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Nov 04
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young reader

The art of comprehension

By Early Years, Education, reading
by Anna Dalglish
Kumon Guildford North Study Centre

Learning to read and write is just the beginning of a child’s journey towards mastering English. Even when a student can read accurately and fluently, this does not necessarily signify understanding (comprehension) of what is being read.

Comprehension is a key component of the primary school syllabus and is tested in both Year 2 and Year 6 SATS by requiring students to answer questions relating to passages of text.

Here are some ways you can help your child develop strong comprehension skills.
1. Ensure your child has fluent reading skills. The more challenging the task of reading, the more students struggle to understand what they are reading. Read every day with your child, familiarise yourself with the phonic sounds of each letter so you can assist them in ‘sounding out’ letters, and model how to blend the letter sounds together to create words.

2. A good vocabulary is essential for fluent reading and good comprehension. Encourage your child to look at context clues to work out the meaning of unfamiliar words. For example, “He sold his old car and bought a new vehicle.” With picture books, encourage your child to see if the pictures point to the meaning of a difficult word. You can also refer your child to cognate words (from the same linguistic root) or simpler forms of the word. For example, the word ‘criticise’ comes from the word ‘critic’. You can look up lists of words frequently used in SATS papers and make a game of learning the meaning and spelling of one word per day. Encourage your children to use sentences containing new words that they learn. If necessary, encourage your child to look up the meaning of any words they do not know.

3. Strong grammar skills help with understanding a passage of text and answering comprehension questions about it. Grammar rules are intended to improve communication and assist with comprehension of what is being communicated – for example, the main parts of speech (such as adjectives, nouns and verbs); conversion between active and passive voices; identifying the subject and object in a sentence; the use of commas to separate subordinate and main clauses.

4. Encourage your child to be an active reader. At the end of each paragraph, students should consider whether they have understood, and if not they should read the paragraph again. Each repeated reading will increase their understanding. Pause when reading with your child and ask questions – for example, “Why do you think he did that?”

5. It is helpful to visualise what is being read. In a fiction story, for example about a group of children exploring a cave, this will greatly increase your child’s enjoyment of what they are reading as well as helping with understanding. Even with non-fiction it is helpful to visualise. For example, with an article about fossils in the layers of sedimentary rocks, picturing the lower, middle and upper layers of rock will help with understanding.

6. Enable your child to identify where in the passage the answer is contained. Look for key words. For example, if the question asks, “What did Sam do after he fed the dog?” – look for the key words “after he fed the dog” (or similar) within the text and underline that part of the text. This helps students to focus and not be overwhelmed by seeking the answer in a long paragraph.

7. Decide what sort of question it is. Most questions can be classified into who, what, where, when, why or how? (5W’s and 1H), indicating what sort of answer is required. A ‘who’ question requires a name or description of a person, a ‘why’ question needs an answer including the word ‘because’, and so on.

8. When answering comprehension questions, answers must always be written in complete sentences and must stand alone without the need to refer back to the text. In response to a question, “Why did Sam open the door?” an incomplete sentence would read, “Because he was getting hot.” The correct answer is, “Sam opened the door because he was getting hot.” A helpful technique is to repeat the words of the question in the answer. In response to a question, “How did John know his father had gone out?” an incomplete answer would be, “He knew because his shoes were missing.” Although a complete sentence, this is not a complete answer – it begs the questions: “Who knew?”, “What did he know?” and “Whose shoes were missing?” A complete answer would be, “John knew his father had gone out because his father’s shoes were missing.”

Following these suggestions will help develop your child’s confidence in a skill which will support them not only in their study of English language and literature but in all their academic studies.

Anna Dalglish is the Maths and English Instructor at the Kumon Guildford North Study Centre, one of over 600 Kumon Study Centres nationwide.
For further information please visit www.kumon.co.uk

Nov 03
Love0
computer class

Demystifying tech in education – Ethical, balanced and creative

By Artificial intelligence, Digital, Education
by Mrs Anna King
Senior School Headmistress, Notre Dame

In recent months, there has been a growing wave of national conversation around educational technology and Artificial Intelligence (AI) used in schools. What is its role? Is it safe? What are the risks and rewards? Any forward-thinking school will be refining and embracing its approach and values regarding the use of technology in the classroom.

Educational technology, or Edtech, refers to digital tools used in teaching and learning, not to be confused with social media or recreational screen time. When Edtech is used in a principled and pragmatic way, it compliments learning in a more engaging and innovative fashion. The use of technology in the classroom should not be driven by trends or devices for their own sake; instead, it should be used thoughtfully, where it enhances learning and supports the development of key skills for life.

