National Minimum Standards for Regulated Day Care - Open Access Play for children aged 5 years to 12 years: statutory guidance - Audience and overview

The Welsh Government’s ambition is to make Wales a wonderful place for people to grow up, live and work. Our childhood experiences, good and bad, have an important role in shaping our future lives. As the provider of a registered setting, you and your staff play a key role in ensuring children can receive the support they need to have the best possible start in life.

Positive, nurturing relationships with staff play a vital role in shaping children’s social and emotional development. These interactions, alongside those with parents and carers, help children feel secure, valued and understood. By fostering trust, empathy and emotional resilience, childcare and playwork professionals contribute to building strong foundations that support children’s current wellbeing and future ability to lead happy, healthy and fulfilling lives.

The National Minimum Standards support you and your staff to make many positive impacts upon children and their families. As well as supporting your compliance with regulatory requirements, your commitment to maintaining and improving upon these standards contributes to tackling child poverty, and helping children to overcome other forms of adversity, trauma, and inequality. Through nurturing relationships and emotionally responsive care and giving children opportunities to play your role can support resilience-building and provide stability that promotes both immediate wellbeing and long-term development.

The playwork sector is constantly evolving, and it must be ready to respond to new challenges and changes. These include caring for children with a variety of needs and experiences to provide equal opportunities (Standard 2: Equal opportunities and meeting individual needs), for all children in your care. 

Building upon the National Minimum Standards, what follows below is information about wider child-centred guidance and further reading. This includes new and emerging issues, advice, and legislation that childcare and playwork practitioners should consider when caring for children. When used together with the standards they provide a holistic approach to supporting high quality childcare and play provision which has direct benefits for children, their parents and the childcare and play workforce.

The Welsh Government places great value on play and its importance in the lives of children in our society. We believe that children have a fundamental right to be able to play, and that play is central to their enjoyment of life and contributes to their well-being. We believe that play is essential for the growth in children’s cognitive; physical; social and emotional development. For children themselves, playing is one of the most important aspects of their lives. High quality play opportunities for all children may contribute to mitigating the negative effects of poverty on children’s lives and help to build their resilience. For children to have sufficient play opportunities, they need time to play, space to play and the recognition by adults that this is every child’s right. This short film produced by Play Wales celebrates children’s play and its importance - Film - Play Wales.

Welsh Government undertook an in-depth and collaborative review of its play policy work and considered the progress made in achieving the Welsh Government’s vision for play. The review made key recommendations and suggested milestones for the Welsh Government to consider in building on the progress made in being a play friendly country, giving children and young people sufficient opportunities to play. 

Welsh Government welcomed the Ministerial Review of Play Steering Group Final Report and issued a response outlining the actions it will take forward to meet the recommendations. This included reviewing the NMS with a focus on open access play standards and in collaboration with the sector has developed a standalone NMS statutory guidance for day care - open access play. 

The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all Welsh Government’s policy for and affecting children. It is central to the Welsh Government’s ambition to give every child the best start in life and improve their outcomes. Since 2011, children’s rights have been enshrined into Welsh law through The Rights of Children and Young Persons (Wales) Measure 2011 which requires the Welsh Ministers to have due regard, when exercising their functions, to specified rights under the UNCRC.

The right to play is accepted universally and is set out in the UNCRC. The convention lists the 42 rights that children and teenagers (under the age of 18) have.

Article 31 of the Convention states: ‘Every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.’

The United Nations sees children’s play as highly important and therefore adopted General Comment no. 17 on Article 31 of the UNCRC.

A General Comment is an official statement that elaborates on the meaning of an aspect of the UNCRC that needs further interpretation or emphasis. The aim of this General Comment, produced by the UN Committee on the Rights of the Child, is to clarify the importance of Article 31. It also aims to increase accountability among countries that have signed up to the Convention.

General Comment no. 17 defines play: ‘as a behaviour, activity or process initiated, controlled and structured by children. Play takes place whenever and wherever opportunities arise.’ 

The objectives of General Comment no. 17 are to:

• Increase understanding of Article 31’s importance, both for children’s wellbeing and development, and for helping other rights in the Convention to be achieved.
• Clarify the provisions and obligations that are associated with Article 31.
• Provide guidance on the legislative, judicial, administrative, social and educational measures needed for Article 31 to be implemented for all children without discrimination.

General Comment no. 17 helpfully lists the key characteristics of play:

• fun
• uncertainty
• challenge
• flexibility
• non-productivity.

All those caring for and working with children and young people have a responsibility to respect, protect and fulfil children’s rights.

Children’s rights in Wales

Children’s rights – online training modules 

What are children’s rights: Children's Rights Leaflet for Practitioners 

What are children’s rights: guidance for parents and carers – settings can share these leaflets with parents and carers 

The Equality Act 2010 provides the statutory framework for tackling discrimination and inequality and covers the following protected characteristics.

Race / ethnicity · Gender · Gender reassignment / gender identity · Disability · Age Religion and belief · Pregnancy / maternity · Sex - Sexual orientation marriage and civil partnership 

Standard 2 covers Equal Opportunities and providers must clearly evidence how they meet these standards and duties under the Equality Act 2010. 

