Health Archives - ABC Magazine

Nov 02

The role of resilience in learning

By Iain Boyle 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

Nov 01

Love0

Educating the whole child

By Iain Boyle Education, Mental health

by Kirsty Keep, Francesca Milling and Matt Thomas
Heads of the Lancing College Preparatory Schools – Lancing Preps Hove & Worthing and Dorset House

Why character matters as much as curriculum

In an age where academic achievement often takes centre stage, it’s easy to overlook the quieter, yet equally vital, aspects of a child’s development. Prep schools are increasingly recognising that success in life is not measured solely by exam results, but by the strength of a child’s character, how they treat others, how they respond to challenges and how they understand themselves.

Character education is not a new concept, but it has taken on renewed importance in recent years. Schools are placing greater emphasis on nurturing values such as kindness, empathy, resilience and integrity. These qualities are not taught in isolation but are embedded in the daily life of most schools – through assemblies, classroom discussions, peer interactions and the way staff model behaviour.

Children thrive in environments where they feel safe, respected and heard. When schools create a culture that values emotional intelligence as much as academic performance, children are more likely to take risks, express themselves and develop a genuine love of learning. They become more confident, more compassionate and better equipped to navigate the complexities of growing up.

One of the most powerful tools in this approach is the development of emotional literacy. Helping children to recognise and regulate their emotions from an early age builds a foundation for lifelong wellbeing. It also fosters empathy. When children understand their own feelings, they are better able to understand the feelings of others.

This is particularly important in the early years, when children are still learning how to navigate social situations and build relationships. Encouraging children to talk about their emotions, reflect on their behaviour and understand the impact of their actions helps them to develop a strong sense of self and a deeper connection to those around them.

Schools that focus on both character education alongside academic achievement often adopt proactive strategies to support emotional development. These may include mindfulness activities, peer mentoring and structured programmes that teach self-regulation and resilience. Such initiatives not only help children manage their emotions but also empower them to ask for help when they need it.

Importantly, this approach to education doesn’t mean lowering academic standards. On the contrary, children who feel emotionally supported are more likely to engage deeply with their learning. They are more resilient in the face of setbacks and more motivated to achieve their personal best. When children are taught to value effort, kindness and curiosity, they become learners who are not only capable but also courageous.

Educating the whole child means recognising that every child is unique, with their own strengths, challenges and potential. It means creating a school environment where values are lived, not just taught. It means preparing children not just for the next stage of their education, but for life.

In a world that is constantly changing, the ability to adapt, empathise and lead with integrity is more important than ever. By placing character at the heart of education, prep schools are helping to shape a generation of young people who will not only succeed academically but also contribute positively to their communities in the future.

The Lancing College family includes its two Prep Schools located in Hove and Worthing, Dorset House School in Pulborough and Little Lancing Day Nursery & Forest School.
www.lancingcollege.co.uk, www.lancingprephove.co.uk, www.lancingprepworthing.co.uk, www.dorsethouseschool.com, www.littlelancing.co.uk

Aug 08

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The mindful family holiday

By Iain Boyle environment, family, Family Farms, fun for children, Holiday camps, Relationships, Wellbeing

by Adry Capodanno
The Holiday Fixer

10 tips to make travel more memorable (and less expensive)

Family holidays don’t have to be expensive or packed with attractions to be unforgettable. In fact, the most powerful memories are often born in the small, ordinary moments – especially for children. When we shift from “doing more” to “noticing more”, the whole experience becomes richer, calmer, and often, more affordable.

Mindfulness on holiday simply means approaching the trip with a little more intention – and making space in the day for your child to fully experience where they are.

Here are 10 experience-backed ways to bring more presence, connection and lasting joy into your family holidays – without overloading your itinerary or your wallet.

1. Even a simple holiday is a big deal for children
As adults, we often crave ease – a familiar resort, a beach where we don’t have to think, or a well-trodden ski route. It’s easy to feel like we’re just “recharging”. But for children, even the simplest holiday is an exciting experience. The texture of hotel bedding, the sound of a different language, the way the sun feels in a new place – it’s all new. You don’t need to seek out constant stimulation. That hotel breakfast buffet may feel routine to you, but for a child, it’s exciting and fascinating.

2. Leave ‘breathing room’ in the day
There’s a temptation to make the most of every moment, especially if the holiday has been hard-earned. But over-scheduling leaves everyone overstimulated and tired. Instead, keep the itinerary light. Aim for one or two structured plans per day, and let the rest unfold. That half hour spent sitting in a town square eating crisps, or watching snow fall outside a café window, often becomes the memory they talk about later.

