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Mar 09
Love0
early years

The heart of early learning – an inspirational reflection on being a nursery educator

By Childcare and Nannying, Early Years, Education, Forest School
by Karen Martin
Tots’ Village Nursery

To step into a nursery classroom each morning is to step into a world where wonder lives in the smallest moments, where a single crayon stroke is a masterpiece in progress, where a shy smile is the start of newfound confidence and where tiny hands hold enormous potential. To be a nursery educator is to witness magic daily, but more importantly, it is to help create it.

Being a nursery educator is not simply a job; it is a calling rooted in compassion, patience and a belief in the extraordinary abilities of young children. It is the joyful responsibility of nurturing minds and hearts during the most foundational years of life. These are the years when children discover their sense of self, begin to understand how the world works and learn how to connect with others. And in the middle of every milestone, big or small, is the educator, guiding, encouraging and celebrating.

In many ways, nursery educators are architects of the future. While the world often measures success through visible achievements, nursery educators understand that success begins long before a child can read their first word or solve their first equation. In the nursery, success looks like empathy taking root when a child shares a toy unprompted. It looks like resilience when a child who was once hesitant now tries something new. It looks like curiosity every time a little voice asks,“Why?”.

These moments may seem small, but they are transformational! Nursery educators know that early childhood education is the soil in which the seeds of lifelong learning are planted. With every story read aloud, every question answered, every conflict gently resolved and every imaginative game encouraged, nursery educators help children build the emotional and cognitive foundations they will carry forever.

And yet, the job demands more than knowledge of child development. It asks educators to be storytellers, dancers, scientists, mediators, nurses, cheerleaders and sometimes even magicians! It requires them to be flexible enough to shift from teaching colours and shapes to comforting tears within seconds. It asks them to balance structure with spontaneity, offering routines that make children feel safe whilst also embracing the unexpected creativity that young minds bring into the room.

But the true beauty of being a nursery educator lies in the relationships. Children respond to the teachers who kneel down to meet their eyes, who celebrate their ideas, who make them feel seen and valued. A nursery educator knows that children learn best when they feel loved and so they fill their classrooms with warmth, encouragement and opportunities to succeed. They know that each child is different, each with their own rhythm, needs and spark and they take the time to understand those differences.

There is a profound sense of fulfilment in knowing that you are shaping the earliest experiences of learning. It is an honour to be one of the first adults a child trusts outside of their family. It is a privilege to hear the unfiltered thoughts of young minds and to watch them unfold into capable, confident learners. Nursery educators hold space for children as they navigate big feelings, celebrate first friends and find their voice.

Whilst the work is deeply meaningful, it is also undeniably challenging! The days can be long, the tasks unending and the emotional energy required immense. Yet nursery educators return each day because they know their work matters, perhaps in ways not immediately visible, but inevitably powerful. They know that the lessons they teach extend far beyond the classroom: patience, perseverance, kindness, curiosity and a love of discovery.

What makes nursery education inspirational is not only the impact educators have on children but also the impact children have on them. Children remind adults to see the world with fresh eyes, to find excitement in the ordinary and to appreciate the beauty of simple things. They remind us that progress is not always linear and that learning is as much about exploration as it is about achievement. To work with children is to witness unfiltered joy, pure honesty and boundless imagination every single day. This is the gift of being a nursery educator.

Every child who walks through the nursery door brings a universe of potential. And every educator who greets them helps shape that universe, through patience, guidance, creativity and love. Nursery educators change lives not by delivering grand speeches or dramatic lessons, but through consistent, gentle and intentional acts of teaching and care.

So, to every nursery educator: know that your work reverberates far beyond the classroom. Know that the stories you read, the songs you sing, the hugs you offer and the encouragement you give will echo throughout a child’s life. Know that your presence, your passion and your belief in each child help shape confident, compassionate, capable human beings.

Being a nursery educator means being a builder of futures, a cultivator of curiosity and a guardian of childhood wonder. It is one of the most impactful roles in education – and perhaps one of the most inspiring roles in the world.