You will wish to consider how your services would affect the following groups of children and young people: those who have experienced Adverse Childhood Experiences (ACEs) and/or wider childhood adversity and trauma, children with additional learning needs; disabled children; neurodivergent children, children living in poverty; Black, Asian and minority ethnic children; Gypsy, Roma and Traveller children; migrant children; asylum seeker children; refugee children; Welsh-language speakers; care experienced children; LGBTQ+ children. This list doesn’t cover all children and within your settings there will be no one identical experience but examples where children share different protected characteristics with differing and specific needs. 

This list does not cover all children and young people within your setting, as no two people have identical experiences. It provides examples of how children may share different protected characteristics, resulting in differing and specific needs.

As a registered provider you and your staff will need to be familiar with the requirements of the Equality Act 2010 and consider how equality and diversity is promoted and embedded within your setting, and how your setting supports inclusive and accessible provision for children, their families, and staff. 

Welsh Government’s commitment to building an inclusive and equitable society for all our Black, Asian and Minority Ethnic people and communities in Wales is set out in the refreshed Anti-racist Wales Action Plan (ArWAP). A toolkit has been developed to support the childcare, play and early years sector to consider actions they might undertake to help shape Wales as an anti-racist country. A range of resources including a tube map has been developed which will support individuals at all levels to identify appropriate resources and training.

The Welsh Language and Cymraeg 2050

The Welsh Language and Education (Wales) Act strengthens our ability to support our Cymraeg 2050 strategy; the Act was passed by Parliament in May of 2025. 

The main aim of the Act is to ensure that, by 2050, all pupils reach the end of compulsory school age as independent and confident Welsh speakers, at least. 

The Act establishes a clear set of measures to support lifelong acquisition of the Welsh language, with a particular emphasis on supporting families and pre school age children to acquire Welsh at the earliest possible stage. 

One of the ways we can support those who have experienced childhood adversity and trauma is to work in a trauma-informed way. A trauma-informed approach is one which recognises and understands the existence, signs, and impact of adversity and trauma, and works in ways which help people to overcome their trauma, build resilience, and avoids re-traumatisation. The Trauma-Informed Wales: A Societal Approach to Understanding, Preventing and Supporting the impacts of Trauma and Adversity’ (also known as the Trauma-Informed Wales Framework) has established five practice principles, which should underpin all trauma-informed practice in Wales; and four practice levels, which reflect the different roles people and organisations may have when supporting those impacted by trauma.

ACE Hub Wales has developed a wide range of resources which can support organisations and individuals on their journey’s towards becoming trauma-informed - Resources - ACE Hub Wales, including a Trauma and ACE (TrACE) informed organisational toolkit TrACE - ACE Hub Wales 

High-quality day care provision goes beyond meeting basic requirements. It creates warm, engaging, and reflective environments where children feel safe, valued, and supported to thrive. At its core is a child-centred, rights-based approach, ensuring that every child’s needs, interests, and voices shape their experiences. 

The Welsh Government’s commitment to the UNCRC underpins this approach by ensuring: 

Safety and protection from harm (Article 19). 

Respect for the views of the child: When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account (Article 12). 

Children in early education are supported to develop their personality, talents and abilities to the full. Children are encouraged to respect human rights, as well as respect for their parents, their own and other cultures, and the environment. (Articles 29)

Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities (Article 31)

Every child has the right to the best possible health, well-being and nurturing care (Article 24).

Key Elements of High-Quality Provision 

High-quality provision is child-centred, inclusive, and responsive, achieved through: 

Enabling Adults - who build strong responsive relationships and create a space where children can be curious and engage in their play preferences, supporting them to develop, skills knowledge and resilience 

Effective Environments that encourage exploration, a space to unwind/relax, independence, and a sense of belonging. 

Engaging Experiences that foster meaningful play, discovery, and problem-solving at each child’s own pace. 

Characteristics of High-Quality Provision 

Day care providers demonstrate high-quality provision by: 

• Going beyond minimum requirements through continuous reflection and improvement. 
• Embedding best practices that support children’s holistic development. 
• Achieving strong inspection outcomes that recognise their commitment to quality. 
• Using sector-endorsed frameworks such as the Early Childhood Play, Learning and Care (ECPLC) Quality Framework for 0–5-year-olds and Play Wales quality assurance framework ‘Chwarae a Safon’ recognising the importance of the Playwork Principles in supporting quality play experiences in all playwork settings. 

In practice, this means: 

• Enabling Adults create secure relationships where children feel seen, heard, and valued, encouraging confidence and problem-solving. 
• Effective Environments support physical and emotional needs, inspiring play, creativity, and exploration. 
• Engaging Experiences are shaped by children’s interests, allowing for open-ended play and hands-on discovery. 
• Continuous Reflection and Improvement 

High-quality provision is dynamic and evolves through ongoing reflection and engagement with children and families. Enabling Adults should regularly assess: 

• How relationships and interactions support emotional security, learning, and self-expression. 
• Ways to create inclusive, responsive environments reflecting children’s interests and cultures. 
• Strategies to extend learning through play, language, and exploration. 
• How to ensure children’s voices shape their experiences. 

