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Legal Solutions

By | Uncategorized

All Your Legal Worries Answered

In each issue of ABC one of Brighton’s leading firms of Solicitors Dean Wilson LLP, covers a topic of interest to parents everywhere. In this issue, Julian Hunt, Partner of the Family Department, aims to set out some of the practical issues you should consider if your relationship has broken down.

The breakdown of your relationship is a distressing and emotional experience. The following summary aims to set out some of the issues you should consider if your relationship has broken down. Of course, every individual case is different and therefore it is advisable that you discuss the situation with your Solicitor.

Here are some general tips about issues, which you will need to consider right away:
• Children – decisions need to be made about who will care for the children. Many parents are able to make arrangements between themselves which is always the best way. If you encounter difficulties consider a referral to Mediation. Court proceedings should only be a last resort.
Take note that the Children Act provides a presumption that the involvement of each parent in the life of the child will further the child’s welfare. ‘Custody’, ‘Residence’ and ‘Contact Orders’ are terms which no longer apply. Instead the Court will make a ‘Child Arrangements Order’ to define the amount of time that the child would spend with each parent.
• Inform your children jointly of the decision to separate and emphasise that it is not their fault and that both parents love them equally.
• Child Support – try to reach a voluntary arrangement with your ex-partner for a weekly or monthly payment. Go to www.gov.uk/child-maintenance and use the child maintenance calculator to assess how much your ex-partner should pay.
• Ongoing financial Support – (‘spousal maintenance’) – if you are married you could apply for maintenance for yourself. If you are not married your partner does not have a duty to support you once the relationship ends, only to pay child support if applicable.
• Property – if there are children involved it is always better for parents to come to a mutual decision about who will leave
the home so that it will cause the least disruption for the family. If you jointly own the property you cannot simply change the locks and exclude the other from the property. If you are a non-owning spouse you have rights of occupation and a right not to be evicted from your home. Application can be made to the Land Registry to protect your occupation and prevent your spouse from disposing of the property.

If you have been subjected to
or threatened with physical abuse by your partner you may need to consider making application for a Court Order
to have them excluded.

If you are in rented accommodation and you are moving out of the property, you should see if you can be removed from the Tenancy.

On Separation:
• Contact the Local Authority Council Tax Section as you may be eligible for a Council Tax reduction, or if you are moving out of the property to ensure that you are not liable for any subsequent payments.
• Contact the Benefits Agency if you are in receipt of benefits, as separation may affect your entitlements.
• Contact the Tax Office if you are receiving Universal Credit or Tax Credits to reassess your entitlements, or otherwise to see if you are now entitled to Child and Working Families Tax Credits.
• Contact your banks, building societies especially if you have a joint account. It may be advisable to consider freezing the account to prevent your partner from withdrawing some or all of the funds without your agreement, or at least change the drawing arrangement so that withdrawals require both your signatures.
• Contact all credit card companies especially if you have joint credit cards because you are jointly responsible for any expenses incurred. You do not want a situation whereby your partner could run up further debts because ultimately the credit card company could also pursue you for these as the card is in your joint names.
• Consider changing your Will if you have appointed your ex-partner as the beneficiary of your Estate. If you have not made a Will then you may want to consider making one to ensure that your Estate does not automatically pass to your spouse, or you may want to make specific provision for any children to ensure security for them.

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

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!

Why recognising the early signs of mental health issues in children is crucial

By | children's health, Health, Mental health, Relationships, Uncategorized

Children and young people’s mental health has never been so high on the public agenda. Figures released recently show that 5% of children aged five to 10 have conduct disorder; this increases to 7% as young people approach secondary school years (Green et al.) and referrals to child mental health units from UK primary schools for pupils aged 11 and under have risen by nearly 50% in three years.
In May this year, former Prime Minister Theresa May announced a funding package to provide teachers and care workers with training on how to spot the signs of mental health issues. The wide-ranging package of measures make sure staff have the confidence and skills they need to identify mental health issues in young people before they become critical.

However, concerns have already been raised about the lack of mental health services available to young people once issues have been identified. Shadow Health Secretary Barbara Keeley said: “Once again we hear warm words from the Prime Minister on mental health, but the reality is that mental health services are stretched to breaking point and people with mental health problems aren’t getting the support they need.”

