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Dorset House

Why flexible educational support matters more than ever

By family, Relationships, special educational needs
by Michelle Catterson, Executive Head, Moon Hall Schools Educational Trust

The school run can be deceptive; from the outside it often looks as though every and another day of learning gets underway. Yet behind those gates are thousands of children experiencing education very differently.

Some arrive already exhausted from the effort it took to get there. Some are managing anxiety that others cannot see. Some are bright, capable young people whose needs are simply not being met by a traditional educational model. Others are attending part-time, struggling with attendance, or finding themselves increasingly disconnected from learning despite everyone’s best intentions.

For their parents, the challenge can feel both deeply personal and surprisingly lonely.

At Moon Hall, we speak to families every week who tell us a similar story. Their child is intelligent, capable and wants to succeed. But somewhere between potential and participation, something has become difficult.

The conversation around education often focuses on destinations: exam results, qualifications, university places and career pathways. What receives less attention is the journey itself and the growing number of children who need a different route to reach those destinations. The reality is that educational needs are becoming increasingly diverse.

Schools across Surrey and Sussex are working incredibly hard to support children with a broader range of needs than ever before. At the same time, many families are searching for meaningful support that sits somewhere between doing nothing and making a complete change of school.

Too often, specialist intervention becomes available only when challenges have escalated to a crisis point. Yet many children do not need a new educational placement, and they do not need to leave school entirely. What they need is targeted support, specialist teaching, greater flexibility and the chance to rebuild confidence before difficulties become entrenched.

Sometimes a child needs help navigating emotionally based school avoidance or they need specialist literacy intervention. Sometimes they require exam access arrangements, a quieter environment to learn in, or support to reconnect with education after a difficult period. Most importantly, they need to know that there is another way forward.

That belief sits at the heart of Moon Hall Connect.

Newly opened in Sussex (close to the Surrey and Sussex border), Moon Hall Connect has been created to provide flexible, specialist educational support for children and young people from primary age through to post-16.

Importantly, it is not a school – it has been designed to work alongside existing school placements and educational pathways, complementing the support already available rather than replacing it. Its purpose is not to take children away from education. Its purpose is to help them connect back into it.

Parents frequently tell us they spend countless hours researching options, advocating for support and trying to find services that truly understand their child. It can feel overwhelming, particularly when there is no obvious route to the help they need. Moon Hall Connect has been developed to help bridge that gap.

Through personalised programmes of support, children and young people will be able to access specialist provision for up to 18 hours per week, tailored around their individual needs and circumstances. For a primary-aged child, that might mean strengthening core literacy skills and developing confidence in learning. For a secondary-aged student, it may involve specialist intervention that enables them to remain engaged in education during a particularly challenging period. For post-16 learners, it could mean building the skills, qualifications and confidence needed to progress into further education, training or employment.

The common thread is that support is built around the individual rather than expecting the individual to fit a one-size-fits-all model.

Every child brings their own strengths, aspirations and challenges. When those differences are recognised and understood, remarkable things can happen; their confidence returns, attendance improves and anxiety reduces. Learning begins to feel achievable again.

Parents often tell us that the most powerful changes are not reflected in a report or assessment score. They are the moments when a child begins talking positively about school again or when they volunteer an answer in class or when they sit an exam believing they can succeed. When they start to see themselves not through the lens of difficulty, but through the lens of possibility.Those moments matter because education is about far more than academic outcomes alone – it really is about belonging and connection. All while ensuring that temporary challenges do not become permanent barriers.

Moon Hall Connect has been created in response to a clear and growing need across Surrey and Sussex. Families, schools and local authorities are all searching for solutions that are flexible, responsive and genuinely centred around young people.

The vision for Moon Hall Connect extends beyond individual pupils. Alongside specialist and flexible provision, the initiative will provide examination services and access arrangements, with future phases introducing therapeutic support, specialist assessments and a wider outreach programme for schools and communities.

The aim is simple: to create a network of support around children and young people, bringing together families, schools, specialists and local authorities to improve outcomes and expand opportunities. The name ‘Connect’ was chosen deliberately, as it reflects our belief that children thrive when they feel connected to learning, connected to their strengths and connected to the people who can help them succeed. It speaks to the partnerships that sit behind effective educational support and the importance of ensuring no family feels they are navigating challenges alone.

For every parent who has wondered whether there is another option, another layer of support or another route forward for their child, there should be. Education has never been about ensuring every child follows the same journey. It has always been about helping every child find their own.

And sometimes, the most important thing we can offer is a bridge between where a young person is today and where they are capable of being tomorrow.

To discover how Moon Hall Connect can support children and young people, and to explore the funding options available through schools, local authorities or private funding, please email connect@moonhall.co.uk

small Dorset House

Top tips for school open days

By Early Years, Education, girls school, special educational needs
by Kat Field, Marketing Campaign Manager, Lancing College

Choosing the right school for your child is a big decision, and attending an open event is one of the best ways to get a real feel for a school beyond its website or prospectus.

