Blog Observation Series 4 ep2

I arrive to find C, a Playworker, and D speaking with children about group agreements before leaving out to go to the park. A few children are seated, others standing, all looking towards C and D. The children are telling D how to use the green cross code, and about being safe on the road. A child speaks out to say that ‘you must listen to staff when they go to the park’. This opens a discussion amongst the children, and they exchange ‘yes’ and ‘no’ comments with friends and staff. They appear to be agreeing on most of the information being exchanged. D has waited for a period of time allowing the children to speak, then continues reading from a piece of paper in her hand. She is speaking with children about drinking lots of water, staying predominately out of the sun, having hats on, and what equipment to bring along to the park.

D supports C in calling out the register before they leave., and explains that the register will be taken again upon arrival to park, and again before they leave to return to the after school club. She is informing the children of the play spaces within the park, and additional tennis court area. She speaks with them about using yellow bands, keeping them on, and stresses the time of departure and arrival back at after school club.

One of the children asks D what they will do when they get back. D begins to talking about the possible activities they can play later, and a girl streaks with joy upon hearing dodge ball being an option. D states that the winner of the butterfly competition will also be discussed when they arrive back, agreements with children being made.

D is seated with a girl who is crying, and begins to support girl to remove sweater top, they both stand. Girl has wet/damp tissues dabbing her eyes.

D is now standing, occasionally walking around the hall looking around. Some girls are running in main after school club area screaming chasing each other. Three boys are playing with balloons, and using rolled up cardboard to hit each other; stating “it can’t touch the floor”.

Another girl is blowing up a balloon and hands it to D, and asks ‘can you to tie a knot’? D moves and sits with boys on a table. They have cards in their hands. A couple of the boys are sitting on chairs, a girl is standing in front of D blowing up a balloon, the card dealer is sitting on the table shuffling the cards.

The children are asking D whether they can go to the toilet before they leave to go to the park.

D is supporting other staff to put sun cream into children’s hands, the children are applying it to themselves. D is supporting a few younger children as she starts to rub the sun cream over the foreheads.

D is speaking with C about their plan of action for the visit to the park. It is an alarmingly hot day today. I can hear D making suggestions to C about driving her car to the park with all the children’s lunch boxes so they do not have to carry them. D is supporting C with head counts of the children, and is speaking with children about wearing hats. D has picked up a folder marked registration details, and states to C that she will take these along with the other equipment. D asks children to all grab a partner, and get paired up.

D says to C that she is ‘just going to double check the toilets before they leave’. D returns to hall area, and enters a cupboard. She has a few toilet rolls in her hand, then re-enters the toilet area.

Once outside D drives her car and parks at convenient space for children to approach and place bags/lunch boxes/play equipment into boot of her car. Children are being reminded that they are free to carry what they want to. Some children are carrying their water bottles, and containers with refreshments, liquids, and majority have on caps/hats. D is encouraging children to hold hands. D is asking C whether she has everything she needs. D asks C to double check before departing in her car.

I walk with the children, and other staff members for the short walk to the park

At the park Y has joined the group, she was not at the after school club earlier. D and Y make their way over to the playbuilders park. Before they leave D informs C that she is just going to carry out a visual risk assessment. I ask D what she was looking for, or found upon her return. D says that they found an area where they had been a fair amount of dog mess, and covered it with leaves, and a cardboard box. She had written on the box ‘DO NOT Remove’, and indicated that it would stop any other children walking, running or slipping in it. D spoke about how the children may hurt themselves if they slipped, also the infection side of things if their hands go in the mess, and more so the mocking that may take place if some stepped in it. D spoke about bullying and name calling if one of the kids had dog mess on their shoes. Also the moving about of the mess on their shoes, messing up their play space or environment.

D spoke about putting couple vodka and beer cans in the bin, and also checking, and having a go on the equipment before the children came over, just to double check that it was all safe. D said that it was always good to carry out the assessment in pairs “because sometime another staff member may see something you didn’t”,  but also because she need to ask Y advice on what to do with the dog mess they identified earlier.

Children now in playbuilders park area, which is positioned to the left of the nearby housing estate. Some of the area is fenced off, with over grown grass area, many trees, and a field to give a woodland feel. Man made resources, play opportunities place within area. Spider web, slides, multiple see saws on mounds of grass area allows running, rolling, jumping, crawling, and climbing. Bottom of zipped wire has pebble dashed, and new age roundabout fitted, allowing children to slide or walk.