The most common mental health problem affecting children are conduct disorders (severe and persistent behavioural problems). Severe and persistent behavioural problems starting before secondary school years which go unsupported can have a long-term impact on children’s mental health and life chances.

Early years and education providers have a responsibility to provide staff with the training and support required to recognise early signs of mental health problems at this young age. Equipping staff with the skills to recognise warning signs and behaviours could lead to a child gaining the support they need to maintain mental wellbeing.

It’s a subject very close to the heart of Ann Poolton, Head of CPD Courses at BB Training, and her team. “We are very passionate about this issue. Not only can early identification save children from stressful situations, but it ensures staff are better placed to support young people in their care. We continue to offer best practice advise and training on this subject both internally and externally, as we understand the importance of promoting good mental health for children and staff alike.”

The funding now available should be used by employers to provide the necessary training required to give teachers the confidence and ability to cope with the rise in mental health issues in children.

Ann concluded: “For people working with young children, it is key that they are able to recognise the early signs of mental health problems and understand how to develop strategies to build resilience in children. The environment they grow up in, and their ability to handle the pressures and stresses of growing up, all play an important role in preventing problems from developing.”

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

mum's mental health

It’s OK, not to be OK

By | Education, family, Health, Mental health, Relationships, Safety, Uncategorized

Mental health in pregnancy, birth and beyond

Eight months into being a mother, it hit me. Depression, together with its best friend, anxiety, came for an unplanned visit and as I write this months later, things are still very difficult, with the depression and the anxiety coming and going as they please, but I’m OK. I’m OK, not to be OK.

The most beautiful soul I have ever met, graced my husband and I with his presence in May of 2018 and what an amazing first year it has been. The cuddles; the late night/crack of dawn feeds; minimal sleep; bath time; nappy changes; weaning; playtime; teething; nappy changes; learning to crawl, walk and speak – and did I mention nappy changes?

How many blessings to have in one year. I have to pinch myself sometimes to check this isn’t just a wonderful dream. It is in fact reality, my reality, that this little boy is my baby boy and my absolute life’s purpose. How lucky am I? This most magical first year of being a mother, as amazing as it has been, has also brought many mental health challenges my way. I am not only learning to be a mother, but I am now also learning to accept and love the new me.

For seven out of my nine months of pregnancy, I was frankly scared of everything and anything going wrong. I made a decision that for my last two months of pregnancy, to work on just trying to worry less and enjoy this pregnant chapter of my life. This was much easier said than done but I really did have an amazing last two months of pregnancy where instead of fearing for this baby and what ‘could go wrong’, I looked forward to his daily kicks and hiccups and enjoyed this beautiful baby growing inside of me. I didn’t unfortunately wave a magic wand, I had to work very hard on ‘me’. I spoke openly about my fears, hopes and dreams; I attended Cognitive Behaviour Therapy (CBT); I took early maternity leave to focus on me and my baby, as well as attending the mental health midwifery clinic attached to my local hospital. This internal work I was doing, together with the support of my incredible husband, family and friends, all helped me get to where I wanted and where I needed to be, in the preparation for my little man’s arrival.

I am a big believer in therapy and I hope that anyone struggling with poor mental health, gets help. It can be free, you can self-refer, you can choose to do it face-to-face, over the phone or online. So, if you are needing some help or just a nudge in the right direction, or know someone who is struggling, please speak up. You can reach out to your GP for a list of local therapies available or simply go online to see which type of therapy is right for you, whether it be CBT, counselling or other types of therapy. For employers, please check out Mental Health First Aid England, where they are helping drive mental health awareness in the workplace.

After being flagged as ‘high risk’ for mental health during my pregnancy, I thought I was going to experience baby blues (which can come in around day three when there is a hormone shift) but I didn’t, no baby blues. I thought I was going to experience postnatal depression but I didn’t. I don’t think. What did occur was I was back at work in January of 2019 and it happened. Depression. I found myself missing my baby so much whilst at work and felt like I was completely missing out on everything. My husband was daddy day care at the time and what a great job he was doing. This wasn’t a case of my baby not being well looked after, I was experiencing a sort of separation anxiety from my baby boy. But I just had to keep working long days and ‘deal with it’.

