Trafford Metropolitan Borough Council

Final Draft

Play Strategy

January 2007

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The Vision for Play in Trafford

‘Our vision is to create an environment where children and young people can actively participate in a safe and accessible environment within their local communities. The creation of play opportunities will endeavor to support the development of children’s life chances, to help them stay healthy give them the opportunity to enjoy and achieve and ultimately make a positive contribution in their immediate community. We will do this by working in partnership with statutory private, voluntary and community provision. The Access and Inclusion of all children and young people will be supported by all involved. We recognize and value the importance of a flexible, proactive approach with regard to legislation UN Convention article 31, The Children Act (1995), Disability Discrimination Act (2004), and the Every Child Matters document. All children and young people have a say and are listened to, as a way of informing what they want the Trafford play strategy to achieve.’ This vision was developed by the attendees at the first Trafford Play Partnership ‘Visioning Day’ held in May 2006

Additions Section Made by 1.1 What do we mean by play?

Nancy Samuels

1.2 The benefits of play Nancy Samuels & Donna Jennings

1.4. The Play Workforce

Nancy Samuels & Donna Jennings

2.6 Managing the Risk

Donna Jennings

2.5 Inclusive Play

Nancy Samuels

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INTRODUCTION

Play is of vital importance to all children and young people. It is nature's way of helping them to understand and make sense of the world around them. Play helps children and young people to develop the power of concentration and many skills which will equip them for life. The Play Strategy underpins all other strategies for children and young people. It is crucial to the personal, social, emotional, physical development, health and well being of all children and young people. Play is about imagination, discovery and enjoyment; it is magical, creative, challenging and fun. Enhanced opportunities for play will enrich the lives and offer brighter futures to the children and young people in Trafford." Shelagh Bailey, Trafford Play Champion Chair, Trafford Sure Start Partnership December 2006

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CONTENTS 1.0 Introduction 1.1. What do we mean by Play? 1.2. The Benefits of Play 1.3. The Scope of Play 1.4. The Play Workforce 2.0 The Context: Setting the Scene

2.1. The National Context 2.2. The Local Context for Play in Trafford 2.3. The Principles of Play in Trafford 2.4. Barriers to Play 2.5. Inclusive Play 2.6 Managing the Risk

3.0 The Borough of Trafford

3.1. Background 3.2. Vision for Trafford 3.3. Children and Young People’s Service

4.0 Trafford Play Partnership

4.1. Vision of the Partnership 4.2. Membership of the Partnership

5.0 Audit of Current Play Provision in Trafford 5.1 Open Spaces and Parks 5.2 Play Spaces 5.3 Sports Facilities 6.0 Consultation with Children and Young People 7.0 Identification of Gaps in Play Provision 8.0 Monitoring and Evaluating the Play Strategy 9.0 Action Plan 10.0 Acknowledgements

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Appendices. A. Partner Organisations and Stakeholders B. Membership and Terms of Reference of the Trafford Play Partnership C The National Context D Trafford Inclusion Framework E Analysis of the results from Consultations with Children and Young People F Maps of Children’s Play Provision in Trafford G Play Strategy Action Plan – Trafford H Disability Questionnaire – December 2006

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EXECUTIVE SUMMARY The Play Strategy is a partnership strategy to address the expansion and development of good quality play opportunities in Trafford for children and young people 0-19 years of age. The strategy examines ‘play’ in relation to all activities in which children and young people participate for their own intrinsic enjoyment. This can be on physical play structures in parks, natural play spaces such as trees or green spaces as well as the opportunity for play in a range of organised activities such as play schemes and youth settings. The play strategy engages key partners who will work to shape the future development of Play in Trafford and identifies key actions as to how this can be delivered. The Play Strategy will ensure that:

• Play is linked to other key strategies within the borough • Funding for Play is maximised • Play facilities are sustained • Public space is improved as an environment for safe and social Play • Better Play opportunities, which are local, inclusive and are provided where they

are most needed. The Executive Summary will be drafted after the completion of the consultation on the Final Draft of the Play Strategy

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1.0 INTRODUCTION. This is the first Play Strategy developed by Trafford MBC and its partners. It is a ten year vision with a five year plan for the development of Play in the borough, and is built on the ‘Planning for Play’ guidance issued in 2006 by the Children’s Play Council and the BIG Lottery Fund. The Trafford strategy lays out the vision of ensuring that Trafford does and will offer the best possible Play experiences for its children and young people. It builds on the substantial achievements which have already been made, and will continue to build links, partnerships and transitions across all sectors in seeking to meet the Play needs of all children and young people in the Trafford. A reference group, the Trafford Play Partnership, has been established to take the work forward and will regularly monitor and evaluate the impact of the strategy on improvements in the quality and range of play opportunities. Councillor Les Lawrence, Chair of the Local Government Association Children and Young Peoples Board said in his opening message in the DCMS “Time for Play” report (August 2006): …”Combining play strategies with wider programmes for health, regeneration; childcare, extended schools and youth offending will provide a powerful platform for local authorities-capable of reducing inequalities and helping children to reach their potential’.

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1.1 What do we mean by play? Play is a fundamental right. It is a process and is freely chosen. It is the means by which children explore their world, their roles and their relationships. It can be cooperative, competitive or solitary, destructive or creative. It can be escapist imaginative, therapeutic, adventurous, messy, challenging, structured or spontaneous. Play empowers children affirms and supports their right to make choices and discover their own solutions. It encourages healthy emotional and physical development. It is a natural instinct that needs to be nurtured. Play has both educational and social benefits in that, through it, children learn about complex relationships and more importantly, about themselves. It also provides a basis of conceptual understanding that allows them to succeed informal education. However, play is important for its own sake it shouldn't have to have a reason or an end. Play includes, but is more than, recreation. It is not an additional aspect of a child’s life “it is a child’s life”.

(Susan Isaacs psychologist 1993) There is no one definition of Play, but the Trafford Strategy is founded on the following values and principles:

o the principle of article 31 of the UN Convention on the Rights of the Child (1989) which gives all children the right to: ….. “Rest and leisure, to engage in play and recreational activities appropriate to the age of the child and participate freely in cultural life and the arts”……

o The DCMS Best Play definition of:

…..”freely chosen, personally directed, intrinsically motivated behaviour that actively engages the child”…

o the DCMS “Getting Serious About Play-A Review of Children’s Play” definition:

…….”what children and young people do when they follow their own ideas, in their own way and for their own reasons”…..

1.2 The benefits of play Play provides enriching experiences that help develop children’s emotional and social skills. Research highlights the importance of children being able to learn about risk and use their own initiative. It also suggests that it is essential for them to have opportunities to practice making and consolidating friendships and to deal with conflict – the basic skills needed in order to become “emotionally literate”. This is borne out by the children who say that meeting and spending time with their friends is one of the most important opportunities offered by play and play provision.

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Research also shows that play is particularly relevant to children’s health. Advice from the chief medical officer state that “children and young people should achieve a total of at least 60 minutes of moderate intensity physical activity each day” Benefits of play for children and young people: Negotiation Making Friends Having Fun Feeling Good Taking Risks Making Choices Solving Problems Developing Solutions Resilience There is a wealth of evidence both of the positive impact of play, and the negative impact of play deprivation on child development (physical, cognitive, imaginative, creative, emotional, cultural and social aspects). All children benefit from opportunities to play but for disadvantaged children it is particularly important. Local authorities know that access to play offers children opportunities to learn and develop new skills, including physical activity. Opportunities for children to play are a key aspect of local authorities’ strategic planning. This is integral to the delivery of the “Every Child Matters” framework through Children’s Trusts, Children and Young People’s Plans and Community Plans. The Government recognises that play is of fundamental importance for children and young people’s health, well-being and learning. Good play opportunities are essential to children’s development. Play provides enriching experiences that can help develop children’s emotional and social skills. Research highlights the importance of children being able to learn about risks and use their own initiative. It also suggests that it is essential for them to have opportunities to practice making and consolidating friendships and to deal with conflict – the basic skills needed in order to become “emotionally literate”. This is borne out by children who say that meeting and spending time with their friends is one of the most important opportunities offered by play and play provision. Research also shows that play is particularly relevant to children’s health. Advice from the Chief Medical Officer states that “children and young people should achieve a total of at least 60 minutes of moderate intensity physical activity each day”. ( repetition – remove) There is growing evidence that unstructured play is the most effective way to achieve this. A recent study by University College London (in 2004) highlighted its benefits.

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Play came second only to PE in calorific intensity, and the study concluded that “walking and playing provide children with more physical activity than most other activities”. There are also links to mental health. In ‘Read the Signs’ (Department of Health, 2003) the Mental Health Foundation reported that the increasingly limited amount of time children have to play outside, or to attend supervised play projects, was one factor causing the rise of mental ill health in young people.

More recently attentions have been focused on how we can develop knowledge in this area to devise interventions that reflect the promotion of resilience as a method of achieving positive outcomes for children.

Developing Resilience “seeing your strengths and building your skills so you can stay strong and bounce back”

Grass roots soccer project, Zimbabwe, 2003

7 Core Abilities of Resilience

1 Emotion Awareness/Regulation: Identifying and controlling emotions. 2 Impulse Control: Slowing down.

3 Optimism: Thinking optimistically about the future (within the bounds of reality)

4 Casual Analysis: Thinking comprehensively and accurately about the causes

of problems.

5 Empathy: Identifying and understanding the emotions of others.

6 Self Efficacy: Confidence in ones ability to solve problems, knowing ones strengths and weaknesses, using strengths.

7 Reaching Out: Taking appropriate risks, connecting with.

Dr Karen Reivich, Psychologist.

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Play provision can help stimulate economic growth and build social cohesion. It can empower parents and carers and help the development of self-supportive community networks. It is for all these reasons and more that the Playwork profession should be highly trained, qualified, supported and respected, the overarching aim of the Trafford strategy. 1.3 The Scope of Play

Playwork is the profession that facilitates children’s play, outside of the educational curriculum, usually with children from 4 to 16, but increasingly focusing on the 0-19 age group, in line with government policy and recent BIG Lottery funding. Play takes place in a variety of settings and facilities across Trafford, including:

• Before and after school clubs on and off school sites • Holiday play schemes ,including the Summer holiday playschemes in a range of

settings across the Trafford, promoted through the Trafford Childcare Information Service

• Open spaces for recreational use • Outdoor play at tourist attractions and commercial businesses, including pubs

and restaurants • Outdoor play at schools, nurseries, youth clubs • Indoor play provided at commercial settings • Commercial settings, such as day nurseries • Play activities offered by youth groups, schools, nurseries etc • Youth provisions such as seating, shelters, skate parks • Staffed Adventure playgrounds. • School Playgrounds and Community Play centres • Mobile play • Forest Commission/Schools/outdoor services • Countryside areas (eg areas managed by Countryside Wardens such as the

Mersey Valley Wardens, and Bollin Valley Wardens, both of whom offer events and activities for children and young people

• Skateboard parks • Any opportunity where a child or young person has the chance to explore their

surroundings and create their own enjoyment

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1.4. The Play Workforce Playworkers come from a range of backgrounds and disciplines, and it is estimated that 132,730 people are employed in the sector across the UK. Playworkers can start work without a qualification, but OFSTED regulations can mean that in some settings, staff have to meet minimum qualification levels. For example:

“at least half the staff working in a play setting with children under eight must have a relevant level 2 qualification, and the person in charge must have an appropriate level 3 “.

