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Mar 16
Love0

Supporting your child’s mental health

By ADHD and neurodiversity, Education, Mental health, Relationships, special educational needs, Wellbeing
by Emily Snape
author and mother

Supporting a child’s mental health rarely looks the way we expect it to. There isn’t a clear plan and progress is rarely straightforward. What works at one stage can stop working at another and what helps one child may not help the next. Over time, I’ve learned that supporting mental health is less about having the right answers and more about paying attention, staying connected and learning what your own child needs.

My middle son has ADHD, and our experience has included meltdowns, anxiety, school avoidance, high-energy moods and behaviours that can be difficult to manage. There have been moments when I’ve worried about what these struggles might mean long-term, and times when I’ve felt like I’m getting so much wrong.

One thing that has become very clear is that the relationship between me and my child must come first. Before consequences, before explanations, before trying to move things along. When a child is overwhelmed, what can help most is knowing that the adult in front of them is steady and on their side. That doesn’t mean removing boundaries or avoiding difficult conversations – it means prioritising connection, particularly when things are not going well.

Learning to notice the detail
With time, I’ve become better at noticing the detail behind behaviour. What looks like defiance or refusal is often anxiety, exhaustion or something that has built up quietly. Asking myself what might be driving a reaction, rather than focusing on stopping it, has helped me respond more calmly.

I’ve also learned that timing matters. My children rarely talk when emotions are running high. Some of the most useful conversations have happened in the car, or at bedtime, when the day has slowed down. Those moments can’t be forced, but they can be made possible.

Connection before direction
When emotions are high, instructions tend to land badly. I’ve learned that it usually works better to slow things down first, to sit nearby, acknowledge how difficult something feels, and wait. Once a child feels understood, they are far more able to reflect and take things on board.

Revisiting situations afterwards has also been important. I don’t always respond as well as I’d like in the moment. Going back to talk things through, and apologising, when necessary, has helped maintain trust and repair the relationship.

Remembering that feelings change
One thing I remind myself of regularly is that feelings are temporary. This has helped me keep perspective when my child is distressed, even if I’m feeling anxious myself.

When my eldest son, who is 16 and in the middle of his GCSEs, came back from the hairdresser last week, he was completely distraught. He announced he wouldn’t be leaving the house until it had all grown back. At the time, it genuinely felt like a crisis. I went straight into problem-solving mode, trying to reason with him that it was ‘just hair’, while panicking about school, exams and what Monday morning was going to look like. It took a few careful steps to get him back into school, but once he realised it wasn’t the catastrophe he’d imagined, he was able to move on. A week later, and he’s totally moved on – though at the time, it felt anything but small.

Of course, that isn’t always the case. Anxiety can be persistent, and school avoidance has been an ongoing challenge for us. It’s draining, and there are no quick solutions. But even here, I’ve learned that progress is rarely linear, and that patience and understanding tend to achieve more than pressure.

Opening conversations about ADHD
I wrote my books, My Amazing ADHD Brain and My Amazing Autistic Brain to help open conversations, both for children and for the adults around them. They are intended as a way for children to understand how their brains work, and to see themselves in a balanced and positive light. For many families, books can offer a starting point for conversations.

I’m still learning, and there are still difficult days. But I know now that supporting a child’s mental health isn’t about fixing everything or getting it right all the time. It’s about being consistent, paying attention and always staying by their side.

Emily Snape is a children’s author and illustrator living in London. Her work has appeared online, on television, in shops and even on buses! She has three cheeky children, Leo, Fin and Flo who keep her on her toes. www.emilysnape.co.uk Emily’s newest book ‘My Amazing Autistic Brain’ is published by Summersdale, £6.99

Mar 10
Love0
SEN and ECHP

Securing an EHCP for your child

By special educational needs
by Sotiria Vlahodimou
(BSc, MSc, PG Dip, PGCE, QTS, Level 5 SpLD, NASENCo, NPQH)
Headteacher at Slindon College

For many families, supporting a child with special educational needs is a journey filled with hope, persistence and plenty of paperwork. One of the most powerful tools available in England is the Education, Health and Care Plan (EHCP). This legally binding document sets out your child’s needs and the specific provision required to meet them across education, health and social care. Below is a concise, step‑by‑step roadmap to the process, what to expect at each stage, and how your child’s current school can actively support you.

What is an EHCP – and who is it for?
An EHCP is intended for children and young people aged 0-25 whose needs cannot be met through the usual support offered at SEN Support level. If your child is not making expected progress despite targeted interventions, differentiated teaching and reasonable adjustments, an EHCP may be the right next step.

Step 1: Recognise the need
Trust your instincts. If something isn’t quite working – perhaps your child is struggling with literacy or numeracy, masking anxiety, finding transitions difficult or falling behind in communication or social interaction – raise this promptly with the class teacher and the school’s Special Educational Needs Coordinator (SENCO). Ask what has already been tried and agree how progress will be tracked.

Step 2: Work through SEN support available
Before requesting an EHCP, schools should adopt a graduated approach:
• Assess: identify needs and – if appropriate and available – draw on specialists such as an educational psychologist or speech and language therapist.
• Plan: set targets and agree strategies and adjustments.
• Do: put those strategies into practice in class and through interventions.
• Review: meet at least termly with you to evaluate progress and adapt the plan.

If, after sustained support and review cycles, your child’s progress is still limited, it’s reasonable to consider an EHC needs assessment.

