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Nov 05
Love0
bedtime story

The magic of winter storytelling

By Early Years, Education, family, reading
by Ben Murray
Dukes Education Group Ltd

There’s something about winter that makes stories feel extra magical. Perhaps it’s the early darkness inviting us to gather closer, the hush of snow (or just frosty mornings) creating a sense of wonder, or the way our senses come alive in the crisp air. In Early Years settings, winter storytelling can be an enchanting way to spark imagination, explore language and connect children with both tradition and the natural world.

When we weave together seasonal tales, cultural folklore, sensory props and a dash of drama, we create experiences that children carry with them long after the snow has melted.

Winter is rich in imagery and emotion. There are twinkling lights, swirling winds and tales of journeys through snow. It’s a season full of contrasts: cold outside, warmth inside; bare trees, but hidden seeds waiting for spring. This provides a perfect backdrop for stories that nurture language and imagination.

For young children, the sensory richness of winter – the crunch of ice, the sparkle of frost, the smell of cinnamon – helps anchor storytelling in real, tangible experiences. This sensory link not only makes stories more vivid but also strengthens memory and comprehension.

When selecting winter stories for the Early Years, it’s important to match language complexity, themes and illustrations to the age and stage of the children. Here are some age-appropriate winter favourites:

For two to three year olds:
Snow Bears by Martin Waddell – Gentle, repetitive text and warm illustrations of animal friends exploring the snow.
Owl Moon by Jane Yolen – Poetic, atmospheric, and perfect for introducing descriptive winter language.
One Snowy Night by Nick Butterworth – A comforting tale of sharing warmth on a snowy night.

For three to five year olds:
The Snowy Day by Ezra Jack Keats – A classic that captures the quiet joy of a snowy adventure.
Winter Sleep: A Hibernation Story by Sean Taylor & Alex Morss – Combines narrative with factual elements about winter wildlife.
The Mitten by Jan Brett – A traditional Ukrainian tale of animals sharing shelter, with rich opportunities for prediction and sequencing.

Winter storytelling is a beautiful opportunity to celebrate cultural diversity. From Norse myths of frost giants to Japanese folktales of snow spirits, winter stories are found in every culture.

Consider exploring
Scandinavian: Stories of the mischievous Tomte, a small gnome-like figure who helps around the farm in winter.
Eastern European: Variations of The Mitten and other shelter-sharing tales.
Japanese: Yuki-onna, the snow woman – a gentle, adapted version for young listeners, focusing on snow magic rather than fear.
Indigenous North American: Legends explaining how animals survive winter, such as how the rabbit got its white coat.

When sharing cultural tales, ensure they’re told respectfully and accurately and adapt language for age appropriateness while keeping the spirit of the story. Where possible, include visual elements like traditional clothing, patterns, or snowy landscapes from the culture’s region.

Children learn best when they’re actively engaged. Interactive storytelling turns listeners into participants, making the experience memorable and joyful.

Use sounds
• Crunching footsteps in ‘snow’ – scrunch tissue paper or walk on salt in a tray.
• Whooshing wind – soft whistling or shaking a rain stick.
• Animal calls – owls hooting, wolves howling, reindeer bells jingling.

Add movement
• Encourage children to stomp like polar bears, tiptoe like foxes, or sway like snowy branches in the wind.
• Use scarves or pieces of fabric to ‘catch snowflakes’ or create swirling snowstorms.

Bring in drama
• Invite children to take on roles – the bear in a den, the child lost in the snow or the robin searching for berries.
• Use props like lanterns, mittens or soft toy animals to bring the narrative into the physical space.

These techniques make stories multi-sensory, supporting different learning styles and helping even the youngest children stay focused.

Winter storytelling can deepen children’s connection to the changing seasons. Stories can frame nature walks or outdoor play – before heading outside, read a short winter tale. As you walk, look for signs from the story – frosted leaves, bird tracks or bare branches. After returning inside, revisit the story and invite children to retell it, adding what they saw outdoors.

Some ideas for linking nature to storytelling
• Hibernation tales alongside looking for places animals might rest.
• Migration stories paired with spotting birds in the playground.
• Snow and ice adventures connected to exploring frozen water in trays.