Teachers should have the autonomy and expertise to select the most effective methods for each lesson, whether that involves digital tools or more traditional approaches. Across every subject, from science and mathematics to English and the arts, technology can be used as one tool among many. What matters most is its impact: does it deepen understanding, support memory and recall, or nurture vital skills such as collaboration, creativity and resilience? For example, in art and design, students might begin by sketching ideas on paper, then explore digital media platforms to transform their vision, layering images, experimenting with textures and curating digital portfolios that reflect both originality and technical skill. The blend of traditional technique with digital innovation is one of the many ways children are empowered to be creative thinkers and makers in a fast-changing world.

Similarly, in design and technology and computing, schools can foster an understanding of ethical innovation, encouraging students to think about not only what technology can do, but what it should do. This questioning mindset is essential, particularly as developments in artificial intelligence (AI) continue to reshape the educational and professional landscape.

Many schools opt to have a system where students have access to specific laptops or tablets, so they all have the same devices with the same safeguarding protocols in place. This level playing field helps to keep school communities safe while allowing consistent access to learning tools. Some schools use digital learning hubs, which offer students a structured space for classroom resources, teacher feedback, group work and self-paced study. Whether they are preparing for a presentation or revisiting a science experiment, children are learning not just what to learn, but how to learn independently and collaboratively.

Schools are also increasingly encouraging safe, appropriate and responsible use of AI tools with their older students. Under staff guidance, children can understand how AI can assist in their learning journeys, whether that is generating personalised practice questions, building flashcards for revision or helping them understand complex topics through different explanations. This use of AI is not a shortcut; it is a stepping stone, training students to be critical thinkers in a digital age.

Whilst schools embrace the benefits of technology, we should never lose sight of the power of tech-less learning. Writing by hand remains an essential skill, not only for public examinations but also for cognitive development. The act of drafting, drawing, mind-mapping or annotating by hand allows for a kind of reflection that typing does not always replicate. Plenty of pen and paper learning should always be encouraged throughout schools.

Learning at Notre Dame also extends far beyond screens and classrooms. Our students are encouraged to move, to create, to question. Our approach to technology is not just about keeping pace with the modern world. It is about preparing our girls to shape it with wisdom, integrity and imagination.

Find out more at www.notredame.co.uk, call our friendly Admissions Team on 01932 869993 or e-mail us at admissions@notredame.co.uk

Nov 02
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resilient child

The role of resilience in learning

By Education, Mental health, numeracy skills, reading, Uncategorized
by Katie Morgan
Head of Pre-Prep, Great Ballard

Helping your child reach their academic potential

Childhood isn’t something to be hurried through or outgrown. It’s something to be treasured, protected and nurtured. Children should have the opportunity to climb trees, sit around campfires and learn what it means to be both independent and part of a community – and this spirit of curiosity and courage is just as important in the classroom as it is outdoors.

When it comes to learning, resilience plays a key role in helping children reach their academic potential. It’s not just about doing well in tests or ticking off tasks, it’s about developing the internal tools to keep going when things get difficult, to bounce back from mistakes and to believe in their ability to grow and improve. Resilient children are not immune to failure, they embrace it. They understand that setbacks are not signs of weakness, but opportunities to learn and adapt. They try, fall short, reassess and try again. And perhaps most importantly, they don’t rely solely on being ‘clever’ or ‘naturally gifted’ at something. Instead, they develop the mindset that effort, persistence and making mistakes are what lead to success.

This shift in thinking is at the heart of Growth Mindset, a concept introduced by psychologist Carol Dweck. Children (and adults) with a Growth Mindset believe that intelligence and ability are not fixed traits but can be developed with effort and time. Contrast that with a Fixed Mindset, where children might say, “I’m not good at maths,” or “I’ll never be picked for the cricket team.” These beliefs become self-fulfilling prophecies, halting progress before it even begins. Instead, we can help children shift their internal dialogue to something more empowering: “I can’t do this yet”, “If I keep practising, I’ll get there.” Parents play a critical role in shaping this thinking. Praising effort over outcome: “You worked so hard on that project,” rather than “You’re so smart” reinforces the idea that what matters is the process, not just the result.

This starts early – as toddlers learn to walk they wobble, they fall and they try again, undeterred. We cheer them on with gentle encouragement: “You can do it! Have another go!” In that moment, we instinctively understand that struggling is essential. But as children grow, and academic expectations increase, we sometimes lose sight of that truth. We want to protect them from frustration and disappointment, but in doing so, we risk stealing the very struggle that helps build resilience. Even our well-meaning attempts to comfort can unintentionally undermine a child’s sense of capability. Phrases like “Don’t worry, you don’t need to be good at everything” or “You’ll drop that subject soon anyway” send the message that some things are simply beyond their reach. But what children really need to hear is that persistence matters, that making mistakes is part of the journey and that with effort, they can get better.

