Supporting happy and harmonious playgrounds with Playground PALS

Over the last 17 years of running Positive Playtime Projects in schools, school staff have found it helpful to have the additional support of a group of children whose main job is to play games in the playground. These pupils take on a leadership role at playtimes, form part of the playtime council and are identifiable by the cap or tabard they wear.

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Playground Activity Leaders (PALS)

This small group of children help to make the playground a safer, more enjoyable space for younger children.

When considering adopting this system in your school, please give consideration to:

  • How many PALS you need, given the size of your playground and number of children in your school
  • Howmanytimesaweekwouldbesuitable for them to be out on games duty?
  • How would the PALS be chosen?
  • What support will they need?Training up the Playground Activity Leaders (PALS) It’s important PALS understand their role and what’s expected of them.Schools vary on what they expect pupils to do, however these are some things they can be responsible for
  • Organising games
  • Looking after younger children
  • Spotting children at the friendship stop and finding them a friend to play with or getting them involved in a game.
  • Taking out and putting away playground equipment

Mediation (this involves additional training and is a skilled role)

All members of the playground PALS meet regularly with the teacher responsible for playtimes for training and ongoing support.

The ‘Playtime PAL’S
wear special tabards or caps for ease of identification.

Playtime PAL’S receive recognition and awards at assemblies and a certificate at the end of their time in the job.

Teaching the games

Ideally a learning support assistant, lunchtime supervisor or teacher will take responsibility for the PALS, their training and ongoing support.

Step 1 – Discuss roles and responsibilities, rules for themselves, playground rules, rota’s – usually children will be on duty only twice a week, period of time that they are elected to be a PAL (weekly, half termly or termly) etc

Step 2 – Introduce a selection of games and remind children of games they already know.

If you have a copy of 101 Playground Games print out the “Traditional Playground Games” section from the CD Rom or download the free version from www. theresehoyle.com and give each child a pack of games that they can keep and use as a reference. This will give the PALS ten playground games to learn and introduce to other children.

Step 3 – The children plan and organise a game to play with younger children.

Step 4 – The PALS evaluate how the game went and continue to learn new games

Step 5 – The PALs choose a uniform that distinguishes them in the playground, this may be a baseball cap or tabard.

Step 6 – A rota is agreed on
Step 7 – The PALs are introduced in

assembly to all the school.

Step 8 – The PALs, on their assigned days, go out and play games in the playground with the children

Step 9 – The PALs contribute to “Playground News” at assemblies.

Step 10 – The PALS meet weekly with the assigned adults who support them.

Step 11 – The PALS form part of the school Playground Council.

Ongoing support

The PALS need to have a regular time to talk about their experiences (the successes and the challenges), with a specified adult. Ideally this meeting is weekly or every two weeks. At the end of six weeks or the end of their time as a PAL, they receive a certificate to thank them for their contribution and hard work. This is given out in assembly.

Have Fun!

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Therese Hoyle


Therese is the best-selling author of 101 Playground Games 2 nd Edition and 101 Wet Playtime Games and Activities. She runs Positive Playtime and How to be a Lunchtime Superhero programmes in person and online,
nationally and internationally.
You may contact her at: www.theresehoyle.com
adminangel@theresehoyle.com