Positive Playtime Practice
Positive Playtime Practice is a well-being boosted intervention facilitated by Bespoke Mentoring but driven by pupils and midday supervisors and it transforms the daily well-being behaviours of everyone in the school playground.
Positive playtime practice, playtime, challenge, benefits, mental health, case studies
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Positive Playtime Practice

Positive Playtime Practice

Your Challenges

  • Poor behaviour at playtimes
  • Isolated pupils
  • Low attendance because of low mood
  • High levels of anxiety of pupils
  • Lack of understanding of MH and how to affect it positively
  • Adults sorting the same problems on a daily basis
  • Playtime issues spilling over into class time following a play time
  • Children looking for trouble
  • Poor relationship making skills
  • Pupils not knowing how low they really are

Benefits We Bring

  • Targets pupils by boosting the mood of those who are displaying poor behaviour
  • Increased pupil interaction through wellbeing based challenges
  • Boosts the pupil’s knowledge of poor and positive Mental Health and how to move your mood when needed
  • It can set up regular self-check ins for those pupils who need it
  • Helps to make playtimes more positive by giving it a clear purpose alongside going out and playing
  • Stops pupils from depending on the play time supervisors and brings in more of an emphasis on peer support
  • This then sets up a monitored intervention over the next 6 to 12 months
  • This impact evidence can be used as evidence for any local area health awards (E.g. healthy Schools Status)

Training – What You Get

Whether it’s cluster training, or in school delivery, Chris will take all participants through a journey of active behaviour assessment against the 5 ways to wellbeing. The outcomes of this analysis will link throughout the session to current break time and lunch time outcomes. Everyone who attends the training will use De Bono’s hats and a human bar chart approach to understand why they currently get the outcomes they are and what they can do to improve those outcomes.


Once the baseline has been undertaken, action planning, driven by the children using their new insight, is then undertaken to bring the 5 ways to wellbeing to life outside in the playground – examples are shared from previous action planning sessions with over 50 different activities available for the pupils to choose from or tweak and adapt for their playgrounds (This activity is undertaken by adults during cluster training and gives them an insight into how to set up the action planning phase with the pupils back at school).


Finally, we look at targeting pupils with the MDSV: Through a discussion based approach, MDSV highlight a number of children they see as being isolated, withdrawn, presenting low level poor behaviours, etc. These pupils are then planned into specific tasks linked to the 5 ways.


Cluster training offers insight into the process, and staff who attend are given the resources to then go away and set up PPP training in their own setting.If cluster training is undertaken and schools wish to have PPP delivered personally, this is also a popular option (See below).For schools looking to use this as an intervention to achieve a recognised Healthy Schools Award, this fits perfect, with 2 data snap shots set up to show starting points and progress linked to knowledge and behaviour change.

Online Ideas


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Ofsted Banner

Our practices have been brought in line to provide impact evidence against the Behaviour and attitudes, and Personal Development sections of the updated Education Inspection Framework 2019.


Behaviour and attitudes

  • Learners have high attendance and are punctual
  • Relationships among learners and staff reflect a positive and respectful culture.


Personal Development

  • The curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and talents
  • The curriculum and the provider’s wider work support learners to develop their character – including their resilience, confidence and independence – and help them know how to keep physically and mentally healthy
  • The provider prepares learners for life in modern Britain by:
    • Equipping them to be responsible, respectful, active citizens who contribute positively to society
    • Developing their understanding of fundamental British values
    • Developing their understanding and appreciation of diversity
    • Celebrating what we have in common and promoting respect for the different protected characteristics as defined in law.

Case Studies

Parton Manor Infants School Outside

Churchdown Parton Manor Infant School

Intervention used as evidence to achieve Mental Health Champion Status in Gloucestershire – 2019

Increase in number of children and young people who understand and actively communicate the five ways to well-being

Woolaston Primary

Woolaston Primary School

Intervention used as evidence towards their Mental Health Champion Status in Gloucestershire – 2019

Increase in no of children and young people who access support schemes run by peers

Working in partnership with Gloucestershire Healthy Living and Learning


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