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Early Years

Nov 08
Love0
forest school

Forest School- what is it all about and why is it so beneficial to children?

By Early Years, Education, environment, Forest School, Green

by Melanie Parr
Managing Director, Lymley Wood CIC

So many people are talking about Forest School at the moment, we thought it would be good idea to explain what it’s all about and why so many children benefit from a day out of the classroom, learning in nature. Forest School takes place in a woodland or natural environment and is aimed to support the development of a lifelong relationship between the learner and the natural world. Forest school is not just taking learning outside, it’s a unique and child centred way for children to learn using their innate curiosity about the natural world, animals and the joy of being allowed to get muddy!

The Forest School movement started in Denmark in the early 1950s as a result of a parent taking her own children and neighbours’ children to gather together in a nearby forest – an unofficial form of daycare which proved popular among other parents in the community. Arriving in the UK in 1993, today Forest School happens all around the world and in the UK has its own association (www.forestschoolassociation.org) that oversees the quality of provisions and provides training for Forest School leaders in order that the settings provide a well-planned, safe and inspiring curriculum for the children attending Forest Schools.

Forest School is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions. It supports play, exploration and supported risk taking. It develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting. This means that children attend regularly throughout the school year and the curriculum uses the changing seasons and the natural space to support learning. There is also a focus on helping children navigate the social and emotional aspects of learning and education, and for this reason, is a go to option for parents whose children may struggle at a regular school, or for those children who have special educational or additional needs.

Some schools, especially primary schools, have added Forest School to the timetable but nothing is quite the same as the children accessing a woodland space rather than a school field or small area in the school grounds. Forest School is not a ‘subject’. Rather, it’s that all subjects can be taught in a fun and meaningful way but outdoors, Forest School style, instead of in a classroom. If we want to achieve a holistic education that uses play and nature rather than prescribed separated ‘subjects’, then freedom to be allowed to learn at their own pace and guided by a child’s own natural curiosity is key. Maths outcomes can be achieved through counting dug up worms or collected leaves or acorns just as well as with traditional classroom resources. Art lessons using self-made natural dyes and paints, or by creating some ‘land art’ is a fun way to learn creativity. PE on a rope swing, tree climbing or an adventure playground in the trees is a great physical ‘lesson’. Learning history through digging in mud for ‘archaeological remains’ or making a traditional tool using stones and sticks – it really brings learning to life.

A quality Forest School provider will also support children to learn how to manage their own risk and understand their own physical abilities or limitations. This builds safety skills, resilience and a sense of achievement as the children have freedom to undertake personal and physical challenges in a way where they can make their own decisions and are not distracted by parents’ fear or safety concerns.

Sussex has some great Forest Schools and a setting such as Lymley Wood can also help with families who need to access funding for children who have an EHCP, as their Forest School is an alternative education provision.

If your children are home educated or on part-time timetables then looking at Forest Schools is a fabulous forest schoolingoption to engage them in their own education.

Mel Parr runs Lymley Wood CIC based near Five Ashes, in East Sussex. For further details please feel free to call 07951 257813 or visit www.lymleywood.co.uk

Nov 06
Love0
baby biting

Help! My child bites…

By Early Years, Health, teeth and dental care

by Jovita Opio
Nursery Manager, Little Lancing Day Nursery & Forest School

Biting is a more common behaviour than one might think amongst very young children and it’s a topic that is not always spoken about very much, until it happens within your family. It can happen anywhere – in the home, at a soft play or play park, a child’s birthday party and of course in a childcare setting.

Biting can be a shock and it is certainly distressing – for the child or adult who has been bitten and the parents of a child who has been bitten who can understandably feel angry about it. It should go without saying that it is also upsetting for the parents of the child who has been biting.

Understanding about biting is vitally important to the way in which we respond to this happening – it is not the case that a child who bites is a ‘little monster’. He or she should not be punished for it, or worse still, bitten back. That’s not to say that this behaviour should simply be ignored. The following will help to explain why some children bite and what strategies can be employed to navigate a way through this behaviour.