Step 3: Request a needs assessment
You, or the school, can apply directly to your local authority (LA). You don’t need the school’s permission. Your request should include a summary of needs and clear evidence from the Assess – Plan – Do – Review cycle – think individual support plans, progress data, professional reports and examples of strategies trialled.

If a parental request is submitted, your child’s school will then be asked to complete an EHCNA where they will be asked for a supporting statement, relevant records, assessment data, behaviour logs, attendance patterns and work samples. They have 15 days to complete this paperwork. If the EHCNA is a school submission then they will provide this information to the Local Authority after a discussion with you.

Step 4: The LA’s decision
Within six weeks, the LA decides whether to assess. They’ll ask the school for information, so keep communication open. If refused, you’ll receive reasons and information about mediation and appeal routes. If agreed, you move into a multi‑agency assessment phase.

Step 5: The multi‑agency assessment
The LA seeks advice from relevant professionals – typically an educational psychologist, health professionals, school staff and, crucially, you and your child. Share what works at home and what doesn’t; include your child’s aspirations and worries. Keep notes of deadlines and who has responded; chase gently but firmly if advice is delayed.

Step 6: Drafting the plan
If the LA decides an EHCP is needed, a draft plan should be issued (within 16 weeks of your initial request). Read it carefully. Sections B (needs) and F (provision) must be specific and quantified. You have 15 days to comment and submit your parental preference. Your LA will consult with several different schools at this time. Ask the SENCO to sense‑check the wording of the draft EHCP against the evidence: does the provision align with the assessment advice?

How your child’s current school can help
• Evidence and paperwork: The SENCO can collate assessment data, intervention logs, Individual Education Plans and external reports.
• Classroom adjustments and tracking: Teachers trial strategies (for example, chunked instructions, scaffolding, multisensory techniques, visual schedules) and record impact, demonstrating what support is – and isn’t – working.
• Professional liaison: Schools help coordinate referrals, host assessments, and provide practical insight to the LA and professionals.
• Advocacy and review: The SENCO can review the draft EHCP with you, ensure Section F is precise and enforceable, and prepare for the annual review once the plan is in place.

Step 7: Finalising the EHCP
The LA should issue the final EHCP within 20 weeks of your original request. Once named, the school must deliver the provision in Section F. Expect an annual review at least once every 12 months (sooner if needed). Bring updated evidence, ask for measurable outcomes and request amendments if needs have changed. If provision isn’t being delivered, raise it with the SENCO and Headteacher in writing; escalate to the LA if required.

What happens if your request is refused
Don’t lose heart. You have rights of appeal and access to independent advice. Many families succeed at mediation or tribunal when they can show that, despite SEN Support, progress remains limited and that quantified provision is necessary. Keep your documentation thorough, dates clear and communication courteous but assertive.

Final thought
Applying for an EHCP can feel daunting, but you are not alone. Your child’s school – through the SENCO and teaching team – can be a powerful ally in gathering evidence, coordinating assessments and checking the wording of the plan. Specialist environments show what robust, well‑coordinated support can achieve when small classes, targeted therapies and skilled teachers work in harmony. With persistence, clear documentation and collaborative relationships, you can secure an EHCP that truly meets your child’s needs and supports a happier, more successful school experience.

Slindon College is an independent day and boarding school for boys aged 8-18, providing transformative education for those who thrive in a specialist learning environment.
www.slindoncollege.co.uk

Mar 10
Love0
fun food for kids

From beige to brave

By Food & Eating, fun for children, Home educating
by Samantha Forrest
nutritionist and founder of Fussy Food Plates

Building food confidence in children through sensory play and visual tools

Many parents worry when their child seems stuck eating only beige foods like toast, pasta, crackers or chicken nuggets. While it can feel frustrating, this behaviour is common and often has less to do with fussy behaviour and more to do with how children process the world around them.

As a qualified nutritionist and mother of three, I’ve worked with lots of families who are exhausted from mealtime battles. They want to encourage healthy eating but feel like nothing works. What many do not realise is that the key to change often lies not in what’s on the plate but in how children are supported to explore food on their own terms.

Beige foods are predictable. They usually have a soft texture, mild flavour and a familiar appearance. For many children, especially those with sensory sensitivities, predictability feels safe. Bright colours, mixed textures or strong smells can be overwhelming. For a child who is already anxious or sensitive, even a small change to their usual food can trigger a complete refusal.

Children who are considered fussy eaters are often simply children with heightened sensory responses. Understanding this is the first step in helping them move from beige to brave.

The goal in these situations is not immediate variety, it is building food confidence. A child who feels relaxed, curious and in control around food is far more likely to try new things over time. Confidence comes before acceptance. That confidence is built through play, exposure and removing pressure from the eating experience.

Sensory food play allows children to interact with food using all of their senses, not just taste. This might include touching, smelling, listening, squashing or simply observing. The key is removing any expectation to eat. When the pressure is off, the nervous system remains calm. Calm children are curious and curiosity is where progress begins.

You do not need complicated activities to get started. Simple ideas can work beautifully. Try offering food builders like stackable cubes of cheese or cucumber. Present dips in a tray with familiar foods and let your child play. Invite them to create food faces or pictures on their plate. Make it fun. Let them squish, lick, roll or even mash their way to familiarity. Remember that touching and smelling count as progress.

Visual tools can also play an important role. Children feel safer when they can clearly see what is on offer. Fun plates, separate food items and consistent routines can help reduce anxiety. When foods are not mixed or hidden, children feel more in control.

