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Jul 01
Love0
claim holiday camp money

FREE holiday clubs for eligible children: What is HAF and how can it help me?

By Childcare and Nannying, Education, environment, family, Finance, Holiday camps

Since 2021 the government has funded a programme called HAF (Holiday, Activities and Food programme) across all areas of the country.

Research has shown that the school holidays can be pressure points for some families. For some children this can lead to a holiday experience gap, with some children being:
• Less likely to access organised holiday activities.
• More likely to experience ‘unhealthy holidays’ in terms of nutrition and physical health.
• More likely to experience social isolation.

In response to this research there are now a large number of holiday club providers who are offering HAF places to eligible children (from reception to year 11).

The aims of the programme are to ensure children:
• Eat healthily over the school holidays.
• Are active during the school holidays.
• Take part in engaging and enriching activities which support the development of resilience, character and wellbeing.
• Be safe and not to be socially isolated.
• Have a greater knowledge of health and nutrition.

Currently a very low percentage of those eligible are actually using their free places. It is really important to raise the profile of this programme across all areas to ensure it reaches as many children and families as possible. The benefits and opportunities this programme offers are huge, however many families are put off because they do not realise they are eligible or because they don’t understand what it means.

For any parent or carer who receives any financial support for their children it is worth exploring this further. There are a wide range of clubs that offer HAF spaces and we need to make sure these places are filled to ensure the continued funding of the programme. Whenever you see HAF activities being advertised please help spread the word and let’s get this great programme out to as many families as possible.

For further information please visit www.gov.uk/government/publications/holiday-activities-and-food-programme/holiday-activities-and-food-programme-2023

May 03
Love0
discalculia

Dyslexia and dyscalculia – why assess?

By Education, special educational needs
by Vicki Lader
360 Dyslexia ltd.

This article is for parents and carers with concerns about their children’s learning and progress in school. It describes dyslexia and dyscalculia and explores some of the questions a parent might have about assessment, including the benefits and what age might be best to assess.

Dyslexia
Dyslexia is a learning difference that affects a child’s ability to read, write, and spell. It is known to affect around 10% of the population. Children with dyslexia have challenges with phonological processing and verbal memory skills which means they have trouble understanding the sounds that make up words. This can impact on reading and spelling. However, there are often great strengths linked to vocabulary, having creative ideas for writing and reading comprehension. Dyslexia can also make some areas of maths trickier such as learning times tables, sequencing, telling the time and word problem solving.

Dyscalculia
Dyscalculia is less well-known than dyslexia although it affects at least one in 20 people and possibly higher. Children with dyscalculia may find it challenging to understand maths concepts and remember math facts. Estimating, ordering and counting can be hard. They may also have difficulties with spatial awareness and understanding mathematical symbols and notation.

Dyslexia and dyscalculia both sit under the umbrella term of neurodiversities, including ASD, ADHD, Dyspraxia and others. Instead of seeing these as problematic, it is important to think in terms of diversity, difference and to focus on the strengths that they can bring.

Why assess?
The first reason it may be beneficial to assess a child for dyslexia or dyscalculia is to identify any needs as early as possible. This means support can be put in place as and when it is needed. Current recommendations are to assess from the age of seven, although it can be more suitable for some children to wait until eight or nine years and this can be discussed with the assessor.

Another reason would be to provide the appropriate support in class and additional interventions. A full diagnostic assessment (undertaken by a specialist assessor) leads to personalised recommendations, including those for specialist teaching, ensuring the right support can be put in place, tailored to that child’s profile of strengths and difficulties.

Children with dyslexia and/or dyscalculia can find some aspects of school hard work, and this may lead to low self-esteem or frustration. Using a strengths-based model, an assessment will identify what your child does well, or excels at alongside their challenges and this can help them to feel more positive about their learning overall.

Assessment information
A formal diagnostic assessment should be carried out by a trained specialist. They will use different tools to find out the child’s unique profile of strengths and difficulties. These tools can be referred to as quizzes, games or activities and this can help reduce any worries the child may have. A report will give thorough and personalised recommendations and advice to help in both the short and long-term.

To label or not to label?
As a final thought it is worth considering the potential impact of a label on your child. Some children find this helpful and reassuring as it explains their challenges. A few may struggle with the idea of having a ‘condition’ and possibly use it as an excuse to not try. Only parents know what is best for their child and talking this through with an assessor can be very helpful. Many organisations promote these neurodiversities as differences with some exceptional strengths attached to the profile. An example is the British Dyslexia Association short film; ‘See Dyslexia Differently’.

