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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

 

Jul 03
Love0
ocean fishtank scene

Nurturing creativity

By Early Years, environment, Forest School, Green, Mental health
by Karen Borley
Senior Education Advisor, N Family Club

The magic of the atelier and self-expression in the Early Years

In their early years, children establish the foundations of how they view the world, relate to others and express themselves. One way to support this development is through the use of an atelier, which is a dedicated space for self-expression. Inspired by the Reggio Emilia approach to early childhood education, the atelier is a vibrant, ever-evolving environment where children of all ages can make sense of their world through art, play and sensory discovery.

The atelier concept comes from the Reggio Emilia approach, a renowned educational philosophy that places high value on children’s natural creativity. Reggio educators refer to the variety of ways that children interpret the world as the ‘hundred languages of children’ with the environment as the ‘third teacher’. Aligning with the Early Years Foundation Stage’s (EYFS) Expressive Arts and Design area, an atelier can facilitate the ‘hundred languages’ through 2D and 3D art, clay modelling, transient art, photography, music and sound, amongst other experiences. Children are free to experiment, to combine different mediums, to revisit ideas and to create without the pressure of a ‘right’ answer. Essentially, the journey matters as much as the end result.

When set up thoughtfully, as a dedicated room or as a part of the main family room, the atelier should invite exploration, curiosity and wonder in children of all ages. Experiences and materials can be adapted to suit a child’s stage of development – whether it’s a toddler squishing clay between their fingers or a preschooler constructing a 3D sculpture with the same materials, the atelier should welcome all forms of expression and creativity. For babies, an atelier experience might be about sensory exploration – watching light and shadow, listening to soft music or touching different textures. For toddlers, it could be about mark-making, experimenting with colour, or stacking and building. Older children may work on more complex projects involving design, sculpture and collaboration. Every child has the opportunity to develop confidence in their ideas, to try new techniques, and to build something uniquely theirs.

In the atelier, children can be introduced to a diverse range of artists whose work sparks curiosity and wonder. Artists such as Joan Miró, Jackson Pollock, Henry Moore and Yayoi Kusama can be explored. For example, a child might respond to Kusama’s dots with their own vibrant pattern work. These experiences help children see themselves as artists, too. They learn that art is not about perfection but about expression – finding their voice, rhythm and mark in the world.

The atelier is also a space for project work – an opportunity for deeper, shared discovery. Children can return to their creations over days or even weeks, adding layers of thought, materials and meaning. This ongoing process demonstrates to children that their ideas matter and deserve both time and attention. Educators should play a key role here, introducing new materials and techniques, asking thoughtful questions and helping children to connect their experiences to broader ideas. Older children can be provided with the opportunity to collaborate with one another by discussing plans and building together, and these early experiences of teamwork and communication lay strong foundations for emotional and social development.

An important aspect of the atelier approach is documentation. Children’s creations should not just be displayed, but also celebrated. Photos, notes and collections of work allow children to revisit past experiences, reflect on their process and share their stories with peers and their families, supporting a sense of ownership and pride. By giving children the freedom and tools to express themselves, we help nurture confident thinkers, communicators and lifelong learners. In the safe, inspiring space of the atelier, each child is invited to tell their story in their own unique way. For families, knowing that such a space exists in their child’s nursery can offer reassurance that their child is being seen, heard and valued every day.

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 were rated the highest quality nursery group in the UK by Nursery World in 2022 & 2023 and were accredited as a Great Place to Work in 2024. www.nfamilyclub.com

Jul 01
Love0
baby in arms

Choosing care for under twos – What really matters

By Childcare and Nannying, Early Years, Education, Relationships
by Marsha Dann
Lead Teacher, Play B C Preschool

Choosing childcare is one of the biggest decisions a parent can make. Unlike with preschool-age children, where the benefits of socialisation and learning through play are often more obvious, sending a child under two to a setting can feel more emotional and uncertain.

Yet, with more families needing to balance work and care, the expansion of funding and increased awareness of the importance of early childhood development, high-quality provision for babies and toddlers has never mattered more. But what does ‘high-quality’ look like for the very youngest children, and what should parents be looking for?

A different kind of care
Caring for children under two is a vitally important job. The brain is developing at its most rapid rate and the wiring for emotional security, resilience and lifelong learning is being laid.

While environment and resources can enrich experiences, the most important thing to focus on is relationships. Very young children need warm, responsive, attentive adults who can tune into their needs, often when they cannot be expressed in words.

That is why the key person approach is so important. Each child should have an adult who forms a close, secure bond with them, gets to know their routines, and becomes a safe base for them from where they can explore their environment. Babies and toddlers feel safest when they know someone consistent, who is practically and emotionally available is caring for them.

