By Andrea Panther, Principal of Ahipara School

At Ahipara School, we’ve been on a journey to reimagine the start of school through purposeful play.

Like many schools, we asked ourselves: How can we make that leap from early childhood to school less daunting for tamariki? After all, one day they’re at daycare or ECE, playing freely, immersed in discovery. The very next day they step into a world of bells, rules, desks, and routines that can feel worlds apart. That gap—sometimes just a single day—can be huge for a 5-year-old.

With the support of Sport Northland’s Healthy Active Learning Facilitator, Ann Morrogh, our new entrant teacher made changes to how the mornings looked and rolled this out in her classroom. They visited other schools, learning from others, and getting new ideas and perspectives. We now have an hour each morning focussing on empowering tamariki through play and movement and really creating a space to support tamariki well-being in their learning environment.

Purposeful play has been our bridge. It’s softened the landing, created continuity, and most importantly, placed joy at the heart of learning.

The changes we’ve seen have been remarkable. Children are more settled and happier. The tears we used to see when tamariki were left on the mat at the start of the day have eased. Anxiety has reduced. Instead of school feeling like a big, threatening place, it now feels welcoming, familiar, and safe.

Whānau have noticed it too. Purposeful play has opened doors for involvement, allowing parents and caregivers to see their child’s learning through play and to join in with it. That partnership has been powerful for building stronger relationships between home and school.

From a teaching perspective, purposeful play has created opportunities to follow the child. When a child is fascinated by dinosaurs, or trucks, or insects, that spark doesn’t stay confined to the sandpit or the block corner. It becomes a pathway into literacy, numeracy, and inquiry learning. Play is not a distraction from learning—it’s the starting point for it.

Research supports this. Rimm, Kaufman and Pianta (2000) remind us that children who experience a smooth transition to school adapt more effectively. We’re seeing that every day: tamariki who arrive ready, confident, and engaged. Purposeful play supports not just cognitive growth, but social and emotional wellbeing too. They are learning to cooperate, to problem-solve, to take risks safely, to imagine. These are skills that matter far beyond the classroom walls.

But play is not just for our new 5-year-olds.  Play is important in all levels of learning – we have play areas in other classes, particularly our junior levels up to Year 4.  At the older year levels there are games played to assist with fine and gross motor skills.  We take up opportunities in our school like bringing in Footsteps; an interactive movement programme that combines technology to engage students and assist with developing their motor skills.  These sorts of skills along with ball games, play dough, letter tiles, counting games, obstacle courses, cooking, construction (to name a few) help students through collaboration, self-expression, and curiosity (where imagination, interests and strengths are developed). These skills are built on over the course of the primary school years.  In our specialist classroom we also have soft play mats and furniture for physical release and regulation.

During our break times we have climbing equipment in different areas for different ages, mud kitchens, swings and a variety of games like pickle ball, basketball which are on a rotation basis that our Physical Activity Leaders (PAL) organise. Students learn social skills, communication skills, understanding other’s needs, empathy and success.  Having purposeful play in all age groups extends into real life situations and discussions amongst peers.  Purposeful play encourages ako and tuakana/teina relationships. 

And let me stress—purposeful play is not random. It is joyful, meaningful, and supportive. It is guided by teachers who know how to notice, respond, and extend. It is learning wrapped in play, and play wrapped in care.  And in the teaching world all these forms of play complement the NZ curriculum such as dance, health and physical education, social science and more.

The result? A school environment where tamariki feel like they belong, where the transition from home or ECE is not a cliff but a gentle slope. Where whānau feel connected. And where teachers can meet learners where they are, nurturing curiosity into capability.

At Ahipara School, purposeful play has transformed the start of the journey. And when you transform the beginning, you set the stage for everything that follows.

Ngā mihi nui

Article added: Wednesday 15 October 2025