Whilst still struggling months later, I finally quit my job in order to enjoy time with my little man but also to work on myself. Self-love, self-care and mental health improvements, including daily meditation, yoga and therapy. Some days are good, others bad, others really bad – but I remain honest with myself and others. It really is OK, not to be OK. You are not a failure or ‘damaged goods’ which is how I would often label myself. You are real, showing your true colours and just going through a difficult time. You are exactly who you are meant to be for now and that is OK. All I know is that we have to truly accept ourselves and support others in whatever way we can. We need to remain an open and honest society, and most importantly please, be kind to one another.

At TheBabyChapter, we are dedicated to improving the quality of antenatal classes, ensuring soon-to-be parents are well supported and know all the information needed to make the right decision for you and your baby, in this new chapter, TheBabyChapter
www.thebabychapter.co.uk

Is your child falling behind at school?

By | children's health, Education, fun for children, play, Relationships, Uncategorized
by Polly Warren
Centre Manager at First Class Learning – Brighton

Could tutoring be the answer?

With children facing tougher exams and tests such as the new style GCSEs and the more challenging SATS tests for seven and 11 years olds, the tutoring industry is continuing to boom for children across the board, with a quarter of all school children receiving some form of tuition in 2018.

However, concerned parents are hiring tutors for their children not only for exam preparation, but for a whole number of reasons from helping give their children’s self-confidence a boost to giving them an extra challenge in their strongest areas. Some use tutors to help catch up with school work after absence, others to help their children grasp key concepts in maths or English if they’ve been struggling.

Whatever the reasons, tutoring has been shown to improve school performance, confidence and self-esteem, as well as help children develop independent study skills and learn at their own pace.

Maths is the most popular subject for tuition (77%), followed by English (55%) and then science (30%).

How to choose the right tuition for your child
In the past, choosing a tutor was largely based on personal recommendation, but nowadays the industry is far more professional and there are many different tutoring services to choose from.

One-to-one tutoring at home
These lessons usually take place in the student’s or tutor’s home and involve just the pupil and tutor. One-to-one attention may be required if a child is really struggling in a subject or if they have a complicated learning style, but this traditional option is by far the most expensive. One-to-one tutors charge on average between £25 and £40 per hour, working out between £100 and £160 per month.

One-to-one and small group tutoring at a study centre
During these sessions, an expert tutor will be responsible for no more than six children at a time. The tutor not only works with each child on their own individualised learning programme by providing expert support and guidance, but they also encourage independent learning.

When children study alongside other children in this sort of small, focused group, the pressure of sole one-on-one attention is taken off individual children, whilst allowing for one-to-one help from the tutor when needed.

This type of tutoring is typically cheaper than private one-to-one tutoring but can still be highly effective. Many children prefer it as it is not as intense as one-to-one home tuition and helps keep learning fun. Study centres charge between £60-£70 a month.

Parents of Evie, who attended Brighton’s First Class Learning’ study centre say:“We were really impressed with how much the support helped Evie. She has a much more positive attitude to learning and we can see a huge improvement in her confidence, ability and approach to her
maths work.”

Online tutoring
Online tuition is tutoring that takes place over the Internet using a communications programme such as Skype or Google+. Private online tutors are often more affordable (£20-£30 per hour) as they will not be required to travel and may choose to tutor more than one student at once, but many parents feel uneasy that tutors will not be in direct contact with the student.

It really makes a difference!
Extra tuition really can make a huge difference, and it’s more affordable and accessible than ever. Once a child starts understanding the material, the frustration, anxiety and apprehension they felt about schoolwork will disappear, and they will carry this new found confidence with them back to the classroom, allowing them to blossom and genuinely start to enjoy learning again.

Polly Warren is a teacher with many
years of experience across a range of educational settings, and Centre Manager of First Class Learning’s (FCL)
study centre in Brighton.
Please contact Polly on 01273 730873
www.firstclasslearning.co.uk/
brighton-withdean
brighton@firstclasslearning.co.uk

When the numbers just won’t add up

By | Education, numeracy skills, Uncategorized

Young children often take a dislike to maths. Burgess Hill Girls teacher Shelley Allen explains how parents can use everyday activities to turn a minus into a plus.

