Jul 01

A musical childhood

By Iain Boyle Education, Mental health, Music and singing

by Sarah Jones
Director of Prep School Music St Catherine’s

Head of Prep School Music at St Catherine’s, Sarah Jones, explains why she believes that music is such an important part of a primary school education. Music has been deeply woven into human culture for centuries, from the rhythmic beats of ancient drums to the intricate compositions of classical symphonies and the infectious tunes of modern pop.

For children, music is more than just entertainment – it plays a crucial role in their cognitive, social and emotional growth. In primary schools, where young minds are highly receptive, incorporating music into the curriculum provides benefits that extend well beyond the classroom. As education becomes increasingly focused on academic assessments, it is essential to acknowledge the importance of music education and preserve its place as a fundamental part of the primary school experience.

One of the most convincing reasons to incorporate music into primary education is its significant impact on cognitive development. Research consistently shows that music education enhances brain function in ways that boost academic achievement. Children who participate in music learning exhibit improved language skills, better memory retention and enhanced problem-solving abilities. For instance, playing an instrument requires the brain to decode complex symbols and translate them into physical movements, stimulating both the left and right hemispheres, which strengthens neural connections.

Additionally, music education is closely linked to improved maths skills. The rhythmic patterns in music closely align with mathematical concepts like fractions, sequencing and spatial awareness. As children practice these rhythms, they naturally reinforce their understanding of essential mathematical ideas in a fun and intuitive way.

Beyond academic benefits, music plays a significant role in supporting emotional and social development. In the early years of primary school, children are learning to navigate complex emotional landscapes and form social bonds. Music provides a safe and expressive outlet for emotions, allowing children to process feelings that may be difficult to articulate through words alone.

Group musical activities, such as choral singing or instrumental ensemble performances, encourage teamwork and cooperation. In these settings, children learn to listen to each other, maintain rhythm together and contribute to a collective goal. As well as being lots of fun, these experiences foster a sense of belonging and teach essential life skills like empathy, patience and collaboration. For many children, participation in musical activities boosts self-esteem and provides a sense of achievement, especially when they perform in front of an audience.

In an educational system with a focus on standardised testing, there is a risk that creativity might take a backseat. However, creativity is an essential skill for future success, and music education offers an ideal platform for its cultivation. Through music, children are encouraged to explore, experiment, and express their individuality. Whether they are composing original songs, improvising with instruments, or interpreting music in their own unique way, these activities promote creative thinking and innovation.

Moreover, music provides opportunities for cultural awareness and appreciation. Exposure to diverse musical traditions broadens children’s perspectives and helps them develop a deeper understanding of the world. Through music, they learn to value diversity and embrace a global outlook – qualities that are vital in today’s interconnected world.

Music education also plays a key role in developing fine and gross motor skills. For instance, playing an instrument demands precise finger movements, hand-eye coordination, and good timing. Even simple activities like clapping to a beat or dancing to music help improve physical coordination and rhythm. These motor skills are particularly important in the early years when children are honing their physical abilities.

Additionally, music and movement activities contribute to physical wellbeing. Dancing to music provides a fun and engaging form of exercise, helping to counteract sedentary habits and fostering a lifelong enjoyment of movement. This well-rounded approach to education recognises the connection between mind and body, supporting both physical and cognitive growth.

The benefits of music education extend well beyond the primary school years. Early exposure to music often sparks a lifelong passion for the arts, whether as a personal interest or a professional pursuit. Children who engage with music at a young age are more likely to continue enjoying and participating in musical activities throughout their lives.

Additionally, the skills fostered through music – such as discipline, perseverance and the ability to work toward long-term goals – are valuable in many other aspects of life. Learning to play an instrument or master a musical piece requires patience and consistent effort, teaching children the importance of hard work and delayed gratification. These lessons become essential as they grow and encounter new challenges.

