Little London Autumn Schools guide 2020

20 20

FR UM E N E

AU T

schools NURSERY • PRE-PREP • PREP

Helping you and your child through their school journey POST-LOCKDOWN PASTORAL CARE

+ + +

ESTABLISHING NEW ROUTINES SHOP THE WINTER TERM ESSENTIALS LOOKING AHEAD TO SENIOR SCHOOL

A successful independent prep school in Twickenham for boys aged 4-11

VISITING US THIS AUTUMN Please visit our website for dates of our autumn small group tours led by the Headmaster, David Price.

Contact Ms Alex Penny at admissions@themallschool.org.uk to join a tour or arrange an individual visit.

2020 11+ offers to 20 independent and grammar schools including:

Epsom College, Hampton, King’s College School, Kingston Grammar,

Latymer Upper, Reed’s, St George’s College, St James, Tiffin and Wilson’s Non-selective for entry at Reception; assessment for other years. Small class

sizes with focus on each boy’s potential. Boys make excellent progress by Year 6 compared to national levels

Minibus services: Kingston, Sunbury, Richmond, Kew, Chiswick and Osterley Wraparound care: 7.30am to 6.00pm including extensive range of clubs

Bringing out the best in every boy

185 Hampton Road, Twickenham TW2 5NQ • 020 8614 1082 admissions@themallschool.org.uk • www.themallschool.org.uk

As featured in

EDITORʼS LETTER Welcome to the Autumn 2020 edition of the Little London Schools Guide, and most importantly, congratulations on making it through an extended summer of home-schooling, Microsoft Teams lesson plans and Zoom classrooms! I have no doubt that you’ve all done a sterling job in your new makeshift role as teacher, and if nothing else, have come through this stressful period with a times table refresher, improved grammar and an even stronger bond with your little ones.

Of course, the past few months will have been no picnic for you, your children or indeed, their teachers. However, the beauty of a period of national flux is in how we pull together as a community, and for all of us, the priority has been our children’s mental health, academic achievement and social development.

With this in mind, the overarching theme of this issue is wellbeing and resilience. Whether your kids are starting nursery school (page 23) or preparing to make the leap to senior school (page 51), they're all approaching the next step of their educational journey at an unprecedented time in history. So with the help of headteachers, mums and even clinical psychologists, we’re looking both at how well everyone adapted to change – from remote learning programmes to keeping classroom connections alive – and how we’ll meet the challenges of the new normal together, from supporting peer-group friendships (page 44) to ensuring we don't pass parental anxieties onto our little ones (page 39).

It’s not all serious though: shop this term’s new classroom essentials on page 15, and flick to page 46 to read about Cottesmore's socially-distanced zorbing fun – perhaps a new commuting initiative to consider? Happy reading!

LAURA SUTHERLAND, EDITOR

Puffer coat From £39.95, joules.com

Alpaca wool mittens £48, oeufnyc.com

Padded backpack £37, boden.co.uk

Kids’ bento box £8.95, rexlondon.com

Printed circle skirt £35, stychaccessories.com

Winter is coming! And what better way is there to wrap up warm than with one of Töastie's colourful coats?

Puffer jackets £74.99, toastiekids.com LITTLE LONDON GUIDES | AUTUMN 2020 | 5

Co-educational day school for pupils aged 2 –11 years

A JUNIOR SCHOOL OF REIGATE GRAMMAR SCHOOL Visit our Open Morning Saturday 3 October To register please go to www.reigatestmarys.org Reigate St Marys, Chart Lane, Reigate, Surrey RH2 7RN T: 01737 244 880

E: admissions@reigatestmarys.org facebook.com/ReigateStMarys @RSMPrepSchool

PROUD TO BE SHORTLISTED FOR

Independent Prep School of the Year 2020

school

NEWS

THE L ATEST LE ARNING TOOLS, SCHOOL UPDATES AND FAMILY FUN

A CRACKING LESSON

PHOTOGRAPHY: NEIL LANG/SHUTTERSTOCK

Bletchley Park in Milton Keynes was once the topsecret home of the Second World War codebreakers

Have you ever wondered how Japanese messages were decoded during the Second World War? Well, Reigate St Mary’s year five pupils were lucky enough to find out first-hand when they had a Zoom meeting with 94-year-old Betty Webb, a veteran of Bletchley Park.

Betty was part of a small team who recorded and worked on Japanese coded messages, playing an often-underplayed role in breaking Japanese codes and ciphers – a vital part of the eventual victory in the Far East.

The class, who have been studying the war in their lockdown history lessons, had prepared questions in advance and Betty gave fascinating answers to them all. She brought the topic to life in the most unique and special way – even wearing her special Bletchley Park badge and sharing a photo of when she received her MBE from Prince Charles at Buckingham Palace.

Deputy Head, Annette Wright, a former army officer who had arranged the call with Betty, said: “She’s a real inspiration and we were so grateful to her for taking the time to talk to us.”

A STUDY BY OMEGA-3 FAMILY SUPPLEMENT BRAND EQUAZEN HAS FOUND THAT 28% OF CHILDREN AGED SIX TO 14 WERE ANXIOUS ABOUT SEEING THEIR CLOSEST FRIENDS AFTER SO LONG APART, WITH 18% SAYING THAT THEY WERE NERVOUS THEY WON’T HAVE ANYTHING IN COMMON WITH FRIENDS ANY MORE. WE’RE SURE THOSE FEARS WILL HAVE MELTED AWAY BY THE END OF THE FIRST DAY BACK. EQUAZEN.CO.UK LITTLE LONDON GUIDES | AUTUMN 2020 | 7

NEWS

HEAD START

Highfield and Brookham Schools are now welcoming two year olds into their nursery, after receiving approval from the Department of Education at the close of the summer term.

Previously open to ages three and above, the schools’ new registration means children can enrol at Brookham Nursery from the day they turn two. To adapt its provisions for this incoming year group, a whole new nursery space has been designed just for the twoyear-old charges. This specialised room will enable the little ones to receive care separately from the older nursery children, allowing them to develop independence, imagination and communication at the right pace for them. When they turn three, they’ll move to the main nursery space, with its gentle stepup gearing them towards reception. highfieldandbrookham.co.uk

MASTER OF ARTS

Wittily written by Alice Harman and illustrated with comic fervour by Serge Bloch, Modern Art Explorer: Discover the Stories Behind Famous Artworks is a delightful undercover peek at the tales behind 30 of the Centre Pompidou’s most famous artworks. By going behind the scenes of the Parisian gallery, young readers will be encouraged to see that masterpieces aren’t stuffy monuments, but real things that are shaped by an artist’s ideas, inspiration, materials, ordinary people and world events. A diverse range of modern and contemporary artists, such as Basquiat, Miro, Goncharova and Tanaka are represented in these energetic and informative pages. The art world has rarely seemed more exciting or accessible. £12.99, Thames & Hudson

NEW HALL SCHOOL REALLY STEPPED UP TO THE PLATE DURING THE DIFFICULT LOCKDOWN MONTHS BY PRODUCING AND PPE FOR LOCAL HOSPITALS AND TAKING PART IN SPORTING CHALLENGES TO RAISE MONEY FOR NHS CHARITIES, INCLUDING ISLA-ROSE ONIONS FROM YEAR ONE, WHO RAN 26KM OVER THE MONTH OF MAY, RAISING A VERY IMPRESSIVE £870. NEWHALLSCHOOL.CO.UK 8 | LITTLE LONDON GUIDES | AUTUMN 2020

NEWS

PHOTOGRAPHY: QUEEN'S COMMONWEALTH TRUST/HAZEL THOMPSON

MIXED FEELINGS

Author Esther Marshall will release the second title in her book series, Sophie Says it’s Okay Not to be Okay, on 10 October to coincide with World Mental Healthy Day. Having garnered support from the Duke and Duchess of Sussex, and the Queen’s Commonwealth Trust, for her first book Sophie Says I Can, I Will, due to its uplifting message of diversity and inclusion, her new title aims to continue helping parents navigate tricky conversations with a positive approach.

Following Sophie and her friends Jordyn, Jamie and Bunny on their journey through Jamie’s feeling, this read, aimed at ages two to eight, teaches the importance of caring for your own mental health and that of others, too. With an authentic tone and beautiful illustrations, this a must-read for families.

Esther says: “At the beginning of this year, my sister ended her battle with mental illness. I wrote through my grief, using it as a healing process to connect with her. This book is dedicated to her.”