You can also build food confidence away from the table. Get children involved in shopping, washing vegetables or helping with food prep. Read books that feature food. Watch age-appropriate cooking clips together. Every exposure counts, even when no eating happens.

One of the most common questions I am asked is how to get children to just try a bite. It is a natural instinct for parents to want to nudge their children forward. However, pressure often backfires. When a child feels forced to eat, their stress response is triggered. This shuts down curiosity and makes future progress harder.

Instead, shift the language. Try saying “You don’t have to eat it” or “You can explore it with your hands today”. Give them space to come to the food on their terms. Over time, this builds trust and, with trust, comes progress.

It is important to remember that every child’s timeline is different. For some, progress may look like tasting a new food within a few days. For others, it might take weeks of touching and smelling before they feel safe enough to take a bite. Both are valid.

From beige to brave is not a sprint. It is a gentle, supportive journey that prioritises confidence over control. By creating a safe and playful food environment, we help our children develop a healthier relationship with food. This is not about forcing broccoli. It is about helping them feel calm, curious and in charge.

When we stop focusing on what children eat in the moment and instead focus on helping them feel good around food, change begins. It may be slow, it may be messy, but it is always possible.

Samantha Forrest is a qualified nutritionist and founder of Fussy Food Plates, supporting families to reduce mealtime stress and build food confidence. For more information please visit www.fussyfoodplates.com

 

Mar 09
Love0
early years

The heart of early learning – an inspirational reflection on being a nursery educator

By Childcare and Nannying, Early Years, Education, Forest School
by Karen Martin
Tots’ Village Nursery

To step into a nursery classroom each morning is to step into a world where wonder lives in the smallest moments, where a single crayon stroke is a masterpiece in progress, where a shy smile is the start of newfound confidence and where tiny hands hold enormous potential. To be a nursery educator is to witness magic daily, but more importantly, it is to help create it.

Being a nursery educator is not simply a job; it is a calling rooted in compassion, patience and a belief in the extraordinary abilities of young children. It is the joyful responsibility of nurturing minds and hearts during the most foundational years of life. These are the years when children discover their sense of self, begin to understand how the world works and learn how to connect with others. And in the middle of every milestone, big or small, is the educator, guiding, encouraging and celebrating.

In many ways, nursery educators are architects of the future. While the world often measures success through visible achievements, nursery educators understand that success begins long before a child can read their first word or solve their first equation. In the nursery, success looks like empathy taking root when a child shares a toy unprompted. It looks like resilience when a child who was once hesitant now tries something new. It looks like curiosity every time a little voice asks,“Why?”.

These moments may seem small, but they are transformational! Nursery educators know that early childhood education is the soil in which the seeds of lifelong learning are planted. With every story read aloud, every question answered, every conflict gently resolved and every imaginative game encouraged, nursery educators help children build the emotional and cognitive foundations they will carry forever.

And yet, the job demands more than knowledge of child development. It asks educators to be storytellers, dancers, scientists, mediators, nurses, cheerleaders and sometimes even magicians! It requires them to be flexible enough to shift from teaching colours and shapes to comforting tears within seconds. It asks them to balance structure with spontaneity, offering routines that make children feel safe whilst also embracing the unexpected creativity that young minds bring into the room.

But the true beauty of being a nursery educator lies in the relationships. Children respond to the teachers who kneel down to meet their eyes, who celebrate their ideas, who make them feel seen and valued. A nursery educator knows that children learn best when they feel loved and so they fill their classrooms with warmth, encouragement and opportunities to succeed. They know that each child is different, each with their own rhythm, needs and spark and they take the time to understand those differences.

There is a profound sense of fulfilment in knowing that you are shaping the earliest experiences of learning. It is an honour to be one of the first adults a child trusts outside of their family. It is a privilege to hear the unfiltered thoughts of young minds and to watch them unfold into capable, confident learners. Nursery educators hold space for children as they navigate big feelings, celebrate first friends and find their voice.

Whilst the work is deeply meaningful, it is also undeniably challenging! The days can be long, the tasks unending and the emotional energy required immense. Yet nursery educators return each day because they know their work matters, perhaps in ways not immediately visible, but inevitably powerful. They know that the lessons they teach extend far beyond the classroom: patience, perseverance, kindness, curiosity and a love of discovery.

What makes nursery education inspirational is not only the impact educators have on children but also the impact children have on them. Children remind adults to see the world with fresh eyes, to find excitement in the ordinary and to appreciate the beauty of simple things. They remind us that progress is not always linear and that learning is as much about exploration as it is about achievement. To work with children is to witness unfiltered joy, pure honesty and boundless imagination every single day. This is the gift of being a nursery educator.

Every child who walks through the nursery door brings a universe of potential. And every educator who greets them helps shape that universe, through patience, guidance, creativity and love. Nursery educators change lives not by delivering grand speeches or dramatic lessons, but through consistent, gentle and intentional acts of teaching and care.

So, to every nursery educator: know that your work reverberates far beyond the classroom. Know that the stories you read, the songs you sing, the hugs you offer and the encouragement you give will echo throughout a child’s life. Know that your presence, your passion and your belief in each child help shape confident, compassionate, capable human beings.

Being a nursery educator means being a builder of futures, a cultivator of curiosity and a guardian of childhood wonder. It is one of the most impactful roles in education – and perhaps one of the most inspiring roles in the world.