360 Dyslexia is a learning assessment service that takes a holistic approach to identify the strengths and needs of a child, young person or adult. Full diagnostic assessments include dyslexia and/or dyscalculia and parents/carers are invited to contact us to discuss what this would involve and how best to support the needs of your child.
www.360dyslexia.co.uk
Apr 02
Love0
wee girl reading

How can we support children to become readers for life

By Education, fun for children, reading
by Child Development Expert Dr Jacqueline Harding
Director of Tomorrowschild, Senior Lecturer at Middlesex University, former BBC Education Editor and Headteacher

Those who read for pleasure do better in a wide range of subjects at school and it positively impacts comprehension, critical thinking and wellbeing. Early enjoyable exposure to the world of text and illustrations can increase motivation to read for a lifetime. Content, in whatever format it is served up, must uphold two main ingredients: inspiration and imagination. Quite simply, the brain loves to play, and these two ingredients inspire it to keep going. So how best can we stimulate the playful brain to build a love of reading?

Research commissioned by Readly, the European leader in digital magazine and newspaper subscriptions, reveals that many parents and grandparents believe that comics and visual content can encourage children to develop a love of reading.

The relationship between reading text and image is being reconfigured all the time and we are all finding our way through those changes, accelerated by the digital world in which we live. The critical question is: can images and written text work well together in formats such as comics and magazines or will they forever remain in competition with books and more text-based formats?

As a young child, it never ceased to fascinate me that during rainy playtimes at school when the comics and magazines were allowed out of their secret location, the most reluctant of readers would pounce on the opportunity to gobble up the stories whilst doing their best to avoid the books on the shelf for the rest of the day! It may well have been this memory that led me to study this area later in life.

So, how as adults can we embrace this image dominated culture and remain committed to developing literacy skills and readers for life? We certainly don’t need to and shouldn’t be making the choice between comics and magazines and books. Children like to be entertained, to laugh and have fun and this is a golden ingredient on offer in comics and magazines. Perhaps we can locate a popular theme in a comic/magazine and follow it through to a book, where text is more pronounced and bring about a gradual and respectful process that takes account of the child’s agency. If they choose it, they are more likely to immerse themselves in it.

This thought is supported by the National Literacy Trust whose research showed that having opportunities to read digitally could be particularly effective for children with low levels of reading engagement, such as reluctant readers. For these children, reading enjoyment increased both on a screen and in print, indicating that reading digitally had the potential to provide a route into general reading and literacy.

Here are my top tips to inspire children to become life-long readers:

1. Immerse children in the illustrations
Encourage young children to ‘lose themselves’ in the illustrations – the ‘meaning’ extracted from pictures helps them make sense of the text. This helps them to increase reading comprehension by explaining the words on the page and is a crucial part of the storytelling process.
2. Digital appeal
The digital space is here to stay, and children encounter it in a very different way to grownups; they were born into this digital world, they learn with it in school, and they see it used every day. Support children to move seamlessly between the digital space for reading and print formats by offering them content that is personalised and something they are really interested in. On platforms such as Readly they can browse and read all their favourite comics and magazines on a phone or tablet at home or on the go.
3. Relax into reading
Dial down any stress involved in ‘learning to read’ and offer them fun material that has something to ‘say’ to them! There needs to be a sense of relaxation, this is key to the experience of beginning to decipher those squiggles on the page. Children tend to like characters who are inspirational and stir a positive feeling for them.
4. Inspire them with comics
Fun and imagination motivate learning. It is a well-trodden path along the journey to becoming a lifelong reader. Children who read graphic novels and short form content are more likely to foster a love of reading. It helps create a healthy habit, provides exposure and drives confidence for reading, with the illustration helping to deepen the narrative and reveal important social and cultural cues.
5. Get involved too!
Dive into the reading space with them whether that is online or offline. Laugh and enjoy the experience together – this communicates that reading is a marvellous activity.
6. Bring reading to life
Carry on the experience in the real world – perhaps by getting creative using storylines and characters they love or that inspire them.
7. Laugh
Get to know what makes a child laugh and exploit it! Choose funny, laugh out loud content and characters.
8. Be ‘on the child’s side’                                                                                                                                                                                  When it comes to respecting the importance of pictures, spend time looking at the picture and knowing it plays a huge role in reading too.
9. Combine formats
Offer children both comics and books – the more formats they enjoy reading across, the better!
10. Talk reading and review
Chat about the story lines in comic and magazines and search for books that follow similar themes. Talk about which part of the content the child enjoyed, any they didn’t. Knowing what they want to read about is a crucial step in inspiring a love of reading.