The series is available from sophiesaysofficial.com

Esther’s first book was commended by Prince Harry and Meghan, as well as the Queen’s Commonwealth Trust

THE ROYAL SOCIETY HAS TEAMED UP WITH SCIENCE AND TECH INDUSTRY LEADERS ARM, GOOGLE AND GSK ON A SPECIAL TWO-YEAR MATHS EDUCATION PROGRAMME TO ENSURE THAT SCHOOL LEAVERS HAVE THE MATHS SKILLS NEEDED FOR FUTURE JOBS. MATHEMATICAL FUTURES FOCUSES ON THE ARITHMETICAL, DATA AND DIGITAL SKILLS THAT WILL BE IN HIGH DEMAND IN THE WORKPLACE OVER THE NEXT 20 YEARS.

SWEET CHARITY

Felsted School’s fundraising efforts for the Safi Coffee Project, a pupilled initiative that imports Ugandan coffee to sell across the UK and helps to change the lives of young people in the Kanangu region, has been recognised with a certificate from Pearson National Teaching Awards.

Despite setbacks due to coronavirus, pupils and staff found opportunities to continue to fundraise online during lockdown. felsted.org Three of the school's IB Diploma students are leading the initiative with the help of Felsted Chaplain, Helen Knight

LITTLE LONDON GUIDES | AUTUMN 2020 | 9

Limited Places for January 2021 entry

“

Without doubt this was the school that we simply had to go and see.

”

Nursery, Pre-Prep & Prep • 2-13 years Highfield and Brookham Schools, Highfield Lane, Liphook, Hampshire, GU30 7LQ

Discover the best possible education for boys and girls aged 2-13 at Highfield and Brookham Schools. We are a Nursery, Pre-prep and Prep school with day and boarding options in the South Downs National Park.

Set within 175 acres of stunning grounds, Highfield and Brookham is a place where children learn beyond the walls of the classroom. Our enviable facilities enable enormous breadth in the curriculum and a fantastic array of extra-curricular activities. We look beyond the curriculum to skills that children can learn through Sport, Music, Drama and Art. Our co-curricular breadth broadens children’s horizons and fosters lifelong passions.

We feed the top senior schools and enjoy a flawless track record of securing every child a place at their first choice senior school. Our academic ambition means we also achieve superb scholarship success at 11+ and 13+.

Book A Visit

highfieldandbrookham.co.uk/visit 01428 728000 admissions@highfieldandbrookham.co.uk

highfieldbrookham HighfieldSch highfieldandbrookham

NEWS

THE TO-DO LIST

All the essential calendar dates for half-term family activities Chill out in an Arctic wonderland at the British Museum

HISS AND TELL Step back into Harry Potter’s magical world at the Warner Bros. Studio Tours this autumn, and enjoy the specially extended exhibition celebrating all things Slytherin. Discover the secrets behind the Hogwarts’ most notorious House, and get up close and personal with iconic props and costumes belonging to some of its most famous alumni. Ends 12 November; wbstudiotour.co.uk

PURE IMAGINATION

Enjoy a Wonka-licious spread at One Aldwych

Revival and Festival of Speed this summer, Goodwood Motor Circuit have announced their first-ever Speed Week this October; a one-off virtual extravaganza bringing together more than a century of world-class motorsport, for petrolheads of all ages to enjoy. From 16 - 18 October, 2020; goodwood.com

THINK ICE You’ll need to wrap your little ones up warm for an outing to the new Arctic: Culture and Climate exhibition

Fizzy-lifting drinks, snozzberry (who ever heard of a snozzberry?) jam and waterfall chocolate milkshakes: the Charlie and the Chocolate Factory themed afternoon tea at the newly reopened One Aldwych Hotel is an enchanting treat for all ages. In the heart of London’s theatre-land, indulge your real and inner child in some not-quite-as-they-seem sweet and savoury treats, all inspired by the Roald Dahl classic. No Verruca Salts allowed! Ongoing; onealdwych.com

A NEED FOR SPEED Despite the cancellation of the annual world-famous Goodwood

opening at the British Museum this half term exploring 30,000 years of amazing polar history. Learn about the rich cultural history of the indigenous peoples of the Arctic region, and the devastating effects of climate change on their environment, and the rest of the world. From 22 October 2020 to 21 February 2021; britishmuseum.org

SPOOKY HAPPENINGS There’s something ghoulish going on at The Hop Farm in Kent this Half Term, with a week of Halloween fun for the whole family. Take part in pumpkin carving, dress-up competitions, ghostly face painting, magic shows and seriously scary story-telling, and meet a host of friendly animals too. From 24 October to 4 November 2020; thehopfarm.co.uk L

Learn all about Slytherin’s dark arts on the Warner Bros. Studio tour LITTLE LONDON GUIDES | AUTUMN 2020 | 11

A JUNIOR SCHOOL OF REIGATE GRAMMAR SCHOOL Visit our Open Morning Saturday 10 October To register please go to www.chinthurstschool.co.uk Chinthurst School, Tadworth Street, Tadworth, Surrey KT20 5QZ T: 01737 812 011

E: admissions@chinthurstschool.co.uk facebook.com/ChinthurstSchool @ChintSchool

SHORTLISTED FOR

Independent Prep School of the Year 2020 FOR WELLBEING

SHOPPING

WE LOVE National Geographic funds and supports critical work in the areas of science, exploration, education and conservation all over the world

DOWN TO EARTH

This autumn sees the ultimate sustainable childrenswear fashion collab for generation green’s eco crusaders If you've been home-schooling a excitable young explorer or budding science genius for the past few months, there can be no better wardrobe addition than Gap Kids’ new line with National Geographic. Featuring the educational platform’s iconic yellow frame, as well as intergalactic, nature and dinosaur illustrations, these sweaters and T-shirts are the coolest take on geek chic yet. Plus, every piece is made from recycled or organic materials – what more could a mini activist ask for?

Gap Kids | National Geographic collection, prices start from £12.95 LITTLE LONDON GUIDES | AUTUMN 2020 | 13

GORDON’S SCHOOL BOARDING IN SURREY

Ranked in the top 1% of all schools in England and Wales over the past 3 years for progress at A Level.

Years 7, 9 and 12 boarding places available.

2020 OPEN DAYS

Please see website www.gordons.school to book a place.

SHOPPING

TOP OF THE CLASS

From the latest winter coats and knitwear to new pencil cases and face masks, make sure that your little ones go to school in style

Wool-mix sweater From £70, arseneetlespipelettes.com

Patent Chelsea boots £195, sophiawebster.com

Burberry trench coat £700, childrensalon.com

Sticky Lemon bag £41, toastiekids.com From a selection at aswegrow.is

Cotton socks (pack of three) £47, ilgufo.com

Little People, Big Dreams: Greta Thunberg £8.95, sorenshouse.co.uk

Oliver Furniture desk set £738, smallable.com

Jelly Mallow sweatshirt £50, petite-belle.com

Waterproof overalls £100, polarnopyret.co.uk

Steiff plush toy £26, hamleys.com

Cotton dress £73, oeufnyc.com

The Bonnie Mob for Selfridges Project Earth face mask £10, selfridges.com

Leather sandals £55, bobux.co.uk

Insulated lunch bag £14, jojomamanbebe.co.uk LITTLE LONDON GUIDES | AUTUMN 2020 | 15

