Skip to main content
search
Category

Early Years

Jul 04
Love0
learning youngster

The great outdoors The benefits of extending learning beyond four walls

By Early Years, Forest School
by Karen Borley, Senior Education Advisor, N Family Club

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

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

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

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

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

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

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

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

Physical development

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

Emotional wellbeing

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

Social skills

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

Global responsibility

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

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

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

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

Jul 03
Love0
love

Parenting Moving from protecting to equipping

By Childcare and Nannying, Early Years, Education, family, Mental health, Playing, Wellbeing
by Molly Potter, Children’s wellbeing expert

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

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

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

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

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

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

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

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

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

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

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

Jul 03
Love0
high wire

Unlocking potential The transformative power of outdoor learning

By Early Years, Education, Forest School
by Richard Wilson, Buzz Active

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

The evidence base: Why outdoor learning matters

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

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

The six foundations of character development

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

1. Confidence

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

2. Teamwork

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

3. Communication

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

4. Resilience

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

5. Creativity

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

6. Independence

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

The RYA OnBoard Programme: Evidence in action

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

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

Key findings included:

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

• Increased confidence, relaxation, and peer support.

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

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

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

Translating research into practice

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

• Sailing and windsurfing: Confidence through skill

mastery, teamwork through coordination and independence through helming.

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

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

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

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

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

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

Making outdoor learning accessible

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

Practical considerations for educators

Research highlights several factors that maximise impact:

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

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

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

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

The lasting impact

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

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

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

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

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

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

Mar 24
Love0

Why Pixar is right to make screen time the ‘big bad’ in Toy Story 5

By Digital, Early Years, Education, Wellbeing
by Barry Leahey MBE
Children’s Play Expert and President of Playdale Playgrounds

I attended the House of Commons last year, to support and address the Raising the Nation Play Commission report, ‘Everything to Play For’ (www.playengland.org.uk). It was a shocking call to arms to rally behind the nation’s child health, highlighting the extent of the challenge we face in reforming play in the UK.

The report included many recommendations that I backed wholeheartedly, including a national play strategy, child-friendly neighbourhoods, encouragement for schools to harness the power of play and much more.

However, two of the recommendations that I felt especially pressing were:
1. Stricter guidelines for the development of digital games and toys. Health warnings on products and applications which are addictive by design.
2. A national digital detox campaign to raise awareness of the adverse effects of excessive use of digital devices and the positive benefits of playing offline.

Since the report, there has been little in the way of a ‘digital detox campaign’ – with ministers not yet leading the charge when it comes to promoting traditional play over doomscrolling, app-store shovelware or screen addiction.

Despite this, the crisis of digital addiction is still a very real threat to our children, and where others may be slow to address this, it seems Hollywood may be picking up the slack.

Toy Story 5: The set-up
Set to release on 19th of June, Toy Story 5’s first teaser trailer has been uploaded to YouTube. For those that haven’t seen it, what begins as a typical scene for our favourite toys slowly turns to one of horror for Woody, Buzz and co. – with terror written on their faces – followed by a simple warning “The Age of Toys is Over”. What follows? The reveal of the film’s main villain: a digital tablet gifted to Bonnie, Toy Story 5’s child protagonist.

It’s a comedic sideswipe at our increasing tech-dependence, but the frightful build-up isn’t unwarranted. Excessive screen time and tech increasingly replacing traditional play is a serious issue, and it’s about time the problem was communicated en-masse

Is screen time really the villain?
It’s safe to say that screens aren’t inherently evil – nor should children be completely sheltered from screens in a world that’s dependent on them for work and leisure. I’m writing this on a computer, and I watched the trailer on a tablet of my own. The difference? I’m a fully grown man, and I was fortunate enough to experience the health, social and emotional benefits of physical play as a young child.

Studies have shown that half of children are now showing signs of phone addiction, and even more shockingly, the average 12-year-old now spends 29 hours per week on a smart device – only four years older than our child protagonist, Bonnie.

Additionally, tech-savvy children of all ages can find it easy to go beyond games on smart devices. App stores include easily accessible social media platforms, such as Facebook, Instagram and X, that can amplify hateful content and lead to common problems like cyberbullying, which one in five children currently experience.

Why is physical play preferable?
Childhood development in the Early Years Foundation Stage (EYFS) is dependent on giving children access to outdoor playground equipment and spaces to play in. This is because play bolsters social skills, children’s creativity, both gross and fine motor skills and more.

Screens can’t satisfy the needs of children. Children are natural risk takers, craving social interaction and adrenaline. Play equipment such as seesaws promote cooperation to achieve the shared goal of excitement and fun, whereas playground spinners, for example, cause vestibular stimulation, the process by which signals are sent to the brain to promote emotional regulation and calm.

This is why physical play is crucial in KS1 and KS2 children, with play offering mental and physical benefits that a screen could never satisfy. Children who regularly play offline, in particular between children and their parents or guardians, are less likely to develop anxiety, depression, aggression and sleep problems – as well as other benefits, including stress reduction.

So, will screen time win when Toy Story 5 hits the silver screen later this year? I very much doubt it. But regardless of the film’s conclusion, don’t let its warning fall on deaf ears in the real world. For the sake of our children, we must work together to make sure the age of play is never over.

For further information on Playdale Playgrounds please visit www.playdale.co.uk

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.

Close Menu