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Jul 01
Love0
happy children lying

Outdoor play matters

By Education, environment, Family Farms, fun for children, Gardening, Green
by Jennifer Clary
Little Growers Farm

Children today face a brand-new frontier, defined by rapidly evolving technologies that have been baked into their lives since birth. While their Millennial and Gen Z parents fondly remember childhoods with books and hours spent in the playground, Generation Alpha children born between 2010 and 2024 are growing up with screens and touch interfaces as the predominant stimuli.

The UK’s Education Committee published an astonishing report just a few months ago which tracked a 52% increase in children’s screen time between 2020-2022, providing evidence that nearly 25% of children exhibit smartphone usage consistent with a behavioural addiction. This report also revealed that 20% of children in the UK between three and five years old have their own mobile phone! Back in the early 1980s when I was navigating young life, my time was spent kicking a ball around at the park or play acting with my younger brother. Technology fancier than Skip-It and Teddy Ruxpin was the furthest thing from my mind!

Recently I attended an Ignite Women in Business brunch hosted by the indomitable Natalie Montagnani. Many of the women in attendance were mums as well as business owners, so the conversation naturally touched on our collective concerns for Generation Alpha and, importantly, what we can actively do to support children’s healthy development and preparedness. The overwhelming consensus was to encourage more outdoor, hands-on and screen free play.

Here’s why:
1. Physical fitness matters
Being in nature encourages active play and normalises daily physical activity for children as an important, healthy habit. Yet more than 400 playgrounds have closed across our country since 2012, decreasing readily accessible outdoor areas for children. One of the greatest supports that parents can provide to children is seeking out safe, engaging outdoor locations for play. We are lucky here in Sussex as we have many places locally where children can run wild and play freely whether that be a beach, park or forest. After all, it doesn’t matter how technically proficient our offspring are if they’re physically unwell.

There’s an old adage “You have 1,000 problems until you have a health problem – then you only have one problem”. It’s true. Teaching children the benefit of prioritising physical fitness is a lifelong gift.

2. Executive function is developed, not inherited
Unstructured play time is the best way for children to build the skills to help them plan, prioritise, troubleshoot, negotiate and multi-task. Being outside gives children the opportunities they need to practise these vital skills.

3. Taking risks is necessary on the path to success
As human beings, we all need to take risks to achieve our goals. Taking risks can be uncomfortable, but when children are encouraged to push boundaries in their youth, they are better prepared to take big dream-building swings as adults! Climbing a tree, balancing on a log and other outdoor challenges build confidence and teach children that – even when taking a risk falls flat – the lessons they learn from failure are valuable and empower them to ultimately realise success.

4. Nature needs protecting
Having been born into a society that emphasises technology means that Generation Alpha will only learn to appreciate nature if we model the importance of environmental protection. Children who spend quality time playing outdoors are more likely to become adults who advocate for our planet. It is not a given that future generations will be able to walk in the woods, view animals in their natural habitats or play in a stream. Generation Alpha’s behaviours will largely dictate what becomes of our Earth and so it falls mainly to us, their parents, to provide this most important education.

5. Outdoor play boosts brain function for life
Research has shown that the increased oxygen levels from being outdoors enhances cognitive performance and that the expansiveness of nature provides a respite from the over-stimulation of indoor, screen-dominated spaces. Outside ‘brain breaks’ allow for improved information processing and better learning outcomes. So even if your child is a tech whiz destined for a career as a drone manager, cybersecurity expert, or virtual habitat designer, playing outside lays the strongest possible foundation for their future.

At the end of the day, I am not a Luddite. My own children, aged four and five, revel in Bluey and enjoy listening to GoKidGo podcasts like Snoop and Sniffy or Story Train from my phone while building with magnetic blocks. After all, I recognise that Generation Alpha is indeed facing a NEW frontier: one which old school Millennials like me are grappling to keep up with in real time and the full possibilities of which are almost impossible to imagine. Technology will undoubtedly transform the future in many positive ways as well as negative ones, and I certainly believe that there is a need to educate our young people about the realities of their world, from robotics to AI. But, as human beings, it is vital to remember that we are more than simply machines. Outdoor play is a key developmental experience and, despite exponential advancements in the tools we use, preserving this most foundational education for our children should be the highest priority.

Jennifer Clary is the founder of Little Growers Farm, a summer pop-up for art, science and play.

From making lava lamps to catching bubbles, there’s something for every family to enjoy

at Little Growers Farm! www.littlegrowersfarm.co.uk

Jul 01
Love0
baby in arms

Choosing care for under twos – What really matters

By Childcare and Nannying, Early Years, Education, Relationships
by Marsha Dann
Lead Teacher, Play B C Preschool

Choosing childcare is one of the biggest decisions a parent can make. Unlike with preschool-age children, where the benefits of socialisation and learning through play are often more obvious, sending a child under two to a setting can feel more emotional and uncertain.

Yet, with more families needing to balance work and care, the expansion of funding and increased awareness of the importance of early childhood development, high-quality provision for babies and toddlers has never mattered more. But what does ‘high-quality’ look like for the very youngest children, and what should parents be looking for?

A different kind of care
Caring for children under two is a vitally important job. The brain is developing at its most rapid rate and the wiring for emotional security, resilience and lifelong learning is being laid.

