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Mar 07
Love0

Raising resilient children

By children's health, Early Years, Education, Exercise, Forest School, play, Uncategorized
by Lucy Owen-Collins
Head of Adventures at Bee in the Woods Kindergartens

What outdoor nurseries know about risk, freedom and play

Spring has a wonderful way of reminding us that children, like the natural world, grow best when given space, time and the right conditions. As blossoms return and days stretch out, many families find themselves venturing outside more often – opening the door to something Early Years educators have known for decades: outdoor play isn’t just ‘nice to have’ – it’s one of the most powerful ways to build resilience in young children.

At outdoor nurseries, children spend their days immersed in nature. What we observe, time and again, is that resilience isn’t taught – it’s lived. Through climbing, balancing, running and problem-solving, children learn what their bodies can do and how to navigate the world with confidence.

“Resilience isn’t taught – it’s lived, through movement, challenge and freedom.”

Why risky play matters
Risky play – clambering, balancing, running on uneven ground, navigating logs, slopes and tree roots – has been widely shown to increase children’s coordination, confidence and risk-management skills. Importantly, these experiences don’t remove danger; they teach children what danger feels like and how to make good decisions around it. It means offering children opportunities to assess, manage and respond to challenges in a supported environment.

When a child pauses at the base of a muddy slope or tests a branch before climbing, they’re developing judgement, balance and self-awareness. Outdoor practitioners support these moments with calm presence rather than intervention, asking questions like, “What’s your plan?” or “How does that feel?”

Research consistently shows that children who engage in appropriately risky play develop stronger motor skills, better risk assessment and greater emotional regulation. Just as importantly, they learn confidence in their own decision-making.

“When children learn to judge risk, they grow confidence – not fear.”

Health resilience, built outside
Spring weather can be unpredictable, but outdoor learning thrives on this variety.

Children who spend long periods outside become more adaptable – less phased by drizzle, cold breezes or muddy boots.

Research suggests that regular outdoor play supports immune health in several ways. Exposure to fresh air, sunlight and diverse natural environments helps regulate circadian rhythms and supports vitamin D production- linked to immune function and overall wellbeing. Studies also highlight the role of environmental biodiversity; contact with soil, plants and natural microbes can help strengthen the immune system by supporting healthy gut and skin microbiomes.

In practical terms, this often looks like children who cope better with seasonal changes, recover more quickly from minor illnesses and show improved energy and stamina.

“Muddy hands aren’t a problem – they’re part of building a healthy immune system.”

Nature: The ultimate motor-skills playground
Nature provides a constantly changing environment that challenges the whole body. Uneven ground strengthens balance and coordination. Climbing builds core and upper-body strength. Carrying heavy objects develops proprioception and teamwork.

These physical experiences are deeply connected to brain development. Neuroscience tells us that movement supports learning, attention and emotional regulation. When children navigate varied terrain, they create richer neural pathways – laying foundations for skills like writing, concentration and problem-solving.

“Uneven ground builds strong bodies – and adaptable minds.”

Trust, courage and self-assurance
Perhaps the most powerful element of outdoor learning is trust. Children are trusted to try, to wobble, to fall safely and to try again. Adults remain close, attentive and supportive, but not intrusive.

A child jumping from a stump isn’t just playing – they’re testing belief in themselves. When adults honour that moment, children internalise a powerful message: I am capable.

Over time, this self-assurance travels with them – into friendships, learning and everyday challenges beyond the woods.

“Confidence grows in the space between challenge and trust.”

Advice for families: Bringing risk, freedom and play into family life
You don’t need a woodland to experience the benefits of outdoor play. Spring is a wonderful time to lean into simple, low-prep ideas that help children stretch their bodies and minds.
1. Make micro-adventures part of your week
A walk to the local park can become a balancing challenge on curbs, logs or small walls. Invite children to choose the ‘wobbly path’.
2. Let them get properly muddy
Messy play is body work, brain work and emotional work. Pack spare clothes in the car and relax into it.
3. Ask reflective questions instead of instructions
Try: “What’s your plan?” “How does that feel?” “Do you need anything to make this safer?” These questions build decision-making skills.
4. Resist the urge to rescue too quickly
If a child is struggling to climb, pause before stepping in. Check they are safe, then give them space to problem-solve.
5. Vary the terrain
Choose parks, beaches, woodlands or even gardens with natural gradients, slopes and textures. Nature is built for motor-skill development.
6. Celebrate courage, not outcomes
Praise the trying, not the height climbed. Children flourish when bravery is noticed.

Growing resilience, one spring day at a time
As children run, climb and explore through spring, they are doing far more than playing. They are building physical strength, immune resilience and emotional confidence through experiences that can’t be replicated indoors.

Outdoor nurseries remind us that childhood doesn’t need to be smoothed or rushed. When children are given freedom, trust and space to move, they grow into themselves – strong, capable and ready for what comes next.

Sometimes, the most powerful thing we can do is just open the door and let nature lead the way.

Bee in the Woods Kindergarten is a woodland preschool and community Forest School for three to seven year olds, based in Portslade and Stanmer Park in Brighton.
For more information www.beeinthewoods.co.uk

Mar 06
Love0
children hidehole

Encouraging independence in the early years

By Early Years, Education, Independence
by Bronia Grehan
Head at St Christopher’s School and Nursery, Epsom

The early years, from birth to five, are full of incredible growth. During this time, children discover who they are, how the world works and what they can do. One of the most important skills they develop is independence. It is much more than being able to put on shoes or pour a drink. Independence supports confidence, emotional wellbeing, creativity and the ability to learn and adapt.

In nurseries and pre-prep schools that take a child-centred approach, independence is built naturally into everyday life. It appears in routines, play, friendships and self-care. When children are trusted with small, achievable responsibilities, they become more confident, curious and ready to explore.

At our school, even at nursery age, our children get opportunities to initiate their own activities as we balance teacher-led and child-initiated learning, giving children the freedom to explore, think critically and develop their creativity.

