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Aug 08
Love0
happy family

The mindful family holiday

By environment, family, Family Farms, fun for children, Holiday camps, Relationships, Wellbeing
by Adry Capodanno
The Holiday Fixer

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Aug 08
Love0
loving dad

Preparing dads for fatherhood

By family, Mental health, Relationships, Wellbeing
by Gordon Dowall-Potter
MANtenatal

Why support matters more than ever

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Jul 03
Love0
schoolkid learning

Building independent learning in the early years

By Early Years, Education, Relationships, Wellbeing
by Michelle Thurley
Head of Early Years at Little Amesbury, Amesbury School, Hindhead

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

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

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

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

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

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

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

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

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

 

Jul 03
Love0
Arty owl

Children need more art

By dance & Art, Education, fun for children, Mental health, play, Playing, Wellbeing
by Sebastian Dewing
Founder Artroom Brighton

Nurturing creativity beyond the classroom

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

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

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

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

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

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

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

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

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

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

Jul 01
Love0
school line

A guide to transitioning from prep school to senior school

By Education, Relationships, Wellbeing
by Jessica.Musgrove
Burgess Hill Girls

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Jul 01
Love0
girl in forest

Let them climb

By children's health, Education, environment, fun for children, Green, Safety, Wellbeing
by Lucy Owen-Collins
Head of Adventures at Bee in the Woods

The powerful benefits of outdoor risky play

In an age of screen time, padded playgrounds and hyper-awareness of safety, it can feel instinctive to shout “Be careful!” every time your child climbs a tree or scrambles up a boulder. But what if, in our effort to protect, we’re holding our children back?

As parents, we want to keep our children safe, but research shows that too much caution can actually hold children back from vital developmental opportunities.

Risky play; those thrilling, uncertain, physical experiences like climbing, jumping from heights, balancing on logs, or exploring wild spaces – is more than just a childhood rite of passage. It’s a crucial ingredient in how children grow into confident, capable, resilient adults.

Author and childhood play advocate Tim Gill, in ‘No Fear: Growing Up in a Risk Averse Society’, argues that children need real opportunities to test their limits and take measured risks. When we support rather than suppress this kind of play, we empower children to become more aware of their bodies, make better decisions and develop lifelong emotional resilience.

The benefits of risky play
Physically, risky play helps children build strength, agility, coordination and fine motor control. Scrambling up a climbing frame, balancing on a log, or running across sand not only keeps children active – it enhances their core stability, posture and endurance.

Sensory development also thrives in outdoor play. Movements like spinning, swinging, rolling and balancing stimulate the vestibular and proprioceptive systems – key components in helping children understand where their body is in space. These experiences lay the foundation for everything from focus and attention to emotional regulation and coordination.

Cognitively, risky play sharpens problem-solving and decision-making. Children must assess their environment – “Is this branch strong enough? Can I jump that far?” – and adjust their approach in real time. This self-assessment builds independence and executive function.

Socially and emotionally, children learn to regulate emotions like fear and frustration, and to persevere after a fall or failure. When playing with others, they negotiate, take turns, lead and follow – all vital skills for life. Risky play also nurtures courage and self-esteem: there’s nothing like the glow of pride after scaling a tall rock or swinging across a stream.

Risk is not the enemy – danger is
There’s a difference between risk and danger. Risk is a challenge a child can see, consider and try to overcome. Danger is something hidden or poorly understood. As adults, our role is to assess the environment, offer guidance and stay nearby, rather than removing every possible hazard or stepping in too soon.

Forest School Leaders often use a ‘risk-benefit’ approach – recognising that the benefits of play with risk often outweigh the downsides when managed sensibly.

Supporting safe risky play: What parents can do
Instead of shutting down adventurous play, we can shift how we support it. Here are a few ways parents can help children assess risk:
• Talk it through: Ask, “What’s your plan?”, “How could you do that safely?” or “What’s your next step?” These questions should help children think critically and prepare.
• Model curiosity, not fear: Stay calm and positive, even when your instincts are shouting. You can always move closer or spot from a distance.
• Celebrate effort, not just achievement: Say, “You tried that really carefully” or “I noticed how you tested that first”, to reinforce thoughtful behaviour.
• Know your child: Every child has a different threshold for risk. Trust their instincts, but be there to encourage and, occasionally, challenge them.

What to say instead of “Be careful”
“Be careful” is vague and often ineffective. Try these alternatives:

• “Can you find a steady place for your feet?”