Starting with the youngest of babies, as they begin to understand and engage with the world around them, they use all their senses as part of that natural exploration, and that includes using their mouths. Parents, carers and nursery staff all know that babies are inclined to put anything and everything into their mouths. It’s also a common feature of teething that babies will bite down on practically anything within reach to relieve the discomfort caused to their gums. It’s highly unlikely that children that young would deliberately bite another person with any kind of malice or ill feeling. In fact it’s sometimes the case that this is how they express their feelings of love – some babies only ever bite their parents!

As babies become toddlers, they continue to develop their language and communications skills and this happens at different times for different children. Some 18 month olds are real chatterboxes and others take more time to get to that stage. For those children whose language development occurs later, they may feel some frustration at not being able to express themselves and this can be a similar experience for children for whom English is an additional language.

Whenever children play together, there is inevitably a certain amount of disagreement that can creep in. For example, when both want to play with the same toy or when a child is blocking another child’s way, say on a slide or in a soft play environment. It’s a common reaction in such circumstances that a child may bite another child, or an adult, as they have not yet reached the point where they are able to express themselves verbally with the confidence to show their emotions.

Young children can find transitions and changes in their lives frustrating or stressful. For example, moving house, adjusting to changes in routine, the arrival of a new sibling as well as what might seem more mundane aspects of daily life, such as struggling to understand that they have to wait their turn to do something, or play with a particular toy, when they find it difficult to understand the concept of time. Biting can often be a response to relieving these frustrations and tensions.

It is also a possibility that some toddlers may find that biting focuses attention on them from adults and they see this as a reward. They are too young to differentiate between gaining attention through positive rather than negative behaviour. It’s also important to understand that children begin to realise that their behaviour (whatever it may be) can be a way for them to influence or control the environment or situation they find themselves in. Initially, biting can be a response to frustration or physical pain, but left unchecked, it may develop into a learned behaviour as a way of ending a situation they are not happy in or avoiding having to do something they do not want to do. It’s also the case that children at this stage of development may imitate all sorts of behaviours they see in others, and that includes biting.

Acquiring language and communication skills in turn leads into the stage in the early years development journey, where children begin to understand their emotions better and are more able to express themselves. This enables them to begin to self-regulate their responses to situations where they feel upset or angry.

So how best to deal with a situation when a child has bitten someone else?
For parents of the child who has been bitten, it’s understandable to feel anger and distress at what has happened. It’s all too easy to assume that the child who has been biting has additional needs (in most cases they don’t) and complaining to friends or other parents may not be helpful (and potentially embarrassing if your child then bites another person at another time). Discussing it with the parents of the child who has bitten may sometimes help understanding and clear the air but sadly this is not always a positive solution. If we are asking our children to be kind in their dealings with others, we should be kind too.

Parents of young children who bite often do not know where to turn or how to help their child through this stage. It can feel overwhelming but there is help at hand. They can turn to their Health Visitor for advice, and if attending an Early Years setting, the nursery staff will be supportive. Working with parents to devise strategies is key, as is consistency in approach to biting.

Whether at home with family or within an early years setting, there are a number of strategies that can help children through this stage in their development. These include:
• Praising and rewarding positive behaviour, so children don’t only get attention for negative behaviour.
• When a child bites another child, focus the attention first on comforting the child who has been bitten, so the child who has bitten does not receive priority attention. Remove them from the situation and make it clear with simple phrases such as “Stop. Biting hurts your friend. Biting isn’t kind.” The days of the ‘naughty step’ should be long past – in fact the word ‘naughty’ should not even come into the conversation.
• Providing sensory activities to create a similar experience to the biting behaviour and build these into a child’s daily routine – whether a ‘chew’ teething toy, such as a ‘chew buddy’, a ‘chew necklace’ or offering a healthy crunchy snack of fruit or vegetables.
• Redirecting a child’s attention to offer an alternative activity if they are struggling to regulate their response to a frustrating situation is a useful technique to defusing tension.
• Using visual prompts and storytelling to the children (at nursery this usually takes place as a group activity) helps them to learn. For example, if there has been an incident at a soft play, this can become the theme of a social story, using role play, such as puppets, to help children understand better positive strategies to use in social situations.
teeth are not for biting• Reading storybooks, for example the behaviour series by Elizabeth Verdick and other authors, such as ‘Teeth are not for Biting’, is commonly used in Early Years settings to help reinforce positive messages about behaviour. These could also be used by parents at home. This is most beneficial if used proactively, rather than as a reaction to specific events.
• Modelling turn-taking activities and extending play to other popular toys and interests so the child is engaged in another activity while waiting for the toy they want. Having more than one of a particularly popular toy or activity available can help smooth out any potentially tricky situations. Using a sand timer as a visual aid to help children to understand when it’s their turn can also help teach them to learn to wait.