While environment and resources can enrich experiences, the most important thing to focus on is relationships. Very young children need warm, responsive, attentive adults who can tune into their needs, often when they cannot be expressed in words.

That is why the key person approach is so important. Each child should have an adult who forms a close, secure bond with them, gets to know their routines, and becomes a safe base for them from where they can explore their environment. Babies and toddlers feel safest when they know someone consistent, who is practically and emotionally available is caring for them.

When visiting a setting, ask:
• Who will be my child’s key person?
• What is your approach to settling in?
• How do you respond to children’s emotional needs throughout the day?

Look for teams who talk with genuine warmth and understanding about the children in their care. A well-organised rota or impressive curriculum means little if relationships are not at the heart of practice.

Nurturing the whole child
At this stage, learning does not look like reading or writing, but like exploration, imitation, repetition and lots of sensory play.

Young children develop through hands-on experience: mouthing, banging, pouring, crawling, climbing, and observing. Their muscles, coordination and cognitive abilities are all growing rapidly, and a good setting will reflect this through both their environment and adult-child interactions.

The best baby rooms are calm but active, warm but stimulating, and above all safe. Look for open-ended materials like baskets of natural objects, age-appropriate books, softplay zones, cause-and-effect toys and spaces for messy or sensory play. Outdoor access is especially valuable for crawlers and toddlers to explore safely in the fresh air.

Flashy equipment or over-stimulating gadgets are not necessary, babies will thrive on real-world experiences, warm conversation, and repetition.
Ask:
• How do you plan for children’s individual interests and development?
• Do babies go outside every day?
• What types of sensory and physical play do you offer?

Feeding, napping and routines
Consistency and routine are comforting to under twos, but they also need flexibility and responsiveness. Babies grow fast, and their needs can change rapidly. A good setting will blend a rhythm to the day with personalised routines.

Whether it is bottle-feeding, baby-led weaning, expressing, or adjusting nap schedules, look for a team that listens and works in partnership with you, individuality must be respected.
Ask:
• How do you manage different routines in the same room?
• Can I bring expressed milk / my child’s comforters / familiar sleep cues?
• How will you keep me updated during the day?

Communication is key
For parents of under twos, especially those leaving a baby in childcare for the first time, regular, meaningful communication is essential. Look for settings that prioritise updates, welcome conversation, and invite you into your child’s day. This might include handovers, learning journals, photos, or daily diaries but should always feel two-way, and not be just a formality.

Trust builds when you feel your child is truly known, and that you’re working as a team with their educators.

Staffing matters
Ratios and training are particularly important for babies or young toddlers. Legally, there must be one adult for every three children under two years, but good settings often go beyond minimum standards, especially during busy times of the day.

Equally important is the experience and stability of the team. Young children need familiar faces and confident, skilled adults who understand child development, attachment, and how to support emotional regulation.

Ask about staff turnover, training, and how the team is supported. High quality for under twos is built on a culture of care and continual reflection.

Making your choice
Choosing care for your baby or toddler is deeply personal. Trust your instincts when you visit a setting: Do the adults get down on the children’s level? Is the environment calm but engaging? Do you feel listened to, not just spoken at?

Opt for a setting where relationships, not routines, are at the heart of everything they do and you know your child will be seen, heard, and known.

Marsha Dann, lead teacher at Play B C Preschool, making every day a learning adventure in Wallington and Carshalton.
www.playbc.co.uk
info@playbc.co.uk

Jul 01
Love0
school line

A guide to transitioning from prep school to senior school

By Education, Relationships, Wellbeing
by Jessica.Musgrove
Burgess Hill Girls

The transition from prep to senior school represents one of the most significant educational milestones in a young person’s life. This period of change brings exciting opportunities alongside inevitable challenges.

A good senior school will aim to make this transition as seamless as possible, offering a supportive environment where students can flourish academically and personally. Whether your son or daughter is feeling nervous or eager about this next step, thoughtful preparation makes all the difference in ensuring a smooth and successful transition.

Understanding the transition
The shift to senior school involves much more than simply changing buildings or uniforms. Academically, pupils experience more structure with deeper subject-specific studies and heightened expectations for independent learning. While primary school may have emphasised broad knowledge acquisition, the senior school curriculum develops more sophisticated critical thinking and analytical skills.

Equally important is recognising the social and emotional journey ahead. Schools understand the importance of creating a nurturing community where new pupils integrate quickly and confidently. Experienced pastoral teams understand that navigating this social recalibration can be just as challenging as adapting to increased academic demands.

Developing essential study skills
The jump to senior school often reveals gaps in study skills that may not have been apparent previously. It’s important to support students to integrate effective time management, note-taking and revision techniques into their learning from day one. Most schools offer organisational tools like planners and digital resources to help pupils establish productive habits from the outset.

Head of Academic Progress at Burgess Hill Girls, Rohaise Flint, comments”The students who thrive most quickly are those who develop systematic approaches to their studies early on. Purpose-designed study spaces and consistent homework routines create an environment where students can reach their full potential.”

Goal setting for success
Rohaise Flint recommends that pupils establish both short-term and long-term goals. This practise not only boosts motivation but also helps pupils maintain perspective when challenges arise. Whether aiming for certain grades or developing greater confidence in particular subjects, the school’s individualised approach ensures every student receives the guidance they need to succeed.