SHOPPING

Onegreenbottle reusable bottle £14, toastiekids.com

Cotton overalls £97, bobochoses.com

Wooden ruler £3.95, rexlondon.com

Jojo Factory satchel £58, smallable.com

Knitted sweater £79, bobochoses.com

Melissa & Doug toy clock £14.99, amazon.co.uk

Aigle rubber boots £27, smallable.com

Children’s umbrella £8.95, rexlondon.com

Waterproof dungarees £58, toastiekids.com

Reversible gilet From £34.95, joules.com

Little Dutch abacus £13.59, scandiborn.co.uk

Houndstooth trousers £18, riverisland.com

Grosgrain hair clip €10, milledeux.com

From a selection at gap.co.uk

Jellycat bag charm £13, selfridges.com

Knitted cardigan From £4, matalan.co.uk

Stella McCartney for Selfridges Project Earth jacket £129, selfridges.com

Leather shoes £47.99, startriteshoes.com

Burberry scarf £220, childrensalon.com

16 | LITTLE LONDON GUIDES | AUTUMN 2020

SHOPPING

Carrement Beau coat £67, smallable.com

Smart Games puzzle £5.99, smarttoysandgames.com

Wool-mix sweater From £90, the newsocietykids.com

A Bathing Ape backpack £139, selfridges.com

Study poster £29, sorenshouse.co.uk

Cotton jersey dress £57, patachou.com

Bird scooter £130, selfridges.com

Piccola Speranza hair clip £15, childrensalon.com

Wool sweater From £110, ilgufo.com

Metallic purse belt £18, stychaccessories.com

Fur-lined waterproof coat £148, miniature.com

Personalised pencil tin £11.99, miffyshop.co.uk

Domed PVC umbrella £17, boden.co.uk

Cotton knitted cardigan From £29, boden.co.uk

Pinewood desk £215, barkerandstonehouse.com

Wool beret £72, ilgufo.com

Cam Cam Copenhagen print £24.95, scandiborn.co.uk

Liewood pencil case £15.95, scandiborn.co.uk

Cotton knitted cardigan £70, aswegrow.is

3D pencil case £12, paperchase.com

Corduroy trousers From £57, arseneetlespipelettes.com

Djeco watch £19.98, tickety-boo.co.uk

Cotton-mix sweatshirt £40, loveluxlondon.com

Leather high-top trainers From £71, veja-store.com

LITTLE LONDON GUIDES | AUTUMN 2020 | 17

SHOPPING

Waterproof trousers From £28, welovefrugi.com

Double-breasted coat £125, rachelriley.co.uk

Leather pumps £129, prettyballerinas.com

Cotton T-shirt From £37, oeufnyc.com

A Happy Brand skirt £18, alexandalexa.com

Miniature piano £120, thewhitecompany.com

From a selection at alexandalexa.com

Lorena Canals rug £240, bluealmonds.co.uk

Lapin House pinafore £131, childrensalon.com

Faux fur-trimmed jacket £131, raspberryplum.com

Kuling hat £25, alexandalexa.com

Cotton sweatshirt £55, axelarigato.com

Tell Kiddo storage bag £26.95, lullabuy.co.uk

Cotton shirt £16.95, gap.co.uk

Leather music case £190, cambridgesatchel.com

Children’s face mask £15, nudea.com

Bobo Choses trousers £61, alexandalexa.com

Dou? toy blocks £160, nimiltd.com

Tocotó Vintage cardigan £58, alexandalexa.com

18 | LITTLE LONDON GUIDES | AUTUMN 2020

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The ultimate ed

IF YOU’RE UNSURE WHAT TO DO FOR YOUR CHILD’S S GUIDE TO PL ANNING THEIR EDUCATION SO YOU CAN

azing down at your toddler, school can seem a distant concept you need not concern yourself with right now, but awareness of registration dates is essential when it comes to starting their educational journey. Navigating the British education system can feel overwhelming – the independent and state sectors operate on entirely different timetables when it comes to applications and starting age, and even schools within each sector have their own policies. Planning your child’s education is not something to leave festering at the bottom of your to-do list. Time is of paramount importance as places for some of London’s best prep schools are first-come, first-served.

Here’s a timeline to guide you through the whole process, but it’s worth noting the below framework as a guide: • Pre-preparatory (pre-prep) schools cater for children aged four to seven, although there are fewer standalone pre-preps than there used to be; most are part of a prep school.

• Preparatory (prep) schools admit children at the age of eight, and prepare them for senior school. Many start from age four (see above) and go until 11 or 13.

• Senior schools admit children at age 11 or 13 and generally continue through to age 18.

• 7+, 11+, 13+ are the milestone entrance exams used by schools denoted by the age they’ll be when they start. 13+ is also called the Common Entrance exam.

• Grammar schools are academicallyorientated secondary schools within the state system with a selective intake by means of an entrance exam.

Note that every school and borough is different, so check with the institutions you’re interested in well in advance to avoid disappointment.

20 | LITTLE LONDON GUIDES | AUTUMN 2020

At birth/ shortly after

Some pre-prep and prep schools are first-come, first-served, so they’ll require you to register your child the day they’re born or very shortly after. You’ll also need to think about registering your child if they’re attending a private nursery, as London places are extremely competitive.

5+ 5= =?

3 1 6 2x2=? 0 AGE 4½-7 OR 8

If at a private school, your child will attend pre-prep. Should you be considering the 7+ (to start an independent prep school in year three) entrance exams usually take place early in the spring term for entry the following September. You’ll need to have registered at least 12 months ahead of their start date.

AGE 2½

Independent pre-school or kindergarten starts now.

Age 3

Children can usually start in a state-run nursery from the beginning of the school term after their third birthday. State primary school applications need to be submitted in the January of the year your child is due to start school in the September, so those who turn four during the coming academic year (1 September to 31 August) should be applied for. Private schools that assess children will do so when the child is three. Places should be offered one year in advance of entry.

AGE 1-2½

It’s time to think about which catchment area you’re in for state schools. If you’re thinking of a private school, most pre-prep and prep school applications will need to be in by now.

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ucation timeline

SCHOOLING, AND WHEN, HERE’S OUR MY TH-BUSTING N AVOID MISSING THOSE ALL-IMPORTANT DE ADLINES

AGE 11-18

State secondary school starts.

Apply by 31 October of year six in primary school. Some independent schools start at 11, too.

AGE 13-18

Age 4-11

Independent secondary school starts, day or boarding.

State primary education begins once your child is four.

Age 11 or 13

Most independent schools have a year seven or year nine entry. Some have year six entry for which an exam will be taken in year five. The 11+ exam is taken in the January of year six. The Common Entrance 13+ exam is taken in June of year eight – this is preceded by a pre-test and interview in year six or seven when a firm offer has been made; the child then sits the exam for that school. Some grammar school applications need to be in before mid-July of year five, with exams taken in the autumn of year six.

Many London day schools have their own exams for 13+/ year nine entry taken in the January of year eight. These applications must be made at least 12 months beforehand.

PHOTOGRAPHY: ISTOCK

AGE 16-18

AGE 9-10

It's time to register your child for their independent secondary school. Go to open days and meet heads of schools and the admissions team where possible.

Once GCSE results are known, that can determine entry into sixth form or a sixth form college. Check with individual colleges for dates. For a 16+ move to a private secondary school, interviews and exams are undertaken in the autumn of year 11.

LITTLE LONDON GUIDES | AUTUMN 2020 | 21

“Pupils develop excellent knowledge, understanding and skills across all areas ofunderstanding learning.” evelop excellent knowledge, - ISI, 2020

d skills across all areas of learning.”

Discover more how we develop fearless girls, - ISI,about 2020 happy and confident about their futures.

Virtual open events, individual tours and meetings Discover more about how we develop fearless girls,with the Head ofabout Prep are bookable online. happy and confident their futures.

tual open events, individual with A first-class educationtours for girlsand aged 4meetings to 18, since 1887. www.sydenhamhighschool.gdst.net | admissions@syd.gdst.net the Head of Prep are bookable online.

020 8557 7004 | 15 & 19 Westwood Hill, London SE26 6BL

WELLBEING To ensure a lasting love of learning, safeguarding a child’s wellbeing from nursery age onwards is essential

START RIGHT

E ATON HOUSE SCHOOLS’ NEW HE AD OF WELLBEING, Paula Kearney, DISCUSSES WHY IT'S NEVER TOO E ARLY IN A CHILD'S EDUCATION TO PRIORITISE PASTOR AL CARE

T

he role of a nursery is to nurture children. They teach foundational skills and support young people, safeguarding happiness and generating a lasting love of learning and building relationships.

Wellbeing is a focal point for nurseries as there’s an undeniable correlation between the wellbeing of a child and their rate of development. If we’re caring for children and catering for their emotional needs, we’re giving them the best possible start.

There are two co-educational Eaton House Schools nurseries – one in a modern building on The Manor’s Clapham site, the other in a Georgian Belgravia mansion. Children start at age three, with both nurseries leading on to single-sex pre-prep and prep schools for ages four to

13, and providing a cosy, welcoming environment for their small charges.

Our nurseries’ staff view pastoral care as the nuts and bolts of what they do. The wellbeing of each individual

An open-door policy at the beginning and end of the learning day is valuable for both nurseries. It allows Headteacher Roosha Sue and the nursery staff to form positive

THE WELLBEING OF EACH INDIVIDUAL CHILD IS PARAMOUNT child is paramount, but the wellbeing of parents is never forgotten. Staff ensure that there’s an awareness that the mental and general health of a child of any age is something to be nurtured with care. Importantly, they’re always sure to check in with the basics: sleep, nutrition and time outdoors in fresh air.

relationships with parents and carers and gives adults the chance to check in with one another. If a parent needs support or advice, this is offered warmly and without judgement.

With Covid-19 came new on-site parental visits rules, but essential contact didn’t lapse; it just needed to be adjusted. The new way to LITTLE LONDON GUIDES | AUTUMN 2020 | 23

WELLBEING

WELLNESS WATCH Here are some signs you should pay attention to during the early years • Changes in behaviour This can include becoming much more talkative or, by contrast, withdrawn.

• Changes in appetite You may see a significant drop in your child’s interest in food, or an increased appetite surpassing what they need while adapting to growing phases.

• Becoming clingy Any kind of separation anxiety can be a sign that a child is struggling to cope.

• Trouble sleeping If children are feeling anxious, this can negatively impact their sleeping pattern.

