Playtimes in English primary schools are a perennial and mainly enjoyable event. They are, however, largely overlooked in educational reform and have experienced 'benign neglect'. The paper presents the findings from a research project which investigated the playtimes of primary school children. Questionnaire data gathered by pre-service teachers focused on children's views of playtimes, including the role of adults, and the children's use of playground space. Whilst generally positive about their playtimes, a minority of pupils find playtimes challenging. Pupils recognise the complexity and challenge of the social expectations of playtimes. This paper proposes that perhaps the time is right now to focus anew on playtimes to consider whether change should take place, why and how this change might be effected.