Extracurricular engagement
Joining clubs, sports, arts programmes and societies are essential opportunities for social integration, skills development and personal discovery. Pupils who engage beyond the classroom consistently report a more fulfilling and balanced school experience.

Good schools like to encourage new pupils to try several activities during their first term before committing to those that most interest them. This exploration period allows them to discover new passions and connect with peers who share similar interests, all within a supportive community.

Building Resilience
Senior school inevitably brings new pressures – academic challenges, social complexities and sometimes, disappointments. At our school, developing resilience is central to its ethos. The school supports students in managing stress through regular physical activity, mindfulness practises, wellbeing days and ensuring adequate rest and recreation.

The pastoral team facilitates open conversations about challenges, normalising the difficulties of transition. Students are reminded that setbacks are natural and often lead to greater growth and self-awareness when approached constructively – a philosophy that prepares them not just for school but for life.

Nurturing social connections
Making new friends while maintaining existing relationships is one of the most important aspects of the transition. Our school has a house system, team activities and collaborative projects with the local community, each providing natural opportunities for social connection. The parent association organises informal gatherings with classmates and a vibrant calendar of school social events ensures every girl feels part of the community from day one.

Digital and resource readiness
At our school, we utilise state-of-the-art digital platforms for assignments, timetables and communications. Beginning September 2025, the school is implementing a 1-to-1 leased device programme, empowering students with flexibility in their learning environment while ensuring seamless access to all academic materials.

The parent’s role
As parents, striking the right balance between supportive involvement and encouraging independence can be challenging. At our school we partner with families through regular communication and parent workshops that provide valuable insights into supporting this transition. Also, an open-door policy ensures parents can always reach staff when guidance is needed.

Student testimonial from Charlotte W. Year 8
“I was incredibly nervous about moving up to senior school last year. After seven years at my small prep school, everything seemed so much bigger and more intimidating at first. But looking back, I can’t believe I was ever worried! During the first week, my form tutor organised these brilliant icebreaker activities that helped me connect with everyone quickly. The buddy system meant I had a peer who checked in regularly, which made navigating the school and new routines so much easier. What surprised me most was how quickly the teachers got to know me personally. My English teacher noticed I was quiet but had strong written ideas, so she encouraged me to join the debating club, which has completely boosted my confidence. The transition was an adjustment – I had to get used to moving between different classrooms and managing more homework – but the organisation skills we learned in the first term made a huge difference. Now I’m helping with this year’s new students, and it’s amazing to see them settling in just like I did. Coming to BHG has been the best decision ever – I’ve discovered talents I never knew I had!”

We believe a successful transition to senior school balances rigorous academic preparation with compassionate emotional support and engaging extracurricular opportunities. Our 120-year tradition of educational excellence, combined with its forward-thinking approach, creates an environment where every girl can thrive.

You are invited to experience the difference for yourself, with places available in both prep and senior school. Contact the admissions team today to arrange a visit and discover how the school transforms potential challenges into opportunities for remarkable growth and achievement.

To find out more about Burgess Hill Girls, please visit www.burgesshillgirls.com

 

Jul 01
Love0
skateboard lesson

They’re not broken – it’s their superpower potential

By ADHD and neurodiversity, Education, fun for children, Mental health, special educational needs
by Jack Francis
The Skate Club

How passion helps neurodiverse children discover their ‘superpowers’

A few months ago, I stood in front of 200 primary school children, sharing stories from my life – skateboarding down hills with Christmas trees strapped to my board, struggling to keep up at university and writing a book I never thought I’d be able to write. As I spoke, a boy turned to his mate and whispered, “I’ve got ADHD and dyslexia – like him.” That moment stuck with me. That small moment of recognition, pride even, is why I’ve been doing these assemblies.

I was diagnosed with dyslexia at university, and ADHD much more recently, as an adult running a skate school. Growing up, these weren’t framed as ‘superpowers’. At best, they were obstacles. At worst, signs of somehow falling short. I’d often been called bright, but that made it harder – like I had all the pieces, just not the ability to put them together.

It’s only in recent years that I’ve come to see how much of what I’m good at – from teaching, to coaching, to running a business – is tied to the way my brain works. My hyperfocus, creativity, energy and problem-solving skills aren’t things I’ve achieved despite my neurodiversity. They are my neurodiversity. And I’m not alone.

The power of passion
In every school I visit, there are children sitting quietly with heads full of big ideas, or legs bouncing under the table. Some have diagnoses, many don’t. They might struggle with reading, listening, or managing frustration – but the potential in those children is massive. What they need isn’t ‘fixing’. What they need is space to explore something they care about, something that lets them feel good at being themselves. For me, that thing was skateboarding.

Skateboarding gave me freedom. It wasn’t about winning or being picked for a team. It was about solving tiny physical puzzles – how to move, how to balance and how to land a trick. It was social but low-pressure. I could focus completely on what I was doing, fail over and over again and still feel proud of the progress. Looking back, skateboarding was the first place I truly felt capable.

Today, as a skate coach, I see the same thing in other children – especially those who are neurodiverse. Children who are anxious or fidgety, or who’ve been told they “Just need to focus,” often find a rhythm through skating. I’ve watched children go from nervously standing on a board to rolling down ramps on their own, grinning from ear to ear. Some of them go home and do their reading for the first time in weeks. It’s not about the trick – it’s about the shift in how they see themselves.