When visiting a setting, ask:
• Who will be my child’s key person?
• What is your approach to settling in?
• How do you respond to children’s emotional needs throughout the day?

Look for teams who talk with genuine warmth and understanding about the children in their care. A well-organised rota or impressive curriculum means little if relationships are not at the heart of practice.

Nurturing the whole child
At this stage, learning does not look like reading or writing, but like exploration, imitation, repetition and lots of sensory play.

Young children develop through hands-on experience: mouthing, banging, pouring, crawling, climbing, and observing. Their muscles, coordination and cognitive abilities are all growing rapidly, and a good setting will reflect this through both their environment and adult-child interactions.

The best baby rooms are calm but active, warm but stimulating, and above all safe. Look for open-ended materials like baskets of natural objects, age-appropriate books, softplay zones, cause-and-effect toys and spaces for messy or sensory play. Outdoor access is especially valuable for crawlers and toddlers to explore safely in the fresh air.

Flashy equipment or over-stimulating gadgets are not necessary, babies will thrive on real-world experiences, warm conversation, and repetition.
Ask:
• How do you plan for children’s individual interests and development?
• Do babies go outside every day?
• What types of sensory and physical play do you offer?

Feeding, napping and routines
Consistency and routine are comforting to under twos, but they also need flexibility and responsiveness. Babies grow fast, and their needs can change rapidly. A good setting will blend a rhythm to the day with personalised routines.

Whether it is bottle-feeding, baby-led weaning, expressing, or adjusting nap schedules, look for a team that listens and works in partnership with you, individuality must be respected.
Ask:
• How do you manage different routines in the same room?
• Can I bring expressed milk / my child’s comforters / familiar sleep cues?
• How will you keep me updated during the day?

Communication is key
For parents of under twos, especially those leaving a baby in childcare for the first time, regular, meaningful communication is essential. Look for settings that prioritise updates, welcome conversation, and invite you into your child’s day. This might include handovers, learning journals, photos, or daily diaries but should always feel two-way, and not be just a formality.

Trust builds when you feel your child is truly known, and that you’re working as a team with their educators.

Staffing matters
Ratios and training are particularly important for babies or young toddlers. Legally, there must be one adult for every three children under two years, but good settings often go beyond minimum standards, especially during busy times of the day.

Equally important is the experience and stability of the team. Young children need familiar faces and confident, skilled adults who understand child development, attachment, and how to support emotional regulation.

Ask about staff turnover, training, and how the team is supported. High quality for under twos is built on a culture of care and continual reflection.

Making your choice
Choosing care for your baby or toddler is deeply personal. Trust your instincts when you visit a setting: Do the adults get down on the children’s level? Is the environment calm but engaging? Do you feel listened to, not just spoken at?

Opt for a setting where relationships, not routines, are at the heart of everything they do and you know your child will be seen, heard, and known.

Marsha Dann, lead teacher at Play B C Preschool, making every day a learning adventure in Wallington and Carshalton.
www.playbc.co.uk
info@playbc.co.uk

Jul 01
Love0
happy baby in class

The challenges faced by the Early Years sector

By Childcare and Nannying, Early Years, Education
by Becky Chapman
Kiddie Capers Childcare

Over the past few months, the Early Years sector has been at the forefront of the media. A sector, which was already under significant pressure, now faces additional financial and operational challenges.

Early Years education is not only crucial to society, but research shows that children who spend longer in an Early Years provision, have better outcomes later in life. That’s why we fully support the expansion of government funding for children aged nine months plus from September 2025 – we’re one step closer to ensuring that every child in the country has access to high quality, affordable and flexible childcare that meets every individual’s needs.

The support that this expansion in funding brings to working families is fantastic – it’s hard to remember that just a year ago there was limited funding available to families.

But we felt it important to share an insight into life in Early Years, to ensure parents and carers understand some of the challenges we face in the sector daily.

Attending nursery is so much more than just ‘childcare’ – it forms the basis of their early learning journey and is fundamental to their future. Experienced practitioners deliver the Early Years Foundation Stage curriculum (EYFS), which covers birth to five years, ensuring all children in their care are exposed to critical life skills.

Here, we pride ourselves on developing a range of educational activities and outdoor adventures, led by children’s curiosity, to spark their imagination and foster a love of learning and the world around us. Through regular assessments, and parental involvement, we encourage independence and can further identify and support those with additional needs.

It’s no secret that rising costs have impacted everyone across the country, and the Early Years sector is no stranger to this. Rising operational costs, increases to minimum wage and employers’ national insurance contributions, alongside funding that doesn’t cover the true cost of a child’s place at nursery, have led to many businesses, some of whom have been operating for decades, sadly having to close their doors for the last time – often in the areas that need them the most.