Whether you’re visiting a primary, prep or secondary/senior school, an open day gives you the opportunity to look around, meet staff and pupils, ask questions and, perhaps most importantly, get a sense of whether the school feels the right fit for your child.

It’s easy to be impressed by beautiful buildings, fabulous facilities or a long list of achievements, but the most important question is really simple – can you see your child being happy, confident and successful there?

Here are Lancing College’s 10 top tips for making the most of a school open event.

1. Start with your child, not the school

Before looking at results or reputations, think about where your child is most likely to thrive – academically, socially and emotionally.

Every child is different. Think about their personality, interests, strengths and areas where they may need support. The right school is not necessarily the one that looks best on paper – it is the one where your child can grow and flourish.

2. Take your child with you!

Your child’s reaction to a school can tell you a great deal. Do they seem curious, comfortable or excited? How do they interact with staff and pupils? Do they start asking questions of their own?

Give them the chance to get involved, whether that’s trying an activity, exploring the facilities or sampling the school food.

3. Pay attention to how the school makes you feel

The admissions process itself can tell you something about a school. Are staff welcoming? Do they listen? Are their answers thoughtful and candid? Do they seem genuinely interested in getting to know your child?

Trust your gut. Your overall impression is worth paying attention to.

4. Talk to the pupils

Current pupils can offer insights you simply won’t find in a prospectus.

Natural, honest answers can tell you a lot. Notice how pupils interact with each other and with teachers. This can reveal a great deal about a school’s culture.

5. Visit on a normal school day too

Open events are useful, but many schools offer individual tours or visits outside their main open events too.

Watch how pupils interact when nobody is putting on a show. An ordinary day can give you a valuable glimpse of what school life is really like.

6. Ask the questions that matter to you

Don’t be afraid to ask the difficult or practical questions. Depending on your child’s age, these might include reading and phonics, how children are supported, settling in and transitions, behaviour, pastoral care, homework, screen time, friendships or additional needs.

Think about your child and what matters most to your family.

7. Don’t choose purely on academic results

Academic results matter, but they are only part of the picture.

How does it stretch those who are very able? Support those who are struggling? Develop confidence and independence? Encourage pupils to think for themselves and discover what they are good at?For younger children, ask how the school builds strong foundations while nurturing curiosity and a love of learning. For older pupils, consider how it prepares them for life beyond the classroom.

8. Look beyond your child’s existing “thing”

Sport, music, drama and other interests matter, but don’t just ask what the school can offer your child now. Ask what opportunities there are to discover something completely new. The right school should broaden a child’s horizons, not just develop the talents they already have.

9. Consider the journey, not just the entry point

Think beyond the first year or two. How does the school support children as they grow in confidence and independence? How are pupils prepared for their next steps?

For younger children, this might include preparing for senior school. You are choosing a school not just for the child standing in front of you today, but for the child they will become.

10. Visit more than one school

Even if you have your heart set on a particular school, try to visit more than one. Seeing different schools gives you something to compare.

For state schools, catchment areas and competition for places mean your first choice is not always guaranteed.

For independent schools, selection works both ways: the school is assessing whether your child is also right for them.

And finally…

Your research shouldn’t stop when you leave the school gates. Read inspection reports and reviews, listen to other parents’ experiences (with an open mind) and, where appropriate, talk to your child’s current nursery or school. Look beyond the official information to get a fuller picture.

Most importantly, talk to your child. What did they like? What didn’t they like? What are they still talking about afterwards?

Choosing a school is a big decision, but it doesn’t have to be overwhelming. Take your time and focus on the environment where your child is most likely to feel happy, supported and inspired to learn.

To find out more about Lancing College Family of Schools please visit www.lancingcollege.co.uk

winter wonder

Winter wonders

By Early Years, environment, Forest School, fun for children, Mental health, Wellbeing
by Lucy Owen-Collins MBE, Bee in the Woods Kindergartens

Why the best gifts of childhood can’t be wrapped

At this time of year, it’s easy to get caught up in the pressure to buy more and do more. There are present lists, gift guides, stocking fillers and a steady stream of Instagram stories telling us what our children need to make the season more magical.

But when we think back to the things we loved most about our own childhood, I wonder how many of them came from a shop?

Perhaps it was walking home in the dark and seeing everyone’s Christmas lights. Making something at the kitchen table. The smell of something baking. Building a den. Staying in pyjamas all day. Or simply having the people we loved around us with nowhere else they needed to be.

The things that make childhood rich are often very simple: time, play, connection and a little bit of wonder.

The gift of time

Children live in a busy world. Nursery or school, clubs, appointments, errands and the everyday rush of getting everyone where they need to be. The festive season can easily add another layer of busyness.

Yet children need time that isn’t organised for them. Time to become absorbed in something, to follow an idea, to get bored and work out what to do next. Play doesn’t always happen instantly. Sometimes children need to potter for a while before the really interesting stuff begins.

The winter holidays can offer a rare opportunity to slow the rhythm of family life. We don’t necessarily need to fill that space. A morning with nowhere to be can be a gift in itself.

