Breaktime matters: an investigation into the management of school playtimes of children aged 11-14 years

This investigation appraises the context, developments and process of change in primary school breaktimes. The inquiry assesses how schools are dealing with innovation in this domain and evaluates the effectiveness of outcomes. A theoretical perspective to underpin the research is derived from
literature relevant to the field of study. The investigation is located within the bounds of one Local Education Authority (LEA). A largely qualitative inquiry has been completed in four separate but interlinked stages. At the second stage a
questionnaire survey was distributed to all primary sector headteachers in the borough concerned.
One infant school formed the basis of a long-term in-depth case study. Additional data came from both the link junior school and the most recently opened primary school within the LEA. Further evidence was obtained via six
small-scale case studies involving schools identifying good practice in the area under review. Multiple methods of data collection included direct observations at all relevant sites plus interviews with headteachers and samples of staff,
midday supervisors, pupils and parents. Photographic and documentary evidence were also obtained. Reflections on action for improvement in the main focus school completed the inquiry at the final stage. Concepts obtained from
educational management literature were additionally used for the data analysis.
This study enabled the production of fresh insights into numerous issuesof concern. These include: the impact on breaktimes of campus facilities; the appraisal of recent innovations such as zoned playground regions and pupils'
social support systems; difficulties arising from climatic conditions; playtime induction; and human resource management in respect of breaktime supervision, together with significant changes to the supervisory role. This results in an inquiry which takes into account a number of under-explored elements and leads to new knowledge in this domain. It is concluded that a constellation of factors
contribute to the effective management of change in primary school breaktimes and that the individuality of schools is an important feature affecting favourable outcomes. Recommendations, emanating from the evidence presented, are made for further research and future practice.