Tots’ Village is a family run nursery for children aged 0-5 based in Caterham. Graded Outstanding by Ofsted we build strong foundations for happy futures! Discover the difference – where love and care comes first and learning is fun. www.totsvillagenursery.co.uk

 

Mar 07
Love0

Raising resilient children

By children's health, Early Years, Education, Exercise, Forest School, play, Uncategorized
by Lucy Owen-Collins
Head of Adventures at Bee in the Woods Kindergartens

What outdoor nurseries know about risk, freedom and play

Spring has a wonderful way of reminding us that children, like the natural world, grow best when given space, time and the right conditions. As blossoms return and days stretch out, many families find themselves venturing outside more often – opening the door to something Early Years educators have known for decades: outdoor play isn’t just ‘nice to have’ – it’s one of the most powerful ways to build resilience in young children.

At outdoor nurseries, children spend their days immersed in nature. What we observe, time and again, is that resilience isn’t taught – it’s lived. Through climbing, balancing, running and problem-solving, children learn what their bodies can do and how to navigate the world with confidence.

“Resilience isn’t taught – it’s lived, through movement, challenge and freedom.”

Why risky play matters
Risky play – clambering, balancing, running on uneven ground, navigating logs, slopes and tree roots – has been widely shown to increase children’s coordination, confidence and risk-management skills. Importantly, these experiences don’t remove danger; they teach children what danger feels like and how to make good decisions around it. It means offering children opportunities to assess, manage and respond to challenges in a supported environment.

When a child pauses at the base of a muddy slope or tests a branch before climbing, they’re developing judgement, balance and self-awareness. Outdoor practitioners support these moments with calm presence rather than intervention, asking questions like, “What’s your plan?” or “How does that feel?”

Research consistently shows that children who engage in appropriately risky play develop stronger motor skills, better risk assessment and greater emotional regulation. Just as importantly, they learn confidence in their own decision-making.

“When children learn to judge risk, they grow confidence – not fear.”

Health resilience, built outside
Spring weather can be unpredictable, but outdoor learning thrives on this variety.

Children who spend long periods outside become more adaptable – less phased by drizzle, cold breezes or muddy boots.

Research suggests that regular outdoor play supports immune health in several ways. Exposure to fresh air, sunlight and diverse natural environments helps regulate circadian rhythms and supports vitamin D production- linked to immune function and overall wellbeing. Studies also highlight the role of environmental biodiversity; contact with soil, plants and natural microbes can help strengthen the immune system by supporting healthy gut and skin microbiomes.

In practical terms, this often looks like children who cope better with seasonal changes, recover more quickly from minor illnesses and show improved energy and stamina.

“Muddy hands aren’t a problem – they’re part of building a healthy immune system.”

Nature: The ultimate motor-skills playground
Nature provides a constantly changing environment that challenges the whole body. Uneven ground strengthens balance and coordination. Climbing builds core and upper-body strength. Carrying heavy objects develops proprioception and teamwork.

These physical experiences are deeply connected to brain development. Neuroscience tells us that movement supports learning, attention and emotional regulation. When children navigate varied terrain, they create richer neural pathways – laying foundations for skills like writing, concentration and problem-solving.

“Uneven ground builds strong bodies – and adaptable minds.”

Trust, courage and self-assurance
Perhaps the most powerful element of outdoor learning is trust. Children are trusted to try, to wobble, to fall safely and to try again. Adults remain close, attentive and supportive, but not intrusive.

A child jumping from a stump isn’t just playing – they’re testing belief in themselves. When adults honour that moment, children internalise a powerful message: I am capable.

Over time, this self-assurance travels with them – into friendships, learning and everyday challenges beyond the woods.

“Confidence grows in the space between challenge and trust.”

Advice for families: Bringing risk, freedom and play into family life
You don’t need a woodland to experience the benefits of outdoor play. Spring is a wonderful time to lean into simple, low-prep ideas that help children stretch their bodies and minds.
1. Make micro-adventures part of your week
A walk to the local park can become a balancing challenge on curbs, logs or small walls. Invite children to choose the ‘wobbly path’.
2. Let them get properly muddy
Messy play is body work, brain work and emotional work. Pack spare clothes in the car and relax into it.
3. Ask reflective questions instead of instructions
Try: “What’s your plan?” “How does that feel?” “Do you need anything to make this safer?” These questions build decision-making skills.
4. Resist the urge to rescue too quickly
If a child is struggling to climb, pause before stepping in. Check they are safe, then give them space to problem-solve.
5. Vary the terrain
Choose parks, beaches, woodlands or even gardens with natural gradients, slopes and textures. Nature is built for motor-skill development.
6. Celebrate courage, not outcomes
Praise the trying, not the height climbed. Children flourish when bravery is noticed.

Growing resilience, one spring day at a time
As children run, climb and explore through spring, they are doing far more than playing. They are building physical strength, immune resilience and emotional confidence through experiences that can’t be replicated indoors.

Outdoor nurseries remind us that childhood doesn’t need to be smoothed or rushed. When children are given freedom, trust and space to move, they grow into themselves – strong, capable and ready for what comes next.

Sometimes, the most powerful thing we can do is just open the door and let nature lead the way.

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

Mar 06
Love0
children hidehole

Encouraging independence in the early years

By Early Years, Education, Independence
by Bronia Grehan
Head at St Christopher’s School and Nursery, Epsom

The early years, from birth to five, are full of incredible growth. During this time, children discover who they are, how the world works and what they can do. One of the most important skills they develop is independence. It is much more than being able to put on shoes or pour a drink. Independence supports confidence, emotional wellbeing, creativity and the ability to learn and adapt.