3. Begin the experience before you even leave home
Children connect more deeply to places they feel familiar with. Introduce your destination early – through a short video, a picture book, or a few fun facts. Learn how to say “hello” and “thank you” in the local language. When your child sees that same flag, animal or landmark in real life, the recognition brings pride and excitement – “I know this!”

4. Use a destination-themed holiday bingo
This is a brilliant way to help younger children stay engaged. Create a bingo card with images specific to the location: a monument, the local flag, a food item, a traditional costume or a certain animal. The moment your child spots one and ticks it off, it becomes a little victory and the thrill on their face is priceless! It turns sightseeing into a game, and gently encourages them to look around more closely.

5. Let their senses lead
Taste, smell and touch are powerful memory anchors. If your child falls in love with a pastry or gelato, let them have it again – consistency helps memories stick. Let them choose a local soap or spice to take home. A few years from now, that scent might take them straight back to a tiny village bakery or the steps of a museum.

6. Invite them to observe and create
You don’t need to give them a travel journal – though some children love that. A disposable camera, a sketchbook, or even a prompt like “What do you think is the story of this small cafe?” helps children engage with their surroundings. Drawing a lighthouse, taking a photo of a street performer, or collecting small treasures like ticket stubs or postcards adds personal meaning to the trip.

7. Let them interact with the place – not just watch it
Encourage small interactions. Let your child say “merci” at the bakery, ask the tour guide a question, or learn a game from local children. You are teaching them that the world is full of people with different ways of life – and that it’s OK to be a guest in someone else’s culture.

8. Give children a say
Let them help make decisions – choosing between two places to visit, picking a route to walk or a plan B when it rains. When they feel part of the process, they’re more present and interested, they gain a sense of agency and connection to the journey.

9. Mix destinations – strategically
If possible, include more than one stop. Studies in cognitive psychology show that the brain segments memory by context and environment. A few days by the sea, followed by time in a town or mountainside village, creates variety. A shift in scenery helps children form clearer, more durable memories. The key is to transition thoughtfully, not rush.

10. Keep the story going at home
When you get home, print a few photos. Let your child pick their favourites. Display a postcard, a shell, or a drawing. Talk about the best bits over dinner. Retelling the story of your trip helps children internalise it and treasure it.

You don’t need to do more, or spend more, to give your children a meaningful holiday. Instead, notice more – and help them do the same. The real luxury lies in unhurried time together, where the pace lets moments breathe and children can connect with the world – and with you.

Whether you’re surfing down a sand dune, exploring a Christmas market, or watching fish dart under a pedal boat, it’s the moments you truly share that will stay with them the longest.

Adry at The Holiday Fixer specialises in expert, high-quality, bespoke travel itineraries worldwide, with a focus on family holidays and friendly, stress-free, parent-to-parent service. Your next adventure is just a chat away! Contact Adry at adry@theholidayfixer.com or 07583 581042.

Aug 08

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Preparing dads for fatherhood

By Iain Boyle family, Mental health, Relationships, Wellbeing

by Gordon Dowall-Potter
MANtenatal

Why support matters more than ever

For many men, becoming a father is one of life’s biggest milestones, and one of its biggest unknowns. While conversations around motherhood are supported by books, classes, apps and appointments, fatherhood is often treated like something that will “come naturally” once the baby arrives.

But here’s the thing: it doesn’t always come naturally. And when men don’t feel prepared, confident or supported, the impact can ripple through their relationship, affect mental health, and family life.

Men want to be involved, but are often left guessing
The idea of dads standing awkwardly in the background while mum does everything is outdated and most modern fathers want to be hands-on from the start. They attend scans, they take paternity leave (when they can), and they’re often just as excited, and nervous, about what lies ahead.

But despite the willingness, many men describe feeling unsure, sidelined or invisible during pregnancy and the early days of parenting. Antenatal services tend to focus on maternal needs (as they should), but that leaves a lot of dads guessing about what their role is and how to prepare.

Antenatal education aimed at men can make a huge difference. It offers emotional insight, relationship tools and practical parenting skills, delivered in a way that speaks to dads directly and honestly.

This is exactly why I set up men’s antenatal classes, to educate, guide and support all dads, no matter their background, relationship status or starting point. Too often, men are expected to simply “know what to do” without ever being shown how. These classes offer a space where dads can ask questions, build confidence, and prepare emotionally, without judgement or jargon.