Why independence matters
Parents often think of independence as simply ‘doing things for themselves’, but it reaches much deeper than that. Giving children small responsibilities helps them build confidence, because they learn that their choices matter and that they are capable. Challenges that feel slow, messy or frustrating at first, teach valuable lessons in patience and resilience. Choosing activities, exploring freely and trying things out helps children grow socially, emotionally and academically. When children are encouraged to think and try for themselves, they become active, curious learners who are eager to explore rather than waiting to be shown what to do.

Independence is not about expecting children to manage everything alone. It is about helping them feel secure, capable and ready to take on new challenges.

What an independence-friendly environment looks like
Settings that support independence make it easy for children to do things for themselves. Toys and materials are kept within reach. Shelves and storage are clearly organised, and activities are set up so children can confidently choose what interests them.

Teachers break down tasks into simple steps and demonstrate them first, whether children are experimenting with early mark-making or learning how to tidy up. Children are encouraged to make small decisions, such as choosing a story or selecting materials. These moments help them feel heard and trusted. They also learn to ask friends for help, work together and take responsibility for shared spaces, such as hanging up coats or putting toys away.

Independence in the early years is about striking a balance. Children are given the freedom to explore while still receiving support when they truly need it.

Practical strategies that nurture independence
Simple routines make a big difference. When children know what to expect, such as unpacking a bag, hanging up a coat or washing their hands, they naturally become more responsible. Even if it takes longer at first, letting them try helps these tasks become habits over time.

Offering small choices also builds confidence. Allowing a child to pick between two snacks, choose a jumper or decide what to play with next gives them manageable opportunities to make decisions. This helps them learn to express their preferences and trust their own judgement.

A well-organised space supports independence too. Low hooks, reachable shelves and neatly labelled boxes allow children to find and return things without needing an adult. Teachers often ‘show and then step back’. They model a task, offer gentle guidance and then give children space to try it themselves.

Unstructured, child-led play is another powerful driver of independence. When children build, imagine, explore and negotiate with others, they are practising decision-making and problem solving in a natural way. This is particularly evident in our Forest School where the children learn through physical play and exploration in the outdoor environment, after direct teaching from our specialist teacher, which supports confidence and independent thinking.

How parents can support independence at home
Children make the fastest progress when home and school work together. Parents can support independence through simple daily habits. Involving children in small routines such as unpacking bags, hanging coats or collecting a snack helps them take responsibility. Offering choices between two outfits, snacks or bedtime stories gives them safe opportunities to make decisions. Encouraging them to look after toys, books and clothes builds a sense of ownership. Supporting early self-care skills, such as brushing teeth, getting dressed or washing hands, also helps them gain confidence. Allowing periods of uninterrupted play, while staying close by if needed, creates room for exploration. Praising effort and persistence shows children that their attempts matter, even when things are not perfect.

At our school we use a child-size kitchen in the nursery where children have the opportunity to cook in some way, every
day. The children are given tasks such as grating, cutting, cooking or baking dishes such as apple crumble, hedgehog bread rolls during the autumn and birthday cakes to celebrate birthdays together.

Balancing support with freedom
Supporting independence does not mean stepping away completely. Too much freedom can feel overwhelming, while too much control can hold children back. The key is finding a middle ground, being available and steady while still encouraging small steps forward.

Children also need emotional support as they grow. Talking things through, modelling kindness and helping them navigate social situations all give them the tools to make good decisions and cope with challenges.

We have a House system which fosters responsibility, belonging, and peer leadership, helping children develop agency and social independence. Year 2 pupils are given meaningful opportunities to grow as leaders across the classroom, playground and wider school community, strengthening skills such as communication, collaboration, problem solving and decision-making.

Children take on roles such as prefect, librarian, eco-captain, or Chair of School Council, experiencing leadership in action. They also contribute to class projects, lead parts of assemblies and support school events.

By reflecting on these experiences, pupils learn to take responsibility, listen to others, share ideas confidently and work towards solutions as part of a team. We aim to nurture confident, caring young leaders who make a positive impact on their school community.

A lasting gift
Encouraging independence in early childhood is one of the most powerful gifts we can offer. It is not just about shoes, coats or tidy-up time. It is about helping children believe in themselves.

Every small moment counts. Choosing a book, pouring a drink, solving a disagreement or building a tower all help children develop confidence and resilience. These experiences shape the kind of learners, and people, they will become.

By offering gentle support, stepping back at the right moments and allowing space to try, we help children grow into self-assured, curious and capable individuals who feel ready to explore the world.

St Christopher’s is an independent Pre-Prep and Nursery for children from 2 ¾ to 7, based in a leafy residential road close to Epsom town centre.
It has recently been named Independent Pre-Prep of the Year 2025 in recognition of its exceptional approach to early years education and unwavering commitment to giving children the very best start in life.
www.st-christophers.surrey.sch.uk

Mar 04
Love0
flower garden

Creative growth Nurturing imagination with nature

By dance & Art, Early Years, Education, Forest School
by Kerry Ferris
Prep School Head of Art, St Catherine’s Prep School, Bramley

In my role as Prep School Head of Art, I am passionate about how nature and creativity intertwine to unlock imagination, calm the mind and inspire joyful learning. The connection is powerful and undeniable: nature engages all the senses; its colours, textures, sounds and shapes spark curiosity and invite exploration.

Our students don’t just observe nature; they interact with it in tactile ways that fuel creativity. They have drawn with sticks, printed with leaves and used natural materials as both tools and inspiration. For example, they pressed leaves into clay, cut around the shapes, moulded them into bowls, and painted the finished forms. These experiences nurture observation, patience and a deeper connection with the world around them.

Scientific research supports what we see daily: Time in nature restores children’s attention and focus. Natural environments allow the brain to relax and recover from fatigue, improving concentration and encouraging creative problem solving. Being outdoors also boosts cognitive flexibility, the ability to think in new and original ways, an essential ingredient for creativity.