Children are hungry for content that is meaningful to them, irrespective of format, as they can move with ease between platforms and generally assume less of a distinction than we might expect.

Readly, the unlimited digital magazine and newspaper app for all the family, has collaborated with Disney to bring over 80 Disney magazines to its subscribers. Young readers can immerse themselves in the Disney experience through brilliant stories, fantasy adventures, craft ideas and activities based on their favourite Disney characters. Visit www.readly.com

 

Mar 30
Love0
pre prep

10 tips to get your child outside this winter

By Education, environment, Forest School, fun for children, Gardening, Green, Mental health, Playing, Winter

by Heather Cavanagh
Head of Pre-Prep & Prep Burgess Hill Girls

I think most parents would agree that outdoor play is a good idea for young children. The NCT, for example cites the following benefits of outdoor play; better sleep, a fun way to learn, development of motor skills, encouraging a healthy lifestyle, environmental awareness, making new friends and positive effects on parents too.

However, as the days get shorter and the weather colder and wetter, we are all probably guilty of opting to stay inside in the warm when deep down we know we would feel a lot better if we spent more time outside.

Here are some of our tips to help you and the family benefit from getting outside in the fresh air all year round:

1. There is no such thing as bad weather
As Alfred Wainwright, the famous walker and writer, once said, “There is no such thing as bad weather, only unsuitable clothing”. If you can kit your children out with the correct warm clothes, waterproofs and wellies they will be able to play outside happily for hours. You might be able to cut down on some washing too!

2. Pack a thermos
During winter walks with my children and now my grandchildren, I always like to pack a thermos with a hot drink. The Owen family from Our Yorkshire Farm enjoy tea in theirs but you could opt for hot chocolate or even some hot blackcurrant or orange squash, and if you are feeling really generous, maybe a few biscuits or a bit of chocolate. I find it to be a useful little incentive to add a bit of excitement to a winter walk. It often provides a special family moment where we can all have a chat together.

3. Leaves, leaves, glorious leaves
Autumnal walks have to be some of my favourite. All the trees are a beautiful array of colours and there is so much you can do with leaves; see if you can catch them as they fall, build big piles and dive into them or take them home for some crafting. Or why not incentivise your children to clear up all the leaves in your garden or drive for some pocket money.

4. Get sporty
Encourage your children to take part in a sport that can be played in the winter. Most can, and I genuinely believe there is something for everyone. Team sports are a great way for children to make friends and a great incentive for children to want to go out and play or practise in the winter months.

5. Seafront walks
Being in Burgess Hill, we are fortunate that Sussex’s beaches are close by. Children love a seafront walk when the waves are crashing over the seawall and there’s a chance to get wet. If you do not have beaches nearby, get your appropriate waterproofs on and seek out some muddy puddles, if it is good enough for Peppa Pig, it has to be fun!

6. Pop to the shops
If your children are old enough and you feel it is safe to do so why not encourage them to run an errand to the local shop for you, maybe with a few pence for some sweets in it for them. Or perhaps you can all venture out together. Visiting the shop and buying some items is also a good opportunity for some impromptu maths too!

7. Borrow a dog
You may already have a dog, but if not I am sure you know someone who has one and most dog owners I know would be glad of your offer to take their pet for a walk. If your child is anything like our pupils who adore our school dog Jasper, they will jump at the opportunity to take a dog for a walk with you.

8. Night time adventures
For young children, being outside at night has something magical about it, especially if you can combine your adventure with a clear starry night, or a full moon, or just simply to go and check out your neighbourhood’s Christmas lights in December!

9. Painted rock trails
You might have heard of geocaching but did you know there are now painted rock trails popping up all over the country. Search out your local area’s web or social media pages and you will probably find details. Even better, paint your own, outside of course, and hide them for people to find on the trail.

10. Walk to school
Some families are lucky enough to be able to walk the whole journey to their school but everyone can walk at least some of the way. Just park a few streets away or further if you are feeling energetic. This will enable your child to notice the environment around them.
It will also teach them about road safety and allow you all to take part in a healthy activity together.

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

Mar 18
Love0
fussy child

How to tackle food fussiness

By Education, family, Food & Eating
by Dr Lucy Cooke, research psychologist specialising in children’s eating behaviour and expert advisor on the non-profit children’s online game Teach Your Monster: Adventurous Eating

Getting children to eat healthily is, for many families, a daily struggle. Parents can end up cooking the same meals over and over again because their children won’t try anything new. Any attempt to serve an unfamiliar food may be met with a flat refusal and mealtimes can become a battle of wills which is stressful for everyone.

