We hope that you have had an enjoyable Christmas break and now another new year stretches out ahead of us! January and February can be quiet months, but we have found you some activities for your little ones in our What’s On guide on pages 22-23.
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Inside this issue you will find Education articles on: ‘The learning habits of smart kids’ on page 6, ‘Pastoral care in primary schools’ on pages 8-9, ‘Supporting highly able children at home’ on page 11 and ‘Early years; the new childcare offering’ on page 15. When we saw an article on ‘Three simple rules for a peaceful home’ on page 17, we couldn’t wait to have a read; we are sure many of you feel the same! ‘Feeling more alive in 2025’ is a great one for a new year and can be found on pages 20-21, along with one of our usual features; ‘Book Club’ where we interview MC Grammar on page 19.
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Lovely to meet ewes… and lambs this half term
Visitors to Odds Farm Park this February half term can look forward to the pitter patter of tiny hooves as the farm’s annual lambing event, Love and Lambs, gets underway.
The livestock team is expecting more than 50 new arrivals over the nineday event. Louise Winslow, assistant general manager at Odds Farm Park, says: 'It’s a busy time of year for us on the farm as ewes and lambs often need round-the-clock attention. We have 25 expectant ewes in our maternity unit which is open for all our guests to visit.
'Once the lambs are born, they are transferred with mum to our Little Hooves Nursery for visitors to see. Lambs can arrive at anytime so lucky guests should be able to see one or two being born and taking their first steps into the world.'
Louise adds: 'Along with lambs, we have a host of love and lamb-themed arts and crafts activities, as well as live entertainment everyday of the half term holiday.'
Find out more at www.oddsfarm.co.uk
Nature-based learning boosts preschoolers' skills
Monkey Puzzle Maidenhead have introduced Nature-Based Learning to their curriculum for children over two years old, as there are many benefits.
This innovative approach provides a holistic, enriching and mindful experience, fostering a deep connection with the natural world.
Prerna Shah, the manager of Monkey Puzzle, Maidenhead commented, “By immersing children in outdoor environments, we're inspiring creativity, curiosity, interaction and a lifelong love of learning. Through hands-on experiences, our little explorers develop essential skills like problem-solving, teamwork and resilience.”
If you would like to see this in action and arrange a tour, visit www.monkeypuzzlemaidenhead.co.uk for more information.
Hosting and teaching international students: a rewarding experience
Hosting students on a language homestay has proven to be an enriching experience for both student and host.
Students are given an opportunity to learn the language in an authentic environment, as they engage in real-life conversations, gain cultural insights, and practise in natural contexts like family meals, social interactions, and activities.
For hosts, it is a chance to share language and culture in a meaningful way, foster cross-cultural understanding and create lasting international friendships. Influent specialises in offering full-immersion homestay language programmes abroad for children, teenagers, adults and professionals alike. Homestays vary in duration, generally ranging from one to three weeks, and typically include private tuition sessions, full-board accommodation and optional activities.
Hosting provides a flexible way of earning income from the comfort of your home. As a freelancer, you decide when to work and whom to host, allowing for a work-life balance. It also allows you to establish meaningful connections with people from around the globe!
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Inspired Learning Group acquires Eton End School
Established in 1936, Eton End School in Datchet is recognised for its nurturing environment where kindness, co-operation, and community are at the heart of school life.
ILG, which comprises 27 independent schools and nurseries educating over 3,300 pupils across the UK, was selected as the ideal partner for Eton End due to its shared vision, values and proven track record in delivering world-class education.
As part of ILG, Eton End will benefit from significant investment in facilities, staff development, and the continued enhancement of its high teaching standards for children aged 2-11 years. Interim Head, Mrs. Sarah Bond, expressed her excitement:
'I am thrilled about this new chapter for our school. Being welcomed into this group ensures a bright and secure future for our children, staff, and community. This partnership not only safeguards the unique values and traditions we hold dear but also brings exciting opportunities for growth and innovation.'
For more information visit www.etonend.org
Bring out the confidence in your child at Perform
Try a FREE confidence-boosting class this spring. Perform’s classes have a special emphasis on child development, using a mix of drama, dance and singing to bring out every child’s potential.
Classes focus on developing the 4 Cs-confidence, communication, co-ordination and concentration using dramabased games and activities which are specifically designed to combine learning with fun.
This term, Perform 4-7s are embarking on a sparkling underwater adventure ‘Under the Sea’ whilst 7-12s are working on a thrilling adaptation of a classic fairytale, ‘Bluebeard’s Bride’. Imaginations will soar as children work towards a magical performance for family and friends. All abilities are welcome at classes for 4-7 and 7-12 year olds; just come ready to have the best fun of the week! Visit www.perform.org.uk/try to book a no-obligation FREE trial at one of the venues below:
North Ascot Community Centre, Fernbank Rd, Ascot SL5 8LA 4-7s Saturdays 9.30am
St Peter’s Centre, 1 Thorney Lane North, Iver SL0 9JU 4-7s Tuesdays 4pm; 7-12s Tuesdays 5.05pm
All Saints Church Hall, The Causeway, Marlow SL7 2AA 4-7s Mondays 4pm; 7-12s Mondays 5.05pm
All Saints Dedworth Centre, Dedworth Rd, Windsor SL4 4JW 4-7s Fridays 4pm; 7-12s Fridays 5.05pm Virginia Water Community Centre, 3 Beechmount Ave GU25 4EY 4-7s Mondays 4pm; 7-12s Mondays 5.05pm
4 Marlow Rd, Youth and Community Centre SL6 7YR 4-7s Fridays 4pm; 7-12s Fridays 5.05pm
Call 020 7255 9120, email enquiries@perform.org.uk or visit www.perform.org.uk/try
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The learning habits of smart kids
By Bradley Busch
Want to raise a high-flying child? Here’s how to encourage the good learning habits that ‘smart kids’ demonstrate that will set your child up for life.
Believe they can improve. Kids can believe they have a fixed amount of intelligence, which can lead to a defeatist attitude towards schoolwork. They might say: ‘I know I can’t do this, so there’s no point trying.’ These children often give up on challenging tasks and reject feedback. Other children believe they can improve. They might say: ‘I find maths difficult so I’m going to try even harder.’ These kids have a growth mindset, believing they can improve by working hard and learning from their mistakes. This makes them better learners.
Try this: Praise your child’s effort, not achievement. Try: ‘I’m pleased with how hard you worked on your writing. What do you think would make it even better?’