Tots’ Village is a family run nursery for children aged 0-5 based in Caterham. Graded Outstanding by Ofsted we build strong foundations for happy futures! Discover the difference – where love and care comes first and learning is fun. www.totsvillagenursery.co.uk

 

Mar 07
Love0

Raising resilient children

By children's health, Early Years, Education, Exercise, Forest School, play, Uncategorized
by Lucy Owen-Collins
Head of Adventures at Bee in the Woods Kindergartens

What outdoor nurseries know about risk, freedom and play

Spring has a wonderful way of reminding us that children, like the natural world, grow best when given space, time and the right conditions. As blossoms return and days stretch out, many families find themselves venturing outside more often – opening the door to something Early Years educators have known for decades: outdoor play isn’t just ‘nice to have’ – it’s one of the most powerful ways to build resilience in young children.

At outdoor nurseries, children spend their days immersed in nature. What we observe, time and again, is that resilience isn’t taught – it’s lived. Through climbing, balancing, running and problem-solving, children learn what their bodies can do and how to navigate the world with confidence.

“Resilience isn’t taught – it’s lived, through movement, challenge and freedom.”

Why risky play matters
Risky play – clambering, balancing, running on uneven ground, navigating logs, slopes and tree roots – has been widely shown to increase children’s coordination, confidence and risk-management skills. Importantly, these experiences don’t remove danger; they teach children what danger feels like and how to make good decisions around it. It means offering children opportunities to assess, manage and respond to challenges in a supported environment.

When a child pauses at the base of a muddy slope or tests a branch before climbing, they’re developing judgement, balance and self-awareness. Outdoor practitioners support these moments with calm presence rather than intervention, asking questions like, “What’s your plan?” or “How does that feel?”

Research consistently shows that children who engage in appropriately risky play develop stronger motor skills, better risk assessment and greater emotional regulation. Just as importantly, they learn confidence in their own decision-making.

“When children learn to judge risk, they grow confidence – not fear.”

Health resilience, built outside
Spring weather can be unpredictable, but outdoor learning thrives on this variety.

Children who spend long periods outside become more adaptable – less phased by drizzle, cold breezes or muddy boots.

Research suggests that regular outdoor play supports immune health in several ways. Exposure to fresh air, sunlight and diverse natural environments helps regulate circadian rhythms and supports vitamin D production- linked to immune function and overall wellbeing. Studies also highlight the role of environmental biodiversity; contact with soil, plants and natural microbes can help strengthen the immune system by supporting healthy gut and skin microbiomes.

In practical terms, this often looks like children who cope better with seasonal changes, recover more quickly from minor illnesses and show improved energy and stamina.

“Muddy hands aren’t a problem – they’re part of building a healthy immune system.”

Nature: The ultimate motor-skills playground
Nature provides a constantly changing environment that challenges the whole body. Uneven ground strengthens balance and coordination. Climbing builds core and upper-body strength. Carrying heavy objects develops proprioception and teamwork.

These physical experiences are deeply connected to brain development. Neuroscience tells us that movement supports learning, attention and emotional regulation. When children navigate varied terrain, they create richer neural pathways – laying foundations for skills like writing, concentration and problem-solving.

“Uneven ground builds strong bodies – and adaptable minds.”

Trust, courage and self-assurance
Perhaps the most powerful element of outdoor learning is trust. Children are trusted to try, to wobble, to fall safely and to try again. Adults remain close, attentive and supportive, but not intrusive.

A child jumping from a stump isn’t just playing – they’re testing belief in themselves. When adults honour that moment, children internalise a powerful message: I am capable.

Over time, this self-assurance travels with them – into friendships, learning and everyday challenges beyond the woods.

“Confidence grows in the space between challenge and trust.”