It’s all part of my personal mission: No Dad Left Behind. Because when we give dads the tools and the time to prepare, they show up for their partner, their baby and themselves. It’s not about being perfect. It’s about being present. #BestDadYouCanBe

Mental health: A quiet concern for new dads
Research shows that around 1 in 10 fathers experience postnatal depression, although professionals suggest the real figure may be much higher. Unlike mums, who are routinely screened and encouraged to open up, many men still feel they need to push through alone and in silence.

Some don’t recognise the symptoms, brushing off low mood, irritability or withdrawal as tiredness or stress. Others worry that admitting they’re struggling could be seen as weakness. This silence can lead to emotional distance, tension at home and longer-term mental health issues if not addressed early.

Open, honest support and early intervention is the key – and that starts with normalising the idea that fatherhood can be just as overwhelming for men as it is for women.

The benefits of being prepared
When dads are supported in their transition to fatherhood, everyone wins.

Children benefit from stronger bonds with both parents. Partners feel more supported and less alone. And dads themselves feel more confident, connected and capable. Even knowing how to be helpful – in the birthing room, what to say, how to advocate, what not to take personally, can make a huge difference to how included and empowered a father feels.

Being a dad today is about more than providing. It’s about showing up emotionally, being present and being part of a team. But none of that happens by accident, it takes preparation, and it takes space for men to learn and grow without judgement.

Where we go from here
If you’re a mum-to-be reading this, one of the most powerful things you can do is involve your partner in the preparation process. Whether it’s recommending a class, sharing resources or even gifting him a course designed for dads, it sends a clear message: we’re in this together. It can help him feel included, informed and more confident about what’s to come.

And if you’re a dad reading this, well, you’ve already taken an important step. Just by engaging with this conversation, you’re showing up. You’re seeking support, wanting to understand more and laying the groundwork for being the kind of parent you want to be.

The truth is, fatherhood isn’t something you’re expected to just “know” how to do. Like anything else, it takes learning, patience and support. That support is out there and we’re here to help you find it.

Parenting is a shared experience. When both parents feel informed and supported, families are stronger, relationships are healthier and children thrive.

No dad should have to navigate this alone and with the right support, no dad has to.

Gordon Dowall-Potter is the founder of the multi award-winning MANtenatal programme – the UK’s leading antenatal education platform designed specifically for dads-to-be. Gordon works alongside NHS services and perinatal professionals to improve education, awareness and emotional support for men as they prepare for fatherhood. Learn more at www.mantenatal.com

Aug 08

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Summer safe sleep tips

By Iain Boyle baby health, Childcare and Nannying, Health, Safety, sleep

by Isabel Kaye
Norland Nanny

As temperatures rise in the summer, parents need to take extra steps to keep their babies safe and comfortable during sleep. Overheating is a significant risk factor for Sudden Infant Death Syndrome (SIDS), and young babies cannot regulate their body temperature as efficiently as adults. Here, we provide essential tips on ensuring your baby sleeps safely and comfortably in the warmer months, covering everything from room temperature to sleepwear choices.

1. Keep the room at an optimal temperature
Maintaining the right room temperature is one of the most important steps for safe sleep. Experts recommend that a baby’s sleep environment be kept between 68-72°F (20-22°C). This range helps prevent overheating, which is linked to a higher risk of SIDS.

Here are some ways to keep the nursery cool:
• Use fans or air conditioners: To keep the air circulating, a fan or air conditioner can be a helpful addition. Ensure that the fan is not blowing directly on the baby, but is angled to create a general breeze around the room. If using an air conditioner, be careful not to make the room too cold.
• Open windows for natural ventilation: If the weather allows, open a window to let in a cool breeze. However, make sure that the crib is away from any open windows, and that the baby cannot reach blinds or curtains.
• Monitor temperature with a thermometer: Use a room thermometer to ensure that the temperature remains in the safe range, especially at night when it may fluctuate.

2. Dress the baby in lightweight, breathable clothing
The choice of sleepwear is crucial for keeping a baby comfortable. Overdressing or bundling a baby too tightly can lead to overheating, so it’s best to keep clothing light and breathable:
• Choose natural fabrics: Natural, breathable materials like cotton or bamboo are ideal for baby sleepwear. These materials are soft on the skin and allow air to flow, which helps with temperature regulation.
• Avoid over-bundling: In warmer months, a single-layer cotton onesie or a light sleep sack designed for summer may be all a baby needs. Avoid heavy pyjamas or fleece, as these materials can trap heat.
• Consider a sleeveless sleep sack: If your baby uses a sleep sack, consider switching to a sleeveless, lightweight one for summer. This provides some coverage without causing overheating.