Don’t compare. Smart children are more likely to focus on their own achievements and not compare their performance to others. This self-referencing leads to greater motivation and confidence. It’s the difference between saying: ‘I know I’m good at ten-pin bowling because I always win’ and ‘I know I’m good at ten-pin bowling because I used to get 90 points and now I get 110.’
Try this: ‘Your handwriting is really improving. Now try focussing on making your letters all the same size.’ Don’t say: ‘Why can’t you write as neatly as your sister?’
Ask for help. In late primary school, children (particularly boys) can become reluctant to ask for help because they think it’s a sign of weakness. But one of the hallmarks of a resilient learner
is that they ask for assistance if a task is proving difficult.
Try this: Explain to your child that asking for help is the sign of a mature learner. If they’re having trouble with homework, encourage them to seek an explanation from the teacher.
Learn from feedback. Can your child absorb the teacher’s comments and guidance for improvement? Many students see feedback as criticism and are less likely to take it on board.
Try this: Rather than your child asking themselves or you ‘Is this okay?’ – a question that could lead them to accepting work that doesn’t live up to their ability – suggest that your child asks: ‘How can I improve this?’
Children whose parents have high expectations for them do better at school.
Bradley Busch is a Chartered Psychologist) and author of Release your inner drive: Everything you need to know about how to get good at stuff, available from www.bookshop.org
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What do the inspectors expect?
The good news is that Ofsted and the Independent Schools Inspectorate (ISI) now assess personal development, which includes mental health in schools. Areas such as resilience, confidence, independence and how to keep mentally healthy are all covered in their assessments. As part of pastoral care, all schools are now also required to provide a mental health and relationships curriculum.
A school judged ‘Outstanding’ by Ofsted in the area of personal development will provide high quality pastoral support alongside a wide, rich set of experiences which support pupils to be confident, resilient and independent. It will offer exceptional quality opportunities for children to develop their talents and interests and strongly encourage take up of these, especially amongst disadvantaged pupils.
Schools that are ‘Outstanding’ in the area of personal development are expected to promote equality and diversion and teach pupils how to be responsible, active citizens who contribute positively to society and demonstrate their own ‘outstanding’ personal development.
However, do look beyond Ofsted’s current one-word judgements and check when they last visited the schools that you are considering too. More than ninety percent of mainstream state schools are summed up as ‘Good’ or ‘Outstanding’ and yet, clearly, there is plenty to distinguish these schools from each other. What’s more, a lot can change in between Ofsted visits.
For parents with children in the private sector, the Independent School Inspectorate (ISI) benchmarks are similar to Ofsted. The ISI is a government approved body that inspects and provides objective evaluation of independent schools. However, ISI reports are more nuanced than Ofsted reports and don’t give single word summative judgements for each area inspected.
Their recently revised framework has pupil wellbeing running through it, resulting in TES magazine stating:
‘The upshot of [the new framework] is that personal, social, health and economic (PSHE) education is now probably the single most important subject that schools teach when it comes to inspection outcomes.’
Amanda Childs, Chair of the Independent Association of Prep Schools (IAPS) Pastoral and Wellbeing Committee, added:
‘Pastoral care is what the independent sector is renowned for. It is about a child knowing they are completely valued and cared for; allowing them to feel safe in order to discover themselves, what they are capable of and developing a positive sense of self.’
Pastoral care in primary schools
By Melanie Sanderson
News reports last year claimed there is a child with a suspected mental health concern in every primary school classroom in the country. Figures released by NHS England showed more than 165,000 children ages 6 to 10 were in contact with NHS mental health services at the end of February 2024, while the number of primary-age children in England either waiting or being treated for mental health problems, increased by over a quarter in less than a year.
The picture has never been starker and schools have a key part to play both in terms of prevention and providing expert support. The past twenty years has seen schools evolve from places where it was ‘brain first’ to spaces where body and mind are recognised as needing equal developmental attention.
Before anything else, a school should be a centre for care. Pastoral care encompasses a wide range of initiatives and approaches. A good primary school will embed pastoral care into all it does within the culture of the school: how it teaches, how it protects, how it listens and learns. A pastorally strong school is in the best position to thrive academically.
When they experience anxiety, children can’t access learning, making it crucial that all schools have a robust pastoral care system to support pupils’ development. Simple measures like buddy benches, mindfulness lessons and worry boxes or mood charts are now widely offered and can make a big difference. Animals are good too. Some schools have a therapy dog and even class pets like goldfish or hamsters can help children open up.
A common thread running through primary schools with a strong pastoral offering seems to be plentiful opportunities for fresh air, physical exercise and being in nature. Even in some of the most space-pressed inner-city schools, children are cultivating a mini allotment or growing sunflowers in the playground. Similarly, Forest Schools offering regular outdoor hands-on learning sessions in natural environments, are building young children’s confidence and self-esteem.
Extra-curricular activities also play a role, fostering social engagement, personal development and a sense of belonging among pupils. An inclusive sporting ethos is often front and centre in schools with good pastoral care, particularly in the co-curricular timetable. However, do look for schools that offer a wide selection of clubs which appeal to all kinds of interests beyond sport too.
Amanda Childs, Chair of the IAPS adds: ‘Pastoral care is more than formal PSHE lessons. It incorporates every interaction an individual has in school; from the moment they arrive until they leave. It is about a genuine, positive culture, having excellent role
models and high expectations, balanced with a kind and realistic view of the support any individual child needs to succeed - and that will be different for every single child.’
Central to a robust pastoral approach is staff fully trained in mental health first aid and safeguarding. This also includes the non-teaching staff that children often seek out to talk to such as school nurses, lunchtime and office staff. Sometimes the support offered will be a listening ear, at other times, children might require signposting to additional support. The more mentally healthy schools usually have a school nurse, mental health support teams and even dedicated counselling.
For Dean Taylor, Associate Headteacher at Seven Kings School, a co-ed state school for ages 4 to 18 in east London, it’s the relationship between staff and pupils that holds the key to positive mental health in schools. Dean says: ‘The ethos is more important than anything and you can walk around this school and see that it’s inclusive, friendly, safe and with clear and consistent boundaries’.
Seven Kings pays particular attention to pressure points and makes sure every child has a trusted adult. There’s a joined-up approach with the SENCO too, in the knowledge that youngsters with conditions such as ADHD and autism can be particularly at risk of mental health problems. ‘The most vulnerable pupils have a one-page profile that’s shared with all staff’ adds Dean.