For repeated incidences of biting, nursery staff monitor the ‘Why, Where, When’ of occurrences, to see if there is a pattern for this. For instance, is it when they are tired or hungry, or is there an activity that regularly triggers the impulse to bite? It may in fact be a combination of factors and strategies can then be put in place to help avoid situations that can give rise to biting.

For the parents of a child who bites, it is important to know that they are not alone. Very many children, some say up to a quarter of all children, will bite at some point during their early lives. Most commonly this is amongst those aged two to three years. That doesn’t make it any less difficult for all concerned but it is helpful to know that it is a phase that usually will pass.

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

Nov 06
Love0
doula and baby

Doulas – what are they and what benefits do they bring?

By baby health, Childcare and Nannying, Early Years, family
by Jo Slade
Birth and postnatal doula

Imagine being able to look forward to your birth without fear. Or enter motherhood and family life feeling calm and supported. This is exactly what a doula can help you with! In a time where it is so important to seek your own education around pregnancy, childbirth and postnatal care, a doula can be beside you every step of the way.

A birth doula
A birth doula is a non-medical professional, trained to provide support to women and families throughout pregnancy and birth. They will get to know you during your pregnancy, and can provide evidence-based information and antenatal education about what to expect from labour and birth, as well as being on-call to join you when you give birth – whether at home, in hospital or at a birth centre – to provide non-judgemental, practical, and emotional support.

They can be instead of, or in addition to, a birth partner. Someone who is there for you (both), who knows you and what’s important to you, and can give you the confidence to look forward to, plan, and advocate for the birth you want – whether you are aiming for a completely natural experience, a planned caesarean, or something in between!

Studies show that the continuity of care and support that doulas provide can lead to:
• Decreased likelihood of a caesarean or instrumental delivery.
• Increased likelihood of a shorter labour.
• Decrease in use of pain medication.
• Increased likelihood of feeling positive about your experience.
• Decreased likelihood of feeding issues.

A doula can be a great choice for first time mothers and parents – helping to settle nerves and talk about the unknown, but also for subsequent parents, who maybe didn’t have the best experience of birth or the postnatal period the first time around and want to feel more informed and supported going forward.

The average price of a birth doula ranges from £500 to £2000. This depends on your area, the different services offered and the level of experience of the doula.

A postnatal doula
A postnatal doula is professionally trained to provide support to women and families following the birth of their baby. The postnatal period should be a time to slow things down, take time to recover and enjoy your new baby, and although wonderful, it can sometimes feel overwhelming, as it’s all so new!

A doula will visit you at home, support you with adjustment to life with a new baby and give you the confidence to find your own way of mothering and parenting. They can help with:
• Breastfeeding and feeding.
• Holding your newborn so you can rest or have a bath.
• Hearing and chatting about your birth story.
• Light housework.
• Preparing nourishing meals.
• Entertaining older siblings.
• Walking the dog!

The importance of feeling supported and cared for in what is sometimes known as the fourth trimester should never be underestimated – it can have a substantial impact on your health and happiness going forward.

A postnatal doula usually charges by the hour, with a minimum number of hours booked. Hourly rates can range between £15 and £30.

There are birth and postnatal doulas, and many that provide both services. Most doulas offer an initial meeting, either in person or via Zoom, to see whether you are suited to each other, and they will expect you to be meeting with other doulas before you make your decision.

Some reputable online directories you can visit to find a trained doula in your area are:
• The Doula Directory
• Doula UK
• Find My Doula

Investing – time, energy and money – into one of the most important days of your life, and the months following, is a powerful acknowledgement that you are worthy of support.

However, if cost is a prohibitive factor, there may be some funds available. For example, the Doula UK access fund and Doulas Without Borders.