D is standing beside the zip wire as children are supporting each other to take turns. A few are asking D for support , I can hear her encouraging a few of the children that appear hesitant to “have a try first, before I help you”, D stands back while the children have a go on the zipped wire. There are screams and laughter as a few children fall off. I ask D why she carried out the visual risk assessment earlier. She explains that it is part of the staff’s responsibility to do at the club, and when they are on trips, and that staff take turns. D also says that by doing the risk assessments it can also help children enjoy themselves without staff worrying too much, because we have already checked everyone. “We don’t want to make it completely safe, because we still want them to have a little risky play”. D says that they also do it because it is in their Policies and Procedures to do checks.

D is positioned standing in full view of where children are on zipped wire, and supporting those that ask her for help; “hold on tight”. D has supported process of being on zipped wire for girl who has been crying. The girl is indicating to D that she has not fallen over but one of the other children have tripped her up a few times. D is now speaking with her, and lowered herself to the girls eye level. The girl is attempting to place her arms around D, in the appearance of a hug. ‘it’s getting on my nerves’ the girl has said to D, they keep following me and tripping me up. The girl is now pulling D’s hand and saying “come let me show you who they are” D and the girl walk away.

D has started to speak to me about how multicultural the after school club is generally, but has extended by saying that it has also been refreshing to see so many new children attend for the summer. D is speaking about the different abilities of the children, and those dependent upon their siblings. She is being descriptive in identifying the individual needs of some of the children, and commenting how much she values this, and how the information has helped her and the other Playworkers to plan the summer a little better

More children are joining the line to have a go on the rope swing. D is now assisted by Y.

Two children have approached D and are sitting while D elaborates upon her earlier thoughts about the summer scheme. One of the girls had been the child who fell on the grass earlier, and had started to cry. She was accompanied by one of the older girls who allowed her to go to the front of the line on the zipped wire.

D has stopped talking with me, as the younger girl hugs her to say that “D you always understand you’re the best”. D blushes, she starts to talk about encouraging other children not just at the club but in school also about children’s differences, and ‘diversity’, and listening when other children talk. D say’s to the girls that it’s important to listen as ‘sometimes other people’s points of view or opinions may be right’ The girl goes back to give D a bear hug, and attempts to sit on D’s lap.


Blog Observation Series 4 ep1

Series 4 Welcome to D

D is working in a group of three, using wooden planks, and straw bales, she is making suggestions “why don’t we use that?”, D is pointing to the blue rope. D is making the group laugh, as she is suggesting that“this could be our private strip club, and E and N could be the pimps”.

D’s group have four hay bales on the ground, stacked at one level, 5 wooden stakes, and army camouflage material. D is placing cocktail sticks into the straw bales, then reaching to lay artificial flowers beside a guitar which is propped against her group structure. “Ben 10! oh my gosh I nearly passed out”, D is attempting to blow up an inflatable, she laughs and moves around looking at the structure. “I wish we could hang this up”, D has in her hand a plastic planet.

D is adding orange, red and white curtains to the structure; she is now extending and manipulating the original structure by moving the planks of wood, and including cardboard shoe boxes.

D is crouching down and removing a pair of rubber gloves from a bag, she is starting to blow them up. When fully blown, she adds this to the structure. D is holding blue rope in her hands, and starts to tie one end to the window and the other end to a stake placed into hay bale.

D is now attaching the rubber gloves to the rope by using ribbons. D is speaking with her other group members as she places fuchsia coloured material to a stake, making it wrap around in snake like manner. She continues by also attaching a tambourine to the blue rope making it dangle down.

D is investigating another clothing bag, rummaging for second, then stops. N picks up a clear umbrella and asks D “what to do”, she points their”, N adds this to structure. D calls out “I’ve tied a compass to this”, she adds the compass to the ribbon, and makes it hang from the rope.

D is continuing to move about, and persists in blowing up the inflatable in her hand. She is moving around collecting loose parts, and speaking, and negotiating how the structure is changing. D says to E “looks a little bit like a ship”, yeah N say’s “like a “space ship”.

D’s group is working effectively, there are no vocal ideas being exchanged, nor am I able to see anything drawn down on paper.

D is returns to the clothing box, and collects a hanger, she places the hanger onto the rope.