Finally, successful pastoral care involves the school, child and parents. Starting school is a huge milestone for the whole family and a carefully managed transition makes for a smoother pastoral pathway right from the start. Likewise, primary schools with good pastoral provision work closely with secondary schools in Year 6 to ensure a seamless transition to the next stage of education.
Good schools take the time to get to really know a child personally; what they like or don’t like and what they are interested in. Schools where pastoral care is foregrounded will extend their offerings to parents too. They might offer useful parent talks, for instance on safe use of technology and share wellbeing resources. Crucially, these schools will have the confidence to collaborate with parents in robust and trusting ways. If you think your child might need help, your first port of call should be your child’s form teacher or tutor who can elevate your concerns to the appropriate staff member.
Melanie Sanderson is Managing Editor of The Good Schools Guide (www.goodschoolsguide.co.uk), which reviews the key components, pastoral care being one, of hundreds of schools per year, providing parents with in-depth, unbiased insights.
Roll out of free breakfast clubs to begin in April
The Chancellor has announced that up to seven hundred and fifty state-funded primary schools will start offering free breakfast clubs from April this year.
This initiative will run during the summer term (April-July) as a pilot phase to prepare for a national rollout.
The Department for Education will work with the schools selected as part of the pilot to understand how breakfast clubs can be delivered to meet the needs of schools, parents and pupils when the programme is rolled out nationally.
The Government claims breakfast clubs will help reduce the number of students starting the school day hungry and ensure children come to school ready to learn. It will also support the government’s aim to tackle child poverty by addressing rising food insecurity among children.
More info: www.gov.uk/government/news
Globally recognised curriculums | International Baccalaureate and Advanced Placement Programmes | Extensive busing | Bursaries available
Supporting highly able children at home
By Erin Miller
As a teacher, the most common question I receive from parents is: ‘how can I support my child’s learning at home?’ All parents ask this question, whether their child is struggling or flourishing at school.
You may find that your child’s school has more support and resources available for children who are struggling than for children who are thriving in school. It is quite natural that schools are most concerned with ensuring that children who struggle are given as much support as possible to access the curriculum.
Unfortunately, the byproduct of this is that sometimes less time is spent nurturing the talents of the most able children. The Department for Education does not state how schools should meet the needs of their most able learners, only that all schools have an obligation to provide an education which meets the needs of every learner.
Of course, many schools do an excellent job in supporting their highly able children to build upon their talents but realistically, a highly able child will have a thirst for knowledge that must be fostered at home as well as in school. Therefore, it is useful to know what you can do at home if you have a child who is highly able.
What to do at home is as much about creating the right atmosphere as it is finding concrete enrichment activities for your child.
I believe that this is threefold.
Firstly, be a home which is open to intellectual curiosity
If your child expresses an interest in something, ask more questions and allow yourself to be guided by their interest in your choice of media, outings and family activities.
Secondly, be a household which visibly values education
For example, having books on display in your home communicates that you value reading. This can be achieved easily and cheaply through visits to libraries and charity shops.
Enrichment for primary ages
National Geographic Kids (www.natgeokids.com/uk): humanities, natural sciences, games, videos, articles. Epic Reads (www.epicreads.com): hosts reading challenges for book-hungry children.
Primary Homework Help (www.primaryhomeworkhelp.co.uk): wide range of resources aligned with the primary curriculum. NASA’s Climate Kids (www.climatekids.nasa.gov): games, videos, activities about climate science. Aquila (www.aquila.co.uk): a subscription magazine aimed at highly able children. www.code.org: used by schools, helps children learn how to code.
Thirdly and perhaps most importantly, support your child to become an independent learner
A concern that the parents of highly able children often voice is that their child is bored or under-stimulated at school. Relative to age, children need to understand that they also have a responsibility for their learning. They should have routines and practices to turn to if they finish their work early at school or if they want to pursue an interest in a particular topic. For example, always having a reading book or knowing where to find extension tasks or activities.
You may have noticed that I have used the phrases ‘most able’ and ‘highly able’ interchangeably. This is because, since the Young Gifted and Talented Programme closed in 2010, there has been no official, national terminology to describe the most able students. Therefore, the definition and identification of ‘highly able’ varies from school to school.
This definitional information is also likely (and rightly) to be kept in-house as making this label known to children can have awkward connotations, both for the pressure it can place upon individual students and the impact it can have on other students who do not receive such a label.
Therefore, be cautious about how you approach discussing this topic with your child, if you choose to at all. It’s likely they will already have an awareness of where they fall in their peer group and labels can be damaging for highly able students.
Erin Miller is a teacher with a keen interest in how research can be used in the classroom to improve learning.
T 01753 833 771 E mail@cotwmontessori.co.uk W cotwmontessori.co.uk
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Emma Károlyi St George’s School Windsor Castle
Emma Károlyi became the Head of St George’s School Windsor Castle in September 2024. Here she talks to Families about her first impressions of life leading a school with royal connections.
Tell us a bit about yourself?
Since graduating from St Andrews in Classical Studies, I have spent 30 years working in various UK prep schools. I joined St George’s in September, following seven years as Head of Junior King’s in Canterbury. I love the juxtaposition of now leading what is both one of the oldest prep schools in the country and one of the most intellectually forward-looking.
I also love the school’s rich heritage in music, which is an important part of my life, as well as its stunning setting in the private grounds of Windsor Castle. The latter provides the perfect backdrop not only for sports fixtures, but also for long walks with my playful spaniel. Although, I dare not let him off the lead in case he comes back with a swan!
How would you describe ‘The St George’s School’ ethos?
Real World Ready! Our rigorous and pioneering International Baccalaureate curriculum really fosters academic curiosity and our students develop real ownership and agency over their learning.
Having honed the ability to think independently about a topic, organise their thoughts and undertake their own research, students leave us not only with deep subject knowledge, but also with the mindset and skills to face the unknown. The school values of kindness, honesty and courage also permeate every aspect of school life.
What’s it like being a school within the grounds of Windsor Castle?
Great fun! We have our assemblies and school concerts ‘upstairs’ in St George’s Chapel, and I enjoy decompressing at the end of a long day, supporting our choristers there at evensong. The castle and grounds are an integral part of our daily life in the school: it’s a real privilege to live and work somewhere so beautiful, and to be surrounded by such a friendly and welcoming community.
How has St George’s evolved over the years and what have been the highlights?
Since being founded in the 1300s to educate the choristers of St George’s Chapel, the school has changed immeasurably! Significantly expanded and co-ed for almost 30 years now, St George’s today is a thriving community of some 300 girls and boys from 3 years of age up to 13. We are incredibly proud to still educate the choristers of the world-famous choir and to have retained our Christian values, while also nurturing a broader community which celebrates a diverse range of interests and talents.
