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health for youngsters, babies and adults

Nov 30
Love0
worried child

Helping children to manage worry and challenge unhelpful thinking

By Education, Health, Mental health, special educational needs

by Gosia Bowling
National Lead for Mental Health at Nuffield Health

With almost half of parents expressing fears that the pandemic has impacted their children’s mental health, how exactly can concerned caregivers reach out and support children in managing unhelpful thinking?

The value of listening
Conversations around emotional wellbeing are difficult for anyone, let alone children – who worry they’ll be viewed differently if they admit to experiencing negative thoughts.

So, they must be handled sensitively, at the right moment. For example, instead of sitting down for a formal chat, gently introduce questions while engaging in other activities or games.

Listening is then key. We often feel the need to interrogate or offer advice but remember to take a step back – it is important that this is their time to talk and our time to listen.

Focus on ‘reflective listening’ – the skill of letting the speaker know they’re being understood without shifting the focus away from the content of their speech.

This may include echoing feelings back to them, for example, “you’re worried that exams will be harder this year”, without attempting to offer a personal perspective or solution.

This shows the child you aren’t looking for a quick-fix or trivialising their feelings but deeply understanding and validating their worries.

Normalise feelings
The reason many individuals feel reluctant to speak or seek help is that they believe they are alone in their experiences. That their thoughts and experiences are unique and therefore no one can support them.

This often manifests in expressions like “you must think I’m crazy” or “do you think differently of me now?” and stresses the importance of normalising feelings of distress.

Once children learn their experiences are not only common but expected, they are more open to exploring them – taking comfort in the knowledge that those around them have experienced the same emotions and learned how to manage them.

The process of normalisation may start with phrases of agreement, like “I would be stressed too if I were in your situation” before moving towards reassurance, such as “these feelings are common’” and “every other child will be anxious about moving classes, too”.

Embrace support
Caregivers should remember they can’t be expected to have all the answers. There is truth to the saying ‘it takes a village to raise a child’ and there is no shame in welcoming support from the community.

This may include family, friends and even those in positions of responsibility like teachers or sports coaches.

Caregivers can confide in others without breaking the trust or confidentiality of the child. For example, the content of direct conversations doesn’t need to be relayed and it could be as simple as stating you’ve noticed the child isn’t as chatty or active as usual recently.

Making others aware of the challenges facing the child increases the opportunities for someone to ask questions, open a dialogue and share how they’ve coped with similar experiences in their life.

This support may also come in the form of formal tools and education. Caregivers are encouraged to learn about common behaviours and thinking patterns associated with mental health difficulties – from recognising the signs in themselves or others to working with managing unhelpful thought patterns with Cognitive Behavioural Therapy (CBT).

For example, Nuffield Health has teamed up with SilverCloud to deliver a CBT module aimed at those dealing with anxiety and low mood in young people, offering support and tools including coping mechanisms.

These include positive communication skills, thinking patterns and breathing techniques designed to prevent feelings of emotional distress from spiralling, as well as preventative strategies like problem-solving and self-esteem building, to equip caregivers with all the tools needed to support and educate children.

Article supplied by www.nuffieldhealth.com

Nov 08
Love0
SEN learning

What should you do if you think your child may have Special Educational Needs?

By Education, Mental health, numeracy skills, reading, Relationships, special educational needs

by Chloe Chapman
SEND Consultancy Services

The term ‘Special Educational Needs’ describes learning difficulties or disabilities that make it more difficult for children to learn than most other children of the same age.

What is the first step I should take if I think my child has Special Educational Needs?
It can be a worrying time if you are concerned that your child is not developing in the same way as other children or doing as well as they could be in nursery, school or college. Each educational setting will have a SENCO (Special Educational Needs Co-ordinator) responsible for providing additional support for children with additional needs. If you have concerns, you should arrange a meeting with the SENCO and other key staff who work with your child frequently (for example, the class teacher or form tutor), to discuss where you feel your child is struggling and what support is already in place to help your child.

The school (and you) may feel that your child needs more support, and this should be reflected within a SEN Support Plan.

