Education Archives - ABC Magazine

Jul 20

Getting your child ‘school ready’

By adrian_abc Education, Primary school, Relationships

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

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

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

• Putting on their coat

• Using the toilet on their own

• Sitting at a table to eat

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

• Sharing stories

• Playing games together

• Singing songs

• Talking together

Getting your child used to being away from you

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

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

Helping your child share their needs, feelings and emotions

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

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

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

Self-care

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

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

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

Washing hands

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

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

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

Jul 18

Love0

Sport – so much more than just winning

By adrian_abc Education, environment, fun for children, Sport

by Dennis Smith, Sports coach and mentor to young athletes

Helping to build confidence, character and a love of learning

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

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

More than just winning

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

Through regular participation, children begin to develop:

• Confidence from trying new skills.

• Resilience when things don’t go their way.

• Social skills through teamwork and communication.

• Emotional control in both success and disappointment.

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

The parent’s role: Quietly powerful

Parents play a crucial role during these formative years.

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

The most effective approach is surprisingly simple:

• Focus on effort, not outcome.

• Encourage enjoyment, not pressure.

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

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

Balancing sport and school work

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

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

• Concentration

• Discipline

• Time management

• Goal setting

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

Building confidence that lasts

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

A child who feels:

• Supported

• Encouraged

• Free to make mistakes

…is far more likely to develop lasting confidence.

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

Avoiding common pitfalls

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

For younger children, this can lead to:

• Anxiety

• Loss of enjoyment

• Early dropout

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

• Fun

• Varied

• Development-focused

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

A simple guiding principle

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

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

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

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

• A love of activity

• Strong character

• A positive mindset towards challenges

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

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

Jul 12

Love0

The power of small nature moments in childhood

By adrian_abc Education, Forest School

by Katie Stacey, The Wild Shift

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

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

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

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

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

The pace of modern childhood

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

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

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

Small moments, repeated often

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

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

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

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

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

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

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

Nature is closer than we think

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

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

Doing less, but more often

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

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

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

The power of everyday nature

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

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

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

Jul 10

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Early movement

By adrian_abc children's health, dance & Art, Education, Exercise, fun for children, Mental health, Playing, Relationships, Sport, Theatre

by Alice Liley, TumbleTots Worthing

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

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

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

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

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

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

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

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

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

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

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

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

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

Jul 08

Love0

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

By adrian_abc baby health, children's health, Education, Health, Mental health, Osteopathy and cranial Osteopathy

by Lorin Lakasing, author of Delivering the truth: Why NHS maternity care is broken and how we can fix it together

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

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

When politicians get it right

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

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

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

Learning from others

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

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

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

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

The cross-party solution

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

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

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

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

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

Practical steps politicians could take tomorrow

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

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

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

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

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

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

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

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

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

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

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

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

Jul 04

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The great outdoors The benefits of extending learning beyond four walls

By adrian_abc Early Years, Forest School

by Karen Borley, Senior Education Advisor, N Family Club

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

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

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

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

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

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

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

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

Physical development

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

Emotional wellbeing

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

Social skills

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

Global responsibility

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

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

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

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

Jul 03

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Parenting Moving from protecting to equipping

By adrian_abc Childcare and Nannying, Early Years, Education, family, Mental health, Playing, Wellbeing

by Molly Potter, Children’s wellbeing expert

As parents/carers, we most commonly begin with a baby who depends on us for everything and needs our protection. At the other end of the parenting timeline, we hope to deliver an ‘effective adult’ into the world – someone we have equipped well to navigate it.

When you consider how much a child changes between these two stages, it makes obvious sense that our parenting will also need to change. However, being a parent is an extremely demanding role and it’s understandably difficult to find the time and motivation to continuously take stock and reflect upon our parenting. It can therefore be helpful to hold some ‘big picture’ awareness of what we might be trying to achieve on this journey.

As our children leave babyhood behind, our responsibility becomes helping them learn how to become increasingly self-reliant. We can discard the plug-socket protectors and playpens as our children start to learn what’s safe and what isn’t. We teach them basic skills, such as putting their shoes on, so they can do more for themselves. However, as this process unfolds, we might sometimes miss opportunities to stretch their self-reliance and understanding of the world even further.