Students often don’t realise how deeply nature is woven into their learning. From recycled materials to natural textures and colours, nature lies at the heart of every project, even subtly. Its endless variety reminds us of individuality: no two leaves are the same, just as no two people are alike. The unpredictability of nature, like an insect suddenly crawling from beneath leaves, sparks wonder, curiosity and sometimes laughter. This curiosity is the seed of creativity, encouraging exploration and experimentation.

Recently, we gathered conkers from the chestnut tree, admiring the contrast between smooth seeds and spiky shells. We collected leaves of all shapes and colours to craft autumn wreaths, each student free to design something magical for home. These natural forms will also be used for prints, transforming simple outdoor objects into tools for artistic expression. Such encounters inspire children to see the world differently and imagine new possibilities.

Nature offers an ever-changing palette of shapes, patterns and textures that children instinctively want to explore. Throughout history, artists from Monet to Andy Goldsworthy have drawn inspiration from the natural world. With Year 3, students studied insects closely, noticing intricate patterns and forms. Year 5 explored landscapes, inspired by famous artists and their surroundings, creating their own interpretations. These projects show how nature and art complement each other, providing endless opportunities for learning and creativity.

We have also celebrated contemporary female artists such as Hester Berry and Barbara Rae who use nature as their muse. Experiencing nature first-hand allows students to connect with this creative legacy while developing their own voices. Beyond inspiration, natural materials encourage experimentation, problem-solving and imaginative thinking – skills vital in art and life. Children sharpen observation and fine motor skills as they notice the veins of a leaf, the curve of a shell, or the texture of bark and translate these details into clay, paint and prints.

Nature fosters collaboration too. Outdoors, children share discoveries, exchange ideas and build on each other’s creativity. A simple walk can spark conversations about colour, form and texture, leading to group projects that celebrate collective imagination.

Our Prep School, surrounded by woodlands, offers endless opportunities. Students collect leaves, sticks, pinecones, bark and seeds to create prints and make nature brushes, exploring ways to represent our community through art. They experiment with tea dyes and textured materials from the grounds, finding creative ways to bring the essence of our environment into their work.

Sustainability is another vital dimension. By encouraging the use of natural and recycled materials, we instil environmental responsibility alongside artistic skill. Children delight in bringing egg cartons or cereal boxes for the cardboard collection, learning that creativity doesn’t depend on expensive resources but flourishes through imaginative use of everyday materials. This approach nurtures respect for the planet and teaches resilience, as students transform limitations into opportunities for innovation and think ‘outside the box’ to create meaningful, original artwork.

We also explore how nature inspires cultural traditions worldwide. Year 5 students, for example, have been learning about the Windrush generation. To enrich this, we studied Caribbean culture in art lessons, examining shells, flowers and wildlife. Though far from the Caribbean, handling real cultural items, shells, fabrics and objects generously lent to us, gave students first-hand experience. They transformed these observations into vibrant patterns capturing the colours, textures and rhythms of Caribbean life.

Nature is at the heart of our art practice. By learning from and creating with the natural world, students develop a lifelong love of creativity grounded in curiosity, mindfulness and respect for the environment. They understand that art is not only about producing beautiful objects but about cultivating ways of seeing, thinking and connecting with nature.

St Catherine’s Prep School extends a warm welcome to parents who would like to visit the school.
Visit www.stcatherines.info to find out more about upcoming open mornings and arranging a visit.

Mar 01
Love0
teacher and kids

Life lessons and character in the classroom from the very start

By Early Years, Education, Independence, Wellbeing
by Matthew Jelley
Head of Junior School, Claremont Fan Court School

This article explores how skills like critical thinking, creativity and independent learning complement academic study to nurture confident, resilient and adaptable young pupils, ready to explore, grow and take on the world.

We all know that life can throw the unexpected as us – as Forrest Gump said, “Life is like a box of chocolates” and whilst we might want to pick out the fudge, we may end up with the coffee cream… So, how do schools provide the foundations for success right from the start of learning journeys and prepare our children for the challenges and unpredictability of life beyond the safety of the school walls? And when we read about character education, what does this actually mean?

Abraham Lincoln defined character as your actions when you know that you ‘would never be found out’, which suggests that in considering character education, we need to ensure that children understand the benefits of acting, for want of a better term, morally – and doing so in the knowledge that this is not only good for others but good for themselves as well.

In the classroom, this can be achieved by creating a culture where the habits that support effective learning are made explicit: problem solving, critical thinking, collaboration, communication, attentiveness and connection-making – though far from exhaustive, these are some of the habits crucial to future success in learning. A classroom that routinely demonstrates these behaviours will support both individual and group success – learning rarely happens in isolation as it’s a social process, after all. And schools must explicitly value these behaviours, noticing and celebrating the children’s efforts through assemblies, awards and recognition, as they work to become more effective learners.

Second, messaging around desirable character qualities, or virtues, should act as a golden thread to tie together all of school activity, again showing the mutual benefit to our selves and others of behaving in this way. A school’s curriculum extends far beyond what’s taught in the classroom so trips and residentials, recreational time, sport, music, drama, clubs, service, charity, outreach and pupil voice all present opportunities to learn how one’s character can be developed. This helps to develop greater independence, build resilience and solve problems, pushing children out of their comfort zone in order to thrive, and providing real life experience to illustrate the benefit that comes when we embrace challenge. And in all these activities children should be mindful, and reminded, of their commitment to acting in accordance with a prescribed set of values, where individual happiness and success is valued alongside that of the whole community.

Curriculum must be aligned with character based aims too. The content of what children learn can be carefully curated to provide examples, from history and contemporary society, of character qualities in action. This includes how to cope with adversity, how perseverance can pay off, why collaboration, teamwork and empathy are integral human qualities and why tolerance and respect are crucial to a healthy, functioning society.

