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health for youngsters, babies and adults

Mar 16
Love0

Supporting your child’s mental health

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mar 15
Love0
angry father

When the volume goes up, connection goes down

By Childcare and Nannying, family, Mental health, Relationships
by Giulia Galli
Parental Coach

How our words and our tone become their inner voice

Lately, I’ve been noticing a sound that cuts through everyday life – not laughter from the playground or the hum of conversation drifting from kitchens, but shouting. Not the occasional raised voice that slips out in frustration, but the repeated, sharp, heavy kind.

Sometimes it’s siblings snapping at each other. Sometimes it’s teenagers slamming back at parents. And often, it’s parents themselves, shouting at toddlers, at primary-age children, even at babies not yet walking.

One mother’s voice has stayed with me. Every time her one-year-old knocks something over or spills his food, her response is the same: loud, harsh, full of judgement. Every fall of a toy, every food-splattered shirt, every curious gesture that leaves a mark is met with anger. He’s only one. Just one.

And yet, what he is learning isn’t just how objects fall or how sounds are made: it’s what power feels like. What anger sounds like. What happens when you do something ‘wrong’. What it means to be small in a world where big voices rule.

Let’s be clear – this isn’t about shaming parents. We’ve all raised our voices. I have, too. Shouting happens. Sometimes we’re exhausted, sometimes we’re overstimulated, sometimes we’re carrying far more than our nervous system can handle. And many of us grew up with shouting ourselves, so it became the norm.

But here’s the truth – shouting doesn’t teach reflection. It teaches fear. It doesn’t create understanding. It creates compliance. And in children, especially very young ones, it doesn’t build confidence. It builds shame.

Think about it – when a toddler spills water, shouting doesn’t teach them how to hold the cup better next time. It teaches them that trying is dangerous. When a child touches something fragile, a loud scolding doesn’t teach caution, it teaches that curiosity isn’t safe. When a child is overwhelmed and cries, shouting doesn’t teach them how to regulate their feelings, it teaches them that big emotions aren’t allowed.

This is the danger of repeated shouting: it turns moments of behaviour into a story about identity.

“I dropped something” becomes “I’m clumsy.” “I was curious” becomes “I’m annoying.” “I was upset” becomes “I’m too much.”

Those stories stick. And they echo long after the moment has passed.

The irony is that shouting might get us what we want in the moment – it might stop the behaviour. But the cost is disconnection. We silence. We scare. We disconnect. And in that silence, children don’t learn what to do differently. They just learn to feel small.

So what’s the alternative? First, awareness. Notice when the urge to shout rises. Often, it’s not the behaviour itself that pushes us over the edge, but the meaning we attach to it: “He’s doing this on purpose.” “She never listens.” “I can’t take this anymore.” That story is what fuels the reaction.

Second, pause. Parenting gives us endless opportunities to reset. Even a few seconds can change everything. Lower your voice instead of raising it. Name your own feeling: “I’m getting frustrated.” Ask for help: “Let’s take a minute to calm down.” Step out of the room for three breaths before you respond. Replace “What’s wrong with you?” with “Let’s try again.”

Small shifts like these model something powerful. They show children that mistakes are part of learning. That emotions can be managed without force. That connection matters more than control.

Because children aren’t just learning from our instructions. They’re absorbing our example. The words and the tone we use today becomes the inner voice they’ll carry tomorrow.

Think back to your own childhood. The voices you heard most often probably still echo in your head. They may tell you to “be careful,” to “try harder,” or perhaps to “quiet down.” Those phrases, spoken in particular tones, become part of who we are. And now, as parents, we are shaping that voice for our children.

That’s why shouting is more than just noise. It’s a message. And if repeated, it becomes a belief.

This isn’t about never shouting again. None of us are perfect. It’s about noticing, repairing and choosing differently when we can. Even after we’ve raised our voice, we can come back and say, “I shouldn’t have shouted. I was tired and frustrated. Let’s try again.” That moment of repair doesn’t erase what happened, but it teaches accountability. It shows children that mistakes can be mended.

One day, our children will be grown. They may not remember every word we said. But they will remember how it felt to be with us. Was the home a place where mistakes were punished or explored? Where curiosity was stifled or encouraged? Where fear entered the room with us or safety did?

When the volume goes up, connection goes down. But when we choose calm, patience and presence instead, we give our children something far more lasting than obedience: we give them an inner voice that supports them for life.

Giulia Galli is a parental coach and author of When a Parent is Born. She supports families with intentional parenting. For further information please visit www.reegal.co.uk

Mar 07
Love0

Raising resilient children

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

What outdoor nurseries know about risk, freedom and play

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mar 02
Love0
angry boy

Family mediation and child‑focused parenting through separation

By children's health, Finance, Legal, Mental health
by Yulia Osudina
YO Mediation

Separation or divorce is a significant transition for any family. When children are involved, parents often experience heightened concern about how decisions relating to living arrangements, schooling, routines and communication will affect their children’s emotional wellbeing. Research and best practice consistently show that children cope best with separation when parents manage conflict constructively and keep children’s needs at the centre of all decision‑making.