The SEN Support Plan should include clear outcomes that it is expected your child will meet, and the support they will need for that to happen. For example, if your child is struggling with writing, support may include an intervention or support group that your child will attend, and during writing activities a staff member will support them. The SEN Support Plan should be reviewed regularly to ensure that your child is making good progress and the support is working well.

What is the next step if a SEN Support Plan is not working?
If your child has a SEN Support Plan, but they are still not making as much progress as would be expected, they may need an Educational, Health and Care (EHC) Plan. A parent/guardian, educational setting or a professional working with your child can apply for an EHC Plan, using the link available on the Local Offer for your Local Authority.

You do not have to use the forms provided by the Local Authority, but they will guide you as to what information to include. It is important to include as much evidence as possible – this can be information from the educational setting such as; a copy of the SEN Support Plan, results from standardised tests and examples of your child’s work. If your child has received additional care from Health Professionals such as your GP, a Paediatrician or Consultant, then include any corresponding paperwork. You can include reports from other professionals who may have worked with your child, such as: Educational Psychologist, Occupational Therapist, Speech and Language Therapist, Behavioural Support Worker or a Physiotherapist. Where possible, evidence should be dated from the last two years so it is still relevant to your child. For your child to receive the help they need it is important for reports to reflect how they might be on their worst day; this can make for difficult and emotional reading. Please remember that this is a means to an end and with the correct support in place the good days should far outweigh the more challenging days.

Once this information has been submitted to the Local Authority, they will make a decision about whether your child will undertake an EHC Needs Assessment. This is a 20 week assessment process, where the Local Authority gathers further information on your child to make a decision about what level of support is required. At the end of this process your child may receive an EHC Plan, or they may remain on a SEN Support Plan.

How to find information about services available through my Local Authority?
Local Authorities have an obligation to publish information relating to services and support for children on the Local Offer. The Local Offer will include information about how to apply for an EHC Plan, who to contact for help and what the process will look like for your area. If you are thinking about applying for an EHC Plan it can be useful to discuss this first with your local SEN Team, a local support group or an independent SEN consultant.

Aside from an EHC Plan, what else should my Local Authority be offering? –
The Local Offer should explain what schools are expected to provide as part of a universal offer for every child. Teachers should be regularly assessing children to identify which children may need additional help. In any one class, the teaching staff (with guidance from the SENCO), could be running a number of catch up or intervention groups for children with skills or knowledge gaps. The expectation is that if a teacher identifies a gap or delay, that the school should look to their own existing groups and resources to support a child in the first instance. As a parent, regular communication with school staff is key to making sure that you are both on the same page and your child is getting access to the support they need.

If you would like more advice about your child and their individual circumstances, then please do get in touch. SEND Consultancy Services can talk through possible next steps, attend meetings, read over reports, SEN Support Plans or EHC Plans and be an advocate for you and your child.

www.sendconsultancyservices.co.uk – chloe@sendconsultancyservices.co.uk – www.surreylocaloffer.org.uk

Nov 05
Love0
forest skills

Using outdoor learning to enrich a child’s education

By Education, environment, Family Farms, Forest School, Green, Mental health

by Barnaby Sandow
Head of School, ACS International School Cobham

The great outdoors is an invaluable and immediate educational resource, uniquely placed to build children’s awareness of the world, while being highly beneficial to both their personal and academic development.

Outdoor learning can take many forms – from taking a maths lesson outside, to giving children the opportunity to explore the fauna and flora of their surroundings. As a result, it has a wide range of benefits.

Research has shown improved health and wellbeing as one of the many outcomes of outdoor learning. Learning in the great outdoors not only allows children to be more active during the school day and lead a healthier lifestyle, but also provides an opportunity for them to relax and subsequently feel more refreshed and ready to learn. Taking the classroom outside can also increase student engagement; outdoor settings have the ability to fully energise an inquiring mind in a completely different way to indoor classroom environments.

Helping schools to enhance their outdoor learning offering and ensure children can enjoy meaningful and effective lessons, the Forest School Association offers a national accreditation that schools can apply for to deliver both structured and unstructured outdoor sessions. At our school, we have a long-established Forest School programme, led by our own Forest School accredited teachers and trainers, who are able to deliver valuable outdoor sessions for children from the age of two upwards.

