Education Archives - ABC Magazine

Jul 05

The power of multilingual learning

By Iain Boyle Education, languages at an early age, reading

by Helen Abbott
Subject Leader for Languages at Banstead Prep School

Why learning two or more foreign languages at primary level boosts success

If my younger self were to have given my rather more mature self a piece of advice, it would probably have been to avoid teaching French and Spanish alongside one another. They look and sound too similar and young children are, arguably, still trying to get to grips with their own language.

However, experience has taught me otherwise. Primary school children are incredibly flexible: their minds are not entrenched in notions about how language should behave and their ability to mimic sounds is at its peak. Telling them that the French word for yes, oui is spelled, well, like that, does not phase them, just as showing them that oie sounds more like a crying baby than a slightly rude interjection, does not confound them; they accept more readily that some things are just done differently. Besides, shouting “Oie! Oie!” (or “wa wa” as it actually sounds) is fun at the age of eight but excruciatingly embarrassing at the age of 15!

Make each language distinct
The key to success is to make each language as different as possible. Visual and physical separation, such as having coloured folders for Spanish and exercise books for French, distinct sides of the classroom to display each language, opposing colours to represent each, different seating plans for each lesson, and varying teaching styles all work well. Additionally, because French remains the main language at our school, the children can expect to do more writing in these lessons, while Spanish is packed to the rafters with games and oral activities. This approach ensures that both languages have unique identities in the students’ minds.

Making connections between languages
On the other hand, while I don’t teach grammar explicitly in Spanish, it is easy to allude to it by comparing it to French. Students who grasp grammatical concepts like gendered nouns and adjective agreement in one language can quickly transfer that knowledge to another. You start to witness inspirational bulbs lighting up every lesson as the children see how much Spanish, French and English are connected.

Recognising familiar words also accelerates learning. The word for bread in Spanish, “pan”, is a piece of cake to pronounce (every pun intended!) French, on the other hand, has “pain” – which looks like it should be more about sore feet than a sandwich – until you realise it’s actually pronounced similarly to the Spanish “pan”. Once children make that connection, they have mastered two words in two different languages – no pain involved!

The overwhelming message is that learning two modern languages does not completely bewilder them but instead opens up extra learning possibilities and deeper understanding.

A fresh start and renewed enthusiasm
The main advantage of introducing a new language is that it injects new energy into the learning of all languages. The excitement of a new subject is palpable, and the fact that they are learning how to use the language orally, rather than worrying about being assessed at every corner, makes the experience more enjoyable for them and they relax into their learning.

Breaking the myth of confusion
Do children confuse the two languages? Sometimes. But it’s more a case of them not being sure which language we’re studying when they want to look something up than combining the two languages – “Are we in French or Spanish?” is frequently asked halfway through a lesson. Interestingly, however, they seem to categorise instinctively all the words they learn together, so that, even though they may not be sure which language all those animal words they’ve just learnt belong to, they know they are the same language, and they don’t cross over into the other. They are far less confused by the acquisition of two languages than my GCSE students were, because they are learning them at a slower pace and within clear topics. I’m certain that by the time they get to secondary school, they will know which one is which!

The long-term benefits
When children begin school, they are still mastering their native language. It may seem ambitious to expect them to leave Year 6 with a solid foundation in French, Spanish and even some Latin (with a touch of Ancient Greek). Yet, over the past three years, I have seen students at Banstead Prep achieve exactly that.

Languages are more than just words; they’re windows into different cultures. Teaching two foreign languages at primary level doesn’t confuse students – it broadens their horizons, strengthens cognitive skills and fosters a lifelong love of languages. And seeing young learners make connections and embrace new languages? Totally worth the challenge!