This reinforces vocabulary, observation skills and environmental awareness, while keeping the joy of the season alive.

The environment matters almost as much as the words. A cosy, inviting storytelling space can transform a simple reading into a magical event.

Consider:
• Soft blankets or rugs to sit on.
• Twinkling fairy lights or battery candles for a warm glow.
• A small basket of winter props: pinecones, faux snow, mittens or animal toys.
• A backdrop of winter scenery – even a printed photo or fabric with snow patterns.

By creating a distinct space, children recognise that storytelling is a special, shared moment.

As children become familiar with winter tales, invite them to take the storyteller’s seat. This might be retelling a favourite book with picture prompts, creating their own simple winter characters and adventures, or using puppets to act out a scene. Peer-to-peer storytelling not only builds confidence and communication skills, it also gives you an insight into how children are processing and re-imagining the stories they hear.

Winter storytelling in the early years is more than just seasonal fun – it’s a way to build language, foster imagination, celebrate culture and connect children to the natural rhythms of the year. By blending folklore, sensory props, movement and the magic of the outdoors, we can create experiences that warm the heart as much as any mug of hot chocolate!

So this season, gather the children close, let the fairy lights twinkle, and open the door to a winter of stories they’ll never forget.

Dukes Education Group run both Hove Village and Reflections Nursery and Forest School in Sussex.
To discuss opportunities at Hove Village please call 01273 037449 or visit www.hovevillage.com
To discuss opportunities at Reflections Nursery please call 01903 251518 or visit www.reflectionsnurseries.co.uk
Dukes Education Group run both Riverside Nursery Schools and The Kindergartens in Surrey/London.
To discuss opportunities at Riverside Nursery Schools please call 020 3475 0455 or visit www.riversidenurseryschools.com
To discuss opportunities at The Kindergartens please call 020 7326 8765 or visit www.thekindergartens.com

 

Nov 04
Love0
young reader

The art of comprehension

By Early Years, Education, reading
by Anna Dalglish
Kumon Guildford North Study Centre

Learning to read and write is just the beginning of a child’s journey towards mastering English. Even when a student can read accurately and fluently, this does not necessarily signify understanding (comprehension) of what is being read.

Comprehension is a key component of the primary school syllabus and is tested in both Year 2 and Year 6 SATS by requiring students to answer questions relating to passages of text.

Here are some ways you can help your child develop strong comprehension skills.
1. Ensure your child has fluent reading skills. The more challenging the task of reading, the more students struggle to understand what they are reading. Read every day with your child, familiarise yourself with the phonic sounds of each letter so you can assist them in ‘sounding out’ letters, and model how to blend the letter sounds together to create words.

2. A good vocabulary is essential for fluent reading and good comprehension. Encourage your child to look at context clues to work out the meaning of unfamiliar words. For example, “He sold his old car and bought a new vehicle.” With picture books, encourage your child to see if the pictures point to the meaning of a difficult word. You can also refer your child to cognate words (from the same linguistic root) or simpler forms of the word. For example, the word ‘criticise’ comes from the word ‘critic’. You can look up lists of words frequently used in SATS papers and make a game of learning the meaning and spelling of one word per day. Encourage your children to use sentences containing new words that they learn. If necessary, encourage your child to look up the meaning of any words they do not know.

3. Strong grammar skills help with understanding a passage of text and answering comprehension questions about it. Grammar rules are intended to improve communication and assist with comprehension of what is being communicated – for example, the main parts of speech (such as adjectives, nouns and verbs); conversion between active and passive voices; identifying the subject and object in a sentence; the use of commas to separate subordinate and main clauses.

4. Encourage your child to be an active reader. At the end of each paragraph, students should consider whether they have understood, and if not they should read the paragraph again. Each repeated reading will increase their understanding. Pause when reading with your child and ask questions – for example, “Why do you think he did that?”

5. It is helpful to visualise what is being read. In a fiction story, for example about a group of children exploring a cave, this will greatly increase your child’s enjoyment of what they are reading as well as helping with understanding. Even with non-fiction it is helpful to visualise. For example, with an article about fossils in the layers of sedimentary rocks, picturing the lower, middle and upper layers of rock will help with understanding.