Reframing ‘difficulty’
One of the challenges for neurodiverse children today is that their journey often begins with being told what they can’t do. A diagnosis, helpful as it is, can also carry an unspoken message: you’re going to struggle. And yes, there may be challenges. But there are also advantages – and children deserve to hear that side too.

Dyslexic thinkers often have strong visual and spatial awareness, creative imagination and big-picture thinking. Those with ADHD may have intense focus (on the right task), incredible energy and rapid-fire ideas. Autistic children often bring attention to detail, emotional honesty and deep interests. But these traits only shine when we let children follow what they love.

That’s the heart of it: when a child finds their passion – whether it’s skateboarding, coding, storytelling or animals – it becomes a doorway into confidence. Passion gives purpose to their focus, structure to their energy and joy to their learning. And when a child starts seeing themselves as someone who can, not just someone who struggles, everything changes.

The adult’s role
As parents, educators, and carers, our role isn’t to tell children who they are – it’s to notice when they light up, and to help them follow that thread. Sometimes that means letting them try unusual things. Sometimes it means not pushing them to do what everyone else is doing. And sometimes it just means listening when they talk about something they care about.

Skateboarding might not be your child’s thing – and that’s fine. But something is. There’s something out there that lets them feel free, focused and fully themselves. Our job is to help them find it. Not to demand they perform, but to offer them the kind of support that says, “You’re not broken – you’re just different and that’s a strength.”

I still get overwhelmed. I still struggle with admin. I still forget things. But I’ve also built a skate school, written a book and coached hundreds of young people. And I’ve done that not in spite of my neurodiversity, but because of it.

So when your child gets obsessed with something, try not to brush off. Watch closely. That might just be the spark that helps them discover their superpower.

Jack Francis is the founder of The Skate Club and author of “How to Train Your Skateboard”, a beginner’s guide to skateboarding.
www.theskateclub.com

Jul 01
Love0
girl in forest

Let them climb

By children's health, Education, environment, fun for children, Green, Safety, Wellbeing
by Lucy Owen-Collins
Head of Adventures at Bee in the Woods

The powerful benefits of outdoor risky play

In an age of screen time, padded playgrounds and hyper-awareness of safety, it can feel instinctive to shout “Be careful!” every time your child climbs a tree or scrambles up a boulder. But what if, in our effort to protect, we’re holding our children back?

As parents, we want to keep our children safe, but research shows that too much caution can actually hold children back from vital developmental opportunities.

Risky play; those thrilling, uncertain, physical experiences like climbing, jumping from heights, balancing on logs, or exploring wild spaces – is more than just a childhood rite of passage. It’s a crucial ingredient in how children grow into confident, capable, resilient adults.

Author and childhood play advocate Tim Gill, in ‘No Fear: Growing Up in a Risk Averse Society’, argues that children need real opportunities to test their limits and take measured risks. When we support rather than suppress this kind of play, we empower children to become more aware of their bodies, make better decisions and develop lifelong emotional resilience.

The benefits of risky play
Physically, risky play helps children build strength, agility, coordination and fine motor control. Scrambling up a climbing frame, balancing on a log, or running across sand not only keeps children active – it enhances their core stability, posture and endurance.

Sensory development also thrives in outdoor play. Movements like spinning, swinging, rolling and balancing stimulate the vestibular and proprioceptive systems – key components in helping children understand where their body is in space. These experiences lay the foundation for everything from focus and attention to emotional regulation and coordination.

Cognitively, risky play sharpens problem-solving and decision-making. Children must assess their environment – “Is this branch strong enough? Can I jump that far?” – and adjust their approach in real time. This self-assessment builds independence and executive function.

Socially and emotionally, children learn to regulate emotions like fear and frustration, and to persevere after a fall or failure. When playing with others, they negotiate, take turns, lead and follow – all vital skills for life. Risky play also nurtures courage and self-esteem: there’s nothing like the glow of pride after scaling a tall rock or swinging across a stream.

Risk is not the enemy – danger is
There’s a difference between risk and danger. Risk is a challenge a child can see, consider and try to overcome. Danger is something hidden or poorly understood. As adults, our role is to assess the environment, offer guidance and stay nearby, rather than removing every possible hazard or stepping in too soon.

Forest School Leaders often use a ‘risk-benefit’ approach – recognising that the benefits of play with risk often outweigh the downsides when managed sensibly.

Supporting safe risky play: What parents can do
Instead of shutting down adventurous play, we can shift how we support it. Here are a few ways parents can help children assess risk:
• Talk it through: Ask, “What’s your plan?”, “How could you do that safely?” or “What’s your next step?” These questions should help children think critically and prepare.
• Model curiosity, not fear: Stay calm and positive, even when your instincts are shouting. You can always move closer or spot from a distance.
• Celebrate effort, not just achievement: Say, “You tried that really carefully” or “I noticed how you tested that first”, to reinforce thoughtful behaviour.
• Know your child: Every child has a different threshold for risk. Trust their instincts, but be there to encourage and, occasionally, challenge them.