For example, we might sometimes continue to do things they could learn to do but also overlook chances to let our children sort minor difficulties out for themselves. When our child is struggling with a situation, we might typically bombard them with solutions, dismiss the problem or sort everything out directly and immediately for them. We probably do this in the name of expediency or be responding automatically – unable to bear seeing our children suffer or struggle even a little (which, of course, comes from a place of love). However, it might seem counter-intuitive, but allowing our children to struggle, fail and mess up and then work through the situation for themselves, helps them prove to themselves that they can problem-solve, that they don’t always need someone else to fix things and that they can cope.

So, what can help us do this without feeling as though we have abandoned our children to a regime of far-too-uncomfortable tough-love? The answer lies partly in managing our own reactions. When a child has a problem that we don’t really need to become involved with (like falling out with a friend, struggling in a lesson at school or not being invited to something) we will understandably find it distressing to see them upset and want to put them out of their misery as quickly as possible. But if we’re going to be able to leave them to sort things out for themselves, we need to be fully convinced by the idea that developing self-reliance is ultimately really going to be beneficial in the long term as it reduces anxiety and boosts self-worth.

Once we have managed our own tendencies, how can we help in a ‘hands-off’ way that doesn’t leave us feeling as though we have completely abandoned our child? The key is to actively listen while they talk about their problem. Simply let them explore the issue while you attentively listen. Add in the odd “Hmm, yes… go on, I’m listening,” to encourage them to unpack and consider what they need to. Better still, try to identify the likely emotion behind what they are saying to help them feel truly seen and heard. Comments such as, “You sound as though you’re feeling misunderstood,” can encourage them to open up further and take a deeper dive into what’s bothering them. At worst, they will feel listened to; at best, they might arrive at a solution to their problem.

Another aspect of moving from protecting to equipping our children as they grow is about giving information. Books and stories can obviously help with this. As a parent though, it can be hard to know what information to give them and at what age, but quite often the things we deem inappropriate are linked to our instinct to protect our children from certain topics, when we might better be equipping them.

Take the ‘birds and the bees’ as an example. Without thinking, we might have a gut reaction that makes us want to shield our children from information relating to this topic. However, they are eventually going to be exposed to similar information from other sources (the internet, peers and wider community) that might not always be accurate or pleasant. Therefore, isn’t it better that we use suitable resources ourselves, giving opportunities to ask questions? In doing so, we equip our children with knowledge rather than simply trying to protect them from ever being exposed to it – which would be extremely difficult.

And we don’t have to stop at factual information. When we discuss topics such as friendships, emotions, worries, differences and consent with our children, it can be a deeply connecting experience and can give us delightful insights into their worlds. Exploring such topics helps them develop the necessary skills and positive values that will enable them to navigate life’s challenges more confidently. So while we might love the idea of our children remaining young and needing our protection forever, if we want them to become capable and self-reliant adults, we need to accept that equipping them to navigate and discern for themselves is fantastic parenting.

Molly Potter is a bestselling author of 35⁺ books for teachers, parents/carers and children covering a variety of topics under the broad umbrella term of ‘wellbeing’.

For further information please visit www.bloomsbury.com/uk/education

Jul 03

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Why girls only is best in prep

By adrian_abc Education, fun for children, girls school, Girls school

by Sarah Griffiths, Head of Prep Brighton Girls

Spend a day in a typical primary classroom and you’ll quickly notice something teachers have been quietly navigating for years: boys and girls don’t always learn at the same pace, or in the same way, especially in those early school years. That’s why the idea that girls often study better without boys at primary level isn’t as controversial as it might first sound. In fact, it’s less about exclusion and more about creating the right conditions for learning at a very specific stage of development.

Let’s start with maturity, because it’s hard to ignore. Anyone who has worked with young children knows that girls, on average, tend to settle into routines earlier. They’re often more comfortable sitting still, listening carefully and completing tasks without constant redirection. Boys, meanwhile, are frequently still bursting with energy, testing boundaries and figuring out how to channel all that movement into something productive. There’s nothing wrong with that, it’s part of growing up, but it does mean teachers in mixed classrooms often have to divide their attention.

And that division of attention matters. If a teacher is spending a chunk of the lesson managing interruptions or helping one group stay on task, the other group, often the girls, may not be pushed as far as they could be. In a girls-only classroom, that imbalance largely disappears. The pace can pick up, the focus sharpens and there’s more room for deeper learning.

Then there’s the question of classroom atmosphere. Many girls at primary age seem to thrive in environments that are calm, structured and collaborative. They tend to enjoy discussion, group work and steady progress through tasks. Drop that preference into a room that’s a bit noisier or more unpredictable, something that can happen when you mix in a lot of high-energy behavior, and concentration can start to slip. It’s not that girls can’t cope; it’s that they often do better and are happier when they don’t have to.