Finally, we know that the most effective learning takes place when we are pushed beyond what is comfortable, and this goes for character education too. School culture should openly celebrate challenge, actively foster independence and autonomy and support children in understanding of where one ‘fits’. This means that processes and policies, for example an approach to behaviour management, conflict resolution and the management of recreational play, should be aligned with developing positive character traits, and support children in finding what makes them tick and how they can best ‘fit’ with others. This means providing children with the space to be themselves and to make mistakes, but safe in the knowledge that they have adults around them who support and care for them, who will be there to lend a helping hand but are committed to ensuring that they can stand on their own two feet to be productive, happy and successful future citizens.

Nestled in 100 acres of historic parkland in Esher, Surrey, Claremont is an independent co-educational HMC school for girls and boys aged two to eighteen, offering an academically ambitious environment that inspires and nurtures the whole child.
Find out more: www.claremontfancourt.co.uk/newsletter-and-events
Email: admissions@claremont.surrey.sch.uk Tel: 01372 46404

 

Dec 03
Love0
children in forestschool

A year in the woodland classroom

By Education, Forest School
by Neil Harris
Shoreham College Junior School

Much like farming, teaching has its own cyclical rhythm. We mark the passing of time not by the calendar alone but by familiar milestones: the excitement of a new term, the joy of the harvest festival, the sparkle of Christmas concerts, the splash of swimming galas and the cheers of sports days. Each new school year, like the start of a growing season, carries with it optimism and promise. The first page of a brand-new exercise book lies open, waiting to be written, every possibility still ahead.

For Forest School practitioners, that rhythm is felt even more keenly. Nature itself becomes our clock, and the shifting seasons write their lessons all around us.

As the seasons roll by, their transitions are mirrored in the landscape. Because my Forest School is based within a school setting, our year begins in September. While we look forward to the start of a new academic cycle, the forest is already preparing for its winter sleep – but it’s not quite done yet.

If you know where to look, the forest offers polished treasures hidden within spiky seed pods. Shiny brown chestnuts and horse chestnuts, acorns and winged ash seeds are amongst the most coveted prizes for many children. Their smooth surfaces glint like jewels in small hands, and beyond the thrill of the find, they lend themselves to a wealth of activities: threading, counting, crafting or even serving as the currency in elaborate role-play games.

Meanwhile, the elder bushes hang heavy with berries, their clusters almost black, glistening like beads against the fading green leaves. Crushed, they release a deep, inky purple – perfect for art projects, or for brewing up ‘magic potions’ in the imaginative world of children’s play.

Yet this is also the moment for gentle reminders: the forest provides not just for us but for its wild inhabitants too. Birds feast on these berries, and the purple splatters beneath their favourite perches become vivid clues for young nature detectives and a warning to leave plenty on the tree for the wildlife we share this space with.

As the bright hues of autumn fade into winter, the bones of the forest are revealed. Skeletal trees shiver in icy winds and we gather close to the fire – not only for its cheerful glow but for its comforting warmth, a beacon against the cold.

Winter is also a season of beginnings, the perfect time for planting tree whips – young saplings with slender stems and neat, compact roots that slip easily into the earth. In our setting, we aim for every child to plant a tree during their time with us, a lasting mark that they were here and an opportunity to give back to the woodland that nurtured them.

Spring is, without doubt, my favourite season in the forest. In the earliest days, when the ground still holds winter’s chill, the spring bulbs push their snouts through the frozen soil – a small but thrilling promise of warmer days to come. By the season’s height, the woodland has transformed into something close to magical.

Cow parsley and elder burst into bloom, their umbels creating clouds of creamy white that froth through the undergrowth like a bridal bouquet scattered across the forest floor. The air grows heavy with their delicate scent, challenged by the sharper, more pungent aroma of wild garlic as it unfurls its star-like blossoms. The woods in spring are alive not just with colour and fragrance, but with activity.

For our young explorers, this is a season of discovery: blindfolded scent trails that sharpen the senses, hapa zome prints (the magical art of textile or paper printing with plants and flowers) that capture fleeting blooms on cloth and paper and exciting stakeouts beside nesting boxes. And for those who feel overburdened, ten minutes spent watching harassed songbirds flitting back and forth to their chicks helps to put life in perspective.

The start of spring is unmistakable – a sharp jolt waking the forest from its winter slumber. Summer, by contrast, creeps in almost unnoticed. As the days lengthen and the soil warms, the pace of life in the forest slows from spring’s frenetic energy.

For the children, warmer days mean lazing in hammocks while listening to songbirds and building shelters to keep the sun off their heads. Summer is also the perfect time to bake bread over the fire. The heat in the air coaxes the dough to rise, and the scent of freshly baked bread drifting through the trees draws people into the fire circle. Crusty loaves of sourdough, pizzas, garlic-drenched dough balls and simple flat breads are each at their best when cooked over hot coals and eaten in the fresh air.

By now the cow parsley flowers have faded, leaving only the skeletal outline of their blooms – a delicate seed where each floret once was. These make wonderful, if fragile, hedgehog spines when pushed into clay models, a reminder of our favourite woodland visitors. As we begin to think about our summer holidays, these busy creatures are already preparing for their hibernation.

And so the seasons turn, each leaving its mark not only on the woodland but on the children who explore it. Just as a farmer’s year is measured by sowing and harvest, ours is shaped by saplings planted, berries gathered, songs sung around the fire and friendships forged beneath the trees. By the time the cycle brings us back to September, we are not the same as we were before: the forest has changed, the children have grown and together we have written another chapter in the story of this living classroom.

Please call 01273 592681 to find out more about what Shoreham College can offer you, or to arrange a personal visit at any time of the school year.
www.shorehamcollege.co.uk

 

Dec 03
Love0
donkey

Why experiences make the best Christmas gifts

By Education, environment, Family Farms, Forest School, Green
by Nicola Henderson
Godstone Farm

Every year, as Christmas approaches, many of us face the same dilemma: what to buy for our loved ones. Shops are overflowing with shiny new toys, gadgets and trinkets, each promising to be the ‘perfect gift’. But how often do those gifts gather dust on a shelf, or end up forgotten by January? Increasingly, in our busy lives people are realising that the most meaningful presents aren’t objects at all – they’re experiences where we can value time spent together.

