The Rethinking KS1 programme is designed to help practitioners challenge traditional thinking and embrace a transformative educational approach where play is not only encouraged – it’s recognised as essential.
This case study showcases how Weston Rhyn Primary School reimagined its approach to KS1 by putting the principles of the Rethinking KS1 programme into action – drawing on the latest research and best practice to meet the developmental needs of young learners.
Setting the Scene
Weston Rhyn Primary School is a welcoming, friendly school based in Shropshire, where learning is underpinned by the school values of community, courage, and respect.
Jemma and Jo, class teachers in Key Stage 1 (KS1), have spent the past year transforming the school’s KS1 approach by embedding a play-based provision model, following the principles of the Rethinking KS1 course led by Jo Gray.
‘The course inspired us through shared stories from like-minded professionals and gave us the tools to reimagine our provision.’
The shift was motivated by research highlighting the importance of movement, child-led learning, and autonomy in the early years – all shown to improve motivation and, in turn, attainment. With first-hand experience of the effectiveness of play in Reception, and strong backing from school leadership, the team were empowered to extend this approach into Years 1 and 2. While play had already been introduced in Year 1, Year 2 had remained predominantly formal until this point.
A New Approach
Starting from a Reception-style set-up, Jemma and Jo worked together to gradually develop the classroom environment to include practical, topic-linked learning opportunities. Areas were constantly adapted to meet the evolving needs of the children, and the emphasis shifted toward valuing space and flexible learning zones over traditional desk layouts.
The team adopted a playful provision planning format and used an on-the-go clipboard for assessments, noting objectives as they emerged in play. These notes helped staff to lead targeted small group sessions to close gaps.
The Results
Over time, independence among children grew significantly. They embraced ownership of their learning and became more intrinsically motivated, knowing they could learn in ways that suited them best. Real-life scenarios supported PSHE learning, and practical activities – alongside short Mastering Number sessions – helped secure concepts more quickly, particularly in maths.
Staff confidence has grown throughout the year. Collaborating closely has allowed teachers to be more agile, responding to needs quickly and thoughtfully. Having early years-trained teaching assistants has also been key in supporting the transition and understanding the value of this approach.
While some parents were initially uncertain, they came to understand and support the provision, especially when reassured that the approach is backed by research and tailored to meet children’s developmental needs.
Looking Forwards
There have been challenges – especially in trusting that purposeful learning is genuinely happening through play. It took time to learn how to spot and scaffold learning effectively. But overall, this journey has been incredibly rewarding. The team is proud of the progress made and excited to continue developing the provision further.
“We hope to inspire other schools to see the value in learning through play and welcome other schools to observe how it can work in practice.”
If you would like to improve play-based provision in your school, book your place on our Rethinking KS1 course.
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