Play Before Plates: The Entrance Public School's Transformative Lunch Routine

The Entrance Public School on the NSW Central Coast has introduced a new lunch routine where students engage in 30 minutes of supervised, structured play before eating. Teachers actively participate in activities such as soccer, dance, handball, and climbing with students, fostering a positive and engaging environment.

Significant Improvements in Behavior and Learning

Principal Dave Stitt stated that this routine change significantly improved the school environment.

Between 2019, before the change, and 2024, there was a 71 percent reduction in behavioral incidents on the playground.

Stitt noted that improved student behavior was observed almost immediately. He also mentioned that highly structured, proactive approaches to play and social interaction benefit schools in communities with higher levels of disadvantage. Giving students structured physical activity before eating reduces playground conflict, strengthens social skills, and improves engagement in the classroom.

NAPLAN scores from the previous year showed year three and year five students performed at or above expected levels when compared to students with similar backgrounds.

Reducing Food Waste and Promoting Healthy Habits

Parents reported that the play-first approach led to less food waste, as children are less rushed and more focused on eating after expending energy. Students also indicated that eating after playing helps them calm down before returning to the classroom.

Professor Danielle Gallegos, a nutrition and dietetics expert at QUT, supported the initiative.

Flipping play and eating can make children's appetites keener, leading to more thorough consumption of lunch and less hurried eating.

She added that eating together as a class could encourage positive conversations about food and motivate children to try new items.

Tailoring the Approach for Every School

Professor Gallegos emphasized that a co-design approach to lunchtimes is crucial, considering the specific needs of students, teachers, and parents. She acknowledged that while the play-first model works for some schools, it may not be suitable for all, especially larger institutions with different operational constraints. Several schools across the Central Coast and greater Sydney have reportedly contacted Mr. Stitt about adopting a similar approach.