Music is a cornerstone of a holistic education. Its benefits extend across cognitive, emotional, social, and physical development, nurturing skills essential for academic achievement and personal growth. In a rapidly evolving world, where creativity and adaptability are highly valued, the significance of music education cannot be overstated. By prioritising music in primary schools, we provide children with the tools they need to succeed while fostering a lifelong passion for learning and self-expression. A musical childhood is not only an educational asset – it is a gift that lasts a lifetime.

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.

Jul 01

Love0

The challenges faced by the Early Years sector

By Iain Boyle Childcare and Nannying, Early Years, Education

by Becky Chapman
Kiddie Capers Childcare

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Apr 23

Love0

Not everyone is “a little bit ADHD”

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

Expert psychologist tackles misunderstanding of growing condition

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

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

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

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

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

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

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

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

Mar 26

Love0

Exam stress

By Iain Boyle Education, Mental health

by Edmond Chan
Childline Practitioner

As we begin to welcome in the spring, the lighter evenings and warmer weather, as parents of school-age children, we also start to usher in exam season – a period which can bring with it anxiety and worry for parents and children alike.

Older children can sometimes be a bit more accustomed to the process of revision and exam preparation. But for children at primary school about to do their SATs, it’s often the first time they’ve experienced the examination process, and it can feel very daunting.

One 11-year-old girl* who contacted Childline told counsellors: “I’m stressing out about taking my SATs. It’s a lot of pressure and I worry I’ll be in the bottom set. My older siblings didn’t have to take them because of COVID. I feel like nobody understands or listens to me.”

Exams can be extremely stressful for children and cause them a lot of worry and anxiety. But there are some simple things you can do to support them and help them prepare.

Before the exam, you can help them take control by designing a revision plan together and building time for relaxation into it. If you’re not sure where to start, the BBC Bitesize revision planner can help you: www.bbc.co.uk/bitesize/articles/zn3497h

It’s important to remove any distractions so they can focus on their revision. Make sure they put their phone away and turn off the TV during their revision sessions to aid their concentration. You could even offer screen-time as a reward for revision time.

A good night’s sleep is really important, so make sure they go to bed early to get some rest the night before an exam. This will help them more than revising all night. And don’t forget to set your alarm to get them up and ready for school in plenty of time.

On the day of the exam, it can help to try and stay positive. Remind them all they can do is try their best. If they’re worried, they could try watching some funny clips on YouTube – laughing could help them feel less stressed.

They might say they don’t feel like eating, but ensuring they eat a good breakfast before they leave the house will help them feel energised and improve their focus. Drinking lots of water to stay hydrated is vital too, and if they start to feel stressed or anxious, suggest they try taking deep, slow, calming breaths in through their nose and out through their mouth.

During the exam it’s important they read the instructions on the paper before they start and ask if they’re not sure about anything. Remind them to take a moment to read the question and a few seconds to breathe before they start writing anything, to help them gather their thoughts.

If there’s a choice of questions, it might be best to start on the ones they know they can answer best, leaving some time to read over the answers at the end. If they get stuck, suggest they move onto a question that they can answer better.

When a child is worried, one of the most important things they can do is to talk about how they’re feeling. Talking can reduce the pressure and help them to feel more in control, so remind them they can come and talk to you about any worries they have. But if they find that difficult, they can talk to Childline, free and in confidence.

Children and young people can call 0800 1111 to speak to a trained volunteer counsellor over the phone or visit www.childline.org.uk to chat online using our 1-2-1 service.

You can find lots more advice and practical tips on the Childline website www.childline.org.uk/info-advice/school-college-and-work.

*Snapshots are based on real Childline service users but are not necessarily direct quotes. All names and potentially identifying details have been changed to protect the identity of the child or young person involved.

Mar 21

Love0

Five survival tips for an ADHD parent

By Iain Boyle Mental health, Relationships, special educational needs

by Alex Partridge author and host of the ADHD Chatter podcast

As someone with ADHD, I know it enables me to do amazing things, but I also know it also holds me back in some areas. If you’re a neurodiverse parent, parenting forces you into those areas where ADHDers often struggle, such as organisation, planning and consistency.

With this in mind, here are five tips that I’ve put together with help from other ADHD mums and dads to help you survive the amazing, wonderful, challenging roller-coaster that is parenting.