In nurseries and pre-prep schools that take a child-centred approach, independence is built naturally into everyday life. It appears in routines, play, friendships and self-care. When children are trusted with small, achievable responsibilities, they become more confident, curious and ready to explore.

At our school, even at nursery age, our children get opportunities to initiate their own activities as we balance teacher-led and child-initiated learning, giving children the freedom to explore, think critically and develop their creativity.

Why independence matters
Parents often think of independence as simply ‘doing things for themselves’, but it reaches much deeper than that. Giving children small responsibilities helps them build confidence, because they learn that their choices matter and that they are capable. Challenges that feel slow, messy or frustrating at first, teach valuable lessons in patience and resilience. Choosing activities, exploring freely and trying things out helps children grow socially, emotionally and academically. When children are encouraged to think and try for themselves, they become active, curious learners who are eager to explore rather than waiting to be shown what to do.

Independence is not about expecting children to manage everything alone. It is about helping them feel secure, capable and ready to take on new challenges.

What an independence-friendly environment looks like
Settings that support independence make it easy for children to do things for themselves. Toys and materials are kept within reach. Shelves and storage are clearly organised, and activities are set up so children can confidently choose what interests them.

Teachers break down tasks into simple steps and demonstrate them first, whether children are experimenting with early mark-making or learning how to tidy up. Children are encouraged to make small decisions, such as choosing a story or selecting materials. These moments help them feel heard and trusted. They also learn to ask friends for help, work together and take responsibility for shared spaces, such as hanging up coats or putting toys away.

Independence in the early years is about striking a balance. Children are given the freedom to explore while still receiving support when they truly need it.

Practical strategies that nurture independence
Simple routines make a big difference. When children know what to expect, such as unpacking a bag, hanging up a coat or washing their hands, they naturally become more responsible. Even if it takes longer at first, letting them try helps these tasks become habits over time.

Offering small choices also builds confidence. Allowing a child to pick between two snacks, choose a jumper or decide what to play with next gives them manageable opportunities to make decisions. This helps them learn to express their preferences and trust their own judgement.

A well-organised space supports independence too. Low hooks, reachable shelves and neatly labelled boxes allow children to find and return things without needing an adult. Teachers often ‘show and then step back’. They model a task, offer gentle guidance and then give children space to try it themselves.

Unstructured, child-led play is another powerful driver of independence. When children build, imagine, explore and negotiate with others, they are practising decision-making and problem solving in a natural way. This is particularly evident in our Forest School where the children learn through physical play and exploration in the outdoor environment, after direct teaching from our specialist teacher, which supports confidence and independent thinking.

How parents can support independence at home
Children make the fastest progress when home and school work together. Parents can support independence through simple daily habits. Involving children in small routines such as unpacking bags, hanging coats or collecting a snack helps them take responsibility. Offering choices between two outfits, snacks or bedtime stories gives them safe opportunities to make decisions. Encouraging them to look after toys, books and clothes builds a sense of ownership. Supporting early self-care skills, such as brushing teeth, getting dressed or washing hands, also helps them gain confidence. Allowing periods of uninterrupted play, while staying close by if needed, creates room for exploration. Praising effort and persistence shows children that their attempts matter, even when things are not perfect.

At our school we use a child-size kitchen in the nursery where children have the opportunity to cook in some way, every
day. The children are given tasks such as grating, cutting, cooking or baking dishes such as apple crumble, hedgehog bread rolls during the autumn and birthday cakes to celebrate birthdays together.

Balancing support with freedom
Supporting independence does not mean stepping away completely. Too much freedom can feel overwhelming, while too much control can hold children back. The key is finding a middle ground, being available and steady while still encouraging small steps forward.

Children also need emotional support as they grow. Talking things through, modelling kindness and helping them navigate social situations all give them the tools to make good decisions and cope with challenges.

We have a House system which fosters responsibility, belonging, and peer leadership, helping children develop agency and social independence. Year 2 pupils are given meaningful opportunities to grow as leaders across the classroom, playground and wider school community, strengthening skills such as communication, collaboration, problem solving and decision-making.

Children take on roles such as prefect, librarian, eco-captain, or Chair of School Council, experiencing leadership in action. They also contribute to class projects, lead parts of assemblies and support school events.

By reflecting on these experiences, pupils learn to take responsibility, listen to others, share ideas confidently and work towards solutions as part of a team. We aim to nurture confident, caring young leaders who make a positive impact on their school community.

A lasting gift
Encouraging independence in early childhood is one of the most powerful gifts we can offer. It is not just about shoes, coats or tidy-up time. It is about helping children believe in themselves.

Every small moment counts. Choosing a book, pouring a drink, solving a disagreement or building a tower all help children develop confidence and resilience. These experiences shape the kind of learners, and people, they will become.

By offering gentle support, stepping back at the right moments and allowing space to try, we help children grow into self-assured, curious and capable individuals who feel ready to explore the world.

St Christopher’s is an independent Pre-Prep and Nursery for children from 2 ¾ to 7, based in a leafy residential road close to Epsom town centre.
It has recently been named Independent Pre-Prep of the Year 2025 in recognition of its exceptional approach to early years education and unwavering commitment to giving children the very best start in life.
www.st-christophers.surrey.sch.uk

Mar 04
Love0
flower garden

Creative growth Nurturing imagination with nature

By dance & Art, Early Years, Education, Forest School
by Kerry Ferris
Prep School Head of Art, St Catherine’s Prep School, Bramley

In my role as Prep School Head of Art, I am passionate about how nature and creativity intertwine to unlock imagination, calm the mind and inspire joyful learning. The connection is powerful and undeniable: nature engages all the senses; its colours, textures, sounds and shapes spark curiosity and invite exploration.