What to say instead of “Be careful”
“Be careful” is vague and often ineffective. Try these alternatives:

• “Can you find a steady place for your feet?”

• “Use both hands.”

• “Take your time and notice what’s around you.”

• “What’s your plan if that wobbles?”

• “I’m right here if you need me.”

These phrases promote awareness, decision-making and reassurance without instilling fear.

Risky play in different environments: Safety tips
Outdoor environments offer rich, natural opportunities for risky play. Here’s how to support children’s exploration safely and confidently in a few common settings:

At the beach
• Water safety first: Teach children to respect the tide, watch the sea and stay within view. Watch for strong currents and always stay close when water is involved.
• Digging and climbing: Sand dunes and rock pools offer exciting climbing opportunities. Encourage kids to test ground firmness and wear shoes with grip.
• Sensory-rich play: Let children roll, bury, balance, and run. Sand is a great medium for physical and imaginative play, but remind children not to dig too deep or tunnel near unstable edges.

In the woods
• Tree climbing: Don’t lift children into trees to climb them – encourage them to understand their own abilities by climbing themselves. Encourage kids to “climb down as well as up”- if they can’t get down safely, they’re too high. Avoid trees with dead branches and teach children keep ‘three points of contact’ on the tree at all times (two hands, one foot/one hand, two feet)
• Sticks and stones: Playing with natural materials builds creativity and coordination. Teach children how to carry sticks safely (point down, away from faces).
• Rough ground: Roots, mud and slopes are ideal for balance and proprioception. Wear shoes with grip and support falls as learning moments rather than failures.

On climbing equipment or rocks
• Let them fall small: Risky play doesn’t mean no bumps or bruises, but small falls teach children to adapt and try again.
• Check surfaces: Sand, bark chips or grass under climbing equipment help cushion falls. Encourage safe jumping and always remind children to look before leaping.

Why it all matters
When we give children permission to play with risk, we do more than help them become physically stronger. We show them that we trust their judgment, believe in their resilience and honour their growing independence.

Let’s raise children who aren’t afraid to fall, try again and learn through doing. The outdoors is their natural training ground. So next time your child teeters on a tree limb or builds a fort from branches, take a breath and remember: this is childhood, exactly as it should be.

Bee in the Woods Kindergarten is a woodland preschool and community Forest School for three to seven year olds, based in Portslade and Stanmer Park in Brighton.
For more information www.beeinthewoods.co.uk

Jul 01
Love0
singing teacher

A musical childhood

By Education, Mental health, Music and singing
by Sarah Jones
Director of Prep School Music St Catherine’s

Head of Prep School Music at St Catherine’s, Sarah Jones, explains why she believes that music is such an important part of a primary school education. Music has been deeply woven into human culture for centuries, from the rhythmic beats of ancient drums to the intricate compositions of classical symphonies and the infectious tunes of modern pop.

For children, music is more than just entertainment – it plays a crucial role in their cognitive, social and emotional growth. In primary schools, where young minds are highly receptive, incorporating music into the curriculum provides benefits that extend well beyond the classroom. As education becomes increasingly focused on academic assessments, it is essential to acknowledge the importance of music education and preserve its place as a fundamental part of the primary school experience.

One of the most convincing reasons to incorporate music into primary education is its significant impact on cognitive development. Research consistently shows that music education enhances brain function in ways that boost academic achievement. Children who participate in music learning exhibit improved language skills, better memory retention and enhanced problem-solving abilities. For instance, playing an instrument requires the brain to decode complex symbols and translate them into physical movements, stimulating both the left and right hemispheres, which strengthens neural connections.

Additionally, music education is closely linked to improved maths skills. The rhythmic patterns in music closely align with mathematical concepts like fractions, sequencing and spatial awareness. As children practice these rhythms, they naturally reinforce their understanding of essential mathematical ideas in a fun and intuitive way.

Beyond academic benefits, music plays a significant role in supporting emotional and social development. In the early years of primary school, children are learning to navigate complex emotional landscapes and form social bonds. Music provides a safe and expressive outlet for emotions, allowing children to process feelings that may be difficult to articulate through words alone.

Group musical activities, such as choral singing or instrumental ensemble performances, encourage teamwork and cooperation. In these settings, children learn to listen to each other, maintain rhythm together and contribute to a collective goal. As well as being lots of fun, these experiences foster a sense of belonging and teach essential life skills like empathy, patience and collaboration. For many children, participation in musical activities boosts self-esteem and provides a sense of achievement, especially when they perform in front of an audience.

In an educational system with a focus on standardised testing, there is a risk that creativity might take a backseat. However, creativity is an essential skill for future success, and music education offers an ideal platform for its cultivation. Through music, children are encouraged to explore, experiment, and express their individuality. Whether they are composing original songs, improvising with instruments, or interpreting music in their own unique way, these activities promote creative thinking and innovation.

Moreover, music provides opportunities for cultural awareness and appreciation. Exposure to diverse musical traditions broadens children’s perspectives and helps them develop a deeper understanding of the world. Through music, they learn to value diversity and embrace a global outlook – qualities that are vital in today’s interconnected world.

Music education also plays a key role in developing fine and gross motor skills. For instance, playing an instrument demands precise finger movements, hand-eye coordination, and good timing. Even simple activities like clapping to a beat or dancing to music help improve physical coordination and rhythm. These motor skills are particularly important in the early years when children are honing their physical abilities.