Family mediation provides a confidential and structured environment in which parents are supported to reach practical, child‑focused solutions tailored to their family. Mediation encourages cooperation, respectful communication and problem-solving.

What is family mediation?
Family mediation is a facilitated process in which an impartial, trained mediator helps parents communicate more effectively, explore options and reach mutually acceptable agreements. Rather than focusing on blame or past conflict, mediation looks forward, helping parents plan for their children’s future in a way that minimises stress and disruption.

Mediation can address a wide range of issues, including financial matters and arrangements for children. In this article however, the focus is on child arrangements mediation. This can support parents in resolving disagreements about where their children live and spend time – which school they attend, term-time routines and holiday planning, special occasions such as Christmas and New Year’s, grandparents’ visits, religious upbringing and arrangements that take account of special educational needs (SEN), as well as many other aspects of family life.

A key principle of mediation is that parents remain in control of decisions affecting their children. The mediator does not take sides or impose outcomes, but supports both parents to focus on what will best support their children’s stability, security and emotional development.

A child‑focused approach to mediation
While separation ends an adult relationship, it does not end parenting. As such, mediation can help parents to shift from a couple‑focused mindset to a co‑parenting one.

A child‑focused mediation process helps parents to:
• Consider decisions from the child’s perspective rather than through parental conflict.
• Recognise how ongoing disputes can affect children emotionally and behaviourally.
• Develop arrangements that promote consistency, reassurance and strong relationships with both parents where it is safe to do so.
• Communicate in ways that reduce tension and model positive behaviour for children.

Mediators support parents to keep discussions centred on children’s day‑to‑day experiences, such as routines, schooling, holidays, communication and transitions between homes. This practical focus helps reduce emotional escalation and keeps conversations constructive.

When mediation is particularly helpful
Mediation can be especially effective:
• At an early stage of separation, before positions become entrenched.
• When parents wish to avoid the stress, cost and delay of court proceedings.
• Where communication has broken down but both parents remain committed to their children’s wellbeing.
• For families with young children who benefit from predictable routines and low conflict.
• In cases involving children with special educational needs or additional vulnerabilities, where careful planning and cooperation are essential.

Supporting children with Special Educational Needs (SEN)
For families with children who have special educational needs, separation can present additional challenges. These children may rely heavily on routine, consistency and coordinated support across home and school environments.

Mediation provides a structured space for parents to:
• Share information about their child’s needs, support plans and professional input.
• Discuss how routines, therapies and educational arrangements will be managed across two households.
• Agree on communication methods that ensure both parents remain informed
and involved.
• Reduce misunderstandings that can arise when stress and uncertainty are high.

A mediator with experience in SEN matters can help parents focus on practical, realistic arrangements that prioritise the child’s wellbeing while recognising each parent’s capacity and circumstances.

Child‑inclusive mediation
In some cases, and where appropriate, mediation can include the child’s voice. Child‑inclusive mediation is usually suitable for children aged around ten and over, depending on their maturity and circumstances. This approach allows children to speak privately with a specially trained professional, ensuring their views are heard without placing responsibility on them for decision‑making.

The purpose is not for children to choose outcomes, but to give parents insight into how their child is experiencing the separation. For younger children, mediation remains parent‑focused, with decisions guided by professional understanding of children’s developmental needs.

The benefits of early, child‑focused mediation
Engaging in mediation at an early stage can have lasting benefits for the whole family:
• Reduced conflict and improved communication between parents.
• Faster, more flexible resolutions than court‑based processes.
• Tailored arrangements that reflect the unique needs of each child.
• Greater emotional security for children through consistent, cooperative parenting.
• A stronger foundation for long‑term co‑parenting.

Preparing for mediation
Parents can help mediation be as effective as possible by:
• Approaching the process with a willingness to listen and reflect.
• Keeping the focus on their children’s needs rather than past grievances.
• Gathering relevant information, such as school reports or support plans.
• Being open to compromise in the interests of stability and reassurance for their children.

Family mediation, guided by child‑focused principles such as those set out by Resolution’s ‘Parenting Through Separation’ framework, offers parents a constructive way forward during an emotionally challenging time. By prioritising children’s needs, reducing conflict and encouraging cooperative co‑parenting, mediation supports families in creating arrangements that promote security, resilience and positive long‑term outcomes for children.

For parents seeking a calm, respectful and child‑centred approach to separation, mediation provides a valuable alternative to adversarial processes and helps lay the groundwork for healthy parenting relationships in the years ahead.