Our students don’t just observe nature; they interact with it in tactile ways that fuel creativity. They have drawn with sticks, printed with leaves and used natural materials as both tools and inspiration. For example, they pressed leaves into clay, cut around the shapes, moulded them into bowls, and painted the finished forms. These experiences nurture observation, patience and a deeper connection with the world around them.

Scientific research supports what we see daily: Time in nature restores children’s attention and focus. Natural environments allow the brain to relax and recover from fatigue, improving concentration and encouraging creative problem solving. Being outdoors also boosts cognitive flexibility, the ability to think in new and original ways, an essential ingredient for creativity.

Students often don’t realise how deeply nature is woven into their learning. From recycled materials to natural textures and colours, nature lies at the heart of every project, even subtly. Its endless variety reminds us of individuality: no two leaves are the same, just as no two people are alike. The unpredictability of nature, like an insect suddenly crawling from beneath leaves, sparks wonder, curiosity and sometimes laughter. This curiosity is the seed of creativity, encouraging exploration and experimentation.

Recently, we gathered conkers from the chestnut tree, admiring the contrast between smooth seeds and spiky shells. We collected leaves of all shapes and colours to craft autumn wreaths, each student free to design something magical for home. These natural forms will also be used for prints, transforming simple outdoor objects into tools for artistic expression. Such encounters inspire children to see the world differently and imagine new possibilities.

Nature offers an ever-changing palette of shapes, patterns and textures that children instinctively want to explore. Throughout history, artists from Monet to Andy Goldsworthy have drawn inspiration from the natural world. With Year 3, students studied insects closely, noticing intricate patterns and forms. Year 5 explored landscapes, inspired by famous artists and their surroundings, creating their own interpretations. These projects show how nature and art complement each other, providing endless opportunities for learning and creativity.

We have also celebrated contemporary female artists such as Hester Berry and Barbara Rae who use nature as their muse. Experiencing nature first-hand allows students to connect with this creative legacy while developing their own voices. Beyond inspiration, natural materials encourage experimentation, problem-solving and imaginative thinking – skills vital in art and life. Children sharpen observation and fine motor skills as they notice the veins of a leaf, the curve of a shell, or the texture of bark and translate these details into clay, paint and prints.

Nature fosters collaboration too. Outdoors, children share discoveries, exchange ideas and build on each other’s creativity. A simple walk can spark conversations about colour, form and texture, leading to group projects that celebrate collective imagination.

Our Prep School, surrounded by woodlands, offers endless opportunities. Students collect leaves, sticks, pinecones, bark and seeds to create prints and make nature brushes, exploring ways to represent our community through art. They experiment with tea dyes and textured materials from the grounds, finding creative ways to bring the essence of our environment into their work.

Sustainability is another vital dimension. By encouraging the use of natural and recycled materials, we instil environmental responsibility alongside artistic skill. Children delight in bringing egg cartons or cereal boxes for the cardboard collection, learning that creativity doesn’t depend on expensive resources but flourishes through imaginative use of everyday materials. This approach nurtures respect for the planet and teaches resilience, as students transform limitations into opportunities for innovation and think ‘outside the box’ to create meaningful, original artwork.

We also explore how nature inspires cultural traditions worldwide. Year 5 students, for example, have been learning about the Windrush generation. To enrich this, we studied Caribbean culture in art lessons, examining shells, flowers and wildlife. Though far from the Caribbean, handling real cultural items, shells, fabrics and objects generously lent to us, gave students first-hand experience. They transformed these observations into vibrant patterns capturing the colours, textures and rhythms of Caribbean life.

Nature is at the heart of our art practice. By learning from and creating with the natural world, students develop a lifelong love of creativity grounded in curiosity, mindfulness and respect for the environment. They understand that art is not only about producing beautiful objects but about cultivating ways of seeing, thinking and connecting with nature.

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.

Mar 01
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teacher and kids

Life lessons and character in the classroom from the very start

By Early Years, Education, Independence, Wellbeing
by Matthew Jelley
Head of Junior School, Claremont Fan Court School

This article explores how skills like critical thinking, creativity and independent learning complement academic study to nurture confident, resilient and adaptable young pupils, ready to explore, grow and take on the world.

We all know that life can throw the unexpected as us – as Forrest Gump said, “Life is like a box of chocolates” and whilst we might want to pick out the fudge, we may end up with the coffee cream… So, how do schools provide the foundations for success right from the start of learning journeys and prepare our children for the challenges and unpredictability of life beyond the safety of the school walls? And when we read about character education, what does this actually mean?

Abraham Lincoln defined character as your actions when you know that you ‘would never be found out’, which suggests that in considering character education, we need to ensure that children understand the benefits of acting, for want of a better term, morally – and doing so in the knowledge that this is not only good for others but good for themselves as well.

In the classroom, this can be achieved by creating a culture where the habits that support effective learning are made explicit: problem solving, critical thinking, collaboration, communication, attentiveness and connection-making – though far from exhaustive, these are some of the habits crucial to future success in learning. A classroom that routinely demonstrates these behaviours will support both individual and group success – learning rarely happens in isolation as it’s a social process, after all. And schools must explicitly value these behaviours, noticing and celebrating the children’s efforts through assemblies, awards and recognition, as they work to become more effective learners.

