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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 23
Love0
independence for children

The age of independence

By Education, Indepence

According to new data, 12 is the age at which UK children are given their first slice of independence, with most parents granting new freedoms including sleepovers, owning a mobile phone and walking to school alone.

The research, which was conducted by name label manufacturer My Nametags, shows that children are usually trusted with a second wave of freedoms as soon as they reach their teens.

At 13, the average British child is allowed to stay home alone, use public transport alone and look after a younger sibling. It’s also the age children are trusted to use the internet unsupervised and create their own social media accounts.

Age 15 is a key milestone for more grown-up privileges, for example, parents letting their children try alcohol just before their 16th birthday.

But it’s not just maturity influencing parents’ decisions. The data shows that location has a significant impact on children’s independence, with those living in the countryside experiencing freedom a year earlier than those in urban areas, on average. For instance, children in rural areas can play outside alone by age 11, whilst those in cities must wait until age 12.

The research also investigated the impact of mobile phones on modern children’s independence. Whilst 51% of parents feel more comfortable allowing their children independence outside of the home because they carry a phone, the vast majority of parents are afraid of the risks posed by unsupervised mobile use. In fact, online bullying (80%) and online predators (83%) are now the top risks feared by parents.

Online habits are also the most likely to lead to regret, with personal mobiles and social media access the top freedoms parents wish they had waited longer to allow. This is often due to pressure from other families, with one in six feeling pushed into granting independence earlier than they feel comfortable by other parents.

Yet, despite concerns about the risks involved, 75% of parents aim to give their children independence at the same age or younger than they did when they were a child.

Lars B. Andersen, Managing Director at My Nametags, commented: “We support parents as they prepare their children for new milestones, from starting nursery as toddlers, to heading off to secondary school. So, we were interested to find out more about attitudes towards independence amongst UK families. The data shows that many parents opt to grant their children more freedom around the time they start secondary school. But, it’s clear this isn’t an easy decision, with families weighing up the risks and benefits, whilst also grappling with external pressures. And it’s no surprise, granting a child independence is one of the most challenging aspects of parenthood. But it’s also one of the most rewarding. We hope this research makes parents feel less alone as they embark on this journey, and offers some useful insight to help them make the right decision for their family.”

The official age of independence:
• Walk to school alone – 12 years
• Go to the local shop alone – 12 years
• Have a mobile phone – 12 years
• Attend a sleepover – 12 years
• Be responsible for a pet – 12 years
• Use the internet without supervision – 13 years
• Stay home alone – 13 years
• Have a bank account/card – 13 years
• Have a social media account – 13 years
• Use public transport alone – 13 years
• Look after a sibling – 13 years
• Wear makeup – 13 years
• Go into town with friends – 14 years
• Try alcohol for the first time – 15 years

To discover advice for navigating the journey to granting independence please visit www.mynametags.com/blog/2025/08/how-to-offer-your-child-more-independence/

Mar 20
Love0
jumping children

Parents feel unprepared to keep their child healthy

By children's health, Education, Exercise, family, Food & Eating, Health, Wellbeing

Families across England are being left to shoulder growing responsibility for their children’s health as the NHS struggles to cope – often without the preparation, support or trusted advice they need, according to a major new report from IPPR*.

The report says the dual crises of mental health and obesity issues among children have been allowed to flourish as parents have been left at the behest of patchy NHS services that are hard to access.

A survey of over 1,500 parents found that:
• 32% never attended an antenatal class
• 31% do not feel prepared to look after their children’s health
• 19% find it difficult to access professional help for their child’s health when they need it.

The least financially comfortable parents faced particular challenges, as the most well off can often buy their way to better outcomes, while the poorest face the greatest barriers to support.

For example, 81% of the most financially comfortable parents say they can easily access professional help for their child, compared to just 37% of the least financially secure.

When parents do access care, many describe the experience as rushed or judgmental – leaving them feeling unsupported in navigating the realities of parenthood. As waiting times grow, families say they are increasingly turning to private care, DIY solutions or simply hoping problems resolve on their own.

Inconsistent or insufficient advice is pushing many parents to online spaces. The vast majority (85%) told IPPR they “learn as they go”, often piecing together advice from the internet and risking misinformation, overload and anxiety.

IPPR argues that children’s health has stalled because successive governments have been reluctant to talk about parenting – wary of appearing to interfere or blame families.