Increasingly settings are actively encouraged to promote higher levels of qualification and training; this has been supported by the introduction of National Occupational Standards for the Playwork workforce, a development that will be a priority objective for Trafford to achieve during the lifetime of the strategy. The Play Strategy recognises the need for a Playwork Education and Training strategy to sit alongside it, to ensure that there are sufficient numbers of qualified playwork staff to work in the expanded play sector. This is addressed in the Action Plan.

Playwork Principles These Principles establish the professional and ethical framework for playwork and as such must be regarded as a whole. They describe what is unique about play and playwork, and provide the playwork perspective for working with children and young people. They are based on the recognition that children and young people’s capacity for positive development will be enhanced if given access to the broadest range of environments and play opportunities.

1. All children and young people need to play. The impulse to play is innate. Play is a biological, psychological and social necessity, and is fundamental to the healthy development and well being of individuals and communities.

2. Play is a process that is freely chosen, personally directed and intrinsically

motivated. That is, children and young people determine and control the content and intent of their play, by following their own instincts, ideas and interests, in their own way for their own reasons.

3. The prime focus and essence of playwork is to support and facilitate the play

process and this should inform the development of play policy, strategy, training and education.

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4. For playworkers, the play process takes precedence and playworkers act as advocates for play when engaging with adult led agendas.

5. The role of the playworker is to support all children and young people in the

creation of a space in which they can play.

6. The playworkers response to children and young people playing is based on a sound up to date knowledge of the play process, and reflective practice.

7. Playworkers recognise their own impact on the play space and also the impact

of children and young people’s play on the playworker. 8. Playworkers choose an intervention style that enables children and young

people to extend their play. All playworker intervention must balance risk with the developmental benefit and well being of children.

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2.0. The Context: Setting the scene. 2.1. National This section summarises the main policy “drivers” that influence and impact on the growing importance of Play and Playwork, and by definition on the Play Workforce. A cross cutting all parliamentary group on Play has been established with the intention of supporting the sector in becoming a mainstream and essential service of Local Authorities. The Department for Education and Skills (DfES) has a key aim of helping children and young people to develop into healthy and active citizens who have a sense of their own self-worth and an awareness of the contribution that they can make to their community. In pursuing this aim, DfES is engaged in a range of initiatives that impact directly or indirectly on children’s play. These are mostly, but not exclusively, part of the ‘Every Child Matters: Change for Children Programme’, underpinned by the Children Act 2004, and further expanded through the Childcare Act (2006) Underpinning all of this is the UK Strategy “Quality Training-Quality Play” which provides a clear structure for SkillsActive, the Sector Skills Council to take forward the aims and objectives of their Playwork Unit; namely to listen and create a demand-led education and training system to create a “world-class workforce”, and meet the needs of the playworkers across the play sector. The Trafford strategy will aim to provide a local plan for consultation and skills development, in supporting a high quality workforce. A summary of the main national policies relating to, and linking with, the development of play can be found in Appendix C 2.2. Local Context for Play in Trafford. 2.2.1 The Rationale The importance of a strategy with a focus on Play is to provide a framework for development, regulation and consistency in delivering Play opportunities for children and young people. The Play strategy will help the local authority to meet the vision of improved outcomes for children and young people as set out in ‘Every Child Matters’. “Local authorities should work with partners to develop and promote corporate play policies and strategies which take into account the needs and wishes of children and young people.”

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The Play Strategy will inform an action plan which will provide a clear focus of what needs to be addressed within the borough over the three year period of the Play England lottery funding. (3 years or 5 ) 2.2.2 Who benefits?

• All children and young people 0-19; their parents, carers and families. • The local authority managers and members who regulate standards of safety

provision throughout the district. • Local community services and an inclusive range of leisure and play facilities. • Providers who directly offer services, staff and volunteers, to children and their

families including; nurseries, child minders, play schemes, out of school groups, play buses, open access schemes and youth clubs.

• Individuals, agencies or groups who have an interest in the development of quality play and play services for children and young people promoting healthy and fulfilled individuals.

2.2.3 Scope of the Strategy The strategy covers a wide range of play provision and opportunities:

• Outdoor play equipment in public parks • Outdoor play equipment on housing developments • Open spaces for recreational use • Outdoor play equipment at tourist attractions and commercial businesses,

including pubs and restaurants • Outdoor play equipment at schools, nurseries, youth clubs • Indoor play equipment provided at commercial settings • Physical play activities offered by youth groups, schools, nurseries etc • Youth provisions such as seating, shelters, skate parks • Staffed Adventure playgrounds ( Informal space – see above for places children play )

Play also includes any opportunity where a child or young person has the chance to explore their surroundings and create their own enjoyment. 2.3 The Principles of Play 2.3.1. Play is a Part of Learning Play allows children the chance to explore their environment, to learn how it works and how they relate to it. Play benefits as an activity, which fosters the development of a range of personal and social skills. Play presents a child with the opportunities of choice, freedom and control as

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well as a wide range of physical, social and intellectual experiences. To a child, play can present benefits both at the time of play or as play evolves. Over time play can enhance self-esteem, respect, social inclusion, wellbeing, healthy growth, creativity, knowledge and understanding. “Parties [should] recognise the rights of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts” (UN Convention on the Rights of the Child, 1999) 2.3.2. Play is essential for the physical and mental health of the child Play is an active and healthy pursuit enabling and promoting physical mobility. It allows children to develop and learn basic motor skills and improve co-ordination, balance and dexterity. Play can allow children to deal with certain situations and feelings using play in a spontaneous way to work through emotions, possibly retelling and sometimes reworking experiences through their pretend play, story creation and artwork. During play a child demonstrates independence and imagination to present themselves and their character. Play allows children to test themselves and to become aware of their physical strengths and limitations. 2.3.3. Play is an essential part of family and community life Play is a social activity allowing interaction with other children and adults. It helps children gain understanding of other people. This benefits the child as he or she shares ideas and responsibilities whilst also communicating their thoughts and feelings for each other. The benefits of Childs Play extend to the wider community in tackling issues such as countering anti social behaviour, community safety, youth crime and other common community problems. Play can also bring community benefits in terms of employment, volunteering and training for those working with children and young people. 2.3.4. Children need opportunities to play at leisure Play is a focal point of children’s lives and wherever possible children will try and play even when other activities are happening. This indicates play is an innate drive and an inborn need, which must be satisfied by offering and maximising opportunity.

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2.3.5. The needs of the child must have priority in the planning of human settlements. Children who are involved in the planning and consultation of play provision will feel more valued and represented in the process. This is likely to enhance their feelings of empowerment, respect and ownership of the play provision. Children cannot enjoy what they regard as play when adults make all the key decisions about what, when and how the play is taking place. The fundamental element of play is internally focused, prepared by the child for the child. Every child has a right to an environment for play, and such environments must be made accessible to all children and young people. ‘Play opportunities should always be provided within current legislative framework relevant to children’s rights, health, safety and well being’. 2.4 Barriers to play “Far too many children have nowhere safe to play. They either don’t get out to play or they play in places which are unsafe. So they are deprived of the pleasure and stimulation of being able to play with their friends or they are in danger” (Getting Serious About Play: A review of children’s play 2004) Despite the emerging acknowledgement of the value of play and the need to provide adequate opportunities, it is still apparent that many children are deprived of the play opportunities they need and deserve. With £155m of BIG Lottery funding announced for play in 2005/06 and a further £235m announced for 2008/12 improvement for play looks promising. However, there are still many constraints in providing good quality play facilities due to rising concerns about safety, alternative leisure pursuits for young people and the fear of endorsing crime, vandalism and anti-social behaviour. Concerns about safety are increasingly presenting barriers. Fear of traffic and strangers are the main concerns for parents whilst children’s top concerns were safety away from bullying by older children and traffic. Both parents and children have indicated that adult supervision is preferred when playing.

• An increase in single parent families and families where both parents work, means that parents have less time to spend with children on play. Additionally, disabled parents being unable to take their children into a play setting may limit play opportunities. ( I think this is a misconception, traditionally parents at

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home would perform housework whilst children played in groups independently near their homes)

• There is a lack of access to good quality play provision to satisfy the demand from children and young people and often the distance to the nearest suitable facility prevents participation. Therefore some existing play areas can be subject to over usage ( where is the evidence for over usage )as well as fostering anti-social traits from youths, it can also lead to children moving to other less suitable venues and sites. There is still a distinct lack of understanding and empathy for youth, and the value of play, resulting in low confidence and fear.

• There are insufficient financial resources to provide play opportunities from responsible organisations.

• Those providing new services and/or provision do not always consult or listen to those intended to benefit.

• Alternative ‘home’ leisure interests for children and young people are reducing time for physical play. The development and increase of digital and computer technology has meant that more children are staying inside for sedentary activities than take part in physical play. These pursuits, although in a safe environment, limit social interaction and the learning experience of outdoor play.

• The educational focus of the school curriculum in early years is becoming more prescriptive allowing less time for the freedom of play and informal learning. ( Is this accurate)

Despite a child’s need and right for play, opportunities are also frequently limited by external factors such as: (should discrimination be a bullet point above)

• Discrimination • The lack of provision for those with SEN/disabilities • Inappropriate consultation. ( repetitive /mentioned above) • Poverty and social issues • No single body responsible for its effective implementation • The lack of a joined up approach to provision

2.5 Inclusive Play There are around 770,000 (7%) of children in the UK who are disabled. Many barriers to play, leisure and making friends are put in the way of disabled children. Mainstream play and leisure services are failing to meet the needs of disabled children and as a result they are denied the activities that most of us take for granted.

Trafford have adopted the “KIDs” Inclusion Framework for Local Authorities. The Inclusion framework has been funded by the DfES Sure Start Unit with the support from local, regional and national network meetings.

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Inclusive provision is open and accessible to all and takes positive steps in removing disabling barriers (both physically and socially), so that disabled and non disabled children can participate

Alison John, Disability Equality Trainer Trafford’s understanding of ‘Inclusive play’ states that non disabled and disabled children and young people, their parents and carers, should be able to access and use play provision with ease and equal enjoyment. Inclusive play opportunities will (should)be provided for all children with a variety of abilities ( and from a variety of cultural and social backgrounds )whilst considering a complex society diverse in culture and belief in line with all relevant legislation. With the updating of Part 3 of Disabilities Discrimination Act (DDA) which became effective from 1st October 2004 there is increasing pressure for play providers to offer opportunities, which are inclusive and accessible for all children, young people their parents and carers. Part 3 of the DDA makes it unlawful for service providers to discriminate against those with disabilities by failing to make ‘reasonable’ adjustments. Reasonable adjustments such as improving access to premises and services, additional specialist equipment, additional training and support all must be applied to comply with the new legislation (The Disability Rights Commission, 2004) Making sure that all young people are consulted in any decisions made regarding play provision is also a key indicator to enable inclusive play opportunities as much as possible. With particular reference to play it is important to note:

• Inclusive play means play for all children and young people of different ages, abilities, cultural and social backgrounds and gender.

• Inclusive play suggests that non disabled, disabled children and young people and their carers can access and use the play provision with ease and for equal enjoyment

• Inclusive play encompasses opportunities for children and young people with a range of abilities. With particular reference to those with impairments and learning difficulties.

