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Apr 20
Love0

Spending time with your children

By environment, family, fun for children, Playing, Relationships, Sprintime, Uncategorized

According to a study from children’s brand, Stokke, one in four (23%) parents say that their child complains ‘all of the time’ that they can’t spend enough time together. Overall, nearly two-thirds (60%) of children wish they could spend more time with their parents – with the main culprits being work, chores and lack of money to do things.
The most popular quality time activities that parents said their children enjoyed doing the most as a family were:
1. Eating out (41%)
2. Going to the park (41%)
3. Going for walks (40%)
4. Going to the movies (37%)
5. Visiting family and friends (31%)
6. Playing board games (30%)
7. Reading (27%)
8. Swimming (27%)
9. Cooking (26%)
10. Playing games consoles (25%)

Stine Brogaard from Stokke’s offers five top tips on becoming closer to your child and ensuring you spend quality time together.

1.Don’t take time for granted
Instead of booking playdates for your child when you have the day off, make it quality mother/daughter or father/son time, doing something together that you both want to do.

2. Ask your child questions
Find out what their favourite things to do are. A child’s taste changes so much over time so it’s important to keep on track and do things that reflect this.

3. Share passions
Find something that you are passionate about and encourage your child to get into it too. Even better if it’s something you can do together, whether that’s reading, walking, or playing a sport such as football or tennis. This will make it much easier to find time for each other that you’ll enjoy. Though read the signs if they don’t enjoy it, you can’t force these things!

4. Cook together
Eating is something we do every day, so cooking together is a fantastic way to have fun together, give your child responsibility and educate them about food. Give them set tasks, let them choose what they’d like to cook and encourage them. Seeing the family appreciate the food you’ve created together will be something very special to them and give them confidence.

5. Make the most of the shorter windows of time
We all have very busy lives, always going from A to B whether that’s school, work, extra-curricular classes or friends’ houses. If you’re travelling together, make sure you pay your child your full attention and make an effort to understand what’s gone on in their day and share snapshots of your own. The most important thing is to laugh together, and find ways to have fun, wherever you are – no matter how little time you have.

Research has revealed, 87% of parents wished they could spend more time with their children while parents say that less than half (45%) of the time they spend with their child is quality time.

Research of 2,000 parents of children aged under 14 also revealed that when it comes to making key decisions in the household, it appears that the child has more control over what happens today than years gone by. Nearly three-quarters (72%) of people said their child had more control in their home than when they were young, and one in four (27%) admit that their child completely rules the roost! In fact, over half (53%) of British parents said that their child is the bossiest person in the household.

Apr 11
Love0
trombone playing boy

Talent spotting in schools

By Education, fun for children, Music and singing, Playing

Talent spotting in schools
The difference between scholarships and bursaries

More attention than ever before is being devoted to the significant levels of financial support provided by independent schools, to assist aspirational families on lower incomes. According to the Independent Schools Council’s 2019 census, 34% of pupils educated at independent schools currently receive help with their fees, at a cost of £1bn. The majority of this is provided directly from the schools themselves.

Fee assistance comes in many different shapes and sizes and, as a result, the world of scholarships and bursaries can seem like a minefield to those embarking on the journey for the first time. What can make things even trickier, is that different schools give different names to their individual types of fee assistance. One school might offer a ‘scholarship’ worth 10%, whereas at its neighbour down the road, it might be 50%. It is therefore important to know how to navigate the world of scholarships and bursaries and to establish the difference between them.

At the majority of schools, scholarships will refer to a portion of money off school fees and they will be awarded on merit – the result of a child being an excellent academic all-rounder or brilliant at, for example, art, drama, music, sport, or design technology. They usually (although not always) come with some form of percentage discount on the cost of a child’s overall fees.

Bursaries, on the other hand, are usually hosted by charitable foundations within independent schools and tend to be means-tested places that are offered to an outstanding pupil from a family on a very low income who would never be able to consider providing their child with a private education without the support of a bursary. In most cases, this level of assistance gives life-changing access to talented students who would otherwise never benefit from an independent school education and all that it offers. Being independent, these schools have been able to keep the torch alight for vital areas of the wider curriculum – such as music, the arts, competitive team sports, modern and classical languages – that have so often had to be marginalised in their state counterparts.

The landscape has changed significantly in recent years and it is now more usual for scholarships and awards to attract a very modest reduction in school fees, with larger fee remissions being offered through means-tested bursaries. In the very early stages it is important to establish the detail of the criteria for entry, the maximum scholarship or bursary that a school is prepared to award, and the process that you and your child will need to go through to secure either a scholarship or bursary.