One of the most practical things we can do is to help our children set meaningful goals. Not just the daily adult-led ‘to-do list’ goals like finishing homework or tidying their room but the ‘big dream’ goals that come from their own passions and interests. Whether it’s building a LEGO castle, learning a skateboard trick or writing a story, self-directed goals build motivation and show children what it feels like to work towards something that matters to them. Setting goals also taps into how our brains are wired. Every time we reach a milestone, our brains release dopamine (the ‘feel good’ chemical associated with achievement). Even the act of planning toward a goal can boost motivation. Children feel empowered when they take ownership of their aspirations, and that confidence carries over into more challenging areas of learning. When we combine that with a strong sense of perseverance (the ability to keep going despite setbacks), we’re giving our children a powerful foundation.

One effective strategy is to help them build a ‘catalogue of proof’: a mental (or even physical) list of things they’ve overcome. From learning to ride a bike to performing in a play, these small wins show children that they are capable, even when things are hard. Later, when they’re struggling with a spelling test or a tricky bit of maths, they can draw on that evidence: I’ve done hard things before, I can do this too.

Equally important is helping them see their mistakes not as failures, but as part of the process. Talk openly about your own errors and what you’ve learned from them. Instead of focusing solely on results, provide feedback that highlights strategy, effort and progress. Ask open-ended questions: “What did you try?” “What might you do differently next time?” “What worked well?” All of this takes time, patience and consistency. Resilience doesn’t happen overnight, it’s something we nurture over months and years, through small everyday moments. A bedtime chat about what went well today. A word of encouragement when homework feels tough. A quiet moment spent really listening to what’s on their mind, no matter how little it may seem.

It may also help to build habits around gratitude. Research shows that practising gratitude, whether through simple conversations at dinnertime or by journaling, boosts mental wellbeing. A child who regularly reflects on what they’re thankful for is more likely to maintain perspective during difficult moments. Their ‘gratitude bank’ becomes a buffer against life’s inevitable bumps.

Finally, let’s not forget the power of environment and routine. Small acts of ‘situational support’ (laying out clothes the night before, putting their bag by the front door or setting up a dedicated homework space) can reduce stress and build a sense of control and independence.

Helping children become resilient learners isn’t about shielding them from difficulty, it’s about walking alongside them as they navigate it. It’s about fostering curiosity, celebrating effort and creating space for them to struggle, reflect and grow. Because academic potential isn’t just about what a child knows. It’s about how they respond when they don’t know something – yet.

Great Ballard is a small school with big ambitions, providing affordable education from Nursery to GCSE. We believe wellbeing is the foundation that allows the real learning to happen. www.greatballard.co.uk

Nov 01
Love0
smiling girl

Educating the whole child

By Education, Mental health
by Kirsty Keep, Francesca Milling and Matt Thomas
Heads of the Lancing College Preparatory Schools – Lancing Preps Hove & Worthing and Dorset House

Why character matters as much as curriculum

In an age where academic achievement often takes centre stage, it’s easy to overlook the quieter, yet equally vital, aspects of a child’s development. Prep schools are increasingly recognising that success in life is not measured solely by exam results, but by the strength of a child’s character, how they treat others, how they respond to challenges and how they understand themselves.

Character education is not a new concept, but it has taken on renewed importance in recent years. Schools are placing greater emphasis on nurturing values such as kindness, empathy, resilience and integrity. These qualities are not taught in isolation but are embedded in the daily life of most schools – through assemblies, classroom discussions, peer interactions and the way staff model behaviour.

Children thrive in environments where they feel safe, respected and heard. When schools create a culture that values emotional intelligence as much as academic performance, children are more likely to take risks, express themselves and develop a genuine love of learning. They become more confident, more compassionate and better equipped to navigate the complexities of growing up.

One of the most powerful tools in this approach is the development of emotional literacy. Helping children to recognise and regulate their emotions from an early age builds a foundation for lifelong wellbeing. It also fosters empathy. When children understand their own feelings, they are better able to understand the feelings of others.

This is particularly important in the early years, when children are still learning how to navigate social situations and build relationships. Encouraging children to talk about their emotions, reflect on their behaviour and understand the impact of their actions helps them to develop a strong sense of self and a deeper connection to those around them.

Schools that focus on both character education alongside academic achievement often adopt proactive strategies to support emotional development. These may include mindfulness activities, peer mentoring and structured programmes that teach self-regulation and resilience. Such initiatives not only help children manage their emotions but also empower them to ask for help when they need it.

Importantly, this approach to education doesn’t mean lowering academic standards. On the contrary, children who feel emotionally supported are more likely to engage deeply with their learning. They are more resilient in the face of setbacks and more motivated to achieve their personal best. When children are taught to value effort, kindness and curiosity, they become learners who are not only capable but also courageous.

Educating the whole child means recognising that every child is unique, with their own strengths, challenges and potential. It means creating a school environment where values are lived, not just taught. It means preparing children not just for the next stage of their education, but for life.