Jo Slade is a birth and postnatal doula. She lives in Brighton and provides doula support to families in many locations across East and West Sussex. For enquiries or to find out more, you can visit her website www.thedoulajoslade.co.uk email: jo@thedoulajoslade.co.uk or call her on 07779 457640

 

Aug 12
Love0
school early year's play

The importance of play in Early Years education

By Early Years, Education, fun for children, Mental health, play, Playing
by Ivana Colvin
Little Chicks Teacher, Chinthurst School Nursery

As parents and educators, we often find ourselves caught up in the whirlwind of schedules, milestones and academic expectations for our little ones. In the pursuit of ensuring a bright future for our children, we might unintentionally overlook one of the most powerful tools at our disposal – play.

In the UK, the Early Years education system places a strong emphasis on the importance of play-based learning. In the best Early Years settings, play should not be considered a break from structured activities, rather it should be at the centre of fostering development, curiosity and a lifelong love for learning. At home, play is vital too, supporting your child’s growth, health and happiness.

One of the greatest gifts of play is its ability to nurture social skills. In the classroom and on the school playground, children learn to navigate social interactions, share, co-operate and challenge with their peers. These skills form the bedrock of healthy relationships and contribute to a positive learning environment. At home, family playtime is an ideal way to reinforce these social skills in a more intimate setting. Board games, collaborative projects and shared activities provide opportunities for your child to practice communication and teamwork with siblings and parents.

The Early Years curriculum also recognises the importance of nurturing creativity, and play is the perfect gateway to unlocking the boundless imagination which exists within each child. Creative activities embedded in the curriculum allow children to explore various forms of expression, from art and music to storytelling and drama. At home, opportunities for creative play are endless. Simple activities like drawing, crafting and storytelling stimulate a child’s imagination and encourage them to think outside the box. By embracing creativity in play, we cultivate a mindset that values innovation and problem-solving, vital skills for future learning.

In an age dominated by screens, finding a balance between technology and real-world play is crucial. The Early Years curriculum acknowledges the role of technology but emphasises that it should complement, not replace, hands-on, interactive play. Both at school and at home, we should strive to create an environment where technology is used as a tool to enhance learning rather than as a substitute for real-world experiences. By setting limits on screen time and actively engaging in screen-free play, we can foster a healthy relationship with technology from an early age.

Play also offers a safe space for children to express and regulate their emotions. Whether engaging in pretend play or co-operative games, children learn to manage their feelings and develop resilience in navigating various social situations. This emotional regulation is a vital part of their healthy growth and development, laying the groundwork for a successful and happy life at school and beyond.

As we reflect on the importance of play, both at school and at home, it is important to recognise the symbiotic relationship that exists between these two environments. By focusing on play, parents and Early Years practitioners hold the key to unlocking a child’s full potential.

It is through play that children not only discover the world around them but also uncover the limitless possibilities within themselves. Play strengthens the bond between parents and children and helps to build close relationships between a child and their teacher. Through shared play experiences, parents and teachers can connect with their children, provide support and guidance, and create lasting memories together.

In the midst of laughter and games, the foundations for a future defined by curiosity, resilience and a love for learning are built. So, the next time you find your living room transformed into a magical kingdom or a construction site, embrace the chaos and join in the play! In those moments of shared joy, you’re not just playing – you are actively participating in the profound process of shaping a brighter, more vibrant future for your child.

Chinthurst is an independent school and nursery based in Tadworth, close to Epsom, Banstead, Kingswood and Reigate. It is a junior school of Reigate Grammar School. www.chinthurstschool.co.uk

Jul 15
Love0
nursery child

The right nursery for your child

By Childcare and Nannying, Early Years, Mental health, Relationships
by Jo Allen
Dukes Education Group Ltd

As a parent, selecting the right nursery for your child can be a daunting task. With numerous options available, it’s essential to consider various factors to ensure you make the best choice for your little one. Throughout Sussex, parents have a wealth of options when it comes to nurseries. Here’s a comprehensive guide on the key aspects to consider when choosing the right option for your child.

1. Location
The first thing to consider is the location of the nursery. Opting for a nursery that is conveniently located near your home or workplace can make drop-offs and pick ups much easier. It’s also beneficial for your child to attend a nursery within close proximity, as they will feel more familiar with the surrounding area.