One of the major highlights in recent years has been the school’s accreditation to deliver the International Baccalaureate Primary Years Programme. A pioneering curriculum which is designed to deliver the knowledge, mindset and skills needed for the future, I am proud of what we offer at St George’s, which gives children a fantastic sense of independence and intellectual wonder.
Education has broadly looked the same for many years. What do you see as important factors to change?
I have always advocated in all the schools I have taught in precisely what we do at St George’s: embrace the new, while preserving the best of the old. The shift towards skills-based education has many advantages, providing children with both skills and the knowledge necessary, alongside a real engagement with and understanding of the world around them. Education is for life at St George’s, not just for the end-of-term report, exams or status.
Do you have any top tips for parents when they are considering a school for their child?
Make sure you get a tour with the children currently at that school – would you be happy to see your child turn out like them? Children will usually tell the truth quite bluntly about the school and its inner workings, so don’t be wowed by fancy facilities – what matters is if the children are supported and flourishing in an environment that offers broad opportunities and an enriching education. Also meet the Head and the teachers – do they appear happy in their work and is there genuine authenticity? If you can place your trust in the teachers, they will look after everything else.
Call
865553 or email: enquiries@stgwindsor.org www.stgwindsor.org
Top tips for 11+ preparation
By Lucy Alexandra Spencer
Preparation for the 11+ grammar or independent school exams can sometimes feel overwhelming but with careful planning, it can become a manageable and even rewarding experience. Try these actionable, supportive steps:
Creating a study routine
To help your child feel prepared, establish a consistent study routine as early as possible. Set up a quiet, well-lit area for homework and use a calendar to visually mark out revision. Regular short practice sessions are often more effective than infrequent, long ones. Monitor your child’s progress in school reports and address any subject areas where they’re struggling. Since the 11+ typically assesses children above their age level, staying ahead of the curriculum expectations is key.
Consider tutoring support
If your child finds certain areas challenging or needs motivation, it may be worth looking into tutoring support. Group sessions, online programmes or one-to-one tutoring can provide targeted guidance.
Registering for exams
Check application deadlines for each school, as these vary widely. Many independent schools require applications by June of the year your child turns 10, while grammar school applications often only open in May and June of Year 5. Mark these dates in your calendar and if you’re close to missing a deadline, contact the school directly.
Using mock exams to build confidence
Use mock exams to prepare for the real test. Start with home practice by setting a timer and simulating silent exam conditions.
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After each session, review your child’s answers to highlight strengths and areas of focus. When your child feels ready, consider booking an external mock test to replicate the full exam experience, including the presence of other students. This can boost confidence and reduce exam-day nerves.
Final preparations and exam day
In the final weeks, review key concepts without overwhelming your child. Use simple relaxation techniques, like deep breathing, to help them stay calm and positive. On exam day, ensure they have a nutritious breakfast and double-check that they have all the required materials. Keep the atmosphere calm, offer words of encouragement and focus on positive affirmations to help them feel supported and ready to succeed.
Lucy Spencer is founder of Education Boutique (www.educationboutique.co.uk), which provides in-person tutoring for children, schools and local authorities, designed to meet individual needs and ensuring that each child can access the right resources at their own pace.
Staying ahead of the curve for 11+ success
To stay ahead in 11+ prep it greatly helps to understand both school report language and standardised scoring bands. School reports often use terms like ‘Working Towards,’ ‘Expected,’ and ‘Greater Depth.’ For the 11+, aiming for ‘Greater Depth’ or ‘Mastery’ indicates a child is performing above age expectations, which is beneficial for competitive exams.
Schools also use standardised scores to show how a child ranks nationally against their peers. A score of 100 typically represents the national average. For the 11+, children should ideally score well above 100, with 115 and higher often seen as a strong position. Some schools may require scores even closer to 120 or more for a pupil to be considered ‘ahead of the curve.’
Seeking additional support early for your child, especially if they are working below the ‘Greater Depth’ level or achieving a standardised score below 115, can help you feel more in control and alleviate pressure.
The new childcare offering
By Purnima Tanuku
Early education and childcare is very expensive, especially for our youngest children and as research has shown, many parents end up working just to pay for their child’s nursery. So why is UK childcare so expensive compared to childcare in similar countries? The reason is that the government contribution has been so low and until recently it was limited to children ages 3 and 4.
So, when the previous government’s plan to expand childcare support for working parents in England was announced last year, this was great news, not just for parents but also for children. Research shows that high quality early education and care supports their development, wellbeing and has an impact on their education all through their schooling.
What is the new childcare offering in UK childcare?
The childcare expansion is being delivered in stages, building on the thirty hours of funded childcare for children ages 3 and 4 which was already available. However, the offer is still only available to families where parents are working at least sixteen hours a week.
The roll out provides:
• fifteen hours funded childcare a week for children age 2 from April 2024
• fifteen funded hours for children ages 9+ months from September 2024
This will be increased to thirty hours funded childcare for all children under age 5 from September 2025.
Although government funded hours make a difference to family finances, this funded childcare still involves costs for parents. It is important to be aware of the following parameters:
The thirty and fifteen hours of government supported childcare is not ‘free.’ The government only pays for the actual childcare sessions, which does not include any meals, snacks, consumables or additional activities, so families can expect to see settings make charges for these.
The funded hours are only during term time. Most parents work all year round so providers may ‘stretch’ these hours across the year, reducing the hours per week.
Depending on the length of your sessions, you will need to pay for any additional hours you need at the nursery’s usual fee especially for early or later hours.
Purnima Tanuku OBE is Chief Executive of National Day Nurseries Association (NDNA) (www.nda.org.uk), a charity with a mission to see children and families thrive through access to high-quality early education and care.
Your baby’s biome
By Lucy Upton
If you’re a new or expectant parent, you may have heard a lot about the importance of your baby’s microbiome. But what even IS it? And why is it important?
The microbiome encompasses the large but invisible community of microorganisms such as bacteria, fungi and more, that live in various body parts. The one receiving the most attention in recent years is the gut microbiome. Your baby’s gut microbiome affects everything from their digestion (which you might expect) to immune function and brain development.
The importance of the microbiome
During the early months and years, up until they reach age 3, babies develop a community of gut bacteria that will last a lifetime. Developing a well-balanced microbiome during these years not only supports short-term health but will also reduce the risk of conditions like food allergies, asthma, obesity and immune conditions later in life. Several factors influence how your baby’s microbiome develops, some of which you can control and others which you cannot.