D is negotiating the structure change, with E, saying “should we leave the plank of wood on the ground? or raise it on top of the bale?”. D moves and collects four plastic basins, she turns them upside down places them inside the structure.

D is supporting N with part of the structure, as the cardboard boxes continue to fall. All three members are providing each other with structural ideas, and have managed to make the cardboard stay up.

D’s group stand around their structure, and provide all else at the centre with an explanation of their magical space. D is being encouraged by the other group members to lead. D say’s there’s a little space going on, and points, she leads everyone into the structure while she continues to talk. D encourages everyone to follow her, and gives a tour. She sits down on a straw bale, and starts to sing. D is pretending to play the guitar as everyone sits down inside the structure. She is speaking about areas to drink coffee, she waves her hand to encourage others to enter through a secret tunnel. D starts to sing “come by ya”, and E starts to play the tambourine, others join in the singing.

M speaks with group about the process of creating a structure. D askes M for her opinion on her group, then say’s “you’d never get bored, you can just knock it down and build something new, and the good thing is you don’t need any planning permission”, the group erupts into laughter.

D has remained wearing the pink rubber gloves, with green fluffy cleaner in hand throughout the tour of their structure, and continues to wear them while the other group explain their structure.

In D’s explanation to the group she spoke about creating play spaces, different play types, and the amount of things to touch. D mentioned fantasy play as a play type that was involved in her imagination. She mentioned symbolic play. D also mentioned the play work curriculum, which triggered M to ask other candidates about there understanding of this. D spoke about it being like being a builder, or scientist, and that’s what helped her group make their strip club

Blog Observation Series 3 ep1

Series 3 Welcome to J – snippet

On entry to the dining area I hear J engaged in a conversation, and make my way to the kitchen. J and C, another member of staff are unwrapping pizza and garlic bread purchased from the shop for the children’s snacks. J greets me and asks “do you want to try this”. J hands me a tiny round orange fruit with green and brown leaves and say’s it’s a “chrysalis fruit”. C laughs as say’s maybe it’s a name we shouldn’t say too loud.  It is the first time I have tasted this small seeded, really tangy citrus fruit. J says this will be provided as choice for children to taste today,

Holiday club had music from Grease playing out loud. J is involved in a conversation with a few children; “what one thing can you not do tomorrow” one child said “wet you”, J said “correct”, other little ones started to laugh and say “I will get you, and continued interchange with her for about a minute.

J and I walk from the hall area towards the classroom, and into the playground. Children freely moving within inside and outside areas. Child walked passed with tennis bat, and ball while others watching T.V programme/girls sitting amongst themselves laughing and having conversation, another throwing and catching shuttle cock by himself on carpet area inside. Another child using stencils on table, sitting by themselves with colours and white paper.

It is a warm day, and coloured tissue paper tied to a structure are blowing in the breeze. Children continue to play around us and parents wave and have short conversations as I observe the children and young people in the outdoor area.

A little girl approaches us and speaks to J in a foreign language, J responds, and the little girl laughs and walks away. J say’s C, does this quite regularly, leaving the other children mystified as she switches from English to French in a conversation.

Blog Observation Series 2 ep 2

Blog Observation Series are fictional pieces of work, and form the journey of a newly qualified Playwork Assessor.

This is a continuation of T from Series 2

T turns as she hears my voice. T is seated with a child in her arms. The girl has two large coloured crayons in her hands. T is wearing a coloured name badge today.  T stands and walks towards me with the girl still in her arms.

T offers me another biscuit, I decline as I have just bitten into the first one. The girl smiles and reaches out towards me with a vacant hand, I verbally reply “good morning, are you offering me your crayon?”. T informs me that she is attempting to communicate by stretching out her hand. I offer my hand, child places hand on mind, palm to palm, and smiles. We repeat the process, though this time she offers me a crayon.

I have noticed the difference in materials and resources out for the children to access today. There are four tables, six children, three staff, and four parents. On one the tables there are wooden farm buildings, on another, felt tips, coloured tissue paper, coloured card, glue, pasters, pallets and fine cut coloured paper. The other table has plastic food opportunities, with money till beside the home corner. I can see books, Lego, drums, skittles pots pans, wooden blocks, and cars all accessible by the children.

