The value of play in learning is well documented. As Honey and Kanter describe in Design, Make, Play, there are strong connections between science learning and play, “both are motivated by curiosity, investigation and discovery, and at the core of both is creativity. Play encourages a diverse ecology of different engagement strategies, from kinetic to contemplative, from experiential to instructional. The thread through all of these strategies is unpressured exploration and invention, the very characteristic that can lead to creative thought and innovation…” To support this BFPS has developed a Play in the Early Years Policy which comprehensively documents our beliefs about play, descriptions, qualities and genres of play, identifies the adult’s role in play, considers play and transition and links to the curriculum frameworks and documents our current practices. BFPS have a culture of, and a commitment to, play in the early years. Young children’s play allows them to explore, identify, negotiate, take risks and create meaning. Children who engage in quality play experiences are more likely to have well-developed memory skills, language development and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova E & Leone DJ, 2005).