Mode of delivery. Babies born vaginally are exposed to their mother’s vaginal microbiota, while caesarean-born infants are initially exposed to microbes from their mother’s skin and the hospital environment.
Feeding method. Breastmilk is ideal for growing a healthy gut garden, containing its own probiotics (food to fuel gut bacteria) and a whole breastmilk biome. Babies who are formula-fed are known to grow a different community of gut bacteria but increasingly, formula milks have added ingredients to try and mimic the components in breast milk that help good gut bacteria thrive.
When your baby starts solid foods, their gut microbiome undergoes a significant transformation as they experience a diverse range of new foods.
Environment. Exposure to pets, siblings and diverse environments can fuel the growth of your baby’s microbiome. A little dirt and outdoor play as your baby grows older are also excellent for their gut community.
Medications. Certain drugs are known to disrupt the balance of bacteria in your baby’s gut. Antibiotics are well-known culprits but other medications, including some anti-reflux medications, are also known to impact the gut microbiome. However, it’s important to remember that these medications can be essential for treating specific conditions and should always be used under the advice of a doctor.
Lucy Upton is founder of The Children’s Dietician (www.thechildrensdietician.co.uk) and expert speaker at The Baby Show (www.thebabyshow.co.uk) with Lidl GB, taking place 7-9 March at ExCeL London and 9-11 May at NEC Birmingham.
Three simple rules for a peaceful household
By Paul Dix
Ask your children what the rules are in your home and you may get a variety of strange responses: ‘Cleaning my room?’ or ‘Is it not calling Granny ‘skibidi bruv’ or even ‘There ARE rules?’ In other words, the rules in your head are likely to be very different from the ones in theirs.
Teaching your household’s rules once and never referring to them again by name is common. However, just because you’ve taught these rules doesn’t mean your child has learned them (ask any teacher).
With a lack of clarity around the boundaries, many children become focused on trying not to upset the adults. This encourages the wrong behaviours - sneakiness, secretiveness and trying to hide things. Nothing positive is learned here. It is difficult to have a trusting relationship if one side can’t be open.
Some homes have rules for every situation. For screens, for travelling on the bus, for where the toothpaste lives, for bedtime - then three new rules in the morning. There are so many rules that nobody can keep track of them. They are quickly forgotten and children don’t have the consistency they need.
Your child needs rules to feel safe. You need rules to stay sane. But you only need three and they must be simple. Three rules that can be used in a thousand different situations. Three pegs that you can constantly and consistently use to hang behaviour on; positive and negative.
Every time you talk to your child about their behaviour, refer to one of your rules; each time you celebrate fantastic behaviour, refer back to one of the rules.
I use Ready, Respectful, Safe. A lot of schools do the same. You might prefer Kind, Caring and Cooperative. The words that you choose are not magic; you just need single word rules that can easily be integrated into every conversation about behaviour.
Don’t be tempted to negotiate rules with your child: you are the adult so you get to decide the rules. A lengthy negotiation won’t give you better rules. It might just overcomplicate what needs to be perfectly simple.
Teaching the rules
Three rules can cover everything. There isn’t a behaviour that I have come across (and I have come across a few) that doesn’t fit into Ready, Respectful and Safe. Talk to your child about different situations where they will need to think about the rules.
Prepare them for activities by talking about the rules first; it can save a lot of time later on. ‘We are going to walk through this crowd. What do we need to think about using our Safe rule?
Now set about your work. Make sure your child knows what Safe means when crossing the road and what it means when they are online. Show them what Ready looks like in the morning before school and at night before bed. Teach them that Respect matters as much when talking to granny as it does to people you have only just met.
Celebrate their great moments with equal emphasis on the rules: ‘Love how safely you were carrying that,’ ‘Thank you for being ready. It makes everything so much easier’ and ‘I’ve noticed how respectful you have been talking to granny today. Also that you thanked her for the money.’
Three rules are a solid foundation on which to build a new approach to behaviour in your home. One that is consistently safe, with boundaries that are central to guiding your child and your response to their behaviour. With real clarity around expectations, the rules in their heads will be the same as in yours. Soon you won’t need to refer to the individual rules and it will simply be: ‘This is how we do it here.’ Then everything changes.
A good sign?
You might want to cover your fridge in groovy posters with the new rules, paint them as a bedroom wall mural or even tattoo them on yourself. Any of these would be most entertaining but won’t do anything to help your child know and understand them.
Instead of redecorating, simply make sure that the rules fall from the mouth of every adult, every time. When your child says to you: ‘ALL RIGHT, enough, I know the rules!!’ that is a good sign.
Paul Dix is a specialist in children’s behaviour and the author of When the Parents Change, Everything Changes: Seismic Shifts in Children’s Behaviour, available from www.bookshop. org
Being an Ambassador – at age 8!
Families chats with Aiden about being an Outdoor Guide Foundation Youth Ambassador.
Tell us a bit about yourself Aiden
I’m Aiden and I’m 8 - I’ll be 9 on Christmas Day. I live in Somerset with my mum and dad, our rescue dog Nevis and my pet snake Cornelius. I do Swimming, where I’m at Stage 7 and Taekwondo where I recently got my Yellow Belt. I also do Cubs where I get to earn badges, play games and be outdoors. I enjoy listening, dancing and singing to music. I like drawing, I love LEGO® and I play Pokémon Go.
How did you first hear about The Outdoor Guide Foundation?
At the very first Outdoor Expo when I was 6, I met Gemma Hunt on their stand and she told us about the plan to give every primary school sets of Waterproofs and Wellies so that all children could go outside on rainy days without getting wet and cold or having to stay inside.
What inspired you to help The Outdoor Guide Foundation?
I wanted to help lots of other children go outside more because it’s better than indoors, even when it’s raining! My parents have taken me camping and hiking a lot since I was really small and got me really good things to wear like proper waterproofs, hiking boots and rucksacks. I’m really lucky that I get to go everywhere like up mountains and I know other children may not get to go to such adventurous places but I really want everyone to be able to get fresh air and stay warm and dry.
Tell us what you’ve been doing to help.
The first thing was a big hike on Dartmoor when I was 6 and a half. I wanted to do it in one day (but mum and dad carried a tent just in case). I did all 16 miles in ten hours! We started at 7am and did lots of up and down on the moor (700 metres of ascent) - my feet hurt at the end. I raised
£568 - enough money to get two sets of Waterproofs and Wellies and even had my fundraising doubled afterwards which was amazing!
