Education Archives - ABC Magazine

Dec 03

A year in the woodland classroom

By Iain Boyle 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

Why experiences make the best Christmas gifts

By Iain Boyle 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

Nov 18

Love0

Why toilet training a year earlier is an urgent issue

By Iain Boyle baby health, Childcare and Nannying, children's health, Health, special educational needs, Wellbeing

Toilet training children a year earlier could solve a host of issues in the education and health service and improve children’s overall health and wellbeing – so why aren’t policymakers pushing forward measures to support families doing it sooner?

ERIC, The Children’s Bowel & Bladder Charity, with support from Kindred Squared and Jodie Gosling MP, recently hosted a Parliamentary roundtable discussion bringing together key stakeholders in early years, education and children’s health and social care, to discuss the huge impact delayed toilet training is having on children’s lives. The discussion centered around the significant opportunities that exist to improve children’s health, social care, education and wellbeing by toilet training earlier.

The charity is pushing for clear guidance around toilet training, greater benchmarking of children’s progress, and standardised training for professionals supporting families in early years (including health visitors and early years practitioners).

Over the last two generations, the average age that children are being toilet trained in the UK has risen from 12-18 months, to an average of around three or even four years today. Later toilet training increases the risk of developing wetting and soiling issues later and also prevents the early identification of bladder and bowel problems.

The impact is profound across education, health and social care:
• A staggering 1 in 4 children start school still not toilet trained.
• 90% of teachers have at least one child in their class who is not fully toilet trained.
• On average 2.4 hours of teacher time is lost every day supporting children who are not school ready to catch up – directly affecting educational outcomes for all children in the class and hampering the Government’s mission to ensure children start school ready to learn.
• Hospital admissions for childhood constipation (which can be exacerbated by delayed toilet training) have increased by 60% over the past decade (over 44,000 children last year).

The charity argues that if children were toilet trained a year earlier, it would improve outcomes for children, save children’s health and education services time and money, and reduce the environmental impact of nappies going to landfill. The potential positive impacts are significant:
• Reduce the social and emotional impact of delayed toilet training on the child: Two thirds of teachers (65%) and 58% of parents agree that not being ready for school when starting Reception could have long term impacts on a child’s success in later life. Ensuring they are toilet trained well in advance of starting school means they’re less likely to feel embarrassed or be ostracized from their peers, which can have a profound effect on their early days in school.
• Better education: If they didn’t have to deal with children who weren’t toilet trained, teachers could save up to 456 hours – that’s around 10 days of extra teaching time they could spend focusing on improving children’s education over the academic year.
• Better health: There is a link between delayed toilet training and childhood constipation. Currently 1 in 3 children suffer from constipation. In a single year, the NHS spent £168 million treating constipation.
By preventing a number of children from suffering from this, it could also save the NHS a significant amount. The cost of treating constipation is equivalent to funding 7304 newly qualified nurses for a year.
• Better for the environment: It’s estimated that the average child uses between 4,000 and 6,000 disposable nappies before they are toilet trained, and the UK disposes of around 3bn disposable nappies annually. If every child was toilet trained one year earlier, we could save between 5.3bn – 7.1bn nappies from going to landfill.
• Cost savings for parents: Parents in the UK can expect to spend approximately £1,000 on disposable nappies per child from birth to toilet training. This translates to about £400 per year for disposable nappies. So by toilet training earlier, they could save themselves up to £400 – that’s equivalent to about two weeks of nursery fees in some parts of the country, or perhaps a UK family holiday.

Siân Wicks, CEO of ERIC, The Children’s Bowel & Bladder Charity said: “ERIC calls for children to be toilet trained a year earlier. We have reviewed the evidence base, examined the impact on the child and family that delayed toilet training has. It is time to reduce the stigma. It is essential that we raise the profile of this debate. We are calling for clear national guidance, both for families and professionals, particularly for those who support children in early years.There has been clear guidance on issues like breastfeeding and sleep, but not on toilet training; yet, as we’ve seen, this is causing a host of issues that are costing families, society and the government dearly. There needs to be a greater sense of collective responsibility for children’s bowel and bladder health, and all stakeholders across government, children’s health, education and social care need to work together to support families to reach this milestone sooner.”