Whether it’s a child working out whether they have enough pocket money to buy a prized toy or an adult grappling with a recipe that uses ounces instead of metric measures, we all encounter mathematics in some form throughout our daily lives. It is a subject that can strike fear into the hearts of young and old, but the perception that “I can’t do maths” can be overcome.

As parents, we can help children to acquire the tools they need to tackle the mathematical concepts they encounter not only in the classroom but beyond the confines of a worksheet or exercise book, out there in the big wide world.

Children, particularly infants, have a very defined view that mathematics is something that happens in maths lessons. But by exposing them to the mathematics that is all around them they will be able to see the value of learning to ‘do’ maths and also accept that it is something that can be enjoyed.

Five ways to change your child’s mindset on maths:
1. On the hour: telling the time
You will almost certainly have checked the time during the day. Whether analogue or digital, this is an opportunity to talk to your child about what is happening and how long it is until the next event in the day.

2. Count it out: cards and board games
At preschool level and well beyond, traditional board and card games are a great way to introduce mathematical concept. In old favourites like Snakes and Ladders, a child is required to recognise that dots on a dice represent a number, count the number of spaces with their counter and consider which direction to travel on the board. A pack of playing cards can reinforce recognition of numbers up to 10 and the ways in which they can be represented. Junior versions of games such as Monopoly require children to count out money and begin to consider doubles as well as developing strategy and reasoning skills.

3. Coining it in: the value of money
The supermarket, or any other shop for that matter, is a fantastic source of mathematical investigation. For younger children, simply reading the price of an item on the shelf and comparing it with the price of another provides a real-world context for exploring greater and less. Older children can estimate the total price of the shopping using rounding and estimating to get a sensible answer, with perhaps even a prize for the closest! Product labels are full of information and encourage children to work out the best-value product by looking at the price by weight or volume. Contactless payment now means that money doesn’t even need to change hands at the till, but give children opportunities to use coins to count in twos, fives and tens, explore place-value including decimals and to investigate the ways in which different combinations can be added to make one amount. Older children can work out and check change given.

4. Measuring up: DIY
home improvements offer another great opportunity to access some real life maths.
From counting screws to measuring lengths for younger children to working out the area of a wall or floor to calculate the amount of paint or carpet needed for upper Key Stage 2, there are plenty of ways to enhance your child’s learning.

5. What’s cooking: sharing the cake!
Cooking of any sort requires counting, weighing and measuring. For older children it is a chance to explore ratio and proportion by doubling or halving mixtures or to convert between different units of measure, whether metric or imperial. It can also be a way to develop an understanding of fractions. Sharing pizza or cake is a way to explore anything from simple fractions such a halves and quarters to the more complex ideas of equivalence and comparison. In the classroom I find that any maths that involves chocolate is met with immense enthusiasm!

Shelley Allen is a KS1 Teacher and Junior School STEM Coordinator at Burgess Hill Girls

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

dangerous bike

Have you been seen?

By | children's health, Education, Safety, Sport, Uncategorized

by Keith Baldock
Brighton & Hove Road Safety Officer

Winter’s short days and long nights mean visibility on the roads can often be challenging. Added to this, inclement weather including fog, rain, mist and snow, along with wind, can make life more difficult. With children we do the best to ensure they are protected, aware that they haven’t the experience to manage risks on the roads. However, as adults our brains have developed to make assumptions in order to cope with our complex lives.

Much of the world our eyes see but our brain doesn’t actually process. It looks for changes and differences in areas it’s learnt to expect, for the situation we are in. If we attempt to multi-task then the brain has to raise the threshold at which it operates. In some environments this is a relatively safe, rational decision. However, within more complex, risky environments such as on the road this may be irrational, and this can put ourselves and others in danger.

Most road collisions happen within 10 miles of home – partly due to the fact that our brains have become expert at what to expect, so almost appear to be on autopilot. This means that if something unexpected happens, we may not be ready to react. If, when driving, we choose to use a phone – for a call, text or social media update – we take away more of the brain’s ability to react to the unexpected. Our reaction times increase.

The law signals that this is unacceptable and hand-held mobile phone sanctions now include six points on a licence and a £200 fine. Sussex University research shows that ‘hands free’ phone use is as distracting for drivers as hand-held devices; both reduce the brain’s ability to focus on the road environment to a significant extent. This kind of distraction from a prime task is called ‘inattention blindness’ by researchers. The Open University activity ‘Are you a focused driver?’ challenges you to demonstrate how effective you are.