The beauty of Forest School and general outdoor learning is that it offers children great variety in their learning. In one session, children could be asked to create natural inventions, such as flower crowns or pressed leaf drawings, and share stories with one another; this encourages creativity while enabling them to reflect on their experiences. In another session, children could be taught how to build a campfire and learn about fire safety, giving them the opportunity to physically test their skills in the real world and build the confidence to take risks in a supported and safe environment.

Forest School learning can see children journeying together through the woods or engaging in simple rough and tumble, which engage all of a child’s senses and are crucial for helping them to make sense of the world around them, while strengthening their communication and teamwork skills.

In outdoor sessions, children are also given free time to fully explore and interact with nature, being able to discover a variety of trees, plants and their surroundings in greater detail and learn about the world around them – in the most hands-on way possible.

From our experience, we have found that outdoor learning is particularly beneficial for younger children. They are given the space to be active and enjoy being noisy and messy, while engaging in play-based learning and exploration. With activities based on small, achievable steps, spending time outside helps to increase self-confidence and independence in the early years. Additional benefits of outdoor learning for younger children include improving their focus and attention, while physically helping to improve their balance, co-ordination and fine motor skills.

Beyond school, there are many ways that parents can facilitate outdoor learning in the evenings and the holidays to continue their child’s development at home. By encouraging simple and fun learning activities, such as den-building, painting a mural in the garden, or taking garden and wildlife photography, parents can help to spark the imagination of their child and increase their motivation to learn in all areas of their life – not just in the classroom!

For more information on ACS Cobham’s provision and to book an open day, please visit:

www.acs-schools.com/cobham

Nov 03
Love0

Have you heard about the latest trend in childcare?

By Childcare and Nannying, children's health, Education, family, Relationships, Work employment

by Adele Aitchison
GrandNanny Founder
www.grandnanny.co.uk

New childcare services in the UK are offering families the chance of reliable, flexible, part-time childcare from experienced over-50s. From mental wellbeing, to being a substitute grandparent for families, the benefits of intergenerational childcare are becoming clear to parents, children AND older workers.

Parents can all identify with the strain of stretching their time to cover work, home admin, the school or nursery run, and after-school activities. Twenty four hours in a day don’t seem enough! ‘The juggle is real’ and whether your child is in nursery or school, finding the right childcare solution can be fraught with worry and frustration, especially at a time when some nurseries and after-school clubs have shut down locally.

It’s clear that families need reliability and experience. Now that many people’s work patterns have changed from the classic ‘9 to 5’ – whether because of flexible working, working from home, or night shifts – flexibility is also really important, but often difficult to find.

As a new solution, the UK has recently started adopting a trend that’s already popular in the US and Japan – matching older people with young families, to give them the reliable, part-time childcare they desperately need. Research has shown intergenerational programmes can improve mental and physical wellbeing for older people, whilst helping the kids they care for have better age-empathy, development and social skills.

As founder of GrandNanny, I was inspired by my memories of being looked-after, as a child, by my grandparents. My grandparents were very involved in my childcare growing up, but when I moved to London, I realised loneliness among older adults is a huge issue. This is especially true for those who aren’t in touch with family or who aren’t working. I felt strongly that families were missing the huge experience and care older adults can bring. I could see very clearly the benefits of connecting older people to those in their communities and have seen hugely positive feedback from all age-groups.

For older workers, nannying can promote mental and physical wellbeing, with a job that keeps body and brain active and provides a valued role in the family and wider community. If they were previously not considered for a job because of their age, their experience is viewed with a fresh perspective – as a valuable skill – and they are ‘seen’ again by the society. Parents get reliable help from someone who really gets to know their family and child and has a range of skills and specialist knowledge from their previous careers. Kids get all the great stuff you’d expect, from someone to help with reading or homework or to bake, play music and go to the park with.

Anna, a 57 year old former receptionist who lost her job last year, started nannying two months after being made redundant, taking care of siblings aged seven and three. She became a grandparent figure for them – getting them ready in the morning and taking them to school, cooking dinner, and reading a bedtime story. Having three grown-up girls and a grandson and always looking after kids for friends, she had plenty of personal experience of childcare. Anna says working as a nanny helps her to keep a young and optimistic outlook and spend time in the fresh air, but also gives her the flexibility to look after her own grandson while still earning an income.