A typical scholarship process could look like this:
• Initial enquiry received by School Registrar who discusses scholarship criteria, any specific examination requirements, for example.
• Families interested in pursuing an application are sent appropriate forms for completion.
• Parents submit completed forms, with child’s most recent school report and reference from current school.
• Application considered and, if successful, child invited for interview.
• Child puts together a portfolio demonstrating their abilities and wider interest in the area for which they are applying for a scholarship.
• Child visits the school with portfolio, is interviewed by the Head, attends interview with the Head of Department and demonstrates their talents, undergoes academic tests, as appropriate.
• Once all applicants are interviewed, candidates are considered by the Head and Heads of Department.
• Scholarships offered according to merit and number available.

While the process for securing a bursary might look like this:
• Initial enquiry received by the School’s Registrar, who discusses the application process and criteria applied.
• Families interested in pursuing their application are sent an ‘Application and Means-Testing Financial’ form for completion.
• The family completes and returns the form with the child’s most recent school report.
• The child’s potential is assessed ‘on paper’ by the Head.
• The family’s financial circumstances are then assessed by the School’s Bursar or an independent financial assessment company.
• If successful, the child’s parents or guardians are interviewed by the Head.
• If successful, the child attends an ‘experience day’ at the school, is interviewed by the Head, is academically assessed and is given the opportunity to demonstrate their particular talents to relevant Heads of Department (maybe art, drama, DT, music or sport).
• If successful, the family might be visited at home.
• If successful, the Head might put forward short-listed candidates with recommendations for consideration by, and confirmation from, Charity Board.
• Foundation Scholarship places offered, as appropriate.

Probably the most important thing for any parent or guardian interested in applying for a scholarship or bursary for their child or charge to remember, is that they should not worry about approaching their school of choice and openly discussing the opportunities available. There is no such thing as ‘saying the wrong thing’ and it may well be that their child is exactly the kind of student that a school is looking for. The important thing to realise is that the schools are as keen to support talented children with bursaries and scholarships – provided
they match their criteria – as parents or guardians are to secure them.

Christian Heinrich is Headmaster at Cumnor House Sussex in Danehill. He set up The Cumnor Foundation which offers 2 means-tested bursaries each year that cover the entire cost of a talented child’s education for ten years from the age of 8 to 18, in collaboration with sixteen independent senior school partners. www.cumnor.co.uk/cumnor-community/the-cumnor-foundation/
For further information please contact Cecilia Desmond, Registrar at Cumnor House Sussex on 01825 792006 or email registrar@cumnor.co.uk. www.cumnor.co.uk

Apr 08
Love0

Art saves lives

By dance & Art, Education, family, fun for children, Mental health, Music and singing, Playing, reading, Relationships, Theatre
by Eleanor Costello
Brighton Dome and Brighton Festival

Young people face new challenges every day. From navigating the complexities of an ever-changing Internet culture to fighting for their future in an era of climate crisis. Art provides opportunities for everyone to make sense of the world, to test our boundaries and let our imagination thrive. Children benefit from having the opportunity to read books, go to theatre shows and to make their own art.

The acclaimed poet and Brighton Festival 2020 Guest Director, Lemn Sissay said; “Art saves lives, it literally saves lives. Art is how we translate the human spirit. That’s why you have art and religions. That’s why people sing. That’s why we read poems at funerals and weddings, we need some bridge between the spiritual, the physical, the past, the present, the future.”

Through events like Brighton Festival, young people can explore, discover and participate in the arts. For 30 years the Children’s Parade has officially marked the start of Brighton Festival, with over 5,000 participants, including 3,473 school children, stepping into show stopping costumes they have designed and made themselves. Around 10,000 people come along to see the parade and be part of the largest annual children’s event in the UK. The parade is a unique event produced by community arts organisation, Same Sky, which offers thousands of young people the chance to come together in creations they’ve designed around a central theme, giving them a sense of belonging. In 2020, the Children’s Parade theme is Nature’s Marvels, offering a platform for participants to think more about the world and environment around them.

Stories fire the imagination, invite us to empathise with and understand others, give children the creativity needed to face the world and even the tools to change it. Young City Reads is an annual Brighton Festival and Collected Works CIC reading project. A book is selected for primary school children in Brighton & Hove, Sussex and beyond to read and discuss, culminating in a final event with the book’s author at the Festival in May. In 2019, over 3,000 pupils took part in free weekly activities. For 2020, the chosen book is Malamander by Thomas Taylor, featuring a daring duo Herbert Lemon and Violet Parma who team up to solve the mystery of a legendary sea-monster. This is a chance for schools across the county to foster a love of reading in young people and give support to teaching staff to think outside the box with their curriculum.

