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Jul 05
Love0
learning-to-swim

Why learning to swim really matters

By Sport, Summer, swimming
by Lucy Whitman, Aquarius Swimming

For many children, swimming lessons begin as a fun weekly activity – a chance to splash around, build confidence and enjoy time with friends. But as someone who has spent more than 25 years involved with teaching swimming, I know the benefits go far beyond the pool.

I first joined Aquarius Swimming as a child myself, before later becoming a helper at the age of 13. Over the years, I went on to complete my Level 1 and Level 2 swimming teaching qualifications, and today I still teach local children every week. Having grown up through the club myself, it has been incredibly rewarding to now help the next generation develop confidence and enjoyment in the water.

One of the things I love most about teaching swimming is seeing children progress at their own pace. For some, that first lesson can feel quite daunting. Even putting their face in the water can be a huge achievement. But over time, confidence grows, and so does their sense of independence.

Swimming is one of those rare activities that combines fun, fitness and an essential life skill all at the same time. Children often don’t realise how much they are learning because they are simply enjoying themselves. Whether they are collecting badges, practising dives or laughing with friends during lessons, they are also developing coordination, resilience and important water safety awareness.

As we head towards the summer months, that awareness becomes especially important. Families naturally spend more time around water during warmer weather, whether that’s at the beach, in swimming pools, on holiday or visiting lakes and rivers. Helping children feel safe and confident around water is one of the greatest gifts we can give them.

Every June, the Royal Life Saving Society UK runs Drowning Prevention Week to raise awareness about water safety ahead of the summer holidays. The campaign highlights an important reality: accidental drowning remains one of the leading causes of accidental death in children.

Recent figures from RLSS UK and the National Water Safety Forum showed that 249 people accidentally drowned in the UK and Ireland in 2024, while 141 children drowned across England, Scotland and Wales in the last three years. The charity has also highlighted concerns around rising child drowning rates in England in recent years – for further details please visit www.rlss.org.uk

Statistics like these are incredibly sad, but they reinforce why learning to swim and understanding water safety matters so much. Swimming lessons are not just about learning strokes; they are about teaching children how to stay calm, float, understand hazards and feel confident in and around water.

What many parents don’t always realise is how many opportunities swimming can open up for children beyond lessons themselves. Once children gain confidence in the water, many discover other activities they love, from snorkelling and water polo to lifesaving skills and competitive swimming.

Lifesaving lessons in particular can be fantastic for older children, helping them learn practical rescue techniques, teamwork and responsibility, while still keeping sessions active and enjoyable. For some children, these activities become lifelong hobbies and friendships.

Swimming also benefits children away from the pool. It teaches perseverance, patience and confidence. I’ve taught children who were initially very nervous but who, over time, became some of the most enthusiastic swimmers in the class. Watching that growth in confidence is one of the most rewarding parts of being a teacher.

In a world where many children spend more time indoors and on screens, swimming also offers something refreshingly simple: movement, social interaction and the chance to build real-world confidence. It encourages children to challenge themselves, celebrate progress and enjoy being active.

Importantly, swimming should always feel positive and enjoyable. Not every child will become a competitive swimmer, and they do not need to. The most important thing is that children feel safe, capable and happy in the water. Every small achievement matters, whether that’s swimming independently for the first time or simply building enough confidence to enjoy a family holiday without fear.

The summer months should be a time for children to enjoy the water safely and confidently. Learning to swim gives them that opportunity.

It equips them with skills that stay with them for life and opens the door to activities they can continue enjoying into adulthood.

Whether children go on to enjoy family holidays, try new aquatic activities like snorkelling or water polo, or simply build confidence in the water, swimming creates opportunities that extend far beyond the pool.

After 25 years of being involved with Aquarius Swimming, one thing has remained constant: seeing children grow in confidence and enjoy being in the water is incredibly rewarding.

As summer approaches, there is no better time to remind ourselves that swimming is not just an activity, but an essential life skill.

Lucy Whitman has been involved with Aquarius Swimming for more than 25 years, first as a swimmer and now as a qualified swimming teacher.

Operating across Warlingham, Caterham and Oxted, the club supports children of all abilities in developing confidence, fitness and  essential water safety skills in a fun and encouraging environment. www.aquairusswimming.co.uk

Jul 01
Love0
sunny girl

“The sun has got his hat on…”

By baby health, children's health, family, fun for children, Safety, Summer, sun safety
by Dr. Kasim Usmani, Dr Kas Clinics

As parents, most of us have had that moment. You are halfway out the door, already late, one child is refusing shoes, another is asking for snacks they definitely did not want five minutes ago – and somewhere in the chaos, you are trying to apply sunscreen to a wriggling child who seems personally offended by the entire process.

