Historic Investment in Game-Based Learning
The Department for Education announced today a £4.8 million funding programme supporting 1,000 primary and secondary schools establishing structured board game libraries and curriculum integration programmes.
The announcement follows compelling results from a 340-school pilot programme between September 2023 and July 2024, which showed:
- Maths scores increasing 23% on average
- Student engagement rising 67%
- Behavioral incidents declining 41%
- Teacher satisfaction with intervention reaching 91%
"This evidence is too compelling to ignore," stated Margaret Finch, Minister for School Standards, at this morning's press conference. "Board games aren't frivolous entertainment—they're powerful educational tools. This investment recognizes that evidence and scales proven interventions."
The programme launches February 2025, with the first 200 schools receiving funds by March. Full rollout completes by September 2025.
The Path from Pilot to Policy
The story behind today's announcement began 18 months ago when the National Education Research Foundation (NERF) approached the DfE with an unconventional proposal: fund a large-scale trial of strategic board games as curriculum intervention.
"We faced significant scepticism initially," admits Dr. Sarah Pemberton, NERF's lead researcher. "Board games sound frivolous to policymakers focused on raising standards. We needed extraordinary evidence to overcome that perception."
NERF designed a rigorous randomised controlled trial—the gold standard in educational research. 340 schools participated: 170 received game libraries and implementation training (treatment group), 170 continued standard practice (control group).
After nine months, independent evaluators from Cambridge University analyzed results. The findings exceeded everyone's expectations.
Quantitative Outcomes:
- Maths assessment scores: +23% (treatment) vs +4% (control)
- Reading comprehension: +12% (treatment) vs +6% (control)
- Engagement surveys: +67% (treatment) vs +8% (control)
- Attendance rates: +4.2% (treatment) vs +1.1% (control)
- Exclusion rates: -41% (treatment) vs -7% (control)
Qualitative Findings:
- 91% of teachers requested continuation
- 78% of students reported enjoying learning more
- 84% of parents noticed positive changes at home
- 73% of headteachers called it "most effective intervention we've implemented"
"When Cambridge delivered their independent evaluation, we knew we had something special," recalls Margaret Finch. "These outcomes match or exceed far more expensive interventions. The value-for-money case became irresistible."
How the £4.8M Fund Works
The programme provides comprehensive support, not just game purchases.
Funding Breakdown Per School
Each participating school receives £4,800 over two years:
Year 1: £3,200
- £2,400 for game library (60-80 games)
- £500 for storage and display solutions
- £300 for supporting materials (timers, scorecards, instruction materials)
Year 2: £1,600
- £800 for library expansion and game replacement
- £500 for continued professional development
- £300 for programme evaluation and reporting
Total investment per school: £4,800 Total programme investment: £4.8 million (1,000 schools)
Beyond Money: The Support Infrastructure
Crucially, funding includes substantial non-financial support:
Initial Training (3 days)
- Day 1: Introduction to game-based pedagogy
- Day 2: Game facilitation and classroom management
- Day 3: Assessment, differentiation, and curriculum integration
Ongoing Support
- Quarterly regional networking meetings
- Online community of practice
- Helpline for implementation challenges
- Curated game selection guidance
- Lesson plan libraries
- Assessment rubrics and tools
Evaluation Requirements Schools must participate in ongoing evaluation:
- Baseline and endpoint assessments
- Quarterly progress reports
- Student and teacher surveys
- Case study development (selected schools)
This data informs future programme iterations and builds evidence base for game-based learning.
Eligibility and Application Process
Which Schools Can Apply?
Eligible:
- All state-funded primary and secondary schools in England
- Must commit to:
- Two 45-60 minute gaming sessions weekly
- Staff training attendance
- Evaluation participation
- Two-year programme duration
Priority Groups (Higher Selection Probability):
- Schools in Education Investment Areas
- Schools with above-average Pupil Premium populations
- Schools below national average on engagement metrics
- Schools participating in DfE behavior improvement programmes
Ineligible:
- Independent/private schools
- Schools already operating established gaming programmes (though expansion funding being considered for future rounds)
Application Timeline
- December 10, 2024: Application portal opens
- January 20, 2025: Applications close for first cohort (200 schools)
- February 10, 2025: First cohort schools notified
- March 2025: Training begins, funds disbursed
- Subsequent cohorts: Rolling applications through July 2025
Application Requirements
Schools must submit:
- Headteacher endorsement
- Implementation plan (how gaming sessions will be scheduled)
- Staff commitment (minimum 2 teachers trained initially)
- Parent communication plan
- Baseline data (current engagement and attainment metrics)
Applications scored on:
- Need (schools facing engagement/behavioral challenges prioritized)
- Commitment (clear implementation plans scored higher)
- Capacity (evidence of staff readiness)
- Sustainability (plans for continuing beyond funding period)
The Curated Game Library: What Schools Receive
Programme designers worked with educational psychologists, teachers, and game designers developing recommended game libraries matched to curriculum objectives.