2. Reputation and accreditation
Research the reputation of the nursery you’re considering. Look for accreditations such as OFSTED (Office for Standards in Education, Children’s Services and Skills) ratings, which indicate the quality of care and education provided. Additionally, seek recommendations from other parents or online reviews to gain insights into the nursery’s reputation and track record. www.daynurseries.co.uk provide excellent search functionality to be able to narrow down the criteria of the nursery you are looking for, as well as view parent reviews on all aspects of the setting. Google and Facebook reviews are also a great place to start to get a feel for how families see the nursery.

3. Curriculum and learning approach
Explore the nursery’s curriculum and learning approach, to ensure it aligns with your values and expectations. Consider whether the nursery offers a structured learning programme, promotes play-based learning, or focuses on specific educational philosophies such as Montessori or Reggio Emilia. A well-rounded curriculum that caters to both academic and social development is ideal for nurturing young minds.

4. Facilities and resources
Visit the nursery to assess its facilities and resources. Look for clean, safe and stimulating environments that are conducive to learning and exploration. Check if the nursery has age-appropriate toys, books, outdoor play areas and educational materials that cater to your child’s developmental needs.

5. Staff qualifications and ratio
The qualifications and experience of nursery staff play a crucial role in your child’s care and development. Enquire about the staff-to-child ratio to ensure that each child receives adequate attention and supervision. Qualified and compassionate educators who are passionate about early childhood education can significantly impact your child’s learning journey.

6. Inclusivity and diversity
Choose a nursery that celebrates diversity and promotes inclusivity. Look for settings that embrace children from various cultural backgrounds, abilities and family structures. A diverse environment fosters tolerance, empathy and respect, providing valuable learning experiences for children as they interact with peers from different backgrounds.

7. Health and safety measures
Ensure that the nursery adheres to strict health and safety protocols to safeguard your child’s wellbeing. Enquire about policies regarding hygiene, illness management, emergency procedures and security measures. A reputable nursery prioritises the health and safety of its children and implements measures to prevent accidents and illnesses.

8. Communication and parental involvement
Effective communication between the nursery and parents is essential for maintaining a supportive partnership in your child’s early years. Find out how the nursery communicates with parents regarding their child’s progress, daily activities and upcoming events. Look for opportunities for parental involvement, such as parent-teacher meetings, workshops and volunteering opportunities.

9. Flexibility and additional services
Consider the nursery’s flexibility in terms of scheduling options, fees and additional services. Some nurseries offer extended hours, holiday care and extracurricular activities, providing convenience for working parents. Evaluate the cost of tuition, registration fees and any additional charges to ensure they fit within your budget.

10. Gut feeling and child’s comfort
Ultimately, trust your instincts and observe how your child responds to the nursery environment during visits or trial sessions. Pay attention to their comfort level, interactions with staff and peers and overall demeanor. A nurturing and supportive atmosphere where your child feels happy, safe and engaged is paramount in selecting the perfect nursery.

Choosing a nursery is a significant decision that requires careful consideration and research. By evaluating factors such as location, reputation, curriculum, facilities, staff qualifications, inclusivity, health and safety measures, communication, flexibility and your child’s comfort, you can make an informed choice that sets the foundation for your child’s early education in what are the most crucial years of their lives for development, building confidence and setting them up for their futures.

To discuss opportunities at our nurseries in Sussex and to book a tour, please contact your chosen setting directly. For Reflections Nursery and Forest School in Worthing, call 01903 251518 or visit www.reflectionsnurseries.co.uk. For Hove Village nurseries in Brighton and Hove, call 01273 037449 or visit www.hovevillage.com

Jul 01
Love0
outdoor learning

Screen time to green time – the positive benefits of outdoor play

By Digital, Early Years, environment, Family Farms, Forest School, fun for children, Green, Mental health, Nature, Playing, Summer
by Marsha Dann
Lead Teacher, Play B C Preschool

Our very young children spend an increasing amount of time on screens and statistics suggest they typically spend less time outdoors than prisoners. In his book ‘Last Child in the Woods’, Richard Louv coins the concept of Nature Deficit Disorder and brings together research which indicates that reduced exposure to the outdoors is actually harmful to children. This can be mitigated by prioritising outdoor play which has a number of benefits for our preschoolers.