As both a doctor and a parent to a toddler myself, I can confidently say that sunscreen application is rarely the calm, picture-perfect moment it’s made out to be. More often, it is a rushed patchwork effort done in the hallway while negotiating about hats and chasing tiny feet around the house.

And honestly –  that is exactly why so many families unintentionally get sun protection wrong.

When we think about protecting children from the sun, many of us still associate it with beach holidays abroad or the occasional UK heat wave. But one of the biggest misconceptions I see – both in clinic and among friends with children – is the idea that sunscreen only matters when it is ‘really hot.’

In reality, UV rays are present even on cloudy days, particularly during spring and summer in the UK. You may not feel heat on your skin, but UV exposure is still happening. British weather can be wonderfully deceptive like that. I think many parents assume if the sun is hiding behind clouds, we are probably safe to skip the SPF. Most of the time, we are not.

Children’s skin is naturally thinner and more delicate than adult skin, which means it burns more easily. And whilst nobody wants to catastrophise sunshine – children absolutely should be outdoors, playing, exploring and enjoying themselves – we do know that repeated sunburn in childhood contributes to long-term skin damage later in life.

The reassuring part is that good sun protection does not have to mean perfection. It is usually the small, consistent habits that make the biggest difference.

One thing that surprises parents is how much sunscreen children actually need. Most of us simply are not applying enough. Studies consistently show that people typically apply only a quarter to half of the amount needed to achieve the SPF written on the bottle. So that SPF 50 you carefully bought may not truly be giving SPF 50 protection in real life.

And I completely understand why. When your toddler is trying to sprint naked into the garden before you have even managed one arm, the temptation to do a quick swipe across the cheeks and hope for the best is very real.

But sunscreen needs to be applied generously. I often tell parents that if it feels like you have used ‘quite a lot,’ you are probably finally close to the correct amount. We tend to rub products in too thinly, particularly on children because we are trying to get it done quickly before they lose patience entirely.

The areas parents miss are almost always the same: ears, the back of the neck, tops of feet, hands and around the hairline. Ironically, these are also the places most likely to catch the sun. And then there is the classic ‘one-and-done’ approach – applying sunscreen once in the morning and assuming that is enough for the entire day. In reality, sunscreen should ideally be reapplied every two hours, particularly after swimming, sweating or towel drying.

Parents also ask me constantly whether SPF 30 is ‘good enough,’ or whether children should always wear SPF 50.

Scientifically, both provide excellent protection when used properly. SPF 30 blocks approximately 97% of UVB rays, while SPF 50 blocks around 98%. The difference sounds surprisingly small because technically, it is. But in real-world parenting – where nobody applies sunscreen perfectly and children wipe half of it off within minutes – SPF 50 gives us a little more room for error. For younger children or those with fair or sensitive skin, I generally recommend SPF 50 for that reason.

One topic that has become increasingly common among parents is concern over sunscreen ingredients. I hear this a lot in clinic and from fellow parents: “Are there harmful chemicals in SPF?” or “Is sunscreen actually safe for children?”

I think social media has fuelled a lot of anxiety around this topic, often without proper context. The reality is that approved sunscreens sold in the UK and Europe go through extensive safety testing. Some chemical UV filters have been questioned online because tiny amounts can be absorbed into the bloodstream, but importantly, absorption does not automatically mean harm. At present, there is no robust evidence showing approved sunscreen ingredients are dangerous when used as intended.

In medicine, we always weigh risk against benefit. And the evidence we do have linking UV damage and sunburn to skin cancer and premature skin ageing is extremely strong.

That said, I completely understand why some parents prefer more gentle formulations for young children. If ingredient concerns are worrying you, mineral sunscreens – often containing zinc oxide or titanium dioxide – can be a great option. These sit on top of the skin and physically reflect UV rays rather than absorbing them. They are often well tolerated by sensitive or eczema-prone skin too.

But I would gently caution parents against becoming so frightened of sunscreen ingredients that they stop using SPF altogether. In my opinion, that is where misinformation can become genuinely unhelpful.

I also think parents can feel overwhelmed by the sheer number of sunscreen options available now. Mineral, chemical, lotions, sprays, sticks, sensitive formulas – it can feel like choosing a mortgage. My advice is always refreshingly simple: the best sunscreen is the one your child will tolerate and the one you will realistically use consistently.

If your child screams every time you bring out a thick white cream but happily accepts a lightweight spray, use the spray. If a stick sunscreen helps you quickly cover cheeks and noses during a park trip, brilliant. Parenting is hard enough without chasing some imaginary ‘perfect’ sunscreen routine.