Felicity Gillespie, Director of Kindred Squared said: “Our research shows that parents are keen for clear, simple and evidence-backed advice. That’s why we’ve worked with the early years sector to produce startingreception.co.uk. The medical evidence is clear; unless there is a diagnosed medical need, children are best served by being out of nappies between 18 and 30 months. We welcome Eric’s efforts to spread this information as widely as possible!”

Jodie Gosling, MP, said: “Too many children are starting school feeling anxious, isolated, or even ashamed – simply because they haven’t been supported to reach a basic developmental milestone: being toilet trained. The removal of Sure Start provision has left families without the necessary infrastructure to learn and thrive. This isn’t just about nappies. It’s about dignity. It’s about confidence. And it’s about giving every child the best possible start in life. We’ve heard today how delayed toilet training is affecting not just individual children, but their families, entire classrooms, our NHS, and our environment. The evidence is clear – and the cost of inaction is too high. This is an issue that requires urgent, coordinated action. We need clear national guidance, better training for early years professionals, and a shared commitment across government to support families in reaching this milestone sooner. Because when we help children thrive from the very beginning, we all benefit.”

Alison Morton, CEO of Institute of Health Visiting, said: “Gaining mastery of your own bladder and bowel function is an important milestone in a child’s development. However, toileting practices and advice have changed over the years, and are heavily impacted by marketing tactics to delay toileting and prolong the use of nappies under the guise of ‘waiting until children are ready’. This has a human, financial and environmental cost. I encourage all professionals to maintain high expectations for the ability of all children, including those with disabilities, to achieve the skills for toileting. Unnecessary delays and low expectations are limiting children’s life chances and can have lifelong consequences. Getting this right is not really a choice, it is fundamental for children’s dignity, safety and quality of life”.

For further information please visit www.eric.org.uk

Nov 18

Love0

The silent sugar surge – and how parents can help their children eat smarter

By Iain Boyle baby health, Education, Exercise, family, Food & Eating

by Monica Price
Nutritional Therapist

Being a parent can be full of challenges – especially when you have to start navigating food for your children. When you step into any supermarket you’ll be surrounded by brightly packaged snacks, ‘low sugar’ yogurts, cartoon-covered cereal boxes, and juice pouches that claim to be ‘healthy’ or ‘natural’. But behind the clever marketing lies a harsh truth because many of these convenience foods are packed with hidden sugars and they’re contributing to a worrying trend of the rise in childhood obesity and early years health issues, such as Type 2 diabetes, high blood pressure and even liver problems.

Sugar isn’t just in sweets. It hides in cereals, granola bars, yogurt, flavoured water and juice, pasta sauces, ketchup, snack packs and shop bought ready-made meals.

Many of these foods are marketed to look like the healthy choice – but even a ‘no added sugar’ fruit snack can have as much sugar as a small chocolate bar.

The UK NHS recommends no more than 19g (about five teaspoons) of free sugars per day for children aged four to six. Some popular children’s yogurts contain more than that in one pot.

So what can you do?
Making healthy food choices for your child doesn’t have to mean cutting out all treats or spending hours in the kitchen.

It’s about education, awareness of food and making small changes to their diet that make a big difference over time.

My top five tips are:
1. Learn to read food labels together
Turn your shopping trip into a mini scavenger hunt – teach your child to spot sugar on labels. It hides under many names, including:
• Glucose
• Fructose
• Corn syrup
• Honey
• Fruit juice concentrate

Aim for foods with less than 5g of sugar per 100g for everyday choices.

Top Tip: If sugar is listed in the first three ingredients – it’s a red flag so avoid it.

2. Reduce sugary snacks
Total sugar bans can lead to obsession or secret snacking for a child so instead:
• Save sugary treats for special occasions, like birthdays or weekends
• Offer fruits, nuts, cheese, or oatcakes as after-school snacks
• Use words to explain to your child so they can understand.

Children learn by repetition and routine. The more you offer better options, the more likely they’ll get used to them.

3. Cook together and talk about food
Children are far more likely to try something if they have helped make it.
• Get them to wash vegetables, stir sauces, or choose toppings
• Talk about where food comes from – what grows in the ground, what animals produce and how it ends up on their plate
• Try growing herbs, tomatoes or lettuce at home or in a pot on a windowsill

This helps them connect food with health and gives them ownership over their choices.