More children and parents are arriving.  The setting is busy, vibrant and has an energetic feel to it today. Parents are involved in conversations amongst themselves, and workers, the children are engaging in play opportunities moving in and outside of the building, some eating biscuits, others fruit.

T has walked with girl to another play opportunity, they are standing in front of the table with the food stall, plastic fruits, plates, teapots and canned fruit. Girl picks up fruit and places crayons on the table. She now has a banana and pineapple in each hand.  T collects a book then moves to the table with paper, glue and colours. T sits in front of girl’s mother, bouncing girl mildly on her lap. Girl smiles, which soon turns to a laugh. T holds girl and allows her to stand, all the time supporting as she is unable to walk.

The girl smiles, bends her legs, then straightens, “are you trying to walk to mummy”, T say’s “you trying to walk”.

T is seated in the soft cushioned and carpet area, the girl is crawling around. She crawls towards the soft duck toy, T say’s “quack, quack”, and offers the toy to the girl, as she is struggling to reach it, mother now repeats T’s actions, and ends by placing rattler in her daughters hand.

T is having a conversation with the girl’s mother. She speaks with T about her daughter’s likes and dislikes, and reasons she gets frustrated. Mother say’s that her daughter enjoys the one-to-one interaction.

Girl is positioned closer to T, they remain on the ground. Mother say’s that her daughter likes anything that has a B, and say’s “Bah bah, bath, bubble” all the time emphasizing on the letter B.  T say’s “Bah bah” girl laughs. Girl attempts to stand, and is holding onto a chair, she wobbles back, T places her hand behind the girl to support her standing. Girl is looking at T. T places her on coloured padded soft whale, and slides her down making a fast motion sound,

T is touching a toy to activate a flute sound, and start the lights. The girl responds by touching, and repeating T’s action. T extends by touching toy again, girl repeats.

T stands to walk away, the girl’s head and eyes follow T, T aware of this and turns around and walks back to where mother and child are. Girl reaches towards T, T responds by reaching back, girl stretches out arms, T takes child from mother.

T with two children back on carpet area with another mother. One is a girl, the other a boy, girl seated in mother’s lap. T seated in position allowing both children to see where she is. T is kneeling down to child level. Girl is making puffed cheeks to T. T responds immediately, and returns action, girl repeats, T returns.

T is communicating with a girl saying “duck, duck…, duck”, at the same time offering a large coloured cushion. T say’s “look, look, where do you want to go?”, T is supporting the balance of the girl while they move around the setting. T stops beside the girl’s mother, and say’s “oh you’re so flexible”, while making bouncy sounds, and rocking herself back and forward. Girls mother starts to sing “row , row, row your boat….”, T starts actions to support the song of rowing ya boat, girl repeat T actions.

Twenty Three Pairs of Feet

NOW   What an emotional seven footballing days of my life. Mayfield Athletic Football Club gunned down by my beloved Old Manorians, defeated by Albanians in the Jack Perry Cup on penalties, semi – final Carling Cup Liverpool v Man City, Liverpool v Man United in the FA Cup, and Globe Rangers v Old Manorians reserves.

I guess I must have been nervous, my alarm went off on Wednesday 25th January 2012 at 5am, and I spent the next two hours somewhere in cloud Cuckoo Land. Up and out, school run over, and my mind was still all over the place. Back home laptop packed, I recall it all getting too much to process. Re-scheduled the day. Sent an email before I ventured back out. O.K that meeting was now postponed. On the bus. Off the bus, and straight into a light is flashing green. Wooooow I stepped back before me and the 4×4 became connected.

Meeting commenced.

Exited meeting.

I remember nothing.

To the office and four hours passed like a blink. Flowers for the Misses, and some munchies and bubbly for me in preparation for “the night” . What’s app message came through reminding me ‘el Classico’ Copa del Rey was also on at 9pm, but wasn’t my focus.

The Carling Cup semi-final Liverpool v Man City is what “the night” was all about.

Souped-up version of the Milk Cup, Littlewoods Cup or Simod Cup as it was in my day, the day’ s anxiety was all making sense.

THEN  we’d ride up and out of our road

and out onto the high road and into the park and play football for a couple hours before the finals up at the Old Wembley Staduim to soak in the atmosphere. Players from the past shrieking out our mouths when we’d dribble, tackle, score and celebrate. Me Kenny Dalglish and my brother from the imitation reds from Manchester, he’d always be defensive against the offensive brilliance of Liverpool.