• Social interaction It’s worth exploring the issue if your child has lost interest in playing with friends, is disinterested in school, or is getting into more trouble than usual.

communicate meant there were more chats at the school gates and phone calls, but the connection with each child and family remained the priority.

What highlights the quality of Eaton House Nurseries is the focus staff puts on truly knowing each child: their likes and dislikes, their interests and achievements, the personalities they’re developing and the people they’re becoming. This sincere investment builds trust with families and boosts an invaluable sense of confidence and comfort within children. Learning during these formative months is an opportunity not to be missed, and something which happens with greater ease when wellbeing and care are the core intention behind everything.

Wellbeing is very much on the agenda for Eaton House Schools 24 | LITTLE LONDON GUIDES | AUTUMN 2020

pupils over the age of four too, and teachers take pride in focusing on each individual’s talents and requirements.

My recent appointment also allows for further consultation on the health of pupils, parents and staff, and provision of practical intervention to meet the community’s changing needs.

Parenting is a complex role that’s constantly evolving. At times, it can be useful to simply talk things through.

I’ve helped to create a Wellbeing Hub on the school website for anyone interested in our wellness initiatives.

One such initiative allows parents to book 30-minute meetings with me, and this, of course starts with the youngest pre-prep children. There are many factors that prompt people to seek out help with their own health or advice for supporting loved ones.

Often, parental wellbeing priorities and focus shifts with subtle things, such as the change in season or more significant issues such as divorce, or indeed, global pandemics.

Meetings take place via Zoom, over the phone or in person. Parents are free to discuss concerns they have for their own wellbeing or that of their child in a safe space. I’m happy to work with parents to develop practical solutions, or indeed, just listen if that’s what’s needed. Sessions can be one-off or recurring, depending on the the concern. They aren’t therapy, but sometimes talking can be therapeutic.

The hope is that there’s a shared sense of togetherness and unwavering, non-judgmental care, helping our pupils become not only academically successful, but happy and resilient. L

VIRTUAL EVENTS Cranleigh Preparatory School, Horseshoe Lane, Cranleigh, Surrey GU6 8QH www.cranprep.org

B0540 CranPrep 122x170mmL.indd 1

Please see our website for information on our ‘virtual’ events or contact Catherine Staples, Head of Admissions, to book an individual appointment: 01483 542051 admissions@cranprep.org

16/09/2020 17:10

LITTLE LONDON GUIDES | AUTUMN 2020 | 25

BEHAVIOUR

Out of focus DOES YOUR CHILD EVER FIND IT HARD TO CONCENTR ATE? IT COULD JUST BE A PHASE, BUT WHAT CAN YOU DO IF IT’S MORE?

e all have days when we feel a bit scatty, adults included, but if a child appears to have an ongoing battle with concentration, how do we know if it’s simply a phase or an underlying issue? It can be hard to understand why your child’s finding it hard to work on tasks in the classroom when they’re able to see tasks of their choosing through from start to finish.

I’ve heard many parents say, “He can focus on video games or Lego for hours, but can’t focus on his homework for more than two minutes!” It’s important to try and understand what’s going on in their brains, so we don’t become frustrated or dismiss a child as being lazy or disruptive. While video games or Lego require little energy because kids find them interesting and undemanding, a maths lesson requires much more effort on the child’s part.

Initially, it’s important to determine whether your child is struggling with an academic task because of a learning block, such as dyslexia, which may lead to avoidance of certain work. If any issues like that have been discounted, it’s time to consider whether your child may have Attention Deficit

W

26 | LITTLE LONDON GUIDES | AUTUMN 2020

Hyperactivity Disorder (ADHD). It’s likely that you as a parent might have wondered if your child’s concentration levels seem low, and their teacher may well have alerted you to some of their in-class observations. When a parent and teacher both notice certain traits, it’s time to seek further diagnosis.

Struggling to concentrate, having too much energy, becoming easily distracted or not being able to control behaviour are some of the symptoms of ADHD. Dr Sinead Rhodes, who has spent 20 years researching ADHD, has found that it’s a complex problem.

“My research has shown that children with ADHD have problems with memory and organising themselves.

This can make following their teacher’s instructions very challenging, which in turn can affect their ability to tackle an academic task. They may be more disinhibited in their peer group, find it hard to take turns and interrupt conversations, which can also affect their friendships.”

It may be difficult to determine what’s typical and what isn’t, but getting a diagnosis for ADHD can be done through your GP. They’ll refer your child to an expert, such as a psychiatrist or specialist paediatrician,

BEHAVIOUR DIET TIPS THAT MAY HELP IMPROVE CONCENTRATION • Reduce sugar intake. There’s so much hidden sugar in our food, Even if you give them fruit juice and a cereal bar, that could be the equivalent sugar of a chocolate bar.

• Increase raw food intake. The enzymes in raw foods assist the digestive system in absorbing nutrients, ensuring that your child gets all of the essential vitamins, minerals and fatty acids needed for brain function.

• Avoid processed food. Some preservatives are toxic to a child’s nervous system, so try to buy fresh food and prepare most of your family meals and their school lunches from scratch.

• Increase water intake. If someone’s dehydrated, they’ll feel tired and find it harder to focus as a result. Keep their levels up throughout the day, by ensuring that they drink plenty of water, both at home and school.

LITTLE LONDON GUIDES | AUTUMN 2020 | 27

BEHAVIOUR

who will work with you to find out the best way to help. Medication, behavioural therapy, counselling, family meetings and special educational support can all help. Dr Rhodes’s research into medication such as Ritalin has demonstrated that of the children who take it, 70 per cent report significant, positive effects. “The short-term results show improved cognition and behaviour.

However, research indicates that for many children, medication is only one part of the picture, and multiple treatments or interventions to target the range of problems they face is best for the child.”

Many families may choose not to use medication at all. There are alternative strategies for use in the classroom and home to help improve concentration. Harnessing technology can be a wonderful way to help your child too. Using a digital watch with an alarm to remind them to attend their music lesson or get ready for 28 | LITTLE LONDON GUIDES | AUTUMN 2020

football can help with organisational skills, while electronic calendars can aid older kids. Setting academic tasks on a computer or iPad can inspire learning – look at Mathletics, Sum Dog, Linguascope and Readtheory. These websites use visual aids to represent the task set, which can really help children with ADHD focus.

ADHD is a complex condition, in which the child can have several of a group of symptoms, some of which could be present due to another condition. However, early identification so that treatment (whether behavioural, psychological or medication) can be started is vital, so that the child is able to achieve their full potential. L addiss.co.uk – information and support for families with ADHD To read more of Dr Rhodes’s research on ADHD, visit researchtheheadlines.org and search for ‘Sinead Rhodes’

HOW TO HELP KIDS WITH ADHD CONCENTRATE • Sit them down away from the door, window and corridor.

• Sit them near the teacher and away from resources not in use.

• Sit them near a student with good study and attention skills.

• Reduce expectations of seated work, and only put one or two activities on each page.

• Avoid unnecessary pictures or visual stimuli that may distract.

• Ensure that there’s some white space on each page and give short breaks between tasks.

• Use alternative technology, e.g. a computer, iPad or tablet.

• Allow stretching exercises midway through a task.

• Ensure their homework diary is being used for planning.

• Shorten homework assignments (bonus points for doing more).

WORDS: GEORGINA BLASKEY. PHOTOGRAPHY: SHUTTERSTOCK/SKOLOVA; SHUTTERSTOCK/MONKEYBUSINESSIMAGES

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EDUCATION

Going the distance

PHOTOGRAPHY: ISTOCK/MARIASYMCHYCH-NAVROTSKA

L AST TER M , TE ACHERS ACROSS THE UK HAD TO GET TO GRIPS WITH REMOTE LE ARNING – AND QUICKLY. REIGATE ST MARY’S HE ADMASTER , Marcus Culverwell, REVE ALS HOW THE SCHOOL DELIVERED LESSONS IN LOCKDOWN

LITTLE LONDON GUIDES | AUTUMN 2020 | 31

EDUCATION ockdown brought with it an unprecedented challenge for schools: namely, the task of moving the entire syllabus online. At Reigate St Mary’s, the curriculum has always been tailored to the needs of our pupils, and is the cornerstone of the excellent academic outcomes we achieve year on year. However, from 23 March, along with every other school in the country, we were thrown into a whole new world of remote teaching.

Keeping the standard of education high and the pace of learning fast was what our parents expected and our children deserved. As the new rules took effect, we looked at the latest progress of each year group, their learning to date and the plans in place for the remainder of the year.

Then we remodelled the existing curriculum. ensuring that learning could continue remotely in the same way it would have done, had the children been in school.