The gift of play

It is tempting to think that good play requires good toys. In reality, children are remarkably good at finding fun play in ordinary things.

A cardboard box can become a sleigh, a house or a spaceship. Sticks can become a campfire, tiny people or ingredients for woodland soup.

Blankets over the table become a den. Mud, water, stones, pinecones and leaves offer possibilities that no adult has predetermined.

This kind of open-ended play matters because the child, rather than the toy, has to provide the ideas.

That doesn’t mean toys are bad, of course. There is something wonderful about choosing a present you know a child will love. But perhaps alongside asking, “What can I buy them?” , we can also ask, “What might give them more opportunities to play?”

Sometimes the answer is simply time, space and permission to make a mess.

The gift of nature

Winter can make getting outdoors feel like more of an effort. There are coats to find, gloves that mysteriously disappear and somebody will almost certainly announce that they need the toilet just as everyone is finally ready.

But once we get outside, winter has its own kind of magic.

Puddles become ice. Breath turns to clouds. Bare trees reveal nests hidden all summer. Mud freezes and crunches beneath our feet. There are tracks to discover, berries to spot and, if we are lucky, frost or snow to transform a familiar place completely.

Children notice these tiny seasonal changes when we give them time to look.

Outdoor adventures don’t have to be elaborate either.

A ten-minute torch walk after tea can feel enormously exciting to a four-year-old. So can drinking hot chocolate outside, jumping in puddles or visiting the same tree each week to see what has changed.

The important thing isn’t how far we go. It is that we go together.

The gift of connection

Perhaps this is the one children need most.

Connection happens in small moments: stirring a cake mixture together, reading the same story for the hundredth time, collecting sticks, chatting on a walk or listening properly to a very long explanation about a particularly interesting stone.

Through these ordinary moments, children build their sense of belonging, security and confidence.

And connection is not only between people. Childhood is also a time when relationships with places are formed. The woods we visit again and again, the park where we know the best climbing tree, the beach where we collect treasures. Familiar places with people we love become woven into our memories.

A little winter wonder

If you’re looking for things to do together this winter, they needn’t cost very much at all.

Make natural decorations. Collect fallen twigs, pinecones, seed heads and leaves and turn them into stars, wreaths, garlands or decorations.

Go on a winter treasure hunt. Can you find something prickly, something smooth, something red, something tiny, something that smells interesting and something an animal might eat?

Take a torch walk. Explore somewhere familiar after dark. Notice how different everything feels and listen for sounds you might miss during the day.

Make a winter potion. A bowl, water and a wooden spoon are all you need. Add leaves, mud, herbs, sticks or anything else children discover outside. There is no correct recipe.

Start a tiny winter tradition

A Boxing Day walk, hot chocolate outdoors, making decorations from nature or an annual torch walk.

Traditions don’t have to be grand to become precious.

The festive season with children can come with a great deal of pressure to make everything magical. But perhaps we don’t need to manufacture quite so much magic for them.

Children are very good at finding it for themselves.

It is there in the frozen puddle, the cardboard box, the flickering fire, the stick that becomes a wand and the familiar hand tucked into theirs on a cold winter walk.

This season, alongside the presents we wrap, perhaps we can leave a little more space for the things that can’t be wrapped at all.

Time. Play. Nature. Connection. They might just be the gifts our children remember.

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

peppa pig

Peppa Pig helps to reach parents with Early Years advice

By Early Years, Education

Millions of parents of children under four years old can now access trusted, NHS-approved early years advice thanks to a new government-backed series featuring Peppa Pig’s beloved family. A landmark campaign from the Department for Education, the Department of Health and Social Care, and Hasbro is bringing government and NHS-approved Early Years advice to parents through Best Start in Life, the government’s online hub for families.

The collaboration sees the UK Government team up with the much-loved Pig family, who star in bespoke animations available on the Muddy Puddle Parenting YouTube channel (Peppa Pig’s official channel for parents).

In the animations, Mummy and Daddy Pig explore common questions and challenges of being a parent – from infant feeding to early learning and preparing for school – while guiding families to visit www.BestStartinLife.gov.uk for trusted advice. There, they can also find details of local Best Start Family Hubs offering in-person support.

The latest in the animated series – created by production company Pink Static – recently launched on Muddy Puddle Parenting. The video guest-stars early childhood development expert Professor Sam Wass of the University of East London, featuring live-action scenes filmed at the University’s Institute for the Science of Early Years and Youth. In the episode, Mummy and Daddy Pig really struggle to soothe a crying baby Evie, and call on Professor Wass for expert advice and reassurance.

Olivia Bailey, Minister for Early Education says:“Through our Plan for Change, we want to support families to get a record share of children school-ready by the age of five. Peppa Pig has been part of family life for a generation. When parents are already turning to her world for comfort, routine and reassurance, it makes sense to meet them there. This campaign uses familiar characters to guide parents towards trusted, NHS-approved advice, whether they’re navigating sleep, feeding or early learning milestones, through Best Start in Life and local Best Start Family Hubs. By making support easier to find and easier to trust, we’re helping parents give every child the best start in life, wherever they grow up.”