Confidence is another big piece of the puzzle. In mixed classrooms, boys can sometimes dominate the space through calling out answers, taking up more speaking time, or simply being more visibly assertive. Again, this isn’t universally true, but it happens often enough to shape classroom dynamics. Some girls respond by stepping back, hesitating, second-guessing and participating less.

Take boys out of the equation, though, and something interesting happens. Girls who might have stayed quiet start putting their hands up. They test ideas and take risks. Without that subtle sense of competition or comparison, the classroom can feel like a safer place to speak up and that confidence feeds directly into better learning.

Social dynamics play their part too, perhaps more than we like to admit. At primary age, children are already very aware of each other. Friendships, impressions and even early forms of self-consciousness can creep in. In mixed settings, that can sometimes turn into distraction through whispering, showing off, or simply paying more attention to who’s watching than to what’s being taught. Remove that layer, and the focus often shifts back where it belongs: the learning.

A study in Australia found that girls’ confidence tends to fall below boys from around age nine, and persists into old age. But girls at single sex schools buck this trend: no difference in self-confidence was found between boys and girls who had been educated in single-sex contexts. (Fitzsimmons et al, 2018)

There’s also a strong case to be made about stereotypes, even among very young children. By the time they reach primary school, many have already absorbed ideas about what boys and girls are ‘supposed’ to be good at. Maths is more for boys and reading is for girls. These messages don’t need to be spoken out loud, sadly they’re picked up from the media, older siblings and society in general.

In a girls-only classroom, those assumptions start to lose their grip. Girls are more likely to take the lead in every subject, not just the ones traditionally associated with them. They’re more willing to tackle challenges in maths or science without looking over their shoulder. And over time, that can make a real difference in both achievement and attitude. Professor Sarah Smith OBE, Head of Economics, University of Bristol stated: “If girls were studying subjects such as STEM and economics at the same rate as boys, you could halve the gender pay gap at the point at which they graduate.”

From a teaching perspective, single-sex classrooms can also make life a bit simpler. When the group you’re teaching shares similar developmental patterns, it’s easier to tailor lessons that get the best of your cohort. You can lean into discussion-based learning, collaborative projects and reflective thinking without constantly adjusting for completely different energy levels or behavioural needs. This results in more teaching time and less fire fighting.

Of course, none of this is to say that mixed classrooms don’t work. They do, and for many children, they work very well. Learning to interact with the opposite sex is an important part of growing up and co-education has clear social benefits. But when we zoom in on the primary years, those formative, uneven, slightly chaotic early stages of development, it becomes easier to see why some argue that girls are given a better academic platform when boys aren’t in the room.

It’s not about one group being better than the other. It’s about timing. At this particular age, girls and boys are often on slightly different developmental tracks and that gap can shape how effectively they learn together. For girls, a single-sex environment can mean fewer distractions, more confidence and a classroom experience that feels better suited to how they naturally engage with learning. And really, that’s the heart of the argument: when the environment fits the learner, the learner thrives.

Brighton Girls is family of big and little sisters and the only all-through girls’ school in Brighton. Every student is encouraged to grow into an individual who is kind

in character, bold in ambition and resilient in the face of challenge. www.brightongirls.gdst.net

Jul 03

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Unlocking potential The transformative power of outdoor learning

By adrian_abc Early Years, Education, Forest School

by Richard Wilson, Buzz Active

For parents, teachers and youth leaders seeking to enrich educational experiences, outdoor learning offers a powerful pedagogical approach that extends beyond the traditional classroom. As education increasingly values resilience, character and life skills, outdoor activity centres work regularly with groups to develop these attributes through engaging, adventure-based experiences.

The evidence base: Why outdoor learning matters

The benefits of outdoor learning are well established in research. A major review of 150 studies found strong evidence that well-designed, planned and taught outdoor learning experiences provide significant added value to classroom education, supporting development across cognitive, affective, and social domains (Rickinson et al., 2004).

More recent reviews confirm these findings. Research published in the Journal of Adventure Education and Outdoor Learning shows that most forms of outdoor learning positively affect young people, particularly when programmes are sustained and include preparation and follow-up (Fiennes et al., 2015). Outdoor adventure learning has been shown to improve attitudes, self-perception, interpersonal skills and social effectiveness.

The six foundations of character development

Activities are intentionally designed to develop six key character attributes that underpin personal growth and long-term success. These closely align with capabilities widely recognised as essential for thriving in the 21st century.

