So we keep hearing everyone banging on about play-based learning and having a playful learning environment and how beneficial it is for all children, no matter their age, but how on earth do we actually put this into practise in our classroom?
This blog is going to help you make your classroom more playful in a practical way that actually works for you and your children.
How many times have you set an area up in your classroom and it becomes a museum, gathering dust and looked at longingly but never touched? Have you set things up to tick a box but not really known how to plan it into your weekly activities? Well I’m here to help you turn your classroom into a playful environment that actually gets used and played with to support your children’s learning.
The term continuous provision is usually used in Early Years settings (and if we’re lucky in Key Stage One) but I am often asked if I think continuous provision can be used in Key Stage Two classrooms. First let’s look at exactly what continuous provision is and why it is used.
Continuous Provision refers to the carefully planned environment and resources that are always available in the Early Years classroom. These areas—like role play, construction, water, or writing areas—allow children to explore, learn, and practice skills independently throughout the day. Continuous provision supports children’s learning by encouraging choice, creativity, and problem-solving, even when they are not working directly with an adult.
When we look at that definition, the question shouldn’t be can continuous provision be used in Key Stage Two classrooms but why isn’t it being used in Key Stage Two classrooms? I do believe that it will look different to an Early Years classroom but having a play-based classroom set up will have a huge impact on children’s engagement, motivation to learn and, as a result, progress.
Rather than adopting a full continuous provision model in your classroom, instead let’s try to provide ‘experiences’ that children can access to apply and deepen their learning. This doesn’t have to be in every lesson but you could start by trying it out once a week in your classroom and then add more of this into your week as your children become more familiar with it and you can see the impact that it is having on teaching and learning in your classroom. One of the most important things is that you plan for when it can be used and ensure children understand when and how they can access each area, otherwise it will become another classroom museum.
Aiden Severs conducted a case study where he looked at implementing continuous provision and EYFS-inspired practice into KS2 (read more about it here). He said that:
‘One of the key features of this approach is that children, regardless of year group, have access to ‘areas of provision’ where, at given times (so not ‘continuous’ as it is in Early Years where children can access different areas almost all the time) they are able to learn and create more independently.’
I love carousels of activities and found these to be a really effective tool to use in a lesson to keep children engaged, moving around and making progress. Carefully planned activities like this can have a huge impact on learning and can also include ‘areas of provision’ for children to access and develop their learning independently. They can be scary to use at first as it means the lesson needs a fairly strict pace, children are up and out of their seats throughout the lesson and it is not as ‘structured’ as your normal lesson but I can guarantee that when you see how well the children are accessing the lesson, you will be more confident to use this method much more in your teaching.
You probably already have some of these areas but really think about how they are set up and if they are regularly used in your classroom.
Before you start worrying that your classroom isn’t big enough for a role play area, it doesn’t have to be huge. It can just be a corner of the classroom or a spare table/surface but again, the main thing about it is that you need to plan to use it!
Role play areas are the perfect space to:
So what role play areas can we include in our key stage two classrooms?
Remember, a role play area doesn’t have to take up loads of space in the classroom. This hanging doorway food market would work really well in a corner of the classroom. You can find it in my Amazon Shop here (affiliate link).
In your carousel of activities, plan to have children visit the role play area for one of their activities. Provide them with some guidance for how to use it, give them a particular activity that you would like them to do or simply allow them to take part in role play and see how their learning develops. Ideally this is a space where children will work independently but you may need the support of an adult at first to guide them and set expectations. Children could record something that they did on a clipboard in the role play area or on speech bubbles if you need evidence of their learning. Children in Key Stage Two could also be responsible for using a camera to document their learning to feedback to the teacher.
Is your maths area filled with resources that children can come and get if they need them to help with their learning? Do children actually ever use it?
If you have one of these but your children never actually use it then perhaps it’s time for a rethink. This area should be part of your lesson that groups of children regularly visit to develop the skills that they are learning further. Plan the use of it into your lesson rather than it being a maths museum! I’ve had plenty of ‘museum corners’ in my classroom over the years and really question why I even bothered spending the time creating them!
