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From the editors...
We hope you are all rested and ready for the autumn term ahead and we wish all children starting a new school the very best. Remember it can take a little time to adjust to anything new, so treat you and your children with kindness, patience and a few treats along the way. One of those treats could be a day trip, so check out our ‘What’s On’ columns on pages 18 and 19 for some autumn inspiration!
Education is a key topic for September, so do find the time to read our articles on ‘How to be great at spelling’ on page 9 and ‘What does a good state school look like?’ on page 11. We also list independent schools’ open day events on page 8. Our parenting articles look at ‘Overcoming disappointment and bouncing back from failure’ on page 12 and ‘Making money real for kids in a cashless society’ on page 15.
Finally, don’t forget to catch our interview with Aliens Love Underpants author Claire Freedman on page 16 where she talks about her new Underpants book published this month.
Editors: Anna Collins and Rachel Bailey 01628 829761 / 07753 414605 editor@familieswest.co.uk www.familiesonline.co.uk
Singing, dancing and acting classes for 4 - 18 year-olds
Stagecoach Chiswick
020 8398 4709 www.stagecoach.co.uk/chiswick
Stagecoach Ealing Broadway & Acton
07823 508714 www.stagecoach.co.uk/acton
Stagecoach Kensington
www.stagecoach.co.uk/kensington
07526 978755
Next issue: Nov/Dec 2024
Circulation: 16,000
Cover image:depositphotos.com
Boost your child’s confidence with a FREE Perform class
As the buzz of the new school year begins, why not enrich your child's after-school routine with something truly special. Perform's dynamic classes are expertly crafted to enhance your child's confidence, concentration, communication, and coordination – skills that complement their academic journey beautifully. Sessions are packed with drama-based games and activities which allow reserved children to come out of their shell whilst energetic children have the perfect outlet to express themselves.
Parents talk about the transformative experiences their children have had with Perform: “My son is extremely shy, socially anxious and self-conscious but he LOVES Perform. I'm so grateful to the teacher for making my little boy feel so happy and valued!”
This term, 4-7 year olds are off to Outer Space on an intergalactic adventure with the Sparkly Spaceman and the Man on the Moon! 7-12 year olds will enjoy a groovy Greek extravaganza in The Hercules Beat, where Hercules gets everyone dancing to stay fit.
Visit www.perform.org.uk/try to book a no-obligation FREE trial at one of the venues below:
St Matthews Church, Bayswater, W2 4LA
4-7s Thursdays at 4pm; 7-12s Thursdays at 5.05pm
St. Michael’s Hall, Elmwood Road, Chiswick W4 3DY
4-7s Sundays at 9.30am; 7-12s Sundays at 11.15am Christ Church W4 Mission Hall, Chiswick Park W4 5ER
4-7s Tuesdays at 4pm; 7-12s Tuesdays at 5.05pm
St. Paul’s Church Hall, Ridley Ave, Ealing W13 9XW
4-7s Tuesdays at 4pm; Fridays at 3.45pm
7-12s Tuesdays at 5.05pm; Fridays at 4.45pm
St. Barnabas Millenium Hall, Pitshanger Lane, Ealing W5 1QG
4-7s Tuesdays and Wednesdays at 4pm; Saturdays at 9.30am
7-12s Tuesdays and Wednesdays at 5.05pm; Saturdays at 11.15am
Holy Innocents Church, Hammersmith W6 0UB
4-7s Thursdays at 4pm; 7-12s Thursdays at 5.05pm Kensington United Reformed Church, Allen St W8 6BL
4-7s Wednesdays and Fridays at 4.15pm; 7-12s Wednesdays at 5.15pm and Fridays at 5.20pm
The Advent Centre, 37 Brendan St, Marylebone W1H 5JE
4-7s Mondays at 4pm; 7-12s Mondays at 5.05pm
St. Peter’s Hall, 59a Portobello Rd, Notting Hill W11 3DB
4-7s Wednesdays at 4pm; Fridays at 4pm
7-12s Wednesdays at 5.05pm; Fridays at 5.05pm Christ Church Watts Hall, Redford Way, Belmont Rd UB8 1SZ
4-7s Thursdays at 4pm; 7-12s Thursdays at 5.05pm WECH Community Centre, Selbourne House, W9 3AZ
4-7s Tuesdays at 4pm; 7-12s Tuesdays at 5.05pm
There is also holiday fun with Aladdin and friends this October half-term! Step onto Aladdin’s magic carpet and prepare to be swept away on an Arabian adventure in Perform’s three-day drama, dance and singing holiday course for 4-10s. Runs in Kensington (Holy Innocents Church) and Hammersmith (United Reformed Church) from Monday 28 to Wednesday October 30, 10am to 3pm each day.
