minimise risk. Depending on what the items are and how much is removed there will be an impact on everyone’s play as a result. The success of loose parts play is based on there being a large quantity of a wide variety of scrap at any one time.

Children get deeply into play, particularly physically interactive play which can occasionally go too far. If that cannot be redirected with gentle intervention it should be managed as a behaviour issue rather than a scrap issue. Conflict over scrap can often be a good opportunity to practice turn taking, problem solving and conflict management skills. Risky play gives children opportunity to test their capabilities , overcome challenges which builds confidence, resilience and independence.

Before deciding to remove certain scrap, consider:

  • Giving children regular reminders about the school’s PlayPod rules. For instance, where they can tie a hammock; that carpet tiles should always be inside crates; both ends of piping needs to be held when carrying to a space or that scrap on scrap is ok but scrap to body isn’t and of course the tidy up expectations.

  • How many children the issue relates to. If it’s only a handful of children, can they be supported in a different way, rather than an outright ban for all? Most children will use scrap in a way that adds value to play without unnecessary risk.

  • Do certain items need specific rules or dedicated spaces where they can be used? E.g. pulling crates can only be done on the bottom half of the playground; bins can only be climbed in on the grass. Crutches and walking sticks are unsuitable for scrap on scrap play.

  • Inviting a child, or group of children to play scrap on scrap on their own e.g. a cardboard tube with cardboard boxes to thrash out what they’re feeling. This may redirect aggression and use scrap more positively.

  • Placing scrap items on a temporary time out for children to have back again when things have been worked through together. Communicate clearly any consequences and when those items can be back in play.

  • How confident staff on the playground are to support children to manage risk and conflict in order to pre-empt or deescalate a situation to minimise the likelihood staff will want to ban a play type. Would a training update be useful?

  • Shortening cardboard tubes can give children more control over them for scrap on scrap play and shortening rope reduces pulling/turning circle of crates.

  • Reminding all staff on the playground the procedures for managing behaviour issues as they arise e.g. how children are supported if they are not coping with playtime; do SLT come outside to support this; can children access inside space; do children come in from the playground if they have not followed instruction outside?

  • Avoiding banning scrap on scrap play. A ban is hard to enforce and will take staff away from watching riskier play or positively supporting scrap on scrap rules. Please see our support guide on play fighting/scrap on scrap for further support and information.

  • How children can be supported to manage risk - see XXXX for more information.

If scrap needs to be removed, consider on your next top up what it could be replaced with to mitigate against the loss of play value. Having a full selection of scrap items enables children to play more appropriately with the scrap. For example, ropes work well tied to crates for pulling.

Please contact us if there has been a significant injury involving a scrap item so that we can review the suitability of what we offer.