A new advertising campaign on ITVX video-on-demand, featuring the first ‘Parent Coaster’ animation was created exclusively for the campaign. Peppa Pig’s large presence across retail and attractions will also be harnessed by the campaign by placing Best Start in Life resources directly into parents’ hands – through eye catching leaflets in Peppa Pig stores and at Peppa Pig World in Paultons Park.

Professor Sam Wass, Director of the Institute for the Science of Early Years at the University of East London, who stars in the latest animation, adds: “Parents play a vital role in shaping their child’s development during the early years. Simple, everyday interactions – like bonding, chatting and playing – can make a big difference, helping children build the skills and confidence they need to start school ready to learn. To support parents, it’s essential that trusted information and professional advice are easy to access, both online and within local communities.”

Since launching in October 2025, Best Start in Life has made a significant impact with its debut campaign film The Story of You, scripted by children’s author Camilla Reid and starring famous parents. Now a mum of three, Mummy Pig appeared alongside Oti Mabuse and Billie Shepherd, – achieving more than 500,000 views across social channels to date.

Esra Cafer, Global Franchise Strategy & Management, Preschool & Fashion at Hasbro says: “The Peppa Pig family continues to represent real-world family life and all of its joys and struggles, resonating with parents and preschoolers everywhere. With characters that reflect the campaign’s target audience, this campaign demonstrates how much storytelling and trusted characters can do to support parents with information that really matters.”

Health Minister Baroness Merron adds “Peppa Pig is already a familiar face in living rooms across the country, loved by millions of young children and their families. This campaign is a brilliant opportunity to reach parents with trusted NHS-approved advice to help give every child the best start in life.”

Find out more at www.beststartinlife.gov.uk

 

young girl tying shoelaces

Getting your child ‘school ready’

By Education, Primary school, Relationships

There has been a lot in the press recently regarding fewer children being ‘school ready’. More children are starting school without being toilet trained and are finding the school environment difficult to cope with. Below, Barnardo’s charity offers their advice.

Being ready for school does not mean your child needs to be able to read or write their own name. Although it’s great if they can!

There are some practical skills that will make life easier for your child when starting school:

• Putting on their coat

• Using the toilet on their own

• Sitting at a table to eat

Your child will learn to read and write in school. Their teacher will help them to progress at their own level. Have fun with your child in the preschool months and years by:

• Sharing stories

• Playing games together

• Singing songs

• Talking together

Getting your child used to being away from you

This is less likely to be an issue if your child already attends a childcare setting, but starting school is a big step. Don’t worry if your child is tearful and clingy for the first few days – it’s quite normal. Although you might feel terrible leaving them, they will most likely be playing quite happily within a few minutes.

If they haven’t spent time away from you, try looking for chances to leave your child with other people such as friends, family or play dates. Your child needs to learn that when you leave them you will come back. This way they can relax, have fun, and continue learning when you are away.

Helping your child share their needs, feelings and emotions

Your child is learning and developing fast. You can help them have the right words and phrases and the confidence to ask for help. The teachers will support your child in the classroom.

Help your child to ask for help if needed. For example: “What would you say to your teacher if you needed help with going to the toilet/putting on your shoes?”

Remember to encourage the use of “please” and “thank you”.

Self-care

Using school toilets can be a big challenge for little people. Ensuring your child can use the toilet will help them. They need to wipe themselves clean and wash their hands afterwards.

Children learn this skill at different times. If the time comes to start school and they still need some support, talk to the classroom teacher. Help your child to use the words they will need to ask for help. Sitting on the toilet and shouting “finished” isn’t going to work!

Little accidents are common for children in a new, exciting environment. Pack a spare set of underwear and make sure they know where it is. Do not pack new underwear that your child has never seen before. They may deny that the pants belong to them and refuse to put them on!

Washing hands

Teach your child to wash their hands and chat about the importance of good hand washing with soap and water.

There are other things that will make life easier for children once they start school such as being able to dress and feed themselves and sitting still and concentrating for a short amount of time.

If your child is starting school in September the full article is worth reading and is available at https://families.barnardos.org.uk/

girls sport

Sport – so much more than just winning

By Education, environment, fun for children, Sport
by Dennis Smith, Sports coach and mentor to young athletes

Helping to build confidence, character and a love of learning

For parents of children aged eight to 11, sport often becomes an important and exciting part of family life. Whether it is football, swimming, tennis or athletics, these early years are not about producing elite performers – they are about building strong foundations for life.

At this age, children are developing not just physically, but emotionally and mentally. Sport, when approached in the right way, can play a powerful role in shaping confidence, resilience and positive attitudes towards both school and life.

More than just winning

It is natural for children to enjoy winning and competition can be healthy. However, the real value of sport at this age lies in what children learn along the way.

Through regular participation, children begin to develop:

• Confidence from trying new skills.

• Resilience when things don’t go their way.

• Social skills through teamwork and communication.