The family Anna works for say she has been a great help to them, really helping lighten the load. She has also become a ‘substitute grandparent’ to the children in her care, something that’s all the more precious because they don’t have their biological grandparents close-by.

So far, as this new approach to childcare takes off in the UK, a huge range of over-50s, from musicians to events organisers, former teachers to nurses say they have found a new and rewarding career as a nanny. They can bring unexpected skills in creativity or learning that the family might not get in a different childcare setting, as well as specialist knowledge for children with specific additional needs.

The families who’ve seen the huge benefits of an over-50s childcarer for their families, really appreciate the flexibility and peace of mind such a service offers.

For anyone who may not have had a nanny before, this important new trend seems to be a win-win-win situation for everyone involved.

Nov 02
Love0
children jumping in a forest

How can education prepare children to lead a good life?

By Education, Mental health, Relationships, special educational needs

by Dr Ian Cunningham
SML College

I would guess that no one ever said on their deathbed: “I wish I had got better grades at GCSE”. In fact, research on deathbed regrets suggests that people in different parts of the world show similar responses. A top regret, for instance, is around relationships – and people feeling that they may have neglected friends and loved ones or may have allowed work to dominate their lives. Others regret the kind of career they have had and feel that they have not fulfilled themselves through their work life.

There is a link here to Freud’s comment that “love and work are the cornerstones of our humanness.” Note that he didn’t say that these are the only things that matter. But if we put his saying alongside the evidence of people’s regrets, it’s quite clear that love and work are crucial to a good life.

If we take work first, then research shows that many people feel unsatisfied with the work that they do. The research shows that they needed better advice when they were younger to make career choices. In mentioning GCSEs at the start, one of the things that’s apparent is that people often choose GCSEs based on such factors as liking the teacher or the views of others.

What is necessary is for the child to be helped to explore what a good life would mean for them and what that would mean therefore in terms of things that they need to learn to help them to get there. At Self Managed Learning (SML) College we start our time with children who join us by asking them about their lives and about things they like and don’t like and about what a good life might mean for them – and therefore what they need to do to prepare themselves for that future. Now we recognise that, especially for younger children, they may not have very clear ideas. That doesn’t matter. It’s more about providing a space so that there is continual exploration of what an individual wants for themselves and for their life in the future. However, by the time students get to 13 or 14, clearly there are choices around what to do at GCSE. Those choices need to be made on the basis of how that helps the person to prepare for the future that they want.

The other side of Freud’s view is about importance of love. What he meant was not erotic love, but rather the ability to have loving relationships with those around us. It might be a more brotherly/sisterly kind of love or it might be a generalised love for humanity. Whatever focus we put on it, the link to deathbed regrets about relationships becomes relevant.

Schooling has become such an individualistic enterprise that, for instance, if you help a friend with a test, it’s called cheating and you get punished for it. In life, cheating is essential – that is, helping people. It is the cornerstone of good relationships. In our College we don’t have such testing. It’s quite common for young people to help and support each other in their learning and to take this beyond when they leave us at 16. For instance, research on former students has shown that one of the key things they comment on learning at the College is what they often call their social skills. They see themselves as being able to relate to others effectively and it actually goes beyond just skills. It’s clear that they value having been in a community that is caring and supportive and that they have learned to engage with others in a truly human way. We know that this is one of the major criticisms of employers about people coming out of the education system – that they’re not good at working in teams and relating effectively to others within the workplace.

When I say that it’s more than skill, it is because what young people learn in the community is about caring about others and demonstrating that care. By being in a small community that allows young people to really know those around them they can be highly supportive and caring to others.

In a court case about what constitutes suitable education, the judge defined it in the following terms: “To prepare children for life in a modern civilised society and to enable them to achieve their full potential”. I would go further than this. Although achieving full potential is clearly what we are aiming for, it has to be not just preparing people to fit in within society, but to be able to be themselves and to live a good life. One that is more than just fitting in. As each person is different, so they need to pursue the kind of learning that will give them a good life. This means not having a standardised curriculum and instead encouraging each young person to see who they can become and how they can achieve that.