Hilary Cooke, Brighton Festival Children’s Literature Producer says; “Children’s book events are an opportunity to turn the private activity of reading into a shared experience. Being in a room with a new (or favourite) author and a group of young readers is quite magical, with laughter, imagination and surprise. Illustrators drawing live on stage create another layer of creativity that is beautiful to watch (and possibly my favourite thing).” Due East, Hangleton and Knoll Project and the community steering committees enable local residents to make their vision come to life in Our Place, a Brighton Festival event that has been running for three years. Pop up performances take place across Hangleton and East Brighton with a community event in each area. Seeing arts and culture being celebrated and given a platform in their own neighbourhood opens the door for young people to think differently about the places they live in.

Brighton Festival offers opportunities for young people in Brighton and beyond to experience groundbreaking, original and spectacular performances by international artists. Australian company, Gravity & Other Myths bring a new jaw-dropping circus show bound to blow the minds of aspiring acrobats, Drag Queen Story Time gives children the opportunity to be who they want to be with a LGBTQ friendly storytelling, and hilarious theatre show Slime allows two to five year olds to squish and squelch their way through a tale about a slug and caterpillar.

May is a time of spectacular celebration across the county, with Brighton Fringe, The Great Escape, Artist Open Studios and Charleston Festival in addition to Brighton Festival’s jam-packed programme.

Supporting the next generation of art-goers is integral to Brighton Festival’s spirit and this year’s programme aims to bring a variety of events for children and young people – from infants to Instagrammers. Children of all ages can discover, create and participate in the arts, giving them unexpected and enriching experiences that can be shared with their friends or family. Many events are free, others starting as low as £5 and there are often family offers so the whole clan can come along.

Head to www.brightonfestival.org today to find out what’s happening at Brighton Festival from 2nd to 24th May 2020.

Mar 09
Love0
theatre boy popcorn

Enjoy the show!

By dance & Art, family, Music and singing, parties, Playing, Theatre, Uncategorized

We are lucky enough to have some fantastic theatres in the county and it is important to support local theatres if we want to keep them around. Some of our theatres have some wonderful shows on for children over the next few months so it’s a great time to visit them.

Seeing a live show is an escape from daily life for a couple of hours – whatever your age. Children can fully immerse themselves in what they are seeing on stage. Apart from the pure enjoyment of seeing a show there are many other benefits of taking your children to see a show.

Seeing a live performance encourages children to be more empathetic and to put themselves in the shoes of others. They can imagine how it will feel to have the family of the boy on stage, or what it feels like to be a soldier, or even to live as a refugee. Theatres encourage you to step into the shoes of a character – building empathy, understanding and inclusivity.

Many of today’s theatre shows stem from books. For children who have read the books, there’s nothing quite like watching their favourite characters come to life. It’s also a great way to expose children who haven’t read the books to some fantastic and imaginative literature.

Lots of new shows that are aimed at children tackle issues that children many find hard to talk about such as mental health, friendship, sense of belonging, bullying and family breakdowns. You will be amazed at some of the conversations that seeing a show can prompt. Taking children to the theatre can give parents a way to explore difficult themes together and a way to begin those vital conversations.

For little ones, theatre is simply a lot of fun. There’s so much to watch, sing along to and laugh along with. Even if children are too young to understand verbal dialogue they will still be stimulated by the visual side of the show and shows that are aimed at toddlers will be deliberately short and more interactive with lots to keep young children stimulated.

Some parents find taking their children to the theatre a daunting experience; will they be able to sit still long enough? Will they be quiet and what happens if they need the toilet during the show? When theatres put on shows for children, they realise that you can’t predict
how your child will behave and are far more accepting of the odd interruption from a child who needs the toilet or who can’t manage to sit down for that long.

Shows for children usually have age recommendations. These aren’t set in stone and act as a guide for how old audience members should be. These recommendations act much like certificates for films, but also give you a sense of whether your child will understand the plot of the show.

Get children excited about going to the show in advance and talk to them about the kind of behaviour that is expected. Make sure you arrive in plenty of time for the inevitable toilet queues and to get settled comfortably in your seats.

Many theatres now offer relaxed performances for children with autism who may find a show too overwhelming. During these performances, the house lights often stay up, loud noises are made quieter and there’s sometimes a chill out area to sit in if children find it too much to take in.

A trip to the theatre should be accessible to all, and theatres are working hard to make theatres welcoming and enticing for children. A theatre show provides an escape for all ages and you get to sit back while someone else is in charge of the entertainment!