1. Make sure your ADHD is well-managed
Having a baby to care for means the scaffolding we ADHDers put around us to keep stable can be in danger of becoming wobbly. You may need to add reinforcements, such as hiring a cleaner so you don’t have to think about housework as well as a baby.

You may also need to make adjustments to your daily routine so you can remain by your baby’s side. Instead of jogging outside, for example, you could exercise inside with the help of a YouTube video. If meditation is something you use to keep yourself stable, you may need to do it during the unpredictable moments of silence throughout the day, rather than your usual set time.

2. Protect your slots
Parenting author Kirsti Hadley shared a brilliant analogy with me, where you imagine that all humans have a cognitive load consisting of five slots. When we encounter something that puts a demand on us, one of the slots gets filled.

A neurotypical parent’s slots will fill up with demands such as: I need to change my baby’s nappy, I need to prepare my baby’s food, I need to give my baby some medication, I need to buy my baby new shoes or let’s plan a nice weekend trip away with my baby.

However, a neurodivergent parent’s slots will fill up with demands or questions such as: My baby’s screams are over-stimulating me, I need to remember the travel directions to the nursery, where did I put my car keys?, what will the other parents think of me? or I haven’t drunk any water today. Our slots get filled up much quicker because a lot of the demands that come with parenting are high ‘executive function’ demands.

The early stages of parenting put a lot of extra demand on our brains so it’s vital we protect our slots, especially in the early days. To do this, I’d advise asking for help – this automatically doubles your available slots! I’d also suggest prioritising social encounters that matter to you and declining ones that don’t.

3. Establish a structure
The word ‘routine’ sends a shiver down my spine, but it’s important to try to establish a structure that works for you. Use any quiet time in the evenings to plan the next day. What will your child be wearing? Where will they need to go?

An ADHD brain comes alive as the day progresses. Take advantage of your ‘evening’ brain by using it to plan the morning activities. There will also be fewer demands on you in the evening as the world is winding down, so there’s less chance of you being interrupted.

4. Don’t feel ashamed of screens
There’s a lot of shame surrounding children’s use of screens for entertainment, especially on social media, but it’s especially important for neurodivergent parents to ignore this narrative.

Back when we lived in tribes in small villages, parents had help looking after their children. These days, a lot of parents are left alone to do the job, so we should never feel guilty about using modern technology to help us create our own village. Having a moment to recharge your cognitive batteries will be beneficial to you, your mental health and your child.

5. Find time for you
This is important for every parent, but especially for neurodiverse ones. To help do this, use the anagram WEBS: W: Walk (go for a walk). E: Early morning routine (create a morning routine that includes solitude). B: Baths (have a hot bath in the evening). S: Stretch (incorporate stretching in your day when possible).

Every part of WEBS can be as big or as little as your time allows. A walk could be as simply as pacing the length of your kitchen a couple of times. A stretch could simply involve making the movement of picking something up from the floor more intentional.

It’s the intention that really matters, and that is to create a moment, no matter how small, where you can focus on nothing but the moment and relax. These little moments are really important because they provide a pause between the demands of parenthood and therefore help to minimise any overwhelming feelings.

What all these tips have in common is creating a parenting structure that works for you and your child, which doesn’t have to be one that follows conventional norms. When we stop thinking the ‘traditional’ way is the right way, we can begin to make simple accommodations within our neurodiverse households that will make for a happier environment – and much happier parents and children.

Alex Partridge is the founder of LADBible and UNILAD and the host of the ADHD Chatter podcast. His book Now It All Makes Sense: How An ADHD Diagnosis Brought Clarity To My Life is out now, published by Sheldon Press, priced £16.99.

Mar 20

Love0

Money makes the world go round

By Iain Boyle family, Finance, numeracy skills

We all understand the importance of teaching our children timeless life lessons, such as using good manners and being kind to others. However, one important lesson many of us tend to overlook is teaching our children about the value of money.

The truth is, less than half of children in the UK receive meaningful financial education, whether at home or in school.