Many parents believe that everyone else’s children are eating five fruit and vegetables a day, but research tells us otherwise. In fact, less than 20% of young children meet these guidelines. Fussy or picky eating is incredibly common among young children, especially with regard to new or unfamiliar foods, and fruits and vegetables are the most likely to be rejected. Familiarity is a key driver of food intake, so the key is to make the foods we want children to eat more familiar.

One of the challenges here is that the increased consumption of ultra-processed and processed foods that are high in fat, sugar, and salt, has altered our interactions with food. As a result, some children may not even recognise ‘every day’ fruit and vegetables in their natural state.

Implementing sustainable changes can make an enormous difference to children and their families, but in practice it’s very difficult to get children to eat five fruit and vegetables a day. However, parents play a key role in increasing their child’s knowledge, awareness, and willingness to try new foods, and there are many easy-to-implement techniques and strategies that can help.

Engage your child in food preparation activities – from helping picking vegetables at the supermarket, and choosing which ones to have for dinner, to weighing, peeling, and even serving.

Eat meals together with your child whenever possible because the more a child sees parents eat and enjoy fruits and vegetables, the more likely they are to follow suit. However, avoid showing it if you don’t like fruit and vegetables as this dislike can be contagious! Try to instil calm at meal times and avoid developing a sense of expectation as that creates a stressful environment for everyone involved.

Focus on the delicious taste of fruits and vegetables rather than their healthiness. To a child, healthy food often means ‘yucky’ food so telling your child how much you enjoy fruit and vegetables is more important than saying they need it to grow fit and strong.

Persevere in the face of refusal. Offer only very small quantities of new foods at first and repeat daily for up to 10 days. Research shows this can change dislike to like.

A multi-sensory approach
If a child eats a limited range of foods and won’t even try the smallest amount of new foods, using a sensory approach to exploring foods can help lay the foundations for children to develop a better, healthier relationship with food.

Essentially, get more creative and fun with food, turn it into a game, and take it beyond the dinner table. Using all five senses: sight, sound, touch, smell, and taste is an effective way to make new food less intimidating and more familiar. Keep in mind, it’s not necessarily about eating but experiencing each one in different ways, such as:
• Look at different varieties of tomatoes and get your child to talk about the different colours, patterns, or shapes, and the difference in appearance between the inside and outside.
• Listen to the distinctive sounds created when preparing carrots using several methods such as grating, chopping, or simply biting and chewing a raw carrot.
• Touch a fruit such as an orange and feel the contrasting textures between the bumpy rind, the spongy pith, and the juicy fruit itself.
• Smell something with a strong odour such as a lemon and compare with something with little or no smell like a potato. Ask your child to describe the different smells.
• Taste a small selection of green fruit and vegetables, for instance, grapes, kiwis, cucumber, or broccoli. Cut into very small pieces and talk about whether they are sweet, or bitter, and which taste they prefer and why.

There are many such activities that parents and children can undertake together outside of meal times. For free resources try the charity TastEd (www.tasteeducation.com) which has a range of activities and videos for parents around how to use the five senses to explore food, while non-profit Teach Your Monster (www.teachyourmonster.org) has a free online game, Teach Your Monster: Adventurous Eating, which encourages children to explore food in a fun, exciting way.

Children can discover and experiment with food using all five senses, and importantly, this approach can be tailored for children of all abilities and ages. Multi-sensory interaction with food is a good way to start to tackle food fussiness, awakening curiosity, and excitement around food, and helping to inspire a generation of adventurous eaters.

Dr Lucy Cooke, psychologist specialising in children’s eating behaviour and expert advisor to Teach Your Monster: Adventurous Eating, (www.teachyourmonster,org) and to TastEd (www.tasteducation.com)
Mar 15
Love0
life learning

Exam stress

By Education, Mental health, Relationships, special educational needs
by Edmond Chan
Childline Supervisor

The summer brings with it warmer weather, longer and lighter days and the inevitable stresses of school exams season. The worry of revising or not getting the grades they need can cause a lot of anxiety for young people.

This pressure means that a lot of children turn to Childline for help as they struggle to cope.

Last year our volunteer counsellors at Childline saw an increase in the number of counselling sessions they delivered about exam result worries compared to the previous year. Between April 2021 and March 2022, they delivered 781 sessions to children with worries about their exams – 30% more than the previous year.

One 17-year-old boy told Childline: “I want to do so well in my A-levels but it’s all just seriously overwhelming at the moment. My attention span has been awful lately, and I find it so difficult to concentrate and focus, and as we get closer to exams the stress increases. After I’ve finished revising, I find it so hard to switch off and then I begin getting loads of intrusive thoughts. It’s like I’m stuck in this vicious cycle and I can’t seem to escape from it.”