For busy families, practical habits tend to work best. Keep sunscreen by the front door or in the changing bag so it becomes part of leaving the house rather than an afterthought. Apply it before clothes go on where possible – particularly with younger children, because once shoes are on, cooperation usually disappears. Hats, sunglasses, shaded play and lightweight clothing all help too, and often provide more reliable protection than sunscreen alone.

Most importantly, I think we need to remove some of the guilt surrounding this topic. No parent gets it right every single day. I certainly do not. There are mornings I forget the hat, afternoons I realise I missed the tops of the feet, and days where the whole thing feels unnecessarily chaotic.

But children do not need perfect parents. They need consistent habits, realistic routines and adults who are trying their best.

And perhaps the most powerful thing of all is that our children are watching us. When they see us applying SPF, wearing sunglasses or seeking shade on very sunny days, those behaviours quietly become normal to them too.

Sun safety should not feel frightening or complicated. It is simply one small part of caring for our children – woven into the wonderfully imperfect reality of family life.

For further information from Dr. Kasim Usmani, owner of private medical and aesthetics clinics, Dr Kas Clinics based in Surrey, please visit www.drkasim.co.uk

Aug 08
Love0
happy schoolgirl

Is my child ready for school?

By Education, Relationships, Summer
by Lianne Morrison, Head of Pre-Prep, Lancing Prep Hove and
Jovita Opio, Nursery Manager, Little Lancing Day Nursery & Forest School

Transitions can be tricky hurdles to negotiate at whatever point in life, and for very young children, changes are often an unsettling experience in their daily lives. These can include the birth of a new sibling, moving house, changes in family living arrangements, bereavement and last but by no means least going to school.

It is one of the most momentous transitions in their Early Years journey when a child faces the step up into the Reception year. It can be emotional for parent/carer and child alike. For parents it can seem like only yesterday that their child was just a tiny bundle of joy in a buggy and now, in a flash, here they are looking very grown up in their new school uniform – where did those years go? For the child, there can be equal parts excitement and nervous butterflies as they get ready to join a school where much will be new.

‘School readiness’ is a phrase that can quickly become a preoccupation for parents whose children will be making this transition, but what does it mean? It can be hard to define precisely, and how ready a parent feels their child is for school can often turn out to be something rather different to how ready the Reception teachers feel a child actually is. This is evidenced in a recent survey, where 9 out of 10 parents thought their child was school ready and teachers only thought 1 in 3 children were! So, it’s useful to know what school readiness means to schools and how parents can work with their child, and their child’s early years setting or childminder, to ensure that their child is well prepared for the years ahead.

Top of the list is likely to be a child’s growing sense of independence. Practical skills will help build this and there are some very simple ways that the parent/carer can incorporate these into daily routines at home. These skills cover personal care, from being able to dress themselves without too much help, negotiate buttons and zips, to being able to put on and take off shoes and outdoor clothes, using cutlery at lunchtime and drinking from an open cup. Probably the most important personal care skills are using the toilet and washing and drying hands effectively.

Language skills are another key area. Studies show that children who have enjoyed lots of conversations and been read stories daily prior to starting school had a richer vocabulary compared to those who were less exposed to these experiences. The ability to communicate and use simple language can help enormously with settling into a school community. Talking to others about what they have been doing, what they have experienced or just chatting about the world around them is something they already do at home but extra practice will build confidence in expressing themselves. Singing nursery songs or chanting nursery rhymes is a fun way of joining in at school, particularly when these are already familiar to them and they enjoy the sounds and hand actions. Language skills can of course vary enormously at this age but if a child knows how to ask for help in simple terms, it can minimise feelings of stress in classroom situations.

Children will also have begun to learn social skills, build relationships and develop communication. The three key components of this are learning to listen, understanding and following simple instructions and starting to build resilience. This will enable them to concentrate for short periods of time to start with, engage with tasks and to persevere when something doesn’t go quite right!

Sparking curiosity can play a significant part in this. Learning about the world about them, imaginative play, sharing story books and talking about the characters and pictures are all activities that children will encounter in school, alongside creative skills such as drawing, colouring and painting and simple construction activities which help develop fine motor skills and improve coordination. Children accessing nature is a great way to spark curiosity and learn about the world around them.

Interacting appropriately with others is another important skill that parents/carers can support at home. Understanding feelings and being able to discern what other children are feeling is important. Learning to take turns with toys and practising sharing can help children to understand that they need to consider others. Children can begin to learn to recognise emotions and reactions of others by talking about how they feel or how they think another person is feeling. Beginning to understand what a friend is feeling, or if something is making them sad, can help to build relationships. These skills can be practised by looking at a story book with a parent/carer and talking about how the characters might be feeling. Setting boundaries for their own behaviour, and that of others, so that they know when, and how, to say no to something that makes them feel sad or cross or uncomfortable is another skill that can be developed at home.