Helen Abbott is the Subject Leader for Languages at Banstead Prep School, a coeducational nursery, pre-school and prep school for children aged 2 – 11. For more information please visit www.bansteadprep.com

Jul 04

Love0

The importance of storytelling

By Iain Boyle 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

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Building independent learning in the early years

By Iain Boyle 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

Children need more art

By Iain Boyle dance & Art, Education, fun for children, Mental health, play, Playing, Wellbeing

by Sebastian Dewing
Founder Artroom Brighton

Nurturing creativity beyond the classroom

Back at primary school, in the 1980s, I had a weekly art lesson in an art room, a pottery class in a pottery studio and a needlework lesson in a fabrics room. Whereas I appreciate, this was not necessarily on offer in every school, it certainly wasn’t radical.

Fast forward 40 years and the demotion of art from a core subject to a smattering of token options that children dip in and out of, is astounding. If my daughter is lucky enough to get an art lesson, it is usually in conjuction with a topic lesson – like lets draw ‘a Viking long boat’ or design a ‘save the rain forests’ poster. There is still value in this but it is rarely art for art’s sake. Our children are being disadvantaged by the requirements of national educational targets, which hugely favour ‘core’ subjects, meaning art is now undervalued in primary schools. It is the participation in art, rather than the ability and skill level of the child, that is fundamentally important here.

In a world of innovation, it couldn’t be a more crucial time to use art to empower our young people, as employers place a huge emphasis on creative thinking, in addition to personal skills such as confidence, effective decision-making and originality. Such skills are bolstered by studying the arts and being able to think outside of the box, innovate and be creative is something that seems lacking in many young people entering the workforce.

Sir Ken Robinson in his TED Talk, Do Schools Kill Creativity, said that: “Creativity is now as important in education as literacy – we don’t grow into creativity; we grow out of it. Or rather, we get educated out of it… Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won’t serve us. We have to rethink the fundamental principles on which we’re educating our children.”

The Digital, Culture, Media and Sport Committee (2019) said in their report Changing Lives: “We are deeply concerned by the evidence we received around the downgrading of arts subjects in schools, with all the consequent implications for children’s development, wellbeing, experiences, careers and, ultimately, life chances.”

While schools work really hard to deliver a broad curriculum, the time and resources available for creative subjects, such as art, are frequently limited or sidelined. Yet, for many children, art isn’t just a subject – it’s a language, an outlet and a way to connect with themselves and the world around them.

Art workshops can offer a space where that creative expression can truly flourish. Unlike the school environment, where outcomes and assessments can sometimes overshadow the process, workshops are structured around exploration and fun. They allow children to use new materials, think visually and build confidence in their own ideas – all in a relaxed and supportive setting.

During the long summer break, when routines shift and screen time can easily dominate, art workshops can provide children with meaningful, hands-on experiences. It’s not just about keeping them busy – it’s about giving them the tools and space to grow, create and have fun.

For parents looking to support their child’s artistic interests beyond the classroom, workshops can be an ideal stepping stone. They bridge the gap between what schools can offer and what children truly need to thrive as young creatives.

At Artroom Brighton, we truly and firmly believe that art has the power to transform and nurture the lives of young people – we’ve seen it happen many, many times.
In the current climate, it’s no wonder that more and more parents are choosing to send their children to our classes. Unlock YOUR child’s creative potential and book them in for a course at our studio. Visit www.arrtroombrighton

Jul 03

Love0

Nurturing creativity

By Iain Boyle 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

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Outdoor play matters

By Iain Boyle Education, environment, Family Farms, fun for children, Gardening, Green

by Jennifer Clary
Little Growers Farm

Children today face a brand-new frontier, defined by rapidly evolving technologies that have been baked into their lives since birth. While their Millennial and Gen Z parents fondly remember childhoods with books and hours spent in the playground, Generation Alpha children born between 2010 and 2024 are growing up with screens and touch interfaces as the predominant stimuli.