Advice for families: Bringing risk, freedom and play into family life
You don’t need a woodland to experience the benefits of outdoor play. Spring is a wonderful time to lean into simple, low-prep ideas that help children stretch their bodies and minds.
1. Make micro-adventures part of your week
A walk to the local park can become a balancing challenge on curbs, logs or small walls. Invite children to choose the ‘wobbly path’.
2. Let them get properly muddy
Messy play is body work, brain work and emotional work. Pack spare clothes in the car and relax into it.
3. Ask reflective questions instead of instructions
Try: “What’s your plan?” “How does that feel?” “Do you need anything to make this safer?” These questions build decision-making skills.
4. Resist the urge to rescue too quickly
If a child is struggling to climb, pause before stepping in. Check they are safe, then give them space to problem-solve.
5. Vary the terrain
Choose parks, beaches, woodlands or even gardens with natural gradients, slopes and textures. Nature is built for motor-skill development.
6. Celebrate courage, not outcomes
Praise the trying, not the height climbed. Children flourish when bravery is noticed.

Growing resilience, one spring day at a time
As children run, climb and explore through spring, they are doing far more than playing. They are building physical strength, immune resilience and emotional confidence through experiences that can’t be replicated indoors.

Outdoor nurseries remind us that childhood doesn’t need to be smoothed or rushed. When children are given freedom, trust and space to move, they grow into themselves – strong, capable and ready for what comes next.

Sometimes, the most powerful thing we can do is just open the door and let nature lead the way.

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

Mar 06
Love0
children hidehole

Encouraging independence in the early years

By Early Years, Education, Independence
by Bronia Grehan
Head at St Christopher’s School and Nursery, Epsom

The early years, from birth to five, are full of incredible growth. During this time, children discover who they are, how the world works and what they can do. One of the most important skills they develop is independence. It is much more than being able to put on shoes or pour a drink. Independence supports confidence, emotional wellbeing, creativity and the ability to learn and adapt.

In nurseries and pre-prep schools that take a child-centred approach, independence is built naturally into everyday life. It appears in routines, play, friendships and self-care. When children are trusted with small, achievable responsibilities, they become more confident, curious and ready to explore.

At our school, even at nursery age, our children get opportunities to initiate their own activities as we balance teacher-led and child-initiated learning, giving children the freedom to explore, think critically and develop their creativity.

Why independence matters
Parents often think of independence as simply ‘doing things for themselves’, but it reaches much deeper than that. Giving children small responsibilities helps them build confidence, because they learn that their choices matter and that they are capable. Challenges that feel slow, messy or frustrating at first, teach valuable lessons in patience and resilience. Choosing activities, exploring freely and trying things out helps children grow socially, emotionally and academically. When children are encouraged to think and try for themselves, they become active, curious learners who are eager to explore rather than waiting to be shown what to do.

Independence is not about expecting children to manage everything alone. It is about helping them feel secure, capable and ready to take on new challenges.

What an independence-friendly environment looks like
Settings that support independence make it easy for children to do things for themselves. Toys and materials are kept within reach. Shelves and storage are clearly organised, and activities are set up so children can confidently choose what interests them.

Teachers break down tasks into simple steps and demonstrate them first, whether children are experimenting with early mark-making or learning how to tidy up. Children are encouraged to make small decisions, such as choosing a story or selecting materials. These moments help them feel heard and trusted. They also learn to ask friends for help, work together and take responsibility for shared spaces, such as hanging up coats or putting toys away.

Independence in the early years is about striking a balance. Children are given the freedom to explore while still receiving support when they truly need it.

Practical strategies that nurture independence
Simple routines make a big difference. When children know what to expect, such as unpacking a bag, hanging up a coat or washing their hands, they naturally become more responsible. Even if it takes longer at first, letting them try helps these tasks become habits over time.

Offering small choices also builds confidence. Allowing a child to pick between two snacks, choose a jumper or decide what to play with next gives them manageable opportunities to make decisions. This helps them learn to express their preferences and trust their own judgement.