The value is that a wide range of inclusive play opportunities are provided for children with a variety of needs, in a complex society diverse in culture and belief. An Inclusion Framework for Play is illustrated in Appendix D

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2.6 Managing the Risk The fundamentals of play involve creativity of thought, challenge, fun and excitement for those engaged. Play, which is internally focused, fosters a degree of risk and experimentation actively involving children and young people for large periods of time. There is an inherent dichotomy in current play provision in this country as it is widely accepted that children and young people want to take risks when playing, whilst play providers are becoming more aware of the fears of litigation from even the most minor of accidents. This fear has a jeopardising effect on children’s play opportunities and child development, as a play area with no element of challenge will hold no benefit to the users. “…[play areas] may become so boring that children seek excitement elsewhere often at a much greater danger to themselves and other people” (Getting Serious About Play: A review of children’s play 2004) In reality, figures compiled by the Health and Safety Executive (2002) on the risks of playgrounds do not reflect the degree of worry: “The number of childhood accidents in the UK resulting from leisure activities, measured in terms of annual attendances at hospital and emergency departments (this being the principal UK measure), is 1.2 to 1.5 million. The number of these cases found to be attributable, however loosely, to fixed equipment in playgrounds, is estimated to have been 41,700 in 1998. This figure is substantially less than might have been expected from a superficial examination of published national statistics” (Playgrounds- risks benefits and choices: HSE 2002) The Local authority manages the risk of the play areas within the borough and currently inspects play equipment under its control as recommended by BS EN 1176 Part 7.

Children and risk All children both need and want to take risks in order to explore limits, venture into new experiences and develop their capacities, from a very young age and from the earliest play experiences. Children would never learn to walk, climb stairs or ride a bicycle unless they were strongly motivated to respond to challenges involving a risk of injury. Disabled children have an equal if not greater need for opportunities to take risks, since they may be denied the freedom of choice enjoyed by their non disabled peers. It is the job of all those responsible for children at play to assess and manage the level

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of risk, so that children are given the chance to stretch themselves, test and develop their abilities without exposing them to un acceptable risks. This is part of a wider adult social responsibility to children. If we do not provide controlled opportunities for children to encounter and manage risks then they might be denied the chance to learn these skills. They may also be more likely to choose to play in uncontrollable environments where the risks are greater. When children sustain or witness injuries they gain direct experiences of the consequences of their actions and choices and through this an understanding of the extent of their abilities and their competences. Children have a range of physical competencies and abilities, including a growing ability to assess and manage risk, which adults arguably underestimate. However children typically have less experience than adults of assessing the broad range of risks and hazards that they may encounter. So it is important to give them appropriate controlled environments in which they can learn about risk. Conclusion Safety in play provision is not absolute and cannot be addressed in isolation, play provision is first and foremost for children and if it is not exciting and attractive to them then it will fail, no matter how “safe” it is. Acceptable and Unacceptable Risk In any human activity, there is an element of risk. Three factors are central to determining whether or not the level of risk is acceptable or tolerable.

The benefits, rewards or outcomes of activity. The likelihood of coming to harm. The severity of harm.

The judgements about the acceptability of risk are made on the basis of a risk assessment. ( Refer to the Position Statement by the Play Safety Forum) NCB-Managing Risk in Play (Aug 2002) 3.0. The Borough of Trafford 3.1. Background Trafford is a thriving, prosperous and culturally vibrant borough at the heart of the Greater Manchester conurbation. It has 5 main population centres – Altrincham, Partington, Sale, Stretford and Urmston. The distinctive character of the town centres and neighbourhoods, the extreme differences of prosperity, and the diverse cultural backgrounds of its population all contribute to the uniqueness and strengths of the borough as well as presenting many challenges which give rise to its ambitions and priorities.

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The borough’s population is 211,800 living in 89,300 households. The breakdown for children and young people is: Population Data (2001 Census)

All age Number % 0-4 11,971 5.7

5-15 30,519 14.5 16-17 5,591 2.7

The average population density is 19.8 persons per hectare, which is 4 times the regional and 5 times the national average. Trafford is regarded as an affluent community and residents generally enjoy a better quality of life than those residing elsewhere in Greater Manchester and the North West as a whole. There are, however, isolated pockets of significant deprivation leading to large inequalities in educational attainment, health (up to 10 years difference in life expectancy in adjacent wards), employment, housing and access to services. The indices of deprivation (2004) place Trafford 120th and 136th out of 354. Of the 138 neighbourhoods in the borough 22 are within the 20% most disadvantaged with 9 in the 10% most disadvantaged in England. Four of these 10% most disadvantaged neighbourhoods are located in the Clifford ward, one of which is in the top 1% nationally, and Bucklow St Martin’s has at least two areas which fall within this band. 3.2 The Vision for Trafford In consultation with residents, the local authority has developed the following refreshed shared themes following consultation with residents in 2007 which are : ( Liz to review this in line with refreshed blue print – This should be joined up with the Community Strategy section below)

• Safety and Reassurance– we want Trafford to be a place that feels safe for people to live, learn, work and relax.

• Clean and Green – we want our environment, parks, open spaces, streets and

town centres to be clean and attractive, with our pavements and highways well maintained.

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• Healthy and Caring – we want to improve health and care outcomes for our vulnerable adults, older people, carers, and children and young people

• Strong Economy – we want to support business development and ensure that

our town centres are busy, thriving places

• Skilled and Educated – we want to sustain excellence in our schools and ensure all children and young people are equipped to be successful in the modern world

• Creative and Enjoyable Leisure – we want people to have easy access sports,

arts, and leisure opportunities.

• Proud – in achieving the above we will create a borough that has a strong, positive image that reflects the many things of which we are proud.

3.3 Children and Young People’s Service (C&YPS)

3.3.1 Vision

The C&YPS have published in April 2006 its Children and Young People’s Plan, Bright Futures, with the following vision: ‘To continue to improve the quality of life outcomes for all children and young people and, as a priority, improve outcomes for the most vulnerable and at risk, we need to:

Continue to raise service standards and performance

Replace the fragmented set of services that children, young people, and their families have traditionally received, with a holistic, child and family centred integrated multi-agency service, with prevention and support at its heart’

3.3.2 Key Actions

It also identifies the following key actions:

• Assess the current needs of children and young people in Trafford • Set out a vision for improving services to and outcomes for children and young

people • Determine 12 priorities which will best improve outcomes • Set objectives and targets for each of the priorities for improving outcomes in

the next 5 years, and actions to achieve these

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• Reorganise services for children, young people, and their families, and bring them together in multi-agency teams

• Ensure that the local authority will work with everyone, including engaging

children, young people, their families, staff in the statutory agencies, the voluntary sector and local communities

• Ensure that the local authority monitors the delivery of high quality and improving services

3.3.3 Strategic Priorities

The strategic priorities in the C&YP’s Plan are outlined as follows:

• Improving mental health, behaviour, social and emotional needs • Reducing poor physical health, particularly that caused by obesity, misuse of

drugs and alcohol and sexually transmitted infections • Reducing teenage pregnancy rates • Improving life chances of looked-after children and young people • Protecting children and young people from abuse and harm • Improving the quality of and access to integrated early years services • Raising educational attainment of those who underachieve and those with

special needs • Promoting equality for those from Black and Minority Ethnic communities and

those with disabilities • Engaging children and young people in identifying their needs and designing

services • Helping 14 to 19 year olds prepare for the world of further education (post-16),

higher education and work, so that they can reach their full potential • Providing support for young people moving into adult life, particularly those who

are most vulnerable • Setting up multi-agency services and teams to support families with children

and to prevent children and young people from developing serious problems

3.4 Trafford Community Strategy.

The Trafford Partnership is the borough’s Local Strategic Partnership, a single body which brings together more than 100 organizations including key local and regional partners, across the public, private, voluntary and community sectors. Its primary purpose is to enhance the quality of life and prosperity for all Trafford's residential and business communities.

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It provides a coherent focus and real leadership for the work of a number of thematic partnerships tackling the issues which are important to local people, businesses and community organisations alike. These thematic partnerships include:

• Safer Trafford • Healthier Trafford • Learning and Skills • Economic prosperity • Housing • Quality Environment • Transport • Culture • Older People • Sustainable neighbourhoods • Community cohesion and diversity • Bright futures

4.0 Trafford Play Partnership 4.1 The Vision of the Play Partnership. The following vision was developed at the first Play Partnership meeting ‘visioning day’ held in Trafford in May 2006: “The vision of the Play Partnership is to create an environment where children and young people can play in a safe and accessible environment within their local communities”. The Terms of Reference for the Play Partnership are shown in Appendix B 4.2 Membership of the Play Partnership. The following services and organisations are represented on the Play Partnership: Services of Trafford MBC: Sure Start Early Years Safeguarding Children Regeneration Community Services Social Care Sports & Health Development Environmental Services Leisure Services Strategic Planning Youth Service Access and Assessment School Sports Partnership Children’s Fund Youth Offending Team School Improvement Service Young People, Children & Families

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Trafford NHS Children’s Society Community Foundation for Greater Manchester Mersey Valley Countryside Warden Service Bollin Valley Partnership ( ADD THESE)

O CHILDREN AND YOUNG PEOPLE SERVICES O PARKS /GREENSPACE STRATEGY O PLAY O YOUTH SERVICES O HEALTH O TRANSPORT O PLANNING O HOUSING O BME/ FAITH/ MINORITY GROUPS O REGENERATION O VOLUNTARY/COMMUNITY SECTOR O EXTENDED SERVICES O SPORT

Individual members of the Play Partnership, who participated in the Visioning Days and the development meetings, are shown in Appendix B 5.0 Audit of Current Play Provision in Trafford 5.1 Parks and Open Space Trafford’s Parks and countryside commissioned a ‘Greenspace Survey’ in 2004, which developed the following strategy: “To enhance the quality of life for the local residential and business communities of Trafford by improving its parks and greenspaces” This strategy will deliver a network of well looked after, interconnecting, multi functional greenspaces which permeate the urban area of Trafford, linking town to countryside and improving the quality of life for all who live in, work in or visit Trafford.

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The survey looked at sites that were freely open to the public, including: parks, sports fields, playgrounds, woodlands and nature areas. The principal findings are summarised below: Quantity A total of 346 green/open spaces covering 1,275 hectares of land have been identified across the Borough. This equates to 10.5% of the total area of the Borough. Included in these are 37 parks, 50 amenity green spaces, 21 recreation grounds, 41 woodlands, 69 school playing fields, and 85 play spaces. The project uses the English Nature national Standard for Locally Accessible Natural Greenspace (Langsp). This standard recommends that an acceptable quantity of greenspace for a population of 1000 is 2.0 hectares Overall when compared with this standard, the available green/open space provision across the Borough is sufficient. On a Ward by Ward basis, however, the level of provision relative to the English Nature standard is more variable – with 11 Wards being identified as sufficient and 10 Wards deficient in provision Consultations Separate questionnaires that were sent to community groups, schools and members of the public yielded excellent levels of return, many of which were returned electronically. The findings showed the following:

• Accessibility to and around sites is generally felt to be good. • There is a high frequency of visits to sites with many residents using green

space 2 to 4 times a week • The cleanliness of sites particularly in relation to dogs fouling needs to be

improved.

Quality A robust system based on a combination of tried and tested methods was used to assess the quality of sites. An independent assessor reviewed 130 sites. The key quality findings of the site survey research can be summarised as follows:

• Sites in general scored highly on accessibility • The management of sites for biodiversity and natural features scored

satisfactorily • Cleanliness improvements were identified for many sites • The quality of facilities on many sites needs to be improved

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The results of this survey will be fed into a ‘Trafford Parks and Open Space ‘ Strategy.