Physical health
Natural light and fresh air contribute to overall wellbeing, strong immune systems and healthy growth. Active outdoor play offers a wealth of opportunities for movement and exercise, promoting the development of co-ordination, fitness and motor development. It will also help children later down the line at school because cross crawl activities such as climbing or skipping get both sides of the brain working which helps mastery of bilateral tasks such as using a knife and fork, writing or using scissors. Furthermore, motor control develops from the core of the body outwards so sufficient upper body strength will be critical in developing manual dexterity.

Sensory development
The great outdoors is a sensory playground for stimulating children’s senses in ways that are just not the same indoors. From the feel of grass underfoot to the sound of birds chirping overhead, outdoor exploration engages all five outer senses, and the inner senses too, fostering development crucial for learning and perception. Children learn to observe, feel, smell, and listen, enhancing their understanding of the world around them and enriching their cognitive abilities.

Social skills
Outdoor play provides invaluable opportunities for children to interact with their peers in unstructured environments. Whether they’re building sandcastles at the beach, playing tag in the park, or working together to collect items on a nature scavenger hunt, outdoor activities encourage teamwork, communication, and co-operation. Through shared experiences and spontaneous play, children learn important social skills such as empathy, negotiation, and conflict resolution, laying the foundation for healthy relationships and social development.

Cognitive benefits
The outdoor environment is constantly changing and this supports learning and discovery through exploration, experimentation, and problem-solving. Whether it’s observing insects in the garden, identifying different plant species, or finding out what happens when you mix mud and water, outdoor play stimulates curiosity and creativity. Studies show that time spent in nature enhances cognitive function, improves attention span, and promotes mental wellbeing.

Appreciation for nature
Outdoor play fosters a sense of wonder and awe in children, and instils a deep appreciation for the natural world. Nurturing a connection to nature from an early age will teach children to understand cycles of growth and decay. Respecting and caring for the Earth and its plants, animals, and ecosystems will encourage them to embody principles of conservation and sustainability.

Whatever the weather, outdoor play will bring benefits all year round, and combat Nature Deficit Disorder. However, as the days are now starting to brighten and lengthen, there is no better time to get head out, soak up some Vitamin D and the other many benefits that only the great outdoors can offer.

Marsha Dann, lead teacher, Play B C Preschools. Play B C offers teacher-led provision, which prioritises relationships, sensitive interaction, and fun but challenging learning through developmentally appropriate activities for a wonderfully diverse cohort. More than just a place, at Play B C every day is a learning adventure. www.playbc.co.uk

 

Mar 01
Love0
girls in class

Early Years learning – a foundation for life

By Early Years, Education, Primary school
by Matthew Byran
Headmaster, Longacre School

Forgive me, dear reader, for starting an article about the early years talking about myself. You see, I’ve been a teacher since I left university, which means that not only have I never skipped a long summer holiday, but I’ve also always had a sense that I knew a fair bit about education and what really mattered (for good and not so good). The problem was, it has only been in the last few years that I stopped getting things completely upside down.

You see, I fell into the trap – and it’s common enough – of thinking that because I was most aware of the impact of university and secondary school (which helped me considerably to get into that university), that this phase of education must be the most important. The inspiring Mr Chips/Dead Poets Society/History Boys kind of teachers, the independence, the club ties, the grown-up vocabulary and ill-judged use of Foucault, Derrida or Rousseau to gain intellectual gravitas. When people ask where you went to school, they don’t mean when you were five. And therein lies the problem: it is easy enough to categorise someone if you know they went to Harvard, or boarding school, but in so doing you are leaning only on preconceptions about that place, or that kind of place, and you lose sight of the individual, unique, human in front of you.