Parents feel both highly responsible and highly capable of shaping their child’s health. At the same time, parents say they cannot do it alone. IPPR says ministers must stand alongside parents – taking bolder, clearer action on the forces only government can confront. The think tank recommends:
• Universal parenting education before and for a year after birth, delivered on an opt-out basis.
• Government action to make healthy choices the easy choice – improving healthy food affordability, closing junk-food marketing loopholes, tackling tech harms and expanding free offline activities.
• More proactive, easy-to-find community support, reaching parents early, connecting families with one another and offering practical help while they wait for specialist care.

Amy Gandon, associate fellow at IPPR and former senior official on children’s health said: “Families are being left to fend for themselves as the NHS is struggling to support parents. Successive governments have shied away from engaging directly with parents – but in reality they are – and will always be – the backbone of children’s healthcare. If we want a more preventative, community-based NHS, we must start by backing parents with the support, guidance and environment they need to keep their children healthy.”

Sebastian Rees, Head of Health at IPPR said: “Too many parents feel unprepared when it comes to keeping their children healthy. Families shouldn’t have to piece together advice online or pay privately to get the support they need. We need a system that supports parents from the start, not one that leaves them to go it alone. Only then will we lay the foundations for building the healthiest ever generation of children.”

* IPPR is an independent charity working towards a fairer, greener and more prosperous society.

We make today’s bold ideas tomorrow’s common sense.
www.ippr.org

 

Mar 16
Love0

Supporting your child’s mental health

By ADHD and neurodiversity, Education, Mental health, Relationships, special educational needs, Wellbeing
by Emily Snape
author and mother

Supporting a child’s mental health rarely looks the way we expect it to. There isn’t a clear plan and progress is rarely straightforward. What works at one stage can stop working at another and what helps one child may not help the next. Over time, I’ve learned that supporting mental health is less about having the right answers and more about paying attention, staying connected and learning what your own child needs.

My middle son has ADHD, and our experience has included meltdowns, anxiety, school avoidance, high-energy moods and behaviours that can be difficult to manage. There have been moments when I’ve worried about what these struggles might mean long-term, and times when I’ve felt like I’m getting so much wrong.

One thing that has become very clear is that the relationship between me and my child must come first. Before consequences, before explanations, before trying to move things along. When a child is overwhelmed, what can help most is knowing that the adult in front of them is steady and on their side. That doesn’t mean removing boundaries or avoiding difficult conversations – it means prioritising connection, particularly when things are not going well.

Learning to notice the detail
With time, I’ve become better at noticing the detail behind behaviour. What looks like defiance or refusal is often anxiety, exhaustion or something that has built up quietly. Asking myself what might be driving a reaction, rather than focusing on stopping it, has helped me respond more calmly.

I’ve also learned that timing matters. My children rarely talk when emotions are running high. Some of the most useful conversations have happened in the car, or at bedtime, when the day has slowed down. Those moments can’t be forced, but they can be made possible.

Connection before direction
When emotions are high, instructions tend to land badly. I’ve learned that it usually works better to slow things down first, to sit nearby, acknowledge how difficult something feels, and wait. Once a child feels understood, they are far more able to reflect and take things on board.

Revisiting situations afterwards has also been important. I don’t always respond as well as I’d like in the moment. Going back to talk things through, and apologising, when necessary, has helped maintain trust and repair the relationship.

Remembering that feelings change
One thing I remind myself of regularly is that feelings are temporary. This has helped me keep perspective when my child is distressed, even if I’m feeling anxious myself.

When my eldest son, who is 16 and in the middle of his GCSEs, came back from the hairdresser last week, he was completely distraught. He announced he wouldn’t be leaving the house until it had all grown back. At the time, it genuinely felt like a crisis. I went straight into problem-solving mode, trying to reason with him that it was ‘just hair’, while panicking about school, exams and what Monday morning was going to look like. It took a few careful steps to get him back into school, but once he realised it wasn’t the catastrophe he’d imagined, he was able to move on. A week later, and he’s totally moved on – though at the time, it felt anything but small.

Of course, that isn’t always the case. Anxiety can be persistent, and school avoidance has been an ongoing challenge for us. It’s draining, and there are no quick solutions. But even here, I’ve learned that progress is rarely linear, and that patience and understanding tend to achieve more than pressure.

Opening conversations about ADHD
I wrote my books, My Amazing ADHD Brain and My Amazing Autistic Brain to help open conversations, both for children and for the adults around them. They are intended as a way for children to understand how their brains work, and to see themselves in a balanced and positive light. For many families, books can offer a starting point for conversations.

I’m still learning, and there are still difficult days. But I know now that supporting a child’s mental health isn’t about fixing everything or getting it right all the time. It’s about being consistent, paying attention and always staying by their side.