6. Enable your child to identify where in the passage the answer is contained. Look for key words. For example, if the question asks, “What did Sam do after he fed the dog?” – look for the key words “after he fed the dog” (or similar) within the text and underline that part of the text. This helps students to focus and not be overwhelmed by seeking the answer in a long paragraph.

7. Decide what sort of question it is. Most questions can be classified into who, what, where, when, why or how? (5W’s and 1H), indicating what sort of answer is required. A ‘who’ question requires a name or description of a person, a ‘why’ question needs an answer including the word ‘because’, and so on.

8. When answering comprehension questions, answers must always be written in complete sentences and must stand alone without the need to refer back to the text. In response to a question, “Why did Sam open the door?” an incomplete sentence would read, “Because he was getting hot.” The correct answer is, “Sam opened the door because he was getting hot.” A helpful technique is to repeat the words of the question in the answer. In response to a question, “How did John know his father had gone out?” an incomplete answer would be, “He knew because his shoes were missing.” Although a complete sentence, this is not a complete answer – it begs the questions: “Who knew?”, “What did he know?” and “Whose shoes were missing?” A complete answer would be, “John knew his father had gone out because his father’s shoes were missing.”

Following these suggestions will help develop your child’s confidence in a skill which will support them not only in their study of English language and literature but in all their academic studies.

Anna Dalglish is the Maths and English Instructor at the Kumon Guildford North Study Centre, one of over 600 Kumon Study Centres nationwide.
For further information please visit www.kumon.co.uk

Nov 02
Love0
resilient child

The role of resilience in learning

By Education, Mental health, numeracy skills, reading, Uncategorized
by Katie Morgan
Head of Pre-Prep, Great Ballard

Helping your child reach their academic potential

Childhood isn’t something to be hurried through or outgrown. It’s something to be treasured, protected and nurtured. Children should have the opportunity to climb trees, sit around campfires and learn what it means to be both independent and part of a community – and this spirit of curiosity and courage is just as important in the classroom as it is outdoors.

When it comes to learning, resilience plays a key role in helping children reach their academic potential. It’s not just about doing well in tests or ticking off tasks, it’s about developing the internal tools to keep going when things get difficult, to bounce back from mistakes and to believe in their ability to grow and improve. Resilient children are not immune to failure, they embrace it. They understand that setbacks are not signs of weakness, but opportunities to learn and adapt. They try, fall short, reassess and try again. And perhaps most importantly, they don’t rely solely on being ‘clever’ or ‘naturally gifted’ at something. Instead, they develop the mindset that effort, persistence and making mistakes are what lead to success.

This shift in thinking is at the heart of Growth Mindset, a concept introduced by psychologist Carol Dweck. Children (and adults) with a Growth Mindset believe that intelligence and ability are not fixed traits but can be developed with effort and time. Contrast that with a Fixed Mindset, where children might say, “I’m not good at maths,” or “I’ll never be picked for the cricket team.” These beliefs become self-fulfilling prophecies, halting progress before it even begins. Instead, we can help children shift their internal dialogue to something more empowering: “I can’t do this yet”, “If I keep practising, I’ll get there.” Parents play a critical role in shaping this thinking. Praising effort over outcome: “You worked so hard on that project,” rather than “You’re so smart” reinforces the idea that what matters is the process, not just the result.

This starts early – as toddlers learn to walk they wobble, they fall and they try again, undeterred. We cheer them on with gentle encouragement: “You can do it! Have another go!” In that moment, we instinctively understand that struggling is essential. But as children grow, and academic expectations increase, we sometimes lose sight of that truth. We want to protect them from frustration and disappointment, but in doing so, we risk stealing the very struggle that helps build resilience. Even our well-meaning attempts to comfort can unintentionally undermine a child’s sense of capability. Phrases like “Don’t worry, you don’t need to be good at everything” or “You’ll drop that subject soon anyway” send the message that some things are simply beyond their reach. But what children really need to hear is that persistence matters, that making mistakes is part of the journey and that with effort, they can get better.