Even when I was fortunate enough to have children, and they in turn went to preschool, I didn’t understand that this moment, right here, was to be pivotal in what I sincerely hope will be a happy and fulfilling life for them. When I saw that they had played with shaving foam, or made ‘food’ from play dough, I was mostly glad that it hadn’t been left to me to do the cleaning up; when they appeared in their first nativity plays, I worried about whether they had been cast in an appropriately starring part – often, indeed, as a star of some kind…

Reception seemed much the same, a riot of building blocks and stories and – mostly – playing nicely with other children. Meanwhile, I was busily giving my son toys and puzzles that were pitched far in excess of his actual age in what I now recognise was a bid to increase his chances of one day going to one of those high-profile schools or universities that people often talk about.

To clarify, I have no quarrel with those seats of learning which give their students outstanding opportunities to learn, debate and produce new ideas. Nor do I take exception to parents who want the best for their children – even now, I bow to no one in my hopes and aspirations for my children. But I fundamentally changed my outlook when I took on the job of being a prep school Head, with its own Early Years setting. My aspirations now extend to some 250 children, and I want to give every one of them the best chance to succeed. How to do this? The most efficient way is to give a child the best Early Years experience possible.

As the Head of an independent school, I am sometimes asked what is the most important phase of schooling if parents only have limited funds which they wish to invest in education, or what is the minimum number of years to be in private prep school in order to gain access to a prestigious secondary school, or a non-fee paying grammar school. The older I get, the more unequivocal my answer: there is no more important phase in a child’s education than their first years. For working parents, and notwithstanding government initiatives, preschool is a seriously expensive business. Reception at an independent school means yet more significant expense. This isn’t a sales pitch, either for my school or private schools in general, but I do encourage parents to find the best possible early years experience for their children. Don’t fall into the same trap that I did, of thinking that those early moments with crayons and blocks, mud kitchen and dressing up boxes, are anything less than critical.

The best days in the Early Years are filled with stories, multi-sensory experience, physical activity and making your mark on the world. Children must learn independence, as well as how to leverage the knowledge and experience of their teachers. Let them learn self-reliance, and how to share. Let children play in imaginary worlds and discover knowledge for themselves. Understanding exactly when to follow the rules, and when to exercise one’s own judgement and break those rules, can take a lifetime. I was once told that toddlers jump in puddles to prove their existence in the universe. If only Rene Descartes had had that kind of existential awareness.

Practitioners in Early Years settings routinely show some of the best pedagogical techniques that you will find anywhere. Play-based learning ensures fun, ensures motivation, ensures genuine educational progress. Learning is tailored to individuals, rather than a one-size fits all approach to lesson planning. Children’s answers are taken on their own merits, rather than a test of how closely they approximate to a teacher’s predetermined answer in fact. They experience fun, excitement, variety, fresh air and utilise all of their senses.

Children have agency over their choices and activities, with the guiding hand of an adult expert in the background ensuring that they cover the full range of crucial learning goals. They are allowed – nay, encouraged – to fail, reassess, persevere and find a way. There is a noteworthy absence of grade point averages or positions in class. There is barely a mention of extrinsic motivation in the form of house points or treats – not needed when visible learning and progress provide their own encouragement. There should be a total absence of fear: no fear of being shouted at by teachers (as a parent, I wish I could say that I had never lost my temper with my toddler child, but I can assure you that it’s a great deal easier when working with other people’s children!), nor fear of disappointing parents by failing to live up to their expectations.

But what of phonics? Or cursive handwriting? The essential step of learning pencil grip or fluent reading aloud? Well yes, each of these has great value. They should all come, and in an ideal world will come before a child reaches the point of cognitive development wherein they are aware of their relative prowess compared to peers – usually around six to eight years old. But not at the expense of the personal, social and emotional development, physical development and communication and language which will underpin a whole lifetime. Not before the child is ready. And definitely not by skipping some of the key foundation points in a bid to ‘get ahead’.

There is no sense, nor lasting learning, in memorising the first phonic sounds (S, A, T, P, I, N in case you wondered) before one can recognise and understand the environmental sounds around us – a ticking clock, a telephone ringing or a knock at the door. There is danger in making assumptions, and great value in utilising the skills, experience and perspective of an Early Years specialist. These years really are a foundation for life, the best way to ensure that our children grow up to be confident, kind, resilient and thoughtful.

Longacre School – delivering an engaging learning experience for boys and girls aged 2+ located between Guildford and Cranleigh.
Visit us www.longacreschool.co.uk

 

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