Rapid research into different online platforms led us to buy into the well-established, prep-school-friendly Firefly platform, and staff underwent thorough training so they were proficient with the software. Training was also extended to parents so they could support their children in the first few days of learning from home. Within a very short space of time, we were up and running, delivering a full curriculum and maintaining an accelerated pace of learning, which wouldn’t have been possible had we implemented a onesize-fits-all approach.

There were some inevitable technical issues in the beginning, so we adapted our approach where necessary. Our parents’ partnership and support made all the difference and we were so grateful for their positive attitude in the face of these challenges.

Feedback was a vital part of the children’s online learning, with teachers reviewing every piece of work daily, as they would have done had they been at school. The Firefly platform facilitated excellent two-way personalised communication and the children particularly enjoyed leaving voice notes and using emojis. As the weeks went by, the teachers were delighted with the standard of work the pupils were submitting, across all year groups.

Of course, all of this had to be balanced with time away from the screen. Often it’s while riding bikes, playing in the garden or being a bit bored that true creativity is fostered.

L

It was lovely to see super artwork, hear about dens being built, wildlife being spotted and new outdoor skills learned.

The children’s wellbeing is always our absolute priority, and activities to support this were integral to the weekly curriculum. Form times via Microsoft Teams ensured that teachers and pupils could talk face to face. Recorded weekly assemblies, often featuring areas around the school grounds, helped to maintain a sense of community and fun.

In our weekly communications during lockdown, we talked about silver linings. In every situation in life it’s not that difficult to find good in what appears to be so bad, and there were certainly a number of silver linings resulting from the pandemic lockdown. One of the first positives to emerge was the children’s delight in spending more time with their parents, many of whom work long hours to afford private school fees. However, another significant silver lining was the rapid independence that our pupils developed, especially in terms of online learning and the application of information technology.

Their responsiveness to new technology is a marvellous indicator of adaptability and resilience; arguably, two of the most important future skills.

Prior to lockdown, as a school we had been promoting the importance of adaptability in a rapidly-changing world.

Our children are preparing today for jobs which don’t yet exist. The enormous shifts in technology and globalisation that are expected to transform the workplace, as we roll on through the 21st century, have already begun. In many industries and countries, some of the most in-demand jobs didn’t even exist 10 years ago – and this pace of change will only accelerate. This being the case, the ability to adapt and to apply learning, (especially IT applications), in an array of different areas and to have resilience under pressure could not be more valuable. A real silver lining indeed.

At Reigate St Mary’s, we very much feel that this enforced time of home learning has built a significant degree of this resilience and independence within our pupil body. They’ll certainly be more tech savvy and IT literate than they would have been otherwise, but more importantly, they’ve shown that they’re able to be adaptable and respond to change, which are vital skills in our rapidly-changing, ever-evolving world. L

IN OUR WEEKLY COMMUNICATIONS DURING LOCKDOWN, WE TALKED ABOUT SILVER LININGS

32 | LITTLE LONDON GUIDES | AUTUMN 2020

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DEVELOPMENT

WELL SPOKEN Andrew Johnson, HE ADMASTER OF ST BENEDICT’S SCHOOL, MAKES THE CASE FOR STUDYING L ANGUAGES AT A YOUNG AGE

here are three main reasons why children should learn a language while they’re younger. Firstly, and most obviously, languages can help develop their ability to communicate in a meaningful way with people from other countries.

This will enhance their understanding of our own language, and its origins, grammar and usage.

Secondly, speaking a language offers children a passport to understanding another culture, not just by communicating with people, but through reading literature as their skills improve, such as Flaubert’s Madame Bovary or Gabriel García Márquez’s Cien Años de Soledad.

Thirdly, learning a language enables us to understand how other people think, which informs not only a view of ourselves, but how we relate to others.

The British Council recently identified five priority languages for the UK’s future prosperity and the world, these being Spanish, Mandarin, French, Arabic and German – with Italian, Dutch, Portuguese, Japanese and Russian following close behind.

And yet, the number of students taking French and German A-level has fallen by a third in just a decade, and applications to read Modern Languages at university have declined at a corresponding rate. As a lack of language skills can often prevent young people from taking up international opportunities, UK business leaders are reporting an increasing concern for their lack of international cultural awareness.

So, why is this? And what can we do to reverse the trend?

Learning modern languages promotes a global view and understanding of other cultures

T

34 | LITTLE LONDON GUIDES | AUTUMN 2020

In the UK, we tend to teach very basic vocabulary in junior schools – colours, pets, days of the week and so on. In France and Germany, however, pupils may already be putting together paragraphs of writing and able to communicate effectively.

We all know children learn best when they’re stimulated and challenged, and when they’re allowed the time and space to learn, rather than being forced to concentrate on the basics. So, why not take visits to the country itself, Covid-19 airbridges pending? It’s so important to encourage children to spend time immersed in the language they’re learning, by staying in the country as part of a study visit or exchange.

At St Benedict’s School, our year five pupils spend a week in France

every summer, there’s regular trips to Spain, and we have a thriving German exchange programme. Experiences like these can often spark a lasting interest in a particular language and culture, because it brings that language to life.

Finally, one of the greatest advantages enjoyed by day schools in London is the linguistic and diversity of the pupils. What better way to learn Spanish, French, German or Mandarin than to be able to communicate with a native speaker, who also happens to be a fellow pupil at school?

Studying a language is about meaningful engagement with others, and appreciating cultural differences.

And here in the UK, it’s time to address the shortfall of modern languages if we’re to remain fully engaged with the rest of the world. L

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LITTLE LONDON GUIDES | AUTUMN 2020 | 35

ADVICE

ASK THE EXPERTS Educating our children raises an endless array of questions.

Here, we put some of yours to four school headteachers

HOW DOES ROLE PLAY ENHANCE EARLY-YEARS DEVELOPMENT? Role play’s importance is manifold: not only does it allow children to express positive and negative feelings, it also fosters divergent thinking and the imagination to come up with ideas.

Plenty of free, unstructured play is essential. Children should have the space and time to initiate play spontaneously, using their imagination without the direction of an adult. This encourages risk taking and creativity, and allows youngsters to practise collaboration and decision making.

However, structured play, in the form of a themed play corner is invaluable in stimulating make-believe games. A ‘doctor’s surgery’ enables little ones to assign roles and work through any problems that arise. As pretend play progresses, children will socialise and cooperate with peers, learn to control impulses and respect the decisions of others.

Their developing empathy, as well as communication, language and cognitive skills will also benefit as they gain an understanding of different perspectives and draw on their past experiences, all while collaborating and listening to their playmates.

The introduction of drama classes at nursery age can boost the effectiveness of imaginative play and help kids develop soft skills and emotional intelligence. It also promotes self-esteem and gives children confidence in front of an audience. Perhaps it’s even worth investing in a dressing-up box!

Antonia Burton, Head of Lower School at Chinthurst

36 | LITTLE LONDON GUIDES | AUTUMN 2020

HOW MUCH IMPORTANCE SHOULD WE PLACE ON ACADEMIC ACHIEVEMENT IN THE PREP STAGE? Academic achievement in a child’s school life is hugely important, but it should go hand-in-hand with sport and the arts. At the prep stage, children are beginning to learn how to construct their world, make choices and persist when faced with problems.

To ensure they thrive as adults in the 21st century, we must encourage them to engage with the learning process, foster enquiring minds and develop initiative. Children need to be creative, resilient and adaptable; this only comes when a healthy balance is struck between academic achievement and personal fulfilment.

Ultimately, we want our kids to be content within themselves, and to make a meaningful contribution to society. The key is balance.

Jenny Mackay, Headmistress at Hawkesdown House

A balance of academic success and personal contentment will help your child become creative, resilient and adaptable

ADVICE WHAT ARE THE BENEFITS OF CO-EDUCATIONAL LEARNING AT PREP AGE?

WHAT ARE THE BENEFITS OF SENDING MY CHILD TO A CITY-CENTRE SCHOOL?

There are many reasons for sending some children to a single-sex school, but in a world where questions are being asked about gender, and where there have been countless examples of men and women failing to understand and respect each other, surely the answer is to bring them together while they’re developing, rather than impose a degree of separation?

Fundamentally, schools can prepare children to thrive as successful members of their future adult world with a co-educational environment.

The wider world post-education naturally has a mix of genders, so it makes sense for any preparation for the global experience to take place in similar surroundings. Can we say that children, who throughout significant periods of their education have only been exposed to half their peers, are properly equipped with the skills for the world they’ll inhabit? There are also differences in the rate and nature of development of the male and female brain. Yet, individual differences exist in all children, and we expect good teachers to accommodate to the needs of each pupil in a class. Similarily, a good teacher should also be able to adapt to meet the needs of each sex, too.

Neil Brooks, Headmaster at Cranleigh Prep School

History, culture, art: it’s all around us in London, and every child who attends a city school can reap the benefits.