Mindy Paul, a wealth accumulation mentor known as the “$100 Million Dollar Coach,” explains below why this is so crucial.

Our relationship with money starts in early childhood. Giving children a proper education about money helps them develop healthy financial habits, make smarter decisions, and set themselves up for a successful future, which is something every parent wants for their child.

Struggling to tackle this tricky topic? Mindy shares some simple, powerful tips for teaching children about money. Here’s what he recommends:
Teach earning
As a parent, it’s easy to be tempted to spoil them rotten. That said, there’s a lot to be said about teaching your child the value of entrepreneurship.

Growing up, I pursued various forms of entrepreneurship, from valeting cars to selling sweets at school.

While I wouldn’t recommend children follow in my footsteps on the latter, not handing them everything on a plate and encouraging them to earn their own money sets them up for success.

If there’s a treat your child wants, trade them the money to buy it with some small, age-appropriate jobs or tasks. This teaches them the relationship between income and effort, and gives them a better understanding of the value of money.

It also introduces the concept of delayed gratification, showing them how to be patient and plan toward their goals.

Encourage collaborative thinking
Children are brimming with ideas and seem to have a new future career on the cards every week.

When your child is talking about their ideas, for instance, their plans of starting a bake sale or selling their crafts, encourage them to enlist the help of their friends.

Encouraging teamwork helps them see the value of diverse talents and working as a team. For instance, one child may be great at baking, while another is skilled at decorating the stall or spreading the word to friends and family.

Teach them that collaboration can multiply their efforts. As one person, you may be able to make a good amount of money. However, if there are others with different skill sets to your own around you, you have the potential to grow even further.

Lead by example
If you’re sheepish and elusive when discussing money with your child, this enforces the notion that money is something that shouldn’t be talked about.

The fact is, money isn’t something to be ashamed of. We should be able to openly talk about money and treat it as a practical and essential part of life.

So, lead by example. Have age-appropriate conversations with them about household bills, work, savings and other money-related subjects. Let them see how you manage your money responsibly.

Show them how you budget for essentials, save for the future, and even treat yourself occasionally. This transparency puts them in great stead for years to come.

Simplify savings and investments
Many of us struggle to wrap our heads around the likes of investments now, but think about how much further ahead you’d be if you were taught from a young age?

The concepts of savings and investments can be simplified. For instance, you can say things like, “You can have one toy now, or two if you put the money away until later.” This introduces them to the idea of making choices that benefit their future.

You could also encourage them to use jars labelled ‘Spend’, ‘Save’ and ‘Share’, to help them allocate their money wisely and consider short-term, long-term, and charitable aspirations.

Introduce the idea of charity
It’s all good and well teaching your children to be responsible with money, but it’s equally important to teach them the value of sharing with others.

Encouraging them to donate to charity, for instance by dedicating their spare change to placing in charity collection boxes, fosters empathy. It also can teach them valuable life skills such as leadership, resilience, social responsibility, and problem-solving. By helping others, they also learn the satisfaction and pride that comes from giving back to their community.

For further information please visit www.mindypaul.com

Mar 19

Love0

Five tips to help your child feel heard

By Iain Boyle Childcare and Nannying, Early Years, Language, Mental health

by Dr Naveen Puri
Medical Director, Bupa UK

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

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

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

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

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

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

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

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

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

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

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

Mar 12

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Dyslexia’s surprising advantages

By Iain Boyle Education, reading, special educational needs

by Drs. Brock and Fernette Eide
authors of The Dyslexic Advantage

What does it mean to have ‘a dyslexic kind of mind’ – that is, a mind that works well for many kinds of tasks, but struggles to learn to read and spell? How should we understand an individual like Dame Sally Davies, who as a young dyslexic student failed her eleven-plus exam, then went on to become Chief Medical Officer of the United Kingdom and now Master of Trinity College, Cambridge? Or how can we explain the paradoxical mix of strengths and challenges that allowed Sir Richard Branson to earn several billion pounds after dropping out of school at the age of 16?