Emily Snape is a children’s author and illustrator living in London. Her work has appeared online, on television, in shops and even on buses! She has three cheeky children, Leo, Fin and Flo who keep her on her toes. www.emilysnape.co.uk Emily’s newest book ‘My Amazing Autistic Brain’ is published by Summersdale, £6.99

Mar 10
Love0
SEN and ECHP

Securing an EHCP for your child

By special educational needs
by Sotiria Vlahodimou
(BSc, MSc, PG Dip, PGCE, QTS, Level 5 SpLD, NASENCo, NPQH)
Headteacher at Slindon College

For many families, supporting a child with special educational needs is a journey filled with hope, persistence and plenty of paperwork. One of the most powerful tools available in England is the Education, Health and Care Plan (EHCP). This legally binding document sets out your child’s needs and the specific provision required to meet them across education, health and social care. Below is a concise, step‑by‑step roadmap to the process, what to expect at each stage, and how your child’s current school can actively support you.

What is an EHCP – and who is it for?
An EHCP is intended for children and young people aged 0-25 whose needs cannot be met through the usual support offered at SEN Support level. If your child is not making expected progress despite targeted interventions, differentiated teaching and reasonable adjustments, an EHCP may be the right next step.

Step 1: Recognise the need
Trust your instincts. If something isn’t quite working – perhaps your child is struggling with literacy or numeracy, masking anxiety, finding transitions difficult or falling behind in communication or social interaction – raise this promptly with the class teacher and the school’s Special Educational Needs Coordinator (SENCO). Ask what has already been tried and agree how progress will be tracked.

Step 2: Work through SEN support available
Before requesting an EHCP, schools should adopt a graduated approach:
• Assess: identify needs and – if appropriate and available – draw on specialists such as an educational psychologist or speech and language therapist.
• Plan: set targets and agree strategies and adjustments.
• Do: put those strategies into practice in class and through interventions.
• Review: meet at least termly with you to evaluate progress and adapt the plan.

If, after sustained support and review cycles, your child’s progress is still limited, it’s reasonable to consider an EHC needs assessment.

Step 3: Request a needs assessment
You, or the school, can apply directly to your local authority (LA). You don’t need the school’s permission. Your request should include a summary of needs and clear evidence from the Assess – Plan – Do – Review cycle – think individual support plans, progress data, professional reports and examples of strategies trialled.

If a parental request is submitted, your child’s school will then be asked to complete an EHCNA where they will be asked for a supporting statement, relevant records, assessment data, behaviour logs, attendance patterns and work samples. They have 15 days to complete this paperwork. If the EHCNA is a school submission then they will provide this information to the Local Authority after a discussion with you.

Step 4: The LA’s decision
Within six weeks, the LA decides whether to assess. They’ll ask the school for information, so keep communication open. If refused, you’ll receive reasons and information about mediation and appeal routes. If agreed, you move into a multi‑agency assessment phase.

Step 5: The multi‑agency assessment
The LA seeks advice from relevant professionals – typically an educational psychologist, health professionals, school staff and, crucially, you and your child. Share what works at home and what doesn’t; include your child’s aspirations and worries. Keep notes of deadlines and who has responded; chase gently but firmly if advice is delayed.

Step 6: Drafting the plan
If the LA decides an EHCP is needed, a draft plan should be issued (within 16 weeks of your initial request). Read it carefully. Sections B (needs) and F (provision) must be specific and quantified. You have 15 days to comment and submit your parental preference. Your LA will consult with several different schools at this time. Ask the SENCO to sense‑check the wording of the draft EHCP against the evidence: does the provision align with the assessment advice?

How your child’s current school can help
• Evidence and paperwork: The SENCO can collate assessment data, intervention logs, Individual Education Plans and external reports.
• Classroom adjustments and tracking: Teachers trial strategies (for example, chunked instructions, scaffolding, multisensory techniques, visual schedules) and record impact, demonstrating what support is – and isn’t – working.
• Professional liaison: Schools help coordinate referrals, host assessments, and provide practical insight to the LA and professionals.
• Advocacy and review: The SENCO can review the draft EHCP with you, ensure Section F is precise and enforceable, and prepare for the annual review once the plan is in place.

Step 7: Finalising the EHCP
The LA should issue the final EHCP within 20 weeks of your original request. Once named, the school must deliver the provision in Section F. Expect an annual review at least once every 12 months (sooner if needed). Bring updated evidence, ask for measurable outcomes and request amendments if needs have changed. If provision isn’t being delivered, raise it with the SENCO and Headteacher in writing; escalate to the LA if required.