For children to easily adapt to the routines of school life, healthy routines at home will help them. It is so important that children get the rest they need and are ready for school each morning, so a consistent bedtime routine, healthy limits to screen time and a supervised tooth brushing regime twice daily are recommended, along with eating a healthy, balanced diet. These factors all come together to help new Reception children become healthy and happy learners.

There is plenty of help available for parents to navigate their family’s way through to school readiness. It’s important to remember that children develop at their own pace, right from the day they first enter the world, and some may need a little more help than others when it’s time to get to grips with moving to life at school.

Whatever experience a child has had prior to going to school, it is still a huge step. For some, previous experiences might be attending a daycare nursery or being cared for by a childminder. For others, they might have been attending a preschool attached to a school. Some might be joining straight from home, possibly where they were looked after by a parent, family member or a nanny, without ever having attended an Early Years setting with other children their age.

Early Years settings and childminders should have a good grasp of how they need to work with the children to prepare them for joining school. They are well-versed in the transition process for their preschoolers. Firstly, there is the strong bond with parent/carers which ensures setting and families work together. Secondly, contact is established between the setting and the school the child is joining, typically with nursery visits from Reception teachers and school readiness events at the school prior to the start of the new school year in September. Early Years practitioners share their knowledge of the child and their developmental milestones (with parental permission of course) and in that way the school can gain insights into the child, and into any particular needs they may have, and the nursery can help prepare the child for this important step in their Early Years journey.

If a child has been in a preschool attached to a school, whether state maintained or independent, the transition will likely be very easy for the child and their family alike. They will be familiar with the school buildings and there will be a natural progression moving from preschool to the main part of the school. Some schools will employ qualified teachers to lead their preschool so the teaching style of their new Reception teacher will also feel familiar. For many families, the move from preschool to Reception in the same school will be a seamless process.

If a child has been more home-based, then the transition might be a bigger step and they may well benefit from attending a nursery or their planned school’s preschool, for at least a couple of days a week in the final year before they start in Reception. It will help them to begin to acquire the valuable social and communication skills that will stand them in good stead for life among their peers. Parents may have their own social and support groups with other families and this can also provide good opportunities to collaborate with others who are in the same situation.

If a parent is concerned about their child’s development, or their child has additional needs, such as EAL or SEND, there is support available to families. Parents should share as much information as they can with the school to help the child settle into Reception and work with their child’s current care provider, whether a nursery or a childminder. Health visitors or family hubs can also support families with more information and resources.

There is so much that can be done to help to increase independence and build confidence that will help the child to feel ready, both in practical terms and emotionally, for school. Practise within the home environment will reinforce what the nursery, childminder or preschool are working on with the child. What’s truly important is that everyone works together to ensure that the transition is a positive experience and children set off for school excited and confident at what is to come.

The Lancing College family includes its two Prep Schools located in Hove and Worthing and Little Lancing Day Nursery & Forest School which offers day care all-year round for children aged two months and over. www.littlelancing.co.uk www.lancingcollege.co.uk

 

Jul 02
Love0
baby swimming

From first dips to sunny trips – six tips for getting your baby set for holiday water fun

By fun for children, Summer, sun safety, swimming

Planning your baby’s first summer holiday? Whether you’re off to the coast, heading abroad or just hoping for some sunshine and splash time closer to home, it’s only natural to have a few nerves when water’s involved.

From hotel pools to beaches and even splash parks, these are all new environments – and for babies, they can be a bit much if they’re not used to them. The good news is there’s lots you can do before you even leave home to help your baby feel more confident in and around water.

Here, Tamsin Brewis from Water Babies, shares her top tips to help your family enjoy a calmer, more relaxed first summer of water play – wherever you’re headed.

1. Try regular water play at home
You don’t need to wait until you’re on holiday to get your baby used to being in water. A few minutes of fun in the bath or even in a shallow washing-up bowl with warm water and their favourite toy can make a real difference. Splash water over their arms and legs, gently pour it over their shoulders and let them feel the water running down their skin. These simple activities help your baby get used to water movement and temperature changes – all of which they’ll experience when they are at the beach or in a pool.

2. Get them used to their ‘swimming kit’
Babies aren’t always thrilled the first time you pop a sunhat on their head or try a swim nappy. So, it’s worth letting them wear these items for short periods before your trip. Try letting them wear their swimwear in the bath or garden and have a few short ‘practise’ sessions with their hat on indoors while they play. That way, you’re not adding new sensations to an already unfamiliar environment when you’re on holiday.

