We recognise that a significant amount of learning takes place through play, and we intentionally provide pupils with rich opportunities to play, learn and explore. Motivation is a different word for reinforcement. We are highly motivated with the things that give us the most reinforcement. When we are thinking about play, we are thinking about those activities, games or toys that our children will happily engage and that brings them a joy.

 Understanding each pupil’s preferences, interests, motivators and play schemas is central to how we plan provision, as it informs both what pupils choose to engage with and how they wish to interact. These intrinsic motivators are then used purposefully to support learning and skill development.

We understand the stages of play and how to support pupils to progress when they are developmentally ready. Pupils are never expected to engage in a level of play beyond their current stage, ensuring that play remains accessible, enjoyable and low demand.

Targeted play opportunities are carefully planned and introduced at the appropriate time to support skill development. Staff confidently recognise that some pupils are happiest at the solitary stage of play, and provision such as sensory spinners and calming equipment is valued primarily for pupil enjoyment, regulation and wellbeing, rather than social expectation.

Many pupils demonstrate improved sensory regulation when self-chosen, calming and pleasurable activities are available without demand. As pupils’ communication skills and capacity for self-regulation develop, there is a corresponding reduction in anxiety-related behaviours, supporting improved wellbeing and readiness to learn.

Our playground and outdoor learning environments offer varied, engaging resources that promote increasing independence in line with each pupil’s individual stage of play and readiness.

The school’s natural outdoor environment provides a rich range of non-intrusive sensory experiences, which many pupils find calming and regulating. These spaces support pupils in managing sensory overload and offer relief from the potential overstimulation of the classroom environment.

Quiet activities, such as sitting peacefully in designated ‘quiet spots’, provide opportunities for solitude, reflection and emotional regulation.

Outdoor learning and playtimes also offer opportunities for social interaction through structured and cooperative group games. However, our approach remains flexible, enabling pupils to choose their level of social engagement, whether through individual play, parallel play or group activities.

Roles such as Play Buddies and Eco-Warriors are highly popular, with applications to the School Council remaining plentiful. Playground experiences are a regular agenda item at School Council meetings, ensuring autistic pupil voice is valued. Pupils confidently contribute ideas and feedback about an aspect of the school day that is particularly meaningful to them.

Pupils following sensory diets, including sensory circuits, have access to a wide range of appropriate equipment. Sensory-seeking pupils are supported to meet their needs safely and effectively through supervised access to equipment such as the trim trail and a variety of proprioceptive resources.

We want pupils to be actively engaged, able to communicate preferences, and seek out sensory experiences during playtimes.