• “Use both hands.”

• “Take your time and notice what’s around you.”

• “What’s your plan if that wobbles?”

• “I’m right here if you need me.”

These phrases promote awareness, decision-making and reassurance without instilling fear.

Risky play in different environments: Safety tips
Outdoor environments offer rich, natural opportunities for risky play. Here’s how to support children’s exploration safely and confidently in a few common settings:

At the beach
• Water safety first: Teach children to respect the tide, watch the sea and stay within view. Watch for strong currents and always stay close when water is involved.
• Digging and climbing: Sand dunes and rock pools offer exciting climbing opportunities. Encourage kids to test ground firmness and wear shoes with grip.
• Sensory-rich play: Let children roll, bury, balance, and run. Sand is a great medium for physical and imaginative play, but remind children not to dig too deep or tunnel near unstable edges.

In the woods
• Tree climbing: Don’t lift children into trees to climb them – encourage them to understand their own abilities by climbing themselves. Encourage kids to “climb down as well as up”- if they can’t get down safely, they’re too high. Avoid trees with dead branches and teach children keep ‘three points of contact’ on the tree at all times (two hands, one foot/one hand, two feet)
• Sticks and stones: Playing with natural materials builds creativity and coordination. Teach children how to carry sticks safely (point down, away from faces).
• Rough ground: Roots, mud and slopes are ideal for balance and proprioception. Wear shoes with grip and support falls as learning moments rather than failures.

On climbing equipment or rocks
• Let them fall small: Risky play doesn’t mean no bumps or bruises, but small falls teach children to adapt and try again.
• Check surfaces: Sand, bark chips or grass under climbing equipment help cushion falls. Encourage safe jumping and always remind children to look before leaping.

Why it all matters
When we give children permission to play with risk, we do more than help them become physically stronger. We show them that we trust their judgment, believe in their resilience and honour their growing independence.

Let’s raise children who aren’t afraid to fall, try again and learn through doing. The outdoors is their natural training ground. So next time your child teeters on a tree limb or builds a fort from branches, take a breath and remember: this is childhood, exactly as it should be.

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

Jul 01
Love0
upside down selfie with kids

The benefits of an active holiday camp

By environment, fun for children, Holiday camps, Mental health, Wellbeing
by Emily Finch
Ultimate Activity Camps

The school holidays are a time for children to take a break from the school routine, have fun, relax and recharge but they can also be an opportunity for growth, adventure and to learn new skills. Holiday camps offer a fantastic alternative to boredom at home, long hours in front of the screens and finding fun and engaging childcare solutions for parents. Active holiday camps create the perfect environment for children to stay fit and build valuable life skills through physical activities, games and team challenges.

Active holiday camps are more than a way of burning off energy. They can support children’s mental wellbeing, help them make new friends, and even spark a lifelong love for the outdoors. Whether it’s boosting their confidence through new experiences or simply encouraging healthy habits, the benefits go far beyond the holiday itself.

Improved physical health
Activities like sports, swimming, hiking and obstacle courses help improve cardiovascular fitness, strength, flexibility and coordination. Regular physical activity can also boost the immune system and supports healthy growth and development. With a range of activities throughout the day to participate in, an active holiday camp will help children get moving and trying new activities can inspire a love and help exercise to become a regular occurrence.

Being on camp for a day, a week or the whole summer can help to create a lifestyle change. An active camp creates a fun atmosphere and where it’s normalised for children to be on the move. Enjoying themselves in this environment means it is likely children will want to carry it on outside of the camp, creating a new norm. By being outside and in the natural environment, whether that is whilst on a multi-activity camp, on school playing fields or a sports specific camp on astro turf or specialist surfaces or survival camps in the woods all these will help children appreciate the outdoors, fresh air and a gain a respect for nature.

Boosts mental wellbeing
Being outdoors and engaged in fun physical activities releases endorphins that help elevate mood and reduce stress and anxieties. The regular exercise children get in an active holiday camp can also boost their mood and improve their focus. Being active will also naturally tire a child out, meaning they will come home from camp and have a deeper and more restful night’s sleep, which will help improve their overall mood and wellbeing.

Active camps also help to develop children’s social skills. They are a great place to meet new people and make new friends. Many activities on an active camp involve an element of teamwork, bringing all kinds of children together to work towards a common goal. Children learn to communicate, co-operate, resolve conflicts and support one another – skills that are essential in all areas of life. The shared experiences create lasting memories and bonds.