4. Offer variety without pressure
We often fall into the habit of rotating the same four or five meals and snacks our children claim they like, but start to introduce different foods to encourage a healthy gut, stronger immunity and lower sugar cravings.

Don’t stress if your child doesn’t take to a new food right away. It can sometimes take up to 10 -15 tries before a child accepts something new.

Top Tip: Put new foods next to familiar ones instead of replacing them. A few slices of raw pepper beside their usual sandwich for example.

5. Choose water first
Juice, squash and fizzy drinks are the biggest sources of unnecessary sugar for children.

Even 100% fruit juice, while natural, is high in sugar and lacks the fibre whole fruit offers.
• Make water the default drink
• Try adding fresh fruit, cucumber, or mint for natural flavour
• Save juices and fizzy drinks for occasional treats – not as a daily habit.

Remember you are not alone – it’s OK if your child doesn’t eat kale or quinoa – what matters is that you are teaching them to understand what healthy food is, to empower them as they grow older to make informed choices.

You are then setting the stage for life long healthy eating habits – and that is one of the greatest gifts you can give to your child.

Monica Price is a qualified Nutritional Therapist, Writer and Broadcaster. She is the go-to expert for health and wellbeing on national television and radio stations across the UK.

www.monica-price.co.uk

Nov 15

Love0

Why children need outdoor play – and simple ways to encourage it

By Iain Boyle Early Years, Education, environment, Forest School, Wellbeing

by Dr John Allan,
Head of Impact and Breakthrough Learning at PGL Beyond

In a world dominated by screens, getting children outdoors has never been more urgent – or more important. Outdoor activity offers far more than just physical exercise: it nurtures resilience, builds confidence and develops a wide range of skills that can’t be replicated indoors.

Outdoor play provides conditions rarely found indoors. The unpredictability and multi-sensory nature of being outdoors challenges children to think creatively. Outdoor activities encourage children to explore, make decisions and adapt, building confidence and independence along the way. A child who is used to this is more likely to view setbacks in life as problems that can be solved, or even as stepping stones to growth.

Research shows that children who develop strong psychosocial skills early report better adult outcomes, including higher educational attainment, stronger employment prospects and improved mental health.

Learning new skills – whether physical, cognitive or social – is fundamental to healthy development. Outdoor experiences accelerate this process by fostering a balance of physical, social cognitive and emotional literacy at a time when brain development is most rapid.

Building resilience is central to this process. Psychosocial skills – such as self-awareness, empathy, creativity and adaptability – are established through varied, hands-on, practical experiences. Children who overcome physical obstacles can learn to ‘bounce beyond’ their original position, facing future challenges of all kinds with greater strength. This helps them to build the confidence and mental flexibility that supports both academic achievement and long-term wellbeing.

Getting children away from screens and embracing the outdoors
To inspire children to swap screens for fresh air, make outdoor activity accessible and enjoyable. Start small: set mini challenges such as a scavenger hunt or a timed bike ride. Lead by example – children are more likely to embrace the outdoors if parents value it too, whether through weekend walks, gardening or simply spending time outside together.

You can also weave outdoor experiences into daily routines; taking homework into the garden, organising play dates outdoors or using walks to school as opportunities to explore and chat. Consistency is key; when outdoor activity becomes a natural part of daily life, children see it as rewarding rather than a chore.

Five practical ways to encourage outdoor play
1. Choose a mix of activities
Outdoor play can come in many forms – climbing, cycling, splashing in puddles or exploring woodlands. Progressive exposure to uncertainty is not only healthy but essential for wellbeing. Parents can help by choosing a mix of activities that are both challenging and fun, such as adventure playgrounds or family walks.

2. Don’t let a little rain dampen the fun
The British weather is famously unpredictable, but outdoor play in the rain is just as rewarding. With waterproof clothing and a sense of adventure, children can thrive in wet conditions too.

3. Set smart boundaries on screen time
Today’s young people are predicted to spend the equivalent of 25 years of their lives looking at screens! Every hour sat staring at screens is an hour that could be spent outdoors, exploring, moving or simply playing. Instead, parents can set simple boundaries: no phones at mealtimes, less screen time before bed and encouragement to swap virtual play for real-world adventures.

4. Make movement part of everyday
For children aged five to 17, at least 60 minutes of moderate or vigorous activity daily is recommended. Bike rides, swimming or simply walking to school all count. These habits boost fitness, reduce anxiety and set the foundation for healthier adult lifestyles.