Jan 14
Love0
child bouncing

Stay active all winter

By children's health, Health, Mental health, play, Playing, Uncategorized

We’re all aware that regular physical activity is important and has many health benefits. But even some very active children have a difficult time keeping exercise going during the winter months. The weather is probably horrible, it gets dark earlier, and a ‘duvet day’ can be very appealing!
However, whatever the weather, it’s important to keep little ones active and help them stay that way by developing an exercise habit from before they even start school. The NHS recommends that to maintain a basic level of health, children aged five to 18 need to do:

• At least 60 minutes of physical activity every day – this should range from moderate activity, such as cycling and playground activities, to vigorous activity, such as running and tennis.
• On three days a week, these activities should involve exercises for strong muscles, such as push-ups, and exercises for strong bones, such as jumping and running.

This sounds a lot but can be made more manageable by combining structured activity classes with fun exercises at home, and building fitness into your everyday routine. It can then help promote healthy weight management and reduce the risk of many chronic diseases.

Get outside
Just because it’s cold outside does not mean you have to stay inside! The key is to wrap everyone up in layers and to keep moving. Moving around outside and getting your heart rate up will help keep you warm as well. Walk to school or part of the way, once a week, go to the park, or play outside with friends. Children’s farms still have plenty going on in the winter and there is lots of space to run around in. Most of them now have vast outdoor play areas and you can warm up with a hot chocolate in the café afterwards.

Choose another indoor location
Especially in the winter months, getting out of the house will help prevent children getting cabin fever, and can mean they will sleep better at night. Try choosing a location that also incorporates physical activity with lots of fun such as a leisure pool, soft play centre, ice rink or indoor climbing.

Enrol children into a new class
If you want to get your children involved in something fun and consistent, enrol them in a regular class. It’s a great way to try something new, be active, and meet new people – for them and you. Trying new activities is a great way to figure out what children might like. There are lots of classes for preschool children upwards. Classes for preschoolers are all about having
fun while being active. Classes are age-appropriate, and babies can start at many of them from six months, and so by the time they reach school age exercise has become a healthy habit for them, and their social skills will also be enhanced.

Build exercise into your routine
Everyday activities can count as exercise too, as long as your children are getting their heart rates up. Things like walking the dog, biking to the shops, or going to the park on the way home from school all help. Incorporating these activities into your children’s daily routines will help them develop a healthy lifestyle that will stay with them for the rest of their lives. An hour a day is the target, but these activities can be accumulated throughout the day not necessarily all at once.

Limit screen time
We are all aware that even very young children are spending increasing amounts of time in front of a screen, which includes television, videogames, computers and phones. Whilst children are at primary school you are almost completely in charge of what they eat and what they watch, so don’t let them get used to spending hours in front of a screen every day. If screen time isn’t allowed to become a habit whilst they are young, you will have far less problems getting them off screens as they become older.

In order for children to find exercise fun, they need lots of variety. And when they find exercise enjoyable, they are much more likely to stick with it over an extended period of time. Avoid the boredom factor by offering as many different options for activity as possible. Plus, trying new physical activities together as a family will not only benefit your children’s health, but can help fight the winter ‘blues’ too. So, get up, get moving, and stay active this winter!

Jan 11
Love0

The winter staycation

By Education, environment, family, Family Farms, fun for children, Party, Playing

If it’s not possible to escape the colder months here in the UK and jet off to sunnier climes this year, then we might all just need to be a bit more creative in order to make sure we can still enjoy the great outdoors.

Summer staycations have been pretty popular this year, and no doubt some people were probably found moaning about it being too hot, but soon enough we will be longing for warm weather and sunshine again.

“There’s no need to wait for a warm, or even dry day to plan a family trip out” says Nicola Henderson, who is a mother of three and runs family farm, Godstone Farm, in Surrey.

Here are her top tips for day trips to help get you outdoors whatever the weather:
Book online
With reduced capacities to ensure social distancing most venues will ask you to book in advance, and why risk not getting in with excited children in the back seat? Many attractions may offer their best price if you book in advance via their website and often more savings can be made the further ahead you book. That all important booking confirmation is also a valuable chance for the attraction you are visiting to communicate important information to you; in uncertain times its best to get the low-down before you arrive.

Use the website for all important information
Most venues will now have information on their site about their ‘Covid Secure’ measures and any information you need to know. But, let’s not forget the fun stuff – the website will give you all the details of what’s open and what’s on, plus check out the blog and any latest posts on social media. This day out might be a special treat, so show the children pictures and read content to them, even play a quiz in the car about what they think they might see and do. You might not be going on holiday, but you can still escape for a bit!