Active camps also help build confidence and independence. Trying new activities with new friends and succeeding while being supported by new peers helps build confidence and self-esteem. Whether it’s on the football pitch or in the art room, being praised and supported by others leaves children with a sense of achievement. Being in a new environment without their parents, with unfamiliar faces and possibly unfamiliar surroundings, encourages children to step out of their comfort zone. They learn to adapt to new instructors/teachers and navigate new conversations and friendships on their own, giving them invaluable life lessons and skills.

Reduces screen time
Holiday camps, and active camps especially, can be a great way to pry digital devices from children’s hands. The limited screen time creates a great opportunity to reconnect with play, the outdoors and simple childhood fun! With all the activities on offer and action-packed timetables, children’s devices will be a distant memory. Reduced screen time increases focus, creativity and emotional regulation, on and off of camp.

Promotes learning through play
Many activity camps incorporate learning into the timetable, almost like sneaking extra vegetables into dinner by cutting it very fine! This can be through teamwork, creative thinking or STEM. Activities like team-based problem-solving games, treasure hunts and movement-based STEM challenges help children develop critical thinking, communication and collaboration skills. All while staying active, making learning feel exciting and rewarding. Whether they’re figuring out clues in a scavenger hunt or building a structure that can withstand movement, children are developing skills that will benefit them long after the camp day ends.

At Ultimate Activity Camps, children can enjoy a range of over 40 sports, games and craft activities each week, led by inspiring staff in superb facilities – running at 45 locations this summer! For further information about camps near you please visit www.ultimateactivity.co.uk

Mar 15
Love0
lonely sad boy

Thousands of lonely children turn to Childline for help and support

By Childcare and Nannying, Mental health, Relationships, Wellbeing

In 2023/24 the NSPCC service delivered almost 5,000 counselling sessions related to the issue, both online and over the phone from one of their 13 bases around the country. Concerningly, loneliness was given as one of the main reasons for young people calling Childline about problems with their mental health.

Reasons children and young people have cited for feeling lonely in the last year include moving house or school and having to make new friends, their parents working long hours, being bullied by peers,and seeing their friends having fun on social media and feeling as though they are missing out.

One 16-year-old girl said to Childline: “I feel so lonely all the time, I end up crying and trying to sleep until the feeling goes away. I’ve tried to help myself, but nothing worked. I feel like I’ve been this way forever, I need this to change.”

The charity is revealing these figures to remind children and young people that they are not alone with Childline ready to provide help and support 24/7.

One girl aged 11, from Scotland, told Childline: “I feel so lonely at school, I only really have one friend. What’s harder though is I feel I can’t talk about how much it upsets me. My parents seem annoyed or judgemental when I try to talk about my feelings. Speaking to Childline feels like a weight has been lifted.”

To support young people who may be dealing with loneliness, the NSPCC also offers an online service called Building Connections.

This service, available to anyone up to the age of 19, matches young people with a trained befriender for 11 weeks who will help them to build their confidence and better manage their loneliness.

To refer a child to the online Building Connections service visit: https://learning.nspcc.org.uk/services/building-connections?modularPage=make-a-referral

Advice for children who are struggling with their mental health and/or loneliness includes:
• Do things that feel positive: Try your best to take part in activities you enjoy, whether that’s playing a sport, listening to music, reading a book, or drawing. Small positive actions really can have a big impact on your mood.
• Take care of yourself: When you are struggling with difficult feelings, it is important to continue to prioritise your basic needs such as eating well, staying hydrated, and getting enough sleep. Taking care of your body can have a positive impact on your mental health.
• Try to find ways to socialise: Whether it’s joining a club, connecting with peers at school, or reaching out to a trusted friend, prioritising socialising can help to reduce feelings of loneliness
• Remember it is always OK to ask for help: Speak to a trusted adult, a teacher, a friend, or contact Childline. No matter what you’re feeling, you don’t have to go through it alone.
• Consider signing up to Building Connections: If you’re 19 or under and struggling with feelings of loneliness, consider signing up to the NSPCC’s online Building Connections service. This service will pair you with a trained befriender who will work with you to give you the tools to tackle loneliness.