For further information on how Yulia Osudina at YO Mediation can help you in your own circumstances please visit www.yomediation.com or email yulia@yomediation.com

Mar 02
Love0

Supporting children’s seasonal allergies

By baby health, children's health, Health
by Ben Murray
Dukes Education Group Ltd

Helping little ones breathe easier during the changing seasons

For many families, spring and summer bring lighter evenings, outdoor play and family adventures. But for some young children, these seasons also introduce sneezing, itchy eyes and unsettled sleep. Seasonal allergies, often referred to as hay fever, are increasingly common in early childhood, and while they are more frequently diagnosed in older children, babies and toddlers can experience symptoms too.

For parents of children aged under five, recognising the signs early and knowing how to support your child both at home and in their early years setting can make a significant difference to their comfort, wellbeing and ability to enjoy daily activities.

What are seasonal allergies in young children?
Seasonal allergies occur when the immune system overreacts to airborne allergens such as pollen from grass, trees or weeds. In young children, symptoms can sometimes look different from those seen in adults and may include:
• A constantly runny or blocked nose.
• Frequent sneezing.
• Red, itchy or watery eyes.
• Irritated skin or eczema flare-ups.
• Coughing, particularly at night.
• Increased tiredness or irritability.

Because colds are common in the early years, allergies can easily be mistaken for repeated infections. One helpful clue is duration – allergy symptoms tend to persist for weeks and may worsen outdoors or at specific times of year.

Why early support matters
Under the Early Years Foundation Stage (EYFS), children’s health and wellbeing are central to their learning and development. When a child is uncomfortable or struggling to sleep due to allergies, it can affect their mood, appetite, concentration and enjoyment of play.

Supporting allergies effectively is not just about symptom relief – it helps children feel safe, settled and able to engage fully with their environment. It also supports the development of healthy self-awareness as children begin to recognise and communicate how they are feeling.

Practical ways parents can help at home
There are many simple, evidence-informed steps parents can take to reduce allergen exposure and ease symptoms:
• Check pollen forecasts and plan outdoor activities for times when levels are lower, such as early morning or after rainfall.
• Change clothes and wash hands and faces after outdoor play to reduce pollen being brought indoors.
• Keep windows closed in bedrooms during high pollen periods, especially at night.
• Maintain good sleep routines, as tiredness can worsen allergy symptoms.
• Speak to a pharmacist or GP before giving any allergy medication to young children, particularly under the age of five.
• For babies and toddlers who cannot yet describe how they feel, observing changes in behaviour, sleep or feeding can help parents identify when allergies may be affecting them.

Supporting allergies in Early Years settings
In high-quality Early Years provision, supporting children with allergies is part of a broader commitment to inclusive, responsive care. At our nurseries, we work closely with families to ensure every child’s individual needs are understood and supported.

Our approach includes:
• Clear allergy information sharing: Parents provide detailed health information on enrolment, including known or suspected allergies. This information is regularly reviewed and updated.
• Individual care plans: Where a child has diagnosed allergies, we work with parents and health professionals to create a tailored care plan, ensuring consistent support across the day.
• Staff training: Our teams receive regular training on recognising allergy symptoms, administering medication where appropriate, and responding calmly and confidently to children’s needs.
• Environmental awareness: We carefully plan outdoor play, balancing the benefits of fresh air and physical activity with awareness of pollen levels and children’s sensitivities.
• Communication with families: Ongoing, open communication ensures parents know how their child has been during the day and can share any changes in symptoms or treatment.

Importantly, we approach allergy management in a calm, reassuring way, helping children feel secure rather than anxious about their symptoms.

Helping children build resilience and awareness
Even at a young age, children can begin to understand their bodies. Simple, age-appropriate language such as “Your eyes feel itchy today, so we’re going to help them feel better” supports emotional development and self-confidence.

Encouraging children to wash hands, blow noses gently (when developmentally appropriate), and rest when needed builds early self-care skills. These small routines align closely with EYFS principles of promoting independence and wellbeing.

Working together for children’s wellbeing
Seasonal allergies can be challenging, but with the right support, children can continue to enjoy exploring, learning and playing throughout the year. When parents and Early Years providers work in partnership, sharing information and best practise, children benefit from consistent, nurturing care wherever they are.

By staying informed, responsive and child-centred, we can ensure that even during peak allergy seasons, our youngest children feel comfortable, supported and free to thrive.

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

Mar 01
Love0
group ski trip

Beyond the bell – Enriching every child’s school journey

By family, fun for children, Holiday, Playing, Sport, Sprintime, Wellbeing
by Mrs Faye White
Assistant Principal Pupil Engagement, Shoreham College

Education is often understood as the transmission of knowledge: facts learned, skills practised and qualifications achieved. Yet anyone who has worked in or experienced education knows that the true power of schooling lies not only in what children learn, but in how they grow. A truly enriching school journey nurtures curiosity, builds character and helps young people understand both the world around them and their place within it. It is in this broader sense that enrichment becomes not a luxury, but a vital part of education.