3. Skip all blankets and pillows
The American Academy of Paediatrics(AAP) recommends keeping the crib as bare as possible for safety reasons, especially during warmer months. Blankets, pillows, and stuffed animals can not only contribute to overheating but also increase the risk of suffocation and SIDS. Here’s how to make the crib as safe as possible:
• Use a light crib sheet: Choose a fitted crib sheet made from breathable fabric, like cotton. Avoid using heavy or quilted mattress protectors, which can trap heat.
• Avoid loose blankets: Instead of a blanket, use a sleep sack if your baby needs a little extra warmth. This will keep them safely covered without the risk of becoming entangled or covering their face.
• Skip pillows and bumpers: Pillows, crib bumpers and stuffed animals are not recommended, as they pose both suffocation and overheating risks.

4. Always place your baby on their back
Regardless of the season, placing a baby on their back to sleep is one of the most effective ways to reduce the risk of SIDS. This position helps keep the baby’s airway clear and reduces the likelihood of breathing difficulties. To maintain this position:
• Lay baby flat on their back: Always start sleep time with the baby lying flat on their back on a firm mattress. Avoid placing your baby on their stomach or side, as these positions increase the risk of accidental suffocation.
• Use a firm mattress: Make sure the crib mattress is firm and covered only by a fitted sheet. Soft mattresses, bedding, or materials in the crib can create air pockets and raise the risk of overheating.

5. Monitor for signs of overheating
Babies can overheat quickly in warm environments, so it’s essential to watch for signs that they’re too warm. Common signs of overheating include:
• Sweat on the neck or forehead: If you notice dampness on your baby’s neck or forehead, it could be a sign that they’re too warm. Try removing a layer of clothing or adjusting the room temperature.
• Red or flushed cheeks: Red cheeks and damp hair can also indicate overheating. Adjust the baby’s sleep environment by removing excess blankets, using a fan to circulate air or dressing them in lighter sleepwear.

6. When your baby is overheating, there are certain things you should avoid to ensure their safety and comfort
• Do not use ice packs or cold compresses: Applying something very cold to your baby’s skin can cause shock and be too intense for them. Instead, focus on gradually cooling them down by removing layers or moving to a cooler area.
• Avoid cold water baths: A sudden drop in temperature could cause discomfort or even hypothermia. If needed, use lukewarm water for a gentle cooling effect.
• Do not overdress: Adding more layers or heavy blankets can worsen overheating. Stick to lightweight, breathable clothing and minimal layers until they cool down.
• Avoid direct sunlight: Do not keep your baby in direct sunlight, especially during peak hours, as this can quickly lead to overheating. Use shaded areas or protective covers if you’re outside.
• Do not ignore symptoms: Overheating can be serious. If your baby shows persistent symptoms or seems excessively drowsy, lethargic, or difficult to wake, it’s best to consult a healthcare professional immediately.
• Avoid overusing fans or air conditioning: While airflow is helpful, blasting cold air directly at your baby can be too harsh. Instead, ensure that the room is comfortably cool without exposing them to strong drafts.

Taking these precautions can help you cool your baby down safely if they’re too warm.

Isabel Kaye is an experienced nanny sharing daily tips, activities and child development insights on Instagram. Please reach out if you’re looking for parental advice and she’ll be happy to help Instagram name – tiny.team.adventures

Jul 04

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Evolving the way dance is taught

By Iain Boyle dance & Art, Exercise, fun for children, Mental health, Playing

by Jess Child
JC Dance

The importance of a positive safe and inclusive learning environment for children.

Dance classes, especially ballet classes, are notoriously known for their strict nature. Often putting the mental and physical wellbeing of students at risk. It is time to switch this narrative and normalise a gentler approach which supports students rather than tearing them down. This looks like an emphasis on wellbeing, inclusivity, positive reinforcement, listening to the body and the understanding of injury prevention.

Emphasis on wellbeing means treating dance students as human first, and dancers second. Mental health must be a priority in the dance space. All humans are different so why does this have to change in a dance class? Students will all have different needs and experience classes in different ways. Teachers who model empathy, respect and have open communication with their students, create a safe space where children feel valued, supported and free to explore movement without fear of judgment. This encourages individuality of each student, nurtures children’s confidence, and empowers them to express and be themselves. Dance should be a source of happiness and connection, not pressure.