5. Let them learn by doing
For older children especially, independence is vital. Allowing them the freedom to wobble, stumble, fall and get back up teaches resilience. Over-protection, by contrast, can limit their ability to cope with setbacks. Activities that carry both risk and reward – such as trail walking – help young people practise bouncing back.

Children need more than exercise – they need experiences that challenge, inspire and prepare them for the future. Outdoor activity provides stronger physical health, confidence, self-esteem and resilience. Only the unpredictability and vitality of the outdoors offers the mix of skills young people need to thrive in today’s fast-changing world.

Dr John Allan is a leading academic in Sports Pedagogy, Psychology and Adventure Education.

Nov 12

Love0

A beginner’s guide to home education Getting started with confidence

By Iain Boyle Education, Home educating

by Emma Chessell
Mum and home educator

Home education is on the rise globally, with more families than ever choosing to take learning into their own hands. From the US to the UK, numbers have grown steadily in recent years, accelerated by the pandemic, but continuing as parents recognise the flexibility, freedom, and personalised learning it offers.

For centuries, families were the architects of their children’s education. Parents decided what, when and how their children learned. School as we know it is a relatively recent social construct. For most of human history, formal schooling didn’t exist, yet people thrived, became literate, passed on knowledge to develop skills for life. Today, home education offers a viable, enriching alternative that puts families back in control.

Why home educate?
Home education allows for tailored, enriched experiences that keep curiosity alive instead of being dulled by a one-size-fits-all curriculum. Real education comes from doing, questioning, exploring and creating, not just memorising facts.

History proves the power of home-schooling. Thomas Edison, Agatha Christie, Albert Einstein, Nelson Mandela and Beatrix Potter to name only a few were all educated outside the traditional classroom. Their achievements show that freedom in learning can cultivate extraordinary potential.

And I know this first-hand. I was home educated myself, and today my children are the second generation in our family to learn this way. Far from holding me back, it gave me the independence and resilience to succeed, in college and in my career as a HR Business Partner. It also gave me the courage to step away from other social norms, to carve my own path, and to become a multiple business owner – proof that home education can nurture not just academic success, but the mindset to thrive in an ever-changing world.

The legal landscape
In England, home education is not only legal, it’s the default. Parents are responsible for ensuring their child receives an education and sending them to school is only one way of meeting that duty. You don’t need to be a teacher, follow the national curriculum, or seek formal approval. What you do need is the willingness to invest time, creativity and care into shaping your child’s learning journey.

Socialisation: Busting the myth
One of the biggest misconceptions is that home-educated children miss out socially. When in reality, they are often more immersed in society than their schooled peers. Home-educated children are out in the community daily at clubs, workshops, libraries, museums and parks interacting with people of all ages.

In Sussex, the home education community is thriving. Facebook groups are full of meet-ups and opportunities, from Forest School and science workshops to music, drama, swimming and sports to name only a few examples. With home education on the rise many venues have now seen a need to accommodate home educators and as such now offer dedicated home education sessions and discounted rates.

These children aren’t hidden away; they are growing up confident and comfortable in the real world.

How to get started
If you’re considering home education, here are some first steps to consider:
1. Build community and connect. Join local and national Facebook groups for advice, events and support.
2. Explore resources.
• BBC Bitesize – free online lessons covering the national curriculum.
• Twinkl – downloadable worksheets, activities and unit studies.
• The Artful Parent – ideas for art and creativity at home.
• Your local library and museums – often run free or low-cost educational activities.
• Don’t forget simple resources too: kitchen scales for maths, nature walks for science, board games for strategy and literacy.
3. Choose your approach. Some families prefer structure, others embrace ‘unschooling’. Most fall somewhere in between. There’s no right or wrong, only what works for your child.
4. Keep light records. Not legally required, but helpful for tracking progress and boosting confidence.
5. Start simple. Reading together, nature walks, messy play, arts and crafts, dance or following your child’s current obsession are excellent ways to begin.