One of the most practical things we can do is to help our children set meaningful goals. Not just the daily adult-led ‘to-do list’ goals like finishing homework or tidying their room but the ‘big dream’ goals that come from their own passions and interests. Whether it’s building a LEGO castle, learning a skateboard trick or writing a story, self-directed goals build motivation and show children what it feels like to work towards something that matters to them. Setting goals also taps into how our brains are wired. Every time we reach a milestone, our brains release dopamine (the ‘feel good’ chemical associated with achievement). Even the act of planning toward a goal can boost motivation. Children feel empowered when they take ownership of their aspirations, and that confidence carries over into more challenging areas of learning. When we combine that with a strong sense of perseverance (the ability to keep going despite setbacks), we’re giving our children a powerful foundation.

One effective strategy is to help them build a ‘catalogue of proof’: a mental (or even physical) list of things they’ve overcome. From learning to ride a bike to performing in a play, these small wins show children that they are capable, even when things are hard. Later, when they’re struggling with a spelling test or a tricky bit of maths, they can draw on that evidence: I’ve done hard things before, I can do this too.

Equally important is helping them see their mistakes not as failures, but as part of the process. Talk openly about your own errors and what you’ve learned from them. Instead of focusing solely on results, provide feedback that highlights strategy, effort and progress. Ask open-ended questions: “What did you try?” “What might you do differently next time?” “What worked well?” All of this takes time, patience and consistency. Resilience doesn’t happen overnight, it’s something we nurture over months and years, through small everyday moments. A bedtime chat about what went well today. A word of encouragement when homework feels tough. A quiet moment spent really listening to what’s on their mind, no matter how little it may seem.

It may also help to build habits around gratitude. Research shows that practising gratitude, whether through simple conversations at dinnertime or by journaling, boosts mental wellbeing. A child who regularly reflects on what they’re thankful for is more likely to maintain perspective during difficult moments. Their ‘gratitude bank’ becomes a buffer against life’s inevitable bumps.

Finally, let’s not forget the power of environment and routine. Small acts of ‘situational support’ (laying out clothes the night before, putting their bag by the front door or setting up a dedicated homework space) can reduce stress and build a sense of control and independence.

Helping children become resilient learners isn’t about shielding them from difficulty, it’s about walking alongside them as they navigate it. It’s about fostering curiosity, celebrating effort and creating space for them to struggle, reflect and grow. Because academic potential isn’t just about what a child knows. It’s about how they respond when they don’t know something – yet.

Great Ballard is a small school with big ambitions, providing affordable education from Nursery to GCSE. We believe wellbeing is the foundation that allows the real learning to happen. www.greatballard.co.uk

Jul 05
Love0
multi-lingual kids

The power of multilingual learning

By Education, languages at an early age, reading
by Helen Abbott
Subject Leader for Languages at Banstead Prep School

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

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

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

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

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

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

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

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

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

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

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

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

Apr 23
Love0
ADHAD boy

Not everyone is “a little bit ADHD”

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

Expert psychologist tackles misunderstanding of growing condition

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

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

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

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

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

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

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

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

Mar 12
Love0
ADHD child

Dyslexia’s surprising advantages

By Education, reading, special educational needs
by Drs. Brock and Fernette Eide
authors of The Dyslexic Advantage

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

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

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

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

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

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

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

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

Jan 30
Love0
confident child

Five ways to support your dyslexic child

By Education, numeracy skills, reading, special educational needs
by Kate Griggs
founder and CEO of Made By Dyslexia

One in five people are dyslexic. It’s the most common neurodiversity and learning difference, and can be identified as early as preschool, though research suggests that as many as 80% leave school without knowing they’re dyslexic.

Dyslexic brains literally think differently to others, and that’s a good thing! After all, some of the world’s greatest changemakers have been Dyslexic Thinkers, from Thomas Edison inventing the light bulb to Steve Jobs creating the iPhone. Seeing things differently has helped dyslexics to invent things we can’t live without, imagine what others couldn’t see and solve problems that others weren’t able to crack.