Dr Ian Cunningham, Chair of Governors, Self Managed Learning College, Fishersgate, BN41 1QH. ian@smlcollege.org.uk

Nov 02
Love0
squidz

The importance of learning to swim

By children's health, fun for children, Playing, Safety, swimming

by Tara Highway
Swimming Squidz

The earlier you can begin a child’s swimming journey, the better that journey will be! Many start when only a few weeks old, which is ideal. My own three children began swimming at about two months old and have had a real passion for swimming and the water ever since.

The idea at a young age, is to grow awareness of the water, learn safety skills and ignite a love for the water. The journey begins as a very sensory one. One, we as instructors and parents need to be very in tune with. It is a slow process during which we must learn to listen to each individual baby/toddler and work to their own needs. One baby may excel, another may struggle with the whole process – what we need to do as instructors and professionals is see and understand their fears and anxieties and then work along side the parent/carer to help them work through their fears. Often, the anxieties and fears are passed through from the parent, so you are not only starting the work with the baby but, on a regular basis, you are helping work on the parent/guardians worries too. Adult anxieties can often stem from a childhood trauma or sometimes there is no trigger, just an ‘irrational fear’.

So, beginning as early as you are able to is paramount for a child’s early safety awareness and confidence in the water, be it a bath, swimming pool, the sea or a river. It also helps them not gain a fear of the water from the outset.

We start them with a cue, so they can relate the words to know what is about to happen. This can be a simple trickle of water over their head, with a ‘Ready go’ command helping them learn to understand it means they are about to get wet. The most important thing is to make it fun, even if they have their own worries. It is so important that the parent or carer shows a huge smile and lots of positive noises, so the baby or toddler understands there is nothing to fear and it is all great fun!

Learning how to blow bubbles is important for their onward learning and planting the idea about learning breathing skills. So we demonstrate bubble blowing by blowing them ourselves – all children find bubbles funny and us doing it often make them chuckle. They need to learn how to blow bubbles and in this way they slowly start trying to mirror what we are doing which is a fun activity for all involved.

For early years learning in the water the key element is fun and enjoyment. It is made more enjoyable involving themes, especially toddler age, from unicorns, tools, space, pirates, flowers, building, Christmas, Easter and so on – different themes keep interest and excitement in the learning. Whether they are working on arm or leg movements, turning, diving, working with noodles, floats or on a big mat, there are so many fun ways to learn in the water, so much so, they think they are just playing and having fun, but they are learning an incredible amount more! For a simple example, if they are on noodle ‘seahorses’ it is the start of them learning about balance, core strength and treading water – what a skill to have!

If you are unable to start them off at an early age, don’t worry that is no problem, things are not always in the right place for an early start. A later start can cause a fear of water or an over confidence, both can be problematic, but equally, it will be fine with the right instructor. It is being able to (as an instructor) ‘curb’ the over confidence, without taking away or ruining the passion and joy of the water or learning. In equal measures, helping an older child (four and above) find their love for the water can be so rewarding as it can be a long journey with many blips along the way.

Every child learns at their own pace but you also have to factor in any special need as these can be very complex. Making sure you understand these needs is all part of your ability to teach successfully, to help each and every child. All these things need to be taken in to account when teaching a confident child, or a very anxious child. Remember, start at the basics and work from there, work to each child’s ability, not what you think is ‘expected’. It is incredibly important to stop and remind yourself that what one child will find easy another may not – finding the way forward to help and encourage their love for water is always a priority. Keeping a routine is what the children like, repetition is key, and we all learn from routine.

Growing a firm bond with each child is a huge step in their confidence, they need to know they can fully trust you in the water, know you will keep them safe. Making absolutely sure they all know, on an individual basis, that what they have achieved no matter how big or small, is fantastic, they need to leave every lesson knowing how well they have done and how proud you are of them. Ending every session with a fun activity is always such a reward for all the children and us as instructors, seeing how happy they are after a great session in the water. One of the mantras in my lessons is always “I can do it, I AM AMAZING.”