Inclusivity in dance classes is essential for creating a space where every child can feel seen. Dance should reflect the diverse world we live in, welcoming all body types, abilities and ways of thinking. Recognising and supporting neurodivergent students, for example those with autism, ADHD or other cognitive differences, means adapting teaching styles, using clear communication, and stepping away from the rigidity of ballet training.

Using different learning styles and pathways allows children to be themselves and thrive. It is important to challenge the outdated stereotypes of how a dancer ‘should look’. Using an approach of body neutrality in dance classes, focusing on what our bodies can do, how they move and how that makes them feel. Taking the focus away from how our bodies look. In a society already rampant with diet culture, dancers are even more vulnerable, often in front of mirrors and looking towards a stereotypical ‘ballet body’ as a goal. If a child has a body and is doing ballet, they have a ballet body! It’s a teacher’s job to protect their students from these toxic ideals.

Teaching children to listen to their bodies in a dance setting, is crucial for safety and injury prevention. Often young dancers’ bodies are pushed beyond their limits creating lifelong problems. We have to respect our body’s limits and remember young bodies are growing and changing all the time, so these limits within each individual student will also change. Encouraging body awareness will help young dancers recognise pain and fatigue early. This will reduce the likelihood of injury and create lifelong healthy movement patterns. The teacher’s job is to teach students correct technique so as to not put any added strain onto their growing joints and muscles. It’s teaching children it’s OK to rest, its OK to listen to your body’s internal cues. Empowering students to respect and have autonomy over their own bodies.

At the heart of evolving dance education is the importance of a positive and supportive learning environment. For children, positive reinforcement and offering corrections and constructive criticism from a place of kindness, builds confidence, motivation and resilience. As a teacher it’s important to lead a class from this place. The way a teacher speaks to their students, directly reflects how the students speak to themselves – teaching from a place of highlighting progress rather than focusing solely on mistakes will help children feel safe and valued. They will be more open to exploring what their bodies can do and take risks without fear of failure and judgment, therefore able enjoy the process of improving technique, nurturing a lifelong love for dance.

Jess Child runs IC Dance – dancing together, growing together. Where every child is welcomed, valued and supported in their movement journey.

www.jcdanceclasses.com 07305 228770 info@jcdanceclasses.com @jess_jcdanceyoga

Jul 03

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Building independent learning in the early years

By Iain Boyle Early Years, Education, Relationships, Wellbeing

by Michelle Thurley
Head of Early Years at Little Amesbury, Amesbury School, Hindhead

It is said that ‘play is the work of childhood’, and it is well known and understood that the first five years of a child’s life are absolutely crucial in setting them up for success in later learning and life. Before the age of five children are at their very peak of natural curiosity, enthusiasm and brain capacity for new learning. Good quality early years education is all about teaching children the tools to harness their desire for independent learning. Teaching children how to learn and how to interact, and equipping children with these skills will give them the confidence and ability to learn independently for the rest of their school careers. So how is it done well?

The importance of play and free flow
In the early years children learn through play. In many other European countries children do not even begin the formal business of educating in maths and English until age seven. Instead, in such countries the early years’ curriculum encompasses lots of learning through play. In reality the two approaches are quite aligned.

Play is profoundly important when it comes to children’s social, emotional and cognitive learning. It allows children to pretend, to take risks, to explore and follow their own desires and interests. They learn to negotiate and communicate with their peers. Play also provides opportunities for children to control their emotions and behaviour. At the same time, it teaches skills like creativity and problem-solving.

A nursery or classroom set up that allows children to learn through play and explore in this way is a key component in developing their independence. ‘Free flow’ between activities and the outdoor space is vital in providing the physical environment to stimulate children and give them the confidence to build their independent learning. This typically means a formal activity then three or four complimentary activities being set up and explained to the children for them to go and enjoy, with the child leading their own choice of activity. For instance, a maths based early years activity could look like this; the children are digging in the sand and having fun, yet each child has been tasked to find three objects hidden in the sand. The preschoolers are all finding three different types of leaves at forest school, vs just collecting leaves. The variety of provision being notably inside and outside the classroom.

Bringing learning to life
Appealing to the broadest range of learning experiences possible in rich, creative ways to pique learning interest is the best approach. A teacher will refer to the ‘seven areas of learning’, from academic learning in literacy and maths, real-world exploration, physical activities, communication and language, expressive art and design and personal social and emotional development. A quicker short form for parents to remember is to nurture the ‘PIES’, Physical, Intellectual, Emotional and Social aspects of the life of their child. A rotation of rich and exciting opportunities to learn through play to ensure all of these vital areas of early learning are captured is key to building the independent learner early on.