Then I found out about the Fan Dance, the special forces training hike in the Brecon Beacons. They do it in four hours, carrying heavy kit, so I carried all mine and I did the 22.7 kilometres in under eight hours and this had more than 1000 metres of up – it included Pen Y Fan!
It was harder than I thought it would be, I liked the up bits but not the boring flat bit in the middle. I raised £743, enough money AGAIN for two whole sets Waterproofs and Wellies – and a bit. I think the Foundation will round it up to three though! I can’t wait to find out where they go to.
Tell us about being an Outdoor Guide Foundation Youth Ambassador
It means I can represent the Foundation as a young person who is supporting
them and show other children that they don’t have to be adults to help too. I spent a weekend helping the Foundation and Challenge the Wild who were helping children from families that don’t get outdoors much. And I want to keep helping even more children get Waterproofs and Wellies. I like meeting people and I get to feel proud. I even got a t-shirt!
What do you like about being outdoors?
Being outdoors hiking, walking and camping makes me feel peaceful. I love nature and being in the mountains, woods and on the coast, like when we did some of the South West Coastal Path this summer. It’s good exercise and I stay healthy.
How do mum and dad support you?
They cheer me on, keeping me going when I feel I don’t want to and making sure I have some sweets on hikes for when I get tired. They carry extra kit too and share my fundraising so more people know about it and I can raise more money.
The Outdoor Guide Foundation is looking for more children to become Ambassadors. What would you say to others about getting involved?
That it’s a really good thing to aim for and picking something that’s a bit of a challenge to you but is also fun can give you ideas on how to help and raise money. Start with something small and keep moving and remember that being outdoors makes you feel good – even if it’s raining (you can have hot chocolate with marshmallows at the end)!
If your child is interested in becoming an Outdoor Guide Foundation Youth Ambassador, find out more at www.theoutdoorguidefoundation.org/ ambassadors
Stay in the know and ensure you receive a digital version of
Aiden, wearing his Waterproofs and Wellies t-shirt
Aiden with Julia Bradbury, Gemma Hunt and Gina Bradbury-Fox of The Outdoor Guide Foundation
This issue Rachel Bailey interviews none other than MC Grammar aka Jacob Mitchell, whose passion for both teaching and music, make him a man on a mission to bring reading to life with his book rap-filled events and YouTube channel. He is also writing a series of books for readers aged 7+ yrs, the first of which The Adventures of Rap Kid, publishes in February.
My son loved your involvement in Young Voices at the O2. How did you go from being a teacher, to the popular guest act performing in front of thousands of school children?
Thank you! To be honest this whole adventure has been pretty organic, evolving as I have grown as an educator. Like all good teachers, I just went where the learning took me to do my best for my class.
Early on in my teaching career, I realised how important it is to engage with the children in your class and immediately saw the positive impact my raps had. For me, that was a gamechanger!
Music is emotive and powerful — instantly the children remembered the words, understood the work and importantly had fun learning. From there, one rap turned into an album, a TV show and a performance on stage at the O2! Wild! A journey that is forever growing (and surprising me). I am so grateful and can’t wait to see what the future has in store.
It’s a fantastic approach that is really resonating with children, but how do you get them to go from rapping about grammar and enjoying your YouTube videos, to picking up an actual book?
Well for starters you can’t rap a book if you can’t read a book. You can’t write a rap if you don’t have words! Words are your weapons as a rapper. I always say to children that words give your thoughts a voice. The more you know, the more the world will hear your wonder and where’s the greatest place to absorb a world of words? Books! They are a portal to anywhere and everywhere. Another life, another mind, a different place
and a different time. Plus, more words means more rhymes and more rhymes means more lines for you to shine! Simply said: a book is the coolest tool for you to grow as a reader, a rapper and a leader of your life.
Your rap reads are a great way to encourage young readers. How important is it to champion a love of reading?
Reading is the greatest gift!
A dream that you hold in your hand, for books give us an insight into another life or an adventure from another time.
Through reading and a love of books, a child can live a thousand lives and answer a thousand whys. They are not just knowledge - books give us so much more: empathy and understanding; a walk in someone else’s shoes, a place to escape to, or a friend to always rely on.
Books are a portable magic that exercises the mind, brings us together and opens up the world to you, right in the palm of your hand.
You’ve described your new book The Adventures of Rap Kid, as “similar to ‘Diary of a Wimpy Kid’ but slightly more street.” What can young readers (and their parents) expect from this series?
First of all, lots of laughs and raps! I have also written the book for the reader to join Z on the Rap Kid journey, so it’s very interactive. There are raps to try out, outfits (drip) to pick and lots of cool rap slang words to get your head around. Don’t get me wrong, like any story there are some sad moments, but there are also lots of happy moments too… oh, and a really cool twist! Put it this way: it’s an
www.mrmcgrammar.com
epic adventure and by the time you finish the book, you might just become a rapper too!
Having been a World Book Day Ambassador, do you have any advice/ideas for busy parents who dread making costumes? (asking for a friend)
Yes! Thanks for asking this question. My advice is…. don’t worry! WBD isn’t about what you’re wearing. It never has been. It’s about what you are reading! That’s the magic — a day to celebrate the joy and magic that reading for pleasure brings.
I think more and more educational settings are realising this with lots of super cool ideas for the day: decorate a potato, make a mask etc. However, if you want to dress up and really make that effort, I recommend planning in advance to make sure you have enough time to create your outfit.
Something original or just a small nod to your book/ character always works well and then the fun begins when you get to ask people to try and guess who you are.
Whatever you do on WBD, enjoy the magic moments with a good book!
The Adventures of Rap Kid publishes on February 27th priced £7.99.
WIN a copy of The Adventures of Rap Kid
For your chance to win, all you have to do is answer the question below and email your answer to: editor@familiestveast.co.uk
Who is the author of The Adventures of Rap Kid?
A MC Grammar
B MC Hammer
C McGramma
Closing date for entries is 28 February.
Feel more alive in 2025
By Sarah Lindsley
Put your best foot forward
We all know that walking is great for us. Getting your ten thousand steps a day is one of the best low-impact ways to stay healthy and fit. But why walk alone? There are lots of local walking clubs all across the country, so while the kids are at school or busy with weekend activities, you can get walking, talking and exploring in the fresh air. With over five hundred walking groups across Britain, Ramblers (www.ramblers.org.uk/) is a great place to start.
It might not be for the faint-hearted but there’s a reason that wild swimming has had a huge surge in popularity in the last decade. There are no limits on age or fitness levels and the positive effects of cold water and fresh air on the mind and body are indisputable. The promise of a warm coat, flask of hot tea or coffee and all those feelgood endorphins flooding your body when you emerge will help you take that chilly leap of faith.
