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Jul 03
Love0
dance fun

From steps to strength – The power of ballet and dance for children’s fitness

By dance & Art, Education, fun for children, Mental health, Music and singing, Relationships, Theatre
by Lynda Forster, Dance Art Studio

In a world filled with screens, busy schedules,and limited outdoor play, finding fun and effective ways to keep children active is more important than ever. One activity that blends movement, creativity and joy is dance. For preschool children especially, dance classes offer far more than just learning steps – they provide a powerful foundation for physical fitness, emotional development and lifelong healthy habits.

Moving little bodies in big ways

Preschool-aged children are naturally full of energy. Dance gives them a structured yet playful outlet to move their bodies in ways that support healthy growth. Through jumping, spinning, stretching and balancing, children develop essential motor skills such as coordination, agility and strength.

Unlike some sports that focus on competition, dance encourages every child to participate at their own level. Whether they are tiptoeing like a fairy or stomping like a dinosaur, each movement helps build muscle strength and improve cardiovascular fitness. Over time, these small steps contribute to stronger bodies and better physical endurance.

Building confidence through expression

Dance is not just about physical movement – it’s also a powerful form of self-expression. In a dance class, children are encouraged to use their imagination, explore different emotions and express themselves freely through movement.

For preschoolers who may not yet have the words to describe how they feel, dance becomes a language of its own. This freedom helps boost self-confidence, as children learn that their ideas and movements are valued. Performing simple routines or even just dancing in front of peers can give them a sense of accomplishment and pride.

Supporting social skills and friendships

Dance classes are also wonderful social environments. Children learn to share space, take turns and work together as part of a group. Whether they are following a teacher’s instructions or moving in sync with classmates, they are developing important social skills.

These interactions help children build friendships and feel part of a community. For many preschoolers, dance class may be one of their first structured group experiences, making it an excellent opportunity to practice cooperation, listening and respect for others.

Enhancing brain development

The benefits of dance extend beyond the body and into the brain. Learning dance routines involves memory, focus, and sequencing – all key cognitive skills for early development.

When children remember a series of steps or respond to changes in music, they are strengthening neural connections that support learning in other areas, such as reading and problem solving. Dance also introduces rhythm and timing, which are closely linked to language development and early literacy skills.

Encouraging healthy habits early

Introducing children to dance at a young age helps establish a positive relationship with physical activity. When exercise is associated with fun and creativity, children are more likely to stay active as they grow older.

Dance classes teach children that movement is enjoyable, not a chore. This mindset is crucial in building lifelong habits that contribute to overall health and wellbeing. Instead of viewing fitness as something they ‘have to do,’children begin to see it as something they love.

Supporting emotional wellbeing

Preschool years can be full of big emotions. Dance provides a safe and supportive space for children to release energy, reduce stress and help regulate their feelings.

Music and movement have a natural calming effect, helping children feel happier and more relaxed. Whether they are dancing energetically or swaying gently to a soft tune, these moments can improve mood and emotional balance.

Additionally, the structure of a dance class – warm-ups, activities and cool-downs – gives children a sense of routine and security, which is especially beneficial during early childhood.

Inclusive and adaptable for all

One of the greatest strengths of dance is its inclusivity. Dance classes can be adapted to suit children of all abilities, ensuring that everyone can participate and enjoy the experience.

There is no ‘right’ or ‘wrong’ way to dance, which makes it accessible and welcoming. This inclusive environment helps children feel accepted and valued, regardless of their skill level.

A joyful path to fitness

At its heart, dance is about joy. The laughter, music, and movement create an environment where children can thrive physically, socially, and emotionally. It transforms exercise into an adventure, where every class brings new opportunities to explore, learn and grow.

For parents and caregivers, enrolling a child in a dance class is not just about teaching them steps – it’s about giving them the tools to build strength, confidence and a love for movement that can last a lifetime.

So, whether it’s a twirl, a jump, or a simple clap to the beat, every movement matters. From those first tiny steps to stronger, more confident strides, dance truly has the power to shape a child’s fitness journey in the most delightful way.

Dance Art Studio is located in the Fiveways and Preston Park area of Brighton offering preschool ballet and dance for 3-4 year olds and graded ballet, tap, modern theatre dance and street as well as boys only tap and jazz. Exams and performance opportunities. We also hold holiday workshops. www.danceartstudio.co.uk

Jul 02
Love0
boy with microphone

Public speaking and confidence A gift or a skill?

By Childcare and Nannying, Education, Independence, Mental health, Relationships, Wellbeing
by Aysha Powell, Planted Voices

Picture the scene. You are in a cafe and the waiter asks your child what they would like. Your child, who spent the entire car journey telling you exactly what they wanted, goes completely silent. They bury their face in your arm. You smile apologetically, say something about being shy and order for them. It happens a hundred times in a childhood. Most of us let it pass without a second thought. But those moments matter far more than we realise, because inside each one is a message your child quietly gives themselves about their voice. And once that message takes hold, it  is hard to change.