Many visitor attractions see firsthand the joy that comes from shared moments and family adventures. Whether it’s watching a child’s face light up as they meet an animal up close, enjoying a day of discovery with grandparents, or creating a new festive tradition together, these are memories that last far longer than anything that comes wrapped in shiny paper. That’s why experience-based gifts – such as gift cards for days out, animal encounters, or tickets to special events – are becoming the new gold standard for Christmas giving.

Memories really can outlast material presents
Think back to your own childhood Christmases. Do you remember the toys you unwrapped each year? A few, maybe, but more likely, your fondest memories are of the moments spent with family, baking mince pies with mum, building a snowman with dad, or visiting a magical event together. That’s the beauty of gifting experiences, they create stories that can be retold, moments that can be treasured and photos that bring a smile for years to come.

A day out, for example, becomes so much more than simply ‘something to do’. It’s the delight of hand-feeding the goats, the fun of playing races in a soft play, the thrill of a tractor ride across the fields and the joy of simply being together away from everyday distractions. Experiences build connections, strengthen relationships and give families the most precious gift of all – time spent together.

Kinder to the environment
In today’s world, we’re all becoming more aware of the impact our choices have on the planet. Every year, millions of plastic toys and novelty gifts are bought, played with briefly, and eventually thrown away, many ending up in landfill. On top of that, the wrapping paper, packaging and batteries all add to the festive waste pile.

Choosing to give an experience instead is not only thoughtful, but also eco-friendly. A gift card, for example, can be tucked into a simple envelope – no need for excessive packaging, ribbons or plastic wrap. By gifting a day out or an event ticket, you’re giving joy without adding to the clutter of Christmas waste. It’s a more sustainable way to celebrate, one that aligns with the growing desire to protect our environment for the next generation – the very children we’re gifting to.

Flexibility for busy families
Another benefit of giving experiences is their flexibility. The festive season can often feel like a whirlwind of school plays, family visits and Christmas dinners. An experience doesn’t demand to be used immediately; instead, it gives families the freedom to plan a trip that suits them. Whether they fancy a winter adventure in January or a springtime visit to a farm, this type of gift is theirs to enjoy at the perfect time. There are so many experiences on offer in the UK, a spa day or driving experience might work for adults whilst days out are popular among children.

For grandparents, godparents or family friends looking to give something meaningful, this flexibility is invaluable. Rather than buying ‘just another toy’, they can give a promise of fun, adventure and quality time together.

Something different
Beyond general entry, experience-based gifts can be truly magical. Imagine the delight on a child’s face when they discover they’ve been gifted a behind the scenes experience, feeding the pigs, grooming a pony or learning more about the creatures they love. These encounters create unforgettable moments and often spark a lifelong interest in animals and nature. Places that offer a variety of different experiences will mean that all budgets can also be catered for.

Reduce stress and increase joy
There’s also a practical advantage to gifting experiences: it can make Christmas shopping less stressful! No more endless trawling through toy aisles, trying to guess which gadgets children already have, or worrying whether clothes will fit. An experience is always the right size, never goes out of fashion and won’t be forgotten after a week!

In fact, studies have shown that people feel happier when they spend money on experiences rather than material possessions. The anticipation of an upcoming day out provides joy before the event even begins, while the memories created extend the happiness long afterwards.

A Christmas that truly means something
At its heart, Christmas is about togetherness, joy and making memories. By choosing to give experiences rather than ‘things’, we can also stay truer to the spirit of the season.

So, this year, perhaps we should rethink our gift lists. Instead of filling stockings with ‘stuff’, why not give the people you love the chance to make memories that last a lifetime? After all, toys break, gadgets age and clothes go out of style – but the memory of time spent together will never fade.

Godstone Farm in Surrey offers enriching outdoor experiences all year round and welcomes a variety of baby animals each spring.
www.godstonefarm.co.uk

Nov 18
Love0
toilet training

Why toilet training a year earlier is an urgent issue

By baby health, Childcare and Nannying, children's health, Health, special educational needs, Wellbeing

Toilet training children a year earlier could solve a host of issues in the education and health service and improve children’s overall health and wellbeing – so why aren’t policymakers pushing forward measures to support families doing it sooner?

ERIC, The Children’s Bowel & Bladder Charity, with support from Kindred Squared and Jodie Gosling MP, recently hosted a Parliamentary roundtable discussion bringing together key stakeholders in early years, education and children’s health and social care, to discuss the huge impact delayed toilet training is having on children’s lives. The discussion centered around the significant opportunities that exist to improve children’s health, social care, education and wellbeing by toilet training earlier.

The charity is pushing for clear guidance around toilet training, greater benchmarking of children’s progress, and standardised training for professionals supporting families in early years (including health visitors and early years practitioners).

Over the last two generations, the average age that children are being toilet trained in the UK has risen from 12-18 months, to an average of around three or even four years today. Later toilet training increases the risk of developing wetting and soiling issues later and also prevents the early identification of bladder and bowel problems.

The impact is profound across education, health and social care:
• A staggering 1 in 4 children start school still not toilet trained.
• 90% of teachers have at least one child in their class who is not fully toilet trained.
• On average 2.4 hours of teacher time is lost every day supporting children who are not school ready to catch up – directly affecting educational outcomes for all children in the class and hampering the Government’s mission to ensure children start school ready to learn.
• Hospital admissions for childhood constipation (which can be exacerbated by delayed toilet training) have increased by 60% over the past decade (over 44,000 children last year).