There is sadly still a massive proportion of children who have no knowledge or skills in the water at all – this is something that needs to change and soon. Swimming and basic water safety skills are imperative for everyone – it could one day save your child’s life

So, why not find your local swim school and book lessons now?

Swimming Squidz, is a family run business teaching babies and children up to the age of 11 to love the water while staying safe. www.swimmingsquidz.co.uk

Nov 01
Love0
divorce

Separation and divorce: What should we tell the children?

By Finance, Legal, Mental health, Relationships

In this issue of the magazine, Jennie Apsey, Solicitor in the Family Department at Dean Wilson LLP, looks at the best way for parents to tell their children that they are separating and how to come to agreement in respect of Child Arrangements.

We have decided to separate but have not yet told the children. How do you advise we should do this?
Every situation and child is different so there is no one answer to this question. Of course, much will depend on the age and emotional maturity of the children concerned. Pre-school children need simple, concrete explanations and are unlikely to be able to articulate their feelings. You as their parents are their whole world and they will not have the ability to think about the future. They will need reassurance about where they will live, who will look after them and how often they will see the other parent. Six to 11 years olds will be more able to understand and think and talk about their feelings, however they do still tend to see things in black and white and will have a limited understanding of complex adult issues like separation and divorce. Secondary school age children will have a far greater capacity to understand these issues and are likely to ask more questions and challenge parental authority and decision making.

From my experience as a Family Solicitor I have assessed that damage to children of all ages may be limited by following some or all of the following:
1. Inform your children jointly of the decision to separate.
2. Talk to them in an environment in which they
feel comfortable, for example at home.
3. Be honest but avoid blaming each other. Avoid giving children too much information or information they do not need.
4. Emphasise that it is not the children’s fault and that both parents love them equally. They need to understand that the decision to separate is an adult decision which they didn’t cause and can’t influence.
5. Do not make children feel they have to choose between you. Tell them that their life will be different but do not give them choices – it is your job as their parents to make the decisions. Children will want to know how life will change from their point of view, not yours, so letting them know what will change and what will still be the same is important.
6. Make sure they realise that they are free to love both parents as before. Try to separate your feelings from the children’s feelings – do not confuse your child by belittling or criticising the other parent.
7. Expect your child to play one parent off against the other or even to take sides. This is very common. Do not hold what they say against them – allow them to express their feelings.
8. For contact arrangements, make them clear to the children and make them regular – children usually like routines as they feel more secure knowing where they will be, when and with whom.

We are having difficulty agreeing what is in the best interests of the children in terms of living and contact arrangements. How can we overcome this?
You may need the help of a third party to come to an agreement about Child Arrangements and a family consultant or mediator can assist with this and help you formulate a Parenting Plan to refer to moving forwards.

What is the difference between a family consultant and a mediator?
A family consultant provides therapeutic and emotional support and helps separating parents navigate a way forward in the best interests of their children. A family consultant does not focus on legal or financial matters, focussing instead on the emotional wellbeing of all the family members. It can sometimes be helpful to speak with a family consultant to prepare you for the process of mediation, or even for them to work alongside the mediator. Family consultants aim to provide an impartial ‘third-eye’ perspective to assist parents in prioritising their children’s needs and wellbeing.

A mediator is trained to listen to both parents, to assist them in their discussions and to work towards a solution that is in the best interests of the children. The mediator will ensure that both parents have the opportunity to speak and put their views forward within a neutral, safe environment. Mediators do not take sides and do not advise. Mediators are not therapists, and their role does not extend to providing therapeutic or emotional support.

Do I need a Solicitor?
A Solicitor will be able to advise you in relation to your rights and obligations which you may find helpful prior to embarking on mediation with your partner. However, Solicitor and Court intervention should be considered as a last resort. Some cases require Solicitors to negotiate on the parents’ behalf and/or the benefit of a Court Order to regulate Child Arrangements. However, in the first instance it is far better to try hard to sort difficulties direct with your ex-partner. The children will benefit most if you are able to maintain communication and establish a good co-parenting arrangement going forwards.

Dean Wilson LLP’s reputation has been built upon our ability to deliver and exceed our clients’ expectations. For over 100 years our success has been founded upon our client focused approach, backed by the knowledge and expertise of our lawyers. www.deanwilson.co.uk

As an ABC reader you can call the Family Department on 01273 249200 to arrange a no obligation telephone discussion and, if required, a fixed-fee meeting.