Dyslexic Thinkers have incredible strengths in creativity, problem-solving and communication skills. Sadly, traditional benchmarking in schools means exams can’t always measure the valuable Dyslexic Thinking skills that dyslexic children have.

When I was nine years old, my life was transformed when a teacher saw past my test scores and recognised my Dyslexic Thinking skills. These skills are the very things that help me succeed in my role today, and I use them every day to do something that I absolutely love.

I have seen the same ‘success formula’ in thousands of dyslexic people, young and old.

It’s the formula I encouraged with my own children, which has led them into fulfilling careers too.

Here are five things every parent can do to support your child with dyslexia:
1. Spot their strengths
If you’re a parent of a dyslexic child, the most transformative thing you can do is to help them spot their dyslexic strengths, instead of being defined by their challenges. Focusing on things they are naturally good at, instead of what they find tricky, leads Dyslexic Thinkers into jobs they love and lives that are fulfilling.

Dyslexics excel in the subjects they love because they tap into their Dyslexic Thinking skills, such as creativity, exploring and questioning (often performing much better than their peers), but they may struggle to grasp other skills their peers find easy (organisation, spelling, punctuation and grammar).

Often in dyslexic children there is a mismatch in what they seem capable of and the written work they produce. On paper they might have a hard time articulating and organising their ideas but when you ask them to verbalise what they’re thinking they blow you away by the richness of their vocabulary and the complexity of their ideas.

2. Build their self-esteem
Spotting Dyslexic Thinking and focusing on someone’s strengths is key to building self-esteem. Because otherwise, they lose confidence in themselves and their ability to learn. There is a real danger that when children find things challenging that their friends find easy, they lose heart and mistakenly believe they are less able or less intelligent than their peers (when neither is the case). Dyslexic Thinking is a valuable sought after skill, so every dyslexic should be encouraged to be proud of how they think.

3. Support them with positive praise
Research suggests that we are most motivated to improve when we hear negative and positive comments in a ratio of 1:5. That’s five pieces of praise for every one negative comment. It’s true in teaching and it’s true in relationships and workplaces. Positive praise is vital for dyslexic children. And even if certain things are challenging, each small win should be celebrated. It’s vital to acknowledge and highlight Dyslexic Thinking skills in every dyslexic child, so these children can experience the success they deserve.

4. Empower them
Not only is focusing on Dyslexic Thinking skills crucial to building positive self-esteem but it will help us find the careers that we’ll be successful at and feel fulfilled in. For instance, young vegan chef, CBBC presenter and YouTube star Omari McQueen found that school and his extraordinary dyslexic mind didn’t quite fit. But then he discovered his passion for cooking. Now, he runs his own vegan dip company, presents a CBBC TV cookery show, hosts his own YouTube channel and has written a cookbook. Proving, of course, that when dyslexic children are empowered to find and focus on their Dyslexic Thinking skills, they are truly unstoppable.

5. Trust your gut
You know your child better than anyone, so trust your gut when asking for help. Most teachers aren’t trained, and many schools don’t like to label. Be persistent. Identification of dyslexia, even if it’s via a screener, not a formal assessment, is life changing for dyslexic children as it gives a reason for their struggles and strengths. The label is a good thing. Dyslexia is a superpower! The most important thing is to help them find what they’re good at – and do lots of it. By focusing on their dyslexic strengths, they can and will go far.

Kate Griggs is a Dyslexic Thinking expert, founder and CEO of the global charity Made By Dyslexia, host of the Lessons in Dyslexic Thinking podcast and the author of Xtraordinary People (a book for young xtraordinary people made by dyslexiathis is dyslexiaDyslexic Thinkers) and This is Dyslexia (a book for adult Dyslexic Thinkers) – a new and revised edition was published in October 2024.

Nov 06
Love0

Top tips for families when choosing an inclusive bookshelf

By Education, reading

Inclusive Books for Children co-founder, Sarah Satha, shares her thoughts on how to make your child’s bookshelf more inclusive and how to find stories that will captivate your little readers and help families find the fun in reading together.