Shaun Friel, Childline Director, said: “It’s heart-breaking to see so many young people turning to Childline because they feel lonely and isolated. We know how much of an impact loneliness can have on children’s mental health, often leaving them feeling hopeless and unseen. That’s why it’s vital that children know they don’t have to face these emotions alone. Childline is here for every young person, no matter what their situation. Whether they’re missing a friend, struggling with school holidays, or finding it difficult to talk to those around them, our counsellors are ready to listen and provide support.”

Tips for adults to help children and young people who may be experiencing loneliness include:
• Communicate openly: Encourage children to talk about their feelings and listen without judgement.
• Discover what’s causing the problem: Gently explore why they might be feeling this way and validate their emotions.
• Encourage socialising: Help children find opportunities to connect with peers through hobbies, clubs, or activities.
• Help them build their confidence: Celebrate their strengths and achievements and remind them of the positive relationships in their lives.
• Build a supportive environment: Loneliness isn’t something that can be resolved with one conversation. It is important to create an environment of openness where a child can talk to you about their feelings and any struggles they may be facing.

Childline is available for young people via the phone on 0800 1111 and online through the 121 chat on www.childline.org.uk/get-support/message-boards/

Jan 28
Love0
world

How to teach your children about the world around them – even when it’s doing its worst

By Early Years, environment, Forest School, Mental health, Relationships, Wellbeing
by Katie Harrison
Founder of Picture News

As our children grow, they become more aware of the world around them. Some events are sensitive and divisive, with global news often being unavoidable – including for children. Stories can be encountered online, on newspaper front pages, or via chatter in the playground. But what if the news didn’t have to be something to try to shield children from? As parents and carers, we can responsibly share current affairs with children, to equip them with tools to develop and learn from the world around them.

Make news discussions age-appropriate
Consider children’s age and developmental stage when planning your news discussions. You may wish to use visual content, including images and videos, but remember to vet these before sharing with children. For younger children, simplifying news events into relatable concepts, like being kind or unkind, fair or unfair can be effective. For older children, divulging more information can be appropriate. Reactions and understanding of news stories will differ for all children, but be confident that you know them best as you gauge how much information to share. News conversations can work well in the morning, to give children plenty of time to digest what’s happened, then reflect and share any questions or worries with you during the day.

Consider your role and influence
Be sure to observe and regulate your own reactions, language and behaviour when discussing news with children. As parents, we know children can be impressionable, and therefore may detect and emulate any fear or hatred they observe around them. We can responsibly ensure children mirror positive behaviour when discussing current topics. Try to maintain a healthy environment that is considerate and respectful. Think carefully about the language you use and try to stick to the facts. Be clear if parts of the discussion are your own thoughts, and be honest with children if you are unsure on a response to a question – you don’t have to know all of the answers! Instead, navigate the news together as events occur.

Help children work through their emotional responses
News stories can prompt emotional reactions for all of us. Some stories can dominate headlines and social media feeds or directly affect children, so it’s important to let them have emotional outlets in response. Children may bottle up how they’re feeling about events unfolding in the world, so making time to talk in a safe, familiar space can be of benefit. Give children a variety of tools to communicate how they feel; they might prefer to talk, write, or use creative approaches. You could use visual aids, discussions, post-it notes, emotion cards, smiley faces or art. Exploring how a news story makes your children feel can be a genuine opportunity to explore their understanding of emotions – what it means to feel an emotion, how emotions can change over time and how they manifest differently for everyone.

Support children to develop empathy
Current affairs contain a spectrum of opinions and experiences, which help children learn that we all hold different perspectives to be respected. This can support children in forging connections between themselves and others; by exploring other people’s experiences depicted in the news, children can build empathy, consider others, and practise relating to people. Such an awareness is a useful tool to help children become well-rounded, thoughtful citizens, who care about others.

Look for the positives together
Nestled within sensitive topics tend to be positive stories that follow. During times of hardship reflected in the news, we can often find examples of communities pulling together in response, which ultimately show our children lessons of morality, citizenship, and unity. So if you’re unsure how to approach a sensitive news topic with children, try sharing stories about more uplifting, responsive events that emerge. This helps you address heavier issues through an accessible, less unsettling lens. There are many positive acts that follow turbulent events we can share with children.

Inspire children to use their voice
Headlines are full of people using their voice to make a change – and children can do the same. Take the time to empower children to know that an awareness of what’s happening in the world can help them speak up as active citizens. The news is happening now, and with your support and guidance, children can act on their ideas and opinions. Whether it’s helping their community or writing letters, children can be encouraged to believe in their own ability to create positive change locally, nationally, or even globally.