What happens if your request is refused
Don’t lose heart. You have rights of appeal and access to independent advice. Many families succeed at mediation or tribunal when they can show that, despite SEN Support, progress remains limited and that quantified provision is necessary. Keep your documentation thorough, dates clear and communication courteous but assertive.

Final thought
Applying for an EHCP can feel daunting, but you are not alone. Your child’s school – through the SENCO and teaching team – can be a powerful ally in gathering evidence, coordinating assessments and checking the wording of the plan. Specialist environments show what robust, well‑coordinated support can achieve when small classes, targeted therapies and skilled teachers work in harmony. With persistence, clear documentation and collaborative relationships, you can secure an EHCP that truly meets your child’s needs and supports a happier, more successful school experience.

Slindon College is an independent day and boarding school for boys aged 8-18, providing transformative education for those who thrive in a specialist learning environment.
www.slindoncollege.co.uk

Mar 10
Love0
fun food for kids

From beige to brave

By Food & Eating, fun for children, Home educating
by Samantha Forrest
nutritionist and founder of Fussy Food Plates

Building food confidence in children through sensory play and visual tools

Many parents worry when their child seems stuck eating only beige foods like toast, pasta, crackers or chicken nuggets. While it can feel frustrating, this behaviour is common and often has less to do with fussy behaviour and more to do with how children process the world around them.

As a qualified nutritionist and mother of three, I’ve worked with lots of families who are exhausted from mealtime battles. They want to encourage healthy eating but feel like nothing works. What many do not realise is that the key to change often lies not in what’s on the plate but in how children are supported to explore food on their own terms.

Beige foods are predictable. They usually have a soft texture, mild flavour and a familiar appearance. For many children, especially those with sensory sensitivities, predictability feels safe. Bright colours, mixed textures or strong smells can be overwhelming. For a child who is already anxious or sensitive, even a small change to their usual food can trigger a complete refusal.

Children who are considered fussy eaters are often simply children with heightened sensory responses. Understanding this is the first step in helping them move from beige to brave.

The goal in these situations is not immediate variety, it is building food confidence. A child who feels relaxed, curious and in control around food is far more likely to try new things over time. Confidence comes before acceptance. That confidence is built through play, exposure and removing pressure from the eating experience.

Sensory food play allows children to interact with food using all of their senses, not just taste. This might include touching, smelling, listening, squashing or simply observing. The key is removing any expectation to eat. When the pressure is off, the nervous system remains calm. Calm children are curious and curiosity is where progress begins.

You do not need complicated activities to get started. Simple ideas can work beautifully. Try offering food builders like stackable cubes of cheese or cucumber. Present dips in a tray with familiar foods and let your child play. Invite them to create food faces or pictures on their plate. Make it fun. Let them squish, lick, roll or even mash their way to familiarity. Remember that touching and smelling count as progress.

Visual tools can also play an important role. Children feel safer when they can clearly see what is on offer. Fun plates, separate food items and consistent routines can help reduce anxiety. When foods are not mixed or hidden, children feel more in control.

You can also build food confidence away from the table. Get children involved in shopping, washing vegetables or helping with food prep. Read books that feature food. Watch age-appropriate cooking clips together. Every exposure counts, even when no eating happens.

One of the most common questions I am asked is how to get children to just try a bite. It is a natural instinct for parents to want to nudge their children forward. However, pressure often backfires. When a child feels forced to eat, their stress response is triggered. This shuts down curiosity and makes future progress harder.

Instead, shift the language. Try saying “You don’t have to eat it” or “You can explore it with your hands today”. Give them space to come to the food on their terms. Over time, this builds trust and, with trust, comes progress.

It is important to remember that every child’s timeline is different. For some, progress may look like tasting a new food within a few days. For others, it might take weeks of touching and smelling before they feel safe enough to take a bite. Both are valid.

From beige to brave is not a sprint. It is a gentle, supportive journey that prioritises confidence over control. By creating a safe and playful food environment, we help our children develop a healthier relationship with food. This is not about forcing broccoli. It is about helping them feel calm, curious and in charge.

When we stop focusing on what children eat in the moment and instead focus on helping them feel good around food, change begins. It may be slow, it may be messy, but it is always possible.

Samantha Forrest is a qualified nutritionist and founder of Fussy Food Plates, supporting families to reduce mealtime stress and build food confidence. For more information please visit www.fussyfoodplates.com

 

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.

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