The UK’s Education Committee published an astonishing report just a few months ago which tracked a 52% increase in children’s screen time between 2020-2022, providing evidence that nearly 25% of children exhibit smartphone usage consistent with a behavioural addiction. This report also revealed that 20% of children in the UK between three and five years old have their own mobile phone! Back in the early 1980s when I was navigating young life, my time was spent kicking a ball around at the park or play acting with my younger brother. Technology fancier than Skip-It and Teddy Ruxpin was the furthest thing from my mind!

Recently I attended an Ignite Women in Business brunch hosted by the indomitable Natalie Montagnani. Many of the women in attendance were mums as well as business owners, so the conversation naturally touched on our collective concerns for Generation Alpha and, importantly, what we can actively do to support children’s healthy development and preparedness. The overwhelming consensus was to encourage more outdoor, hands-on and screen free play.

Here’s why:
1. Physical fitness matters
Being in nature encourages active play and normalises daily physical activity for children as an important, healthy habit. Yet more than 400 playgrounds have closed across our country since 2012, decreasing readily accessible outdoor areas for children. One of the greatest supports that parents can provide to children is seeking out safe, engaging outdoor locations for play. We are lucky here in Sussex as we have many places locally where children can run wild and play freely whether that be a beach, park or forest. After all, it doesn’t matter how technically proficient our offspring are if they’re physically unwell.

There’s an old adage “You have 1,000 problems until you have a health problem – then you only have one problem”. It’s true. Teaching children the benefit of prioritising physical fitness is a lifelong gift.

2. Executive function is developed, not inherited
Unstructured play time is the best way for children to build the skills to help them plan, prioritise, troubleshoot, negotiate and multi-task. Being outside gives children the opportunities they need to practise these vital skills.

3. Taking risks is necessary on the path to success
As human beings, we all need to take risks to achieve our goals. Taking risks can be uncomfortable, but when children are encouraged to push boundaries in their youth, they are better prepared to take big dream-building swings as adults! Climbing a tree, balancing on a log and other outdoor challenges build confidence and teach children that – even when taking a risk falls flat – the lessons they learn from failure are valuable and empower them to ultimately realise success.

4. Nature needs protecting
Having been born into a society that emphasises technology means that Generation Alpha will only learn to appreciate nature if we model the importance of environmental protection. Children who spend quality time playing outdoors are more likely to become adults who advocate for our planet. It is not a given that future generations will be able to walk in the woods, view animals in their natural habitats or play in a stream. Generation Alpha’s behaviours will largely dictate what becomes of our Earth and so it falls mainly to us, their parents, to provide this most important education.

5. Outdoor play boosts brain function for life
Research has shown that the increased oxygen levels from being outdoors enhances cognitive performance and that the expansiveness of nature provides a respite from the over-stimulation of indoor, screen-dominated spaces. Outside ‘brain breaks’ allow for improved information processing and better learning outcomes. So even if your child is a tech whiz destined for a career as a drone manager, cybersecurity expert, or virtual habitat designer, playing outside lays the strongest possible foundation for their future.

At the end of the day, I am not a Luddite. My own children, aged four and five, revel in Bluey and enjoy listening to GoKidGo podcasts like Snoop and Sniffy or Story Train from my phone while building with magnetic blocks. After all, I recognise that Generation Alpha is indeed facing a NEW frontier: one which old school Millennials like me are grappling to keep up with in real time and the full possibilities of which are almost impossible to imagine. Technology will undoubtedly transform the future in many positive ways as well as negative ones, and I certainly believe that there is a need to educate our young people about the realities of their world, from robotics to AI. But, as human beings, it is vital to remember that we are more than simply machines. Outdoor play is a key developmental experience and, despite exponential advancements in the tools we use, preserving this most foundational education for our children should be the highest priority.

Jennifer Clary is the founder of Little Growers Farm, a summer pop-up for art, science and play.

