Education Archives - ABC Magazine

Jul 10

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

Love0

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

Jul 02

Love0

Public speaking and confidence A gift or a skill?

By adrian_abc Childcare and Nannying, Education, Independence, Mental health, Relationships, Wellbeing

by Aysha Powell, Planted Voices

Picture the scene. You are in a cafe and the waiter asks your child what they would like. Your child, who spent the entire car journey telling you exactly what they wanted, goes completely silent. They bury their face in your arm. You smile apologetically, say something about being shy and order for them. It happens a hundred times in a childhood. Most of us let it pass without a second thought. But those moments matter far more than we realise, because inside each one is a message your child quietly gives themselves about their voice. And once that message takes hold, it is hard to change.

The question parents most often ask me is whether confidence is something a child is born with or something that can be built. The answer, backed by decades of child development research, is unambiguous – it is built. And the most important thing to understand is when. It does not begin at secondary school. It does not begin when a child is asked to present in class. It begins in the earliest conversations, at the kitchen table, in the car, on the way to nursery, long before anyone thinks to call it public speaking.

Communication confidence is not a secondary school subject. It is not a skill we should begin developing at eleven or twelve, when habits of silence and self-doubt are already well established. Research in early childhood development consistently shows that children who are given a voice from a young age, asked for their opinions, listened to with genuine attention and encouraged to express themselves in safe environments, develop significantly stronger communication skills, higher self-esteem and better academic outcomes than those who are not. The gap is visible well before a child reaches primary school.

“Communication confidence is not a secondary school subject. It begins in the earliest conversations, long before anyone thinks to call it public speaking.”

And yet our school system is not designed to develop every child’s voice. Susan Cain’s landmark research in Quiet shows that schools are built overwhelmingly for extroverts. The child who leads every group project and shouts out answers is rewarded. The child who thinks deeply and speaks only when certain is too often overlooked, or labelled as shy, as though that explains everything. The UK Government’s growing investment in oracy, the ability to speak clearly and with confidence, acknowledges something has been missing. Research shows that children who receive explicit communication teaching make measurable gains in literacy, critical thinking and self-confidence. Parents do not need to wait for the curriculum to catch up.

From the moment a child begins to talk, parents are their most important communication teacher, often without realising it. Even a two-year-old who is encouraged to say please and thank you to a stranger is practising something real. The conversations we have at breakfast, how we respond when a child tells us something that matters to them, whether we let them order their own food or do it for them – these are the earliest lessons in whether a voice is worth using. The most effective things parents can do require no specialist training, no expense and very little time.

The most powerful starting point is genuinely listening when your child speaks, not just hearing but responding as though what they have said matters. Ask follow-up questions. Invite opinions on small things – what film shall we watch, what do you think happened there? A child who is regularly asked what they think, and whose answer is received with curiosity rather than correction, learns early that their voice has value. This is where all communication confidence begins, and it can start at three just as easily as at thirteen.

Second, create small, real-world speaking moments and step back. Let your five-year-old hand their library books to the librarian and say thank you. Let your eight-year-old order their own meal at a restaurant. Let your twelve-year-old call to ask about a booking. These micro-moments feel insignificant but they are anything but, because each one builds a child’s evidence that their voice works outside the home. The temptation to step in is natural and kind. Resist it. Give them five seconds. The discomfort is not distress. It is growth.

Finally, look for structured activities in the right environment. Drama, debate, storytelling and public speaking workshops all help, but the setting matters as much as the activity. Large or competitive groups can overwhelm quieter children. Seek out small groups where every child is seen, confidence is built through encouragement rather than evaluation, and the child who speaks last is valued as much as the child who speaks first.

I spent twenty years learning something that could have been natural if someone had started building it when I was small. It is the story of a generation who waited too long. Our children do not have to. The window opens early. Pay attention when it does.

Aysha Powell is a corporate professional and public speaking coach for children, with twenty years of experience in communication-led environments. She works with children across South London, from early years through to secondary school, helping them build the confidence, clarity and courage to find their voice. www.plantedvoices.com @weareplantedvoices

Jul 02

Love0

5 outdoor skills every child should try this summer

By adrian_abc Childcare and Nannying, Education, Forest School

by Lucy Owen-Collins, Head of Adventures at Bee in the Woods

Summer has a way of inviting us outdoors. The days are longer, shoes are optional and suddenly the world feels full of possibility. For many parents, though, summer can also bring a familiar pressure: How do I keep the children entertained?

However, children don’t need endless organised activities or expensive days out to have a rich summer. Some of the most powerful learning and memorable times happen when children are trusted with real experiences – using tools, growing food, cooking outdoors, building things, exploring wild spaces and testing their own capabilities.

Outdoor play offers something many modern childhoods have less of: freedom to experiment, opportunities to take manageable risks and space to become genuinely capable and grow.