The charity argues that if children were toilet trained a year earlier, it would improve outcomes for children, save children’s health and education services time and money, and reduce the environmental impact of nappies going to landfill. The potential positive impacts are significant:
• Reduce the social and emotional impact of delayed toilet training on the child: Two thirds of teachers (65%) and 58% of parents agree that not being ready for school when starting Reception could have long term impacts on a child’s success in later life. Ensuring they are toilet trained well in advance of starting school means they’re less likely to feel embarrassed or be ostracized from their peers, which can have a profound effect on their early days in school.
• Better education: If they didn’t have to deal with children who weren’t toilet trained, teachers could save up to 456 hours – that’s around 10 days of extra teaching time they could spend focusing on improving children’s education over the academic year.
• Better health: There is a link between delayed toilet training and childhood constipation. Currently 1 in 3 children suffer from constipation. In a single year, the NHS spent £168 million treating constipation.
By preventing a number of children from suffering from this, it could also save the NHS a significant amount. The cost of treating constipation is equivalent to funding 7304 newly qualified nurses for a year.
• Better for the environment: It’s estimated that the average child uses between 4,000 and 6,000 disposable nappies before they are toilet trained, and the UK disposes of around 3bn disposable nappies annually. If every child was toilet trained one year earlier, we could save between 5.3bn – 7.1bn nappies from going to landfill.
• Cost savings for parents: Parents in the UK can expect to spend approximately £1,000 on disposable nappies per child from birth to toilet training. This translates to about £400 per year for disposable nappies. So by toilet training earlier, they could save themselves up to £400 – that’s equivalent to about two weeks of nursery fees in some parts of the country, or perhaps a UK family holiday.

Siân Wicks, CEO of ERIC, The Children’s Bowel & Bladder Charity said: “ERIC calls for children to be toilet trained a year earlier. We have reviewed the evidence base, examined the impact on the child and family that delayed toilet training has. It is time to reduce the stigma. It is essential that we raise the profile of this debate. We are calling for clear national guidance, both for families and professionals, particularly for those who support children in early years.There has been clear guidance on issues like breastfeeding and sleep, but not on toilet training; yet, as we’ve seen, this is causing a host of issues that are costing families, society and the government dearly. There needs to be a greater sense of collective responsibility for children’s bowel and bladder health, and all stakeholders across government, children’s health, education and social care need to work together to support families to reach this milestone sooner.”

Felicity Gillespie, Director of Kindred Squared said: “Our research shows that parents are keen for clear, simple and evidence-backed advice. That’s why we’ve worked with the early years sector to produce startingreception.co.uk. The medical evidence is clear; unless there is a diagnosed medical need, children are best served by being out of nappies between 18 and 30 months. We welcome Eric’s efforts to spread this information as widely as possible!”

Jodie Gosling, MP, said: “Too many children are starting school feeling anxious, isolated, or even ashamed – simply because they haven’t been supported to reach a basic developmental milestone: being toilet trained. The removal of Sure Start provision has left families without the necessary infrastructure to learn and thrive. This isn’t just about nappies. It’s about dignity. It’s about confidence. And it’s about giving every child the best possible start in life. We’ve heard today how delayed toilet training is affecting not just individual children, but their families, entire classrooms, our NHS, and our environment. The evidence is clear – and the cost of inaction is too high. This is an issue that requires urgent, coordinated action. We need clear national guidance, better training for early years professionals, and a shared commitment across government to support families in reaching this milestone sooner. Because when we help children thrive from the very beginning, we all benefit.”

Alison Morton, CEO of Institute of Health Visiting, said: “Gaining mastery of your own bladder and bowel function is an important milestone in a child’s development. However, toileting practices and advice have changed over the years, and are heavily impacted by marketing tactics to delay toileting and prolong the use of nappies under the guise of ‘waiting until children are ready’. This has a human, financial and environmental cost. I encourage all professionals to maintain high expectations for the ability of all children, including those with disabilities, to achieve the skills for toileting. Unnecessary delays and low expectations are limiting children’s life chances and can have lifelong consequences. Getting this right is not really a choice, it is fundamental for children’s dignity, safety and quality of life”.

For further information please visit www.eric.org.uk

Nov 18
Love0

The silent sugar surge – and how parents can help their children eat smarter

By baby health, Education, Exercise, family, Food & Eating
by Monica Price
Nutritional Therapist

Being a parent can be full of challenges – especially when you have to start navigating food for your children. When you step into any supermarket you’ll be surrounded by brightly packaged snacks, ‘low sugar’ yogurts, cartoon-covered cereal boxes, and juice pouches that claim to be ‘healthy’ or ‘natural’. But behind the clever marketing lies a harsh truth because many of these convenience foods are packed with hidden sugars and they’re contributing to a worrying trend of the rise in childhood obesity and early years health issues, such as Type 2 diabetes, high blood pressure and even liver problems.

Sugar isn’t just in sweets. It hides in cereals, granola bars, yogurt, flavoured water and juice, pasta sauces, ketchup, snack packs and shop bought ready-made meals.

Many of these foods are marketed to look like the healthy choice – but even a ‘no added sugar’ fruit snack can have as much sugar as a small chocolate bar.

The UK NHS recommends no more than 19g (about five teaspoons) of free sugars per day for children aged four to six. Some popular children’s yogurts contain more than that in one pot.

So what can you do?
Making healthy food choices for your child doesn’t have to mean cutting out all treats or spending hours in the kitchen.

It’s about education, awareness of food and making small changes to their diet that make a big difference over time.

My top five tips are:
1. Learn to read food labels together
Turn your shopping trip into a mini scavenger hunt – teach your child to spot sugar on labels. It hides under many names, including:
• Glucose
• Fructose
• Corn syrup
• Honey
• Fruit juice concentrate

Aim for foods with less than 5g of sugar per 100g for everyday choices.

Top Tip: If sugar is listed in the first three ingredients – it’s a red flag so avoid it.

2. Reduce sugary snacks
Total sugar bans can lead to obsession or secret snacking for a child so instead:
• Save sugary treats for special occasions, like birthdays or weekends
• Offer fruits, nuts, cheese, or oatcakes as after-school snacks
• Use words to explain to your child so they can understand.

Children learn by repetition and routine. The more you offer better options, the more likely they’ll get used to them.