• Emotional control in both success and disappointment.

Research shows that sport supports not only physical health but also mental wellbeing, helping to reduce stress and build self-esteem in young people. For young children, these benefits are far more important than results or rankings.

The parent’s role: Quietly powerful

Parents play a crucial role during these formative years.

Children often look to their parents first after a game or training session. A simple comment can shape how they feel about their performance – and themselves.

The most effective approach is surprisingly simple:

• Focus on effort, not outcome.

• Encourage enjoyment, not pressure.

• Ask supportive questions like: “Did you enjoy it?” or “What did you learn today?”

Studies show that children value parental support, but the manner of involvement matters greatly. Positive encouragement helps children enjoy sport more, while too much pressure can reduce confidence and enjoyment.

Balancing sport and school work

One common concern for parents is whether sport takes time away from academic school work.

In reality, the opposite is often true. Sport helps children develop habits that transfer directly into school life:

• Concentration

• Discipline

• Time management

• Goal setting

There is growing evidence that children involved in sport often perform better academically and develop stronger cognitive skills. The key is balance – ensuring that sport supports, rather than competes with, schoolwork.

Building confidence that lasts

Between the ages of eight and 11, children begin to form their sense of identity. Sport can play a major role in shaping how they see themselves.

A child who feels:

• Supported

• Encouraged

• Free to make mistakes

…is far more likely to develop lasting confidence.

Importantly, sport should remain a positive experience. Research highlights that children are more likely to continue in sport – and gain long-term benefits – when they feel enjoyment, belonging and support from both coaches and parents.

Avoiding common pitfalls

Modern youth sport can sometimes become overly focused on performance, selection and competition.

For younger children, this can lead to:

• Anxiety

• Loss of enjoyment

• Early dropout

The most successful long-term approach is to keep sport:

• Fun

• Varied

• Development-focused

Children at this age do not need early specialisation – they benefit from trying different activities and developing a wide range of skills.

A simple guiding principle

If there is one principle parents can follow, it is this: At this age sport should build the child – not test the child.

When children feel supported, enjoy what they are doing and are allowed to grow at their own pace, they develop not only as young athletes but as confident, balanced individuals.

The habits, attitudes and confidence built during these years often stay with children for life.

As parents, the goal is not to raise the next professional athlete – it is to help children develop:

• A love of activity

• Strong character

• A positive mindset towards challenges

Get that right, and both sport and school work will benefit.

Dennis Smith is a former Head of Physical Education and sports coach who has worked with young athletes for many years. He now provides guidance for parents supporting children in sport. For further information please email: scholarlyachievement@gmail.com

family forest school

The power of small nature moments in childhood

By Education, Forest School
by Katie Stacey, The Wild Shift

On the way home from school, my children and I stop at our local village fountain. We check to see if the frogs are there. Sometimes they are sunbathing on the warm stone, plopping into the water if we get too close. Sometimes we spot a pair of beady eyes breaking the surface. Sometimes there are none to be seen. Either way, we pause for a minute before heading home.

It’s a tiny ritual in our day, barely long enough to delay the journey. But over time it has become incredibly important. A marker between school and home.

Moments like this have reshaped how I think about children, nature and family life.

Many families today feel enormous pressure to give their children the ‘right’ childhood. Sports clubs, outdoor activities, forest school sessions – all wonderful opportunities. Yet even with full calendars, many parents sense something is missing. Children can remain restless, overwhelmed or easily frustrated despite having plenty to do.

I have come to realise that the answer is simpler than we think.

The pace of modern childhood

Modern childhood moves quickly. Children’s nervous systems are still developing and rely heavily on the environment to regulate emotions and attention. When life becomes overstimulating, children can struggle to settle or manage big feelings.

Time outdoors has long been associated with improved wellbeing and focus in children. Fresh air, natural light and open space help the brain shift out of a constant state of alert.

But often parents feel they need to offer grand outdoor adventures to fulfil this. What I have learnt is that the most powerful moments in nature are often the simplest ones, repeated.

Small moments, repeated often

I have come to see that there is a difference between doing outdoor activities and living with nature as part of family life. Activities tend to be scheduled. They have a start time, an end time and often an element of achievement.

Nature rhythms live in the small pauses between things – noticing the sky while walking to school, stopping to watch birds, feeling the rain on your cheeks before getting into the car.

Our stop at the frogs is one example. It takes only a minute or two, and some days we see nothing at all. Yet the repetition has made it meaningful.

These small pauses create something important: shared attention. It doesn’t have to look the same each time – simply noticing the natural world together is enough.

Over time, I began to think of this approach as nature-led parenting – not treating nature as an activity to organise, but allowing it to shape the rhythm of everyday life.

When a parent pauses to notice something small – a beetle crossing the pavement, the changing light in the sky or birds singing – it signals that curiosity and attention are worthwhile.

Nature invites a slower kind of noticing. Psychologists call this ‘soft fascination’ – attention that restores mental energy rather than draining it. It’s why nature rhythms can shape how we respond to stressful moments. When we anchor ourselves in the natural world, our capacity to respond with greater calm and clarity expands. For children, these moments help settle emotions and help restore focus.