In a world that is constantly changing, the ability to adapt, empathise and lead with integrity is more important than ever. By placing character at the heart of education, prep schools are helping to shape a generation of young people who will not only succeed academically but also contribute positively to their communities in the future.

The Lancing College family includes its two Prep Schools located in Hove and Worthing, Dorset House School in Pulborough and Little Lancing Day Nursery & Forest School.
www.lancingcollege.co.uk, www.lancingprephove.co.uk, www.lancingprepworthing.co.uk, www.dorsethouseschool.com, www.littlelancing.co.uk

Aug 08
Love0
happy schoolgirl

Is my child ready for school?

By Education, Relationships, Summer
by Lianne Morrison, Head of Pre-Prep, Lancing Prep Hove and
Jovita Opio, Nursery Manager, Little Lancing Day Nursery & Forest School

Transitions can be tricky hurdles to negotiate at whatever point in life, and for very young children, changes are often an unsettling experience in their daily lives. These can include the birth of a new sibling, moving house, changes in family living arrangements, bereavement and last but by no means least going to school.

It is one of the most momentous transitions in their Early Years journey when a child faces the step up into the Reception year. It can be emotional for parent/carer and child alike. For parents it can seem like only yesterday that their child was just a tiny bundle of joy in a buggy and now, in a flash, here they are looking very grown up in their new school uniform – where did those years go? For the child, there can be equal parts excitement and nervous butterflies as they get ready to join a school where much will be new.

‘School readiness’ is a phrase that can quickly become a preoccupation for parents whose children will be making this transition, but what does it mean? It can be hard to define precisely, and how ready a parent feels their child is for school can often turn out to be something rather different to how ready the Reception teachers feel a child actually is. This is evidenced in a recent survey, where 9 out of 10 parents thought their child was school ready and teachers only thought 1 in 3 children were! So, it’s useful to know what school readiness means to schools and how parents can work with their child, and their child’s early years setting or childminder, to ensure that their child is well prepared for the years ahead.

Top of the list is likely to be a child’s growing sense of independence. Practical skills will help build this and there are some very simple ways that the parent/carer can incorporate these into daily routines at home. These skills cover personal care, from being able to dress themselves without too much help, negotiate buttons and zips, to being able to put on and take off shoes and outdoor clothes, using cutlery at lunchtime and drinking from an open cup. Probably the most important personal care skills are using the toilet and washing and drying hands effectively.

Language skills are another key area. Studies show that children who have enjoyed lots of conversations and been read stories daily prior to starting school had a richer vocabulary compared to those who were less exposed to these experiences. The ability to communicate and use simple language can help enormously with settling into a school community. Talking to others about what they have been doing, what they have experienced or just chatting about the world around them is something they already do at home but extra practice will build confidence in expressing themselves. Singing nursery songs or chanting nursery rhymes is a fun way of joining in at school, particularly when these are already familiar to them and they enjoy the sounds and hand actions. Language skills can of course vary enormously at this age but if a child knows how to ask for help in simple terms, it can minimise feelings of stress in classroom situations.

Children will also have begun to learn social skills, build relationships and develop communication. The three key components of this are learning to listen, understanding and following simple instructions and starting to build resilience. This will enable them to concentrate for short periods of time to start with, engage with tasks and to persevere when something doesn’t go quite right!

Sparking curiosity can play a significant part in this. Learning about the world about them, imaginative play, sharing story books and talking about the characters and pictures are all activities that children will encounter in school, alongside creative skills such as drawing, colouring and painting and simple construction activities which help develop fine motor skills and improve coordination. Children accessing nature is a great way to spark curiosity and learn about the world around them.

Interacting appropriately with others is another important skill that parents/carers can support at home. Understanding feelings and being able to discern what other children are feeling is important. Learning to take turns with toys and practising sharing can help children to understand that they need to consider others. Children can begin to learn to recognise emotions and reactions of others by talking about how they feel or how they think another person is feeling. Beginning to understand what a friend is feeling, or if something is making them sad, can help to build relationships. These skills can be practised by looking at a story book with a parent/carer and talking about how the characters might be feeling. Setting boundaries for their own behaviour, and that of others, so that they know when, and how, to say no to something that makes them feel sad or cross or uncomfortable is another skill that can be developed at home.

For children to easily adapt to the routines of school life, healthy routines at home will help them. It is so important that children get the rest they need and are ready for school each morning, so a consistent bedtime routine, healthy limits to screen time and a supervised tooth brushing regime twice daily are recommended, along with eating a healthy, balanced diet. These factors all come together to help new Reception children become healthy and happy learners.

There is plenty of help available for parents to navigate their family’s way through to school readiness. It’s important to remember that children develop at their own pace, right from the day they first enter the world, and some may need a little more help than others when it’s time to get to grips with moving to life at school.