Varying how learning is delivered is key, a range of materials, song, music, games and objects – giving children access to real objects as well as toys. Using a rich range of resources, like iPads or interactive whiteboards where children can select a worksheet, all build a child’s skills and give them agency in their own learning. Also allowing an activity to run on if children are very engaged is to be encouraged – early years learning is the best time for flexibility in the timetable. Getting outside, access to mud and leaves and weather, and opportunities to dress up and pretend within the school day are key to capturing a child’s imagination. I greatly enjoy teaching phonics with at least two of the class dressed as princesses or a superhero.

Recently, this provision in professional educational settings has become increasingly specialist. It is now more common for early years settings to offer specialist music, dance, languages, forest school and even Makaton and specialist sports. This is clear evidence of the need to offer the most ‘high definition’ learning possible to build independent learning.

The best illustration I can offer of independent learning starting to really take shape is a recent anecdote. One of the children I teach has been learning about the UN rights and responsibilities of a child in ‘The Real World Exploration’ aspect of the EYFS curriculum. The child had clearly understood from this lesson that children in the nursery and wider school community have a voice, and they must command dignity, respect and be accepted for who they are. This child was asked to effectively play a game of tag in their PE lesson, they asked to “sit out” the lesson as they did not see themselves having a role as either being chased or chasing anyone in that lesson and please could the teacher “respect my decision!”

Little Amesbury is a centre of excellence, dedicated to providing our youngest children with outstanding early years education, in a vibrant and challenging learning environment. For further details please visit www.amesburyschool.co.uk/littleamesbury

Jul 03

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Children need more art

By Iain Boyle dance & Art, Education, fun for children, Mental health, play, Playing, Wellbeing

by Sebastian Dewing
Founder Artroom Brighton

Nurturing creativity beyond the classroom

Back at primary school, in the 1980s, I had a weekly art lesson in an art room, a pottery class in a pottery studio and a needlework lesson in a fabrics room. Whereas I appreciate, this was not necessarily on offer in every school, it certainly wasn’t radical.

Fast forward 40 years and the demotion of art from a core subject to a smattering of token options that children dip in and out of, is astounding. If my daughter is lucky enough to get an art lesson, it is usually in conjuction with a topic lesson – like lets draw ‘a Viking long boat’ or design a ‘save the rain forests’ poster. There is still value in this but it is rarely art for art’s sake. Our children are being disadvantaged by the requirements of national educational targets, which hugely favour ‘core’ subjects, meaning art is now undervalued in primary schools. It is the participation in art, rather than the ability and skill level of the child, that is fundamentally important here.

In a world of innovation, it couldn’t be a more crucial time to use art to empower our young people, as employers place a huge emphasis on creative thinking, in addition to personal skills such as confidence, effective decision-making and originality. Such skills are bolstered by studying the arts and being able to think outside of the box, innovate and be creative is something that seems lacking in many young people entering the workforce.

Sir Ken Robinson in his TED Talk, Do Schools Kill Creativity, said that: “Creativity is now as important in education as literacy – we don’t grow into creativity; we grow out of it. Or rather, we get educated out of it… Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won’t serve us. We have to rethink the fundamental principles on which we’re educating our children.”

The Digital, Culture, Media and Sport Committee (2019) said in their report Changing Lives: “We are deeply concerned by the evidence we received around the downgrading of arts subjects in schools, with all the consequent implications for children’s development, wellbeing, experiences, careers and, ultimately, life chances.”

While schools work really hard to deliver a broad curriculum, the time and resources available for creative subjects, such as art, are frequently limited or sidelined. Yet, for many children, art isn’t just a subject – it’s a language, an outlet and a way to connect with themselves and the world around them.

Art workshops can offer a space where that creative expression can truly flourish. Unlike the school environment, where outcomes and assessments can sometimes overshadow the process, workshops are structured around exploration and fun. They allow children to use new materials, think visually and build confidence in their own ideas – all in a relaxed and supportive setting.

During the long summer break, when routines shift and screen time can easily dominate, art workshops can provide children with meaningful, hands-on experiences. It’s not just about keeping them busy – it’s about giving them the tools and space to grow, create and have fun.