However, we all use the road, we’ve all got a responsibility to each other to share the roads safely. Highway code rules define what we should expect on the roads so that we can do this. Ensuring we look out for each other is really important but we can all make sure we are visible to others as well. Check all your lights work regularly, clean the lenses if needed. Ensure your windscreen wipers work effectively. If you are riding, walking or running at night be aware that although you might be able to see cars clearly under streetlights, the drivers may not see you. Consider what kind of clothing you wear and how visible you are. If it is raining and you’ve got your hood up, take the time to check traffic before crossing. Even if you are using a pedestrian crossing, take time.

Roads remain the riskiest places most of us encounter each day. Let’s keep bringing down the numbers of people who get hurt on them each year – make sure you can be seen and be aware.

Brake Road Safety charity is running the National Road Safety Week – ‘Step Up for Safe Streets’ from 18th -24th November 2019 – see www.roadsafetyweek.org.uk to see how you, your school or organisation can be involved.

Locally visit facebook page: Share the Roads, Brighton & Hove
or Open University link: www.open.edu/openlearn/health-sports-psychology/psychology/are-you-focused-driver

Encouraging play

By | dance & Art, Education, family, fun for children, play, Relationships, Sport, Theatre, Uncategorized
by Claire Russell
founder of PlayHOORAY!

Have you ever thought about how you can better encourage your child to play more effectively? Now, we don’t all live in an ideal world, our homes have to work for many different things, as well as look nice, but there are a few simple tricks we can apply to create a more playful home.

• Turn off the TV and keep distractions to a minimum when your child is playing.

• Keep resources to hand and ensure your child knows where they are, helping them to become independent and not rely on you to find the answers.

• Teach your child how to do an activity first. Don’t assume they know how to take on the role of a shopkeeper despite the numerous times they’ve been to the supermarket with you!

• Go with the flow. If you set up an activity for your little one, but they do something totally different to what you’d intended, that is absolutely fine. Support them and encourage them to follow
their own initiative!

• If they have enjoyed playing with a particular activity try leaving it out for them to access when they want for at least a week. If you don’t like the mess, perhaps you can throw a tea towel over it?

• Praise your child for their play, the way they play and what they are doing, reassuring your child and showing them how much you value their play. After all, it is supporting their development!

• Try not to interrupt your child when they are focusing, if it can wait then let it. Young children can only concentrate for small amounts of time, so you’ll probably only be waiting for a few minutes anyway!

But what exactly should you be doing when your child is playing?
In reality, there are some days when you want your little one to play to occupy themselves so that you can take a breather because, let’s face it, it’s exhausting being a parent and its important to prioritise looking after yourself! And there are those days when you have a list as long as your arm and you just need five minutes to get jobs done or make dinner. And that’s fine too, honestly it is. We all do it! But then there are days when you do have time, you do have a flicker of energy and you have the headspace to support your child as they play – great! When that occurs, there are many things you can do that will support their development:

• Sit by your child, giving them a sense of security, reassuring them that you’re in sight while showing them that you value their play.

• If they invite you to play with them, copy them. Don’t take charge, just do what they do and let them take the lead.They will love it!

• When you feel you can, talk about what you are doing. You might feel a bit silly doing it but you are teaching your child how to play. Use words they may recognise but introduce new vocabulary too. Tell them what you like, dislike, your favourites and give reasons. Your child may offer their opinion or they may not. There’s no pressure!

• As your child plays, as long as you don’t think it will break their concentration, comment on what they’re doing. Suggest a few things you like about their playing, for example: “I like the way you are stacking the bricks to make a tall tower. I like the way you are trying to get that to stick. I can see you are persevering.”

These show your child that you value what they are doing. Your child may choose to tell you about their play and may begin running their own commentary.

These are just a few ideas you can implement to encourage play. You don’t have to do them all, try a few and see if it makes a difference.

Happy playing!

Mum to one and Early Years Specialist, Claire Russell is founder of playHOORAY! and the designer of playPROMPTS activity cards designed to equip parents with realistic, fuss-free play ideas. For further information please visit www.playhooray.co.uk