5.2 Play Grounds in Trafford The local authority currently manages 86 play grounds in the borough. These are listed below showing their suitability for different age ranges, and facilities provided: (see Appendix E for lists of play grounds) 5.3 Play Spaces in Trafford Play spaces are mapped in Appendix F (ref SPG Children’s Play Spaces -2004) These play spaces are categorised * as follows:

Facility Time Walking Distance

Straight Line

Distance

Minimum Size

Character

LAP (Local Area for Play

1 minute 100m 60m 110m² Informal recreation, landscaping, fencing, seating, and may include a low key games area for toddlers

LEAP (Local Equipped Area for Play

5 minutes

400m 240m 400m² Informal recreation, landscaping, fencing, seating, and junior play area (5 types of equipment)

NEAP (Neighbourhood Equipped Area for Play)

15 minutes

1,000m 600m 1,000m² Informal recreation, landscaping, fencing, seating, play area for all age groups (8 types of equipment), wheeled play and ball game opportunities

*Based on National Playing Fields Association ‘Six acre standard’ 5.4 Sports Facilities in Trafford

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Trafford Sports Development Team is responsible for the following sports facilities in the borough including:

• Two 18 hole golf courses • 7 leisure centres • 27 sports pitches and courts

Active Trafford is the borough’s leisure scheme co-ordinated by Trafford Community Leisure Trust, which allows local residents to access leisure facilities at a concessionary rate. The Sports Development Team work with a number of local groups to improve the quality and range of sports offered in local schools. There are also a number of drop-in sessions where activities available for young people are organised. They can simply turn up and take part, where no booking is necessary. 6.0 Consultation with Children and Young People in Trafford In Trafford, there is a long history of consultation with children and young people, and the local authority, statutory agencies, and the voluntary and community sector are continuing to use innovative methods of consulting this group to identify their needs, and use them to design facilities to meet their needs. The recent appointment of a Local Authority Participation Officer will provide strong foundations for developing a strategy for consultation on Play. Both the Children and Young People’s Service and Trafford Metropolitan Borough Council have developed Participation and Engagement strategies. The Play Partnership recognises that children and young people are the main focus for community engagement in the development and delivery of play facilities. This engagement will enable the Play Strategy to be successfully delivered, and will ensure that the improved play facilities will better meet the needs of local children and young people, and they will be better valued and more sustainable in the long-term. It is also acknowledged that there is a need to ‘triangulate’, in other words to ensure that there are working relationships between the children and young people, their parents and carers, and the professionals to have the most significant impact. The Play Partnership has reviewed the large number of consultations held with children and young people in the borough over the past two years. The principal omission from these consultations is that of taking the views of children with disabilities, and their families; and this has been identified as a key priority of the Action Plan. Children and Young People will also be invited to join the Play Partnership; how this will be done in an inclusive way will be considered as an early priority. What was clear from the consultation reports was that the language

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was mainly that of the professionals, and not directly from children and young people, apart from the report from Partington, which actually used the words of young people. The main headlines from these relating to play and recreational facilities are summarised below The following sample of consultations has been used in supporting the development of the Play Strategy. 6.1. Children’s Conference (12 March 2004): This event focused on raising the profile of participation, engagement and empowerment between children and adults in Trafford and concluded that: “Consultation and involvement in the change process is paramount”. Since that event, there have been focused attempts to consult with children and young people. 6.2. Woodstock Park Area (Broadheath Voices 1st.October 2006): Local children asked for equipment and improved facilities for the park, improved football courts, a youth centre, and bike ramps. 6.3. Partington SRB Youth Participation project: Young people asked for: “Screamin’ wheels”, skate parks, more M31 type projects, cinemas, bowling alleys, safe and clean open spaces for meeting each other and more summer holiday activities. 6.4. Children’s Society – Consultation with Young People in Partington and

Carrington (February 2004) Young people asked for: Skate Park for BMX, pool tables, floodlit football, swimming, computers and longer opening times. They also asked for places that: “Stay open” “Have more mixed sessions” “are nearer! “aren’t run down and scary” 6.5. ”Green Spaces Great Places”, an Assessment of Trafford’s Green and

Open Spaces (June 2005) 414 children, including 27 School Classes and School Councils responded to the consultation. Overall, children and young people asked for:

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Improved play areas, more dog toilets, youth activities, bike ramps, skate parks, toilets, more changing facilities, Park Rangers, better paths and lighting, sports areas. A competition was also held asking children to draw a picture of their favourite greenspace. 6.6. Parks and Open Spaces Strategy.(2005-10): The consultation with children and young people was web-based, this allowed the questionnaire to be delivered through 100 schools in the Borough. Over 90% of children indicated that parks and greenspace were commonly used at weekends, the most popular activities were: sport, playgrounds, riding a bike and meeting friends. Issues which put off children from using parks and greenspaces were other kids using the site and “dodgy adults”. They wanted more sports areas, play areas, toilets, bike trails/ramps and skate parks. 6.7. Children’s Centre Development audit: Broadheath and Broomwood (April

2006) This audit identified a number of opportunities that could enhance the services to be delivered through Children’s Centres, in local parks in the area. 6.7.1 The Stamford Brook Development The National Trust in partnership with Bryant Homes and Redrow Homes are creating a sustainable and imaginative development of new homes, new community woodland, and a major new river restoration project.Section106 money will also provide new community facilities. This could provide a potential location for innovative outdoor play developments. 6.7.2. Broomwood has a number of green spaces including a linear walkway/cycleway that could provide enhanced opportunities 6.7.3. John Leigh Park has a children’s zoo/petting corner, and is also used for school sports activities. 6.8. Participation in sport, the arts, physical and creative activities in

Trafford.(Sept 2003)NWDA Research Unit. This research was carried out across the North West region with a cohort of year 9 pupils (13/14 year olds) in each Borough. The research didn’t specifically mention “play” as such, but the feedback does have clear messages for play spaces/activities for older children.

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• Lowest participation in sports/arts in the wards of Urmston, Davyhulme East, Sale Moor and Talbot. Could this provide an opportunity for development?

• 30% walk to school, with the highest, 60%, in Bucklow. Could this suggest play space developments aligned to “walk to school” pathways

• 80% said they would like to take part in more sport and exercise away from home

• 50% spent less than 2 or 3 hours a week “playing outside”, 22% spent more than 5 hours a week. Is this the same for all ages in Trafford?

• 67% of boys felt they had a safe place to play • 63% of girls felt they had a safe place to play • The biggest barrier to participation is “not knowing where to go” (62%),”having

no one to go with” (68%) and “costs too much” (54%) • More keep fit, dance and music mentioned particularly by girls • 30% expressed an interest in “volunteering” in outdoor activities, but only 6%

actually did. Could there be scope for developing activities with Princes Trust and Millennium Volunteers?

The report suggested that there may be opportunities to develop transitional activities between home and school. 6.9. Trafford Disability Questionnaire The results from this questionnaire published in December 2006 are shown in full in Appendix H 7.0 Identification of Gaps in Play Provision

This section aims to summarise the main gaps identified through the Visioning Day, the consultations and the feedback from the Play Strategy audit findings. 7.1. Main gaps identified at the 23rd May 2006 Visioning Day:

• More play focused consultation with children and young people • More work on including “excluded children”, especially the disabled • More outdoor stuff and play facilities • More messy play • More open space on housing estates • Better targeting of resources • Better designed and more creative school playgrounds • Need to work more closely with the Sports agenda • Incorporate the cultural perspective in Play • Increase awareness of Play through family learning opportunities • More street play • More adventure play • More joined up approaches to planning Play for 0-19 age group

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7.2. Main gaps identified from the consultations with children and young

people:

• Play opportunities nearer to home or adjacent to “paths to school from home” • Outdoor/adventure play opportunities • More sports activities • Bike trails/ramps • Skate Parks • More changing facilities • More toilets for dogs and people • Keep fit facilities for younger people • More opportunities after school

7.3. Main gaps from the Trafford Play Audit from agencies: The audit identified potential opportunities rather than gaps per se such as:

• More provision for disabled and minority groups • More links to arts and media • Stronger links to Groundwork • Greater involvement of the Libraries service ,Play through story telling • More training in inclusive play practice • More collaborative working at a local level • More afternoon play opportunities • More environmental project based play • More safe and accessible play • More exciting play equipment • Bike trails/skate parks • Natural spaces ,grass ,willows ,puddles • Better information on what there is for children in arrange of community

languages. • Indoor sports facilities • Floodlit play areas for winter and night time activities

7.4. Conclusions and Identified Strategic Priorities for Play The main strategic priorities which have been identified by the Play Partnership through the consultation have been summarised as follows:

• Access for disabled children and young people • Geographic availability of Play Opportunities • Information about play opportunities for children and families • Partnership working and joint working

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• Pooled budgets • Sustainable projects • Participation and consultation with children and young people • Workforce development • Opportunities for play for the over 8’s • Safe routes to play opportunities • Monitoring and evaluation of play

These priorities have been incorporated in the overarching aims of the Action Plan, and will need to be reviewed and updated regularly in assessing progress and impact of the Play Strategy, on the outcomes for children and young people. It has been recommended that a consultation plan, annual audit and surveys take place in order to measure impact and address gaps in delivery should they emerge. 8.0 Monitoring and Evaluation of Play Strategy It is vital that a structure and processes for review and accountability are put in place in order to make the Strategy “live and grow” in taking forward the aspirations for Play in Trafford. It is critical that the Action Plan is owned by all partners and considerable investment of time will need to be made to ensure that consultation on the Strategy and Action Plan is thorough and fed back to those who were consulted. There is substantial evidence that Trafford has very effective consultation processes in place; and it is recommended that these existing structures and processes are used to take forward this strategy. Consultation and feedback features in a number of the objectives of the Action Plan. 8.1. Trafford Play Strategy Working Group A group of representatives from across the sector and the local authority, has been established to develop and monitor the Strategy. It is expected that the group will meet every month in the initial stages and then once a quarter, to continuously review and update the action plan in the light of policy changes at national, regional and local level. It is intended that this group will be a subgroup of the Play Partnership which will report to the………….. 8.2. Monitoring and Reviewing

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The Play Partnership will report on a quarterly basis to the xxxxxxxxx on the achievement of the planned outcomes of the Action Plan. In turn this progress will be reported to the Trafford Young People and Children’s Board/Plan To date, it is probably fair to say that outcomes have not been specifically or systematically reported in terms of Play and Playwork, and this new emphasis and focus should also make an impact on increased awareness of the importance of Play and Playwork on the wider Children’s agenda for Trafford, and its delivery on better outcomes for children and young people. There are existing performance monitoring and management systems in place for all statutory partners as outlined in the Trafford Children and Young Peoples Plan (CYPP) and for those voluntary and private sector partners provided through contracts or service level agreements with public sector funding. These are linked to the Comprehensive Performance Assessment process and reporting cycle; and most partners are already engaged in the self-assessment process for the Annual Performance Assessment of Children’s Services, the Joint Area Review and Local Area Agreements. 8.3 Evaluating and Sharing Best Practice Progress for this strategy requires regular review and updating, and therefore there will need to be a commitment from the Play Partnership and other partners to advance the priority actions of the Action Plan; and to strategically place and disseminate the outcomes, not always positive, to other related and aligned Strategies and Plans. By the very intrinsic nature of Play and the Playwork profession; ”consultation and ownership” must be paramount to the strategy, and the emerging good practice will need to be shared locally, regionally and nationally; this will need to be resourced, and it is recommended that the evaluation of the Strategy is incorporated in the Action Plan

8.5 Links with other Strategies The strategy has emphasised the importance of linkages and synergy with related and higher level Strategies and Plans, and the Play Partnership will ensure that progress and achievements are reported appropriately. The Action Plan records the main linkages to other Plans, and this will be reviewed regularly to ensure currency and relevance.