3. Treat water time as exploration, not a task
When you arrive at the pool or beach, go at your baby’s pace. Sit by the water’s edge and let them watch and listen. If they’re feeling brave, dip their toes in, then gradually their legs and hands. Hold them close and talk to them softly so they know you’re there and they’re safe. The aim isn’t to ‘get them in’ or have them swim – it’s just about helping them feel comfortable with this new space.

4. If they’re unsure, stay calm and responsive
If your baby seems unsettled or cries when you try to introduce them to water, don’t worry – it doesn’t mean you’ve done anything wrong. Step back, have a cuddle and try again later or another day. Your calm reassurance tells them it’s OK to take things slowly. Babies are sensitive to your emotions – so staying positive and relaxed helps them do the same, even if things don’t go to plan right away.

5. Build in quiet, connected moments
Being in water together – whether it’s a pool, sea or bath – is a lovely opportunity for bonding. Hold your baby close, maintain eye contact, and talk or sing to them while you float or sit in shallow water. These peaceful moments help your baby associate water with safety and closeness. And for you, it’s a chance to slow down and enjoy the moment – which isn’t always easy on a busy family holiday.

6. Prepare with gentle swim sessions
If you’ve got a holiday coming up, booking a few baby swimming sessions beforehand can help give you both a head start. At Water Babies, we focus on building confidence through trust – not pressure. Our lessons are designed to help babies feel comfortable in the water and to give parents the tools to support them safely. Even a short series of lessons can make a big difference when it comes to enjoying water time on holiday.

With a little bit of preparation, your baby’s first summer around water can be full of happy memories – not just for them, but for you too. Whether it’s dipping tiny toes in the sea, sharing a splash in the pool or simply cooling off in the garden, building their confidence early means you can both relax and enjoy the moment when it counts.

For more information about Water Babies please visit www.waterbabies.co.uk

Jul 01
Love0
outdoor learning

Screen time to green time – the positive benefits of outdoor play

By Digital, Early Years, environment, Family Farms, Forest School, fun for children, Green, Mental health, Nature, Playing, Summer
by Marsha Dann
Lead Teacher, Play B C Preschool

Our very young children spend an increasing amount of time on screens and statistics suggest they typically spend less time outdoors than prisoners. In his book ‘Last Child in the Woods’, Richard Louv coins the concept of Nature Deficit Disorder and brings together research which indicates that reduced exposure to the outdoors is actually harmful to children. This can be mitigated by prioritising outdoor play which has a number of benefits for our preschoolers.

Physical health
Natural light and fresh air contribute to overall wellbeing, strong immune systems and healthy growth. Active outdoor play offers a wealth of opportunities for movement and exercise, promoting the development of co-ordination, fitness and motor development. It will also help children later down the line at school because cross crawl activities such as climbing or skipping get both sides of the brain working which helps mastery of bilateral tasks such as using a knife and fork, writing or using scissors. Furthermore, motor control develops from the core of the body outwards so sufficient upper body strength will be critical in developing manual dexterity.

Sensory development
The great outdoors is a sensory playground for stimulating children’s senses in ways that are just not the same indoors. From the feel of grass underfoot to the sound of birds chirping overhead, outdoor exploration engages all five outer senses, and the inner senses too, fostering development crucial for learning and perception. Children learn to observe, feel, smell, and listen, enhancing their understanding of the world around them and enriching their cognitive abilities.

Social skills
Outdoor play provides invaluable opportunities for children to interact with their peers in unstructured environments. Whether they’re building sandcastles at the beach, playing tag in the park, or working together to collect items on a nature scavenger hunt, outdoor activities encourage teamwork, communication, and co-operation. Through shared experiences and spontaneous play, children learn important social skills such as empathy, negotiation, and conflict resolution, laying the foundation for healthy relationships and social development.

Cognitive benefits
The outdoor environment is constantly changing and this supports learning and discovery through exploration, experimentation, and problem-solving. Whether it’s observing insects in the garden, identifying different plant species, or finding out what happens when you mix mud and water, outdoor play stimulates curiosity and creativity. Studies show that time spent in nature enhances cognitive function, improves attention span, and promotes mental wellbeing.

Appreciation for nature
Outdoor play fosters a sense of wonder and awe in children, and instils a deep appreciation for the natural world. Nurturing a connection to nature from an early age will teach children to understand cycles of growth and decay. Respecting and caring for the Earth and its plants, animals, and ecosystems will encourage them to embody principles of conservation and sustainability.

Whatever the weather, outdoor play will bring benefits all year round, and combat Nature Deficit Disorder. However, as the days are now starting to brighten and lengthen, there is no better time to get head out, soak up some Vitamin D and the other many benefits that only the great outdoors can offer.