Whatever experience a child has had prior to going to school, it is still a huge step. For some, previous experiences might be attending a daycare nursery or being cared for by a childminder. For others, they might have been attending a preschool attached to a school. Some might be joining straight from home, possibly where they were looked after by a parent, family member or a nanny, without ever having attended an Early Years setting with other children their age.

Early Years settings and childminders should have a good grasp of how they need to work with the children to prepare them for joining school. They are well-versed in the transition process for their preschoolers. Firstly, there is the strong bond with parent/carers which ensures setting and families work together. Secondly, contact is established between the setting and the school the child is joining, typically with nursery visits from Reception teachers and school readiness events at the school prior to the start of the new school year in September. Early Years practitioners share their knowledge of the child and their developmental milestones (with parental permission of course) and in that way the school can gain insights into the child, and into any particular needs they may have, and the nursery can help prepare the child for this important step in their Early Years journey.

If a child has been in a preschool attached to a school, whether state maintained or independent, the transition will likely be very easy for the child and their family alike. They will be familiar with the school buildings and there will be a natural progression moving from preschool to the main part of the school. Some schools will employ qualified teachers to lead their preschool so the teaching style of their new Reception teacher will also feel familiar. For many families, the move from preschool to Reception in the same school will be a seamless process.

If a child has been more home-based, then the transition might be a bigger step and they may well benefit from attending a nursery or their planned school’s preschool, for at least a couple of days a week in the final year before they start in Reception. It will help them to begin to acquire the valuable social and communication skills that will stand them in good stead for life among their peers. Parents may have their own social and support groups with other families and this can also provide good opportunities to collaborate with others who are in the same situation.

If a parent is concerned about their child’s development, or their child has additional needs, such as EAL or SEND, there is support available to families. Parents should share as much information as they can with the school to help the child settle into Reception and work with their child’s current care provider, whether a nursery or a childminder. Health visitors or family hubs can also support families with more information and resources.

There is so much that can be done to help to increase independence and build confidence that will help the child to feel ready, both in practical terms and emotionally, for school. Practise within the home environment will reinforce what the nursery, childminder or preschool are working on with the child. What’s truly important is that everyone works together to ensure that the transition is a positive experience and children set off for school excited and confident at what is to come.

The Lancing College family includes its two Prep Schools located in Hove and Worthing and Little Lancing Day Nursery & Forest School which offers day care all-year round for children aged two months and over. www.littlelancing.co.uk www.lancingcollege.co.uk

 

Jul 05
Love0
multi-lingual kids

The power of multilingual learning

By Education, languages at an early age, reading
by Helen Abbott
Subject Leader for Languages at Banstead Prep School

Why learning two or more foreign languages at primary level boosts success

If my younger self were to have given my rather more mature self a piece of advice, it would probably have been to avoid teaching French and Spanish alongside one another. They look and sound too similar and young children are, arguably, still trying to get to grips with their own language.

However, experience has taught me otherwise. Primary school children are incredibly flexible: their minds are not entrenched in notions about how language should behave and their ability to mimic sounds is at its peak. Telling them that the French word for yes, oui is spelled, well, like that, does not phase them, just as showing them that oie sounds more like a crying baby than a slightly rude interjection, does not confound them; they accept more readily that some things are just done differently. Besides, shouting “Oie! Oie!” (or “wa wa” as it actually sounds) is fun at the age of eight but excruciatingly embarrassing at the age of 15!

Make each language distinct
The key to success is to make each language as different as possible. Visual and physical separation, such as having coloured folders for Spanish and exercise books for French, distinct sides of the classroom to display each language, opposing colours to represent each, different seating plans for each lesson, and varying teaching styles all work well. Additionally, because French remains the main language at our school, the children can expect to do more writing in these lessons, while Spanish is packed to the rafters with games and oral activities. This approach ensures that both languages have unique identities in the students’ minds.

Making connections between languages
On the other hand, while I don’t teach grammar explicitly in Spanish, it is easy to allude to it by comparing it to French. Students who grasp grammatical concepts like gendered nouns and adjective agreement in one language can quickly transfer that knowledge to another. You start to witness inspirational bulbs lighting up every lesson as the children see how much Spanish, French and English are connected.

Recognising familiar words also accelerates learning. The word for bread in Spanish, “pan”, is a piece of cake to pronounce (every pun intended!) French, on the other hand, has “pain” – which looks like it should be more about sore feet than a sandwich – until you realise it’s actually pronounced similarly to the Spanish “pan”. Once children make that connection, they have mastered two words in two different languages – no pain involved!

The overwhelming message is that learning two modern languages does not completely bewilder them but instead opens up extra learning possibilities and deeper understanding.