A well-organised space supports independence too. Low hooks, reachable shelves and neatly labelled boxes allow children to find and return things without needing an adult. Teachers often ‘show and then step back’. They model a task, offer gentle guidance and then give children space to try it themselves.

Unstructured, child-led play is another powerful driver of independence. When children build, imagine, explore and negotiate with others, they are practising decision-making and problem solving in a natural way. This is particularly evident in our Forest School where the children learn through physical play and exploration in the outdoor environment, after direct teaching from our specialist teacher, which supports confidence and independent thinking.

How parents can support independence at home
Children make the fastest progress when home and school work together. Parents can support independence through simple daily habits. Involving children in small routines such as unpacking bags, hanging coats or collecting a snack helps them take responsibility. Offering choices between two outfits, snacks or bedtime stories gives them safe opportunities to make decisions. Encouraging them to look after toys, books and clothes builds a sense of ownership. Supporting early self-care skills, such as brushing teeth, getting dressed or washing hands, also helps them gain confidence. Allowing periods of uninterrupted play, while staying close by if needed, creates room for exploration. Praising effort and persistence shows children that their attempts matter, even when things are not perfect.

At our school we use a child-size kitchen in the nursery where children have the opportunity to cook in some way, every
day. The children are given tasks such as grating, cutting, cooking or baking dishes such as apple crumble, hedgehog bread rolls during the autumn and birthday cakes to celebrate birthdays together.

Balancing support with freedom
Supporting independence does not mean stepping away completely. Too much freedom can feel overwhelming, while too much control can hold children back. The key is finding a middle ground, being available and steady while still encouraging small steps forward.

Children also need emotional support as they grow. Talking things through, modelling kindness and helping them navigate social situations all give them the tools to make good decisions and cope with challenges.

We have a House system which fosters responsibility, belonging, and peer leadership, helping children develop agency and social independence. Year 2 pupils are given meaningful opportunities to grow as leaders across the classroom, playground and wider school community, strengthening skills such as communication, collaboration, problem solving and decision-making.

Children take on roles such as prefect, librarian, eco-captain, or Chair of School Council, experiencing leadership in action. They also contribute to class projects, lead parts of assemblies and support school events.

By reflecting on these experiences, pupils learn to take responsibility, listen to others, share ideas confidently and work towards solutions as part of a team. We aim to nurture confident, caring young leaders who make a positive impact on their school community.

A lasting gift
Encouraging independence in early childhood is one of the most powerful gifts we can offer. It is not just about shoes, coats or tidy-up time. It is about helping children believe in themselves.

Every small moment counts. Choosing a book, pouring a drink, solving a disagreement or building a tower all help children develop confidence and resilience. These experiences shape the kind of learners, and people, they will become.

By offering gentle support, stepping back at the right moments and allowing space to try, we help children grow into self-assured, curious and capable individuals who feel ready to explore the world.

St Christopher’s is an independent Pre-Prep and Nursery for children from 2 ¾ to 7, based in a leafy residential road close to Epsom town centre.
It has recently been named Independent Pre-Prep of the Year 2025 in recognition of its exceptional approach to early years education and unwavering commitment to giving children the very best start in life.
www.st-christophers.surrey.sch.uk

Mar 04
Love0
flower garden

Creative growth Nurturing imagination with nature

By dance & Art, Early Years, Education, Forest School
by Kerry Ferris
Prep School Head of Art, St Catherine’s Prep School, Bramley

In my role as Prep School Head of Art, I am passionate about how nature and creativity intertwine to unlock imagination, calm the mind and inspire joyful learning. The connection is powerful and undeniable: nature engages all the senses; its colours, textures, sounds and shapes spark curiosity and invite exploration.

Our students don’t just observe nature; they interact with it in tactile ways that fuel creativity. They have drawn with sticks, printed with leaves and used natural materials as both tools and inspiration. For example, they pressed leaves into clay, cut around the shapes, moulded them into bowls, and painted the finished forms. These experiences nurture observation, patience and a deeper connection with the world around them.