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9. The Play Strategy Action Plan In order to implement, monitor and evaluate the Play Strategy the Play Partnership have agreed that the action plan shown as Appendix G is adopted. It has also been agreed that the Play Partnership maintain a regular review of the Action Plan in order that it meets the timescales and priorities identified to meet the needs of local children and young people.

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Appendix A: Partner Organisations and Stakeholders The following organisations have been represented on the Play Visioning Days organised by the Trafford Play Partnership: Trafford MBC: Safeguarding Children’s Service Early Years Sure Start Community Services and Social Care Regeneration Adult and Community Learning Sports and Health Development Environmental Services Leisure Services Strategic Planning Youth Services Early Development Service School Improvement Service Built Environment Access and Assessment Youth Offending Team Warden Services Arts and Cultural Services Parks and Countryside Services Library Services Information Unit SEN Support Services Schools Sports Partnership Trafford Local Strategic Partnership Trafford Women’s Aid Trafford NHS Trafford PCT Trafford Young Carers Trafford VCAT Trafford Housing Trust Trafford Community Safety Leisure for Autism Children’s Society Groundwork Manchester NCH North West Relate Special Educational Needs Family Support Group Victim Support Greater Manchester Police

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South Trafford College NSPCC Groundwork Manchester Bollin Valley Partnership Community Foundation for Greater Manchester Sale United Football Club G Force Youth Club Old Trafford Youth Club Sale Moor Community Partnership

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Appendix B: Membership and Terms of Reference of the Trafford Play Partnership B1. Membership of the Play Partnership The following members signed up to be members of the Trafford Play Partnership

First Name Last Name Title Service Address 1

Mark Bailey Senior Children's Rights Officer Trafford Safeguarding Children Service Stretford Public Hall Mark Bolger Principal Policy and Partnership Officer Trafford Regeneration Trafford Town Hall

Suzanne Clemments Children's Society Partington Family Centre Central Rd

Chris Dahlstrom Team Manager Trafford Community Services and Social Care 4th Floor, Sale Waterside

Lisa Davies Trafford NHS Melvyn Dawson Resource Procurement Officer (Lottery) Regeneration Trafford Town Hall

Martin Duffy Local Network Fund Manager Community Foundation for Greater Manchester Beswick House

Serena Duffy School Sports Development Officer Trafford Sports & Health Development Crossford Bridge Sports Pavilion Paul Farrand Planner Environmental Services Carrington Depot Jonathan Francis Assistant Manager Trafford Leisure Lesley Franklin Senior Regeneration Officer Trafford Strategic Planning Sale Waterside May Gibbons Head of Youth Service Trafford Youth Service Arndale House Steve Hayes Principal Leisure Services Manager Trafford Leisure Management Crossford Bridge Sports Pavilion Mandy Hughes Childrens Fund Programme Manager Access and Assessment Arndale House Hannah Moir School Sports Partnership Ashton on Mersey School Daniel Newall Sports Development Manager Trafford Sports Development Crossford Bridge Sports Pavilion Jessica Pathak Black and Minority Ethnic Inc & Div Officer Children's Fund Arndale House Elaina Quesada Prevention Manager Youth Offending Team Arndale House Nancy Samuels Inclusion Officer Trafford Early Years 4th Floor, Sale Waterside Gill Staniforth Sure Start Early Years Manager Childcare & Play Trafford Sure Start 4th Floor, Sale Waterside

Jane Thompson Children's Society Partington Family Centre Central Rd

Sally Thornton Advisory Teacher - Inclusion Trafford School Improvement Service Arndale House Vanessa Tucker Participation Officer Trafford School Improvement Service Stretford Public Hall

Fiona Waddington Director Services for Young People, Children and Families Arndale House

Valery White Greater Manchester Police Margaret Yusuf Childrens Fund Project Officer Access and Assessment Arndale House

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B2. Terms of Reference of the Play Partnership Trafford is committed to the development of a Play Strategy which will be developed, monitored, reviewed and evaluated by the Play Partnership. Aims: That the Trafford Play Strategy and Action Plan will aim to:

o Improve the Every Child Matters outcomes for children and young people o Provide quality and accessible play provision for all children and young people

Objectives

o Reflect and complement the National Play Strategy Guidance “Planning For Play”(March 2006)

o Provide a crosscutting, authority-wide developmental approach to the delivery and support of Play Services through the private, voluntary and maintained sectors.

o Develop a process whereby the Local Authority will attempt to establish the demand for Play and evaluate the size, nature and sources of supply which will be required to meet that demand.

o Provide a focus for elevating the professionalism and status of the Play and Playwork sector and provide a baseline for measuring the impact of investment on Play in Trafford.

o Ensure that developments in Play are monitored, reviewed and evaluated, so that the outcomes and outputs are measurable and can make a real difference to both children and corporate objectives.

o Provide a robust policy mechanism for accessing additional funding. Remit of the Play Partnership:

o To act as an advisory, developmental and reviewing group for the Local Authority in developing a ten year Play Strategy and Action Plan for 2006-2011.

o To work with the Local Authority and stakeholders to ensure that the strategy is embedded across all relevant and related strategies, plans and reporting structures.

o To monitor progress towards the achievement of the strategic aims and operational objectives identified in the action plan

o To promote the strategic cohesion and effective partnership working at a range of levels in maximising the value of play and the playwork profession.

o To contribute to the wider aims and objectives of the Local Authority through a range of plans and planning structures.

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Membership: It was agreed that the following services, agencies and organisations need to be represented on the Play Partnership:

o LA Early Years & Play Service Officers o Extended Schools/Children’s Centre Officers o LA Workforce Development Officers o Employers/Providers representing the private/voluntary/maintained sectors o Training and education providers o Open Space/Green Spaces Officers o Regeneration /Planning Officers o Rep from the Local Safeguarding Children Board o Health o Transport

Conditions of Play Partnership membership:

o Members will be nominated by Trafford MBC from private and voluntary organisations, service departments, children and young people, and ………………...

o Members will be expected to serve a minimum of X years to ensure continuity and stability in reviewing the Strategy and Action Plan

o The Partnership will be chaired by…………………………………………………….to ensure independence, stability and objectivity.

o Members will be expected to attend and contribute to meetings whether actual or virtual via email/postal /telephone contact

o Representation and participation from users, particularly children and young people. Operation:

o To meet 4 times a year once the strategy has been ratified and approved by stakeholders in the area

o To agree a standard agenda o To establish short term working groups with identified timescales for o reporting and completion o To be convened and supported by Trafford MBC o To report to …………………………………………………..Board/Committee on a

quarterly and annual basis. Endorsement of the Play Partnership: The group will need to report to and be accountable to:

o The Leader and Chief Executive o The Children’s Trust/Children and Young People’s Strategy Group………. o The LA Workforce Development Strategy Group o The Local Area Agreement Partnership Board

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Appendix C The National Context

C1. The Childcare Act (2006) Under this Act, Local Authorities will be required to deliver a number of actions, the most relevant to Play and Play are to:

• Recognise that the integration of education and care into high quality early years provision will have statutory force. Play will have a significant role to play in this new responsibility.

• Ensure that all children up to age five get a better start, in particular by closing the gap between those at risk of the poorest outcomes and the rest, through helping them to access integrated childhood and family support services

• Ensure that sufficient local childcare (including play) is provided to meet the needs of working mothers and fathers, or those that want to return to work, with particular regard to low income families and those with a disabled child – with parents given advice and help with accessing childcare

• Ensure that all parents are able to access the full range of information which they may require for children up to the age of 20 – with parents’ views contributing to the planning of early childhood and play services in their area

• Ensure that, for all children from birth to the end of reception year, all registered settings deliver the Early Years Foundation Stage. There will be a framework of requirements to ensure all young children have access to an integrated learning and care experience, which highlights the importance of learning through Play. This will have the same legal force as the National Curriculum in schools.

• Recognise that, for out of school provision, settings will be judged against new Ofsted Childcare Register (OCR) standards ensuring safety and suitability; for the first time offering parents consistent mechanisms for choosing safe, reliable and good quality childcare for children up to age 15 (16 if disabled). This will impact on the qualifications of the staff

C2. The Children Act 2004 The Act covers the universal services which every child accesses, such as education, and more targeted or specialist services for those with additional or special needs. Local authorities are required, under Section 17 of the Act, to produce a single strategic Children and Young People’s Plan for all services affecting children and young people, including play and leisure. The plan should set out a vision for children and young people and detail the priorities and actions for delivering it. The local authority must consult widely and include children, young people and their parents or carers, the voluntary and community sector, as well as the key partners within the children’s trust. C3. Every Child Matters: Change for Children Programme Every Child Matters: Change for Children is the Government’s overarching approach to the wellbeing of children and young people.

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It is founded on five key outcomes: being healthy; staying safe; enjoying and achieving; making a positive contribution; and achieving economic well-being. Along with culture and sport, play organisations have a central role in helping to deliver these five outcomes. It is this agenda that brings key Government departments together, Department for Culture Media and Sport (DCMS), Department of Health (DOH), Department for Work and Pensions (DWP), and the Department for Education and Skills (DfES). C4. Children’s Trusts Children’s trusts are the partnership arrangements which bring together, under Section 10 of the Children Act (the duty to cooperate) all services for children and young people. Government expects all areas to have a children’s trust by 2008. By working with the children’s trust, the Director of Children’s Services and the council Lead Member for Children’s Services, the play sector can encourage local authorities to recognise the benefits that good play opportunities can offer. The children’s trust (or other partnership arrangements eg. Children and Young People Strategic Partnership), will serve as the main vehicle of delivery for the Children and Young People (CYP) block of the Local Area Agreement (LAA). LAAs deliver national outcomes in a way that reflects local priorities – giving local authorities and their partners the freedom and flexibilities to find local solutions to local problems. C5. Sure Start Children’s Centres Children’s Centres provide good quality flexibly-tailored early years services. These include integrated early education and childcare (including opportunities for learning through play) and a diverse range of health and family support and health services for children up to five years old and their families. They also offer parenting education, outreach services to parents, childminder networks and links with Job Centre Plus. These Centres (there will be 2,500 by 2008, and 3,500 – one for every community – by 2010) are being developed from Sure Start Local Programmes, Neighbourhood Nurseries, Early Excellence Centres, Maintained Nursery Schools, health centres and family centres and will make considerable use of local private and voluntary sector providers to help offer services. They act as a service centre at the heart of their communities, including and providing links to other facilities or sources of help and support such as holiday schemes, out-of-school clubs, extended schools and toy libraries. Play activities in Children’s Centres have a vital role in contributing to the range of early learning and development opportunities on offer for young children, and progression opportunities as they get older.