For parents looking to support their child’s artistic interests beyond the classroom, workshops can be an ideal stepping stone. They bridge the gap between what schools can offer and what children truly need to thrive as young creatives.

At Artroom Brighton, we truly and firmly believe that art has the power to transform and nurture the lives of young people – we’ve seen it happen many, many times.
In the current climate, it’s no wonder that more and more parents are choosing to send their children to our classes. Unlock YOUR child’s creative potential and book them in for a course at our studio. Visit www.arrtroombrighton

Jul 03

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Nurturing creativity

By Iain Boyle Early Years, environment, Forest School, Green, Mental health

by Karen Borley
Senior Education Advisor, N Family Club

The magic of the atelier and self-expression in the Early Years

In their early years, children establish the foundations of how they view the world, relate to others and express themselves. One way to support this development is through the use of an atelier, which is a dedicated space for self-expression. Inspired by the Reggio Emilia approach to early childhood education, the atelier is a vibrant, ever-evolving environment where children of all ages can make sense of their world through art, play and sensory discovery.

The atelier concept comes from the Reggio Emilia approach, a renowned educational philosophy that places high value on children’s natural creativity. Reggio educators refer to the variety of ways that children interpret the world as the ‘hundred languages of children’ with the environment as the ‘third teacher’. Aligning with the Early Years Foundation Stage’s (EYFS) Expressive Arts and Design area, an atelier can facilitate the ‘hundred languages’ through 2D and 3D art, clay modelling, transient art, photography, music and sound, amongst other experiences. Children are free to experiment, to combine different mediums, to revisit ideas and to create without the pressure of a ‘right’ answer. Essentially, the journey matters as much as the end result.

When set up thoughtfully, as a dedicated room or as a part of the main family room, the atelier should invite exploration, curiosity and wonder in children of all ages. Experiences and materials can be adapted to suit a child’s stage of development – whether it’s a toddler squishing clay between their fingers or a preschooler constructing a 3D sculpture with the same materials, the atelier should welcome all forms of expression and creativity. For babies, an atelier experience might be about sensory exploration – watching light and shadow, listening to soft music or touching different textures. For toddlers, it could be about mark-making, experimenting with colour, or stacking and building. Older children may work on more complex projects involving design, sculpture and collaboration. Every child has the opportunity to develop confidence in their ideas, to try new techniques, and to build something uniquely theirs.

In the atelier, children can be introduced to a diverse range of artists whose work sparks curiosity and wonder. Artists such as Joan Miró, Jackson Pollock, Henry Moore and Yayoi Kusama can be explored. For example, a child might respond to Kusama’s dots with their own vibrant pattern work. These experiences help children see themselves as artists, too. They learn that art is not about perfection but about expression – finding their voice, rhythm and mark in the world.

The atelier is also a space for project work – an opportunity for deeper, shared discovery. Children can return to their creations over days or even weeks, adding layers of thought, materials and meaning. This ongoing process demonstrates to children that their ideas matter and deserve both time and attention. Educators should play a key role here, introducing new materials and techniques, asking thoughtful questions and helping children to connect their experiences to broader ideas. Older children can be provided with the opportunity to collaborate with one another by discussing plans and building together, and these early experiences of teamwork and communication lay strong foundations for emotional and social development.

An important aspect of the atelier approach is documentation. Children’s creations should not just be displayed, but also celebrated. Photos, notes and collections of work allow children to revisit past experiences, reflect on their process and share their stories with peers and their families, supporting a sense of ownership and pride. By giving children the freedom and tools to express themselves, we help nurture confident thinkers, communicators and lifelong learners. In the safe, inspiring space of the atelier, each child is invited to tell their story in their own unique way. For families, knowing that such a space exists in their child’s nursery can offer reassurance that their child is being seen, heard and valued every day.

Founded in 2017, N Family Club set out to rethink Early Years education – developing a progressive curriculum, building a sector-leading team culture, and a world class service that adds real value for families. A proud B Corp, N Family Club were rated the highest quality nursery group in the UK by Nursery World in 2022 & 2023 and were accredited as a Great Place to Work in 2024. www.nfamilyclub.com

Jul 01

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A guide to transitioning from prep school to senior school

By Iain Boyle Education, Relationships, Wellbeing

by Jessica.Musgrove
Burgess Hill Girls

The transition from prep to senior school represents one of the most significant educational milestones in a young person’s life. This period of change brings exciting opportunities alongside inevitable challenges.

