More about MASKK

MASKK is a charity that provides activities and services for children and families.

MASKK also exsisit to increase local employment opportunities, through providing paid employment and volunteering opportunities to help people develop skills. 

The Trustees who oversee the governance and quality are a group of volunteers, all of whom work locally and bring different skills and experiences. New people are welcome to join the Trustees at the AGM or throughout the year by contacting MASKK.

MASKK is managed day to day by a Manager, Craig and each project is then led by a Lead Playworker. The Manager and Lead Playworkers work together to plan and prepare sessions as well as monitoring quality and supporting the staff and volunteers.

Mission Statement:

“To work towards the enhancement of the lives of the local children living in the Manor area aged 5 and over regardless of wealth, religion, gender, race, background or ability.”

Aims:

a) To provide the necessary facilities for the daily care, recreation and education of children during out of school hours and school holidays.

b) To advance the education and training of the persons in the provision of such care, education and recreational facilities.

c) To advance education of the public (in particular local families) in the field of parenting and to provide or assist in providing facilities for recreation or other leisure time occupation for the public with the object of improving their conditions of life and with a view to promoting good parenting.

Lower Manor Picnic

A Playwork Setting

The playwork approach is based on a set of values and principles that underpins everything we do. As an organisation we aim to provide play opportunities and evaluate what we do using the 7 play objectives set out in Best Play – What Play Provision Should Do For Children.

 

The 7 play objectives:

  • We extend the choice and the control children have over their play, the freedom they enjoy and the satisfaction they gain from it
  • We recognise the child’s need to test boundaries and respond positively to that need
  • We balance the need to offer risk and the need to keep children safe from harm
  • We aim to maximise the range of play opportunities available for children
  • We foster and encourage children’s independence and self-esteem
  • We foster and encourage children to respect others and offer opportunities for social interaction
  • We foster children’s well-being, healthy growth and development, knowledge and understanding, creativity and capacity to learn.
#StartForLife

The 8 playwork principles:

All children need to play. Play is fundamental to the healthy development and well-being of individuals and communities

Play is a process that is freely chosen, children determine and control the content and intent of their play by following their own ideas in their own way for their own reasons

The prime focus of playwork is to support and facilitate the play process

The play process takes precedence and playworkers act as advocates for play when engaging with adult-led agendas

The role of the playworker is to support all children in the creation of a space in which they can play

Playworkers response to play is based on sound, up-to-date knowledge of the play process and reflective practice

Playworkers recognise their own impact on the play space and the impact of children’s play on the playworker

Playworkers choose an intervention style that enables children to extend their play and balance risk with the developmental benefit and well-being of children

You are welcome read our previous annual reports and learn more about our work

2020-2021

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

Policy and Procedure

You are welcome to view our organisations policy and procedures. These are the standards and operational procedures we work to across all our services.

These are written in line with Playwork Practice, the EYFS in regards to our Ofsted registration and Health & Safety Exuctive guidance. All take a risk benefit approach to providing suitable care while letting children grow and develop by expereincing the world around them. 

‘Play is great for children’s well-being and development. When planning and providing play opportunities, the goal is not to eliminate risk, but to weigh up the risks and benefits. No child will learn about risk if they are wrapped in cotton wool’. Health and Safety Executive Publication: Children’s play and leisure: promoting a balanced approach July 2012

Inclusion at our core

Inclusive play provision, where children with special educational needs and disabilities (SEND) engage in play alongside their typically developing peers, holds significant benefits for all children involved. This essay will explore the advantages of inclusive play in fostering social, emotional, cognitive, and physical development, promoting diversity and acceptance, and enhancing community cohesion.

1. Social Development and Emotional Well-being:

Inclusive play environments provide children with SEND opportunities to develop social skills by interacting with a diverse group of peers. These interactions are crucial for building friendships, understanding social norms, and learning to communicate effectively. For children with SEND, play can be a medium through which they practice these skills in a supportive and natural setting.

Moreover, inclusive play helps typically developing children develop empathy and understanding. By playing with peers who have different abilities, children learn to appreciate diversity and develop inclusive attitudes, which are fundamental for creating a compassionate and cohesive society.

2. Cognitive and Physical Development:

Play is a vital component of cognitive and physical development for all children. For children with SEND, inclusive play can provide tailored opportunities to engage in activities that enhance their learning and physical abilities. Adaptive play equipment and activities designed to be accessible can help children with SEND develop fine and gross motor skills, problem-solving abilities, and cognitive processing.

Inclusive play settings often employ a variety of sensory experiences that benefit all children. For instance, sensory play can support children with autism in processing sensory information, while also engaging typically developing children in rich, multisensory experiences that enhance their cognitive development.

3. Promoting Diversity and Acceptance:

An inclusive play environment naturally promotes diversity and acceptance. When children grow up playing together regardless of their abilities, they learn to see beyond disabilities and recognize the shared humanity in everyone. This early exposure to diversity helps break down prejudices and fosters a more inclusive mindset.

Children who experience inclusive play are likely to carry these positive attitudes into adulthood, contributing to a society that values and respects differences. By normalizing inclusion from a young age, we lay the foundation for a more inclusive and equitable community.

4. Enhancing Community Cohesion:

Inclusive play provision strengthens community bonds by creating spaces where all families feel welcome and valued. When communities invest in inclusive playgrounds and programs, they send a powerful message that everyone, regardless of their abilities, is an integral part of the community.

These inclusive spaces encourage parents and caregivers of children with SEND to participate more fully in community life, fostering connections and mutual support among families. Additionally, inclusive play areas can serve as a model for other community initiatives, demonstrating the benefits of inclusivity in various aspects of public life.

5. Benefits for Typically Developing Children:

In addition to benefiting children with SEND, inclusive play also enriches the experiences of typically developing children. They are exposed to different ways of thinking and problem-solving, which can enhance their creativity and adaptability. Playing alongside children with SEND teaches typically developing children patience, cooperation, and resilience, as they learn to navigate diverse play dynamics.

Furthermore, inclusive play can provide typically developing children with a broader perspective on life, helping them understand and appreciate the strengths and challenges of their peers with disabilities. This understanding can lead to more inclusive behavior and attitudes in other areas of their lives, such as school and extracurricular activities.

 

The benefits of including children with special educational needs and disabilities in play provision are multifaceted and far-reaching. Inclusive play fosters social, emotional, cognitive, and physical development, promotes diversity and acceptance, and enhances community cohesion. By providing inclusive play opportunities, we not only support the development of children with SEND but also enrich the lives of all children, creating a more inclusive, understanding, and cohesive society. Investing in inclusive play provision is, therefore, an investment in the future well-being and harmony of our communities.