We all want a just society. We want our children to grow into good people. And we want our children to know their worth. One way in which we can nurture this, whilst also encouraging a love of reading, is by giving our children access to brilliant stories about all different types of people.

On the one hand, this allows young readers to develop empathy for those who may seem different from themselves. On the other, when they see themselves reflected in a character, they will understand that they too are worthy of a story and an adventure. All this can be achieved while developing the habit of reading for pleasure, which research shows is closely tied with educational attainment and personal development.

It can be hard to know where to start when building an inclusive bookshelf. Our childhood favourites and the most eye-catching displays can let us down when it comes to diversity. Or we might worry about giving children a book about a heavy topic we dozeki bookn’t feel they’re ready for yet, such as racism.

Our charity Inclusive Books for Children exists to make it easy for parents to find the very best inclusive children’s books through our user-friendly website. Here is our guide to choosing the inclusive gems that will make for an enjoyable, engrossing read, as a family or for early independent reading.

The first thing we might look for when choosing an inclusive bookshelf, is a broad range of types of diversity. Some books manage this in themselves, such as The Nose, Toes and Tummy Book by Sally Nichols and Gosia Herba (Andersen Press) for little ones; People Need People by Benjamin Zephaniah and Nila Aye (Orchard Books) for the three to seven year olds; and The Dog Squad by Clara Vulliamy (HarperCollins), for those aged over seven. These books show a glorious range of ethnicities, disabilities and family structures.

If we’re looking to create a book collection that truly reflects the rich ethnic diversity of our society, we might look to find authentic representation of as many different ethnicities as we can. Great choices for the littlest readers are the Lenny series, by Ken Wilson Max, the Zeki series by Anna McQuinn and Rosalind Beardshaw (both Alanna Max), and Bhorta Bhorta Baby by Jumana Rahman and Maryam Huq (Bok Bok Books). In picture books for three to seven year olds, we recommend Strong Like Me, by Kelechi Okafor and Michaela Dias-Hayes (Puffin), Esma Farouk, Lost in the Souk by Lisa Boersen, Hasna Elbaamrani and Annelies Vandenbosch (Floris Books), My Bollywood Dream by Avani Dwidevi (Walker Books), and Aisha’s Colours by Nabila Adani (Walker Books). Emerging independent readers will love the Sam Wu series by Katie and Kevin Tsang (Farshore), aged seven and above, the Sona Sharma series by Chitra Soundar (Walker), aged six and above, and the brand new Destiny Ink series by Adeola Sokunbi (Nosy Crow), aged five and above.

There are also some fantastic books out there to show children that they don’t have to conform to harmful gender stereotypes, that can weigh as heavily on boys as they do on girls. Faruq and the Wiri Wiri by Sophie Payne and Sandhya Prabhat (Templar) gives us an aspiring chef, while Ballet Kids by Holly Sterling (Walker) tells the story of a young boy preparing for his first ballet performance, and in Look Up! by Nathan Bryon and Dapo Adeloa (Puffin) we meet Rocket, the mega space enthusiast. Meanwhile, for the six to nine year olds, Marv is a superhero with a heart in Alex Falase-Koya’s wonderful series of the same name (OUP), and Too Small Tola gives small-but-mighty in Atinuke’s excellent series (Walker).

At a time when neurodivergence diagnoses are rapidly increasing in the UK, picture books with neurodivergent characters can bring comfort and understanding. Gina Kaminski Rescues the Giant by Craig Barr-Green and Francis Martin (Little Tiger), Bear Shaped by Dawn Coulter-Cruttenden (OUP) and Thunderboots by Naomi Jones and Rebecca Asdown (OUP) are all great examples.

Finally, great disability representation in a book can go a long way to dispelling stereotypes that can cause as much difficulty in the life of a disabled person as their disability itself. In picture books, we suggest What Happened to You? by James Catchpole and Karen George (Faber & Faber), and Terrible Horses by Raymond Antrobus and Ken Wilson-Max (Walker). In chapter books, try Ellie and the Marriage List by Tricia Seabolt (Lantana) and My Other Life by Polly Ho-Yen (Knights Of).