There would be a sea of people moving in tandem on the high road making their way as if in pilgrimage towards Wembley Stadium

upon our arrival we’d carry our bikes up the steps get a peek inside the stadium through the turnstiles.

The adrenlin racing back home to watch the match on the box was all part of the excitement and build up. And I think it would be fair to say I’m struggling to think whether it was actually a race, because my brother always won. Never mind.

NOW I’m back home playing ‘hydro strike’

with my mini mentor trying to pass the time and kick off is getting closer. Talksport radio and Twitter are helping to ease the anxiety. I’m not ashamed to say that this would be my first Liverpool Cup Final I’d be at, and I want to relish it. I want to have this opportunity as an adult to soak everything thing in. I want to digest the journalist articles in the build up to the day, the all the media coverage, the old footage on LFC and ESPN. I want to be saturated with everything Liverpool. I want to physically be at Wembley witnessing those Twenty Three Pairs of Feet on the pitch control my emotions. The smells, the noise, the singing, the humour, the colours, the weather, the coming together of people I do not know, but have the same desire to breathe Liverpool.
At a period where the eyes have been on our club for the wrong reasons, and me questioning the nonsense coming out of the mouths of some of our own supporters mouths something still hangs over my head, almost haunts me. It would be a dishonour for Kenny not to train and prepare our players so I can witness them at Wembley. I want to hold my Cup Final ticket in my hand. I want a match programme. I want to buy an over priced burger, or a pie, or the inflated fish and chips at Wembley Stadium. I want a warm flat beer. I want to sit and look into the eyes of everyone Liverpool, and anything associated with us.

Minimentor fed, and bathed. Kick-Off

Kenny pulling chess moves like Fresh

……. and my place is booked for the Carling Cup Final.

Ice Cream Van

My original Lollyman title has somehow been shelved, I can only hope that it will make an appearance at a later date.

What was it about that disorientated sound of the ice cream van that use to turn kids nuts? I use to wonder whether the driver had a winding devise on his steering wheel, and if he did, what make was it?  Did it take batteries?, and did he have different chimes for certain streets? 

Thinking about it that Ice Cream Van sound hasn’t changed one bit.
With all this technology how come none of the Ice Cream Vans don’t have any real tunes. No mp3 or iPod plug ins?  I wonder whether it is to retain that nostalgic feeling? O.k. it works, because Usain Bolt never had anything on us when we were younger. When that Ice Cream Van use to pull up outside my grandparents house, the race was on: ‘standard’. Why we ran for the Ice Cream Van that hard, I don’t know because we knew it would wait anyway, and it wasn’t like the van was going to run out of lollies or ice creams. ‘Madness’
Maybe it was the fact of licking your ice cream or lolly before anyone else licked theirs. We would want to get to the Ice Cream Van at break neck speed, but the return to sit on the wall outside my grandparents was always in slow motion. Head tilted to the side, catching the lolly juice drip, looking at the corner of your eye. That was real Maybach rolling. ‘What’!!!! Whizz Kids on the feet. Socks pulled up over the knees, Superman shorts, with the top to match. Unshaped afro, you don’t know bout that.
You notice that Ice Cream Van drivers didn’t, and still don’t have business cards or programme lists. If they did, at least you’d have an idea when they’d be coming. They use to just turn out the blue, and cause pandemonium in the house while we’d be looking for change, tipping the piggy bank on the carpet. ‘Madness’ and the money always seemed better from the piggy bank than mums purse. What was that about? I’m trying to recall whether the lollies would taste nicer because it was bought with small change.
That dash could be stressful. ‘Now’ I’m a prepared parent so, my littleman has a piggy bank that he can reach, extra change on his bookshelf, and shoes on the steps by the front door. Ice Cream Van Man, aint getting away from us.
Present Day: The Ice Cream Van Man by me is fairly considerate because he always parks on the same side of our road, about a lolly stick throw from the house, so when we hear that tone bellowing out like the old rag and bone man its on.
Present Day: It’s like slow motion. No need to talk, it’s like telepathy. It’s on littleman, the only thing on our mind while going through the process is what to get. Ice cream, in a cone, single or doubles, with flake, one or two, sauce, if so strawberry or chocolate. Hold on……. am I getting some sprinkle of them nuts. Am I getting an oyster? With sauce…… 

ermm…  them rectangle drinks with the straw. ‘Snap’ remember those!