Lyceum pupils often visit the famous museums on our doorstep. If they’re studying the Great Fire of London, it’s just a short walk to Pudding Lane and St Paul’s. History comes alive when you experience it first hand. London is like an extra classroom, which we use to extend the curriculum and make learning interactive and fun.

Although it’s not the countryside, London is famous for its public parks and sports grounds. The fact that as a class we can hop on a bus – or walk just a short distance – to reach these green spaces ensures children play outdoors and enjoy the benefits of competitive sport from an early age.

Parents find our central location convenient. They can drop kids off on the way to work and trust that they’re safe, close by, and being well-prepared for their future in this great city.

Hilary Wyatt, Headmistress at The Lyceum School

A co-ed learning environment prepares youngsters for the realities of the wider adult world

MEET THE EXPERTS

HILARY WYATT

ANTONIA BURTON

NEIL BROOKS

Headmistress at

Head of Lower School

Headmaster at

JENNY MACKAY Headmistress at

The Lyceum School

at Chinthurst

Cranleigh Prep School

Hawkesdown House LITTLE LONDON GUIDES | AUTUMN 2020 | 37

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FAMILY

Despite being very happy and resilient, all three of Kate's children have experienced some negative aspects of lockdown

The

newnormal

WITH ALL THREE OF HER KIDS BACK IN THE CL ASSROOM AF TER MONTHS AT HOME, MUM Kate Freud IS FEELING A LIT TLE ANXIOUS ABOUT WHAT THE NEW SCHOOL YE AR HOLDS... t’s 9am on a Wednesday and for the first time in years the house is unnervingly quiet. With three children aged eight and under, I’m used to a permanent backdrop of unruly chaos, but after taking my youngest Willow, aged two and a half, to nursery this morning, it’s blissfully peaceful. In theory, I should be jumping for joy at the first taste of freedom; it’s a moment many parents have longed for. And, I admit there was something reassuringly familiar about the morning routine, a whiff of normality after months of lockdown uncertainty.

But the truth is, I have mixed feelings about it all.

It’s been an unprecedented year for parents across the world, and as life continues in the long shadow of Covid-19, it’s hard not to feel anxious sending the most precious people in our lives back to school after a six-month stint at

I

home. We know children are notoriously adaptable, and I have absolutely no doubt they will be fine, but there’s a lot to adjust to for us all.

“Covid-19 has brought a multitude of changes that have had a significant impact on the emotional wellbeing and mental health of children,” says Dr Rebecca South, a consultant child and adolescent clinical psychologist.

And in my own experience, though my children have been fortunate during lockdown with a safe, loving home and food on the table, even they’ve had their struggles.

My son Jago, eight, has just started a new school but wasn’t able to go back to his old primary and have time with his dear friends before he left. My middle daughter, Georgia, five, who skipped into her reception classroom without a backwards glance, has become clingy and LITTLE LONDON GUIDES | AUTUMN 2020 | 39

FAMILY

tentative since returning to year one, and though she’s at the same school – which has done everything in their power to create some semblance of normality – she’s sensitive to all the changes. Each morning’s 20-minute school-run challenge is made all the trickier by the fact the teachers can’t just take their hand and walk in with them, as they once would have.

Thankfully my youngest was blissfully unaware of the PPE and temperature checks at her nursery, though not being able to take her favourite bunny inside, let alone me, on her first day, she felt far more acutely. She has had six months of seeing more of her parents than she ever would have under normal circumstances, so it comes as no surprise that she’s feeling unsettled at the change.

I know full well that compared to many we have nothing to complain about, but it’s been an emotional rollercoaster, nonetheless. After the horror of home-schooling while trying to work, I feel a huge sense of relief that the children’s education is now safely in someone else’s hands (I have a newly-reinforced respect for teachers) but there 40 | LITTLE LONDON GUIDES | AUTUMN 2020

was something quite magical about having that precious time at home together and knowing they were all safe.

“As parents and carers, it’s very important to separate out what we might be feeling from what the child is feeling, and to genuinely see this experience through their eyes – which is often very different from how we see things,” says Dr South. “And though parents might worry about whether things will change again in terms of further lockdowns, it can be helpful to bear in mind that children often just need to know the plan for the immediate future, not any uncertainty beyond that.”

So, what can we as parents do to support our kids through this time of change? “It’s vital to acknowledge and validate how your child feels, whether it’s the strangeness of seeing teachers in masks, sadness of missing family at home, unsettling changes in friendship groups or worry about the virus,” says Rebecca. “Children are typically remarkably resilient. Listen to and reassure them, and before long, perhaps they won’t even notice when the ‘newness’ of returning to school, feels normal.” L

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WELLBEING

WE STAND CONNECTED appiness and wellbeing have long been reliable indicators of learning and achievement.

This is because positive self-identity and relationships help set the scene for strong engagement and resilience: a happy child naturally progresses.

After a long spell at home, these connections are more apparent than ever. With either no learning provisions or an intense online timetable, kids have had a wide range of emotional and academic experiences.

Headlines continue to lament the pandemic’s ‘lost generation’ and their ‘learning gaps’. However, this isn’t the picture for all youngsters.

Differing circumstances has meant that everyone has had dramatically different lockdown experiences. Some parents feel guilty admitting that they enjoyed family time while others struggled. For some, the absence of

H

Strong relationships and a positive sense of self are the ideal foundations for successful learning

42 | LITTLE LONDON GUIDES | AUTUMN 2020

the daily grind has meant stronger relationship dynamics have developed.

Those in the lucky positions of having time to support their child’s learning have reported exceptional progress.

Meanwhile, many have seen significant progress even while not sticking to a rigorous academic schedule.

In a climate of mental health concerns, it may be a surprise to hear that research published by the Institute for Social and Economic Research at the University of Essex has found that around a quarter of parents reported their relationships with their children have improved

since lockdown. These relationships are the basis of a child's wellbeing. As term starts, it’s important to reflect on this and be aware. Relationships and attachments – the very things that underpin our happiness – have been disrupted, strengthened or shifted, and teachers will want to support this.

As a primary teacher, my main concern isn’t if my new class knows their times tables, but rather the relationships I want to build. One of St Catherine’s lockdown staples was a weekly wellbeing video which wasn’t just popular for the content – it also allowed the kids to see familiar

THIS TERM, TEACHERS WILL NEED YOUR SUPPORT MORE THAN EVER school faces. While successful learning took place via apps, our daily online registration delivered vital pastoral care, and it was clear that relationships trumped curriculum every time. Extra form time meant calming music, meditation, outdoor play: time to smell the proverbial roses.

This term, teachers will need your support more than ever. Let us know the truth about your child’s lockdown experience and help refresh these connections between them and their school. With positive communication and awareness of all our various experiences, we can all support our children to not just get through this strange time, but to thrive in it. L

DATA COMMENTED ON IS FROM UNDERSTANDING SOCIETY: COVID-19 STUDY (2020), COURTESY OF THE UNIVERSITY OF ESSEX’S INSTITUTE FOR SOCIAL AND ECONOMIC RESEARCH

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LITTLE LONDON GUIDES | AUTUMN 2020 | 43

WELLBEING

Friends reunited

AS CHILDREN RETURN TO THE PL AYGROUND, Becky Dickinson LOOKS AT THE IMPORTANCE OF HELPING THEM RECONNECT WITH THEIR PEERS sk any adult to name someone they went to school with and most people will be able to reel off a name without even thinking, regardless of whether they’re still in in touch with that person or not. Friendship is one of the defining – and most complicated – aspects of childhood. So, for today’s children, ‘social distancing’ comes as a particularly cruel mot du jour.

Tanith Carey, author of The Friendship Maze: How to Help Your Child Navigate Their Way to Positive and Happier Friendships says, “having a circle of mates is the single-most important factor in making young people feel good about themselves at school. Having confidants their own age gives kids the armour needed to withstand the various knocks of childhood, whether it’s family tension or academic rough spots.”

But what about a pandemic? The irony of 2020 is that children were unable to turn to each other (at least physically) for mutual support in dealing with this crushing blow to their childhood. What’s more, while many little ones were overjoyed at the prospect of returning to school, others didn’t find it so easy.