There are loads of great resources out there, so you never have to go it alone. Awards longlists and shortlists are a great source of inspiration. Our own IBC Awards shine a light on books for children up to the age of nine, but for older age children and young adults, the Diverse Book Awards and the Jhalak Prize are a treasure trove of ideas. A number of independent bookshops, both brick and mortar and online, focus on diversity, such as Afrori Books, Mirror Me Write, and A New Chapter Books. Happy Reading!

Inclusive Books for Children is a charity with a free website for families, schools and libraries that helps them easily choose books for a more inclusive bookshelf. IBC showcases stories that represent all types of family and don’t draw on gender stereotypes or negative tropes. They feature books with a variety of ethnicities, positive images of disabilities and different identities, and celebrate Own-Voice authors and illustrators.

www.inclusivebooksforchildren.org

Nov 28
Love0
encourage reading in children

Why parents should read out loud to children of all ages

By Education, Mental health, reading
by Chris Couchman
Readly

A YouGov poll commissioned by digital subscription app Readly revealed 43% of parents and grandparents have shared a cherished comic or magazine with children, but how many of us are reading out loud to children regularly to impart a keen love of reading?

Studies demonstrate that children of all ages continue to benefit from being read to. Reading together strengthens the bond between parent and child as well as nurtures children’s social, emotional, and intellectual development.

For very young children, reading with a caregiver is linked to increased focus and decreased levels of aggression and hyperactivity. Reading to children gives them the words to describe their most difficult feelings, which allows them to better regulate their behaviour when they’re feeling sad, angry or frustrated.

Brain scans indicate that hearing stories activates the part of the brain responsible for processing visual imagery, story comprehension, and word meaning. Even babies benefit from being read aloud to and the benefits don’t stop even when children are older and can read for themselves. Research suggests children from six to 12 enjoy a cognitive boost when they are read to for an hour each day.

As reading levels continue to plummet amongst older children, reading aloud has the potential to stem the growing tide of non-readers. Sadly the numbers show parents stop reading to their child by the age of eight, with just 19% of eight to 10 year olds read to daily by an adult, across all socio-economic groups.

While the YouGov survey respondents understood that that reading “improves language skills”, “enables children to learn more about various subjects or cultures”, and “gives children time for themselves”, it takes a more hands-on approach to set children up for life when it comes to reading. It’s unequivocal that reading out loud is essential, but how do parents engage children of all ages to enjoy reading together on a regular basis?

Here are some expert tips from Readly, the digital magazine app, to get started:

• Don’t just read at bedtime
Reading before going to bed is a classic ritual but for some children, it can be associated with having to stop playing. Build a more positive association with reading by switching up times and locations. Parents can try reading under the table in a den or at a picnic outside while eating snacks to make it fun.

• Don’t be afraid to embrace technology to encourage reading
Just because children are turning to devices doesn’t mean they have to switch off from reading. There’s a plethora of easily accessible content on the web and in apps to encourage our children’s literary growth. Every opportunity to read is valuable.

• Comic books can be a great place to start
With an emphasis on reading being fun, easy and above all, essential to establishing a regular reading habit, embracing comic books is a simple way to help more children find reading pleasure. Comics are also an excellent, fun and non-threatening reading option for children to start reading in a non-native language.

• Lead by example
Children imitate their parents and other adults around them. Set a good example by cultivating your own reading habits. Don’t forget to discuss the latest article, magazine or book you’ve read with your child any time the opportunity arises.

• Ask and answer questions together
On that note, reading widely even if you think the material is too advanced for your child is a great way to introduce new words and concepts. Use this as a way to capitalise on children’s natural curiosity to explore and learn together.

From recognising patterns in language to discovering something new about the world we live in, the benefits of reading aloud to children builds by the day. We must make more time to read.