Exams can feel like a lot of pressure, no matter where the pressure is coming from.

Here are some tips to help young people cope:
Think positively
When we feel anxious, we can start thinking things like ‘I can’t do this’ and ‘I’m going to fail’. It can be difficult but try to replace these with positive thoughts such as ‘this is just anxiety, it can’t harm me’ and ‘relax, concentrate – it’s going to be OK’.

Be honest about how you feel
Sometimes people can put pressure on you without even realising and sometimes it can help to talk about how it makes you feel. Talking about things can help you to think about other ways they can support you in the future. If you’re worried about telling someone, you can always talk to Childline.

Don’t compare yourself to your friends
Competing with your friends can help to keep you motivated. But it can also make you feel like you’re not good enough, especially on social media. Try keeping a list of the revision you’ve done so you can see how much you’re achieving.

And here are some tips for parents and carers, to help you to be there when your children need you most:

Watch for signs of stress
Stress can be good sometimes. It can help us to work harder and focus. But it can also have a big effect and make it hard to cope. If your child is feeling stressed about their exams then they might be:
• Struggling to sleep.
• Having negative thoughts about the future.
• Getting headaches or feeling unwell a lot.
• Not eating because of how they’re feeling.
• Always thinking about their exams or worrying about them.
• Not able to enjoy things anymore.

Stress affects everyone differently but if you’re worried about your child let them know they don’t have to cope alone. Speaking to you, another adult they trust, or Childline can really help.

Talk about what’s happening
Talking about how they’re feeling can reduce the pressure and help them to feel more in control. Why not suggest they try:
• Talking to you or another adult they trust.
• Asking a friend for support.
• Getting advice and support from other young people on Childline’s online message boards.
• Speaking to a Childline counsellor.

Find ways to relax and take breaks
It’s important to take regular breaks and find ways to relax. Taking a break can leave you feeling more able to cope and even make it easier to concentrate when you start working again. There are lots of things children can do to take a break and relax, such as:
• Set a timer to take a 20 minute break every hour so they don’t forget.
• Make sure they have something to look forward to, like a treat or an activity they enjoy as a reward.
• Encourage them to plan when they’re going to start and finish their revision, so they know when to stop.

Stay healthy
• Make sure they don’t skip meals and try to eat healthily.
• Exercising can clear the mind and give them more energy. Suggest they play sports, go for a run or do some yoga.
• Urge them to practice self-care – this means finding things that help them feel calm and relaxed, such as taking a short break or getting some rest.

Exams are very important, and we really want young people to do their best. However, it’s important to remind them that if things don’t go exactly according to plan there will be lots of other opportunities for them to express themselves and succeed.

It is vital that young people feel supported by family, friends and teachers during the exam period to help them do the best they can.

Childline is also here 24/7 for any young person needing confidential support and advice. Children can call and speak to one of our trained counsellors on 0800 1111 or visit www.childline.org.uk for more information.
Mar 12
Love0
educational play

Early years development and ‘educational play’

By Education, fun for children, Playing

Since the pandemic, questions about the best way to educate have been asked worldwide. From homeschooling to hybrid learning, parents have had lots to think about. For young children, play is the foundation of development in which they build skills covering language, creativity and emotional intelligence.

While new forms of play gain popularity every year, the basic concept of play has remained the same for several decades.

Following the search term ‘educational play’ seeing an increase in interest of 4,000%, children’s toy retailer, The Kid Collective, delved into the benefits of learning through play and how parents can support their child’s development in early years.

The Kid Collective asked certified coach and mentor, Natalie Green, why play is essential for children, to which she responded: “Play is the exploration of life. Children will play to investigate, make sense of the world and practice skills. Age will determine the skill level and type of play they will engage in. Play can also indicate if there are any concerns in development.”

The benefits of learning through play include:
Social and sharing skills
Through different games and activities, children will learn how to express themselves to others through body language, facial expressions and tone of voice. They will learn new language skills to communicate with peers and, through this communication, respond to others with empathy and perspective. All of these skills will support children with their relationship building.

Playing with others, whether with parents or other children, means a child will learn how to give and take, compromise and work with others. This can be fun and engaging for children, inspiring them to work hard and succeed at the game whilst going at their own pace.

Natalie spoke with the children’s toy retailer on how parents can prepare their children for these interactions: “A great way for parents to encourage a child’s imagination is by picking up the chosen toy and asking questions such as, do you like it? Why? What else can this toy do? And what else? The more open-ended the toy, the greater its value. You’re the role model, the stimulator and the enabler. The more you can say and do, the more your child will be motivated, and in time, they will learn how to best respond, and a partnership in play will develop.”