Here are five outdoor skills families can explore together this summer.

1. Learn to use real tools

Many adults instinctively think that real tools are too dangerous for young children, but with careful supervision and clear boundaries, children are often far more capable than we expect.

Start simple by supporting your child to:

• Hammer golf tees into a pumpkin, log or thick cardboard.

• Use a child-friendly hand drill to make holes in conkers or driftwood.

• Build a simple stick boat using string and found materials.

Children are naturally drawn to real, purposeful work. Using tools develops hand-eye coordination, concentration, perseverance and problem-solving – but perhaps most importantly, it helps children learn how to assess risk. Child sized hammers and hand drills can be sourced online and can be used safely with supervision.

Rather than teaching children to fear tools, we can teach respect, safe handling and responsibility.

Top tip: Resist the urge to fix it for them. A slightly wonky creation built independently is far more valuable than a perfect adult-made one.

2. Grow something they can eat

You do not need an allotment, greenhouse or even much space for this one. A few pots on a doorstep or balcony can become a summer classroom.

Easy child-friendly choices:

• Strawberries

• Salad leaves

• Peas

• Mint

• Nasturtiums

• Tomatoes.

There is something magical about watching a child check their plant every day, noticing tiny changes and taking responsibility for watering.

Gardening teaches patience, observation, cause and effect and care for living things. It’s also a wonderful way to encourage adventurous eating – children are much more likely to taste something they’ve grown themselves.

And who doesn’t love digging for worms!

3. Cook outdoors

Outdoor cooking creates a special kind of magic that makes for a memorable summer.

There’s something about preparing food in fresh air – collecting ingredients, stirring, waiting, tasting – that naturally draws children in. Give children of all ages real jobs – stirring, chopping softer foods (age appropriately), mixing, wrapping and serving.

If you have a fire pit, wonderful. If not, a barbecue, camping stove or picnic setup works beautifully.

Simple ideas:

• Elderflower, blackberry or blueberry pancakes (Vegan/gluten free recipes can be found online too).

• Banana boats (banana with chocolate melted inside foil).

• Campfire apples or pineapples with cinnamon.

• Flatbreads cooked outdoors.

• Herb butter corn on the cob.

Cooking supports maths (measuring, quantity), language development, sequencing, fine motor skills and independence. It also creates something less measurable and equally important: connection. Shared outdoor food experiences become the moments children remember.

4. Become a beach explorer

Living by the coast gives families a wonderful summer classroom.

A trip to the beach doesn’t need to mean simply paddling and ice creams (although both are lovely). Children are natural scientists when given the chance.

Try:

• Shell sorting by shape, colour or size.

• Driftwood sculpture building.

• Rock pooling with gentle care for wildlife.

• Watching wave patterns.

• Drawing maps in the sand.

• Collecting seaweed varieties.

• Noticing tides and how the shoreline changes.

Beach exploration encourages observation, curiosity, early science thinking and environmental awareness.

For families living in coastal towns, the beach also offers an important opportunity to teach safety awareness and risk assessment – essential life skills for children growing up by the sea.

Notice the waves together.

Ask questions:

• Does the sea feel calm today?

• Would it feel safe to go to the water’s edge?

• What might the sea look like when it isn’t safe?

• What would we do if the waves were high?

• How deep is safe to go?

These kinds of conversations help children learn that risk is not something to fear, but something to notice, think about and respond to.

One child may spend an hour fascinated by a crab. Another may become deeply invested in transporting wet sand from one place to another. Both are learning. Alongside all the joy, digging, splashing and discovery, children are developing respect for the sea – understanding both its beauty and its power.

Top tip: Keep a spare towel, spare clothes and low expectations about staying clean!

5. Build a den

If I could prescribe one childhood activity, it might be den building.

Dens are extraordinary spaces because children must imagine them before they exist. You don’t need woodland to do this.

Try:

• Garden dens with sheets and chairs.

• Stick shelters in a local park.

• Beach windbreaks.

• Mini fairy shelters made from natural materials.

• Blanket forts that migrate outdoors.

Den building develops:

• Planning

• Engineering thinking

• Collaboration

• Persistence

• Creativity

It also gives children ownership of space – something many children deeply value. And once the den exists, the imaginative play begins!

Let children lead. The ‘best’ den is not the neatest one.

Family life can be wonderfully full, especially in summer, with so many opportunities, outings and activities on offer.

Yet some of childhood’s richest experiences often come from simpler moments – getting muddy, hours of playing, solving problems, building, climbing, cooking, digging and discovering.

The outdoors offers a rare kind of freedom: space to explore, test ideas and grow in confidence. Sometimes the most memorable summer moments are the ones where children are given time, trust and a little room to surprise us.