Marsha Dann, lead teacher, Play B C Preschools. Play B C offers teacher-led provision, which prioritises relationships, sensitive interaction, and fun but challenging learning through developmentally appropriate activities for a wonderfully diverse cohort. More than just a place, at Play B C every day is a learning adventure. www.playbc.co.uk

 

Jul 20
Love0
sun safety

Sun safety

By environment, family, Health, Playing, Safety, Summer, sun safety

Take extra care to protect babies and children in the sun. Their skin is much more sensitive than adult skin, and damage caused by repeated exposure to sunlight could lead to skin cancer developing in later life.

Children aged under six months should be kept out of direct strong sunlight.

From March to October in the UK, children should:
• Cover up with suitable clothing.
• Spend time in the shade, particularly from 11am to 3pm.
• Wear at least SPF30 sunscreen.

Apply sunscreen to areas not protected by clothing, such as the face, ears, feet and backs of hands.

To ensure they get enough vitamin D, all children under five are advised to take vitamin D supplements.

When buying sunscreen, the label should have:
• A sun protection factor (SPF) of at least 30 to protect against UVB
• At least 4-star UVA protection
• UVA protection can also be indicated by the letters ‘UVA’ in a circle, which indicates that it meets the EU standard.

What are the SPF and star rating?
The sun protection factor, or SPF, is a measure of the amount of ultraviolet B radiation (UVB) protection.

SPFs are rated on a scale of two to 50+ based on the level of protection they offer, with 50+ offering the strongest form of UVB protection.

The star rating measures the amount of ultraviolet A radiation (UVA) protection. You should see a star rating of up to five stars on UK sunscreens. The higher the star rating, the better. Sunscreens that offer both UVA and UVB protection are sometimes called broad spectrum.

How to apply sunscreen
Most people do not apply enough sunscreen. As a guide, adults should aim to apply around six to eight teaspoons of sunscreen if you’re covering your entire body.

If sunscreen is applied too thinly, the amount of protection it gives is reduced. If you’re worried you might not be applying enough SPF30, you could use a sunscreen with a higher SPF.

If you plan to be out in the sun long enough to risk burning, sunscreen needs to be applied at least twice:
• 30 minutes before going out.
• Just before going out.
• Sunscreen should be applied to all exposed skin, including the face, neck and ears, and head if you have thinning or no hair, but a wide-brimmed hat is better protection.

Sunscreen needs to be reapplied liberally and frequently, and according to the manufacturer’s instructions.

This includes applying it straight after you have been in water, even if it’s ‘water resistant’, and after towel drying, sweating or when it may have rubbed off.

It’s also recommended to reapply sunscreen every two hours, as the sun can dry it off your skin.

Taken from www.nhs.uk

Mar 08
Love0
hay-fever

Ten top hay fever tips for parents

By children's health, Health, Summer
If your child has hay fever it can be extra challenging for parents, with symptoms that include itchy eyes, runny nose, sneezing and general exhaustion. But there are things you can do to help. Below, trusted airborne allergens expert, Max Wiseberg, gives his ten top tips.

“As with many other things, prevention is better than cure!” says Max. Here are my ten tips to help reduce your child’s pollen load. The less pollen there is in the body, the less there is to react to. We can all tolerate a certain amount of pollen without any reaction. Keeping your child below this level will mean they have no reaction.

1 Limit your child’s exposure to pollen during peak periods. Pollen is released early in the morning and travels upwards as the air warms up. In the evening, as the air cools, it moves back down again. Symptoms are usually worst during the early morning and evening, when the pollen grains reach nose height, so try to keep children indoors at these times.

2 Encourage your child to wear wraparound sunglasses. This creates a protective layer between their eyes and the pollen-laden atmosphere, and can reduce symptoms considerably. It also relaxes their eyes, which in turn relaxes them. And it’s cool!

3 Change children’s clothes daily and after they’ve been playing outside and ask them to wash their face and hair after periods spent outdoors. Pollen sticks to clothing, skin and hair so symptoms can continue even when they get indoors. Washing or showering will remove any pollen remaining on the skin and hair.

4 Vacuum the house regularly (especially your child’s bedroom carpet, bed and fabrics) to remove pollen particles.

5 Wash their bedding frequently. Pollen grains come indoors borne on the air and stick to bedding, so frequent washing will help. Covering the bed with a sheet which is carefully folded and stored away from the bed during the night, before they get into bed, and turning pillows just before they get in, can also help reduce symptoms.

6 Close windows and doors to prevent pollen blowing into your home.

7 Tie your child’s hair up and encourage them to wear a hat or cap when outside to prevent pollen particles being caught in their hair.

8 Ensure your child has plenty to drink and encourage them to eat lots of fruit and vegetables to stay healthy and support their immune system.