“Even if children have been in touch online, it’s not the same as seeing their peers face to face,” says Tanith. “A lot of kids feel very rusty about their friendship skills and are worried they won’t fit in when they go back.” Her advice for parents is to talk through these worries and remind children

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44 | LITTLE LONDON GUIDES | AUTUMN 2020

While many kids could’t wait to spend playtime with their pals again, others orried a out fitting in again

“ALLOWING CHILDREN TO BE ‘LEFT OUT’ OR TARGETED IS SIMPLY UNACCEPTABLE” quickly form social hierarchies at who waits to be ‘collected’ and can school. Just like in any academic have a negative impact on self-esteem. subject, there’s always someone who Our teachers are trained to be alert, ends up at the bottom.” respond sensitively and support such However, she stresses that being children without overt interference.” at the bottom of the pecking order, As adults, most of us recognise that doesn’t mean it’s game over. “If a child friendships are fundamental to our was struggling in maths, we’d give wellbeing. For kids, peer relationships them extra tuition. It’s the same with are often fraught with highs, lows, social skills – they can be taught.” make-ups and break-ups, but they’re And after the unprecedented hiatus also a vital part of growing up. Physical in this year’s social education, there’s distance may still have a place in a strong case for putting friendship on 2020, but no one said anything about the curriculum this term. Pam Mundy emotional distance. L says it’s also about staff remaining vigilant. “Allowing children to be The Friendship Maze: How to Help deliberately ‘left out’ or targeted Your Child Navigate THE is simply unacceptable, though Their Way to Positive FRIENDSHIP must be carefully managed to avoid and Happier MAZE exacerbating a situation,” she says.

Friendships, by Tanith “Many schools have used ‘friendship Carey, is published by benches’ which, while a good idea in Summersdale, £10.99. principle, serve to highlight the child Available on Amazon Friendship battles among children have existed since the words ‘you can’t play with us’ were first uttered in the playground. But the worry is that today it seems there is no minimum age limit to being hurtful to others. Unkind or exclusive behaviour appears to be starting sooner than ever – even in nursery school – and continues throughout the school system. As a result, friendship issues top the list of parents’ concerns, and from the other side of the school gates, they can often feel powerless.

This book will change that as parenting writer Tanith Carey analyses the increasingly complex shifting social pressures changing the face of childhood, having drawn on extensive research on children’s friendships, from toddlers to teens. She offers practical solutions for building your child’s social skills for a happier, more carefree childhood, including how to: ▶ Help your child deal with classroom and social-media politics

▶ Inoculate your child against the effects of peer group pressure, ‘cliquiness’ and exclusion

▶ Learn what’s really going on in your child’s social circle ▶ Bully-proof your child throughout school

▶ Work out when to step in and step out of your child’s conflicts ▶ Help your child make friends if they are stuck on the sidelines.

Tanith Carey is one of the UK media’s leading commentators on children’s well-being. Her other titles include Girls Uninterrupted: Steps for Building Stronger Girls in a Challenging World and Taming the Tiger Parent: How to Put Your Child’s Well-being First in a Competitive World.

The Friendship Maze_COVER 5.indd 3

s u m m ers dal e.co m

ISBN 978-1-78685-495-7

9 781786 854957 >

£10.99 UK / $14.99 US / $16.99 CAN Author photo © Clio Media

Tanith Carey

that “trying to impress others doesn’t make them like you. But listening thoughtfully to what others have to say, and talking about what you have in common will always help.”

For schools, the challenge is to create a safe, reassuring environment, that also facilitates relationships.

Rose Hardy, Headmistress at Haberdashers’ Aske’s School for Girls in Elstree, says: “During school hours, teachers will be looking to weave social interaction and pastoral care into everyday learning to maximise the opportunity for students to reconnect and engage with their peers safely.

If children feel supported in their friendships, that will be reflected in their ability and capacity to learn.”

Pam Mundy, ACS International Schools board trustee and Early Childhood education specialist agrees.

“The experience of being connected – of ‘inclusion’ – is of enormous social, emotional and cognitive benefit. Positive and productive friendships promote an inner sense of wellbeing and contribute to the establishment of a secure basis for other relationships and activity.” She also stresses that inclusion is a key feature of the ACS community. “As an international population, we promote this from the start. We believe that by embedding the ACS values and helping children develop as both independent and interdependent people, we can create the ideal conditions in which real friendships grow.”

Of course, in an ideal playground everyone would have someone to play with. However, as anyone who’s ever been to school knows, that’s not always the case – even without the added curveball of a pandemic.

As Tanith admits, “Children do very

THE FRIENDSHIP MAZE

PHOTOGRAPHY: ISTOCK/SOLSTOCK

WELLBEING

‘this is a MUST for any parent’ NADIA SAWALHA

How to Help Your

Child Navigate Their

Way to Positive and

Happier Friendships

Tanith Carey

Author of the best-selling Taming the Tiger Parent

08/01/2019 11:54

LITTLE LONDON GUIDES | AUTUMN 2020 | 45

BOARDING

A RETURN TO DORMS

HE AD OF COT TESMORE SCHOOL, Tom Rogerson, REVE ALS HOW ITS BOARDING COMMUNIT Y STAYED CONNECTED AND HOW IT’S MOVING FORWARD THIS TER M he challenges that all schools, not to mention boarding schools, has faced since the nationwide lockdown began have been monumental and manifold.

However, in this era of coronavirus, rural boarding schools, with their green space, wealth of outdoor activities and distance from the stress of London are proving their worth more than ever before.

The Cottesmore team has adapted to the new digital paradigm instantaneously. Abruptly, the boarding element of the school’s offering disappeared, and we had to find a new way to educate our pupils.

From the teaching staff to the support and admin team, the entire school worked tirelessly to provide the same level of support and replicate as much of ‘normal’ school life as possible.

It was a truly rapid turnaround.

Cottesmore’s Remote Learning Programme began on Monday 23 March – the first day of lockdown.

Exponential learning took place for all stakeholders in terms of technology – the pupils, the parents and the staffroom – with the Cottesmore team providing each pupil with 10 live

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46 | LITTLE LONDON GUIDES | AUTUMN 2020

sessions a day.

Since September 2018, each Cottesmore girl and boy has had access to 20 powerful applications through Microsoft 365, with Teams turning out to be the digital hero of the pandemic. We all learned a great deal: while parents found out how much patience it takes to teach a whole term of lessons, we discovered that if everyone pulls together with a common goal, things can happen very quickly and efficiently.

A vital element of boarding life is the camaraderie and the lifelong friendships made along the way. Our sense of community is apparent as soon as you walk through the door at Buchan Hill, so staff were keen to continue this level of connection during lockdown, even with the inevitable distance and time-zone challenges the pandemic created. Our

daily ‘chapel line-ups’ (assemblies) transferred beautifully into a digital format, with the children being given the opportunity to interact as they ordinarily would do at school.

Online parties and quizzes took place, with pupils leading self-initiated programmes for their peers, which were also attended by staff.

Cottesmore’s senior team, after a full day of teaching, coached individual pupils and parents who were struggling, both academically and emotionally, with lockdown. With the parents and children at the heart of our focus, the Cottesmore Connected

BOARDING

WE’RE GLAD TO ‘GET THE BAND BACK TOGETHER’ AS A STAFF AND A TEAM lockdown webinar programme was born. Sir Anthony Seldon very kindly kicked the whole thing off with a typically energetic talk. The series has proved so popular that it’ll continue to run as we navigate our way through the new academic year.

A large aspect of boarding life is the activities that take place over the weekends. This is a wonderful time for children to nurture new friendships and try new things.

Zorbing was the first Sunday activity this autumn term – fun and a great way to socially distance! Cottesmore’s extensive grounds, woods and fishing lake provide the kids with a fantastic canvas for creativity and play. The introduction of new activities is key, as we’re always looking for fresh experiences for our pupils to enjoy, and life during this lockdown phase has been no exception; we’ve invested

in an on-site footgolf course for the autumn term, and paddle boarding is now on the curriculum.

Boarding schools in 2020 are typified by a genuine warmth and sense of community spirit. We were so happy to welcome back all of the girls and boys. we know that many of them had different emotions about returning after such a long time. We’re glad to ‘get the band back together’ as a staff and team in the same building.

What a relief it is. It’s been a real assault course for us all.

Of course, it’s been difficult over the last six months; there have been serious ups and downs in terms of our hopes, fears and mental health, but all in all it has been an adventure. If we use Cottesmore’s ‘be kind, work hard, have fun’ values to move forward, we’ll all thrive together and have a smashing, if slightly different, term. L

PREPARE TO BOARD • Pack a handful of books and help them set their own reading targets. Kindles are great, but the blue-light exposure before bed won’t help them catch their ZZZs. • Pack face masks and plenty of hand sanitiser for all sociallydistanced eventualities.

• It doesn’t matter how old they are – everyone has a favourite teddy, so don’t forget theirs.

• Set up a subscription to their favourite magazine.

• Send them parcels; it’s always fun to receive new things to do or to play with.

• Make up a calendar of landmark events throughout the term, such as Bonfire Night.

• Create a poster of their favourite photos, so they can move it from dorm to dorm each year.