How do we account for the fact that dyslexic people, despite their well-known challenges, appear to be over-represented in various highly competitive professions? Consider, for example, the studies of students at the Royal College of Art and the Central St. Martins College of Arts and Design, which found that students in these schools were over two-and-a-half times more likely to be dyslexic than the general UK population. Or the study from Harper Adams University that found a similar prevalence of dyslexia among students entering their engineering program. Or the study from the Bayes Business School which showed that successful UK entrepreneurs were four times more likely to be dyslexic than the general population. Or the BBC survey of over 70,000 self-made UK millionaires that found 40% showed signs of dyslexia. How, in short, should we understand the apparently paradoxical finding that people who share a particular set of learning challenges also appear to share various kinds of learning and reasoning strengths?

When the first papers on dyslexia began to appear in the medical literature in the late 1800s, they described a group of otherwise intelligent people who showed surprising difficulty learning to read. In the decades that followed, additional research showed that these difficulties were caused by a set of differences in the ways that the brains of individuals with dyslexia performed certain kinds of tasks: processing the sounds and visual structures of spoken and written words; learning to master and make automatic the various basic skills needed to read; retrieving information from memory stores; or sharing information between various parts of the brain.

Since those first reports were written, dyslexia has been viewed almost entirely as a learning disorder, and scientists and educators have focused their attention on the challenges dyslexic people share with reading, spelling, rote memory, writing, and other basic academic skills. Yet as we’ve learned more about the lives and experiences of people with dyslexia, it has become increasingly hard to maintain the view that dyslexic minds share only challenges in common, or even that these challenges are the dyslexic mind’s most important and interesting features.

Instead, a new view of dyslexia is emerging. In this view, dyslexic challenges are seen as resulting from a set of brain features whose main purpose is to equip the brain with certain mental strengths. These strengths include: three-dimensional spatial reasoning; the ability to detect connections and relationships and to comprehend systems, including human interactions and group dynamics; empathy; divergent thinking and creativity; the ability to learn from and remember personal experiences; and the ability to forecast events or make predictions. Many of these dyslexia-associated strengths appear to arise from the special ability dyslexic individuals show for performing many of their reasoning functions in a particular way: Instead of using more efficient and automatic processes that employ abstractions, generalisations, or formulas to reason in a largely logical, rule-based, step-by-step manner, dyslexic minds use mental simulations or models of objects and ideas, in which they reason using past experiences, cases, or examples to essentially ‘see’ or ‘play out’ the answers in their minds. Importantly, it appears that dyslexic minds may be predisposed to special strengths in this type of mental simulation by the very same differences in brain development and organisation that lead to challenges mastering fine-detail reading and spelling skills.

Understanding dyslexia-associated strengths is crucial both for understanding the seeming paradoxes mentioned above, and for helping dyslexic students and adults to reach their full potentials. Scientists at the University of Cambridge have recently proposed that the ‘big picture’ strengths associated with dyslexic thinking are ideally suited for exploring the world and for discovering new opportunities and resources. In contrast, minds that excel in fine-detail tasks like decoding and spelling are better suited to exploiting existing knowledge and efficiently using known resources. Neither talent is superior, but each complements the other, and together, as the researchers point out, they make our societies and organisations more adaptable to change. So not only are dyslexic minds not simply broken, but they are an essential element in human flourishing – perhaps even in survival.

It is long past time to stop thinking of dyslexic minds as merely problems to be solved, and to start recognising that they are an amazing source of creativity and talent. Every effort that we make to understand, nurture, and appreciate the advantages that are essential parts of dyslexic minds, will only increase the enormously positive contribution that people with dyslexia already make to our world.

Drs. Brock and Fernette Eide are experts on dyslexia and other learning differences, and authors of The Dyslexic Advantage (revised and updated, 2023). Find out more at: www.dyslexicadvantage.org/book

Mar 06

Love0

Pop outside and let the play begin

By Iain Boyle Childcare and Nannying, Education, environment, family, Forest School, Green

by Sylvia Roberts and Rachel Humphrey
Little Earthworms Children’s Nursery and Pre-school

The importance of children playing outside is essential to their development – countless studies over the years have shown the benefits on children’s, physical, mental and emotional wellbeing. Having worked with children in nurseries and as nannies since we were teenagers, Rachel and I are quick to spot when it’s time to get outside!