3. Cook together and talk about food
Children are far more likely to try something if they have helped make it.
• Get them to wash vegetables, stir sauces, or choose toppings
• Talk about where food comes from – what grows in the ground, what animals produce and how it ends up on their plate
• Try growing herbs, tomatoes or lettuce at home or in a pot on a windowsill

This helps them connect food with health and gives them ownership over their choices.

4. Offer variety without pressure
We often fall into the habit of rotating the same four or five meals and snacks our children claim they like, but start to introduce different foods to encourage a healthy gut, stronger immunity and lower sugar cravings.

Don’t stress if your child doesn’t take to a new food right away. It can sometimes take up to 10 -15 tries before a child accepts something new.

Top Tip: Put new foods next to familiar ones instead of replacing them. A few slices of raw pepper beside their usual sandwich for example.

5. Choose water first
Juice, squash and fizzy drinks are the biggest sources of unnecessary sugar for children.

Even 100% fruit juice, while natural, is high in sugar and lacks the fibre whole fruit offers.
• Make water the default drink
• Try adding fresh fruit, cucumber, or mint for natural flavour
• Save juices and fizzy drinks for occasional treats – not as a daily habit.

Remember you are not alone – it’s OK if your child doesn’t eat kale or quinoa – what matters is that you are teaching them to understand what healthy food is, to empower them as they grow older to make informed choices.

You are then setting the stage for life long healthy eating habits – and that is one of the greatest gifts you can give to your child.

Monica Price is a qualified Nutritional Therapist, Writer and Broadcaster. She is the go-to expert for health and wellbeing on national television and radio stations across the UK.

www.monica-price.co.uk

 

Nov 15
Love0
Forest-school

Why children need outdoor play – and simple ways to encourage it

By Early Years, Education, environment, Forest School, Wellbeing

by Dr John Allan,
Head of Impact and Breakthrough Learning at PGL Beyond

In a world dominated by screens, getting children outdoors has never been more urgent – or more important. Outdoor activity offers far more than just physical exercise: it nurtures resilience, builds confidence and develops a wide range of skills that can’t be replicated indoors.

Outdoor play provides conditions rarely found indoors. The unpredictability and multi-sensory nature of being outdoors challenges children to think creatively. Outdoor activities encourage children to explore, make decisions and adapt, building confidence and independence along the way. A child who is used to this is more likely to view setbacks in life as problems that can be solved, or even as stepping stones to growth.

Research shows that children who develop strong psychosocial skills early report better adult outcomes, including higher educational attainment, stronger employment prospects and improved mental health.

Learning new skills – whether physical, cognitive or social – is fundamental to healthy development. Outdoor experiences accelerate this process by fostering a balance of physical, social cognitive and emotional literacy at a time when brain development is most rapid.

Building resilience is central to this process. Psychosocial skills – such as self-awareness, empathy, creativity and adaptability – are established through varied, hands-on, practical experiences. Children who overcome physical obstacles can learn to ‘bounce beyond’ their original position, facing future challenges of all kinds with greater strength. This helps them to build the confidence and mental flexibility that supports both academic achievement and long-term wellbeing.

Getting children away from screens and embracing the outdoors
To inspire children to swap screens for fresh air, make outdoor activity accessible and enjoyable. Start small: set mini challenges such as a scavenger hunt or a timed bike ride. Lead by example – children are more likely to embrace the outdoors if parents value it too, whether through weekend walks, gardening or simply spending time outside together.

You can also weave outdoor experiences into daily routines; taking homework into the garden, organising play dates outdoors or using walks to school as opportunities to explore and chat. Consistency is key; when outdoor activity becomes a natural part of daily life, children see it as rewarding rather than a chore.

Five practical ways to encourage outdoor play
1. Choose a mix of activities
Outdoor play can come in many forms – climbing, cycling, splashing in puddles or exploring woodlands. Progressive exposure to uncertainty is not only healthy but essential for wellbeing. Parents can help by choosing a mix of activities that are both challenging and fun, such as adventure playgrounds or family walks.

2. Don’t let a little rain dampen the fun
The British weather is famously unpredictable, but outdoor play in the rain is just as rewarding. With waterproof clothing and a sense of adventure, children can thrive in wet conditions too.

3. Set smart boundaries on screen time
Today’s young people are predicted to spend the equivalent of 25 years of their lives looking at screens! Every hour sat staring at screens is an hour that could be spent outdoors, exploring, moving or simply playing. Instead, parents can set simple boundaries: no phones at mealtimes, less screen time before bed and encouragement to swap virtual play for real-world adventures.

4. Make movement part of everyday
For children aged five to 17, at least 60 minutes of moderate or vigorous activity daily is recommended. Bike rides, swimming or simply walking to school all count. These habits boost fitness, reduce anxiety and set the foundation for healthier adult lifestyles.

5. Let them learn by doing
For older children especially, independence is vital. Allowing them the freedom to wobble, stumble, fall and get back up teaches resilience. Over-protection, by contrast, can limit their ability to cope with setbacks. Activities that carry both risk and reward – such as trail walking – help young people practise bouncing back.

Children need more than exercise – they need experiences that challenge, inspire and prepare them for the future. Outdoor activity provides stronger physical health, confidence, self-esteem and resilience. Only the unpredictability and vitality of the outdoors offers the mix of skills young people need to thrive in today’s fast-changing world.

Dr John Allan is a leading academic in Sports Pedagogy, Psychology and Adventure Education.

Nov 12
Love0
home educating

A beginner’s guide to home education Getting started with confidence

By Education, Home educating
by Emma Chessell
Mum and home educator

Home education is on the rise globally, with more families than ever choosing to take learning into their own hands. From the US to the UK, numbers have grown steadily in recent years, accelerated by the pandemic, but continuing as parents recognise the flexibility, freedom, and personalised learning it offers.