Make time for a family day
The thought of a family day out can have us all checking our bank balances but quality family time doesn’t have to cost the earth. Sometimes just a trip to your local park with a hot chocolate and a game of hide-and-seek is enough to get everyone laughing and chatting. Take a pedal boat out on a pond near you or plan a nature scavenger hunt. Kids also go free at lots of museums and attractions across the country; look out for annual memberships to save money across the year at your favourite spots.
Channel your inner Picasso
The link between doing something creative and positive benefits for the brain is commonly accepted by scientists. Creative activities stimulate both sides of the brain and can even have a similar effect to meditation, reducing stress and helping you to become more mindful and ultimately, happier. Pottery painting is a fantastic way to channel your inner artist and lose yourself in colour and contour. Find your local pottery painting studio, grab your mum friends and make a night of it! Or book in for a memorable kids’ party.
Go wild Get creative in the kitchen
We all default to repeating the meals that we know won’t have the children sulking at the table, especially mid-week with homework, after-school activities and work pressures. But the weekend is the perfect excuse to dust off those old recipe books or search for some mouth-watering dishes online. If you fancy someone else making the decisions for you, companies like Hello Fresh, Gousto or Mindful Chef provide you with all the inspiration, instructions and ingredients to ensure that even the fussiest eaters are begging for seconds.
Get body brushing
Family life means we don’t often have time for those ‘self-care’ moments that we know are so good for us. Yes, a full-body massage might have to be saved for an annual birthday treat. But invest in a good body brush and set aside just five minutes a day to brush your skin in long strokes towards your heart and you’ll soon be reaping the rewards with better circulation and glowing skin.
New year, new you. The old cliché is all too familiar and 1 January can stir up strange feelings, piling on the pressure to turn over a ‘new leaf’ before we have even finished tidying up the remnants of the New Year’s Eve celebrations. But the start of a brand-new year can actually be the perfect opportunity to embrace some exciting changes, even if it is just trying out some new dishes or booking that family day out you’ve been meaning to for ages. Time to feel alive and welcome 2025 with open arms!
Invest in a power bank
While it might not be as exciting as a new phone or other trending gadget you’ve had your eye on, a power bank – essentially a portable battery that keeps your devices fully charged on the move –is one of those items you never knew you needed until you have one. Whether your family is spending the new year heading to the in-laws or hitting the slopes, this is the best way to ensure there are no howls of anguish from the back seat when your kids’ tablets, games consoles or headphones run out of juice.
Hold a weekly family games night
Because family life is so busy, how often do we really get to sit down and enjoy screen-free time together? Agree on an evening that works for everyone and switch off the devices. Whether Monopoly, card games or karaoke are your bag, turn up the music, make some popcorn and enjoy some good old-fashioned fun. Get tweens and teens to join in by letting them pick the games or having a friend round. Check out charity shops for second-hand games or start a game swap with friends or neighbours.
Try a new sport
Padel is one of the fastest-growing sports in the UK. Dreamt up by a Mexican couple bored on holiday in the 1960s, it’s a racket sport combining elements of tennis and squash and typically played as doubles which makes it the perfect mix of fitness and fun for the whole family. Or round up some other parents and kids and get social on a court near you! Even the teenagers will be up for a go! Find out more from the Lawn Tennis Association website www.lta.org.uk/play/ways-to-play/padel
The ‘I’m bored’ chorus is an all-too familiar sound to most households with small children. And when you’re tripping over the toys strewn across your floors while you listen to their complaints, this can add to frustration levels. A toy rotation system is a great solution for everyone. Hide or store away half your kids’ toys and swap them over every few months; it means less clutter for you and the novelty factor for them
Gut health is a buzzword that’s here to stay. Scientists are discovering more and more about the link between a healthy gut (which contains trillions of tiny organisms called microbes) and good physical and mental health. Some foods are known to be particularly good for our guts, including sourdough bread which contains natural probiotics which support healthy digestion and the immune system. So, queuing for that Saturday-morning loaf along with your latte is totally justified. Or make your own with the kids!
Have a mini home makeover
If watching home improvement programmes has you longing for a living room overhaul or a sparkling new kitchen, don’t despair! Change doesn’t always have to break the bank. Simply moving a piece of furniture to a different position or buying a cool indoor plant can instantly revamp a room and give it a whole new vibe. Or why not paint a ‘feature’ wall in a striking colour and get the kids to muck in – just remember to put some protective sheets down first!
What's On Your family guide to
Ongoing
The Paddington Bear™ Experience Throughout Jan and Feb
Multi-sensory interactive adventure for all ages Belvedere Rd, Southbank SE1 7GP www.paddingtonbearexperience.com
Story and Rhyme Time Tuesdays in Jan and Feb Maidenhead Library, St Ives Road SL6 1QU www.rbwm.gov.uk
Story and Rhyme Time Thursdays in Jan and Feb Windsor Library, Royal Free Court, 9 Bachelors Acre SL4 1ER www.rbwm.gov.uk
January
Roller Disco Saturdays in Jan
Scoot and Skate: 3pm-4pm (Beginners) Family and Friends Roller Disco: Early Session: 4:15pm-5:15pm Late Session: 5.30pm-7:30pm Braywick Leisure Centre, Maidenhead SL6 1BN www.leisurefocus.org.uk
Active Bounce and Play Tuesdays and Thursdays in Jan
Under 8s. Sessions are 9.30am, 10.30am and 11.30am (SEN). Pre-book. Wycombe Leisure Centre, HP11 1UP www.placesleisure.org/centres/wycombeleisure-centre
Postive Piccolos Music Classes
Mondays 6, 13, 20, 27 Jan and 3, 10 Feb
Playtime Playgroup
Fri 10 Jan
Music classes with weekly themes, props, instruments and bubble time, tailored for little ones, 5mths-3yrs to explore, play, and connect.
Outdoor forest school session for 18mths-5yr olds.
Wycombe Museum, Priory Avenue, High Wycombe HP13 6PX www.wycombemuseum.org.uk/events/ babes-in-the-wood-jan25a
Wycombe Museum, Priory Avenue, High Wycombe HP13 6PX www.wycombemuseum.org.uk/events/tinytalk-time-35
Young Rangers
Sat 8 Feb
Wildlife club for 8-11 yrs. 10am-12noon. Woolley Firs, Cherry Garden Lane, Maidenhead SL6 3LJ www.bbowt.org.uk/events
Please email editor@familiestveast.co.uk with any events.