From making lava lamps to catching bubbles, there’s something for every family to enjoy

at Little Growers Farm! www.littlegrowersfarm.co.uk

Jul 01

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Choosing care for under twos – What really matters

By Iain Boyle 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

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A guide to transitioning from prep school to senior school

By Iain Boyle Education, Relationships, Wellbeing

by Jessica.Musgrove
Burgess Hill Girls

The transition from prep to senior school represents one of the most significant educational milestones in a young person’s life. This period of change brings exciting opportunities alongside inevitable challenges.

A good senior school will aim to make this transition as seamless as possible, offering a supportive environment where students can flourish academically and personally. Whether your son or daughter is feeling nervous or eager about this next step, thoughtful preparation makes all the difference in ensuring a smooth and successful transition.

Understanding the transition
The shift to senior school involves much more than simply changing buildings or uniforms. Academically, pupils experience more structure with deeper subject-specific studies and heightened expectations for independent learning. While primary school may have emphasised broad knowledge acquisition, the senior school curriculum develops more sophisticated critical thinking and analytical skills.

Equally important is recognising the social and emotional journey ahead. Schools understand the importance of creating a nurturing community where new pupils integrate quickly and confidently. Experienced pastoral teams understand that navigating this social recalibration can be just as challenging as adapting to increased academic demands.

Developing essential study skills
The jump to senior school often reveals gaps in study skills that may not have been apparent previously. It’s important to support students to integrate effective time management, note-taking and revision techniques into their learning from day one. Most schools offer organisational tools like planners and digital resources to help pupils establish productive habits from the outset.

Head of Academic Progress at Burgess Hill Girls, Rohaise Flint, comments”The students who thrive most quickly are those who develop systematic approaches to their studies early on. Purpose-designed study spaces and consistent homework routines create an environment where students can reach their full potential.”

Goal setting for success
Rohaise Flint recommends that pupils establish both short-term and long-term goals. This practise not only boosts motivation but also helps pupils maintain perspective when challenges arise. Whether aiming for certain grades or developing greater confidence in particular subjects, the school’s individualised approach ensures every student receives the guidance they need to succeed.

Extracurricular engagement
Joining clubs, sports, arts programmes and societies are essential opportunities for social integration, skills development and personal discovery. Pupils who engage beyond the classroom consistently report a more fulfilling and balanced school experience.

Good schools like to encourage new pupils to try several activities during their first term before committing to those that most interest them. This exploration period allows them to discover new passions and connect with peers who share similar interests, all within a supportive community.

Building Resilience
Senior school inevitably brings new pressures – academic challenges, social complexities and sometimes, disappointments. At our school, developing resilience is central to its ethos. The school supports students in managing stress through regular physical activity, mindfulness practises, wellbeing days and ensuring adequate rest and recreation.

The pastoral team facilitates open conversations about challenges, normalising the difficulties of transition. Students are reminded that setbacks are natural and often lead to greater growth and self-awareness when approached constructively – a philosophy that prepares them not just for school but for life.

Nurturing social connections
Making new friends while maintaining existing relationships is one of the most important aspects of the transition. Our school has a house system, team activities and collaborative projects with the local community, each providing natural opportunities for social connection. The parent association organises informal gatherings with classmates and a vibrant calendar of school social events ensures every girl feels part of the community from day one.

Digital and resource readiness
At our school, we utilise state-of-the-art digital platforms for assignments, timetables and communications. Beginning September 2025, the school is implementing a 1-to-1 leased device programme, empowering students with flexibility in their learning environment while ensuring seamless access to all academic materials.

The parent’s role
As parents, striking the right balance between supportive involvement and encouraging independence can be challenging. At our school we partner with families through regular communication and parent workshops that provide valuable insights into supporting this transition. Also, an open-door policy ensures parents can always reach staff when guidance is needed.