Nature is closer than we think

Early in my career as a wildlife storyteller, I specialised in urban wildlife, helping people notice nature in unexpected places.

One morning my husband and I found a coot’s nest tucked beside a canalboat in London, built almost entirely from scraps of plastic and twine. Commuters hurried past, but when a few people stopped to look with us, something shifted. Shoulders relaxed. Faces lit up with surprise that something so alive and wild was unfolding in the middle of the city. Moments like that remind us that nature is rarely as far away as we imagine. Often it is simply waiting to be noticed.

Doing less, but more often

In those early years parenting my own two boys, I fell into the trap of thinking that the moments that mattered most for my children were the big ones – long hikes, wild landscapes or carefully planned days outdoors. But I soon began to notice that the real shifts came from smaller moments, experienced more often.

One afternoon when I wasn’t feeling well, I suggested staying inside to watch a film instead of going out. My boys looked at me as if I had suggested skipping dinner.

Somewhere along the way, those small scraps of outdoor time had become as essential to them as food. Not because I insisted on it, but because we had repeated it.

The power of everyday nature

Parents today carry enormous pressure to create the perfect childhood. But nature does not require perfection or elaborate plans. A short walk around the block. A pause to watch clouds or notice birds overhead. These encounters may last only a minute or two, yet they can become anchors in the day – reminders that childhood does not need to be carefully organised to be meaningful.

Perhaps the most powerful thing we can offer our children is not another activity, but the willingness to pause and notice the world alongside them.

Katie Stacey is a writer and nature-led parenting mentor, and founder of The Wild Shift. To find out more please visit www.thewildshift.com

toddler crawling

Early movement

By children's health, dance & Art, Education, Exercise, fun for children, Mental health, Playing, Relationships, Sport, Theatre
by Alice Liley, TumbleTots Worthing

Movement is one of the many ways babies and young children start to understand the world around them. Think about a baby rolling all the way over for the first time, or a preschooler jumping around with excitement. These moments aren’t just cute, they’re important steps in your child’s development. As parents, we have the joy of cheering them on as they master the basics and gradually build skills like balance, climbing and agility. These skills don’t just help them stay healthy, they also help with thinking, learning, managing feelings and making friends.

It’s good to remember that every child moves in their own way and at their own pace. Some babies might crawl early, others might take their time. What matters most is giving them lots of relaxed and engaging chances to play and spaces to try new things, so they can build confidence and learn new skills whilst having fun with you.

Agility might sound like a skill reserved for athletes, but in reality, it is simply about moving with control and adapting to new situations. Babies begin by crawling, then cruising and then walking. Children build their agility by learning to adapt their skills – crawling under tables, climbing over cushions and reacting to the space around them. Games like chase, dancing or dodging obstacles helps them to get better at moving as well as teaching them how to play with others as they grow.

Balance is fundamental to physical development. Babies start working on balance as soon as they learn to sit up and roll. As they grow, playing on uneven ground, stepping over toys or kicking a ball all help build their core muscles and balance. Letting your child play and move on their own, without holding their hand too tightly, helps them trust their bodies and become more independent in balance.

Climbing is another valuable way to develop strength and problem-solving skills. Whether your child is pulling up on the couch, climbing stairs or exploring a playground, they’re learning to plan their moves and judge distances. The goal isn’t always to climb the highest, but to let your child try new challenges independently that fit their abilities. You can help by giving them safe places to climb on their own, starting with simple things and moving up as they get stronger.

When babies and young children are moving, whether they’re rolling, crawling or walking, they’re getting feedback from all their senses. They feel where their body is, look around to judge how far things are, and learn by trial and error. This helps them figure out how to control their bodies, which is important for future skills like getting dressed, writing and team sports. You can help by making sure their clothes and play spaces let them move easily. Soft mats to roll on, bare feet as much as possible and plenty of room to explore can all make a big difference.

Every child benefits from opportunities to move and explore, regardless of their abilities or background. Creating welcoming environments, offering choices and focusing on what your child can do helps build a positive and inclusive experience.

Early movement also plays a key role in brain development, laying the foundations for future learning, hobbies and even careers. Each new movement is an opportunity to experiment, make mistakes and try again. Building resilience and self-esteem along the way.

Movement is also a powerful way for children to connect with others. Playing games, chasing friends and joining group activities teaches cooperation, turn taking and social skills. When movement is fun and accessible for all, children are more likely to share their games, explore together and discover the fun in shared activities.

When children feel safe and supported, they are more willing to try new things. Respecting their comfort zones while allowing them to take the lead helps build independence and confidence. In the early years, movement shapes how children grow, learn and see themselves.

By encouraging skills like balance, agility and climbing, you are helping your child develop into a confident and resilient person. The best thing you can offer is a wide range of opportunities to move and play, creating a strong foundation for a happy, healthy future.

Booking Tumble Tots Worthing classes helps your child build confidence, coordination, social skills and fitness while having fun in a safe environment together.