Scientific research supports what we see daily: Time in nature restores children’s attention and focus. Natural environments allow the brain to relax and recover from fatigue, improving concentration and encouraging creative problem solving. Being outdoors also boosts cognitive flexibility, the ability to think in new and original ways, an essential ingredient for creativity.

Students often don’t realise how deeply nature is woven into their learning. From recycled materials to natural textures and colours, nature lies at the heart of every project, even subtly. Its endless variety reminds us of individuality: no two leaves are the same, just as no two people are alike. The unpredictability of nature, like an insect suddenly crawling from beneath leaves, sparks wonder, curiosity and sometimes laughter. This curiosity is the seed of creativity, encouraging exploration and experimentation.

Recently, we gathered conkers from the chestnut tree, admiring the contrast between smooth seeds and spiky shells. We collected leaves of all shapes and colours to craft autumn wreaths, each student free to design something magical for home. These natural forms will also be used for prints, transforming simple outdoor objects into tools for artistic expression. Such encounters inspire children to see the world differently and imagine new possibilities.

Nature offers an ever-changing palette of shapes, patterns and textures that children instinctively want to explore. Throughout history, artists from Monet to Andy Goldsworthy have drawn inspiration from the natural world. With Year 3, students studied insects closely, noticing intricate patterns and forms. Year 5 explored landscapes, inspired by famous artists and their surroundings, creating their own interpretations. These projects show how nature and art complement each other, providing endless opportunities for learning and creativity.

We have also celebrated contemporary female artists such as Hester Berry and Barbara Rae who use nature as their muse. Experiencing nature first-hand allows students to connect with this creative legacy while developing their own voices. Beyond inspiration, natural materials encourage experimentation, problem-solving and imaginative thinking – skills vital in art and life. Children sharpen observation and fine motor skills as they notice the veins of a leaf, the curve of a shell, or the texture of bark and translate these details into clay, paint and prints.

Nature fosters collaboration too. Outdoors, children share discoveries, exchange ideas and build on each other’s creativity. A simple walk can spark conversations about colour, form and texture, leading to group projects that celebrate collective imagination.

Our Prep School, surrounded by woodlands, offers endless opportunities. Students collect leaves, sticks, pinecones, bark and seeds to create prints and make nature brushes, exploring ways to represent our community through art. They experiment with tea dyes and textured materials from the grounds, finding creative ways to bring the essence of our environment into their work.

Sustainability is another vital dimension. By encouraging the use of natural and recycled materials, we instil environmental responsibility alongside artistic skill. Children delight in bringing egg cartons or cereal boxes for the cardboard collection, learning that creativity doesn’t depend on expensive resources but flourishes through imaginative use of everyday materials. This approach nurtures respect for the planet and teaches resilience, as students transform limitations into opportunities for innovation and think ‘outside the box’ to create meaningful, original artwork.

We also explore how nature inspires cultural traditions worldwide. Year 5 students, for example, have been learning about the Windrush generation. To enrich this, we studied Caribbean culture in art lessons, examining shells, flowers and wildlife. Though far from the Caribbean, handling real cultural items, shells, fabrics and objects generously lent to us, gave students first-hand experience. They transformed these observations into vibrant patterns capturing the colours, textures and rhythms of Caribbean life.

Nature is at the heart of our art practice. By learning from and creating with the natural world, students develop a lifelong love of creativity grounded in curiosity, mindfulness and respect for the environment. They understand that art is not only about producing beautiful objects but about cultivating ways of seeing, thinking and connecting with nature.

St Catherine’s Prep School extends a warm welcome to parents who would like to visit the school.
Visit www.stcatherines.info to find out more about upcoming open mornings and arranging a visit.

Mar 01
Love0
teacher and kids

Life lessons and character in the classroom from the very start

By Early Years, Education, Independence, Wellbeing
by Matthew Jelley
Head of Junior School, Claremont Fan Court School

This article explores how skills like critical thinking, creativity and independent learning complement academic study to nurture confident, resilient and adaptable young pupils, ready to explore, grow and take on the world.