9 Take your child to the GP, to get a proper diagnosis. If the symptoms occur only in high summer on hot, sunny days, it’s almost certainly hay fever. But it could be any of a number of other allergies and treatment might differ for each.

10 Make HayMax Kids part of your child’s daytime and bedtime routine. Apply this organic drug-free allergen barrier balm immediately after washing/showering first thing in the morning and before going to bed. Pop a pot in your daytime bag and leave a pot by their bed so it can be re-applied as needed. In independent studies [1], HayMax has been shown to trap over a third of the pollen before it gets into the body: less pollen, less reaction. And as it’s drug-free, HayMax is suitable for pregnant and breast-feeding women as well as children.

And of course the same applies to parents with hay fever too. Apply your HayMax regularly, change your clothes, wash or shower when returning home, wear wraparound sunglasses, wash your bedding frequently and stay indoors during peak pollen times.

[1] Chief Investigator: Professor Roy Kennedy, Principal Investigator: Louise Robertson, Researcher: Dr Mary Lewis, National Pollen and Aerobiology Research Unit, 1st February 2012.
Jul 14
Love0

Sun protection – myth busting

By environment, Health, play, Safety, Summer

I can’t get sun damage on a cloudy summer day.
Even if you can’t see any blue sky, a significant amount of UV rays can still get through the clouds, so it’s best to apply sunscreen if you’re out and about during the summer.

I can’t get sunburnt in the UK; the UV rays aren’t strong enough.
Wrong! Always protect your skin. Even in the UK.

My sunscreen says it’s water resistant, so I don’t need to reapply regularly.
Despite what the packaging promises, swimming, sweating, rubbing, or towelling down means you will end up removing the sunscreen from your body. Always reapply after sporting activity or at least every two hours.

My skin is only damaged if it turns red.
Sunburn and skin peeling is the extreme end of skin damage from UV rays. When the skin ‘tans’ this is damaging your skin and putting you at risk of skin cancer in the future.

I can’t get sunburnt through windows.
Wrong! UVA radiation can penetrate glass. This can be a car window, or even your windows at home. Be sure to protect your skin if you’re on long car journeys or spend a lot of time sat by sunny windows.

SPF25 is half the SPF protection of SPF50.
SPF50 does not offer twice the protection of SPF25 even though it offers a higher level of protection, so don’t be fooled!

Common missed spots for sunscreen:

Eyelids
The sun’s rays can damage the eyes and surrounding skin over time. The skin of the upper and lower eyelids is thin and fragile, requiring protection. Eyelid cancers account for about 5-10% of all skin cancers and occur most frequently on the lower eyelid. The best defence against this is to wear sunglasses that offer adequate protection against UVA and UVB which cover as much skin as possible.

Back of knees
The legs are the commonest anatomical site for melanoma in females. It is important to reapply sunscreen regularly to achieve the SPF on the bottle, this is particularly true if you are in and out of the water or sweating excessively.

Ears
The ears are a high-risk area, particularly for non-melanoma skin cancers such as basal cell carcinoma and squamous cell carcinoma. These occur as a result of UV exposure from sunlight. Skin cancer on the ears is more common in men than women.

Tops of feet, sides of face, hands and underarms
The same principles apply for all these areas of the body. Any areas of skin that are exposed to UV sunlight should ideally be protected by sunscreen. This should be broad spectrum, containing UVA and UVB protection, with an SPF of at least 30. Try not to miss any areas and leave your skin vulnerable to sunburn.

Scalp and hair
Skin cancers can develop on the scalp. Men, with reduced or thinning scalp hair may be particularly vulnerable to sun damage in this area and should ideally wear a hat. For women, ensure that sunscreen is applied adequately to the margin of the hairline.

Lips
The lips are often an overlooked site for non-melanoma skin cancer. These most commonly affect men over the age of 50 years with fair skin types. The lower lip tends to get more sunlight than the upper lip and is therefore more likely to be affected by skin cancer. Don’t forget to use a photoprotective lip block or lip balm to block UV rays.

The V (neck and chest)
Dermatologists advise that sunscreens should be applied at least 30 minutes before going outdoors and then regularly reapplied every two hours. One way to avoid missing areas may be to apply sunscreen before getting dressed.

Source: www.britishskinfoundation.org.uk

Mar 15
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A nature spring guide for families – where to go locally and what to look out for

By Education, environment, Family Farms, fun for children, Green, play, Playing, Relationships, Sprintime, Summer, Uncategorized
by Andrea Pinnington and Caz Buckingham
Fine Feather Press

Grab your coat, your wellies if it is raining, your family and perhaps a picnic, for the dark days of winter have passed and the spring we have all been waiting for is here. These are a few suggestions, COVID restrictions allowing, for where families can go to enjoy some particularly wonderful spring sights across both Sussex and Surrey, but if there is one thing that our confined lives have taught us, it is that we don’t have to go far or even anywhere further than our doorstep to enjoy the natural world.