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C6. Play within Children’s Learning and Development Play underpins all learning and development for young children. It is a key way young children learn that is both enjoyable and challenging. Encouraging learning through play enriches children’s early years and gives them a good start to life. Play is a safe and pleasurable way of finding out about the world they have been born into, and where new people, places and experiences are an almost daily occurrence. You can’t get play ‘wrong’ and so children will try things they might normally feel anxious about by developing at their own pace and in their own time. Play is the natural route for children to enhance their physical and cognitive ability as well as providing opportunities for their social and emotional development. From an early age, play is important to a child’s development and learning. It isn’t just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most children express their impulse to explore, experiment and understand. C7. The Early Years Foundation Stage. The philosophy underpinning the Birth to Three Matters and the Curriculum Guidance for the Foundation Stage is that learning should be carefully planned, with an emphasis on activities that are fun, relevant and motivating for each child. Practitioners therefore support children’s learning through planned play and extending and developing children’s spontaneous play. The Government plans to create a single quality framework to support children’s learning and development from birth to five. Early years settings will be required to deliver the Early Years Foundation Stage from September 2008. The Early Years Foundation Stage Framework aims to raise quality in the early years by removing the existing artificial distinction between care and education in the early years, to reflect better the way young children learn and develop. The single, coherent document will recognise the importance of play in young children’s learning and development. It will require practitioners to use observational assessment and knowledge of child development to plan systematically for individual children’s progression at a pace that is right for them. C8. Extended Schools. Extended schools provide access to extended services including a wide range of fun and developmental activities which could easily include play. Individual local authorities will be working with schools and other partners in Primary Care Trusts, Strategic Health Authorities and the private and voluntary sectors. They will plan and lead change and help schools make links with their children’s trusts and, through consultation with the community, develop easy access to extended services. It will be for schools, parents, local authorities, other children’s services and the voluntary and private sectors to work together to shape the provision in individual schools. C9. Building Schools for the Future Although this programme is focused on school premises, children will benefit from having more and better access to good quality play provision during the school day (and with the advent of extended schools, beyond the school day). Over the three years 2005-08, more than £6.6 billion has so far been committed to the Building Schools for the Future

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programme. This has the aim of rebuilding or renewing every secondary school in England over the next 15 years. The Government has just finished consulting on how to improve primary schools. The target here is to rebuild or refurbish at least half the primary schools and primary-age special schools over a 15 year period. Additional funding for this programme will be available from 2008-09. Primary schools are being encouraged to develop zoned playgrounds to encourage more creative play and more choice for children. C10. Youth Matters The Green Paper Youth Matters was published in July 2005, and a Next Steps document was published in March 2006. Recognising the need to ensure that young people have “things to do and places to go” Youth Matters proposed new national standards for positive activities for young people as well as new legislation to clarify local authorities’ duty to secure young people’s access to positive activities. Local authorities will be expected to integrate their planning for positive activities with the local Children and Young People’s planning process, and to work with key partners, including district councils and voluntary and community sector organisations to implement this. The national standards are as follows:

• Access to two hours per week of sporting activity • Access to two hours per week of other constructive activities in clubs, youth groups

or classes • Opportunities to contribute to their communities through volunteering • A wide range of other recreational, cultural, sporting and enriching experiences • A range of safe and enjoyable places in which to spend time.

Sometimes described as an Every Child Matters for teenagers, Youth Matters is intended to address the needs of older children. The importance of providing positive activities for young people is reinforced by the Government’s Respect Action Plan published in January 2006. Statutory guidance is currently being developed to set out what is expected of local authorities and will confirm the importance of recreational activities and facilities under the duty. C11. BIG Lottery Fund. In March 2006 BIG announced their three year strategic Play Programme. All second tier authorities were allocated funding for “free play” subject to their applications clearly showing there was a Play Partnership and Play Strategy in place, and that the proposed projects were inclusive, free and accessible. In addition, there is an Innovation Programme available for the voluntary, community and social enterprise sector to apply for. Ideally the proposals should be endorsed by the Local Authority and should appear in the strategy, in promoting coherence and continuity of provision. It is recommended that a Playwork Education and Training or workforce

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development strand should be included in the local Play Strategy, to ensure there is the capacity and quality of staff to deliver the new enhanced or extended services. C12. Parks and Open Spaces: Trafford MBC published their ‘Open and Greenspace Strategy’ in 2005. C13. SkillsActive

SkillsActive is the Sector Skills Council for Active Leisure and Learning. Within SkillsActive sits the Playwork Unit which is responsible for:

• Improving children’s lives by setting standards of excellence in education, training and qualifications, and developing opportunities for playworkers to access education, training and qualifications

• Raising the level of understanding about the importance of children’s play • Improving access to good quality play provision throughout England.

SkillsActive plays a vital role and has recently published its five year UK strategy ‘Quality Training, Quality Play 2006-11’which aims to support and develop education, training and qualifications for playworkers across the workforce. The Trafford strategy will complement the structure and format in the context of Trafford and the East region. The National Occupational Standards (NOS) will support the development and recognition of a qualification framework from entry to postgraduate level, which will encourage career progression and transitions. The Sector Skills Agreement will also provide a conduit for raising awareness with employers and users alike, and will forge closer links with other allied professions across the children’s workforce. C14. Children’s Workforce Development Council (CWDC)

The CWDC was established in April 2005 and is a member of the federated Sector Skills Council for Social Care, Children and Young People (Skills for Care and Development SSC). CWDC aims to build the very best workforce for children, young people and families. It supports the whole workforce to put the child, young person and family at the heart of service design and delivery.

Training, development, qualifications and leadership and management will be key to supporting successful change in the delivery of services for children and young people. The Government has established CWDC and the Children’s Workforce Network (SkillsActive is a member) to lead on workforce change and support the change at local level. The Children’s Workforce Strategy and the 10 Year Childcare Strategy set a demanding agenda for CWDC. In turn each Local Authority is required to produce a Children’s Workforce Development Plan, and the intention is that Trafford will include the Playwork Education and Training strategy as a strand of that.

47

C15. Joint Area Reviews and Annual Performance Assessments

C15.1 Joint Area Reviews.

A Joint Area Review (JAR) is an assessment of services for children and young people, led by Ofsted working with nine other inspectorates and commissions. These are: the Adult Learning Inspectorate, the Audit Commission, the Commission for Social Care Inspection (CSCI, the Healthcare Commission, HMI Constabulary, HMI Probation, HMI Prisons, HMI Court Administration and HM Crown Prosecution Service Inspectorate.

JARs will be conducted in all 150 single-tier and county council areas over the next three years, at the same time as each council's corporate assessment. These reviews evaluate the degree to which local services are improving the lives of children and young people and how well they are working together to achieve this.

JARs look at all education and social services for children and young people that are directly managed or commissioned by the council, as well as health and youth justice services provided by partner agencies such as primary care trusts, child and adolescent mental health services, local safeguarding children boards and the police.

One of the five achievement themes in a council's corporate assessment reports on the contribution of the council to the quality of outcomes for children and young people. The content for this part of the assessment is provided by the JAR. In addition, the JAR may provide evidence that can be reported within other themes in the corporate assessment.

C15.2 Annual Performance Assessment

A Local Authority ‘Annual Performance Assessment’ makes judgements about:

• The council’s children’s services and the specific contributions they make to improving outcomes for children and young people

• The council’s capacity to further improve these services

Each council is required to have a single children and young people’s plan or equivalent in place, and within this the specific focus on the council’s own services is necessary in order to contribute a grade for the children and young people’s block of the comprehensive performance assessment (CPA).

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Under the outcome ‘Enjoying and achieving’, the following judgements relate to the area covered by the Play Strategy:

Key Judgements Examples of Evidence

3.1 Parents and carers receive support in helping their children to enjoy and achieve

Targeted support and guidance is provided to parents and carers, in line with their expressed wishes, in helping children and young people to enjoy play, achieve educationally and make a productive and enjoyable use of leisure time

3.6 All children and young people can access a range of recreational activities, including play and voluntary learning provision

There are safe and accessible places where children and young people can play and socialise

A range of affordable, accessible, challenging and rewarding recreational and voluntary learning opportunities is provided

Action is taken to ensure that the cost or availability of transport are not undue barriers to participation in recreational and voluntary learning activities

Recreational and voluntary learning opportunities reflect the needs and interests of individuals as well as groups

Recreational voluntary learning opportunities reflect the needs of socially excluded groups, and they are given particular encouragement to take them up

3.7 Children and young people who are looked after are helped to enjoy and achieve

Looked after children are encouraged and given practical support in participating in a range of cultural and leisure activities, and in developing their individual interests

3.8 Children and young people with learning difficulties and/or disabilities are helped to achieve and enjoy

Children and young people with learning difficulties and/or disabilities are supported in participating in a range of appropriate cultural and leisure activities

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C.16 Other Government Policy Documents

The following policy documents are also relevant to the area of play provision:

‘Strong and prosperous communities - The Local Government White Paper’ – DCLG (2006) ‘Sustainable Communities: People, Places and Prosperity’ – ODPM 5 yr Plan (2005) ‘Planning Policy Statement 1: Delivering Sustainable Development’ - ODPM (2005) ‘Living Places: Caring for Quality’ – ODPM (2004) ‘Sustainable Communities: Building for the Future’ ODPM (2003) ‘Living Places: Cleaner, Safer, Greener’ – ODPM (2002) Planning Policy Guidance 17: Planning for Open Space, Sport and Recreation ODPM (2002) ‘Green Spaces, Better Places’ – The Final Report of the Urban Green Spaces Task Force (2002) ‘Our Towns and Cities: The Future’ - Urban White Paper, DETR (2000) Delivering an urban renaissance ‘By Design, Urban design in the planning system – towards better practice’ – DETR/CABE (2000) ‘Towards an Urban Renaissance’ – Urban Task Force (1999)

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Appendix D. Trafford Inclusion Framework

The Trafford Inclusion framework is based on the ‘Kids Inclusion Framework for Local Authorities’ which has been developed by the Kids Playwork Inclusion Project (PIP) funded by the DfES Sure Start Unit. D1. Trafford Inclusion framework Policy into practice to include disabled children and young people in play and childcare services The following are all important factors. The more of them are in place, the better the chances of inclusion being developed successfully. D2. Audit An on going audit of who wants services and what services are currently available needs to be carried out. If plans are to be well-founded it is important to know the existing position in terms of the numbers of disabled children, their needs, and the range of services genuinely available to them. D3. Consultation There needs to be consistent and on-going consultation and liaison with disabled children and their parents. Parents and children (both disabled and non-disabled) need to influence, understand, and have the chance to contribute to the development and monitoring of inclusive services. Listening to and speaking with parents and children is essential in building trust and getting services right. D4. A Local Authority play policy incorporating a shared understanding of

inclusion The play policy should by definition be an inclusive play policy. It may involve voluntary agencies, leisure, housing, parks, planning and transport as well as education, social services and health and will be fundamentally informed by the consultation referred to above. The process of engaging many different people/departments/services/organisations in exploring the meaning and implications of an inclusive policy is as important as the end product.

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D5. Budgets There needs to be a realignment of all Children’s Trust/department/agency budgets in line with:

• a policy to promote inclusion: e.g. Carers Grant; respite/short term breaks; Sure Start (EYDCP) monies; disabled children's services in social services and health; voluntary and charitable income; also Direct Payments to families to access the individual assistance children may need.

• Linking of funding for settings to a requirement that they undertake inclusion training.

• Policy decision in favour of supporting inclusion in mainstream in preference to funding segregated schemes.

D6. Awareness of change process Mainstream services, specialist services and families with older disabled children may be used to segregation and may have come to expect/prefer it. It may be difficult /inappropriate to expect all children to access inclusive services. But properly funded inclusion should become a normal choice for younger children and remain the norm as those children become older. All mainstream services should be encouraged to be pro-active in inviting disabled children. D7. Inclusive play training (a) Based on disability equality and attitudinal change - for all levels of staff

• senior officers • managers of settings and development/advisory staff • permanent face to face staff • temporary staff • ideally for whole staff teams at individual settings; inclusion involves everyone.