What are the costs of home education
You do not have any obligatory purchases, what you spend is entirely up to you and what you can afford for your family. Don’t rush in and buy lots of resources, take time to observe how your child likes to learn and what you think would fit their needs best. Home education is only as expensive as you want it to be. There are so many free and low-cost resources available and lots of attractions now offer home education rates. Many museums are free, and if your budget allows, a National Trust membership is a brilliant investment. Websites like The School Trip are also a great place to find discounted entry and home education days. Over the past year alone, we’ve enjoyed home education rates at Winchester Science Centre, Amberley Museum and Marwell Zoo and for educational trips to London for special events and workshops. You really can spend as much or as little as your budget allows.

Building confidence
The biggest hurdle for many parents is trusting themselves. We’ve been conditioned to believe education can only happen in classrooms, yet for most of history, it was parents who passed on knowledge and skills. You don’t need to know everything, you just need the willingness to learn alongside your child.

Yes, sacrifices are required, but the rewards are priceless: time with your children, the freedom to explore their interests and the joy of watching their individuality flourish.

Home education isn’t just an alternative to school; it’s a chance to re-imagine learning altogether. It allows children to grow curious, creative and confident, prepared for a world where adaptability matters more than test scores.

Whether you’re just beginning to explore or already leaning towards taking the leap, remember you don’t have to have it all figured out. What matters most is creating an environment where your child feels safe, inspired and free to learn in their own way.

It’s also important to remember, you’re not your child’s teacher, you’re their facilitator. Your role is to encourage them, provide opportunities, create the right environment and connect them with the resources that will help their learning flourish.

Education should ignite curiosity, not suppress it. By reclaiming learning, we empower our children to thrive, not just in school years, but for life.

Useful resources to tap into for support:
Education Otherwise. Education is compulsory – school is optional. Education Otherwise is a charity across England and Wales that promotes and supports the right of a parent or guardian to home educate their child.
HEFA. A peer to peer support group run by experienced home educators. They offer support based on the EHE (Elective Home Education) guidelines – Home Education For All (HEFA) UK on Facebook
Stark Raving Dad. Both the blog and podcast are excellent for building confidence and trusting the journey – Stark Raving Dad // Life Without School.

Books
The Element and You, Your Child and School by Sir Ken Robinson
Unschooled by Kerry Mcdonald
Cleverlands by Lucy Crehan insights in to how the top performing countries in education are managing education.

Educational trip ideas, workshops and resources
If you type in Home Educator Days Sussex, you will soon see there are many home education events taking place throughout the year, at a variety of different places, such as Winchester Science Museum, Godstone Farm, Amberly Museum, Arundel Wetlands and Marwell Zoo to name a few – you can approach venues directly and ask for a home educators rate.

Lastly, I am hugely passionate about home education and the benefits it has on our children, and families on the whole, and love to connect and support others who are looking to embrace this joy filled path. Therefore, I would be more than happy to give my time should ABC readers want to explore this on a deeper level. It was through other home educators giving me their time and sharing their experiences (both parents and now adult children), that gave me the confidence and courage to pursue this path with my own children and I am now in a position to pass this on. You can contact me by email: mylittlecountrylifeuk@gmail.com

Nov 10

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Growing confidence

By Iain Boyle Education, Mental health, Relationships, Wellbeing

Why many children are struggling and how parents can help

Confidence is often described as the quiet superpower that shapes a child’s life, influencing everything from their mental wellbeing to their willingness to try new things and build friendships. Yet, recent research shows that a significant number of children in the UK are facing a confidence crisis – one that could have lasting impacts if left unaddressed.

The Listen Up Report from youth and education agency Hark reveals that up to one in three adolescents nationwide experience little or no confidence. While the report focuses on young people aged 11 to 18, many of the challenges it highlights are rooted in earlier childhood and can begin to take shape well before secondary school.

What is the ‘confidence crisis’?
Children with low confidence often struggle to speak up in class, join social activities or express their opinions. This ‘unheard third’ – roughly 10 children in every classroom – may find it difficult to participate fully in school and social life, which can hold them back academically and emotionally.

The report found that at age 11, when children start secondary school, around 29% already feel little or no confidence. This figure rises as children face new pressures and transitions during adolescence. Although confidence can improve with time, early experiences are crucial in shaping a child’s self-belief and future aspirations.