New casting announced for RSC's ‘Matilda The Musical’
Casting has been announced for the Royal Shakespeare Company’s West End production of Matilda The Musical which is now in its thirteenth year in London and continues to play to packed houses at the Cambridge Theatre.
Angelica Scott will join Anna Deikalo, Ava Posniak and Sophia Saravanan in the title role of Matilda, from 10 September. Joining the company in principal roles are Tiffany Graves as Mrs Wormwood, Neil McDermott as Mr Wormwood and Eve Norris as Miss Honey. Kieran Hill will continue in the role of Miss Trunchbull.
A tonic for audiences of all ages, this anarchic production, about a strong and determined heroine with a vivid imagination, has now won 101 international awards including 24 for Best Musical. Matilda The Musical has been seen by 11 million people across 100 cities worldwide.
A small number of RSC £10 tickets supported by TikTok, are available for 16-25 year olds and can be booked online for every performance or in person from 10am at the Cambridge Theatre Box Office.
Sign up at www.rsc.org.uk/tiktok-10-tickets www.matildathemusical.com
Plenty of pumpkins for pickers at Odds Farm Park
Pumpkin pickers should head to Odds Farm Park this October half term as the Buckinghamshire farm park has over 7,000 pumpkins waiting to be picked. The Pumpkin Festival kicks off on Saturday 26 October and runs until Sunday 3 November.
Little ones can grab a mini wheelbarrow and head to the Pumpkin Patch on Odds’ famous Oddlotment where they can choose their own gorgeous gourd to take home and then head to the Craft Barn to carve their very own Jack O’Lantern. Visitors can also get into the Halloween spirit with spellbinding storytime sessions, horror-gami paper crafts, and show off their dance moves at the monster mash-up disco sessions. There is also access to all the usual fun at Odds Farm too!
www.oddsfarm.co.uk
Full daycare: 8am-6pm
Term-time o ered 9.15am-3.15pm Children aged 1-5 years NEW purpose built premises! Spanish, ballet, yoga, music, drama and PR inclusive of fees Located in Ealing Broadway & Ealing Common
Lemon Tree Montessori & St Matthews Montessori 07956 228 959
Whatever your tuition needs, we can give your child a head start, help them excel or overcome challenges.
An individual study plan tailored to your child’s needs.
Materials designed around the National Curriculum. Improves confidence.
Makes learning easier and more fun.
Students from ages 5 to 16 Email and phone support CONTACT KAY PATEL TODAY FOR YOUR
How the performing arts can improve academic performance
By Sally Catlin, Principal, Stagecoach Chiswick
We’ve always been passionate about the benefits of the performing arts here at Stagecoach. From building confidence to being a fun way to exercise, there are loads of ways the performing arts can improve the lives of children, but did you also know that there are plenty of benefits on their academic performance as well? Here’s how..
Encouraging a Growth Mindset. The best way for children and young people to learn is through fostering a growth mindset. This is when you learn and improve through hard work, it’s about trying again when something doesn’t work out and appreciating that’s part of the process of building new knowledge and skills. When it comes to the performing arts, having a ‘give it a go’ attitude is key. Singing, dancing and acting are all taught skills that are developed through hard work and building up the skillsets over time. Before any performance, they will have rehearsal time which introduces students to the idea that time to practice and improve is an important part of succeeding.
Improving Executive Functioning and Self-Regulation Skills. As they grow, all children will need to develop executive functioning and self-regulation skills which include three key areas of working memory, mental flexibility and self-control.
• The performing arts helps children and young people with their memory through memorising lines, lyrics and dance sequences for performance pieces.
• In order to pull together a performance piece, students will need to have the mental flexibility to work as a team and shift focus when necessary.
• Students will also develop self-control by controlling their impulses both in their classes and during performances when they need to perform an assigned role.
Having strong executive functioning and self-regulation skills means children and young people know how to behave in mainstream school classrooms, how to utilise their memory when it comes to learning and how to work with their fellow students.
Developing 'Soft Skills'. Soft skills are all about developing the skills that aren’t specific to one subject, job role or path in life but are considered necessary to excel in both school and future work. These skills include good communication and social skills as well as teamworking, problem-solving, time management and adaptability. Many of these skills can be developed through performing arts classes as working as a team, building empathy through putting yourself in a character’s shoes and learning to adapt to the needs of a performance piece are all part of the performing arts experience.
Get ready for the new term with Reflect Martial Arts
Reflect Martial Arts School is helping students get ready for a new school year. Alongside their physical curriculum they also run a supporting personal development programme, helping children and young people develop resilience, inner strength and a growth mindset to handle life’s inevitable challenges.