Aug 08
Love0
Forest school benefits

Exploring the world of Forest School

By Education, environment, Gardening, Green, Mental health
by Rachel Martini
Nursery Manager, Little Lancing Day Nursery & Forest School

There’s been a real buzz about Forest School in recent years – but what’s it all about and why is it becoming increasingly popular?

Forest School in the UK is based upon the Scandinavian concept of ‘friluftsliv’ – free air life – an open-air culture which has long been very much a way of life in those countries. It first made its way to the UK as long ago as 1993 and has grown in leaps and bounds since then, both here and around the world.

The UK Forest School Community, way back in 2011, came together to define the ethos of Forest School in this country. Broadly it is a child-centred learning process that inspires children through play, exploration and supported risk-taking. It inspires children to undertake hands-on learning experiences in a natural setting and builds confidence and self-esteem through regular play sessions.

The provision for Forest School covers a wide range. From Early Years settings that operate completely out of doors, to those nurseries and schools with bespoke outdoor learning spaces, to sessions for children that take place outdoors in their nursery garden or school grounds.

Whatever the format offered, Forest School is firmly aimed at sparking children’s curiosity with the world around them, building an awareness and connection with the natural world and using their outdoor environment to develop important life skills. It also gives children a chance to make connections and to experience fun and challenging activities, away from the lure of the electronic world they are growing up in. Yes they are becoming digital natives but they are first and foremost natives of the ‘real world’ too!

In summary, the six basic principles of Forest School are that it:
• Offers a long-term programme of frequent and regular sessions, with careful planning, adaptation, observations and then review.
• Takes place in a woodland or natural wooded environment, wherever possible, to support the development of a relationship between the learner and the natural world, although good Forest School practice can of course be well supported in other sites with only a few trees.
• Fosters resilient, confident, independent and creative learners, with experiences linked to home and nursery/school where appropriate.
• Provides learners with the opportunity to take supported risks appropriate to the environment and to themselves, using tools and fires where appropriate and within the framework of a baseline risk assessment.
• Is run by qualified practitioners with a minimum of an accredited Level 3 Forest School qualification, who continuously maintain and develop their professional practice. It has a high ratio of practitioner to learners. Practitioners hold up-to-date first aid qualifications, including paediatric elements.
• Uses a learner-centred pedagogical approach that is responsive to the needs and interests of learners, with play and choice an integral part of learning and development.

The benefits to young children of learning through play within the natural environment are clear to see. Forest School helps children to develop holistically, at their own pace, into resilient, confident, independent and creative learners. They learn teamwork skills building ‘nests’ or shelters and are encouraged to develop risk awareness through activities such as bushcraft. They instinctively use natural resources for inspiration, following the flow of the seasons to explore for example bluebells in spring, birds nesting and leaves changing colour in the autumn. They take learning outdoors and make connections with the natural world around them. At a time when climate and environmental issues are becoming critically important, Forest School is a great – and, we believe, essential – grounding for our future citizens.

Rachel Martini is the Nursery Manager at Little Lancing Day Nursery & Forest School. For further details please call 01273 465900 or visit www.littlelancing.co.uk

Jul 10
Love0
Mum and baby cuddle

Why parenting with anxiety makes you a ‘super-parent’

By children's health, family, Mental health, Relationships, Uncategorized
by Abby Dunn
Psychologist at the University of Sussex

The last couple of years have been tough for everyone. The Covid pandemic has left many adults and children feeling uncertain, stressed and anxious at times. Several pieces of research have highlighted the heavy burden this period has put on parents of young children. If you are a parent or carer you may have found things overwhelming at times. You are not alone in those feelings. Almost every mum and dad across the country will have done so at some point.

At the Parenting with Anxiety Team we specialise in supporting families. We hope that the following will provide some useful information and reassurance. But also remember that you are the expert on your family.

Parents with anxiety are ‘super-parents’
From our work with parents we know that almost all of them go to massive efforts to do what is best for their children and that they are doing this while managing their own anxiety. Think of Ginger Rogers doing everything Fred Astaire did, but backwards in high heels. It is not easy!