A fresh start and renewed enthusiasm
The main advantage of introducing a new language is that it injects new energy into the learning of all languages. The excitement of a new subject is palpable, and the fact that they are learning how to use the language orally, rather than worrying about being assessed at every corner, makes the experience more enjoyable for them and they relax into their learning.

Breaking the myth of confusion
Do children confuse the two languages? Sometimes. But it’s more a case of them not being sure which language we’re studying when they want to look something up than combining the two languages – “Are we in French or Spanish?” is frequently asked halfway through a lesson. Interestingly, however, they seem to categorise instinctively all the words they learn together, so that, even though they may not be sure which language all those animal words they’ve just learnt belong to, they know they are the same language, and they don’t cross over into the other. They are far less confused by the acquisition of two languages than my GCSE students were, because they are learning them at a slower pace and within clear topics. I’m certain that by the time they get to secondary school, they will know which one is which!

The long-term benefits
When children begin school, they are still mastering their native language. It may seem ambitious to expect them to leave Year 6 with a solid foundation in French, Spanish and even some Latin (with a touch of Ancient Greek). Yet, over the past three years, I have seen students at Banstead Prep achieve exactly that.

Languages are more than just words; they’re windows into different cultures. Teaching two foreign languages at primary level doesn’t confuse students – it broadens their horizons, strengthens cognitive skills and fosters a lifelong love of languages. And seeing young learners make connections and embrace new languages? Totally worth the challenge!

Helen Abbott is the Subject Leader for Languages at Banstead Prep School, a coeducational nursery, pre-school and prep school for children aged 2 – 11. For more information please visit www.bansteadprep.com

Jul 04
Love0

The importance of storytelling

By Early Years, Education, environment, Language, languages at an early age
by Jack Esplen, Assistant Principal Juniors
Shoreham College

In a world that has already made the leap from the page to the screen, what is the value of storytelling, and will it really help our children to thrive?

So, you’ve been told this before: early reading is crucial. It has a profound impact on children’s development and their success in later life. You’ve seen evidence too – statistics about how many books, or even words, children should have read before they even start nursery. Have one more fact for your parenting arsenal: it is estimated that a child who is read to daily will have heard 296,660 words by the time they are five years old, compared to just 63,570 words if they are read to once or twice a week.

So yes, reading to your child is important. Storytelling might be even more important – and it helps to understand why.

Children need opportunities to hear stories; they are imperative to help them engage with the world around them and to develop cognitive, social and emotional skills. They give children plots, characters, settings and the chance to fully immerse themselves in worlds and adventures that expand the known experiences at a young age. The pages they have read to them give them an endless library of worlds and characters, prompting a curiosity and the chance to ask thousands of questions as they begin to understand the world around them.

Storytelling lays the foundation for personal, social and emotional development. How many of us think of Disney’s ‘Bambi’ as our first experience of grief, or learnt about the value of true friendship through the lens of Pooh Bear and Piglet? Experiencing the highs and lows of a beloved character’s story, the decisions they make and the pain they endure, enable children to begin to understand what real emotion feels like in a safer, ‘fly-on-wall’ way. Through storytelling and the conversations it sparks, we can teach our children how to communicate, interact and empathise.

Don’t underestimate the impact that quality stories can have on our young people’s ability to problem solve and build resilience. When children follow a character’s journey through challenges and obstacles, they learn that struggles are a natural part of life. The way these characters overcome adversity offers children a road map for how they might face difficulties in their own lives. Whether it’s a hero navigating through conflict, or a character learning from their mistakes, stories allow children to witness failure and triumph, and most importantly, the process in between. This helps them develop a growth mindset, teaching them to see setbacks as opportunities for growth rather than reasons to give up. It is through the act of storytelling that children are able to build both their inner strength and their ability to persevere.

So, in a world dominated by technology and screens, it’s crucial we continue to make space for these timeless traditions that foster emotional intelligence, problem-solving skills, and empathy – essential skills for thriving in today’s complex world.

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

Jul 03
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schoolkid learning

Building independent learning in the early years

By Early Years, Education, Relationships, Wellbeing
by Michelle Thurley
Head of Early Years at Little Amesbury, Amesbury School, Hindhead

It is said that ‘play is the work of childhood’, and it is well known and understood that the first five years of a child’s life are absolutely crucial in setting them up for success in later learning and life. Before the age of five children are at their very peak of natural curiosity, enthusiasm and brain capacity for new learning. Good quality early years education is all about teaching children the tools to harness their desire for independent learning. Teaching children how to learn and how to interact, and equipping children with these skills will give them the confidence and ability to learn independently for the rest of their school careers. So how is it done well?

The importance of play and free flow
In the early years children learn through play. In many other European countries children do not even begin the formal business of educating in maths and English until age seven. Instead, in such countries the early years’ curriculum encompasses lots of learning through play. In reality the two approaches are quite aligned.