Second, messaging around desirable character qualities, or virtues, should act as a golden thread to tie together all of school activity, again showing the mutual benefit to our selves and others of behaving in this way. A school’s curriculum extends far beyond what’s taught in the classroom so trips and residentials, recreational time, sport, music, drama, clubs, service, charity, outreach and pupil voice all present opportunities to learn how one’s character can be developed. This helps to develop greater independence, build resilience and solve problems, pushing children out of their comfort zone in order to thrive, and providing real life experience to illustrate the benefit that comes when we embrace challenge. And in all these activities children should be mindful, and reminded, of their commitment to acting in accordance with a prescribed set of values, where individual happiness and success is valued alongside that of the whole community.

Curriculum must be aligned with character based aims too. The content of what children learn can be carefully curated to provide examples, from history and contemporary society, of character qualities in action. This includes how to cope with adversity, how perseverance can pay off, why collaboration, teamwork and empathy are integral human qualities and why tolerance and respect are crucial to a healthy, functioning society.

Finally, we know that the most effective learning takes place when we are pushed beyond what is comfortable, and this goes for character education too. School culture should openly celebrate challenge, actively foster independence and autonomy and support children in understanding of where one ‘fits’. This means that processes and policies, for example an approach to behaviour management, conflict resolution and the management of recreational play, should be aligned with developing positive character traits, and support children in finding what makes them tick and how they can best ‘fit’ with others. This means providing children with the space to be themselves and to make mistakes, but safe in the knowledge that they have adults around them who support and care for them, who will be there to lend a helping hand but are committed to ensuring that they can stand on their own two feet to be productive, happy and successful future citizens.

Nestled in 100 acres of historic parkland in Esher, Surrey, Claremont is an independent co-educational HMC school for girls and boys aged two to eighteen, offering an academically ambitious environment that inspires and nurtures the whole child.
Find out more: www.claremontfancourt.co.uk/newsletter-and-events
Email: admissions@claremont.surrey.sch.uk Tel: 01372 46404

 

Dec 03
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children in forestschool

A year in the woodland classroom

By Education, Forest School
by Neil Harris
Shoreham College Junior School

Much like farming, teaching has its own cyclical rhythm. We mark the passing of time not by the calendar alone but by familiar milestones: the excitement of a new term, the joy of the harvest festival, the sparkle of Christmas concerts, the splash of swimming galas and the cheers of sports days. Each new school year, like the start of a growing season, carries with it optimism and promise. The first page of a brand-new exercise book lies open, waiting to be written, every possibility still ahead.

For Forest School practitioners, that rhythm is felt even more keenly. Nature itself becomes our clock, and the shifting seasons write their lessons all around us.

As the seasons roll by, their transitions are mirrored in the landscape. Because my Forest School is based within a school setting, our year begins in September. While we look forward to the start of a new academic cycle, the forest is already preparing for its winter sleep – but it’s not quite done yet.

If you know where to look, the forest offers polished treasures hidden within spiky seed pods. Shiny brown chestnuts and horse chestnuts, acorns and winged ash seeds are amongst the most coveted prizes for many children. Their smooth surfaces glint like jewels in small hands, and beyond the thrill of the find, they lend themselves to a wealth of activities: threading, counting, crafting or even serving as the currency in elaborate role-play games.

Meanwhile, the elder bushes hang heavy with berries, their clusters almost black, glistening like beads against the fading green leaves. Crushed, they release a deep, inky purple – perfect for art projects, or for brewing up ‘magic potions’ in the imaginative world of children’s play.

Yet this is also the moment for gentle reminders: the forest provides not just for us but for its wild inhabitants too. Birds feast on these berries, and the purple splatters beneath their favourite perches become vivid clues for young nature detectives and a warning to leave plenty on the tree for the wildlife we share this space with.

As the bright hues of autumn fade into winter, the bones of the forest are revealed. Skeletal trees shiver in icy winds and we gather close to the fire – not only for its cheerful glow but for its comforting warmth, a beacon against the cold.

Winter is also a season of beginnings, the perfect time for planting tree whips – young saplings with slender stems and neat, compact roots that slip easily into the earth. In our setting, we aim for every child to plant a tree during their time with us, a lasting mark that they were here and an opportunity to give back to the woodland that nurtured them.

Spring is, without doubt, my favourite season in the forest. In the earliest days, when the ground still holds winter’s chill, the spring bulbs push their snouts through the frozen soil – a small but thrilling promise of warmer days to come. By the season’s height, the woodland has transformed into something close to magical.

Cow parsley and elder burst into bloom, their umbels creating clouds of creamy white that froth through the undergrowth like a bridal bouquet scattered across the forest floor. The air grows heavy with their delicate scent, challenged by the sharper, more pungent aroma of wild garlic as it unfurls its star-like blossoms. The woods in spring are alive not just with colour and fragrance, but with activity.

For our young explorers, this is a season of discovery: blindfolded scent trails that sharpen the senses, hapa zome prints (the magical art of textile or paper printing with plants and flowers) that capture fleeting blooms on cloth and paper and exciting stakeouts beside nesting boxes. And for those who feel overburdened, ten minutes spent watching harassed songbirds flitting back and forth to their chicks helps to put life in perspective.

The start of spring is unmistakable – a sharp jolt waking the forest from its winter slumber. Summer, by contrast, creeps in almost unnoticed. As the days lengthen and the soil warms, the pace of life in the forest slows from spring’s frenetic energy.