When we opened our nursery 15 years ago, one of our top priorities was having a good-sized outside space so that all our children could benefit from being outside as much as possible throughout the year. Popping on a sun hat and exploring the outdoors in the warm sunshine or dashing outside to chase the snow, no matter the time of year, being outside improves us all.

Time outside in the sunny days has an immune boosting effect on our bodies, producing vitamin D, improving our cognitive performance, and boosting our serotonin levels to support our mental health. The benefits really are endless. The quote “There is no such thing as bad weather, only different kinds of good weather” has been said in many ways over the years and we really incorporate this sentiment at our little nursery, engraining it into all our daily lives.

There is nothing better on a rainy day than getting the waterproof clothing and a good pair of wellies on and going outside, jumping in puddles. Jumping, splashing and running are just a small part of being outside. At any time of year children are able to explore risk and help work together at tasks such as setting up a game or activity together, digging in the garden preparing the vegetable patches, or going on a hunt to find where the best snails, slugs and woodlice are hiding.

Children’s friendships and social interactions can change and be explored in new ways while being outside. Children gain new confidence alongside their peers while they push the boundaries of not only their physicality but also expanding their emotional intelligence along the way.

Children love being outside, as their young minds are naturally geared towards creativity, problem solving and role play games. Vivid imaginations can flourish with outside play, all of this being harnessed and strengthened with the use of the many natural resources available to them through the art of exploration.

Children of all ages benefit from the vast sensory experiences when outside; the squelching of mud, the crinkle of leaves, the smell of flowers and plants while watching birds or looking out for rainbows overhead. There are endless opportunities within the outside environment for children to expand their knowledge and develop through their play.

We are very passionate about every aspect of outdoor learning. Children thrive outside and often have a fantastically engaged learning experience when the learning environment is based in nature.

Having structured play and free play both inside and outside is essential for children to adapt and learn in their younger years. Playing and learning new skills during their early developmental years gives children the tools to grow and thrive. So many developmental aspects are pushed to engage and prosper when being outside.

Communication and language are expanded naturally when playing outside as children feel freer to engage in loud vocal play such as shouting and whooping. Language can develop through curiosity of a new environment and enthusiasm of sharing their new experiences as they adventure through new rich habitats.

Outside time can certainly be hard to come by when living in a city but at those times it becomes even more important to pop outside and let the play begin.

Living in Sussex, we are lucky that there are so many outside spaces and fantastic natural areas that, with adult support, children can explore and enrich their lives through. There are many parks, small green spaces, gardens, open fields, nature reserves and, of course, not forgetting the beautiful beaches. The joy of engaging with nature is limitless!

Being outside, children are engaged and full of life while gaining so much through the opportunity of developmental play. Children harness their natural environmental experiences, socialising, growing and learning about the outdoors, while engrossed in nature in a myriad of technicolour ways.

Does life really get any better?

Sylvia Roberts and Rachel Humphrey own Little Earthworms nursery and pre-school on Ditchling Road in Brighton. Having worked in childcare for more than 50 years between them, they have been running the nursery for 15 of those wonderfully enriching years! The nursery is a large open plan bungalow with a beautiful spacious garden for our chickens, vegetable patches and of course our pirate ship for many an adventure! Please call or email to come and have a look around. Tel: 01273 243182 Email: Little.earthworms2010@gmail.com

Mar 04

Love0

Involve children in gardening

By Iain Boyle Education, environment, Forest School, fun for children, Gardening, Green

by Victoria Rumens
Studio Hummingbird

Cultivating minds and bodies

Gardening is a simple but powerful way to spend quality time with your children while supporting their mental and physical health. In today’s world, where screens often dominate our family life, introducing your little ones to gardening can be a breath of fresh air – literally. A well-designed garden isn’t just a patch of soil; it can be a place of discovery, creativity and joy for children, providing memories that stick with them for life.