For centuries, families were the architects of their children’s education. Parents decided what, when and how their children learned. School as we know it is a relatively recent social construct. For most of human history, formal schooling didn’t exist, yet people thrived, became literate, passed on knowledge to develop skills for life. Today, home education offers a viable, enriching alternative that puts families back in control.

Why home educate?
Home education allows for tailored, enriched experiences that keep curiosity alive instead of being dulled by a one-size-fits-all curriculum. Real education comes from doing, questioning, exploring and creating, not just memorising facts.

History proves the power of home-schooling. Thomas Edison, Agatha Christie, Albert Einstein, Nelson Mandela and Beatrix Potter to name only a few were all educated outside the traditional classroom. Their achievements show that freedom in learning can cultivate extraordinary potential.

And I know this first-hand. I was home educated myself, and today my children are the second generation in our family to learn this way. Far from holding me back, it gave me the independence and resilience to succeed, in college and in my career as a HR Business Partner. It also gave me the courage to step away from other social norms, to carve my own path, and to become a multiple business owner – proof that home education can nurture not just academic success, but the mindset to thrive in an ever-changing world.

The legal landscape
In England, home education is not only legal, it’s the default. Parents are responsible for ensuring their child receives an education and sending them to school is only one way of meeting that duty. You don’t need to be a teacher, follow the national curriculum, or seek formal approval. What you do need is the willingness to invest time, creativity and care into shaping your child’s learning journey.

Socialisation: Busting the myth
One of the biggest misconceptions is that home-educated children miss out socially. When in reality, they are often more immersed in society than their schooled peers. Home-educated children are out in the community daily at clubs, workshops, libraries, museums and parks interacting with people of all ages.

In Sussex, the home education community is thriving. Facebook groups are full of meet-ups and opportunities, from Forest School and science workshops to music, drama, swimming and sports to name only a few examples. With home education on the rise many venues have now seen a need to accommodate home educators and as such now offer dedicated home education sessions and discounted rates.

These children aren’t hidden away; they are growing up confident and comfortable in the real world.

How to get started
If you’re considering home education, here are some first steps to consider:
1. Build community and connect. Join local and national Facebook groups for advice, events and support.
2. Explore resources.
• BBC Bitesize – free online lessons covering the national curriculum.
• Twinkl – downloadable worksheets, activities and unit studies.
• The Artful Parent – ideas for art and creativity at home.
• Your local library and museums – often run free or low-cost educational activities.
• Don’t forget simple resources too: kitchen scales for maths, nature walks for science, board games for strategy and literacy.
3. Choose your approach. Some families prefer structure, others embrace ‘unschooling’. Most fall somewhere in between. There’s no right or wrong, only what works for your child.
4. Keep light records. Not legally required, but helpful for tracking progress and boosting confidence.
5. Start simple. Reading together, nature walks, messy play, arts and crafts, dance or following your child’s current obsession are excellent ways to begin.

What are the costs of home education
You do not have any obligatory purchases, what you spend is entirely up to you and what you can afford for your family. Don’t rush in and buy lots of resources, take time to observe how your child likes to learn and what you think would fit their needs best. Home education is only as expensive as you want it to be. There are so many free and low-cost resources available and lots of attractions now offer home education rates. Many museums are free, and if your budget allows, a National Trust membership is a brilliant investment. Websites like The School Trip are also a great place to find discounted entry and home education days. Over the past year alone, we’ve enjoyed home education rates at Winchester Science Centre, Amberley Museum and Marwell Zoo and for educational trips to London for special events and workshops. You really can spend as much or as little as your budget allows.

Building confidence
The biggest hurdle for many parents is trusting themselves. We’ve been conditioned to believe education can only happen in classrooms, yet for most of history, it was parents who passed on knowledge and skills. You don’t need to know everything, you just need the willingness to learn alongside your child.

Yes, sacrifices are required, but the rewards are priceless: time with your children, the freedom to explore their interests and the joy of watching their individuality flourish.

Home education isn’t just an alternative to school; it’s a chance to re-imagine learning altogether. It allows children to grow curious, creative and confident, prepared for a world where adaptability matters more than test scores.

Whether you’re just beginning to explore or already leaning towards taking the leap, remember you don’t have to have it all figured out. What matters most is creating an environment where your child feels safe, inspired and free to learn in their own way.

It’s also important to remember, you’re not your child’s teacher, you’re their facilitator. Your role is to encourage them, provide opportunities, create the right environment and connect them with the resources that will help their learning flourish.

Education should ignite curiosity, not suppress it. By reclaiming learning, we empower our children to thrive, not just in school years, but for life.

Useful resources to tap into for support:
Education Otherwise. Education is compulsory – school is optional. Education Otherwise is a charity across England and Wales that promotes and supports the right of a parent or guardian to home educate their child.
HEFA. A peer to peer support group run by experienced home educators. They offer support based on the EHE (Elective Home Education) guidelines – Home Education For All (HEFA) UK on Facebook
Stark Raving Dad. Both the blog and podcast are excellent for building confidence and trusting the journey – Stark Raving Dad // Life Without School.

Books
The Element and You, Your Child and School by Sir Ken Robinson
Unschooled by Kerry Mcdonald
Cleverlands by Lucy Crehan insights in to how the top performing countries in education are managing education.

Educational trip ideas, workshops and resources
If you type in Home Educator Days Sussex, you will soon see there are many home education events taking place throughout the year, at a variety of different places, such as Winchester Science Museum, Godstone Farm, Amberly Museum, Arundel Wetlands and Marwell Zoo to name a few – you can approach venues directly and ask for a home educators rate.

Lastly, I am hugely passionate about home education and the benefits it has on our children, and families on the whole, and love to connect and support others who are looking to embrace this joy filled path. Therefore, I would be more than happy to give my time should ABC readers want to explore this on a deeper level. It was through other home educators giving me their time and sharing their experiences (both parents and now adult children), that gave me the confidence and courage to pursue this path with my own children and I am now in a position to pass this on. You can contact me by email: mylittlecountrylifeuk@gmail.com

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