What’s behind the decline in confidence?
The factors contributing to this crisis are complex and interconnected:
• The lingering impact of Covid-19
School closures and social isolation disrupted normal childhood development, making it harder for children to build social skills and resilience.
• Social media and online pressure
Even younger children are exposed to the pressures of maintaining an ‘online persona’ through siblings or early access to technology. The fear of judgment and comparison can chip away at their self-esteem.
• Fear of judgment and lack of emotional safety
Many children, particularly girls and those from minority groups, feel they cannot speak openly without being misunderstood or judged harshly. This fear stifles their confidence to express themselves authentically.

Without safe spaces at school or home to discuss feelings and experiences, children may internalise their doubts, leading to a downward spiral of invisibility and self-doubt.

Why early confidence matters
Confidence in childhood is not just about feeling good in the moment – it shapes how children engage with learning, develop friendships and approach challenges.

Children who lack confidence are less likely to participate in class, join clubs or speak up, which means they miss out on valuable opportunities to grow and be seen.

This invisibility can become a self-perpetuating cycle – the quieter a child is, the less support and encouragement they receive, further eroding their confidence and narrowing their future possibilities.

What can parents do?
The good news is that confidence is not a fixed trait – it can be nurtured and developed with the right support and environment. Parents play a vital role in helping their children build belief in themselves. Here are some practical ways to help:
• Create safe spaces for expression
Encourage your child to share their thoughts and feelings without fear of judgment.
Listen actively and validate their experiences.
• Celebrate small successes
Recognise and praise your child’s efforts and achievements, no matter how small. This builds a sense of accomplishment and motivation.
• Model confidence and positive self-talk
Children learn by example. Show them how to approach challenges with a growth mindset and kindness towards themselves.
• Support social skills development
Encourage play dates, group activities and social interactions that help your child practise communication and cooperation.
• Be patient and persistent
Building confidence is a journey, not a race. Consistent encouragement and under-standing make a big difference over time.

A call to listen louder
Every child’s confidence journey is unique, and it’s vital that parents, teachers and communities work together to see, hear and value each child. The Listen Up Report reminds us that confidence gaps are not personality flaws but broken social patterns that can be changed.

By fostering environments where quieter voices can thrive and teaching children to believe in themselves, we can help them step through doors they might not even see are open to them.

This article is based on insights from Hark’s Listen Up Report 2025, a comprehensive study on youth confidence in the UK. Hark is a London-based education and youth agency with over 30 years’ experience supporting young people and organisations to build confidence and skills. For further details or to read the full report please visit www.harklondon.com/listen-up/

Nov 05

Love0

The magic of winter storytelling

By Iain Boyle Early Years, Education, family, reading

by Ben Murray
Dukes Education Group Ltd

There’s something about winter that makes stories feel extra magical. Perhaps it’s the early darkness inviting us to gather closer, the hush of snow (or just frosty mornings) creating a sense of wonder, or the way our senses come alive in the crisp air. In Early Years settings, winter storytelling can be an enchanting way to spark imagination, explore language and connect children with both tradition and the natural world.

When we weave together seasonal tales, cultural folklore, sensory props and a dash of drama, we create experiences that children carry with them long after the snow has melted.

Winter is rich in imagery and emotion. There are twinkling lights, swirling winds and tales of journeys through snow. It’s a season full of contrasts: cold outside, warmth inside; bare trees, but hidden seeds waiting for spring. This provides a perfect backdrop for stories that nurture language and imagination.

For young children, the sensory richness of winter – the crunch of ice, the sparkle of frost, the smell of cinnamon – helps anchor storytelling in real, tangible experiences. This sensory link not only makes stories more vivid but also strengthens memory and comprehension.

When selecting winter stories for the Early Years, it’s important to match language complexity, themes and illustrations to the age and stage of the children. Here are some age-appropriate winter favourites:

For two to three year olds:
Snow Bears by Martin Waddell – Gentle, repetitive text and warm illustrations of animal friends exploring the snow.
Owl Moon by Jane Yolen – Poetic, atmospheric, and perfect for introducing descriptive winter language.
One Snowy Night by Nick Butterworth – A comforting tale of sharing warmth on a snowy night.

For three to five year olds:
The Snowy Day by Ezra Jack Keats – A classic that captures the quiet joy of a snowy adventure.
Winter Sleep: A Hibernation Story by Sean Taylor & Alex Morss – Combines narrative with factual elements about winter wildlife.
The Mitten by Jan Brett – A traditional Ukrainian tale of animals sharing shelter, with rich opportunities for prediction and sequencing.