Arrive early
Let’s face it, the children aren’t likely to give you a lie in on your staycation so make the most of the day. Arriving early means getting the car parking space closer to the entrance (important in bad weather!) and also being first in line for things that might get busier during the day. Whether it’s the front of the queue for a ride, or the first to cuddle a cute bunny it’s always good to beat the crowds, especially on weekends and holidays. Check out opening times before you visit – some attractions have started opening earlier than usual – this seems a popular idea, especially when toddlers get tired and need an afternoon snooze.

Leave the picnic at home
There are two main reasons for this. Firstly, hear the cries of parents up and down the land who are plain bored of making a picnic. All those lockdown walks where daily exercise meant packing up a hamper, going to the green space close by and trying to entertain the children while keeping in line with government guidance. Nicola adds “Certainly with my family, when lots of places were still closed there was an endless snack-packing exercise to go out to the local park.” Secondly, if you are able to support your local business, or small attraction in the area by making a purchase when you are there, then do. Of course, picnics are still fine if that’s what you prefer.

We love wellies!
It’s a fact! Remember that blistering heatwave? Yep, there were still those children that want to wear wellies, and hey, you’re only a child once so why not. If it is raining however, why not make extra fun on your day and do a bit of puddle jumping? If the children are dressed for it, then it makes bad weather into a real positive and provides endless fun. There’s puddle jumping competitions wherever you go in the rain, because you just make them yourself, or even try the puddle jumping Olympics! The only rule is that parents must join in too.

Wherever you go, whether it’s a staycation away from home or day trips out nothing beats the outdoors and the benefits we all know it can bring.

Godstone Farm will continue to provide fun whatever the weather, but it’s always worth checking the website for up to date opening days and times. They have some exciting plans for 2021 including a Day Nursery and Pre-School planned to open in early 2021. www.godstonefarm.co.uk

Dec 07
Love0

Encouraging independence

By Education, Playing, Relationships, Sport, Uncategorized
by Sam Selkirk
Head of Lower School at Reigate St Mary’s

Once asked by a university lecturer, what was my most enduring childhood memory, it didn’t take long to remember. Of course it was the hours I spent outside, playing with my siblings, my friends, no constraints and – most importantly – no adults looming. Our parents gave us clear instructions on where we could and couldn’t go, and what time we needed to return home; but freedom and the room to be independent was afforded to us. The expectation was that we made our own fun. I wonder if the same could be said now?

What do we mean by independence? The Cambridge dictionary definition is: ‘the ability to live your life without being helped or influenced by other people’. For young children it is about becoming an independent person which incorporates self-esteem and relationships with others; being independent with life skills and becoming an independent learner – finding things you need, asking questions, solving problems, thinking critically and for yourself, for example.

Where does it start? More recently, I was shown a YouTube clip – Ruby reaches for a toy https://www.youtube.com/watch?v=5Q2cL-WteZk: The clip was about three minutes long and showed six month old Ruby’s determination to reach a toy. I have since used this at a parent information evening and also during an assembly to four to seven year olds – their response was magical, they got it, this little baby could overcome barriers and reach the toy for herself. An extrinsic reward did not need to be dangled to entice Ruby, her satisfaction was evident when she began to play with the toy; it was intrinsic. During the video I was overcome by two thoughts, the first being: just help her get the toy – which I quickly dismissed – and secondly, how this short clip summed up so much of what I believe in. In allowing children to do things for themselves, they will undoubtedly develop the essential life skill of independence.

So how do we develop this? Evidence suggests that the ability to think and behave independently is possessed from a very early age. As such we need to nurture it in babies and young children. Reflecting on our behaviour is perhaps a good place to start: what have I done today for a child, which they could have done for themselves? As Lella Gandini of Reggio Emilia states: “children are strong, rich and capable. All children have preparedness, potential, curiosity and interest in constructing their learning, negotiating with everything their environment brings to them.”

So how do we help a child become that independent person? As adults we need to find a balance between not overprotecting our children, or pressurising them to run before they can walk; our expectations need to be realistic, and we must bear in mind that children will always develop at very different rates. The ‘Early Years Development Matters’ takes us through a child’s Personal, Social and Emotional Development and exemplifies the ‘Characteristics of Effective Learning’ from birth to five years old; some good ideas and guidance may be found in the DfE document ‘What to expect, when?’ which has been developed for parents and carers. Furthermore, it is important that we encourage healthy risk taking, through climbing trees or doing something new, and the opportunity to embrace mistakes. In the words of Carol Dweck: “What we do not want is to encourage a fixed mind set where a child feels they are unable to do something for themselves so they will not try, we want a child who is comfortable trying for themselves and develops a growth mind set – they will experience the feeling that before success comes failure after failure. But that hard work and persistence works.”