Event times and dates do change, please try and check that an event is still going ahead before you head out.
Toddlers Days
Tue 13 Feb and Fri 14 Feb
Theme: Valentines Day
The Look Out Discovery centre, Nine Mile Ride, Crowthorne RG12 7QW www.bracknell-forest.gov.uk/leisure-andevents/look-out-discovery-centre/toddlerdays
Heroes and Villains with Chris Riddell and Ana Sampson
Sat 15 Feb
Discover legendary poems from across time and place.
The Story Museum Oxford OX1 1BP www.storymuseum.org.uk/whats-on
Celebrating Black History at Windsor Castle
Sat 15 Feb-Sun 23 Feb
FREE with entry to the castle. Castle closed Tuesdays and Wednesdays. Windsor Castle, Pug Yard Learning Centre www.rct.uk/whatson
Love and Lambs
Sat 15 Feb-Sun 23 Feb
Popular half-term lambing event at Odds. Odds Farm Park, Wooburn Common HP10 0LX www.oddsfarm.co.uk
Rude Science
Sun 16 Feb
Funny Science for the family. Wycombe Swan, St Mary Street, High Wycombe HP11 2XE www.wycombeswan.co.uk
Faedom
Mon 17 Feb
Enter the world of Fairies and find out what lies behind their spectacular powers and personalities.
The Story Museum 42 Pembroke St, Oxford OX1 1BP www.storymuseum.org.uk/whats-on
Sing-a-long with Dantastic Mon 17 Feb
Get ready to sing out loud and show off your best dance moves with a variety of high energy action songs with panto star, Dantastic!
The Kenton Theatre, 19 New Street, Henley-onThames RG9 2BS www.thekenton.org.uk/events/sing-a-longwith-dantastic
Mysterious Monsters with Thiago De Moraes
Tues 18 Feb
Create spooky mythical monsters and terrible beasts!
The Story Museum Oxford OX1 1BP www.storymuseum.org.uk/whats-on
The Great Big Dinosaur Show
Tues 18 Feb
Join poet Simon Mole and musician Gecko for a family show full of poems, raps and songs about all your favourite prehistoric protagonists! Age 4-11.
The Curve, William Street, Slough SL1 1XY www.curvevenue.uk/events/the-great-bigdinosaur-show
The Frog and the Princess Tue 18 Feb and Wed 19 Feb
Box Tale Soup present a stunning adaptation of Grimm’s most magical tales, featuring wonderful puppets and spellbinding original music. 3+ yrs. www.norden.farm/events
Moana 2
Tue 18 Feb and Thu 20 Feb
Cinema showing. Certificate PG. Norden Farm, Maidenhead SL6 4PF www.norden.farm/events
Story Explorers: Myths & Legends
Tue 18 Feb-Thu 20 Feb
Three days of workshops for young people aged 8-12.
The Story Museum 42 Pembroke St, Oxford OX1 1BP
www.storymuseum.org.uk/whats-on
The Wild Robot
Tue 18 Feb and Thu 20 Feb
Cinema showing. Certificate U. Norden Farm, Maidenhead SL6 4PF www.norden.farm/events
Imagine Festival at the Southbank Centre
Tue 18 Feb-Sun 23 Feb
London’s leading arts festival for families. Southbank Centre SE1 8XX www.southbankcentre.co.uk
Mischief and Mayhem in Moomin Valley
Wed 19 Feb
Discover the world of the Moomins in this beautiful family puppet show from Lost and Found Theatre
The Story Museum 42 Pembroke St, Oxford OX1 1BP
www.storymuseum.org.uk/whats-on
The Colour of Dinosaurs at the Southbank Centre
Wed 19 Feb and Thu 20 Feb
Join five musicians and palaeontologist Dr Jakob Vinther as they take us on a rip-roaring, prehistoric science pop gig for curious humans of all ages.
Ah, winter. The season of... cabin fever? Yes, keeping children off screens is challenging. Well, challenge accepted! Read on for ten ways to keep them moving indoors!
Mission impossible
Place a prize in the middle of the room. Then tie string so it criss-crosses the room at different heights and angles: these are your invisible lasers. One child wears a blindfold. The second child instructs them on how to navigate the maze without touching the string to get the prize. They must return through the ‘lasers’ to win the reward.
Tabletop showdown
Got a kitchen table? You’ve got a ping pong table in the making! Grab some makeshift paddles (books work), a lightweight ball and let the games begin. You can use paper plates and a balloon for a slower version. You could also tape empty shoe boxes to the table ends to make goals and use straws to blow the balls.
Stairway cardio
If you have stairs, why not build some stamina and get a cardio workout going? Set challenges like ‘How many times can you go up and down in two minutes?’ or ‘Can you beat your time by the end of the week?’ Keep a chart and make it a challenge for the whole family. For older kids you could encourage them to do a sponsored or timed stair marathon.
Find the key Hide clues around the house that lead to a key to access a final reward. Each clue can come with a mental puzzle or code to solve but also a physical challenge too e.g. ‘stand on one leg for ten seconds before winning the next clue.’ For older children, you may want to theme this as an escape room.
Blanket fort extravaganza
Let’s start with a classic: building a den. BUT we’re not talking about a tiny tent in the corner of the living room. Oh no. We’re going mega. Take every blanket, sheet and cushion you can find and transform your living room into a fortress. Once built, challenge your kids to make a pillow obstacle course inside!
Indoor agility course
Create an indoor agility course for either your children or pets. Using masking tape, you can create an agility ladder across the floor and a makeshift balance beam. Everyday objects can become a series of jumps. Boxes taped together make great tunnels. Let your kids complete the circuit and try to beat their personal best.
Pop-up gym
If you’ve got spare space, you can transform it into a temporary gym even without full-size equipment. For example, you can buy a small stand for your bike that turns it into a cycling machine. Look for pull up bars that fit doorways. One easy way to make a DIY rowing machine is to use a resistance band attached to an upright. Sitting on a skateboard or similar, you can push back and forth with the legs, pulling with the arms. Finally, you can create stations for exercises like jumping jacks and push-ups.
Race across the living room
Everyone has ten minutes to find as many boxes and bits of junk as possible. Then they have one hour to build a vehicle. Each child will get to test their creation by attaching it to their body and taking part in a kneeling race. They must stay inside the vehicle and cannot hold it with hands, arms or feet. Depending on their age, you could add an obstacle or two. Points can be applied for style, originality, moving parts etc.