Creativity and imagination
A huge part of creativity is the ability to problem solve, as a child will use their imagination to create barriers and solutions within a game. Using simple toys such as cars, a child forms their adventure with an end goal and several steps along the way. As parents and guardians interact with the child, you can bring other elements into the play and create problems for your child to solve. Other toys which are brilliant for open-ended play include Connetix Tiles, not only are they a great way for little ones to learn the names of colours and shapes, but they can also inspire creativity and aid the development of fine motor skills, problem-solving and more.

Pretend play allows children to innovate and form experiments with different roles in life from what they’ve seen and witnessed around them. By creating characters and using their imagination, they can decide their language and actions, practising emotional skills. A great way to practice creativity and imagination is role-play, and you can buy several types of role-play toys which allow children to grow and develop.

The Kid Collective and Natalie Green recommend role-playing: “Role-play develops a sense of self, empowering the child to feel and be in control. Role play will go on well into later childhood and is valuable for emotional intelligence as they interact with others and play out feelings and emotions.”

Resilience and emotional regulation
Constant learning can be daunting and stressful; children face problems to solve and create challenges for themselves, competing with themselves or others. Play can reduce anxiety as they learn to take control of situations and practice scenarios, creating resilience as they try again.

Games often have rules and conventions that a child needs to follow. Through this, they must learn how to cope with frustration, jealousy and excitement. Having different emotions can cause impulses the child will need to learn to cope with and manage, reacting appropriately with those around them. Play leads a child’s mind to wander, which encourages spontaneity, and this will soothe their mind as they figure out solutions and boost their confidence.

Founder of The Kid Collective, Laura Davies, summarises: “Children experience critical human development between birth and the age of eight. Play helps the early stages of brain development and helps your child build relationships with others around them. Play supports children in making sense of their surroundings, coordinating their mental and physical capabilities and finding their place. There are many different types of play which can benefit several elements of a child’s development. From role-play toys to educational toys and sensory toys, a parent or guardian can get many types of support to help their young one. We recommend getting different toys and encouraging games which challenge and encourage their children to use their skills to succeed and have fun whilst sharing, being emotionally receptive and building confidence and independence.”

For more insight on the benefits of learning through play, please visit: www.thekidcollective.co.uk
Mar 03
Love0

Learning for life

By Education, Relationships
by Jon Chesworth
Headteacher, Banstead Prep

It is becoming increasingly clear that schools should be giving significant thought to how we future proof our children. We must reflect on how we deliver their education and go beyond our core curriculum subjects in increasingly innovative and practical ways. Our motivation is simple: the skills our children need are changing and therefore so must we.

However, there is also another fundamental reason – because it makes learning exciting! Broad and varied educational experiences inspire and engage children and enable them to have fun with their learning, and when children are having fun, when they are happy, they flourish! These broad experiences can enhance rather than dilute academic progress children make across all subjects, and this is what education in the 21st century should look like.

All schools will have a set of values or approaches to how they teach such skills for life. At our school we call them our ‘Attitudes for Learning’, but whatever the name, it’s a focus on the ‘soft skills’, which are often ironically the hardest to teach. These skills and attitudes transcend way beyond the classroom and subject knowledge and are truly transferable to all aspects of life. The World Economic Forum’s list of the top 10 skills employers want from a future workforce should serve as a tick list for what schools must be teaching. Critical thinking, problem-solving, innovation, creativity, self-management, resilience and flexibility currently top that list. It seems reasonable therefore to ensure we are developing these skills to prepare children for life, not just the next step in their education.

There is of course a striking similarity between these and the key skills set out in the Early Years Foundation Stage, the very first step of this educational journey. I believe educators have a duty to continue developing these skills, not just in the early years, but throughout the time children spend in formal education and whilst we can develop many of these in any subject, one of the best ways to do it is through the wider curriculum.

There was a recent debate about whether cooking should be part of the National Curriculum. As a truly fundamental life skill it makes sense, but like so many subjects, the barriers limiting schools’ ability to deliver often come down to a lack of facilities and time. Some schools are luckier than others with facilities and we have a cookery room and a STEM centre where we can nurture a broad range of subjects, but dedicating space and time in the curriculum to life skills is half the battle. If we place great significance on these wider aspects of education and the softer skills and we make time for them, it is not a compromise, it adds to the learning experience in every sense.