1. Confidence

Outdoor activities encourage young people to step beyond their comfort zones and recognise their own capabilities. Achievements such as mastering sailing skills or completing a climb, build self-belief. The Educational Endowment Foundation reports that outdoor adventure learning can positively influence self-efficacy and motivation, with potential transfer to improved classroom engagement.

2. Teamwork

Outdoor settings naturally foster collaboration. From canoeing to leadership challenges, success depends on communication and cooperation. Research shows that collaborative outdoor tasks strengthen interpersonal skills and social interaction, helping young people work more effectively with peers and adults.

3. Communication

Clear communication is essential outdoors, whether giving instructions on the water, problem-solving as a group, or maintaining safety during climbing activities. These experiences develop listening and expressive skills that transfer directly to academic, social and workplace contexts.

4. Resilience

Outdoor pursuits involve challenge and occasional failure. Persisting with windsurfing or completing a high ropes course teaches determination and perseverance. Research indicates that overcoming outdoor challenges strengthens resilience and adaptability – skills that remain valuable throughout life.

5. Creativity

Outdoor environments demand flexible and innovative thinking. From navigating an orienteering course to adapting paddle sport strategies in changing conditions, participants use creativity to solve problems. Studies suggest that engagement with nature enhances creative and critical thinking, fostering imagination and innovation.

6. Independence

Outdoor learning offers rare opportunities for genuine autonomy. Taking responsibility for a sailing dinghy or choosing a climbing route teaches decision-making, risk awareness and accountability. For many young people, especially those with limited access to such experiences, this development of independence is particularly powerful.

The RYA OnBoard Programme: Evidence in action

The Royal Yachting Association’s OnBoard programme provides strong evidence of outdoor learning’s impact. Research by the Institute of Education at University College London studied 371 young people aged eight to 17 from schools and sailing clubs.

The study, Children and Sailing, found that OnBoard effectively develops the six character attributes of confidence, communication, teamwork, determination, creativity and independence.

Key findings included:

• Almost all participants reported enjoyment, fun, and a sense of freedom.

• Increased confidence, relaxation, and peer support.

• Significant contributions to personal and social development, including maturity and responsibility.

• A positive impact on social equity by providing unique opportunities for young people from disadvantaged backgrounds.

As RYA OnBoard Operations Officer Hannah Cockle explains, being on the water creates safe but challenging situations that support the development of crucial character attributes for life success.

Translating research into practice

These principles should be embedded in all provisions with each activity delivered with intentional learning outcomes and facilitated reflection:

• Sailing and windsurfing: Confidence through skill

mastery, teamwork through coordination and independence through helming.

• Paddle sports: Determination through physical challenge, communication through synchronisation and creativity through route planning.

• Team leadership games: Explicit development of teamwork, problem-solving and communication.

• Climbing and high ropes: Confidence, persistence and personal responsibility.

• Target sports: Concentration, confidence through improvement, and independent self-assessment.

• Forest or beach school activities: Creativity, exploration of the natural world, appreciation and education of the environment, connection to nature and development of practical skills.

Qualified instructors ensure that activities become meaningful learning experiences rather than simple recreation.

Making outdoor learning accessible

High-quality outdoor learning has the potential to level the playing field. Research shows that many young people – particularly those from disadvantaged backgrounds – have limited access to nature and adventure. Outdoor programmes provide experiences that build resilience, motivation and self-confidence, helping shape more positive life trajectories.

Practical considerations for educators

Research highlights several factors that maximise impact:

• Duration: Sustained or longer-term programmes deliver greater benefits than one-off visits.

• Preparation and follow-up: Intentional reflection helps transfer learning to other contexts.

• Safety and support: Qualified providers balance challenge and safety.

• Inclusive design: Effective programmes ensure accessibility and success for all participants.

The lasting impact

The benefits of outdoor learning extend well beyond the activity itself. Educators report improved concentration, behaviour and engagement upon students’ return to school. More importantly, the character attributes developed – confidence, teamwork, communication, resilience, creativity and independence – become lasting assets for education, employment and personal life.

As one OnBoard participant reflected: “This week, I did not just learn how to sail, I learnt self-belief and bravery.”

Outdoor learning is not simply enrichment – it is an essential educational approach. By embedding character development through well-designed experiences, providers complement classroom learning while equipping young people for modern life.

The evidence is clear: outdoor learning works. It engages, builds character and creates lasting positive impact. In a world of growing pressure and uncertainty, investing in outdoor learning is a real investment in young people’s future.