For the children, warmer days mean lazing in hammocks while listening to songbirds and building shelters to keep the sun off their heads. Summer is also the perfect time to bake bread over the fire. The heat in the air coaxes the dough to rise, and the scent of freshly baked bread drifting through the trees draws people into the fire circle. Crusty loaves of sourdough, pizzas, garlic-drenched dough balls and simple flat breads are each at their best when cooked over hot coals and eaten in the fresh air.

By now the cow parsley flowers have faded, leaving only the skeletal outline of their blooms – a delicate seed where each floret once was. These make wonderful, if fragile, hedgehog spines when pushed into clay models, a reminder of our favourite woodland visitors. As we begin to think about our summer holidays, these busy creatures are already preparing for their hibernation.

And so the seasons turn, each leaving its mark not only on the woodland but on the children who explore it. Just as a farmer’s year is measured by sowing and harvest, ours is shaped by saplings planted, berries gathered, songs sung around the fire and friendships forged beneath the trees. By the time the cycle brings us back to September, we are not the same as we were before: the forest has changed, the children have grown and together we have written another chapter in the story of this living classroom.

Please call 01273 592681 to find out more about what Shoreham College can offer you, or to arrange a personal visit at any time of the school year.
www.shorehamcollege.co.uk

 

Dec 03
Love0
donkey

Why experiences make the best Christmas gifts

By Education, environment, Family Farms, Forest School, Green
by Nicola Henderson
Godstone Farm

Every year, as Christmas approaches, many of us face the same dilemma: what to buy for our loved ones. Shops are overflowing with shiny new toys, gadgets and trinkets, each promising to be the ‘perfect gift’. But how often do those gifts gather dust on a shelf, or end up forgotten by January? Increasingly, in our busy lives people are realising that the most meaningful presents aren’t objects at all – they’re experiences where we can value time spent together.

Many visitor attractions see firsthand the joy that comes from shared moments and family adventures. Whether it’s watching a child’s face light up as they meet an animal up close, enjoying a day of discovery with grandparents, or creating a new festive tradition together, these are memories that last far longer than anything that comes wrapped in shiny paper. That’s why experience-based gifts – such as gift cards for days out, animal encounters, or tickets to special events – are becoming the new gold standard for Christmas giving.

Memories really can outlast material presents
Think back to your own childhood Christmases. Do you remember the toys you unwrapped each year? A few, maybe, but more likely, your fondest memories are of the moments spent with family, baking mince pies with mum, building a snowman with dad, or visiting a magical event together. That’s the beauty of gifting experiences, they create stories that can be retold, moments that can be treasured and photos that bring a smile for years to come.

A day out, for example, becomes so much more than simply ‘something to do’. It’s the delight of hand-feeding the goats, the fun of playing races in a soft play, the thrill of a tractor ride across the fields and the joy of simply being together away from everyday distractions. Experiences build connections, strengthen relationships and give families the most precious gift of all – time spent together.

Kinder to the environment
In today’s world, we’re all becoming more aware of the impact our choices have on the planet. Every year, millions of plastic toys and novelty gifts are bought, played with briefly, and eventually thrown away, many ending up in landfill. On top of that, the wrapping paper, packaging and batteries all add to the festive waste pile.

Choosing to give an experience instead is not only thoughtful, but also eco-friendly. A gift card, for example, can be tucked into a simple envelope – no need for excessive packaging, ribbons or plastic wrap. By gifting a day out or an event ticket, you’re giving joy without adding to the clutter of Christmas waste. It’s a more sustainable way to celebrate, one that aligns with the growing desire to protect our environment for the next generation – the very children we’re gifting to.

Flexibility for busy families
Another benefit of giving experiences is their flexibility. The festive season can often feel like a whirlwind of school plays, family visits and Christmas dinners. An experience doesn’t demand to be used immediately; instead, it gives families the freedom to plan a trip that suits them. Whether they fancy a winter adventure in January or a springtime visit to a farm, this type of gift is theirs to enjoy at the perfect time. There are so many experiences on offer in the UK, a spa day or driving experience might work for adults whilst days out are popular among children.

For grandparents, godparents or family friends looking to give something meaningful, this flexibility is invaluable. Rather than buying ‘just another toy’, they can give a promise of fun, adventure and quality time together.

Something different
Beyond general entry, experience-based gifts can be truly magical. Imagine the delight on a child’s face when they discover they’ve been gifted a behind the scenes experience, feeding the pigs, grooming a pony or learning more about the creatures they love. These encounters create unforgettable moments and often spark a lifelong interest in animals and nature. Places that offer a variety of different experiences will mean that all budgets can also be catered for.

Reduce stress and increase joy
There’s also a practical advantage to gifting experiences: it can make Christmas shopping less stressful! No more endless trawling through toy aisles, trying to guess which gadgets children already have, or worrying whether clothes will fit. An experience is always the right size, never goes out of fashion and won’t be forgotten after a week!

In fact, studies have shown that people feel happier when they spend money on experiences rather than material possessions. The anticipation of an upcoming day out provides joy before the event even begins, while the memories created extend the happiness long afterwards.

A Christmas that truly means something
At its heart, Christmas is about togetherness, joy and making memories. By choosing to give experiences rather than ‘things’, we can also stay truer to the spirit of the season.

So, this year, perhaps we should rethink our gift lists. Instead of filling stockings with ‘stuff’, why not give the people you love the chance to make memories that last a lifetime? After all, toys break, gadgets age and clothes go out of style – but the memory of time spent together will never fade.

Godstone Farm in Surrey offers enriching outdoor experiences all year round and welcomes a variety of baby animals each spring.
www.godstonefarm.co.uk

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