Enrichment gives learning depth, meaning and relevance. It allows children to make connections between what they encounter in the classroom and what they experience beyond it. It supports personal development alongside academic progress and helps pupils become confident, resilient and engaged learners. Trips, visits, residential opportunities and clubs all play a crucial role in this process, bringing learning to life and ensuring that education is not simply remembered, but lived.

Trips and educational visits are often a child’s first step into seeing learning in the real world. A visit to a museum transforms history from dates and diagrams into tangible stories. A trip to a science centre allows pupils to experiment, explore and question. A walk in a woodland or along a coastline turns environmental science into something that can be seen, heard and felt. These experiences anchor learning in memory and emotion, making it far more likely to be understood and retained. Beyond their academic value, trips and visits also promote social learning. Children learn to travel together, behave responsibly in public spaces and represent their school community with pride. They learn to ask questions, listen carefully and engage respectfully with experts and guides. In doing so, they develop communication skills, confidence and a sense of belonging to something larger than themselves.

Residential experiences take enrichment a step further by offering children the chance to grow personally as well as academically. For many pupils, a residential trip is the first time they have spent an extended period away from home. This brings with it excitement, uncertainty and challenge, all of which are powerful tools for learning. On residentials, children learn independence in practical ways: organising their belongings, managing routines and taking responsibility for themselves and others. They learn resilience by facing unfamiliar situations, trying new activities and overcoming small setbacks. Whether it is climbing a wall, navigating a trail or performing in front of peers, these challenges build confidence and self-belief. Just as importantly, residentials strengthen relationships. Pupils learn to support one another, to work as a team and to develop empathy and understanding. They see their teachers not only as instructors, but as mentors and role models. These shared experiences build trust, community and a sense of belonging that often carries back into school life long after the trip has ended.

Clubs and enrichment activities further enhance the school journey by offering pupils opportunities to explore interests beyond the core curriculum. Sports clubs encourage physical health, teamwork and perseverance. Creative clubs such as art, music and drama nurture imagination, self-expression and confidence. STEM clubs, coding groups and problem-solving activities promote logical thinking, innovation and curiosity. Gardening, debating and cultural clubs broaden perspectives and develop responsibility, communication and global awareness. These activities allow children to discover strengths they may not otherwise recognise. A child who struggles in the classroom may shine on the sports field, in a rehearsal room or during a practical project. This recognition builds self-esteem and motivation, helping pupils to see themselves as capable and valued learners. Clubs also offer safe spaces for children to take risks, make mistakes and learn from them, an essential part of developing resilience and a growth mindset.

Alongside these experiences, schools should also play a vital role in helping young people connect with their communities and understand the value of contributing to others. Through charity fundraising, volunteering and enterprise projects, pupils learn that they are not only learners, but citizens with the power to make a difference. Many access this through inspiring initiatives such as the Duke of Edinburgh’s Award, partnerships with local care homes, beach cleans, fun runs, food collections and community events. These experiences teach empathy, compassion and social responsibility in ways no textbook can. Becoming a well-rounded adult requires learning not only how to achieve, but how to give; not only how to succeed, but how to support others. The value of this learning is profound, both for the individual and for society, and it is something schools nurture with care, creativity and commitment.

Together, these enrichment opportunities create a holistic education that prepares pupils not only for exams, but for life. They help children develop essential life skills, collaboration, adaptability, empathy, leadership and perseverance. They expose pupils to new environments, cultures and ideas, broadening horizons and raising aspirations. They help children understand that learning is not confined to a classroom or a timetable but is a lifelong journey.

In an increasingly complex and fast-changing world, this kind of education is more important than ever. Young people need more than knowledge; they need the confidence to navigate uncertainty, the curiosity to keep learning and the resilience to face challenges. Enrichment provides the space and structure for these qualities to grow. To enrich a child’s school journey is to invest in their whole development, academic, social, emotional and personal. It is to recognise that education is not simply about preparing children for the next stage, but about helping them become thoughtful, capable and compassionate individuals. Trips, residentials, clubs and community engagement are not add-ons to learning; they are integral to it. They are the experiences that children remember, the moments that shape identity and the opportunities that open doors.

In enriching their school journey, we do more than teach. It is beyond the bell that education becomes experience, and it is through enrichment that every child’s school journey is truly transformed.

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

Mar 01
Love0
teacher and kids

Life lessons and character in the classroom from the very start

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

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

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

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

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

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

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

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

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

 

Nov 18
Love0
toilet training

Why toilet training a year earlier is an urgent issue

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

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

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

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

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

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

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

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

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

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

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

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

Nov 18
Love0

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

www.monica-price.co.uk

 

Nov 15
Love0
Forest-school

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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