Primary Schools (Ages 5-11) - Core Library
Foundation Strategic Thinking (Ages 5-7):
- Hoot Owl Hoot! (cooperative gameplay introduction)
- Outfoxed! (deductive reasoning)
- Kingdomino (pattern recognition and planning)
Developing Strategic Thinking (Ages 7-9):
- Qwinto (number sense and sequencing)
- Sushi Go! (probability and set collection)
- Kingdomino (opportunity cost)
- Azul (pattern optimization)
Advanced Strategic Thinking (Ages 9-11):
- Splendor (resource management and compound effects)
- Ticket to Ride (long-term planning)
- Carcassonne (spatial reasoning)
- Catan Junior (trading and negotiation)
Secondary Schools (Ages 11-16) - Core Library
Year 7-8:
- 7 Wonders (civilization building, multi-path strategy)
- Splendor (economic thinking)
- Azul (competitive optimization)
- Pandemic (cooperative problem-solving)
Year 9-10:
- 7 Wonders Duel (complex strategy, multiple victory conditions)
- Brass: Birmingham (industrial economics, network effects)
- Terraforming Mars: Ares Expedition (engine building)
- Power Grid (resource economics)
Year 11+:
- Terraforming Mars (complex strategy, long-term planning)
- Food Chain Magnate (business strategy, market dynamics)
- Advanced expansion sets for earlier games
Curriculum Mapping
Each game comes with detailed curriculum mapping showing:
- Which National Curriculum objectives it addresses
- Suggested lesson plan structures
- Assessment rubrics
- Differentiation strategies
- Cross-curricular connections
Example: Splendor addresses:
- Maths: Number operations, resource optimization, multiplication
- Economics: Opportunity cost, investment, compound growth
- PSHE: Turn-taking, gracious winning/losing, strategic thinking
- Computing: Algorithm thinking, optimization problems
Teacher Training: The Critical Success Factor
Pilot programme results showed teacher training quality predicted outcomes more strongly than game library quality.
"Games don't teach themselves," explains Dr. Pemberton. "Teachers must facilitate strategic thinking, ask probing questions, and connect gaming experiences to curriculum concepts. Training makes that possible."
Training Programme Structure
Pre-Training (Online, 2 hours)
- Introduction to game-based pedagogy theory
- Overview of research evidence
- Pre-work: Play three core games
Day 1: Foundations (In-Person, 6 hours) Morning:
- Pedagogy of game-based learning
- Facilitation vs. direct instruction
- Asking strategic questions
- Classroom management during gaming
Afternoon:
- Hands-on: Playing and facilitating core games
- Practice facilitation with peer feedback
- Behaviour management strategies
Day 2: Implementation (In-Person, 6 hours) Morning:
- Curriculum integration strategies
- Lesson planning frameworks
- Assessment and differentiation
- Documentation and evidence-gathering
Afternoon:
- Developing school-specific implementation plans
- Game library organization and management
- Parent communication strategies
- Sustainability planning
Day 3: Specialization (In-Person, 6 hours) Teachers choose specialization tracks:
- Track A: SEND and differentiation
- Track B: Behaviour support through gaming
- Track C: High-attaining student challenge
- Track D: Cross-curricular integration
Ongoing Professional Development
Quarterly Regional Meetings Teachers from 30-40 local schools meet to:
- Share successes and challenges
- Observe demonstration lessons
- Share resources
- Problem-solve common issues
Online Community of Practice Dedicated platform where teachers:
- Share lesson plans
- Ask questions
- Access video resources
- Collaborate on challenges
Specialist Support Helpline Programme team available for:
- Game selection advice
- Implementation troubleshooting
- Behavior management support
- Assessment guidance
Early Reactions: Cautious Optimism
Today's announcement generated responses across educational sectors.
Teacher Unions: Supportive
National Education Union: "This represents exactly the kind of evidence-based, well-resourced intervention education needs. Adequate funding, comprehensive training, and realistic implementation support distinguish this from underfunded initiatives that fail."