Student testimonial from Charlotte W. Year 8
“I was incredibly nervous about moving up to senior school last year. After seven years at my small prep school, everything seemed so much bigger and more intimidating at first. But looking back, I can’t believe I was ever worried! During the first week, my form tutor organised these brilliant icebreaker activities that helped me connect with everyone quickly. The buddy system meant I had a peer who checked in regularly, which made navigating the school and new routines so much easier. What surprised me most was how quickly the teachers got to know me personally. My English teacher noticed I was quiet but had strong written ideas, so she encouraged me to join the debating club, which has completely boosted my confidence. The transition was an adjustment – I had to get used to moving between different classrooms and managing more homework – but the organisation skills we learned in the first term made a huge difference. Now I’m helping with this year’s new students, and it’s amazing to see them settling in just like I did. Coming to BHG has been the best decision ever – I’ve discovered talents I never knew I had!”

We believe a successful transition to senior school balances rigorous academic preparation with compassionate emotional support and engaging extracurricular opportunities. Our 120-year tradition of educational excellence, combined with its forward-thinking approach, creates an environment where every girl can thrive.

You are invited to experience the difference for yourself, with places available in both prep and senior school. Contact the admissions team today to arrange a visit and discover how the school transforms potential challenges into opportunities for remarkable growth and achievement.

To find out more about Burgess Hill Girls, please visit www.burgesshillgirls.com

Jul 01

Love0

They’re not broken – it’s their superpower potential

By Iain Boyle ADHD and neurodiversity, Education, fun for children, Mental health, special educational needs

by Jack Francis
The Skate Club

How passion helps neurodiverse children discover their ‘superpowers’

A few months ago, I stood in front of 200 primary school children, sharing stories from my life – skateboarding down hills with Christmas trees strapped to my board, struggling to keep up at university and writing a book I never thought I’d be able to write. As I spoke, a boy turned to his mate and whispered, “I’ve got ADHD and dyslexia – like him.” That moment stuck with me. That small moment of recognition, pride even, is why I’ve been doing these assemblies.

I was diagnosed with dyslexia at university, and ADHD much more recently, as an adult running a skate school. Growing up, these weren’t framed as ‘superpowers’. At best, they were obstacles. At worst, signs of somehow falling short. I’d often been called bright, but that made it harder – like I had all the pieces, just not the ability to put them together.

It’s only in recent years that I’ve come to see how much of what I’m good at – from teaching, to coaching, to running a business – is tied to the way my brain works. My hyperfocus, creativity, energy and problem-solving skills aren’t things I’ve achieved despite my neurodiversity. They are my neurodiversity. And I’m not alone.

The power of passion
In every school I visit, there are children sitting quietly with heads full of big ideas, or legs bouncing under the table. Some have diagnoses, many don’t. They might struggle with reading, listening, or managing frustration – but the potential in those children is massive. What they need isn’t ‘fixing’. What they need is space to explore something they care about, something that lets them feel good at being themselves. For me, that thing was skateboarding.

Skateboarding gave me freedom. It wasn’t about winning or being picked for a team. It was about solving tiny physical puzzles – how to move, how to balance and how to land a trick. It was social but low-pressure. I could focus completely on what I was doing, fail over and over again and still feel proud of the progress. Looking back, skateboarding was the first place I truly felt capable.

Today, as a skate coach, I see the same thing in other children – especially those who are neurodiverse. Children who are anxious or fidgety, or who’ve been told they “Just need to focus,” often find a rhythm through skating. I’ve watched children go from nervously standing on a board to rolling down ramps on their own, grinning from ear to ear. Some of them go home and do their reading for the first time in weeks. It’s not about the trick – it’s about the shift in how they see themselves.

Reframing ‘difficulty’
One of the challenges for neurodiverse children today is that their journey often begins with being told what they can’t do. A diagnosis, helpful as it is, can also carry an unspoken message: you’re going to struggle. And yes, there may be challenges. But there are also advantages – and children deserve to hear that side too.

Dyslexic thinkers often have strong visual and spatial awareness, creative imagination and big-picture thinking. Those with ADHD may have intense focus (on the right task), incredible energy and rapid-fire ideas. Autistic children often bring attention to detail, emotional honesty and deep interests. But these traits only shine when we let children follow what they love.

