Outdoor play in schools and the widening gaps in provision

A new report on outdoor play, commissioned by API, shows that while schools are investing in play, the type of equipment and opportunities vary hugely from one playground to the other

Outdoor play in schools and the in provision widening gaps

Anew report from The Education Company, commissioned by the Association of Play Industries (API), reveals how outdoor play is currently prioritised in primary schools across England. The State of Outdoor Play in Primary Schools uncovers a sector where usage of outdoor play spaces is high, but investment in play provision is often inadequate, particularly beyond the Early Years.

“Outdoor play isn’t a luxury,” says Dr Amanda Gummer, Chair of the API. “It’s an essential component of child development. It supports physical health, mental wellbeing, learning outcomes and social connection. Schools are telling us they want to do more - they understand the clear benefits - but they need support, funding and guidance to make their outdoor ambitions a reality.”

From EYFS to KS2: A Steep Decline in Provision

The survey found a sharp drop-off in outdoor play quality and frequency as children move through primary school. While 78% of Early Years Foundation Stage (EYFS) settings use outdoor areas throughout the day, only 16% of Key Stage 2 (KS2) classes do the same. Similarly, play-based outdoor learning is nearly universal in EYFS (98%), but falls to just 10% in KS2.

“This decline isn’t because outdoor learning becomes less important as children get older,” Dr Gummer explains. “It’s because we haven’t built it into the structure and expectations of older year groups. That needs to change.”

Only 8% of respondents in primary settings rated their outdoor play areas as “excellent”, compared to 33% of EYFS professionals. One in five schools rated their KS2 outdoor space as poor or very poor.

Safety and Cost

When it comes to equipment, safety concerns and affordability tend to guide choices. Playground markings and mud kitchens were the most common features in school play spaces. But higher-risk equipment, such as swings, was found in fewer than 1 in 10 schools.

“Children need challenge and variety to fully benefit from outdoor play,” Dr Gummer says. “Over-sanitising playgrounds in the name of safety actually increases risk by depriving children of essential learning.”

Most schools (65%) spent under £10,000 on outdoor play in the last three years, and nearly half say they are unlikely to invest more than £10,000 in the next two to three years. Tight budgets are a key barrier, as are space constraints, staffing levels and competing school priorities.

Inclusion

Perhaps most concerning is the persistent lack of inclusive provision. 70% of schools surveyed said they don’t have specialist equipment for children with disabilities or additional needs. Only 36% considered inclusivity when making purchasing decisions.

“We’re still seeing far too many children excluded from play because the space simply doesn’t meet their needs,” says Dr Gummer. The report also notes that schools in rural areas and those rated Outstanding were significantly more likely to have high-quality, inclusive outdoor spaces, pointing to a postcode lottery in play provision.

Committed to Outdoor Play

Despite the challenges, school leaders remain committed to outdoor play and learning. Many are making creative use of the space and equipment they have, and the top development priorities identified by schools are to maintain current equipment, invest in inclusive and multifunctional play resources, and weatherproof outdoor areas for year-round use.

Over-sanitising playgrounds in the name of safety actually increases risk

A Call to Action

The API is urging schools to conduct annual reviews of their outdoor provision and integrate outdoor learning into the curriculum beyond EYFS. The association also recommends prioritising inclusive equipment in funding applications and PTA initiatives.

“Outdoor play should be protected and funded at every stage of a child’s school journey,” adds Dr Gummer. “If we’re serious about improving physical health, mental wellbeing and educational outcomes, we need to take play seriously.” ● For further information about the Association of Play Industries visit: [https://www.api-play.org/](https://www.api-play.org/)