Again, in a carousel lesson plan this can be used as one of the activities that children move to. You can include a few activities that easily link with their learning, provide visual and tactical resources and offer children the opportunity to play with maths. I can guarantee you will really see concepts embedded much more by the end of the lesson.
Your maths area could include:
Wouldn’t it be great if we had an area in the classroom where children could choose how they want to write or in what format they want to publish their final piece of writing? Or just an area for children to visit when they feel inspired to write? While KS2 children are often expected to produce more structured writing, having a dedicated writing area allows for freedom, experimentation, and deeper engagement with the writing process.
This area could include:
You could consider making it an area that has flexible seating – standing desks, beanbags, stools for example. Again, plan it into your lesson for different groups of children to use.
A well set-up and planned for writing area:
In a Key Stage Two classroom, a reading nook should be more than just a corner with books. It should be a usable, purposeful space that supports reading for pleasure, focus, and learning—not just a library that children visit once a week (if they’re lucky).
Setting Up the Space
The reading nook should be designed to be accessible, engaging, and inclusive, with features that motivate children and support a range of reading habits:
By designing the reading nook with function, flexibility, and fun in mind, we ensure it becomes a central, well-used feature of the classroom—one that truly supports reading as a daily habit, not an occasional task.
A tuff tray is a flexible, interactive space that brings play-based learning into Key Stage Two in a meaningful and age-appropriate way. While often associated with early years, it can be a powerful tool for older children when used intentionally.
In KS2, the tuff tray is set up as a hands-on exploration area that encourages curiosity, creativity, and application of knowledge. The setup is open-ended and changes regularly to align with class topics, interests, or wellbeing needs. However, often key stage two classrooms don’t have the space for a key stage two classroom but this doesn’t mean that you can’t have one. I’ve put together some of my favourite tuff tray alternatives in my Amazon shop (affiliate link) along with some of the resources that you can use in them.
I’ve created a pack of tuff tray activities so you don’t have to do any thinking. With 36 carefully crafted ideas, this activity pack covers a range of English, maths, and play-based activities, ensuring a well-rounded learning experience for your children. Each activity is specifically tailored to align with Key Stage Two curriculum objectives, making it a valuable addition to your teaching toolkit.
With one activity for each week of the school year, this pack ensures a steady stream of engaging learning experiences. Keep your students excited and motivated throughout the academic year with a variety of activities that cater to different learning styles.
By including a tuff tray in a KS2 classroom, we give children permission to play, experiment, and think differently—while also providing a space that supports wellbeing, curiosity, and creativity. It becomes a valuable tool not only for engagement, but for developing the kind of deep, transferable learning we want our pupils to achieve.
A well-designed creative area is a powerful tool for developing a broad range of skills and supporting the whole child—not just academically, but socially and emotionally too. In Key Stage Two, creativity should continue to be nurtured and celebrated, and a designated space in the classroom helps ensure it remains a valued part of everyday learning.
How to Set It Up
The creative area should be flexible, accessible, and inviting, allowing children to explore, invent, and express themselves independently or in groups.
Key features might include:
Benefits of a Creative Area in KS2
Enhances Expression and Communication
Boosts Cognitive and Problem-Solving Skills
Supports Learning Across the Curriculum
Encourages Collaboration and Social Skills
Improves Focus and Emotional Regulation
By setting up a dedicated creative area in the classroom, we give pupils the freedom to explore, invent, and express themselves—while reinforcing their learning, strengthening their relationships, and supporting their emotional wellbeing. It’s a small space with a big impact.
In summary, creating a playful, purposeful classroom doesn’t mean abandoning structure, it means enriching it. By thoughtfully incorporating areas like role play, maths, writing, reading, tuff trays, and creative zones, we give children the freedom to explore, the tools to deepen their learning, and the confidence to take ownership of it. Whether you start with one area or try a carousel of activities, the key is to plan for play with intention. When used well, these spaces won’t just gather dust, they’ll become the heartbeat of your classroom, alive with curiosity, collaboration, and genuine joy in learning.