There are many important lessons within news events that can help children grow and develop. Sharing the news with the younger generation comes with responsibility, but with the right tools and guidance, children can learn valuable lessons of citizenship, empathy and morality, whilst discovering the world they live in.

Katie Harrison is a former teacher and founder of Picture News, a supplier of teacher resources for creating engaging and exciting lessons about current affairs so children can learn about the world around them. For further information please visit www.picture-news.co.uk

 

Jan 27
Love0
shouting around children

The last shout

By Childcare and Nannying, family, Relationships, Wellbeing
by Paul Dix
specialist in children’s behaviour

How to parent without shouting and why it’s the one tip a parenting expert says will transform your children’s behaviour.

Amongst the chaos of everyday parenting shouting feels like a natural byproduct. It is often the shortcut to calling your children to dinner/chastising them for rudeness/stopping them murdering themselves. It feels intuitive, like the right thing to do, but if you want to revolutionise the way you manage your child’s behaviour the answer is counterintuitive.

A casual shout for attention from a distance can often be the spark for confrontation, “Sam, SAM, SAAAAAAAM”, “WHAT!, why are you shouting at me flipping heck” “How dare you! Did you just swear at me….” This is intensified in the mornings as we try to raise teenagers deep in sleep by repeatedly shouting them out of bed. It needs some patience and resolve from you as a parent but the first step to change is to stop the casual shouting. Get up and speak to each other, ring a bell for dinner, agree a routine for the morning that is calm and doesn’t involve screaming. The first change, annoyingly, has to come from you. Refuse to shout, lower the volume in your home, change the intensity of your demands.

Now address the way you deal with poor behaviour. Shouting as a punishment is not effective. It underlines the “NO”, but sends all sorts of messages that you don’t want your child to receive. A shouty adult is unpredictable, seemingly angry and the worst model for emotional control. Children see, children do. If you want your child to be emotionally regulated, you need to be too. It takes a little practise but it is possible to pause, step back and see your child’s behaviour for what it really is and not as a personal attack. I know that we are all emotionally invested but emotion is not a good teacher. When it comes to behaviour your child needs a calm, rational, regulated adult. It won’t take them long to learn.

Often a child learns to change their behaviour just so that the adult doesn’t shout. The game becomes how to be more sneaky more secretively. You can get away with anything until you provoke the bear. The focus is immediately on your behaviour and not theirs. The culture in your home changes. Children behaving one way when you are there and another when the bear is asleep/out/hungover. You want your child to behave brilliantly when you are not there. They need to be able to regulate without you. Shouty parents might get their temporary needs met but they don’t meet the needs of their child. Teaching behaviour can’t be an improvisation. It needs a plan.

Having rules and holding to the boundaries is essential. You can help your child to learn those boundaries and stay within them without roaring. Instead try establishing three simple rules. Try ‘Kind, Caring, Co-operative’, or ‘Ready, Respectful, Safe’ and refer to them each time you want to correct behaviour. Use these three pegs to focus yourself and your child. “It isn’t respectful to call your Granny, ‘bruv’, ‘Remember our safe rule when we cross the road”, “I need you to be co-operative, it is an important rule, put the cake down and cut a slice”. Make sure that each time you use one of the rules you back it up with “this is how we do it here”. Your home, your rules, your culture.

Now start noticing the good stuff about your child in amongst the chaos. Encourage the idea that they can behave brilliantly. You get more of the behaviour that you notice most. Notice the behaviours that you want to encourage and link them to the rules, “Thank you for doing that without being asked, I keep noticing how kind you are” or “I noticed you were ready on time this morning. Love that.” Aim for just three moments of positive noticing a day, even on the bad days. Your child is more than their current behaviour and they need to know that you know that. The more you positively notice the harder it is for negative labels to form. Despite lapses in behaviour your child spends most of their time behaving impeccably. Notice it, build on it, encourage your child to have the most positive labels.

The route to improving your child’s behaviour and your relationship has its foundations in calm, positive interactions focused around three simple rules as mentioned earlier. It is counterintuitive but it works. In the meantime, save your shouting for inanimate objects. Strangely it makes much more sense.

Paul Dix is a specialist in children’s behaviour and the author of When the Parents Change, Everything Changes: Seismic Shifts in Children’s Behaviour

 

 
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