Play is profoundly important when it comes to children’s social, emotional and cognitive learning. It allows children to pretend, to take risks, to explore and follow their own desires and interests. They learn to negotiate and communicate with their peers. Play also provides opportunities for children to control their emotions and behaviour. At the same time, it teaches skills like creativity and problem-solving.

A nursery or classroom set up that allows children to learn through play and explore in this way is a key component in developing their independence. ‘Free flow’ between activities and the outdoor space is vital in providing the physical environment to stimulate children and give them the confidence to build their independent learning. This typically means a formal activity then three or four complimentary activities being set up and explained to the children for them to go and enjoy, with the child leading their own choice of activity. For instance, a maths based early years activity could look like this; the children are digging in the sand and having fun, yet each child has been tasked to find three objects hidden in the sand. The preschoolers are all finding three different types of leaves at forest school, vs just collecting leaves. The variety of provision being notably inside and outside the classroom.

Bringing learning to life
Appealing to the broadest range of learning experiences possible in rich, creative ways to pique learning interest is the best approach. A teacher will refer to the ‘seven areas of learning’, from academic learning in literacy and maths, real-world exploration, physical activities, communication and language, expressive art and design and personal social and emotional development. A quicker short form for parents to remember is to nurture the ‘PIES’, Physical, Intellectual, Emotional and Social aspects of the life of their child. A rotation of rich and exciting opportunities to learn through play to ensure all of these vital areas of early learning are captured is key to building the independent learner early on.

Varying how learning is delivered is key, a range of materials, song, music, games and objects – giving children access to real objects as well as toys. Using a rich range of resources, like iPads or interactive whiteboards where children can select a worksheet, all build a child’s skills and give them agency in their own learning. Also allowing an activity to run on if children are very engaged is to be encouraged – early years learning is the best time for flexibility in the timetable. Getting outside, access to mud and leaves and weather, and opportunities to dress up and pretend within the school day are key to capturing a child’s imagination. I greatly enjoy teaching phonics with at least two of the class dressed as princesses or a superhero.

Recently, this provision in professional educational settings has become increasingly specialist. It is now more common for early years settings to offer specialist music, dance, languages, forest school and even Makaton and specialist sports. This is clear evidence of the need to offer the most ‘high definition’ learning possible to build independent learning.

The best illustration I can offer of independent learning starting to really take shape is a recent anecdote. One of the children I teach has been learning about the UN rights and responsibilities of a child in ‘The Real World Exploration’ aspect of the EYFS curriculum. The child had clearly understood from this lesson that children in the nursery and wider school community have a voice, and they must command dignity, respect and be accepted for who they are. This child was asked to effectively play a game of tag in their PE lesson, they asked to “sit out” the lesson as they did not see themselves having a role as either being chased or chasing anyone in that lesson and please could the teacher “respect my decision!”

Little Amesbury is a centre of excellence, dedicated to providing our youngest children with outstanding early years education, in a vibrant and challenging learning environment. For further details please visit www.amesburyschool.co.uk/littleamesbury

 

Jul 03
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Arty owl

Children need more art

By dance & Art, Education, fun for children, Mental health, play, Playing, Wellbeing
by Sebastian Dewing
Founder Artroom Brighton

Nurturing creativity beyond the classroom

Back at primary school, in the 1980s, I had a weekly art lesson in an art room, a pottery class in a pottery studio and a needlework lesson in a fabrics room. Whereas I appreciate, this was not necessarily on offer in every school, it certainly wasn’t radical.

Fast forward 40 years and the demotion of art from a core subject to a smattering of token options that children dip in and out of, is astounding. If my daughter is lucky enough to get an art lesson, it is usually in conjuction with a topic lesson – like lets draw ‘a Viking long boat’ or design a ‘save the rain forests’ poster. There is still value in this but it is rarely art for art’s sake. Our children are being disadvantaged by the requirements of national educational targets, which hugely favour ‘core’ subjects, meaning art is now undervalued in primary schools. It is the participation in art, rather than the ability and skill level of the child, that is fundamentally important here.

In a world of innovation, it couldn’t be a more crucial time to use art to empower our young people, as employers place a huge emphasis on creative thinking, in addition to personal skills such as confidence, effective decision-making and originality. Such skills are bolstered by studying the arts and being able to think outside of the box, innovate and be creative is something that seems lacking in many young people entering the workforce.

Sir Ken Robinson in his TED Talk, Do Schools Kill Creativity, said that: “Creativity is now as important in education as literacy – we don’t grow into creativity; we grow out of it. Or rather, we get educated out of it… Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won’t serve us. We have to rethink the fundamental principles on which we’re educating our children.”