The question parents most often ask me is whether confidence is something a child is born with or something that can be built. The answer, backed by decades of child development research, is unambiguous – it is built. And the most important thing to understand is when. It does not begin at secondary school. It does not begin when a child is asked to present in class. It begins in the earliest conversations, at the kitchen table, in the car, on the way to nursery, long before anyone thinks to call it public speaking.

Communication confidence is not a secondary school subject. It is not a skill we should begin developing at eleven or twelve, when habits of silence and self-doubt are already well established. Research in early childhood development consistently shows that children who are given a voice from a young age, asked for their opinions, listened to with genuine attention and encouraged to express themselves in safe environments, develop significantly stronger communication skills, higher self-esteem and better academic outcomes than those who are not. The gap is visible well before a child reaches primary school.

“Communication confidence is not a secondary school subject. It begins in the earliest conversations, long before anyone thinks to call it public speaking.”

And yet our school system is not designed to develop every child’s voice. Susan Cain’s landmark research in Quiet shows that schools are built overwhelmingly for extroverts. The child who leads every group project and shouts out answers is rewarded. The child who thinks deeply and speaks only when certain is too often overlooked, or labelled as shy, as though that explains everything. The UK Government’s growing investment in oracy, the ability to speak clearly and with confidence, acknowledges something has been missing. Research shows that children who receive explicit communication teaching make measurable gains in literacy, critical thinking and self-confidence. Parents do not need to wait for the curriculum to catch up.

From the moment a child begins to talk, parents are their most important communication teacher, often without realising it. Even a two-year-old who is encouraged to say please and thank you to a stranger is practising something real. The conversations we have at breakfast, how we respond when a child tells us something that matters to them, whether we let them order their own food or do it for them – these are the earliest lessons in whether a voice is worth using. The most effective things parents can do require no specialist training, no expense and very little time.

The most powerful starting point is genuinely listening when your child speaks, not just hearing but responding as though what they have said matters. Ask follow-up questions. Invite opinions on small things – what film shall we watch, what do you think happened there? A child who is regularly asked what they think, and whose answer is received with curiosity rather than correction, learns early that their voice has value. This is where all communication confidence begins, and it can start at three just as easily as at thirteen.

Second, create small, real-world speaking moments and step back. Let your five-year-old hand their library books to the librarian and say thank you. Let your eight-year-old order their own meal at a restaurant. Let your twelve-year-old call to ask about a booking. These micro-moments feel insignificant but they are anything but, because each one builds a child’s evidence that their voice works outside the home. The temptation to step in is natural and kind. Resist it. Give them five seconds. The discomfort is not distress. It is growth.

Finally, look for structured activities in the right environment. Drama, debate, storytelling and public speaking workshops all help, but the setting matters as much as the activity. Large or competitive groups can overwhelm quieter children. Seek out small groups where every child is seen, confidence is built through encouragement rather than evaluation, and the child who speaks last is valued as much as the child who speaks first.

I spent twenty years learning something that could have been natural if someone had started building it when I was small. It is the story of a generation who waited too long. Our children do not have to. The window opens early. Pay attention when it does.

Aysha Powell is a corporate professional and public speaking coach for children, with twenty years of experience in communication-led environments. She works with children across South London, from early years through to secondary school, helping them build the confidence, clarity and courage to find their voice. www.plantedvoices.com @weareplantedvoices

Jul 02
Love0
children-on-beach-foraging

5 outdoor skills every child should try this summer

By Childcare and Nannying, Education, Forest School
by Lucy Owen-Collins, Head of Adventures at Bee in the Woods

Summer has a way of inviting us outdoors. The days are longer, shoes are optional and suddenly the world feels full of possibility. For many parents, though, summer can also bring a familiar pressure: How do I keep the children entertained?

However, children don’t need endless organised activities or expensive days out to have a rich summer. Some of the most powerful learning and memorable times happen when children are trusted with real experiences – using tools, growing food, cooking outdoors, building things, exploring wild spaces and testing their own capabilities.

Outdoor play offers something many modern childhoods have less of: freedom to experiment, opportunities to take manageable risks and space to become genuinely capable and grow.

Here are five outdoor skills families can explore together this summer.

1. Learn to use real tools

Many adults instinctively think that real tools are too dangerous for young children, but with careful supervision and clear boundaries, children are often far more capable than we expect.

Start simple by supporting your child to:

• Hammer golf tees into a pumpkin, log or thick cardboard.