Providers are facing tougher constraints from their local authorities in an already heavily regulated world, making it increasingly difficult to deliver high quality education within tight financial restraints. Providers must now balance these restrictions, such as how and when funding can be used, with the known financial impact to ensure their business remains viable. Providers want to remain as flexible as possible to meet the requirements of the families they provide such a valuable support to, but sometimes they are restricted. It’s important to check the fee structures and funding models for each nursery to check how much funding can be used per day based on the hours you require care for, as this will vary from nursery to nursery and will impact your total monthly invoice.

With the increase in funding available, providers are naturally seeing a decline in families who are paying for additional hours of care, leaving sometimes a significant gap in income. This has sadly left providers without a choice but to have to introduce a ‘consumables’ charge to go some way to help cover the costs that a nursery incurs, but government funding does not cover – such as snacks, nappies (where required) and external trips. This also allows nurseries to be able to continue to deliver vital sessions (such as Forest School), which are considered above and beyond the EYFS curriculum and so important to a child’s learning.

Early Years providers are having to adapt by being innovative, streamlining their operations and exploring new funding models whilst working to those strict provider agreements. Providers have had no choice but to pass on some of their increased costs to parents through fee increases, and necessary ‘consumable’ charges to support the delivery of the EYFS, or make a loss and ultimately face closure, something that no provider wants to do. It’s about survival and being able to continue to do what we love, providing a truly valuable Early Years education to the next generation.

Something that not many parents and carers will realise is that funding rates vary across the country. Yes, the government set out overall funding, but the hourly rates nurseries receive per child differs depending on your local authority.

Staffing to meet the needs of families is often another large concern for providers. Practitioners bring patience, creativity and empathy, but despite a recent Department of Education campaign, there is a distinct lack of qualified practitioners in the market and fewer people deciding that a career in Early Years is for them. Renumeration could be one factor, as this often doesn’t reflect the qualifications and skillset required for the role, or it could be the under-appreciated nature of the industry. We believe that happy staff = happy children, and that’s why we invest in our people as much as possible and have developed a sector leading benefits and renumeration package for our colleagues.

But it’s not all doom and gloom, working in Early Years is incredibly rewarding – no two days are the same and who wouldn’t want to work with children who are inquisitive and have such a love for life – we could all learn a lot from them!

We have no doubt that every family out there truly understands the value of a high-quality Early Years education and the integral part it plays in the UK education system – but there is a long way to go to ensure the sector is sustainable for the future.

In a sector which needs reform and significant further investment, we ask just one thing – please be patient and understanding. Everyone is doing their best and always putting the children first.

For anyone wanting to explore their funding options further, we recommend visiting the Childcare Choices website. It provides further information on entitlement, how to claim funding and other support available to parents (such as Tax Free Childcare) visit http://www.childcarechoices.gov.uk/whats-new

With settings located across Sussex, we’d love to hear from you – find out more about us at www.kiddiecaperschildcare.co.uk

 

Apr 23
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ADHAD boy

Not everyone is “a little bit ADHD”

By Early Years, Education, family, Language, reading, Uncategorized

Expert psychologist tackles misunderstanding of growing condition

As the NHS grapples with an overwhelming rise in ADHD and autism self-diagnosis, Dr Selina Warlow, a leading psychologist specialising in neurodevelopmental conditions and founder of The Nook Clinic, is calling for an urgent shift in how we talk about ADHD. With more than 230,000 people in England now taking ADHD medication, and an estimated 2 million living with undiagnosed ADHD, she warns against dismissing the condition as “a quirky personality trait”.

Dr Selina is issuing a bold statement against the growing trend of trivialising ADHD as self-diagnosis soars across the country. Misunderstandings around the condition, she warns, risk dismissing the very real struggles faced by those affected. She points to the rise of ADHD being portrayed as ‘quirky’, could be a harmful narrative with social media platforms like TikTok contributing to misconceptions, where over half of popular ADHD videos contain misleading information.

ADHD is not a fleeting behaviour about being forgetful or fidgety, nor is it a fun social media trend – it’s a serious neurodevelopmental disorder that deeply impacts people’s lives. The casual remarks like “Isn’t everyone a bit ADHD?” belittle the real struggles individuals face in both personal and professional settings.

The NHS is reportedly struggling to meet the rising demand for ADHD assessments, with experts warning that mental health services can’t keep up. Since 1998, there has been a nine-fold increase in autism diagnoses and ADHD diagnoses are rising sharply. But, despite these statistics, ADHD continues to be trivialised, particularly through misleading content on platforms like TikTok – where 52% of the 100 most popular ADHD-related videos are inaccurate.