Additionally, music and movement activities contribute to physical wellbeing. Dancing to music provides a fun and engaging form of exercise, helping to counteract sedentary habits and fostering a lifelong enjoyment of movement. This well-rounded approach to education recognises the connection between mind and body, supporting both physical and cognitive growth.

The benefits of music education extend well beyond the primary school years. Early exposure to music often sparks a lifelong passion for the arts, whether as a personal interest or a professional pursuit. Children who engage with music at a young age are more likely to continue enjoying and participating in musical activities throughout their lives.

Additionally, the skills fostered through music – such as discipline, perseverance and the ability to work toward long-term goals – are valuable in many other aspects of life. Learning to play an instrument or master a musical piece requires patience and consistent effort, teaching children the importance of hard work and delayed gratification. These lessons become essential as they grow and encounter new challenges.

Music is a cornerstone of a holistic education. Its benefits extend across cognitive, emotional, social, and physical development, nurturing skills essential for academic achievement and personal growth. In a rapidly evolving world, where creativity and adaptability are highly valued, the significance of music education cannot be overstated. By prioritising music in primary schools, we provide children with the tools they need to succeed while fostering a lifelong passion for learning and self-expression. A musical childhood is not only an educational asset – it is a gift that lasts a lifetime.

St Catherine’s Prep School extends a warm welcome to parents who would like to visit the school. Visit www.stcatherines.info to find out more about upcoming open mornings and arranging a visit.

 

Jul 01
Love0
happy baby in class

The challenges faced by the Early Years sector

By Childcare and Nannying, Early Years, Education
by Becky Chapman
Kiddie Capers Childcare

Over the past few months, the Early Years sector has been at the forefront of the media. A sector, which was already under significant pressure, now faces additional financial and operational challenges.

Early Years education is not only crucial to society, but research shows that children who spend longer in an Early Years provision, have better outcomes later in life. That’s why we fully support the expansion of government funding for children aged nine months plus from September 2025 – we’re one step closer to ensuring that every child in the country has access to high quality, affordable and flexible childcare that meets every individual’s needs.

The support that this expansion in funding brings to working families is fantastic – it’s hard to remember that just a year ago there was limited funding available to families.

But we felt it important to share an insight into life in Early Years, to ensure parents and carers understand some of the challenges we face in the sector daily.

Attending nursery is so much more than just ‘childcare’ – it forms the basis of their early learning journey and is fundamental to their future. Experienced practitioners deliver the Early Years Foundation Stage curriculum (EYFS), which covers birth to five years, ensuring all children in their care are exposed to critical life skills.

Here, we pride ourselves on developing a range of educational activities and outdoor adventures, led by children’s curiosity, to spark their imagination and foster a love of learning and the world around us. Through regular assessments, and parental involvement, we encourage independence and can further identify and support those with additional needs.

It’s no secret that rising costs have impacted everyone across the country, and the Early Years sector is no stranger to this. Rising operational costs, increases to minimum wage and employers’ national insurance contributions, alongside funding that doesn’t cover the true cost of a child’s place at nursery, have led to many businesses, some of whom have been operating for decades, sadly having to close their doors for the last time – often in the areas that need them the most.

Providers are facing tougher constraints from their local authorities in an already heavily regulated world, making it increasingly difficult to deliver high quality education within tight financial restraints. Providers must now balance these restrictions, such as how and when funding can be used, with the known financial impact to ensure their business remains viable. Providers want to remain as flexible as possible to meet the requirements of the families they provide such a valuable support to, but sometimes they are restricted. It’s important to check the fee structures and funding models for each nursery to check how much funding can be used per day based on the hours you require care for, as this will vary from nursery to nursery and will impact your total monthly invoice.

With the increase in funding available, providers are naturally seeing a decline in families who are paying for additional hours of care, leaving sometimes a significant gap in income. This has sadly left providers without a choice but to have to introduce a ‘consumables’ charge to go some way to help cover the costs that a nursery incurs, but government funding does not cover – such as snacks, nappies (where required) and external trips. This also allows nurseries to be able to continue to deliver vital sessions (such as Forest School), which are considered above and beyond the EYFS curriculum and so important to a child’s learning.

Early Years providers are having to adapt by being innovative, streamlining their operations and exploring new funding models whilst working to those strict provider agreements. Providers have had no choice but to pass on some of their increased costs to parents through fee increases, and necessary ‘consumable’ charges to support the delivery of the EYFS, or make a loss and ultimately face closure, something that no provider wants to do. It’s about survival and being able to continue to do what we love, providing a truly valuable Early Years education to the next generation.

Something that not many parents and carers will realise is that funding rates vary across the country. Yes, the government set out overall funding, but the hourly rates nurseries receive per child differs depending on your local authority.

Staffing to meet the needs of families is often another large concern for providers. Practitioners bring patience, creativity and empathy, but despite a recent Department of Education campaign, there is a distinct lack of qualified practitioners in the market and fewer people deciding that a career in Early Years is for them. Renumeration could be one factor, as this often doesn’t reflect the qualifications and skillset required for the role, or it could be the under-appreciated nature of the industry. We believe that happy staff = happy children, and that’s why we invest in our people as much as possible and have developed a sector leading benefits and renumeration package for our colleagues.