Winter storytelling is a beautiful opportunity to celebrate cultural diversity. From Norse myths of frost giants to Japanese folktales of snow spirits, winter stories are found in every culture.

Consider exploring
Scandinavian: Stories of the mischievous Tomte, a small gnome-like figure who helps around the farm in winter.
Eastern European: Variations of The Mitten and other shelter-sharing tales.
Japanese: Yuki-onna, the snow woman – a gentle, adapted version for young listeners, focusing on snow magic rather than fear.
Indigenous North American: Legends explaining how animals survive winter, such as how the rabbit got its white coat.

When sharing cultural tales, ensure they’re told respectfully and accurately and adapt language for age appropriateness while keeping the spirit of the story. Where possible, include visual elements like traditional clothing, patterns, or snowy landscapes from the culture’s region.

Children learn best when they’re actively engaged. Interactive storytelling turns listeners into participants, making the experience memorable and joyful.

Use sounds
• Crunching footsteps in ‘snow’ – scrunch tissue paper or walk on salt in a tray.
• Whooshing wind – soft whistling or shaking a rain stick.
• Animal calls – owls hooting, wolves howling, reindeer bells jingling.

Add movement
• Encourage children to stomp like polar bears, tiptoe like foxes, or sway like snowy branches in the wind.
• Use scarves or pieces of fabric to ‘catch snowflakes’ or create swirling snowstorms.

Bring in drama
• Invite children to take on roles – the bear in a den, the child lost in the snow or the robin searching for berries.
• Use props like lanterns, mittens or soft toy animals to bring the narrative into the physical space.

These techniques make stories multi-sensory, supporting different learning styles and helping even the youngest children stay focused.

Winter storytelling can deepen children’s connection to the changing seasons. Stories can frame nature walks or outdoor play – before heading outside, read a short winter tale. As you walk, look for signs from the story – frosted leaves, bird tracks or bare branches. After returning inside, revisit the story and invite children to retell it, adding what they saw outdoors.

Some ideas for linking nature to storytelling
• Hibernation tales alongside looking for places animals might rest.
• Migration stories paired with spotting birds in the playground.
• Snow and ice adventures connected to exploring frozen water in trays.

This reinforces vocabulary, observation skills and environmental awareness, while keeping the joy of the season alive.

The environment matters almost as much as the words. A cosy, inviting storytelling space can transform a simple reading into a magical event.

Consider:
• Soft blankets or rugs to sit on.
• Twinkling fairy lights or battery candles for a warm glow.
• A small basket of winter props: pinecones, faux snow, mittens or animal toys.
• A backdrop of winter scenery – even a printed photo or fabric with snow patterns.

By creating a distinct space, children recognise that storytelling is a special, shared moment.

As children become familiar with winter tales, invite them to take the storyteller’s seat. This might be retelling a favourite book with picture prompts, creating their own simple winter characters and adventures, or using puppets to act out a scene. Peer-to-peer storytelling not only builds confidence and communication skills, it also gives you an insight into how children are processing and re-imagining the stories they hear.

Winter storytelling in the early years is more than just seasonal fun – it’s a way to build language, foster imagination, celebrate culture and connect children to the natural rhythms of the year. By blending folklore, sensory props, movement and the magic of the outdoors, we can create experiences that warm the heart as much as any mug of hot chocolate!

So this season, gather the children close, let the fairy lights twinkle, and open the door to a winter of stories they’ll never forget.

Dukes Education Group run both Hove Village and Reflections Nursery and Forest School in Sussex.
To discuss opportunities at Hove Village please call 01273 037449 or visit www.hovevillage.com
To discuss opportunities at Reflections Nursery please call 01903 251518 or visit www.reflectionsnurseries.co.uk
Dukes Education Group run both Riverside Nursery Schools and The Kindergartens in Surrey/London.
To discuss opportunities at Riverside Nursery Schools please call 020 3475 0455 or visit www.riversidenurseryschools.com
To discuss opportunities at The Kindergartens please call 020 7326 8765 or visit www.thekindergartens.com

Nov 04

Love0

The art of comprehension

By Iain Boyle 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

Demystifying tech in education – Ethical, balanced and creative

By Iain Boyle 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

Education

A year in the woodland classroom

by Neil Harris
Shoreham College Junior School