Bee in the Woods Kindergarten is a woodland preschool and community Forest School for three to seven year olds, based in Portslade and Stanmer Park in Brighton.

For more information www.beeinthewoods.co.uk

Jul 02

Love0

The summer safety net… Why grandparents matter more now than ever

By adrian_abc Education, environment, Family Farms, Green, Mental health

by Nicola Henderson CEO, Godstone Farm

For many families the long summer holidays are a time of anticipation – lighter evenings in the garden, picnics on the Downs and ice creams after a day out. But behind the postcard moments, there’s a quieter reality that many parents will recognise – six weeks is a very long time to juggle work, childcare and family life.

With many households balancing busy careers – often commuting into London – with family life, the logistics of summer can feel particularly stretched. Holiday clubs fill up quickly, childcare costs soon add up and annual leave only goes so far. This is where grandparents step in, not just as occasional helpers, but as a vital part of the fabric of modern family life.

Across the UK, grandparents’ contribution is extraordinary. More than half of grandparents now provide some form of childcare during the working week, often stepping in for hours – and sometimes days – at a time. On average, they provide over 20 hours of childcare a week, quietly filling gaps that formal childcare simply can’t always reach.

For many families, this support isn’t just helpful, it’s essential. Around 57% of parents with children under 13 rely on grandparents for childcare, and in a country where costs continue to rise, that support has a very real economic impact. It enables parents to continue working, while also giving children a sense of continuity and care that can be difficult to replicate elsewhere. But reducing grandparents to a line in a childcare spreadsheet misses the point entirely. What they offer goes far beyond logistics.

When out and about you can see this every day. Grandparents aren’t just supervising, they’re guiding, reassuring and connecting generations. They bring a different pace, a different perspective and often a kind of patience that today’s busy parents simply don’t have the luxury of time to offer.

There’s growing recognition of the emotional and developmental benefits this brings. Time spent with grandparents can help children feel more secure, broaden their understanding of family and identity and build confidence in social relationships. For grandparents themselves, the benefits are equally powerful, from improved wellbeing to a stronger sense of purpose and connection. In many ways, it’s one of the most natural and reciprocal relationships we have.

And yet, it’s also evolving. Modern grandparenting looks very different to a generation ago. Many are still working, travelling or living further afield, while also navigating new parenting styles and expectations. At the same time, families are increasingly relying on them not just for occasional help, but for regular, structured childcare, particularly during the school holidays.

Summer shines a spotlight on this dynamic. When school’s out for summer, parents often find themselves piecing together a patchwork of annual leave, flexible working and favours and it is grandparents who provide the continuity. They are the ones organising impromptu

days out, revisiting favourite places and creating the kind of simple, memorable moments that children often remember most vividly.

From a visitor attraction perspective, more of these multi-generational visits can be seen now than ever before. Grandparents aren’t just accompanying families; they’re often the ones planning the day, packing the snacks and really making an occasion of it. There’s something very special about watching those interactions unfold, whether it’s helping a toddler feed a goat for the first time or simply sitting together, unhurried, sharing an ice cream.

Many places have tried to respond to this shift in small but meaningful ways. There’s the occasional Grandparents’ Days which are designed to celebrate that relationship, creating space for shared experiences that feel easy, welcoming and inclusive. There’s a growing number of senior discounts and promotions as businesses start to realise the power of ‘the grey pound’ and during the summer holidays, when routines can feel anything but simple, the world really is starting to understand that value and flexibility matters.

A membership or loyalty pass has become a popular option for families looking for somewhere safe, familiar and relaxed to return to, particularly for grandparents caring for children across multiple days, who value anenvironment that feels manageable as well as enjoyable. It’s not about grand gestures, but about consistency – somewhere children can discover, play and build confidence, and grandparents can feel at ease – with access to excellent coffee too!

Of course, it’s important to acknowledge that not every family has this support. For some, grandparents may live far away, be working themselves, or simply not be part of a child’s life. And that’s where the idea of ‘chosen family’ becomes just as important. Extended family, close friends and neighbours – these networks can play an equally meaningful role. What matters most is that children have access to a wider circle of trusted adults; people who bring different experiences, perspectives and care into their world. Because family life rarely operates in neat categories. It’s fluid, interconnected and often beautifully collaborative. And while grandparents play an extraordinary role within that, it’s one that deserves to be recognised, not assumed. Because alongside the joy, there is also generosity. Time, energy and patience often given quietly, without expectation.

So, this summer, as families everywhere navigate the juggle, perhaps the real story isn’t just about how we fill the weeks, but who we fill them with. Because in the end, it won’t be the perfectly planned days that children remember most. It will be the people.

Godstone Farm in Surrey offers enriching outdoor experiences all year round.

www.godstonefarm.co.uk