But it’s not all doom and gloom, working in Early Years is incredibly rewarding – no two days are the same and who wouldn’t want to work with children who are inquisitive and have such a love for life – we could all learn a lot from them!

We have no doubt that every family out there truly understands the value of a high-quality Early Years education and the integral part it plays in the UK education system – but there is a long way to go to ensure the sector is sustainable for the future.

In a sector which needs reform and significant further investment, we ask just one thing – please be patient and understanding. Everyone is doing their best and always putting the children first.

For anyone wanting to explore their funding options further, we recommend visiting the Childcare Choices website. It provides further information on entitlement, how to claim funding and other support available to parents (such as Tax Free Childcare) visit http://www.childcarechoices.gov.uk/whats-new

With settings located across Sussex, we’d love to hear from you – find out more about us at www.kiddiecaperschildcare.co.uk

 

Apr 23
Love0
ADHAD boy

Not everyone is “a little bit ADHD”

By Early Years, Education, family, Language, reading, Uncategorized

Expert psychologist tackles misunderstanding of growing condition

As the NHS grapples with an overwhelming rise in ADHD and autism self-diagnosis, Dr Selina Warlow, a leading psychologist specialising in neurodevelopmental conditions and founder of The Nook Clinic, is calling for an urgent shift in how we talk about ADHD. With more than 230,000 people in England now taking ADHD medication, and an estimated 2 million living with undiagnosed ADHD, she warns against dismissing the condition as “a quirky personality trait”.

Dr Selina is issuing a bold statement against the growing trend of trivialising ADHD as self-diagnosis soars across the country. Misunderstandings around the condition, she warns, risk dismissing the very real struggles faced by those affected. She points to the rise of ADHD being portrayed as ‘quirky’, could be a harmful narrative with social media platforms like TikTok contributing to misconceptions, where over half of popular ADHD videos contain misleading information.

ADHD is not a fleeting behaviour about being forgetful or fidgety, nor is it a fun social media trend – it’s a serious neurodevelopmental disorder that deeply impacts people’s lives. The casual remarks like “Isn’t everyone a bit ADHD?” belittle the real struggles individuals face in both personal and professional settings.

The NHS is reportedly struggling to meet the rising demand for ADHD assessments, with experts warning that mental health services can’t keep up. Since 1998, there has been a nine-fold increase in autism diagnoses and ADHD diagnoses are rising sharply. But, despite these statistics, ADHD continues to be trivialised, particularly through misleading content on platforms like TikTok – where 52% of the 100 most popular ADHD-related videos are inaccurate.

“The term ADHD is being thrown around as a quirk or personality trait,” Dr. Selina emphasises. “But for many, it’s a daily battle. Formal assessment and diagnosis and tailored support are critical to help people thrive, especially when nearly 80% of those with ADHD in the UK remain undiagnosed.”

With around 1 in 20 adults potentially living with ADHD, Dr Selina is calling for a national conversation grounded in facts rather than myths.“We need to move beyond casual self-diagnosis and ensure people who are struggling with symptoms of ADHD have access to assessments and support.”

Dr Selina’s expertise comes at a crucial time when the conversation around ADHD needs to shift from entertainment and myth to facts and support. She truly believes that we need to move beyond the stereotypes and support those living with the condition by recognising their strengths and providing the right support and care.

For further information about the Nook Clinic please visit www.thenookclinic.co.uk

Mar 26
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exam stree

Exam stress

By Education, Mental health
by Edmond Chan
Childline Practitioner

As we begin to welcome in the spring, the lighter evenings and warmer weather, as parents of school-age children, we also start to usher in exam season – a period which can bring with it anxiety and worry for parents and children alike.

Older children can sometimes be a bit more accustomed to the process of revision and exam preparation. But for children at primary school about to do their SATs, it’s often the first time they’ve experienced the examination process, and it can feel very daunting.

One 11-year-old girl* who contacted Childline told counsellors: “I’m stressing out about taking my SATs. It’s a lot of pressure and I worry I’ll be in the bottom set. My older siblings didn’t have to take them because of COVID. I feel like nobody understands or listens to me.”

Exams can be extremely stressful for children and cause them a lot of worry and anxiety. But there are some simple things you can do to support them and help them prepare.

Before the exam, you can help them take control by designing a revision plan together and building time for relaxation into it. If you’re not sure where to start, the BBC Bitesize revision planner can help you: www.bbc.co.uk/bitesize/articles/zn3497h

It’s important to remove any distractions so they can focus on their revision. Make sure they put their phone away and turn off the TV during their revision sessions to aid their concentration. You could even offer screen-time as a reward for revision time.

A good night’s sleep is really important, so make sure they go to bed early to get some rest the night before an exam. This will help them more than revising all night. And don’t forget to set your alarm to get them up and ready for school in plenty of time.

On the day of the exam, it can help to try and stay positive. Remind them all they can do is try their best. If they’re worried, they could try watching some funny clips on YouTube – laughing could help them feel less stressed.

They might say they don’t feel like eating, but ensuring they eat a good breakfast before they leave the house will help them feel energised and improve their focus. Drinking lots of water to stay hydrated is vital too, and if they start to feel stressed or anxious, suggest they try taking deep, slow, calming breaths in through their nose and out through their mouth.

