Experiential Play At Rutherglen High School                     

Play often stems from curiosity and a desire to understand the world. This curiosity-driven exploration can spark new ideas and interests, fuelling the creative process. The act of playing provides a holistic approach to developing creativity. It engages the mind, encourages exploration, fosters social skills, and creates a positive and enjoyable environment that is conducive to innovative thinking.

Our curriculum offers authentic and real-life experiences that follow young people’s interests and encourage independence and exploration. Our curriculum encourages young people to connect with nature, encouraging care and respect for the environment. At Rutherglen High School, a variety of play opportunities are available throughout all subjects,  including cooking and gardening. The setting provides lots of messy and open ended play experiences using natural materials and resources, which young people can access independently throughout the day. This supports them to develop confidence and follow their own interests. Young people learn, investigate, explore, develop, grow in confidence, build relationships, improve physical and mental health and learn moral and spiritual awareness all whilst playing in a homely, safe and happy environment. We have has strong community links and good relationships with young people and their families, which support them to engage in successful learning and become responsible citizens. Our staff team prides themselves on promoting active experiential learning. Teaching teams plan and deliver a wide range of engaging and interesting learning activities that support the development of young people’s skills while ensuring opportunities for them to follow their own fascinations and interests. Learning about different seasons and the weather is very important to young people navigating time as part of their world. This is enhanced by exploring books and stories, bug hunts, collecting leaves, and noticing changes in the environment around us. Staff believe that encouraging communication is crucial and concentrate on asking questions that encourage young people to make purposeful decisions  about their play.  Staff provide young people with exciting opportunities to explore and problem solve. They encourage communication skills with processing time. Play resources are equally important as they enhance investigation and imagination. Young people have opportunities to use interesting and challenging resources to develop their learning, such as magnifying glasses to look at seeds, and a pestle and mortar to grind and mix seeds and fresh herbs from the garden. Having access to natural materials such as stones, wood, bamboo, beads and real-life objects like seasonal flowers, fruits and vegetables greatly enhances their learning through tactile play.

At Autumn time, the setting includes lots of conkers, pine-cones, leaves, pumpkins and  other root vegetables in most planned activities throughout the season. These objects give  young people plenty of opportunities to be creative and use them in a variety of imaginative ways. Staff provides resources such as magnifying glasses, cameras, clip boards and mark  making tools encouraging young people to think in new ways and problem solve, exploring cause and effect. Through trial and error, they gain confidence in expressing themselves and  process the world around them. 

Providing a rich learning environment is enhanced by ensuring that young people have  autonomy to make decisions, communicate and problem solve. Observations of each young  person’s interests and fascinations are included in planned activities with lots of responsive  planning that is young person led. Observations around experiential play interactions,  ensure that staff respond to young people’s individual needs. Young people have the opportunity to enjoy cooking skills and are encouraged to prepare  their own snack developing fine motor skills, assessing risk and developing independence.  Young people have access to the outdoor environment throughout the day. They have  access to resources and develop their physical skills through a range of natural outdoor  learning activities. They play on a bikes or scooters and have a go at growing their own  plants. For young people to become confident explorers, staff plan more opportunities to  allow them to make choices and decisions about their learning. This will enhance young  people’s confidence and independence, and also supports their well-being successfully.  Promoting and encouraging independence and confidence within young people enhances a sense of belonging. A positive approach from staff impacts on the young people’s well- being. Modelling good practices and behaviour by adults encourages young people to act in a similar way. Staff support young people to interact with each other, sharing attention, turn taking and showing kindness and trust with peers, friends and family.