SEND
Why play matters for every child
Dr FREYA SPICER-WHITE, Chief Clinical Officer at Outcomes First Group, shares her insights.
In March 2024, the United Nations General Assembly formally designated 11th June as the International Day of Play. Backed by the United Nations, UNICEF and UNESCO, the day highlights the vital role of play during childhood. Its 2026 theme, “Protect play, protect childhood,” feels particularly important at a time when many children’s lives are becoming increasingly structured, pressured and adult-directed.
UNICEF’s call to action focuses on supporting services that promote play and attachment, ensuring access to learning through play for every child aged three to six, and providing safe, inclusive and well- maintained play spaces for all children. At its heart is a powerful reminder: play is not an “extra” in childhood, but a fundamental part of healthy development and wellbeing.
Play can take many forms, either alone or with others, and is characterised by fun, uncertainty, challenge, flexibility and non- productivity. Research has consistently demonstrated that play facilitates development across multiple domains, including communication, emotional regulation, creativity and executive functioning skills. Through play, children practise planning, problem-solving, flexibility and self-regulation in ways that feel natural and motivating.
Children with SEND are more likely to experience barriers to play opportunities. Historically, discussion around play has often focused on deficits and comparisons with typically developing peers, particularly autistic play, which has often been described as lacking imagination and repetitive. However, neurodiversity-affirming perspectives remind us that play in SEND children may look different, but it is no less valuable in aiding development.
Many autistic children prefer parallel play, sensory play, role-play grounded in reality, or highly focused imaginative experiences linked to their interests. Research by Pritchard-Rowe and colleagues (2024), who explored autistic adults’ memories of childhood play, highlighted the importance of both social and solitary play experiences. Many participants described solitary play as having a recuperative function, allowing them time to regulate, recover and immerse themselves in meaningful interests.
Whilst many schools now make reasonable adjustments within classrooms to support access to learning, the same level of thought is not always extended to playgrounds and play opportunities. Yet for many neurodivergent children, unstructured times such as break and lunch can be among the most overwhelming parts of the school day.
Research provides encouraging guidance on how schools can better facilitate play. Woods and Bond (2020), in their case study of a school supporting children with SEND, found that general inclusion, child- centred practice and teacher understanding were key to creating meaningful play opportunities. Similarly, Fernández-Villardón and colleagues (2020) identified approaches such as peer-mediated support and structured or semi-structured play opportunities as particularly effective in promoting social engagement and inclusion for children with SEND.
I invite you to do three things. First, consider how you might create more opportunities for play throughout the school day, and how these can be scaffolded and adapted for SEND children. Second, be accepting of and celebrate all the different kinds of play. And finally, think back to your own favourite play experiences as a child. Chances are, you will not remember what outcome was achieved, but you may remember how play made you feel: curious, connected, safe, free and joyfully yourself.
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www.education-today.co.uk
How a collaborative Cluster model is transforming inclusive education at Batley MAT
We hear from RAJINDER RANDHAWA, Trust SEND and Safeguarding Lead for Batley Multi Academy Trust
Cluster working in Kirklees represents a strategic transformation in how mainstream schools support children and young people, particularly those with SEND. Our Local Authority has organised mainstream schools into geographical
community Clusters. This localised model prioritises agility and community-based support, ensuring learners receive the bespoke assistance they need at the earliest possible opportunity. The Cluster communities in Batley consist of two groups of local primary and secondary schools that function as unified teams. With seven schools in one Cluster and nine in the other, these schools now pool their collective knowledge, expertise, and resources to address the specific needs of our local learner population. Central to this model is the ‘Team Around the Cluster’, a multidisciplinary body encompassing local authority professionals, educational psychologists, early support practitioners, specialist outreach staff, and families together consultants. Importantly, by attending regular Cluster meetings, these professionals have transitioned from remote advisors to embedded partners. The impact of this model across Batley has been significant, creating a safety net woven directly into the fabric of the community. Because the schools within the Batley Clusters share a distinct local identity and often serve the same families, the model fosters a level of continuity that was previously difficult to achieve.
A key benefit is the transition between educational phases. Within Batley’s Cluster model, the relational capital established at the primary level provides a longitudinal bridge for the learner. Secondary schools have become active stakeholders well in advance of a child’s transition, benefiting from established primary interventions and existing parental rapport. This coherence reduces learner anxiety and bolsters stakeholder confidence in the long-term support journey. The participation of professionals in regular Cluster meetings acts as a primary driver for shifting the system toward preventative measures. By meeting consistently, professionals identify trends and emerging needs across the Cluster community before they escalate into significant difficulties. This enables a proactive approach, where practical strategies are discussed in detail and subsequently implemented.
This model also fosters a culture of capacity building. As professionals model interventions and discuss best practices with SENCOs, the overall skill set of the school workforce is substantially enhanced. This cross-pollination of best practice ensures that effective teaching and support strategies developed in one school can be rapidly shared across the entire Cluster, benefiting all learners in the area. By upskilling staff locally, Batley schools are becoming increasingly well- equipped to support diverse needs within inclusive classrooms. The Cluster model introduces a more equitable framework for resource allocation. Through the use of devolved high-needs funding, schools have the flexibility to allocate resources based on the actual needs of their learner population. Professional input during these meetings ensures that funding is allocated based on evidence and expert insight, allowing resources to be focused on direct support. Ultimately, this approach recognises that specialist expertise is most effective when it is embedded within the community it serves. By fostering a collaborative, flexible, and child-centered environment, at Batley, the Cluster model is not merely managing SEND provision; it is building a resilient, integrated system capable of sustaining long-term developmental outcomes for all learners.
June 2026
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