With unlimited reading to over 7,500 titles, Readly has a magazine for all the family and as it gives five profiles per household, all the family can read their favourite titles. Perfect for children and grown ups. Visit www.readly.com

 

Nov 13
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oracy

How to encourage your child to develop the life-enhancing skills of oracy

By Education, Language, Mental health, reading, Relationships, special educational needs
by Angela Schofield
Oracy Lead, Excelsior Multi-Academy Trust

If you are slightly confused about the term ‘oracy’, which has recently hit the headlines, you are not alone! To summarise, oracy is about communication skills, gaining the skills to engage with other people’s ideas and express your own ideas so that others understand them. At Excelsior Multi Academy Trust, we explicitly teach, practise and assess oracy skills, and see demonstrated how speaking and listening are equally important for effective communication.

Why is oracy so important?
Research has shown that oracy supports children in their academic learning and also in their emotional and social wellbeing. It helps to develop their confidence and instils a sense of belonging, that their voice is welcomed and valued. It is also has a key role in closing the disadvantage gap. Early language and communication skills are closely linked to attainment throughout schooling, and to earnings later in life. The earlier we start to develop oracy skills, the better.

How can you make learning these skills fun at home?
• Playing fun listening games. Enjoy games such as I Spy, 1-20 or describing an image while your child draws it and vice versa. These are all quick games, which develop listening skills too. To practise listening specifically, read a short text and then give a list of words, can they remember which words were from the text? Simple riddle games are good for this too. Try the one below. Explain that you are going to tell a story and then you’ll ask them some questions about it.

You are the bus driver. There are four people on the bus. At the first stop, two people get off and a lady with a bright red hat gets on. At the second stop, a man with a green duffle coat gets off and a small boy with a big dog gets on. At the third stop, four people get off and three people get on. At the fourth stop, two girls get on carrying a large present with a frilly purple bow. (You can continue for longer depending on the age of your child). Finally, ask the question – How old is the bus driver? (The clue is in the first five words).

• Reading to your child. Hearing you read a story, with all the different voices, is not only fun and a time to bond with them, but it also supports them to understand how tone of voice can change the meaning of words and make it more interesting to the listener. Hearing a fluent reader, while they look at the text also helps children to develop fluency in reading.

• Encouraging the expressing of opinions, agree and disagree with reasons. This develops reasoning skills and vocabulary and shows them that it’s OK to disagree. An excellent thing to encourage is changing your mind when someone has given a good reason. You can also frame questions as talking points to encourage extended responses. There are lots of ways to do this and you can choose serious or silly talk activities. We live in a world with a diversity of opinions and being able to listen, engage respectfully and come to your own conclusion is a key life skill.

Ask engaging, fun questions such as:
If I ruled the world, I would … because …
Agree or disagree, Wonder Woman/Spider-Man/ Superman (pick a favourite) is superior to …
Which is better a shark or a lion? Why?

• Engaging in dialogue (not just talk). Talking to your child at home is important, but the evidence shows that it is dialogue that helps children learn language and social skills. Turn taking in a conversation is the important part, so try to avoid the questions, answer and move on cycle of interactions. Just chatting and exchanging ideas is so important for child development and hugely enjoyable. We all have such busy lives now but setting aside a time each day just to talk with, rather than to, them will have a significant impact on their learning and social and emotional learning.

• Playing with and exploring vocabulary. Begin with one word and find opposites or as many synonyms as you can, or find out where words come from. Biscuit, for example, comes from the French for twice baked. Before the introduction of effective food storage, baking twice reduced the moisture in the biscuits making them less likely to attract weevils! Children find these sorts of facts fascinating. There are lots of examples online but for older children, the Oxford Dictionary of Word Origins is a useful resource as is the children’s book The Dictionary of Difficult Words.

By starting when your child is young, you’ll not only be helping them to develop their communications skills, you will be giving them a priceless gift that will serve them well throughout their lives. A gift they can, in turn, pass on to the next generation.

Angela Schofield is the Oracy Lead at Excelsior Multi-Academy Trust, which supports six schools in Birmingham. The Trust is committed to ensuring the highest standards of academic performance and places communication skills at the centre of its curriculum. Excelsior provides supports to all its schools to enable them to help their children achieve their goals and ensure they are ready for the next stage of their education. Excelsior MAT was shortlisted for the MAT Excellence awards 2023 in three categories: Employer of the year; Inclusivity; and Wellbeing. www.excelsiormat.org

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