Spring flowers
Sussex and Surrey have an abundance of woodlands – here the flowers appear early in the year when the ground has warmed up and it is light. Once the leaves on the trees have come out, the woods become too shady for most flowers to grow. Plants that take full advantage of the brighter spring conditions include wood anemones, bluebells, primroses, common dog-violets and lesser celandines. Of all these, perhaps the bluebell puts on the most impressive display, for few wild flowers cover the ground so completely or smell as sweet. Chinthurst Hill near Wonersh, Brede Hill near Battle, Heaven Farm near Uckfield and Angmering Woods near Arundel, all put on annual bluebell spectaculars along with a medley of other spring flowers.

Orchids have a captivating appeal for many people and to discover one is thrilling. Ditchling Beacon and Malling Down are excellent places to search for them. Look out now for the early purple orchid – its clusters of flowers, long spotted leaves and unpleasant smell help to identify it – and come back in the summer for more orchid spotting.

The prospect of free food is always appealing, and a great family springtime activity is foraging. This is the season of ramsons, otherwise known as wild garlic. The young leaves make deliciously pungent soups, salads and pesto and the flowers, seed pods and bulbs are all edible too. The Downs Link path which runs for 37 miles from Guildford to Shoreham provides a great day out for families on bikes or on foot. Here wild garlic grows in abundance but for other sites, there is a fantastic website called www.fallingfruit.org
with an interactive map showing you sources of food growing on common land.

Trees and hedgerows
When winter shows no other sign of ending, along comes the blossom from trees such as blackthorn followed by wild cherry, crab apple, rowan and hawthorn. Every lane puts on its own frothy display for us to enjoy. Get to know where local elder bushes grow, for there is nothing so simple as making elderflower cordial. Another foraging find (maybe not for the children) are the youngest, freshest beech leaves which can be used in salads or soaked in gin. Beech trees are a feature of most of our deciduous woodlands but the ones at Staffhurst Woods near Oxted and Ashdown Forest are particularly fine.

Insects
Early in the year, insects emerging from hibernation are desperate for food. Queen bumblebees fly between early nectar sources such as cowslips, red dead-nettles and lesser celandines as do early butterflies such as brimstones and orange-tips feeding on cuckooflowers, honesty and garlic mustard. Surrey and Sussex are rich in places to see butterflies, but particularly good locations include Box Hill, Denbies Hillside, The Devil’s Dyke, Newtimber Hill, Rowland Wood and Pewley Down.

Birds
There is no better season for listening to bird song and often the adventures begin by simply opening a window! Every habitat has its own star performers with some having flown vast distances to be with us. If you want to hear some outstanding virtuosos then head to heathlands such as Chobham, Pirbright, and Iping and Stedham Commons. Here you may hear (if not see) buzzy Dartford warblers, melodious willow warblers or perhaps a chirring nightjar or two. Even more discrete than these birds are the nightingale – its drab, brown colouring making it almost impossible to spot in the dense undergrowth it inhabits. Its song, though, is unmistakable and the male sings both day and night until it finds a mate. Make your way to Ebenhoe Common, Pulborough Brooks and Puttenham Common for an unforgettable auditory experience. Make a note of International Dawn Chorus Day which is on Sunday 2nd May this year. Events are usually planned by a range of local wildlife groups.

Reptiles and amphibians
On sunny spring days, the coconut-sweet smell of gorse fills the air and reptiles such as lizards and adders like to bask in the sun. A stroll on Thursley Common’s boardwalks usually reveals some reptilian activity but if none materialise there is usually plenty of other wildlife to watch such as dragonflies and damselflies along with carnivorous plants and cuckoos.

For more information
The best way to find out more about these and other nature hotspots across the counties is to contact our wonderful wildlife charities. Most of these have local branches and are bursting with ideas for family activities and places to explore. Among these are Butterfly Conservation, Plantlife, RSPB, Wildlife Trusts, Woodland Trust and the Wildfowl and Wetland Trust (WWT).

This is merely a quick canter through a handful of experiences on offer outside in Surrey and Sussex this spring. We apologise for all the obvious ones we’ve missed out. We’d love to hear about the ones you cherish and are willing to share on our Facebook page (www.facebook.com/FineFeatherPress) and on Twitter (@NatureActivity).

Andrea Pinnington and Caz Buckingham run natural-history publisher Fine Feather Press from their homes in Surrey and East Sussex.
Their latest title – The Little Book of Wild Flowers – is now out.

Aug 03
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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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