To find out more please visit www.tumbletots.com/worthing

pregnant mum

Why UK politicians need to rethink how to improve our maternity services

By baby health, children's health, Education, Health, Mental health, Osteopathy and cranial Osteopathy
by Lorin Lakasing, author of Delivering the truth: Why NHS maternity care is broken and how we can fix it together

Soon after his appointment as Health Secretary, Wes Streeting described NHS maternity care as a “cause for national shame”. He promised regular meetings with bereaved families, ordered a rapid investigation and appointed Baroness Amos to chair it. These promises sound compassionate and decisive. But they’re also precisely the kind of promises that have prevented real improvement in maternity services for decades.

The tragedy is that politicians know this. They understand that real reform takes time. But the political incentives push them towards theatrical gestures rather than the tedious groundwork needed to effect real change. Worse still, each new government feels compelled to revise or rebrand their predecessor’s initiatives, ensuring that even well-intentioned reforms never have time to embed properly.

When politicians get it right

Occasionally politicians put clinical outcomes before credit. Jeremy Hunt’s stillbirth reduction initiative stands out precisely because it was designed to outlive his tenure as Health Secretary.

The UK had one of the highest stillbirth rates in the developed world – a genuine cause for national shame. The vision was good but unfortunately remained unachieved because resources were spent on implementing processes rather than on frontline care where the action to achieve results really talks place. But it got closer than most.

A non-maternity example is the introduction of the NHS itself in 1948 which was a cross-party achievement that took years to implement. Aneurin Bevan knew he was creating something special that would take decades to mature and admitted from the outset that it would need tweaks along the way, something that many have forgotten when we discuss the NHS today. The political consensus that created and sustained the NHS through its early years is exactly what’s missing now.

Learning from others

Politicians seem quick to cite but slow to understand successful global healthcare models. For example, the Nordic maternity outcomes – amongst the best in the world – were not achieved through naming and shaming units or constant reorganisation. It was through boring and consistent work across political divides. Norway invested in continuity of care models where the same midwife plans tailored care and works with women through pregnancy, birth and postnatal care. This took years to implement and required significant restructuring. But they stuck with it through multiple governments because they agreed the evidence supported it, regardless of who proposed it.

Similarly, Finland’s maternity package system, also known as the ‘baby box’, introduced in 1938 and refined continuously since. Every pregnant woman receives a box containing essential items for their baby, but more importantly, they only get it if they engage with maternity care from early in gestation and attend regularly throughout the pregnancy. This simple intervention, sustained across eight decades and countless governments, helped Finland achieve one of the world’s lowest maternal and infant mortality rates.

More recent examples include New Zealand which restructured midwifery care in the 1990s to allow for autonomous midwifery practice which was controversial, took years to implement, and required sustained cross-party support. Or Estonia where maternity services were transformed after independence and the country now boasts better outcomes than the UK despite spending less per capita.

The key? Political consensus that maternity care programmes should transcend party politics. No incoming government scrapped them to make their mark. No opposition attacked them for political gain. They understood that consistency mattered more than credit.

The cross-party solution

Here’s what should really shame politicians. We’re not facing unique challenges. We’re not poorer than countries with better outcomes. We just refuse to learn from them and implement what works because it doesn’t fit our political culture.

What the NHS needs – and what many of my frontline colleagues advocate – is to take maternity services out of the political cycle altogether. Create a cross-party commission responsible for long-term strategy. Basic healthcare shouldn’t swing wildly based on electoral results.

This isn’t unprecedented. The Low Pay Commission, which sets minimum wage rates, operates across party lines with remarkable success. The Office for Budget Responsibility provides independent economic forecasting that all parties accept. The Committee on Climate Change shapes long-term environmental policy beyond electoral cycles.

A similar body for NHS maternity services could see politicians from all parties working together, advised directly by practising clinicians.

We need to move away from partisan politics and the pointless bureaucracy this promotes because this approach has not served us well.

Practical steps politicians could take tomorrow

If politicians genuinely want to improve maternity services rather than just appearing to, here’s what they could do immediately:

First, establish a cross-party agreement that maternity services are off-limits for political point-scoring and establish cross-party governance of the NHS with direct input from frontline clinicians.

Second, commit to ten-year minimum timescales for major reforms. If you’re restructuring teaching, training, teamwork, introducing clinical safety strategies that are fit for purpose, implementing effective staff management, and risk profiling patients properly, this will take decades to embed before results can be evaluated or processes altered purposefully.

Third, take advice from global healthcare models with better outcomes and check if this can be applied to the NHS model. Recognise that changes in practise can only be achieved through education and support, typically by senior colleagues in active practice not by directives e-mailed to shop floor staff sent by managers working from home.

Fourth, create ring-fenced funding streams for frontline maternity services that can’t be raided for managerial processes.

Fifth, recognise that change for the sake of change wastes resources and concentrate on implementing ones that are of proven value instead. Conversely, it is important to find the courage to abolish those that have not proven their worth.