During the exam it’s important they read the instructions on the paper before they start and ask if they’re not sure about anything. Remind them to take a moment to read the question and a few seconds to breathe before they start writing anything, to help them gather their thoughts.

If there’s a choice of questions, it might be best to start on the ones they know they can answer best, leaving some time to read over the answers at the end. If they get stuck, suggest they move onto a question that they can answer better.

When a child is worried, one of the most important things they can do is to talk about how they’re feeling. Talking can reduce the pressure and help them to feel more in control, so remind them they can come and talk to you about any worries they have. But if they find that difficult, they can talk to Childline, free and in confidence.

Children and young people can call 0800 1111 to speak to a trained volunteer counsellor over the phone or visit www.childline.org.uk to chat online using our 1-2-1 service.

You can find lots more advice and practical tips on the Childline website www.childline.org.uk/info-advice/school-college-and-work.

*Snapshots are based on real Childline service users but are not necessarily direct quotes. All names and potentially identifying details have been changed to protect the identity of the child or young person involved.

 

Mar 21
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happy mum ADHD

Five survival tips for an ADHD parent

By Mental health, Relationships, special educational needs
by Alex Partridge author and host of the ADHD Chatter podcast

As someone with ADHD, I know it enables me to do amazing things, but I also know it also holds me back in some areas. If you’re a neurodiverse parent, parenting forces you into those areas where ADHDers often struggle, such as organisation, planning and consistency.

With this in mind, here are five tips that I’ve put together with help from other ADHD mums and dads to help you survive the amazing, wonderful, challenging roller-coaster that is parenting.

1. Make sure your ADHD is well-managed
Having a baby to care for means the scaffolding we ADHDers put around us to keep stable can be in danger of becoming wobbly. You may need to add reinforcements, such as hiring a cleaner so you don’t have to think about housework as well as a baby.

You may also need to make adjustments to your daily routine so you can remain by your baby’s side. Instead of jogging outside, for example, you could exercise inside with the help of a YouTube video. If meditation is something you use to keep yourself stable, you may need to do it during the unpredictable moments of silence throughout the day, rather than your usual set time.

2. Protect your slots
Parenting author Kirsti Hadley shared a brilliant analogy with me, where you imagine that all humans have a cognitive load consisting of five slots. When we encounter something that puts a demand on us, one of the slots gets filled.

A neurotypical parent’s slots will fill up with demands such as: I need to change my baby’s nappy, I need to prepare my baby’s food, I need to give my baby some medication, I need to buy my baby new shoes or let’s plan a nice weekend trip away with my baby.

However, a neurodivergent parent’s slots will fill up with demands or questions such as: My baby’s screams are over-stimulating me, I need to remember the travel directions to the nursery, where did I put my car keys?, what will the other parents think of me? or I haven’t drunk any water today. Our slots get filled up much quicker because a lot of the demands that come with parenting are high ‘executive function’ demands.

The early stages of parenting put a lot of extra demand on our brains so it’s vital we protect our slots, especially in the early days. To do this, I’d advise asking for help – this automatically doubles your available slots! I’d also suggest prioritising social encounters that matter to you and declining ones that don’t.

3. Establish a structure
The word ‘routine’ sends a shiver down my spine, but it’s important to try to establish a structure that works for you. Use any quiet time in the evenings to plan the next day. What will your child be wearing? Where will they need to go?

An ADHD brain comes alive as the day progresses. Take advantage of your ‘evening’ brain by using it to plan the morning activities. There will also be fewer demands on you in the evening as the world is winding down, so there’s less chance of you being interrupted.

4. Don’t feel ashamed of screens
There’s a lot of shame surrounding children’s use of screens for entertainment, especially on social media, but it’s especially important for neurodivergent parents to ignore this narrative.

Back when we lived in tribes in small villages, parents had help looking after their children. These days, a lot of parents are left alone to do the job, so we should never feel guilty about using modern technology to help us create our own village. Having a moment to recharge your cognitive batteries will be beneficial to you, your mental health and your child.

5. Find time for you
This is important for every parent, but especially for neurodiverse ones. To help do this, use the anagram WEBS: W: Walk (go for a walk). E: Early morning routine (create a morning routine that includes solitude). B: Baths (have a hot bath in the evening). S: Stretch (incorporate stretching in your day when possible).

Every part of WEBS can be as big or as little as your time allows. A walk could be as simply as pacing the length of your kitchen a couple of times. A stretch could simply involve making the movement of picking something up from the floor more intentional.

It’s the intention that really matters, and that is to create a moment, no matter how small, where you can focus on nothing but the moment and relax. These little moments are really important because they provide a pause between the demands of parenthood and therefore help to minimise any overwhelming feelings.

What all these tips have in common is creating a parenting structure that works for you and your child, which doesn’t have to be one that follows conventional norms. When we stop thinking the ‘traditional’ way is the right way, we can begin to make simple accommodations within our neurodiverse households that will make for a happier environment – and much happier parents and children.

Alex Partridge is the founder of LADBible and UNILAD and the host of the ADHD Chatter podcast. His book Now It All Makes Sense: How An ADHD Diagnosis Brought Clarity To My Life is out now, published by Sheldon Press, priced £16.99.now it all amkes sense

 

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