In many ways it is easier to identify the opportunities we can give our children to be independent when developing life skills, such as encouraging them to get dressed in the morning, cutting their own food, opening packets and having a go at pouring a drink, tidying up their toys, being provided with a cloth to mop up spills, to name but a few. Furthermore, many of these activities help a child’s physical development, therefore, providing a sound foundation for writing and drawing – a win win situation!

We also need to enhance a child’s innate desire to learn and explore. To do this we must ensure the home environment is ordered (a little like an Early Years classroom) and children know where to find things. Offering a couple of choices – such as what to eat at snack time or wear, (it is important not to ignore a child’s choice, as this will undermine their self-assurance) – and making decisions will enable them to develop their own thoughts, views and critical thinking. Allowing children to pursue their own plans, giving them the opportunity to choose what to play with and then leaving them for uninterrupted learning for increasing lengths of time in a safe environment further supports independence.

The report, ‘Developing Independent Learning in children aged three to five’, by the Faculty of Education, University of Cambridge says:”Learning is intrinsic to life and because it is this important children need to be the owners of their own learning; they won’t see it as intrinsic to life if they don’t own it themselves – everything they do must have a purpose which makes sense to them.”

As already mentioned, children develop at varying rates; and as such it is important to know where each individual is on their journey, so we may support them in the next step. For example, if a child can put on their coat, demonstrate, explain and encourage them to do up the zip. New skills may need practising, help may still be needed; but practice will ensure independence in learning new skill sets. In the words of Maria Montessori “Never help a child with a task at which he feels he can succeed” and Lev Vygotsky “What a child can do with assistance today she will be able to do by herself tomorrow.” Giving time is essential too, though it may be quicker at this point to do it for them, in the long run encouraging independence will save us time and help our children grow.

Ignatius of Loyola sums up the responsibility upon us as adults: “Give me a child until he is seven and I will give you the man”. Now, all we need to do to ensure we provide children with the best ‘independent’ start in life, is to permit them to feel in control of their lives, confident and capable, provide them with opportunities to master new skills, think for themselves and afford responsibility – job done!

Reigate St Mary’s is a coeducational day school for pupils aged 2 to 11 set in 15 acres of beautiful parkland close to Reigate town centre. It is a junior school of Reigate Grammar School with an emphasis on nurturing confidence and self-esteem to produce happy learners.
High quality wraparound care is available onsite for all pupils aged 2 and above for 48 weeks of the year.
www.reigatestmarys.org

Nov 26
Love0
st catherines

Milestone moments

By Education, family, Playing, Relationships
by Naomi Bartholomew
Headmistress, St Catherine’s Prep School

Life at Prep School is full of firsts. The first time we do anything requires courage and determination which is why I so admire young children and so enjoy watching their early journey through school.

Before joining school children will have already had many milestone moments – moving from cot to bed, their first steps, their first tooth and many more. The first day of school arrives all too quickly and from there a series of challenges and wonderful opportunities await.

Ahead of starting school, encourage your child to engage in creative play. Allow them to solve some of their own problems – when they put their shoes on the wrong feet, pause and see if they can figure that out for themselves. Provide simple choices but limit them to two or three options – I often refer to this as the ‘carrot or peas’ approach. Rather than, “What would you like to eat?” which is a crazy question to ask a preschool child, offer two alternatives. Give your child opportunities for play games which involve taking turns and sharing as well as dressing up and role-play. Encourage the use of full sentences when talking to your child. Avoid comments like, “Mummy wants you to come over and help” and start to use, “Please can you come and help me,” and “thank you.”
The first day of school is a major event but don’t overplay this. You will have spent considerable time and effort choosing the right school, trust your instincts and remain calm and positive. Allow plenty of time for the school run on the first morning and leave as quickly as you can once your child is in the classroom and starting to settle. Your child will spend the day learning names of the other children in the class, being shown their immediate environment and they will most likely come home exhausted.

In the first term, establish a good rapport with your child’s teacher and encourage their early reading and writing at home as advised by the school. Ask what happens in the book that they are reading, and help with extending their vocabulary to include words such as ‘first, second, finally.’ Don’t be scared to use the correct vocabulary –
if your child can recite Hickory Dickory Dock they can learn the correct vocabulary and should be moving away from pet names for things.

