New report highlights strengths and next steps for play pedagogy in Primary 1

A new report published by HM Inspectors highlights encouraging practice in the implementation of play pedagogy across Primary 1 (P1) classes in Scotland, while identifying areas where greater consistency is needed to ensure all children benefit from high-quality play-based learning.

Drawing on inspection evidence from 272 primary schools across 2024-25 and 2025-26, the report finds that children are most engaged, independent and curious when play pedagogy is embedded effectively within learning and teaching.

The strongest practice is characterised by purposeful learning environments, skilled adult interactions, high-quality resources and strong collaboration between early learning and childcare (ELC) settings and primary schools.

The report identifies the following key messages:

• Strong strategic leadership, high-quality professional learning and effective transitions from ELC to P1 are central to improving consistency.
• Successful play pedagogy is supported by stimulating learning environments and skilled adult support.
• Children thrive when there is an appropriate balance between child-initiated, adult-initiated and adult-directed learning.
• Assessment of children's progress through play is a key area for improvement.

HM Inspectors found examples of highly effective practice across Scotland, where teachers create engaging indoor and outdoor environments, use children's interests to shape learning and provide meaningful opportunities for children to develop literacy, numeracy, creativity and problem-solving skills through play.

However, the evidence also shows that practice remains variable. Many schools would benefit from stronger engagement with national practice guidance, more consistent professional learning and improved approaches to assessing and evidencing children's progress and attainment through play.

His Majesty's Chief Inspector of Education, Ruth Binks, said: “Play pedagogy has an important role in supporting children's development, wellbeing and learning during the early years of primary school.

“Our findings show that where play is implemented well, children are highly engaged, motivated and able to develop a wide range of skills through meaningful learning experiences. We now need to build on the effective practice that exists across Scotland to ensure all children benefit from high-quality, developmentally appropriate learning through play.”

The report concludes that a more consistent national approach, supported by local authorities, school leaders and practitioners, will help strengthen the quality of play pedagogy and improve outcomes for children across Scotland.