Gardening: A calm oasis for young minds
We all want our children to grow up happy and resilient, and spending time outdoors in the garden is a wonderful way to nurture that. Gardening combines physical activity with moments of quiet focus, creating a natural way to unwind. For children, the act of planting seeds or watering flowers can bring a sense of accomplishment and calm. Studies even show that green spaces help reduce stress, improve mood and boost concentration.

Gardening also teaches patience and persistence. Children learn to wait for seeds to sprout and flowers to bloom, showing them the rewards of time and care. For little ones struggling with anxiety or focus, repetitive, hands-on tasks like digging and planting can be especially grounding.

A natural workout
Pulling weeds, pushing wheelbarrows and digging soil are fantastic ways to keep children active and improve their coordination. These tasks also help develop fine and gross motor skills, which are essential in their early years.

Gardening can also spark an interest in healthy eating. When children grow their own vegetables or herbs, they’re far more likely to try them on their plates. Imagine the pride they’ll feel plucking a juicy tomato or picking fresh basil for the family dinner – it’s an experience that nurtures both body and soul.

Reconnecting with nature
Children are naturally curious about the natural world and a garden is the perfect place for them to explore it. Watching a bird build a nest in a birdhouse, noticing how bees buzz around flowers, or learning how compost helps plants grow can ignite a lifelong fascination with nature.

Step away from screens
Let’s face it – it’s tough to compete with the omnipresence of screens. But gardening offers something screens can’t – the joy of creating something real with their own hands. When children see their flowers bloom or vegetables grow, the sense of achievement is unmatched. This hands-on activity can naturally pull children away from devices, offering them a fulfilling and creative way to spend their time. As parents, we can make gardening a family affair. Whether it’s planting a bed of bright flowers or designing a vegetable patch together, these shared experiences build memories and strengthen bonds. Plus, you’ll enjoy the benefits of fresh air and sunshine alongside them.

Make gardening fun
If you’re wondering how to make gardening more exciting for children, here are a few tips to get started:
1. Pick child-friendly plants: Choose plants that grow quickly or are especially colourful and fun, like sunflowers, snapdragons or strawberries. Children love to see fast results and bright colours.
2. Add a playful touch: Create little paths or secret spots for children to explore, like stepping stones leading to a hidden patch of flowers or a ‘fairy garden’ corner.
3. Grow snacks: Edible plants like peas, carrots and cherry tomatoes are easy to grow and give children a tasty reward for their efforts.
4. Use child-sized tools: Smaller spades, gloves and watering cans make gardening more accessible and enjoyable for little ones.
5. Invite wildlife: Bird feeders, a bug hotel or even a small and safe water feature can turn the garden into an exciting habitat. Children will love spotting different creatures and learning about them.

Lifelong lessons in responsibility and growth
Gardening isn’t just about growing plants; it’s about growing life skills. When children take responsibility for watering plants or pulling weeds, they learn how small daily efforts lead to big results. They also see first-hand the importance of caring for living things, fostering empathy and compassion.

Beyond these practical skills, gardening encourages creativity. Whether it’s designing a flower bed or choosing what to plant, children have the chance to express themselves. These moments of decision-making and problem-solving can help build confidence that carries over into other areas of their lives.

The big picture: A healthier future
Introducing your children to gardening now can have a lasting impact. Early exposure to outdoor activities instils a love for fresh air and movement, setting the foundation for an active lifestyle. The connection they develop with nature may also inspire them to make eco-friendly choices as they grow up.

Gardening teaches children to appreciate the world around them and the effort it takes to sustain it. Whether they go on to grow their own gardens or simply carry an appreciation for nature, the seeds you plant today will shape the way they see the world tomorrow.

Victoria Rumens is passionate about promoting sustainability and creating gardens that support family wellbeing. As the owner of Studio Hummingbird with years of experience in designing gardens, she advocates for hands-on learning through nature-based activities.
For further details on Victoria’s work please visit www.studiohummingbird.com

Education

A musical childhood

by Sarah Jones
Director of Prep School Music St Catherine’s