This research project aims to uncover the perceived benefits and barriers of implementing playful learning beyond the Early Years Foundation Stage (EYFS) and into Key Stage One (KS1). The project focused on The Playful Learning Model (Mardell et al, 2016), using the model to identify areas of playful learning within interviews and document analysis. The aim was to use the research findings to offer an insight into whether playful learning is planned for and valued within four KS1 classrooms and whether there are any perceived barriers which hinder or prevent the implementation of playful learning in practice. Research findings concluded that the whole school and KS1 teachers planned for and valued playful pedagogies, but there remained a divide in whether participants thought they use playful learning within their classrooms. Increased training for early career teachers could prevent a lack of knowledge surrounding playful learning, ensuring greater knowledge surrounding teachers’ ability to identifying and effectively implementing playful pedagogies beyond the EYFS and into KS1.