“The term ADHD is being thrown around as a quirk or personality trait,” Dr. Selina emphasises. “But for many, it’s a daily battle. Formal assessment and diagnosis and tailored support are critical to help people thrive, especially when nearly 80% of those with ADHD in the UK remain undiagnosed.”

With around 1 in 20 adults potentially living with ADHD, Dr Selina is calling for a national conversation grounded in facts rather than myths.“We need to move beyond casual self-diagnosis and ensure people who are struggling with symptoms of ADHD have access to assessments and support.”

Dr Selina’s expertise comes at a crucial time when the conversation around ADHD needs to shift from entertainment and myth to facts and support. She truly believes that we need to move beyond the stereotypes and support those living with the condition by recognising their strengths and providing the right support and care.

For further information about the Nook Clinic please visit www.thenookclinic.co.uk

Mar 19
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child-feel-heard

Five tips to help your child feel heard

By Childcare and Nannying, Early Years, Language, Mental health
by Dr Naveen Puri
Medical Director, Bupa UK

1. Listen actively
It’s easy to overlook your children’s problems, especially when you’re busy or having a tough day. However, it’s important for them to know you’re ready to listen. Make sure to listen to your child without interrupting. Show that you value their thoughts by giving them your full attention, maintain eye contact, nod and respond to show you’re engaged.

This will help build trust and reassure them to share their feelings and challenges with you as they grow up.

2. Create a safe space
Look for chances to talk together. Sometimes, having a face-to-face conversation can be tough, so chatting while on a walk or during a car ride can make it easier as you’re not facing each other.

Remind them regularly that they can talk to you about anything, no matter how difficult, and that you won’t judge or blame them. Your child may not be ready to discuss something right away, so let them know you’re there to listen whenever they feel ready.

3. Look for clues in their play
When children become upset or stressed, they may show their feelings through play rather than words. For example, if your child is play fighting with their toys, don’t be afraid to call it out in a non-judgemental way, by saying things such as “There seems to be a lot of fighting today” or “That looks pretty scary”. This can encourage them to talk about what’s bothering them.

Don’t be discouraged if this doesn’t start a conversation. Having you around may help them feel more comfortable and make it easier for them to share their problems when they feel ready.

4. Use simple language
Talking about different feelings with your child is helpful for their emotional development. By using simple language, you can help them understand and express their emotions better.

Here are a few things to consider:
• Use clear emotion words
Stick to basic words like ’happy’, ‘sad’, ‘cross’ and ‘worried’. This helps your child easily identify and relate to their feelings.
• Label their emotions
When you notice your child expressing an emotion, it can be useful to help label it for them. For example, if they appear to be upset or crying, say, “You look sad”. This shows them that you understand what they are feeling and helps them learn to recognise their emotions.
• Encourage open questions
Ask open-ended questions that prompt your child to share their feelings. Instead of asking “Did you have a good day?” try, “What made you happy today?” This encourages them to think about their emotions and express themselves more fully.
• Share your own feelings
Healthily show your child that you feel emotions too. For example, say, “I felt worried this morning when I couldn’t find my car keys as I didn’t want you to be late for school.” This normalises talking about emotions and reinforces that it’s OK to be open about your feelings.

5. Acknowledge your child’s feelings
Even if you don’t fully understand what they’re going through, it’s essential to validate your child’s emotions and support their development. Here’s how and why this is beneficial:
• Recognising complex emotions
Experiencing a wide range of emotions can be overwhelming for your child. Whether it’s frustration over a difficult homework assignment or sadness after a disagreeing with a friend, try to recognise these feeling and help them understand that it’s OK to feel them. Reassure them by saying things like, “I see that you’re feeling upset about this” to show them that their feelings are valid and worthy of attention.
• Normalising emotions
Letting your child know that it’s normal to have different emotions helps them feel less alone. They may worry that their feelings are unusual or that they shouldn’t feel a certain way. Validate all their emotions by letting them know it’s OK to feel whatever they’re feeling, and that everyone has a range of emotions. This can reduce anxiety about their feelings and encourage them to express themselves more freely.
• Building trust and respect
Acknowledging and respecting your child’s behaviour helps them to learn that you take their feelings seriously. For example, saying something like, “I understand why you’re feeling this way, it makes sense”, reinforces that you value their views and what could be troubling them. This can help strengthen the bond between you both.

It’s also important to take a moment for yourself and reflect on your own feelings. Make time for activities you enjoy, spend quality moments with your child and keep a positive outlook. If things become difficult for you to cope with, remember to stay connected to people you trust. You may find it easier to speak to a health professional if you find it difficult to open up to those close to you.

For further information from Dr Naveen Puri, Bupa Medical Director please visit www.bupa.co.uk/health-information/health-blog/author-profile/m-p/naveen-puri

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