That’s the heart of it: when a child finds their passion – whether it’s skateboarding, coding, storytelling or animals – it becomes a doorway into confidence. Passion gives purpose to their focus, structure to their energy and joy to their learning. And when a child starts seeing themselves as someone who can, not just someone who struggles, everything changes.

The adult’s role
As parents, educators, and carers, our role isn’t to tell children who they are – it’s to notice when they light up, and to help them follow that thread. Sometimes that means letting them try unusual things. Sometimes it means not pushing them to do what everyone else is doing. And sometimes it just means listening when they talk about something they care about.

Skateboarding might not be your child’s thing – and that’s fine. But something is. There’s something out there that lets them feel free, focused and fully themselves. Our job is to help them find it. Not to demand they perform, but to offer them the kind of support that says, “You’re not broken – you’re just different and that’s a strength.”

I still get overwhelmed. I still struggle with admin. I still forget things. But I’ve also built a skate school, written a book and coached hundreds of young people. And I’ve done that not in spite of my neurodiversity, but because of it.

So when your child gets obsessed with something, try not to brush off. Watch closely. That might just be the spark that helps them discover their superpower.

Jack Francis is the founder of The Skate Club and author of “How to Train Your Skateboard”, a beginner’s guide to skateboarding.
www.theskateclub.com

Jul 01

Love0

Let them climb

By Iain Boyle children's health, Education, environment, fun for children, Green, Safety, Wellbeing

by Lucy Owen-Collins
Head of Adventures at Bee in the Woods

The powerful benefits of outdoor risky play

In an age of screen time, padded playgrounds and hyper-awareness of safety, it can feel instinctive to shout “Be careful!” every time your child climbs a tree or scrambles up a boulder. But what if, in our effort to protect, we’re holding our children back?

As parents, we want to keep our children safe, but research shows that too much caution can actually hold children back from vital developmental opportunities.

Risky play; those thrilling, uncertain, physical experiences like climbing, jumping from heights, balancing on logs, or exploring wild spaces – is more than just a childhood rite of passage. It’s a crucial ingredient in how children grow into confident, capable, resilient adults.

Author and childhood play advocate Tim Gill, in ‘No Fear: Growing Up in a Risk Averse Society’, argues that children need real opportunities to test their limits and take measured risks. When we support rather than suppress this kind of play, we empower children to become more aware of their bodies, make better decisions and develop lifelong emotional resilience.

The benefits of risky play
Physically, risky play helps children build strength, agility, coordination and fine motor control. Scrambling up a climbing frame, balancing on a log, or running across sand not only keeps children active – it enhances their core stability, posture and endurance.

Sensory development also thrives in outdoor play. Movements like spinning, swinging, rolling and balancing stimulate the vestibular and proprioceptive systems – key components in helping children understand where their body is in space. These experiences lay the foundation for everything from focus and attention to emotional regulation and coordination.

Cognitively, risky play sharpens problem-solving and decision-making. Children must assess their environment – “Is this branch strong enough? Can I jump that far?” – and adjust their approach in real time. This self-assessment builds independence and executive function.

Socially and emotionally, children learn to regulate emotions like fear and frustration, and to persevere after a fall or failure. When playing with others, they negotiate, take turns, lead and follow – all vital skills for life. Risky play also nurtures courage and self-esteem: there’s nothing like the glow of pride after scaling a tall rock or swinging across a stream.

Risk is not the enemy – danger is
There’s a difference between risk and danger. Risk is a challenge a child can see, consider and try to overcome. Danger is something hidden or poorly understood. As adults, our role is to assess the environment, offer guidance and stay nearby, rather than removing every possible hazard or stepping in too soon.

Forest School Leaders often use a ‘risk-benefit’ approach – recognising that the benefits of play with risk often outweigh the downsides when managed sensibly.