Real political courage isn’t promising bereaved families that you’ll fix everything quickly. It’s admitting you can’t. It’s explaining that meaningful change takes decades, that you’re starting work others will finish, that you need their patience rather than their votes.

Politicians can either continue the current approach – theatrical debates, impossible promises, constant reorganisation – and watch maternity services deteriorate further. Or show genuine leadership by admitting the political system itself is part of the problem because it forces the service to be constantly re-organised in a way that is not necessarily beneficial to patients.

Families deserve better than political theatre and NHS maternity services don’t need more political promises. They need politicians with the humility to learn from others, the courage to commit to long-term solutions, and the integrity to put mothers’ and babies’ lives before their political careers.

The current approach isn’t just failing to improve maternity services, it’s actively preventing the implementation of strategies that could save lives. And that truly is a cause for national shame.

Dr Lorin Lakasing is an NHS consultant in obstetrics and fetal medicine. She draws on her 30 years of clinical experience in maternity care to give an insider’s view of the current worrying situation and its development, and suggests how we might move towards the safe, effective NHS maternity service that everyone deserves. Her latest book, ‘Delivering the truth: Why NHS maternity care is broken and how we can fix it together’ is about the stories behind the headlines.

For further information please visit www.lorinlakasing.com/publications.html

learning youngster

The great outdoors The benefits of extending learning beyond four walls

By Early Years, Forest School
by Karen Borley, Senior Education Advisor, N Family Club

Trends from Natural England surveys have found that over 60% of children now play mostly indoors at home, and that direct contact with nature has halved in a single generation, suggesting that modern children are facing a ‘nature deficit’.

While indoor playrooms provide vital learning experiences, there is a growing movement in early childhood education that looks increasingly beyond four walls to the most sophisticated classroom ever designed: the great outdoors.

In the early years of a child’s life, the world is a place of endless wonder, and from intentionally designed nursery gardens to the muddy boots that accompany Forest School sessions, outdoor learning can provide awe-inspiring experiences to young children and act as a powerful driver of wellbeing, development and environmental responsibility.

Rather than viewing the garden as a break from learning, we should instead view the garden as a way to extend learning into the outdoors. When a space is planned with the same intentionality as an indoor room, it becomes a dynamic environment where children can explore physics through water flow, mathematics through the patterns of leaves and literacy through storytelling under the canopy of a tree.

A high quality outdoor environment is often designed in ‘zones’ – dedicated areas for physical play, creative exploration, quiet reflection and discovering wildlife. This structured yet open-ended approach allows children to lead their own learning, using ‘loose parts’ like crates, planks and tyres to build, problem-solve and collaborate.

Forest School takes this outdoor intentionality a step further. By moving the learning environment into local woodlands, children are given the freedom to engage with the natural world in its purest form. Forest School is not just about being outside; it is about building a deep, long-term connection with nature.

In these sessions, children aged three and over learn to manage risks and use real tools, such as bow saws and mallets, under careful supervision.They learn to build shelters, identify native tree species and even understand the safety protocols of a campfire. These experiences do more than teach practical skills; they build a sense of independence and resilience that is hard to replicate in a traditional classroom setting.

The benefits of learning in nature are holistic and cover every part of a child’s development:

Physical development

The terrain of a garden or forest naturally supports strength, balance and coordination, and encourages the kind of physical activity that is essential for healthy growth.

Emotional wellbeing

Natural environments are proven to reduce stress and support emotional regulation. For many children, particularly those with sensory processing needs, the outdoors provides a calming, neuro-inclusive space where they can thrive.

Social skills

Nature promotes collaboration. Whether it’s working together to move a heavy log or negotiating the rules of a game in the garden, children develop strong communication and empathy as they care for shared spaces and living things.

Global responsibility

Early contact with nature is the single biggest predictor of adult pro-environmental behaviour. By caring for bug hotels, composting plant waste and observing life cycles firsthand, children become active stewards of their environment. Integrating the outdoors into early education also aligns with broader environmental goals, such as the Department for Education’s Carbon Action Plan. By utilising gardens and local green spaces, educators reduce reliance on energy-intensive indoor environments and model sustainable practices – such as collecting rainwater or prioritising natural, reusable resources – directly to the next generation.

As we look toward the future of early years education, it is clear that the classroom is evolving. By embracing Forest School-inspired learning and intentionally designed outdoor spaces, we provide children with a rich, sensory and purposeful environment that allows their curiosity to come alive.

When we give children the chance to get a little bit muddy and explore the world around them, we aren’t just teaching them about nature; we are giving them the tools to be confident, curious and physically capable individuals who are ready to take on the world.

Founded in 2017, N Family Club set out to rethink early years education – developing a progressive curriculum, building a sector-leading team culture, and a world class service that adds real value for families. A proud B Corp, N Family Club was rated the highest quality group in the UK by Nursery World in 2022 & 2023, accredited as a Great Place to Work in 2024 and 2025, and recognised as the 14th Best Workplace in the UK (Super Large Category) in 2026. www.nfamilyclub.com