A good senior school will aim to make this transition as seamless as possible, offering a supportive environment where students can flourish academically and personally. Whether your son or daughter is feeling nervous or eager about this next step, thoughtful preparation makes all the difference in ensuring a smooth and successful transition.

Understanding the transition
The shift to senior school involves much more than simply changing buildings or uniforms. Academically, pupils experience more structure with deeper subject-specific studies and heightened expectations for independent learning. While primary school may have emphasised broad knowledge acquisition, the senior school curriculum develops more sophisticated critical thinking and analytical skills.

Equally important is recognising the social and emotional journey ahead. Schools understand the importance of creating a nurturing community where new pupils integrate quickly and confidently. Experienced pastoral teams understand that navigating this social recalibration can be just as challenging as adapting to increased academic demands.

Developing essential study skills
The jump to senior school often reveals gaps in study skills that may not have been apparent previously. It’s important to support students to integrate effective time management, note-taking and revision techniques into their learning from day one. Most schools offer organisational tools like planners and digital resources to help pupils establish productive habits from the outset.

Head of Academic Progress at Burgess Hill Girls, Rohaise Flint, comments”The students who thrive most quickly are those who develop systematic approaches to their studies early on. Purpose-designed study spaces and consistent homework routines create an environment where students can reach their full potential.”

Goal setting for success
Rohaise Flint recommends that pupils establish both short-term and long-term goals. This practise not only boosts motivation but also helps pupils maintain perspective when challenges arise. Whether aiming for certain grades or developing greater confidence in particular subjects, the school’s individualised approach ensures every student receives the guidance they need to succeed.

Extracurricular engagement
Joining clubs, sports, arts programmes and societies are essential opportunities for social integration, skills development and personal discovery. Pupils who engage beyond the classroom consistently report a more fulfilling and balanced school experience.

Good schools like to encourage new pupils to try several activities during their first term before committing to those that most interest them. This exploration period allows them to discover new passions and connect with peers who share similar interests, all within a supportive community.

Building Resilience
Senior school inevitably brings new pressures – academic challenges, social complexities and sometimes, disappointments. At our school, developing resilience is central to its ethos. The school supports students in managing stress through regular physical activity, mindfulness practises, wellbeing days and ensuring adequate rest and recreation.

The pastoral team facilitates open conversations about challenges, normalising the difficulties of transition. Students are reminded that setbacks are natural and often lead to greater growth and self-awareness when approached constructively – a philosophy that prepares them not just for school but for life.

Nurturing social connections
Making new friends while maintaining existing relationships is one of the most important aspects of the transition. Our school has a house system, team activities and collaborative projects with the local community, each providing natural opportunities for social connection. The parent association organises informal gatherings with classmates and a vibrant calendar of school social events ensures every girl feels part of the community from day one.

Digital and resource readiness
At our school, we utilise state-of-the-art digital platforms for assignments, timetables and communications. Beginning September 2025, the school is implementing a 1-to-1 leased device programme, empowering students with flexibility in their learning environment while ensuring seamless access to all academic materials.

The parent’s role
As parents, striking the right balance between supportive involvement and encouraging independence can be challenging. At our school we partner with families through regular communication and parent workshops that provide valuable insights into supporting this transition. Also, an open-door policy ensures parents can always reach staff when guidance is needed.

Student testimonial from Charlotte W. Year 8
“I was incredibly nervous about moving up to senior school last year. After seven years at my small prep school, everything seemed so much bigger and more intimidating at first. But looking back, I can’t believe I was ever worried! During the first week, my form tutor organised these brilliant icebreaker activities that helped me connect with everyone quickly. The buddy system meant I had a peer who checked in regularly, which made navigating the school and new routines so much easier. What surprised me most was how quickly the teachers got to know me personally. My English teacher noticed I was quiet but had strong written ideas, so she encouraged me to join the debating club, which has completely boosted my confidence. The transition was an adjustment – I had to get used to moving between different classrooms and managing more homework – but the organisation skills we learned in the first term made a huge difference. Now I’m helping with this year’s new students, and it’s amazing to see them settling in just like I did. Coming to BHG has been the best decision ever – I’ve discovered talents I never knew I had!”

We believe a successful transition to senior school balances rigorous academic preparation with compassionate emotional support and engaging extracurricular opportunities. Our 120-year tradition of educational excellence, combined with its forward-thinking approach, creates an environment where every girl can thrive.

You are invited to experience the difference for yourself, with places available in both prep and senior school. Contact the admissions team today to arrange a visit and discover how the school transforms potential challenges into opportunities for remarkable growth and achievement.

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

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