LITTLE LONDON GUIDES | AUTUMN 2020 | 47

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WELLBEING Allowing your little one to choose their bedtime book will give them some control over their routine

CREATURES OF HABIT

HE AD OF PRE-PREP AT SUMMERFIELDS SCHOOL, Joanna Chapman, ADVISES ON HOW TO SUCCESSFULLY RE-ESTABLISH YOUR FAMILY’S SCHOOL-NIGHT ROUTINE oing back to school after the long summer break can be a bit of a shock to the system for everyone, particularly younger children, and especially after this year’s home-school limbo, And while relaxing routines during the holidays doesn’t do any harm, if you want to make the start of the school year smoother and happier, don’t wait until the last minute to reestablish the rules. By following a few simple steps in the days running up to the beginning of term, you can make your life a lot easier!

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PHOTOGRAPHY:ISTOCK/EVGENYATAMANENKO

EARLY TO BED Ease yourselves back into the normal bedtime routine about a week before school is due to start. A good bedtime routine is essential for well-rested children, and experts recommend that young children get between nine and 12 hours of sleep every night.

Work out what time your child needs to be ready for school and work backwards to calculate bedtime,

adjusting dinner and bath time to fit.

Factor in one-to-one time with each of your children, too. Rest assured, there are no hard and fast rules, so if your routine works, stick to it.

Other useful tips include keeping to the same timings every night, and limiting (or better still, avoiding) screen time in the evenings. Instead, read together, and give your child the option of choosing the book, so they have some control of the routine.

Make sure bath time isn’t too chaotic, and leave teethbrushing and the last toilet trip until just before bed.

Children love to test their parents with ‘one last thing’ requests seconds before you turn off the light, so handle any of these within your usual routine.

It’s nice to have a transitional object, too, to help soothe and settle – a teddy or blanket usually does the trick.

FOREWARNED IS FOREARMED Think about how you normally feel when you’re about to start a new job or go back to work after a break.

Chances are, your child is feeling the same about school – especially after lockdown – so calm their nerves by making the unknown feel more familiar. So, talk about what you know about the school in the run-up to the start of term – this might be information about the school day, their new teacher and some of the classmates they have already met.

Get your child involved in the preparation for each day, both before school starts and once it’s begun, to help them become more independent and responsible. You should also run through the timetable the night before, so they know what to expect and won’t be caught out because they’ve forgotten their reading book or trainers!

With well-established good habits and routines, you can be sure that your child will always attempt whatever is thrown at them more confidently, whether that be starting school, tackling homework or a new hobby or activity. Good luck! L LITTLE LONDON GUIDES | AUTUMN 2020 | 49

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SENIOR Take notice of the pupils you see on your eventual visit to prospective senior schools

Decisions, decisions

WITH OPEN DAYS OFF THE AGENDA , HE AD OF WHITGIF T SCHOOL, Chris Ramsey, SHARES HIS TIPS ON HOW TO FIND THE RIGHT SENIOR SCHOOL FOR YOUR CHILD

s the Covid-19 crisis runs its course – who knows for how long? – we’ve heard about private schools either regenerating their community service with PPE manufacture and laptop donations, or selfishly guarding their online offer (depending on the prejudices of the reporter). Above all, we know that school selection is both trickier and more important than ever, and that mobility between sectors is growing.

Alas, the normal round of open days may be out of the question for the coming months. Watch out for online

A

open events though, and make the most of them: after all, without the hassle of travel, you may be able to cast your net wider.

Before you delve into a senior school’s personality, have in the back of your mind what type you want for your child: single sex or co-ed, rural or city-based, boarding or day?

Although school websites in some ways look more alike than ever (with slick web architecture being the order of the day), it’s still true that what a school chooses to put out there tells you a lot about its priorities: does

the headteacher write a blog? Does its news strike a chord with what you want from a school? Maybe you like to hear about charity cake sales… or maybe you prefer bigger stories.

Whatever your taste, the school’s choices will tell you theirs.

How easy is it to work out what they stand for? Is the school’s vision clearly stated? Above all, is there a clear indication of who’s responsible for what? Universities are notorious for making it nigh on impossible to identify who runs key parts of the organisation – I’ve always thought LITTLE LONDON GUIDES | AUTUMN 2020 | 51

SENIOR What subjects and specialisms do your shortlisted schools choose to highlight and celebrate?

WHAT A SCHOOL CHOOSES TO PUT OUT THERE TELLS YOU A LOT ABOUT ITS PRIORITIES schools should be transparent.

When you do get to see a school you’re contemplating, make the most of your time. I’ve never thought it matters much whether you’re shown around by pupils or staff (shouldn’t the pupils be in lessons?), but look at the pupils you pass. Do they engage?

Do they look purposeful? Are they smiling? Do they greet the member of staff? A ‘no’ to several of these questions should be a warning sign.

The way a school uses its public spaces also tells you a lot about its priorities. What pictures have they put up? Which alumni do they celebrate? A well-known (and perfectly respectable) comedian was reported as saying his old school was ‘a bit ashamed’ of him. What does it look like? Is it tidy, or does it – like one renowned northern selective school – 52 | LITTLE LONDON GUIDES | AUTUMN 2020

almost revel in being, well, a bit scruffy.

There’s no right or wrong answer.

Of course, there are, and even during Covid-19 will still be, questions of access. How selective are the schools you’re considering? Most London day schools are still pretty academically selective; few outside London are narrowly so. Even so, some of the key principles of the parentschool relationship come into play even before entry: above all, the need to communicate openly and fully. Fill the school in about your background when applying, and above all never hide anything they need to know, such as any learning support needs.

However selective, no school should ever rule a pupil out on the basis of this type of need, but if they don’t know, they’ll never be able to help.

And what of the senior experience

itself? It is, inevitably, different to prep or primary. As parents, you’ll find yourself getting less information from your child and less contact with school. Know who the key contacts are: if the school’s doing its job properly, these staff members will want to build a strong relationship early on. Respond in kind.

Us headteachers are probably dealing more with parents than we used to, and it’s a crucial part of what we do. The frustrating cases are when a parent comes in wanting perfect solutions before we’ve had a chance to resolve issues, or when they’ve had a nagging concern for years and have never raised it. But when a parent says “I have an idea, or a concern, and I’d like to raise it now before it’s too late” it’s the ideal scenario, as we can almost certainly make it work! L

INTERVIEW about what people think. And while daydreaming is certainly time well spent, pay more attention in certain subjects!

Have you always known that you wanted to be an author and illustrator?

I knew from a very young age, yes.

My mum had an illustrator friend and when I found that she drew pictures and wrote stories all day out in the hut at the end of her garden, I was 100 per cent sold on this as a career! I lost confidence in my artistic abilities as a teenager, but returned to the original plan by doing my master’s at art college after an undergraduate degree in art history and anthropology.

Eilidh has illustrated a number of colouring and activity books, as ell as children s fiction titles

MY SCHOOL LIFE

Eilidh Muldoon The children’s book author and illustrator

What was school like for you?

I loved it, but I was in my own wee world most of the time! I spent the first five years at a very small school in the countryside. There were only 12 children in my year, then we moved to a large town and suddenly I was in a class of 35. Luckily, I had lovely teachers and made good friends there, so it wasn’t too difficult to transition.

What subjects did you enjoy?

Art, English and lunchtime! I liked anything that involved making pictures and reading stories. I hated maths and loathed anything involving performance, as I hate being on stage.

54 | LITTLE LONDON GUIDES | AUTUMN 2020

I’m still traumatised from auditioning for plays I didn’t want to be in!

Tell us about your new book, Snooze: Helpful Tips for Sleepy Owls.

It’s all about how to get a good sleep.

I wrote and illustrated it while I was pregnant, and now my baby’s seven months old the subject matter has taken on a whole new meaning!

Snooze is a self-help guide with a difference. The main character is following “helpful” steps to get to sleep, but his efforts are thwarted by noisy neighbours, blazing sunshine and uncomfortable beds. I wanted to make a book where the illustrations tell their own story, and children could discover the humour through the pictures. I had fun with the juxtaposition of the words and images, and I hope little readers enjoy them too!

What’s your earliest school memory?

I remember being asked to take a message to the primary-seven teacher when I was in year three, and being so frightened by the idea of entering a room full of older kids that I put the note in the bin and scuttled back to class! I also remember being pleased to have a tote tray with my name on, which must have been in year one.

What are your plans for 2021?

I’m excited to get back to work after my maternity leave. I teach part time at Edinburgh College of Art, so I’m looking forward to meeting new students and starting interesting projects. I have another colouring book coming out in 2021, and I’m working on an activity book as we speak. I’m also developing another picture book idea. Other than that, I hope to get a little more sleep! L

What advice would you give your school-age self now?

Make the most of it and worry less

Snooze: Helpful Tips for Sleepy Owls by Eilidh Muldoon (£6.99, Little Door Books) is out now

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