Of course, they also run a full programme for adults too – a perfect way to combine physical and mental benefits to help people of all ages as we move into the Autumn and darker months. Get fit, both physically and mentally, amongst a group of like-minded people in a supportive community!
This Autumn they will be celebrating their 10th Birthday and invite anyone to come along and try out a class for FREE! You can even do this with a friend to make the first step that much easier.
To take advantage of this offer simply email admin@reflectckd.co.uk or book at www.reflectckd.co.uk
Maths learning
Children begin learning about maths - understanding numbers and quantity, spatial reasoning and problem-solving - in the Early Years. Being able to count, subitise (look at a small number of objects and instantly recognise how many there are) and understand that numbers represent quantities all require children to understand challenging and abstract concepts. Young children often recite numbers with little understanding of what these represent and need support to make connections, e.g. that six oranges refer to quantity.
Opportunities to learn mathematical concepts are everywhere at London Early Years Foundation (LEYF) and teachers at our 40 nurseries use a play-based approach. Children setting their table at lunchtime count the number of items required, they are helped to identify and create patterns when using construction resources, and exploring the sand or water tray provides opportunities to learn about volume. Research shows that activities where children can move, order or turn small items support maths learning. By providing a rich environment with small objects like stones and shells, we ignite curiosity and support early mathematical thinking.
Find out more at www.leyf.org.uk
Open Evening
Wednesday 18th September (5 - 8pm)
Open Mornings
Thursday 19th September
Friday 20th September (9 - 10.45am)
inclusive, warm and dynamic environment. Preparing pupils for the most prestigious senior schools in London and beyond.
Open Days
• Saturday 12 October
• Thursday 14 November
Nursery and Schools’ Open Days
Autumn 2024
André Malraux Primary School
44 Laurie Road, Hanwell W7 1BL
Sunday 6 November
9am
Sunday 15 November
5pm
To book a visit, contact below: 020 8578 3011 contact.malraux@lyceefrancais.org.uk www.lyceefrancais.org.uk
Bassett House School
60 Bassett Rd, London W10 6JP
Saturday 12 October
9.30am
To book a visit, contact below: 020 8969 0313 registrar@bassetths.org.uk www.bassetths.org.uk
To book a visit, contact below: 07956 228 959 www.lemontreemontessori.org.uk
All details correct at time of going to press (August 24).
Please call the school to check the Open Day or Evening is still going ahead.
How to be great at spelling
By Zuzu Jordan
For children, learning how to spell isn’t just about passing school tests but being able to write words correctly in their extended writing. As adults, spelling is essential for effective writing, both in the professional world and on social media.
There are many tools that can help, such as auto correct, predictive text and even AI (Artificial Intelligence). However, children do not have ready access to these at school where they are expected to spell independently. Learning is key.
Here are some techniques:
Ensure that they know all the 40+ phonemes
Some children need repetition of the phonics taught in early years. Children will be taught the 26 letters of the alphabet, 44 different sounds called phonemes and the corresponding graphemes (the written symbols that represent a sound). Making sure they are secure in their phonics understanding can make a difference in their ability to spell words that follow patterns and rules.
Learn the exceptions to the rules
The many words that do not follow patterns can be confusing. Knowing what these words are and discussing how they are the ‘tricky’ words brings them to your child’s attention so they are mindful of them when writing. Also choose English over American spellings.
Rhyming games can really help
Children find similarities between words and this expands the number of words they can spell. For example, if they can spell ‘rain’ then they can spell ‘gain.’
Looking for words within words
This is a great way of breaking up larger words eg the word ‘independent’ has the words ‘in,’ ‘pen,’ ‘dependent,’ ‘dent.’ Equally, most words can be broken into syllables and each syllable usually has a vowel (or sometimes the letter ‘y’).
Seeing the shape of the word helps visual learners
For example, the word ‘tall’ has one tall letter and a short letter followed by two tall letters.
Mnemonics is like making up a story to help spell a word
For the word ‘because’ use the mnemonic ‘big elephants can always upset small elephants.’
The traditional method of ‘look, say, cover, write and check’ works for some children but comes with a warning
Not all children respond to this method and the words don’t always enter their long-term memory. Practising writing the word out helps your child become familiar with the shape of the word. Rainbow spelling is another visual way of learning spellings: maybe use one colour for a specific sound and different colours for the other letters.
Using technology and apps
The app Squeebles Spelling Test starts with a list from the national curriculum and you can upload your own words. Children can then practise their spellings independently.