You will hear about the first falling out between friends. If you have watched ‘The Secret Life of 4 year olds,’ you will see these happen frequently and are as quickly resolved. There will be moments where your child’s effort and success is recognised and other moments when they feel overlooked or left out. They are still in egocentric infant mode and it is important to remember that you are hearing a four year old’s version of events.

The first nativity brings lines to deliver, songs to sing and the chance to ‘perform’ in front of an audience. They will want to please you, please their teacher and be starting to want to please their peers by this stage. Frantic waving and trying to get their attention from your seat in
the audience is adding pressure to an already fairly daunting experience for some children.
By all means wave to them on arrival and reassure your child that you are there but try to keep it discreet.

By the end of the first year your child will be very attached to their first teacher and the school will prepare them for moving on to a new class, possibly with new pupils arriving too which can change the dynamic amongst the class. Over the first long summer break encourage more constructive play which requires your child to build things, take things apart and put them back together. Go on walks, build dens in the garden, start to ride a bike with stabilisers. Check table manners and correct use of cutlery and ‘please and thank yous.’ Use the days of the week more and continue with reading and basic writing.

Then come swimming lessons, possibly picking up an instrument for the first time, presenting in assembly and taking on minor roles of responsibility within the class (taking a message to the office or assisting with classroom chores). You will increasingly feel that you are not there for every milestone moment. This is important as your child will be forming a self-esteem based on their sense of their own achievements and by six we hope finding intrinsic motivation. They will be working out that effort impacts outcomes and they will be turning to peers to share their achievements. Winning the sack race, learning their times tables, holding the door open for a visitor, sharing their snack at break are all equally important.

Each of these little steps are, in fact, giant leaps. At our school we aim to capture the magic as it happens and share it with parents when we can. We ask the children to give everything a try and to step out of their comfort zone with as much confidence as possible. Learning at this age must be fun and curiosity must be fostered. Enjoy the milestone moments – they are to be cherished.

St Catherine’s is situated in the village of Bramley, three miles south of Guildford, which has fast train connections to London. Prep School girls benefit immeasurably from the world-class facilities of the Senior School, including the extensive grounds, 25m indoor pool, Sports Hall, dance studio, magnificent auditorium and 19th century chapel. Girls from age four engage in a full and varied curriculum which includes music, IT, ballet, and sport delivered by dedicated specialist teachers. Our Patron, HRH The Duchess of Cornwall, said on a recent visit, “You are all extremely lucky to be at such a wonderful school.”
www.stcatherines.info

Nov 02
Love0

There’s no such thing as bad weather…

By Education, environment, family, Family Farms, Playing, Uncategorized

There’s no such thing as bad weather – just the wrong clothes, or so the saying goes…

It also helps to be well planned when you have little ones still needing to burn off steam and be kept occupied. So it’s no wonder that farm parks across the UK are growing in popularity with over 250 members of the National Farm Attractions Network (NFAN) setting the standard in good quality places for families to visit.

Nicola Henderson, CEO of the popular children’s attraction Godstone Farm in Surrey agrees the winter months can be a challenge. But with nearly 20 years of experience in running family attractions and as a mum of three herself, she shares her three nifty tips with ABC Magazine on innovative ways to get outdoors in the winter.

1 Seek out the animals who love the cold weather! You’ll find many types of animals in a farm park, especially those who just love the winter months. Highland cows are a great example of a hardy breed and they look pretty impressive even if a bit wet and bedraggled! Many of the farm attractions now have interesting ways to feed some of the animals yourselves, plus opportunities to book in for exclusive experiences – we have introduced a Mini Farmer experience and it has been a huge hit.

2 Soft play is not just somewhere to dry off, it helps little ones learn through imaginative role-play. The brightly coloured and physically challenging play areas at many children’s attractions are a familiar feature today thanks to the understanding we have for learning through play within the Early Years Foundation Stage (EYFS). Many soft play areas offer further stimulation for little one’s imaginations with indoor play areas where they can pretend to be a vet, work in a café or as part of a construction team. It’s a delight to see parents getting involved in the role-play too – encouraging bonding and learning even further.

3 Get hands-on with the animals. Being part of NFAN means that farms adhere to a strict code of practice for cleanliness and hygiene; parents can be reassured that they will find excellent hand washing facilities and protocols in place at farms with this accreditation. It brings absolute delight to their little faces when children get the chance to hold a rabbit, groom a guinea pig or see a newly hatched chick. These sensory experiences are so important and provide the perfect balance of fun and education and many farm parks have dedicated spaces, allowing these activities to carry on all year round.