We all know that life can throw the unexpected as us – as Forrest Gump said, “Life is like a box of chocolates” and whilst we might want to pick out the fudge, we may end up with the coffee cream… So, how do schools provide the foundations for success right from the start of learning journeys and prepare our children for the challenges and unpredictability of life beyond the safety of the school walls? And when we read about character education, what does this actually mean?

Abraham Lincoln defined character as your actions when you know that you ‘would never be found out’, which suggests that in considering character education, we need to ensure that children understand the benefits of acting, for want of a better term, morally – and doing so in the knowledge that this is not only good for others but good for themselves as well.

In the classroom, this can be achieved by creating a culture where the habits that support effective learning are made explicit: problem solving, critical thinking, collaboration, communication, attentiveness and connection-making – though far from exhaustive, these are some of the habits crucial to future success in learning. A classroom that routinely demonstrates these behaviours will support both individual and group success – learning rarely happens in isolation as it’s a social process, after all. And schools must explicitly value these behaviours, noticing and celebrating the children’s efforts through assemblies, awards and recognition, as they work to become more effective learners.

Second, messaging around desirable character qualities, or virtues, should act as a golden thread to tie together all of school activity, again showing the mutual benefit to our selves and others of behaving in this way. A school’s curriculum extends far beyond what’s taught in the classroom so trips and residentials, recreational time, sport, music, drama, clubs, service, charity, outreach and pupil voice all present opportunities to learn how one’s character can be developed. This helps to develop greater independence, build resilience and solve problems, pushing children out of their comfort zone in order to thrive, and providing real life experience to illustrate the benefit that comes when we embrace challenge. And in all these activities children should be mindful, and reminded, of their commitment to acting in accordance with a prescribed set of values, where individual happiness and success is valued alongside that of the whole community.

Curriculum must be aligned with character based aims too. The content of what children learn can be carefully curated to provide examples, from history and contemporary society, of character qualities in action. This includes how to cope with adversity, how perseverance can pay off, why collaboration, teamwork and empathy are integral human qualities and why tolerance and respect are crucial to a healthy, functioning society.

Finally, we know that the most effective learning takes place when we are pushed beyond what is comfortable, and this goes for character education too. School culture should openly celebrate challenge, actively foster independence and autonomy and support children in understanding of where one ‘fits’. This means that processes and policies, for example an approach to behaviour management, conflict resolution and the management of recreational play, should be aligned with developing positive character traits, and support children in finding what makes them tick and how they can best ‘fit’ with others. This means providing children with the space to be themselves and to make mistakes, but safe in the knowledge that they have adults around them who support and care for them, who will be there to lend a helping hand but are committed to ensuring that they can stand on their own two feet to be productive, happy and successful future citizens.

Nestled in 100 acres of historic parkland in Esher, Surrey, Claremont is an independent co-educational HMC school for girls and boys aged two to eighteen, offering an academically ambitious environment that inspires and nurtures the whole child.
Find out more: www.claremontfancourt.co.uk/newsletter-and-events
Email: admissions@claremont.surrey.sch.uk Tel: 01372 46404

 

Nov 15
Love0
Forest-school

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Nov 05
Love0
bedtime story

The magic of winter storytelling

By Early Years, Education, family, reading
by Ben Murray
Dukes Education Group Ltd

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Nov 04
Love0
young reader

The art of comprehension

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

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

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

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

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

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

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

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

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

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

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

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

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

Jul 04
Love0

The importance of storytelling

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

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

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

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

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

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

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

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

Please call 01273 592681 to find out more about what Shoreham College can offer you, or to arrange a personal visit at any time of the school year.
www.shorehamcollege.co.uk

Jul 03
Love0
schoolkid learning

Building independent learning in the early years

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

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

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

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

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

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

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

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

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

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

 

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