• Use a child-friendly hand drill to make holes in conkers or driftwood.

• Build a simple stick boat using string and found materials.

Children are naturally drawn to real, purposeful work. Using tools develops hand-eye coordination, concentration, perseverance and problem-solving – but perhaps most importantly, it helps children learn how to assess risk. Child sized hammers and hand drills can be sourced online and can be used safely with supervision.

Rather than teaching children to fear tools, we can teach respect, safe handling and responsibility.

Top tip: Resist the urge to fix it for them. A slightly wonky creation built independently is far more valuable than a perfect adult-made one.

2. Grow something they can eat

You do not need an allotment, greenhouse or even much space for this one. A few pots on a doorstep or balcony can become a summer classroom.

Easy child-friendly choices:

• Strawberries

• Salad leaves

• Peas

• Mint

• Nasturtiums

• Tomatoes.

There is something magical about watching a child check their plant every day, noticing tiny changes and taking responsibility for watering.

Gardening teaches patience, observation, cause and effect and care for living things. It’s also a wonderful way to encourage adventurous eating – children are much more likely to taste something they’ve grown themselves.

And who doesn’t love digging for worms!

3. Cook outdoors

Outdoor cooking creates a special kind of magic that makes for a memorable summer.

There’s something about preparing food in fresh air – collecting ingredients, stirring, waiting, tasting – that naturally draws children in. Give children of all ages real jobs – stirring, chopping softer foods (age appropriately), mixing, wrapping and serving.

If you have a fire pit, wonderful. If not, a barbecue, camping stove or picnic setup works beautifully.

Simple ideas:

• Elderflower, blackberry or blueberry pancakes (Vegan/gluten free recipes can be found online too).

• Banana boats (banana with chocolate melted inside foil).

• Campfire apples or pineapples with cinnamon.

• Flatbreads cooked outdoors.

• Herb butter corn on the cob.

Cooking supports maths (measuring, quantity), language development, sequencing, fine motor skills and independence. It also creates something less measurable and equally important: connection. Shared outdoor food experiences become the moments children remember.

4. Become a beach explorer

Living by the coast gives families a wonderful summer classroom.

A trip to the beach doesn’t need to mean simply paddling and ice creams (although both are lovely). Children are natural scientists when given the chance.

Try:

• Shell sorting by shape, colour or size.

• Driftwood sculpture building.

• Rock pooling with gentle care for wildlife.

• Watching wave patterns.

• Drawing maps in the sand.

• Collecting seaweed varieties.

• Noticing tides and how the shoreline changes.

Beach exploration encourages observation, curiosity, early science thinking and environmental awareness.

For families living in coastal towns, the beach also offers an important opportunity to teach safety awareness and risk assessment – essential life skills for children growing up by the sea.

Notice the waves together.

Ask questions:

• Does the sea feel calm today?

• Would it feel safe to go to the water’s edge?

• What might the sea look like when it isn’t safe?

• What would we do if the waves were high?

• How deep is safe to go?

These kinds of conversations help children learn that risk is not something to fear, but something to notice, think about and respond to.

One child may spend an hour fascinated by a crab. Another may become deeply invested in transporting wet sand from one place to another. Both are learning. Alongside all the joy, digging, splashing and discovery, children are developing respect for the sea – understanding both its beauty and its power.

Top tip: Keep a spare towel, spare clothes and low expectations about staying clean!

5. Build a den

If I could prescribe one childhood activity, it might be den building.

Dens are extraordinary spaces because children must imagine them before they exist. You don’t need woodland to do this.

Try:

• Garden dens with sheets and chairs.

• Stick shelters in a local park.

• Beach windbreaks.

• Mini fairy shelters made from natural materials.

• Blanket forts that migrate outdoors.

Den building develops:

• Planning

• Engineering thinking

• Collaboration

• Persistence

• Creativity

It also gives children ownership of space – something many children deeply value. And once the den exists, the imaginative play begins!

Let children lead. The ‘best’ den is not the neatest one.

Family life can be wonderfully full, especially in summer, with so many opportunities, outings and activities on offer.

Yet some of childhood’s richest experiences often come from simpler moments – getting muddy, hours of playing, solving problems, building, climbing, cooking, digging and discovering.

The outdoors offers a rare kind of freedom: space to explore, test ideas and grow in confidence. Sometimes the most memorable summer moments are the ones where children are given time, trust and a little room to surprise us.

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

Jul 02
Love0
grandparents and a family farm

The summer safety net… Why grandparents matter more now than ever

By Education, environment, Family Farms, Green, Mental health
by Nicola Henderson CEO, Godstone Farm

For many families the long summer holidays are a time of anticipation – lighter evenings in the garden, picnics on the Downs and ice creams after a day out. But behind the postcard moments, there’s a quieter reality that many parents will recognise – six weeks is a very long time to juggle work, childcare and family life.