Teaching of life skills really begins in nursery, as educators support children to navigate their way into their exciting new world of school, particularly focusing on developing children’s independence. As children move through primary school these skills should evolve not just as preparation for life beyond school but also to engage them to understand their strengths, interests and help bring subjects to life! A good life skills curriculum helps target and develop transferable skills for life in a fun and practical way and they learn so much by participating in these activities, developing skills they are some-times not even aware of using.

As an example, the skills and experiences that our life skills curriculum encourages include entrepreneurship, design and research, collaboration and leadership. Activities such as prototype product design – challenging gender stereotypes, exploring marketing and packaging. Money skills, understanding finance concepts by planning a party! Building business skills through the Virgin Money Young Entrepreneur programme, planning, budgeting then cooking a three-course meal in a Ready Steady Cook event. By participating in these our children develop their attitudes for learning, resilience, leadership, adaptability, curiosity, independence, collaboration and communication.

A dedicated life skills curriculum will of course nurture a multitude of valuable traits but many of these skills should and can of course be taught in every subject, all the time. Developing a commitment to curiosity in our school communities should be embraced at every opportunity. By adopting a schoolwide approach to developing these skills for life, we create exciting opportunities for subject collaboration and school wide activities. Venturing away from or collapsing the traditional curriculum can feel overwhelming at times, but the open-ended learning potential of doing projects or activities in innovative ways is well worth it! Ensuring that there are frequent ways to apply problem solving, critical thinking, innovation and the appropriate and discerning use of technology should be the responsibility of every teacher in every subject!

Jon Chesworth is the Headteacher at Banstead Prep School, a coeducational nursery and prep school for girls and boys aged 2 -11 delivering a modern education to prepare children for an exciting future and encouraging them to aim high and dream big. www.bansteadprep.com
Mar 01
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sporty education

The importance of sport in junior schools

By Education, Sport
by Katie Atkinson-Hunt
Deputy Head of Sport at Chinthurst School

Sport teaches children life lessons that go far beyond the physical benefits of activity. There is a growing body of research that links physical activity to improvements in educational achievement. This is down to the fact that sport helps children to develop character and learn important social and brain skills such as problem solving, resilience, perseverance, confidence and team work. But these benefits do not just happen; they come from a well devised physical activity programme that is carefully planned and delivered at school. There are certain key principles on which this should be based.

Inclusion and choice are extremely important. A school games programme should enable all children to learn new skills and techniques successfully and to choose the sport they want to play, without restriction. To truly deliver this, children’s choice should not be constrained in any way, least of all by their gender. Our games department facilitates boys and girls training alongside each other in rugby, football, netball and hockey and they play fixtures together in competitive teams. As a result of this approach, the children see themselves as equals on the pitch with no preconceived limitations and the encouragement and support they give one another on the games fields continues off it.

To help children make informed decisions about the team sport they want to play each term, taster sessions should be incorporated into several of the first sports lessons. These tasters showcase the variety of skills each sport develops and help the children to buy-in to their subsequent sports lessons. Choice is empowering. Giving children a voice and some control over their life helps to build self-esteem and confidence, both important attributes which certainly transfer to the classroom, and have an impact on their approach to life generally.

A good sports programme should foster healthy competition and teamwork. So much of what we do in life requires us to work collaboratively and for everyone to play their part no matter what their size, shape, ethnicity, or gender. This is the essence of team sports and playing in a team is empowering. Fixtures and competitions are important ways for the children to showcase their skills and are often their first real taste of competitiveness. Playing matches should not be the preserve of the gifted and talented but instead provide an opportunity for the children to have fun and build new friendships. Every fixture is an important experience for the players. Whether the team wins or loses, the children always gain something from it. They learn to play by the rules and to be the best they can be within the constraints of the game. Teamwork fosters self-belief, collective discipline and rewards hard work. A mistake or loss is often an excellent opportunity to learn and improve. The ability to be resilient and bounce back is really important in life.

Beyond the traditional school sports, there is so much more to games and PE lessons. There are a huge variety of different activities that children can become involved in. The key is to give them an opportunity to try these out. At our school we run a multi-Sport Week annually which is the highlight of the school calendar. Children have the opportunity to take part in many less well-known activities, from Ultimate Frisbee to archery and orienteering to Zumba. Inspirational speakers visit and fun challenges are set for the whole school. ‘Terrific Tuesdays’ and ‘Funky Fridays’ in the last week of each term continue the emphasis on variety giving the children a chance to play games like capture the flag, squares and a range of different dances. Some children go on to pursue these activities further in after-school clubs or outside school. All find it motivating and are excited to do more.