Supporting safe risky play: What parents can do
Instead of shutting down adventurous play, we can shift how we support it. Here are a few ways parents can help children assess risk:
• Talk it through: Ask, “What’s your plan?”, “How could you do that safely?” or “What’s your next step?” These questions should help children think critically and prepare.
• Model curiosity, not fear: Stay calm and positive, even when your instincts are shouting. You can always move closer or spot from a distance.
• Celebrate effort, not just achievement: Say, “You tried that really carefully” or “I noticed how you tested that first”, to reinforce thoughtful behaviour.
• Know your child: Every child has a different threshold for risk. Trust their instincts, but be there to encourage and, occasionally, challenge them.

What to say instead of “Be careful”
“Be careful” is vague and often ineffective. Try these alternatives:

• “Can you find a steady place for your feet?”

• “Use both hands.”

• “Take your time and notice what’s around you.”

• “What’s your plan if that wobbles?”

• “I’m right here if you need me.”

These phrases promote awareness, decision-making and reassurance without instilling fear.

Risky play in different environments: Safety tips
Outdoor environments offer rich, natural opportunities for risky play. Here’s how to support children’s exploration safely and confidently in a few common settings:

At the beach
• Water safety first: Teach children to respect the tide, watch the sea and stay within view. Watch for strong currents and always stay close when water is involved.
• Digging and climbing: Sand dunes and rock pools offer exciting climbing opportunities. Encourage kids to test ground firmness and wear shoes with grip.
• Sensory-rich play: Let children roll, bury, balance, and run. Sand is a great medium for physical and imaginative play, but remind children not to dig too deep or tunnel near unstable edges.

In the woods
• Tree climbing: Don’t lift children into trees to climb them – encourage them to understand their own abilities by climbing themselves. Encourage kids to “climb down as well as up”- if they can’t get down safely, they’re too high. Avoid trees with dead branches and teach children keep ‘three points of contact’ on the tree at all times (two hands, one foot/one hand, two feet)
• Sticks and stones: Playing with natural materials builds creativity and coordination. Teach children how to carry sticks safely (point down, away from faces).
• Rough ground: Roots, mud and slopes are ideal for balance and proprioception. Wear shoes with grip and support falls as learning moments rather than failures.

On climbing equipment or rocks
• Let them fall small: Risky play doesn’t mean no bumps or bruises, but small falls teach children to adapt and try again.
• Check surfaces: Sand, bark chips or grass under climbing equipment help cushion falls. Encourage safe jumping and always remind children to look before leaping.

Why it all matters
When we give children permission to play with risk, we do more than help them become physically stronger. We show them that we trust their judgment, believe in their resilience and honour their growing independence.

Let’s raise children who aren’t afraid to fall, try again and learn through doing. The outdoors is their natural training ground. So next time your child teeters on a tree limb or builds a fort from branches, take a breath and remember: this is childhood, exactly as it should be.

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

Education

The power of multilingual learning

by Helen Abbott
Subject Leader for Languages at Banstead Prep School

Why learning two or more foreign languages at primary level boosts success

If my younger self were to have given my rather more mature self a piece of advice, it would probably have been to avoid teaching French and Spanish alongside one another. They look and sound too similar and young children are, arguably, still trying to get to grips with their own language.

The importance of storytelling

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?

Building independent learning in the early years

by Michelle Thurley
Head of Early Years at Little Amesbury, Amesbury School, Hindhead

Children need more art

by Sebastian Dewing
Founder Artroom Brighton

Nurturing creativity beyond the classroom

Back at primary school, in the 1980s, I had a weekly art lesson in an art room, a pottery class in a pottery studio and a needlework lesson in a fabrics room. Whereas I appreciate, this was not necessarily on offer in every school, it certainly wasn’t radical.

Nurturing creativity

by Karen Borley
Senior Education Advisor, N Family Club

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