Buzz Active, Royal Parade Eastbourne, Bushy Wood Scout Activity Centre and Seven Sisters Country Park.

info@buzzactive.org.uk www.buzzactive.org.uk

Jul 03

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From steps to strength – The power of ballet and dance for children’s fitness

By adrian_abc dance & Art, Education, fun for children, Mental health, Music and singing, Relationships, Theatre

by Lynda Forster, Dance Art Studio

In a world filled with screens, busy schedules,and limited outdoor play, finding fun and effective ways to keep children active is more important than ever. One activity that blends movement, creativity and joy is dance. For preschool children especially, dance classes offer far more than just learning steps – they provide a powerful foundation for physical fitness, emotional development and lifelong healthy habits.

Moving little bodies in big ways

Preschool-aged children are naturally full of energy. Dance gives them a structured yet playful outlet to move their bodies in ways that support healthy growth. Through jumping, spinning, stretching and balancing, children develop essential motor skills such as coordination, agility and strength.

Unlike some sports that focus on competition, dance encourages every child to participate at their own level. Whether they are tiptoeing like a fairy or stomping like a dinosaur, each movement helps build muscle strength and improve cardiovascular fitness. Over time, these small steps contribute to stronger bodies and better physical endurance.

Building confidence through expression

Dance is not just about physical movement – it’s also a powerful form of self-expression. In a dance class, children are encouraged to use their imagination, explore different emotions and express themselves freely through movement.

For preschoolers who may not yet have the words to describe how they feel, dance becomes a language of its own. This freedom helps boost self-confidence, as children learn that their ideas and movements are valued. Performing simple routines or even just dancing in front of peers can give them a sense of accomplishment and pride.

Supporting social skills and friendships

Dance classes are also wonderful social environments. Children learn to share space, take turns and work together as part of a group. Whether they are following a teacher’s instructions or moving in sync with classmates, they are developing important social skills.

These interactions help children build friendships and feel part of a community. For many preschoolers, dance class may be one of their first structured group experiences, making it an excellent opportunity to practice cooperation, listening and respect for others.

Enhancing brain development

The benefits of dance extend beyond the body and into the brain. Learning dance routines involves memory, focus, and sequencing – all key cognitive skills for early development.

When children remember a series of steps or respond to changes in music, they are strengthening neural connections that support learning in other areas, such as reading and problem solving. Dance also introduces rhythm and timing, which are closely linked to language development and early literacy skills.

Encouraging healthy habits early

Introducing children to dance at a young age helps establish a positive relationship with physical activity. When exercise is associated with fun and creativity, children are more likely to stay active as they grow older.

Dance classes teach children that movement is enjoyable, not a chore. This mindset is crucial in building lifelong habits that contribute to overall health and wellbeing. Instead of viewing fitness as something they ‘have to do,’children begin to see it as something they love.

Supporting emotional wellbeing

Preschool years can be full of big emotions. Dance provides a safe and supportive space for children to release energy, reduce stress and help regulate their feelings.

Music and movement have a natural calming effect, helping children feel happier and more relaxed. Whether they are dancing energetically or swaying gently to a soft tune, these moments can improve mood and emotional balance.

Additionally, the structure of a dance class – warm-ups, activities and cool-downs – gives children a sense of routine and security, which is especially beneficial during early childhood.

Inclusive and adaptable for all

One of the greatest strengths of dance is its inclusivity. Dance classes can be adapted to suit children of all abilities, ensuring that everyone can participate and enjoy the experience.

There is no ‘right’ or ‘wrong’ way to dance, which makes it accessible and welcoming. This inclusive environment helps children feel accepted and valued, regardless of their skill level.

A joyful path to fitness

At its heart, dance is about joy. The laughter, music, and movement create an environment where children can thrive physically, socially, and emotionally. It transforms exercise into an adventure, where every class brings new opportunities to explore, learn and grow.

For parents and caregivers, enrolling a child in a dance class is not just about teaching them steps – it’s about giving them the tools to build strength, confidence and a love for movement that can last a lifetime.

So, whether it’s a twirl, a jump, or a simple clap to the beat, every movement matters. From those first tiny steps to stronger, more confident strides, dance truly has the power to shape a child’s fitness journey in the most delightful way.

Dance Art Studio is located in the Fiveways and Preston Park area of Brighton offering preschool ballet and dance for 3-4 year olds and graded ballet, tap, modern theatre dance and street as well as boys only tap and jazz. Exams and performance opportunities. We also hold holiday workshops. www.danceartstudio.co.uk