Nicola adds: “Our farm is home to over 500 animals so there’s so much to do in the winter for families. I love having the chance to chat to the visiting children about the sheep in their woolly coats or encouraging them to pretend to be goats who keep active by climbing and jumping! As part of our 40th birthday celebrations we’ve been living by our moto of: Explore, Discover. Play. We have a large indoor playbarn with a dedicated toddler area, plus Wiglet’s Play Village – an indoor role-play centre with a ball play zone and a baby area. Meaning there’s wholesome farm fun to be had all year round.”

Godstone Farm is open all year round, and a NEW Winter Pass has just been launched! Engineer your own fun this winter with our new pass, perfect for keeping the family entertained come rain or shine – and even snow!
www.godstonefarm.co.uk

Aug 03
Love0

Why do children love to play so much?

By Education, environment, fun for children, Green, Playing, Summer, Toys
by Tanya Petherick
Class Of Their Own

Children love to play. We know that, but just what is it about play that children love? At this point in an article, you might expect to see a definition of play. As people who study play are fond of saying; play is easy to see, but hard to define. The desire to play is innate. Innate is a word we can define. It means natural, in built, instinctive – in other words, no one needs to, or indeed, can, tell a child how to play. Play can be facilitated by adults, yet it is essentially child-led; children doing what they want with the resources they have available. Think about all the times a young child has been more interested in the cardboard box than the gift inside. Yet, play is not just for toddlers. Children of all ages learn through play. This might be something pragmatic, such as young children playing shops and counting out one apple and two pears, through to older primary-aged children playing card games using more advanced numerical skills.

Children receive a natural satisfaction from play. In academic circles, this is termed intrinsic motivation; a behaviour which is driven by an internal reward – put simply, play is something children want to do. A lot of the time, play is fun. Playing with friends, playing outside, getting wet, staying dry, playing in pairs, playing in groups, playing alone, imagining, making, cutting, sticking, creating, cooking, discovering, exploring – they all sound like great fun. Undoubtedly, one reason children might love play is it can be enormous fun – but it isn’t always. Sometimes play is sad, unfair or physically painful; think about children role-playing sad events, not being included in a group game and that childhood staple of grazed knees.

These three examples alone show how play can prepare children for life as an adult, sad things do happen and developing skills to process these emotions help us makes sense of life, understanding unfairness helps us to process information, and those grazed knees? Well, they teach us to tie up our shoelaces or the need to take more care on the scooter.

Can you remember being bored as a child? Getting part way through the long school holiday and declaring the dreaded “I’m bored” phrase? Being bored, or more importantly, being allowed to be bored, is an important part of a child’s development. It is when children are bored that they make creative use of the resources around them. I can remember ‘ruining,’ in my mum’s words, and ‘making more fun’ in mine, a game of Connect 4 by painting the inside of all the red and yellow circles with different coloured paint and using my new pieces to create a more complex version of the game. Had I not been bored with the original version of the game, I would never have developed my own, more engaging version of the game (I have to confess that this happened years ago, and I am still waiting for Connect 4 to pick up my great idea!). It is the necessity of creativity that results from being bored that can create fantastic fun.

Children have an innate desire to play, are intrinsically motivated to do so, and are creative about it, but does that answer our question about why children love to play? In a way it does. But let’s look at the question from a different angle. Maybe it is less about a child’s desire to play, and more about the associated benefits of play that have kept play at the evolutionary forefront of a child’s development. It is through play that children develop confidence, self-esteem, independence, emotional resilience, physical skills, concentration and creative thinking. Or, put another way, the skills that follow children into adulthood. At a time when children face criticism for being too attached to electronic devices, not doing enough exercise and being ‘over-scheduled’ the benefits of play may seem an overly simplistic response, yet as we have seen, it is through play that children find out who they are, and how the world around them works.

It can be easy to overlook the benefits of your child ‘just’ playing when planning the summer holidays. Allowing a child to follow their individual interests reduces guilt when planning holiday childcare, however, do not feel the need to overschedule children. As a parent or carer in today’s busy world, giving children the time and space to play is one of the best things a parent can do to help their child develop the skills they will need growing up and into adulthood. So, turn off the tablet and let children play in the way you did: on their own, with friends, at a holiday club and don’t forget, you can join in too! Let yourself be led by your child and don’t worry if you can’t remember how to play. It is what children do, so give them 30 minutes of your time and encourage them to choose what you do together – it is invaluable time together, and your child (and you!) will love it, but, also allow them to get bored and get creative – you never know where it will take them!

Class Of Their Own offer high quality, affordable and secure out of school clubs for primary school children aged 4-11. www.classoftheirown.com

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