The Digital, Culture, Media and Sport Committee (2019) said in their report Changing Lives: “We are deeply concerned by the evidence we received around the downgrading of arts subjects in schools, with all the consequent implications for children’s development, wellbeing, experiences, careers and, ultimately, life chances.”

While schools work really hard to deliver a broad curriculum, the time and resources available for creative subjects, such as art, are frequently limited or sidelined. Yet, for many children, art isn’t just a subject – it’s a language, an outlet and a way to connect with themselves and the world around them.

Art workshops can offer a space where that creative expression can truly flourish. Unlike the school environment, where outcomes and assessments can sometimes overshadow the process, workshops are structured around exploration and fun. They allow children to use new materials, think visually and build confidence in their own ideas – all in a relaxed and supportive setting.

During the long summer break, when routines shift and screen time can easily dominate, art workshops can provide children with meaningful, hands-on experiences. It’s not just about keeping them busy – it’s about giving them the tools and space to grow, create and have fun.

For parents looking to support their child’s artistic interests beyond the classroom, workshops can be an ideal stepping stone. They bridge the gap between what schools can offer and what children truly need to thrive as young creatives.

At Artroom Brighton, we truly and firmly believe that art has the power to transform and nurture the lives of young people – we’ve seen it happen many, many times.
In the current climate, it’s no wonder that more and more parents are choosing to send their children to our classes. Unlock YOUR child’s creative potential and book them in for a course at our studio. Visit www.arrtroombrighton

Jul 03
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Nurturing creativity

By Early Years, environment, Forest School, Green, Mental health
by Karen Borley
Senior Education Advisor, N Family Club

The magic of the atelier and self-expression in the Early Years

In their early years, children establish the foundations of how they view the world, relate to others and express themselves. One way to support this development is through the use of an atelier, which is a dedicated space for self-expression. Inspired by the Reggio Emilia approach to early childhood education, the atelier is a vibrant, ever-evolving environment where children of all ages can make sense of their world through art, play and sensory discovery.

The atelier concept comes from the Reggio Emilia approach, a renowned educational philosophy that places high value on children’s natural creativity. Reggio educators refer to the variety of ways that children interpret the world as the ‘hundred languages of children’ with the environment as the ‘third teacher’. Aligning with the Early Years Foundation Stage’s (EYFS) Expressive Arts and Design area, an atelier can facilitate the ‘hundred languages’ through 2D and 3D art, clay modelling, transient art, photography, music and sound, amongst other experiences. Children are free to experiment, to combine different mediums, to revisit ideas and to create without the pressure of a ‘right’ answer. Essentially, the journey matters as much as the end result.

When set up thoughtfully, as a dedicated room or as a part of the main family room, the atelier should invite exploration, curiosity and wonder in children of all ages. Experiences and materials can be adapted to suit a child’s stage of development – whether it’s a toddler squishing clay between their fingers or a preschooler constructing a 3D sculpture with the same materials, the atelier should welcome all forms of expression and creativity. For babies, an atelier experience might be about sensory exploration – watching light and shadow, listening to soft music or touching different textures. For toddlers, it could be about mark-making, experimenting with colour, or stacking and building. Older children may work on more complex projects involving design, sculpture and collaboration. Every child has the opportunity to develop confidence in their ideas, to try new techniques, and to build something uniquely theirs.

In the atelier, children can be introduced to a diverse range of artists whose work sparks curiosity and wonder. Artists such as Joan Miró, Jackson Pollock, Henry Moore and Yayoi Kusama can be explored. For example, a child might respond to Kusama’s dots with their own vibrant pattern work. These experiences help children see themselves as artists, too. They learn that art is not about perfection but about expression – finding their voice, rhythm and mark in the world.

The atelier is also a space for project work – an opportunity for deeper, shared discovery. Children can return to their creations over days or even weeks, adding layers of thought, materials and meaning. This ongoing process demonstrates to children that their ideas matter and deserve both time and attention. Educators should play a key role here, introducing new materials and techniques, asking thoughtful questions and helping children to connect their experiences to broader ideas. Older children can be provided with the opportunity to collaborate with one another by discussing plans and building together, and these early experiences of teamwork and communication lay strong foundations for emotional and social development.

An important aspect of the atelier approach is documentation. Children’s creations should not just be displayed, but also celebrated. Photos, notes and collections of work allow children to revisit past experiences, reflect on their process and share their stories with peers and their families, supporting a sense of ownership and pride. By giving children the freedom and tools to express themselves, we help nurture confident thinkers, communicators and lifelong learners. In the safe, inspiring space of the atelier, each child is invited to tell their story in their own unique way. For families, knowing that such a space exists in their child’s nursery can offer reassurance that their child is being seen, heard and valued every day.

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 were rated the highest quality nursery group in the UK by Nursery World in 2022 & 2023 and were accredited as a Great Place to Work in 2024. www.nfamilyclub.com

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