We know that all parents can think they are not doing a good enough job, so it was great to hear a mother we work with describe anxious parents as ‘super-parents’. And they are! Super at managing their anxiety at the same time as juggling the demands of parenthood. If you are in this situation, take a moment to recognise that you are super too.

You are just one part of what makes your child who they are
If you find yourself experiencing anxiety, you may worry about the impact it has on your children. You may notice that they express some anxious feelings of their own. If that is the case remember that a huge number of different factors contribute to making your child the amazing individual he or she is. It is not all down to you. It is also worth remembering that when your child is anxious your understanding of your own anxiety can give you special insight into what they are going through.

Your child’s anxieties are not your own
When you feel anxious, your child’s worries can be overwhelming. It can be useful to remember that all children worry at times and it is perfectly normal. Sometimes you might be tempted to step in and fix things for them, so they don’t have the same experiences you did.

School experiences can be a point when we transplant the feelings we have about our experiences onto our children. But their experiences are different and the things which worry us may not affect them in the same way. Similarly, when your child is worried about something you do not have to share those feelings. If you can step back a little from their worries you will be better able to help them cope with them. This is not always easy and don’t beat yourself up if you do find yourself sharing their fears.

If you are worried, encourage your child to talk, and listen
Just by noticing that something is going on for your child you have already shown real sensitivity. The next thing to do is support them to share what they are feeling. You do not necessarily have to solve things – you might not be able to and that is OK. If worries are coming up at bedtime focus on soothing them and try and have a gentle conversation about it at another time. Sometimes it can help to have a chat while you are both more relaxed, for example in the car, while playing or walking back from the shops.

To find out more about the project at the University of Sussex please visit www.parentingwithanxiety.org.uk

Jun 02
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Ten little things to do with the family

By Education, fun for children, Mental health

Mums, dads, and carers across the UK can often run out of ideas of what they can do for fun entertainment with their children when they are at home. Here, Gabriella Egleton, UK Brand Marketing Manager for Bebeto sweets, has compiled her top 10 little things you can do to help keep the whole family entertained during free time.

1 Start a feather collection. When out walking keep your eyes peeled for unusual bird feathers. From magpies to pigeons, you’ll be amazed at how beautiful some feathers are.

2 Grow some herbs. Instead of buying fresh herbs, invest in a few packets of seeds and let the children watch them grow. As the kids grew them, they will be more likely to try to see what they taste like.

3 Have an indoor scavenger hunt. Create a list of items and set a time limit to find a range of different objects around the house. Objects could include a sock, a pencil, and a book. And of course, you’ll need a bag to collect the objects.

4 Make your own board game. Come together as a family and brainstorm what your boardgame is going to be about, the object of the game and the rules. Then, as a team, set about creating it together.

5 Make paper planes or paper dolls. Host a paper plane throwing competition and see whose creation can fly the furthest. Alternatively, cut out paper doll chains and decorate them. Once completed you can attach lolly sticks to either end and make the dolls dance for you. Maybe you could then host a puppet show with them.

6 Make an indoor den. Raid the airing cupboard for blankets, towels and cushions and build a den in the sitting room. This activity offers hours of fun as the den could become a castle or a tent.It will grow with your child’s imagination.

7 Compile a list of things you have enjoyed or are thankful for. Every day add an activity or event to the list that has made your child happy. This will become a memory for your child to treasure in years to come.

8 Host an indoor picnic. Inject some fun into lunchtime by hosting a picnic on the kitchen floor. Grab your rug, sandwiches, and crisps for a lunchtime with a twist.

9 Draw with your eyes closed. Art is always a nice way to fill time but why not try drawing objects, places, and people with your eyes closed. You might surprise yourself.

10 Hold a talent show. Some people have natural talents, and others have ones they haven’t uncovered yet.Whether you have one or not maybe you could learn something new to show the family like a magic trick, whistling with your fingers, or juggling. The list is endless. Enjoy!

Bebeto is available at all good convenience stores nationwide.

For further information please visit www.bebeto.co.uk or find them at Bebetouk on Facebook.

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