It may be useful to offer training first to those settings that parents are actually expressing interest in their children attending and to settings that are enthusiastic about inclusion. (b) Followed, if required, by training for settings (e.g. risk management, challenging behaviour) and/or advice given in the setting by a specialist in relation to a specific child's needs, such as lifting/medical procedures/communication with that child. D8. 'Bridges' People need to be in place who have both an understanding of inclusion and experience with disabled children, who can act as bridges between potentially inclusive settings and segregated services or families with a disabled child. The service they provide needs to be pro-active in order to help change people's expectations.

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Settings and families may need a 'go-between' employed by the authority or by a voluntary agency to provide this service. Larger settings or groups of settings may do this themselves by allocating staff time. D9. Support and advice on the end of a phone Settings need one phone number to call for support or advice, from where other expertise can be coordinated if needed (e.g. health and safety advice, educational psychologist, impairment - specific expert, speech therapist, voluntary agency staff*). Where a 'bridge' person exists, it may be the same person. This is similar to some of the Area SENCO roles that support early years settings, but is better described as an Inclusion Officer. This also requires statutory departments/agencies to agree that expert staff will be available to support voluntary and private providers as well as statutory providers. This may mean an increase in the number of such post-holder hours or a re-prioritising of roles. D9. Money available for a variety of extra assistance if necessary Extra money is often not necessary. Disabled child does not equal 'extra adult required'. Not usually extra 1:1 staff - unless a child has a very high level of dependency or specific specialist knowledge is essential, it may be better for an existing staff member who knows the setting to help include them; if an additional staff member is necessary, that extra person may be better employed with a more generic role. Assistance schemes, placing an adult with a child who really requires additional assistance, can work well as long as the aim is to help the setting adapt to include the child; the danger is that the setting sees the child as a problem whose needs are solved by their personal assistant. Short term, time limited support can be a way of ensuring the whole setting welcomes the child and learns what may be required. Such support can always be extended if it needs to be. Money could also be set aside for 'whatever else will make it easier to include a particular child' (e.g. equipment, transport, or to buy in expert advice if a service is not available free to settings). Try to frame eligibility criteria flexibly so that money can be used effectively. D10. A variety of standard paperwork available to settings Guidance on issues around intimate care, lifting, safety, risk and insurance should be made available to settings - see 'The Dignity of Risk' in our Resources list. Paperwork should not need to be re-invented by each setting to help them ask children and parents appropriate questions that ensure each child is safe and included. It is helpful to provide frameworks but not to spoon-feed completely, as thinking together is part of a setting's inclusive development.

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D11. Networks of support The key players in inclusive services will benefit from continuing contact and idea sharing with others in similar roles. Keeping inclusion high on providers' agendas is crucial - e.g. through the offer of regular chances to meet and the provision of supportive paperwork (such as the Kids regional inclusive play and childcare network meetings and the All of Us -Inclusion Checklist for Settings). D12. Strategy for Inclusion A written, costed, time-specific strategy for inclusion - together with a commitment from senior figures:

• to fund it • to staff it • to implement it • to monitor it • to amend and develop it.

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Appendix E Play Spaces in Trafford

Play areas in Altrincham, Timperley, Bowdon and Hale

Location Suitable for Under 5's

Suitable for 5-14yrs

Multi-use Games Area

Skate Ramps

Aimson Road, Timperley Y Y

Bankhall Lane, Hale Y Y

Bowdon Recreation Ground, Vicarage lane Y

Broomwood, Mainwood Road, Altrincham Y Y Y

Buckingham Way, Grove Lane, Timperley Y

Kings Avenue, Eyebrook Road, Bowdon Y

Halecroft Park, Hale Road, Hale Y Y John Leigh Park, Oldfield Road, Altrincham Y Y

Navigation Recreation Ground, Altrincham Y

Oakwood Lane, Minster Drive, Bowdon Y

Pickering Lodge, Green Walk, Timperley Y Y Y

Primrose Bank, Brick Kiln Road, Bowdon Y

Stamford Park, Charter Road, Altrincham Y Y Y

Stokoe Avenue, Oldfield Road, Altrincham Y Y

Thurlstone Road, Oldfield Road, Altrincham Y Y

Timperley Recreation Ground, Park Road Y Y

Wellfield Lane, Tarbolton Cr, Hale Y Y Woodstock Road, Whitlow Avenue, Broadheath Y Y Y

Wellman Way, Moss Lane, Altrincham Y Y

Play areas in Sale

Location Suitable for Under 5's

Suitable for 5-14yrs

Multi-use Games Area

Skate Ramps

Ashton Park, Dumber Lane Y Y Y Baguley Lane, Sale Moor Y Y Bramhall Close, Norris Road Y Crossford Bridge, Meadows Road Y

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Christchurch Road, Manor Avenue Y

Harley Road Y Y Hornbeam Close, Epping Drive Y Y Y Kelsall Street, Roebuck Lane Y Y Y St. James Drive, Marsland Road Y Moor Nook Park, Norris Road Y Y Newton Park, Frieston Road Y Y Sale West Wood, Ascot Avenue Y Y Y Walton Park, Walton Road Y Y Weathercock Farm, Firs Road Y Woodheys Park, Kenmore Road Y Y Worthington Park, Cheltenham Drive Y Y Y

Play areas in Urmston, Davyhulme, Flixton and Partington

Location Suitable for Under 5's

Suitable for 5-14yrs

Multi-use Games Area

Skate Ramps

Abbotsfield Park, Flixton Road Y Y Ackers Lane, Carrington Y Y Broadway, Davyhulme Y Y Y Cross Lane Recreation Ground, Partington Y Y Y + Trim Trail Y

Davyhulme Park, Cantebury Road Y Y Y

Davis Road, Hardwick Road, Partington Y Y

Flixton Park, Flixton Road Y Y Golden Hill Park, Moorside Road Y Y Higher Road, Urmston Y Kingsway Park, Davyhulme Y Oak Road, Partington Y Y Valley Road South, Flixton Y Woodsend Park, Woodsend Road, Flixton Y Y

Play areas in Stretford and Old Trafford

Location Suitable for Under 5's

Suitable for 5-14yrs

Multi-use Games Area

Skate Ramps

Cranford Avenue, Gorse Avenue Y Y Gorse Park, Talbot Road Y Y Y Hullard Park, Northumberland Road, Old Trafford Y

Longford Close, Thomas Street Y Longford Park, Cromwell Road Y Y Y Lostock Park, Curzon Road Y Y Milton Close, Milton Road Y

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Moss Park, Moss Park Road Y Y Nansen Street, Thornbury Road Y Y Y Newcroft Drive, Newcroft Road Y Y Ripon Road, Chatsworth Road Y Y Seymour Park, Carver Street, Old Trafford Y Y Y

Tamworth Court, Clayton Close, Old Trafford Y Y

Victoria Park, Victoria Road Y Y Y

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Appendix F Maps of Children’s Play Provision in Trafford

58

59

60

Appendix G. Play Strategy Action Plan: TRAFFORD Aim: 1.0. To raise the Profile of Play in Trafford. Objectives Tasks needed to

achieve this Responsibility Milestones

and Timeframes

Resources Required

Links to other Strategies

Success Criteria

Monitoring Requirements

1.1.To ensure there is

stakeholder engagement in the Play

Partnership, and

ownership of the

strategy

1.2. To raise the awareness of the importance of Play in meeting the ECM outcomes

1.1.1.To support

the involvement of key stakeholders and users in the Play Partnership

1.1.2.To ensure the priorities of the Strategy and Plan are included in all

other relevant Plans and Strategies

1.2.1.Encourage all stakeholders to sign up to article

31, the vision and aims of the

Trafford Play Strategy

1.2.2.Hold a high profile event to launch the Trafford Play Strategy

Play Partnership Play Coordinator

Play Coordinator

Play co-ordinator Play Partnership core

group Play Champion

Play Coordinator Press /Communications teamSchools

1.1.1.Review in February

2007

1.1.2.Review in Sept 2007

and on annual basis

1.2.1.February 2007

July 2007 and annually

May 2007 and annually to link to National Play

Play

coordinator time Play

Partnership core group

Play coordinator

and Play partnership core group

Time from the Play

Partnership Play

Champion

Play Partnership Play England

Children and

Young Peoples Plan

Children and Young Peoples

Plan Green and Open

Spaces plan Extended

services Plan

LA Communications

Strategy Children and

Young Peoples Plan

CYPP LA Communications Strategy

Greater

involvement measured through

surveys and Partnership feedback at

meetings and events

Measurable evidence of inclusion of

Play and Playwork in a

range strategies and

Plans

Increased engagement

and involvement of members of the Play Partnership

Media coverage Participation by providers

Annual survey

and review Reports to Play

Partnership LA

Communications strategy

Annual review reports to Play

Partnership

Survey and review of Play

partnership participation

As above

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1.2.3.Hold community focused events to national Play Day, and raise the awareness of parents ,the media and the general public

Nurseries Play schemes etc Play coordinator Press/Communications team Schools Nurseries Youth Centres

day Pilot Jan 2007,then May 2007 and annually

Media Participation Officer Play Partnership Play England Media

CYPP LA Communications Strategy

Participation by children and young people Media coverage Participation by providers Participation by young people

Satisfaction surveys

Local press schools and

Play providers. The outcomes

feed in to annual audits

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Aim: 2.0. To ensure all children have accessible and inclusive play opportunities. Objectives Tasks needed to achieve

this Responsibility Milestones

and Timeframes

Resources Required

Links to other Strategies

Success Criteria

Monitoring Requirements

2.1. Identify and address barriers that exclude children from accessing play opportunities and play provision.

2.1.1. Ensure accessibility and inclusive practice is a key component of the Play Audit 2.1.2.Ensure all play opportunities are accessible to disabled children where practicable 2.1.3.Ensure there is a range play opportunities appropriate and inclusive to BME, RAS and other minority groups 2.1.4.Endeavour to provide free ,open access play provision, 2.2.1. Identify and address barriers to the recruitment, retention and promotion of play staff from minority communities.(a specific aspect of the CWD Plan)

Inclusion Officer and subgroup of Play Partnership Inclusion Officer Play Coordinator Ethnic Minority/culture teams Play coordinator Parks and Open Spaces officer CWD Officer Play Coordinator

June 2007

June 2008

June 2008

April 2008 Sept 2007

Play Coordinator

and Inclusion Officer Time

As above Ethnic

Minority advisory service

External funding strategy

CWD Officer

CYPP

Open Space plan

Inclusion Plan

Inclusion Plan

Equality and Diversity Plan

Capital works Plan

CWD Plan

Compliant with the

Charter for Inclusion

DDA compliant

Involvement and

engagement of children

to reflect the ethnic and

cultural diversity of

Trafford

More open access free

play opportunities More Play workers from minority Groups

Annual survey and review Reports to PP

As above

Surveys Consultation

events for children

parents and carers

Annual audit of provision to

set and monitor

developments

Annual review of the workforce as

part of the CWD

monitoring 2.2 2.2.2. Produce a training

programme to support and CWD Officer Play

Training Programme

CWD Team.Inclusion

CWFD Strategy

Increase in staff trained

Annual CWD and Inclusion

63

train staff in inclusive Play practice

coordinator Inclusion Officer

March 2007

Officer CYPP Inclusion Strategy

Reports

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Aim: 3.0. To carry out an audit of existing indoor and outdoor play in Trafford, and identify areas for future development.