The Seven Core Aims for Children and Young People in Wales, based on the UNCRC, guide high-quality provision: 

• A strong start in life with the best foundation for well-being. 
• Access to rich, meaningful learning experiences. 
• Good physical, mental, and emotional health. 
• Opportunities for play, creativity, and self-expression. 
• Being listened to, valued, and respected. 
• Growing up in safe, nurturing communities. 
• Support to overcome barriers linked to poverty and inequality. 

By embedding Enabling Adults, Effective Environments, and Engaging Experiences into everyday practice, practitioners help ensure that all children are empowered to flourish, play, and grow in confidence. These principles align with a playwork approach.

Playwork is a unique approach to working with children of all ages in a range of settings. The key purpose of the playworker is to support and facilitate play as described by the Playwork Principles' (Playwork National Occupational Standards, 2026).

The Principles establish the professional and ethical framework for playwork and as such must be regarded as a whole. They describe what is unique about play and playwork and provide the playwork perspective for working with children and young people.

The Principles are based on the recognition that children and young people’s capacity for positive development will be enhanced if given access to the broadest range of environments and play opportunities.

1. All children and young people need to play. The impulse to play is innate. Play is a biological, psychological and social necessity, and is fundamental to the healthy development and wellbeing of individuals and communities.
2. Play is a process that is freely chosen, personally directed and intrinsically motivated. That is, children and young people determine and control the content and intent of their play, by following their own instincts, ideas and interests, in their own way for their own reasons.
3. The prime focus and essence of playwork is to support and facilitate the play process and this should inform the development of play policy, strategy, training and education.
4. For playworkers, the play process takes precedence and playworkers act as advocates for play when engaging with adult led agendas.
5. The role of the playworker is to support all children and young people in the creation of a space in which they can play.
6. The playworker’s response to children and young people playing is based on a sound up to date knowledge of the play process, and reflective practice.
7. Playworkers recognise their own impact on the play space and also the impact of children and young people’s play on the playworker.
8. Playworkers choose an intervention style that enables children and young people to extend their play. All playworker intervention must balance risk with the developmental benefit and wellbeing of children.

National Minimum Standard 13 for open access play and regulation 16 of the Regulations set out the requirements to review the quality of care provided.

Quality improvement tools help practitioners reflect, refine, and enhance their provision, ensuring that all children receive the highest quality care and experiences. 

Play Wales have developed a self-assessment and evidence framework Quality assurance tool - Chwarae o Safon to specifically evidence quality playwork practice in settings in Wales. 

Registered open access play settings are encouraged to foster close partnership with parents/carers, recognising that parents/carers hold primary responsibility for their children. Staff are expected to work closely with families to support each child’s needs as an individual as well as part of a wider group. Families are given information about the service and kept informed about relevant or significant matters that affect their child's experience in the setting. All policies, procedures, plus relevant guidance remain accessible to parents at all times, ensuring transparency while strengthening trust between the setting and each family.

The Playwork Education and Training Council for Wales (PETC Wales)

The Playwork Education and Training Council for Wales (PETC Wales) is a group that discusses issues of strategic importance to all aspects of playwork education, training and qualifications in Wales. The group also makes recommendations to PETC UK. Play Wales supports the running of PETC Wales.

PETC Wales’ functions include:

Approving playwork qualifications that will be included in the List of Required Qualifications to work within the Playwork Sector in Wales.

Play Wales

Play Wales, the national charity for children's play, provides advice and guidance to support all those who have an interest in, or responsibility for providing for children's play. 

Social Care Wales

Social Care Wales is responsible for promoting and securing high standards across the early years and childcare workforce. It aims to ensure that the workforce in Wales has the right skills and qualifications to work to a high professional standard and can deliver high quality service.

CWLWM

CWLWM, the consortium, made up of five childcare and play partners, support childcare and play settings with guidance and membership, encouraging quality and sustainable settings:

Mudiad Meithrin (MM) specialises in Welsh-medium early years provision.

Coram PACEY Cymru provides support to home-based childcare professionals including childminders and nannies. 

National Day Nurseries Association (NDNA Cymru) provides specific information, advice and training on running a nursery in Wales. 

Early Years Wales promotes and supports bilingual pre-school care, education and learning through play across Wales. 

Clybiau Plant Cymru Kids’ Clubs (CPCKC) aims to help communities in Wales by promoting, developing and supporting quality, affordable, accessible out of school childcare clubs. 

Children’s Commissioner for Wales

The Children’s Commissioner for Wales safeguards and supports the rights of children and young people. The Commissioner also reviews the decisions of public bodies, including the Welsh Government.

Learn about “The Right Way” – a principled and practical framework for working with children.

Children in Wales

Children in Wales is the national umbrella body for organisations and individuals who work with children, young people and their families in Wales. They also run children’s rights and participation training sessions aimed at practitioners working with children and young people. 

The Glossary provides an explanation for common terms used within this document.