When we use to finish we use to put washing up liquid in the plastic cartons with some warm water, then blow bubbles in. Couple times I did suck back and the bubbles went down the wrong whole. ‘Wow’.
The spearmint lollies were nice too, and the cherry or banana flavour too. We use to take it out the wrapper, and the juice use to drip down quick, we use to scoop it up with your little finger before it hit the floor.
Remember those small hard chewing gum you would get at the bottom of the screw balls. So many kids lost fillings over those pieces of granite.
Present Day. This is the only time that your kids may out run you. It’ll be like Road Runner and Wiley Coyote. My littleman’s mouth wide open running at speed, one shoe on his size, the other mine, me with a slipper the other bare foot. Gravel scuffling my little toe, as I angle my run to the left to get to the Ice Cream Van first. I have to catch myself, my littleman is like 30+ years my junior, but I know that if he gets to the van before me I’ll never hear the end of it. ‘Stress for days’. Panting hard and fast, we can’t even talk by the time we get to the Ice Cream Van. I can see my littleman’s eyes racing over the list. Panting continues.  He’s looking up, then down. It’s like he’s unlocked another world on New Super Mario Brothers. Single cone with a flake. No sauce no nuts. Me. I’m going all out. Double cone, ice cream Mister Whippy style, tall, with everything on in. ‘Nice’. Lets stroll back home. Littleman looks up, and display’s a smile of happiness, and says ‘thanks’.
Mission complete
Glum weather has returned but the Ice Cream Van man will return

The Witches Hat

I miss the long summer days spent at Queens Park playing with on The Witches Hat, and sit here wondering what my son would think of my 70’s childhood experience.

If there are two things that I remember most from Queens Park, it was the feeling of falling over on concrete, and the unadulterated play process of adventure. I recall that stinging feeling on the palm of my hands, and sore wrists from attempting to break the falls from that metal structure we played hours upon end on. I recall my ashy knee caps, soreness of my shins and ankles from the constant connection with the play structures, as we raced about playing ‘had’.To have experienced The Witches Hat was breathtaking. Couple of the  older kids my aunty and uncles age would let us ride with them. It always felt like an initiation to some elite club. The play opportunity appeared simple. We’d be asked to hang onto one end whilst *pause* it always seemed as if the older kids, or heavier kids were on the opposite side of the The Witches Hat to me. *Unpause* they’d be standing about five feet off the ground on the structure rocking it aggressively, forward and backwards, left to right. No the object was not to fall, but hold on for dear life like a mid air buckeroo. You’d be occasionally jolted, as the inside of The Witches Hat would crash against the pole.

I’d say the first couple minutes were a thrill, mainly because the adrenalin was still in the system, wind, leaves, and dust in your afro, legs dangling out from under you, Mojo’s and spearmint Pacers flying out your pockets, as we spun around. However, once that died off and the sweat began to seep out onto the palm of your hands, the joy soon disappear, as with the tight grip. All of a sudden the now 8ft fall presented a new play opportunity within itself.

I’m glad to say that I survived more times than less. But the memories of sitting in the bath before bedtime, with a capful of dettol poured in for good measure to disinfect the cuts. When the heat from the water and dettol combined use to catch that cut, I remember arching my back in a concaved manner, and clenching my butt cheeks firmly to stop me from soiling myself. WOW. Pain.

The metal play structures and The Witches Hat are no a feature at Queens Park, and thinking about it now it was probably dismantled and given to The Rag and Bone man. Where once stood a five foot climbing frame, there is now a zip wire that is barely three feet tall and surrounded by woodchips. Where once stood The Witches Hat, is now a small structure that looks fresh out of the Tweenies, with not one bit of risk associated with it. Wood-chip, wood chip everywhere messing up my white footwear, where once stood a see-saw, there is now just a pit of soil and wood chips with a tiny horse on a spring. Is this living? Is this preparing our little ones for life? 
Now everything on the playground has rounded corners and is covered in plastic. Playgrounds deemed too dangerous for today’s pampered children, and has  left my beloved Witches Hat a thing of the past.
With my thought’s in mind if there’s one thing to try and do this summer embrace that Quality Within Play, and place Sunday 11th September 2011 in your diary. Come down and visit Queens Park day, Queens Park, North West London. Take lots of picture and share them with me on my blog