Objectives Tasks needed to achieve this

Responsibility Milestones and

Timeframes

Resources Required

Links to other Strategies

Success Criteria

Monitoring Requirements

3.1. Develop an audit tool based on the CPC typology and existing audits

3.1.1.Establish a subgroup of the PP to develop and review the audit tool, and classify all current facilities against the Play England classification

PP subgroup June 2007 Play Coordinator Time from subgroup members

Open Space Extended Schools

An annual review of services

and spaces

Annual review

Reports to PP

3.2. To identify gaps in provision in all the communities of Trafford,

3.2.1.Carry out a pilot audit of current provision initially in the Broadheath and Oldfield area 3.2.2. Develop a Consultation Strategy for identifying what children and young people would like in the area.

3.2.3.Consult with agencies and services in the area on what they perceive would be needed in the area

PP subgroup Broadheath and Oldfield residents groups

The Play Partnership

Trafford Participation

Strategy

A costed action plan by Nov .2007

3.2.2. Work with existing consultation groups to establish needs and aspirations, by October 2007. 3.2.3.Discuss with ward councillors, residents groups, shops schools,

Play Coordinator

and Children’s

centre /Extended Schools officers

Trafford MBC

Participation Officer

CYP Plan Neighbourhood Management Plan Green Open Space Plan Housing and Transport Plans Extended Schools

LA Communications Strategy/LA Participation Strategy Consultation strategy for Play As above

A Plan for play services in each community reviewed annually Children having ownership, including the oversight of outdoor play spaces, resulting in reduced vandalism, higher levels of fitness

Annual review based on audit and

cycle of customer surveys to feed into

CYPP and JAR /APA processes

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3.2.4.Identify a programme of area based audit and consultations based on an evaluation of the Broadheath and Oldfield process

clubs and services in area by September 2007

3.2.4 .An annual Programme of area audits for a three/five year cycle in place by November 2007

The value of the Play Strategy outcomes embedded in all LA Plans, inspections and reports.

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Aim 4.0:To develop the Quality of Play Opportunities in Trafford.

Objectives Tasks needed to achieve this

Responsibility Milestones and Timeframes

Resources Required

Links to other

Strategies

Success Criteria

Monitoring Requirements

4.1. Ensure all play provision meets the relevant regulatory standards

4.1.1. Develop an induction training package for all those involved with the delivery of Play. 4.1.2.Implement suitable Quality Assurance schemes for play 4.1.3. Promote the need for risk and security in play. through debate, briefings and training.

Play Coordinator QA Officer Play Coordinator H &S Officer

January 2008 ongoing

July 2008 ongoing

January 2007 ongoing

Play Coordinator CWD team

Materials/training budget

QA Staff

Resources/ Training budget

Staff time

Resources and training

budget

CYPP

CWD Strategy

CYPP CWD

Health and Safety

All staff have taken training programme Satisfaction

Surveys High rated

All schemes Quality Kite

marked

Annual survey and review

Reports to PP

4.2.Increase the quality of outdoor play opportunities

4.2.1. Promote the ways in which outdoor environments can meet children’s need to play. 4.2.2. Increase knowledge of good design principles for play 4.2.3. Develop and implement a play design strategy. 4.2.4. Ensure procurement criteria will develop play spaces that meet children’s needs. 4.2.5.Fundraise for outdoor play

Play Coordinator Parks and Recreation

Officer Sub group of

the PP

Also refer to 2.0

Training Programme March 2007 Development group established by January 2007 Priorities established by February 2007

CWD Team.

As above

CWFD Strategy CYPP Healthier Schools strategy Capital strategy Open spaces

Increase in staff trained Increase in demand for outdoor play Healthier children

Annual Reports to PP

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Aim: 5.0. To support and develop the Play work Profession in Trafford.

Objectives Tasks needed to achieve this

Responsibility Milestones and

Timeframes

Resources Required

Links to other Strategies

Success Criteria

5.1. To develop and implement a Play Work force, Education and Training Plan.

5.1.1. Develop an introduction to Play work training package for all those wishing to be involved with the delivery of Play. 5.1.2.Ensure there is a pyramid of training opportunities from entry to graduate level available in Trafford 5.1.3. Ensure there is a comprehensive flexible programme of CPD/specialist updating provision.

CWD Officer College/Connexions and Adult Guidance service CWD Team/LSC/College CWD team Training providers

May 2007 ongoing

July 2008 ongoing

July 2007 ongoing

Play Coordinator CWD team

Materials/training budget

Resources/Training budget

Staff time Resources and training budget

CYPP

CWD Strategy

CWD Strategy CYPP LSC

CYPP CWD LSC

Satisfaction Surveys High rated

Increase in training take up

Raised professional awareness

5.2.Ensure all providers encourage staff to take up training and professional development

5.2.1.Training Road shows offered 5.2.2.Ensure that there are resources made available through the CWD/Surestart budget to support training and staff cover 5.2.3. Develop the capacity of professionals to assess and deliver in service training

Play Coordinator CWD Officer

LSC

Training Programme March 2007 Plan by Sept 2007

CWD Team.

CWD team/College/LSC

CWFD Strategy CYPP

Increase in staff trained Increase in demand for CPD and training. Increase of assessors, trainers

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Appendix H CHILDREN & YOUNG PEOPLE’S SERVICE – INFORMATION UNIT

Purpose:

Description: Reponses to the disability questionnaire

Distributed:

Contact: Andrew Phoenix Principal Information Officer Information Unit Stretford Public Hall Chester Road, Stretford M32 0LG

T: 0161 912 5144 F: 0161 912 5027 E: andy.phoenix@trafford.gov.uk

Disability Questionnaire Responses

1st December 2006

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INFORMATIONU N I T

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Introduction The following report is a quick summary of the Disability Equality Questionnaire responses. 73 questionnaires were returned. Question 1 – Postcode areas

Postcode Numbers Postcode Numbers Postcode Numbers M16 0DP 1 M33 4 WJ 1 M66 6HY 1 M16 7GD 1 M33 4AU 1 WA 14 1RS 1 M16 7QU 1 M33 4HB 1 WA 14 2ES 1 M16 OJR 1 M33 4HJ 1 WA 1J 7NS. 1 M23 9GU 1 M33 4HQ 1 WA1 5TY 1 M31 4NN 1 M33 4UP 1 WA13 9SS 1 M31 4WN 1 M33 5LB 1 WA14 3BW 1 M32 8JT 1 M33 OA5 1 WA14 5JW 2 M32 8QD 1 M41 5RS 1 WA14 5TY 1 M32 9DL 1 M41 6HD 1 WA142ES 1 M32 9LU 1 M41 6QB 1 WA15 5NP 1 M32 9R2 1 M41 6WW 1 WA15 6TH 2 M32 OGB 1 M41 7DS 1 WA15 6TR 2 M32 OUT 1 M41 7EE 1 WA15 8LU 1 M32O5L 1 M41 8Q2 1 WA15 8NE 2 M33 2NB 1 M41 9SH 1 WA15 9QL 1 M33 2UW 1 M41 OGN 1 WA15 ORT 1 M33 3QR 1 M41 SAE 1 M32 2 M33 2 M41 1

Question 2 – Thinking about your local leisure services and your child’s specific requirements The table below shows the average score for each area.

1 = Very poor, 2 = Poor, 3 = Ok, 4 = Good, 5 = Excellent

Carers / Disabled

Child Concession

Disabled Parking spaces

Disabled toilet

facilities Changing facilities

Physical accessibility

Staff attitudes /

staff training

Swimming Pool Leisure Centre 3.2 2.6 2.7 3.0 3.1 3.1 Theatre 2.8 2.6 3.1 3.1 3.2 3.1 Cinema 3.1 3.3 3.3 3.0 3.3 3.4 Trafford Centre 3.4 4.0 3.8 3.9 3.8 3.8 Play areas 2.4 2.0 2.6 3.8 Park / Open spaces 2.1 1.4 2.7 2.7 Football matches 1.8 2.5 2.5 3.1 2.9 2.8 Bowling alley 2.5 3.1 2.9 3.4 2.9 2.7 Youth club 2.7 2.6 2.9 3.1 3.8 2.9 Scouts / Guides 2.2 2.2 2.7 2.8 3.1 2.6 Child Care - ie Nursery 2.1 2.2 2.3 2.3 3.1 2.8

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After School Club 2.3 2.6 2.6 2.8 2.8 2.7 Aspirations / Holiday Club 3.1 3.0 3.1 3.3 3.7 2.2

Question 3 – Type of impairment Pupils Learning 57 Physical 38 Sensory 28 Multi 18 Medical 25 Communication 59

Impairment Pupils All types of Impairment 10 Learning and Communication 16 Learning, Physical,Sensory, Multi, Communication 1 Learning, Physical,Sensory, Medical, Communication 4 Learning, Physical,Sensory,Communication 4 Learning, Physical,Multi, Medical, Communication 1 Learning, Physical, Medical, Communication 4 Learning, Physical, Medical 1 Learning, Physical, Communication 6 Learning, Physical 1 Learning, Sensory,Multi, Medical, Communication 1 Learning, Sensory,Multi, Communication 1 Learning, Sensory,Medical, Communication 1 Learning, Sensory,Communication 1 Learning, Sensory 1 Learning, Multi, Communication 1 Learning, Medical, Communication 1 Learning, Medical 1 Learning 1 Physical,Sensory,Communication 2 Physical, Medical 1 Physical 3 Sensory,Communication 1 Sensory 1 Multi 1 Communication 1 None 1

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Question 4 – How old are the pupils surveyed From the individuals surveyed 18 are female and 34 are male.

Age Range Number of pupils 3-4 4 4-5 5 5-6 2 7-8 4 8-9 4 9-10 7 10-11 2 11-12 9 12-13 5 13-14 9 14-15 1 15-16 4 16-17 6 17-18 4

Pupils over 11 who have access to a youth club, by age group

Age Range Number of pupils 11-12 1 12-13 2 13-14 3 14-15 1 15-16 1 16-17 4 17-18 2

The number who have accessed a youth club = 15 (1 did not provide age) The number of people that have accessed youth services = 25 Question 5 – Suitable Leisure Facilities 22 responses said that they have to travel out of the local area to get suitable leisure facilities for their disabled children. Question 6 – Ability to access play / leisure facilities The table below show how many were unable to access a service due to the following reasons Reason Numbers Accessibility of services 22 Because my child can not wait in long queues 42 Because it is set up in a way that makes me and my family feel uncomfortable 34 Because I do not have a car and public transport from my home is inadequate 19 Because our budget for outings is limited 40 As a parent I did not feel confident in services 30 Attitudes of staff 36

73

Question 7 – Local Park 43 responses said that they have a local park which they can comfortably take their whole family. 30 said no. Question 8 – Requirements to ensure the children enjoy the local activities Reason Responses More information about what is available 43 A companion for my child 33 A greater range of provision at different places and a variety of times 38 Supervised transport to and from activities or local provision available 17 No additional fees or reduced fees for disabled children and their carers 29 Sensitivity to my cultural group 4 Activities for teenagers, 11+ 22 Assistance so my child can participate 34 Holiday clubs which make reasonable adjustments 22 After School clubs that make reasonable adjustments 20 Inclusive activities for disabled and non disabled children and young people 33 Appropiate training for staff 32 Small groups 24

Question 9 – Ability to access mainstream after school, holiday, nursery, childcare, activities or clubs? Of the responses 58 responses said no to being able to access mainstream after school, holiday, nursery, childcare, activities or clubs compared with 15 who said yes. The table below shows the reasons why they were unable to access the service.

Reason Number of responses

Unwelcoming 7 Inaccessible 7 Cost 11 Transport 7 Distance 10 Lack of Information 17 Specific requirements 16 Wrong age group 7 Attitudes of staff 9 Resources 5 A specific impairment group would be better for my child 12 Specific intimate care staff training 14