NASUWT: "We're encouraged by emphasis on training and ongoing support. Teachers can't implement unfamiliar pedagogies without proper preparation. This programme provides that."
Ofsted: Monitoring
Chief Inspector: "We'll watch implementation carefully. Early evidence is promising, but classroom practice quality determines outcomes. We'll ensure inspectors recognize and assess game-based learning appropriately."
Parent Groups: Mixed
Netmums Survey (2,400 parents):
- 68% support board game funding
- 22% neutral, want to see results
- 10% opposed ("schools should focus on basics")
Common concern: "How do we know they're learning, not just playing?"
Programme response: Comprehensive assessment requirements ensure learning outcomes are documented and measured.
Game Industry: Excited
British Board Game Alliance: "This validates what we've argued for years: strategic games develop genuine cognitive capabilities. We're offering discounted educational pricing to support the programme."
Several publishers announced educational licensing programmes allowing schools to print components for damaged games at cost rather than purchasing full replacements.
Implementation Challenges and Mitigation Strategies
Programme designers anticipate several challenges:
Challenge 1: Teacher Buy-In
Risk: Some teachers view gaming as non-serious, resisting implementation.
Mitigation:
- Headteacher endorsement required in application
- Evidence packages for sceptical staff
- Pilot school teachers available as mentors
- Starting with volunteer teachers, expanding as success demonstrates
Challenge 2: Timetable Pressure
Risk: Schools struggle finding time for gaming sessions amid curriculum demands.
Mitigation:
- Gaming sessions explicitly address curriculum objectives (it's not "extra")
- Flexible implementation (some schools use form time, others use subject lessons, others use after-school)
- Evidence from pilot schools showing gaming sessions improve overall attainment (time is well-invested)
Challenge 3: Game Maintenance
Risk: Games damaged or components lost, reducing library usability.
Mitigation:
- Funding includes replacement budget
- Training covers library management systems
- Schools develop student library monitors (building responsibility)
- Publishers offering low-cost educational component replacement
Challenge 4: Sustainability Beyond Funding
Risk: Programmes collapse when initial funding ends.
Mitigation:
- Two-year funding allows embedding into school culture
- Parent associations often adopt programmes (fundraising for expansion)
- Evidence of outcomes justifies ongoing school budget allocation
- Games are one-time purchases with multi-year lifespans (low ongoing costs)
What Success Looks Like: 2027 Goals
Programme designers established clear success metrics:
By September 2027:
- 1,000 schools operating sustainable gaming programmes
- 80%+ retention (schools continuing beyond funding period)
- Attainment improvements matching pilot results
- 5,000+ teachers trained in game-based pedagogy
- Comprehensive evidence base published in peer-reviewed journals
Stretch Goals:
- Programme expansion to additional 1,000 schools
- International interest and adoption
- Game-based pedagogy becoming mainstream educational practice
- Reduction in national engagement and behaviour challenges
What This Means for the Gaming Industry
Today's announcement has significant implications for board game publishers and designers.
Immediate Opportunities:
- Educational market expansion (1,000 schools purchasing 60-80 games each)
- Educational licensing programmes
- School-specific game designs
- Training and implementation consulting
Long-Term Implications:
- Legitimacy boost for strategic gaming
- Parental awareness increasing (children playing at school drive home purchases)
- New designer focus on educational mechanics
- Potential for bespoke curriculum-aligned game development
Several publishers announced educational divisions launching in 2025 to serve this expanding market.
Final Thoughts: A Watershed Moment
Today's announcement represents more than £4.8 million for games. It represents governmental recognition that play-based, engaging, student-centered learning deserves funding and support.
For decades, education policy swung toward standardization, testing, and direct instruction. Game-based learning—inherently playful, student-directed, and experiential—contradicted that trend.
This funding signals philosophical shift: engagement and enjoyment aren't opposed to learning—they're prerequisites for it.
"We're not abandoning rigour," clarifies Minister Finch. "We're recognizing that strategic thinking, problem-solving, and genuine engagement develop more effectively through well-designed games than through worksheets."
The 340 pilot schools proved this approach works. The 1,000 programme schools will demonstrate whether it scales.
If outcomes match pilot results, expect educational policy to shift significantly. If a £4,800 investment per school generates 23% maths improvement, 67% engagement increase, and 41% behaviour incident reduction, every school in England will want a piece.
But that's speculation. For now, 1,000 schools have an opportunity to transform learning through play.
Applications open December 10th. The revolution begins in February.
Will your school be part of it?