With many households balancing busy careers – often commuting into London – with family life, the logistics of summer can feel particularly stretched. Holiday clubs fill up quickly, childcare costs soon add up and annual leave only goes so far. This is where grandparents step in, not just as occasional helpers, but as a vital part of the fabric of modern family life.

Across the UK, grandparents’ contribution is extraordinary. More than half of grandparents now provide some form of childcare during the working week, often stepping in for hours – and sometimes days – at a time. On average, they provide over 20 hours of childcare a week, quietly filling gaps that formal childcare simply can’t always reach.

For many families, this support isn’t just helpful, it’s essential. Around 57% of parents with children under 13 rely on grandparents for childcare, and in a country where costs continue to rise, that support has a very real economic impact. It enables parents to continue working, while also giving children a sense of continuity and care that can be difficult to replicate elsewhere. But reducing grandparents to a line in a childcare spreadsheet misses the point entirely. What they offer goes far beyond logistics.

When out and about you can see this every day. Grandparents aren’t just supervising, they’re guiding, reassuring and connecting generations. They bring a different pace, a different perspective and often a kind of patience that today’s busy parents simply don’t have the luxury of time to offer.

There’s growing recognition of the emotional and developmental benefits this brings. Time spent with grandparents can help children feel more secure, broaden their understanding of family and identity and build confidence in social relationships. For grandparents themselves, the benefits are equally powerful, from improved wellbeing to a stronger sense of purpose and connection. In many ways, it’s one of the most natural and reciprocal relationships we have.

And yet, it’s also evolving. Modern grandparenting looks very different to a generation ago. Many are still working, travelling or living further afield, while also navigating new parenting styles and expectations. At the same time, families are increasingly relying on them not just for occasional help, but for regular, structured childcare, particularly during the school holidays.

Summer shines a spotlight on this dynamic. When school’s out for summer, parents often find themselves piecing together a patchwork of annual leave, flexible working and favours and it is grandparents who provide the continuity. They are the ones organising impromptu

days out, revisiting favourite places and creating the kind of simple, memorable moments that children often remember most vividly.

From a visitor attraction perspective, more of these multi-generational visits can be seen now than ever before. Grandparents aren’t just accompanying families; they’re often the ones planning the day, packing the snacks and really making an occasion of it. There’s something very special about watching those interactions unfold, whether it’s helping a toddler feed a goat for the first time or simply sitting together, unhurried, sharing an ice cream.

Many places have tried to respond to this shift in small but meaningful ways. There’s the occasional Grandparents’ Days which are designed to celebrate that relationship, creating space for shared experiences that feel easy, welcoming and inclusive. There’s a growing number of senior discounts and promotions as businesses start to realise the power of ‘the grey pound’ and during the summer holidays, when routines can feel anything but simple, the world really is starting to understand that value and flexibility matters.

A membership or loyalty pass has become a popular option for families looking for somewhere safe, familiar and relaxed to return to, particularly for grandparents caring for children across multiple days, who value anenvironment that feels manageable as well as enjoyable. It’s not about grand gestures, but about consistency – somewhere children can discover, play and build confidence, and grandparents can feel at ease – with access to excellent coffee too!

Of course, it’s important to acknowledge that not every family has this support. For some, grandparents may live far away, be working themselves, or simply not be part of a child’s life. And that’s where the idea of ‘chosen family’ becomes just as important. Extended family, close friends and neighbours – these networks can play an equally meaningful role. What matters most is that children have access to a wider circle of trusted adults; people who bring different experiences, perspectives and care into their world. Because family life rarely operates in neat categories. It’s fluid, interconnected and often beautifully collaborative. And while grandparents play an extraordinary role within that, it’s one that deserves to be recognised, not assumed. Because alongside the joy, there is also generosity. Time, energy and patience often given quietly, without expectation.

So, this summer, as families everywhere navigate the juggle, perhaps the real story isn’t just about how we fill the weeks, but who we fill them with. Because in the end, it won’t be the perfectly planned days that children remember most. It will be the people.

Godstone Farm in Surrey offers enriching outdoor experiences all year round.

www.godstonefarm.co.uk

Mar 24
Love0

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mar 23
Love0
independence for children

The age of independence

By Education, Indepence

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

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

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

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

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

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

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

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

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

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

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

Mar 20
Love0
jumping children

Parents feel unprepared to keep their child healthy

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Mar 16
Love0

Supporting your child’s mental health

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mar 10
Love0
SEN and ECHP

Securing an EHCP for your child

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mar 10
Love0
fun food for kids

From beige to brave

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

Building food confidence in children through sensory play and visual tools

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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