We must not forget that having fun is the most important thing about any successful sports programme. Through sport everyone can experience fantastic moments that they remember forever. There are huge psychological benefits to laughing and smiling so sport should be a positive experience for all the children. It’s a moment for them to be free of the classroom, express themselves in a new way and gain confidence in something that might normally really challenge them.

Within games and PE lessons it is important to create fun and challenging activities which stretch the more able but support the less confident. To achieve this, we now base every lesson around ‘game play’. This involves having a ‘game play’ area and a ‘skill zone’. The skill zone is a small, very structured place where we help develop specific skills or stretch children’s techniques and knowledge. Whilst some children are in a skill zone, the rest are continuing in the game play area, practising playing a game situation and creating rules, superpowers and learning how to play as a team. At the end of the lesson, the children will play a match where we encompass all the skills/game play activities into a real-life match using the exact rules of the specific sport.

Sports days, house competitions and fun swimming galas are great ways to give children the chance to have fun competing alongside different age groups for their house or to represent different groups in the school. They are also brilliant ways to foster community spirit, a sense of identity and feeling of belonging.

 

Katie Atkinson-Hunt is Deputy Head of Sport at Chinthurst School in Tadworth. The school have been named 2022 Independent School of the Year for Sporting Achievement in recognition of their pioneering sports programme. www.chinthurstschool.co.uk

 

Feb 21
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forest school education

Childhood development and the benefits of Forest Schools

By Education, environment, family, Family Farms, Forest School, fun for children, Gardening, Green

Forest Schools are an exciting opportunity for children to learn with their hands. The sessions, which are non-academic and led by a qualified instructor, encourage outdoor education in a controlled setting. This can come in a range of forms, from group treasure hunts to woodland building exercises.

These schools encourage children to ditch the computer screen and spend more time outdoors – and considering children aged five to seven years old spend an average of four hours behind a screen every day, the need for outdoor education has never been clearer.

In fact, Forest Schools are actually becoming an increasingly popular choice for parents across the UK. According to a survey of 200 establishments by the Forest School Association (FSA), two-thirds have seen a rise in requests for places since March 2020.

Here, we will explore four skills that children develop when attending Forest Schools. If you’re a parent searching for ways to stimulate your child’s development, these schools may be the solution for you and your family.

Social and communication skills
Forest Schools are a great way for children to socialise with their peers. Whether they’re jumping in muddy puddles or foraging for wild berries, children are able to work within a team and complete their tasks. In fact, research from Plymouth University found that 93% of Forest Schools believed children developed their social skills whilst enrolled.

Moreover, Forest Schools are an opportunity to meet new children. The average number of pupils in Reception and KS1 classrooms is 26.6, according to GOV UK. Forest Schools introduce a new selection of children who may be from different backgrounds or be of different ages. This better prepares children for meeting more diverse groups of people in later life.

Confidence and independence
If your child exhibits any signs of social anxiety, it may be harder for them to take part. However, participating in Forest Schools can actually boost confidence. This is a slow process that will progress over time, and it is different for each child.

A sense of independence is particularly important for children. As well as building the social skills to work well within a team, Forest Schools offer children the chance to complete tasks by themselves. This includes a range of activities, such as charting the species of plants or flowers they find in a specific outdoor area.

Motor and cognitive abilities
More often than not, traditional schools focus on academic education. There are physical education (or PE) lessons, but these do not make up the bulk of the day. Instead, children practise their literacy and numeracy skills within the confines of a classroom.

In comparison, Forest Schools allow children to stay active. Not only is this regular exercise important for bone and muscle strength, but it is also instrumental in developing childhood motor skills. It doesn’t matter if the sun is shining or rain clouds are looming, children are able to boot up in wellies and let the outdoor learning commence.

Physical activity could also improve cognitive function in children. These include the ability to recall information and flexible thinking. This is beneficial for many areas of life, including excelling in traditional schools.

A sustainable mindset
Sustainability is at the forefront of society. As the nation strives to achieve net-zero, teaching children about the environment has never been more important. After all, they are the future minds of tomorrow, and we should continue to educate them as best as we can.

Forest Schools may be the answer. During these lessons, children develop a sustainable mindset. This is a lot more likely than a child who spends most of their time inside, whether this is at home or in a classroom.

These are four skills children can attain after attending Forest Schools. In addition to the many benefits, this is a time for children to have fun. If they learn something along the way – from the importance of ecology, to the ability to work well in a team – that is a welcomed bonus. When will you enrol your child in Forest Schools?

Article supplied by www.muddypuddles.com

Sources: www.positive.news – www.ecoactive.org.uk – www.explore-education-statistics.service.gov.uk – www.highspeedtraining.co.uk – www.ntu.ac.uk www.rubicon.com

 

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