Use different materials to practise writing the words
Like with paint or foam or in sand. Scrabble-like tiles can be bought from most hobby shops and are great for kinaesthetic learners as they can physically move the letters into the correct order. Equally, playing games like Scrabble and Hangman is also helpful.
Ultimately a multi-faceted approach will bring the best results when supporting your child’s spelling journey.
Zuzu Jordan is a Mastery for Maths specialist who has taught primary aged children for sixteen years and is interested in early years and home learning. For free homework and home learning resources, find her on Instagram at edumate_uk
What does a good state secondary school look like?
By Melanie Sanderson
Choosing a secondary school is one of the biggest decisions you’ll ever make for your child. Very likely, your two priorities are whether your child will reach their academic potential and whether they will be happy there. Here are my tips on what to look for.
Hot-house or greenhouse?
Is the school educationally aspirational and how does this manifest? Look for relaxed and respectful teacher-pupil relations. They are key to successful learning. Is the library well-stocked and busy? Teacher recruitment and retention is challenging all schools. Ask pupils how often they have cover teachers.
Are pupils regularly assessed? Performance measures such as Progress 8 (see www.gov.uk) are good indicators of how a school adds value as they measure academic attainment rates over time. Are there programmes to stretch the more academic children? What about those with special educational needs and disabilities?
Breadth of curriculum
The best state schools offer and value a broad liberal arts education beyond the standard curriculum. For instance, Bohunt School in Hampshire ‘blew the socks off’ the Good Schools Guide with immersion classes in Mandarin. Some of the best state schools invest in top notch sports facilities and coaching, others have outstanding creative or performing arts spaces. Pick a school that suits your child’s strengths. Check out school notice boards and the school’s social media for co-curricular activities and trips the children are doing outside the classroom too.
Pastoral
Good schools have clear systems. Every child is known; nobody slips through the net. Ask if reports and open evenings include pastoral updates. Does the school’s praise/discipline system flex to meet individual needs and align with your family values? Ask pupils what they do at break and lunch. Good schools include spaces for children to seek quiet reflection when needed.
Communication
Good schools also communicate well with parents. The tone of school newsletters and social media feeds can tell you a lot, while an active PTA is a sign of an engaged parent community. If you can, pass by the school at home time and observe pupil behaviour as they leave the site. Another top tip is to talk with pupils higher up the school. Would you be happy for your children to turn out like them?
Melanie Sanderson is Managing Editor of The Good Schools Guide (www.goodschoolsguide.co.uk), which contains frank, impartial reviews of schools. Its writers visit thousands of schools annually, speaking to Heads, teachers, pupils and parents.
•
Classes held:
Ever y Tuesday at 5:00pm
Location: The Dormers Wells Leisure Centre, Dormer Wells Lane, UB1 3HX
Tel: 07727 098 319
Email: k arate@assani.com www.tisk ak arate -southall co.uk
Instructor: Mrs Assani (3rd Dan)
Overcoming disappointment and failure
By Lisa Wander and Catherine Loble
Whilst studies show that children learn better when they experience failure, no parent likes seeing their child upset or disappointed. It feels right to want to keep them happy and content by taking steps to avoid anything seemingly harmful they encounter, whether that be through distraction, bargaining or even with a quick credit-card swipe.
However, whilst these quick wins feel better or even just simpler, safeguarding children from disappointment ultimately hinders them from developing resilience and confidence to progress from childhood to adolescence and in their adult life. When children are given the opportunity to struggle and sometimes fail, you are helping them develop essential social and emotional skills.
What is disappointment and failure? Disappointment is a natural response to failure. It involves the feelings of thwarted desire, loss and discouragement when children fail to fulfil their hopes and expectations or those of others. Children are going to feel disappointment when they don’t achieve their goals or believe that they have let you down.
The stigma surrounding failure is a significant issue that impacts a child’s development, confidence and willingness to take risks. Both close family and society place high expectations on children to succeed academically and socially, which can often lead to an intense fear of failure. The emphasis on continual testing in our education system reinforces a narrow definition of success and failure too. If a child does not reach certain
benchmarks, they are often labelled a failure. This can lead to a downward spiral effect with children reducing their efforts, giving up easily and not taking risks. Children who fall into this spiral may subsequently have little confidence, self-esteem and motivation to achieve future goals.
So how do we not feel completely defeated as parents when we have to watch our child suffer?
Placating your children doesn’t allow them to understand the root causes and figure out how to not feel disappointed in the future. Rather we should let them flex their muscles and with support, encourage them to find solutions themselves. In giving our children the necessary skills to manage disappointment, it is important to validate their feelings, show empathy and be mindful of how you react towards your own disappointments.
Lisa and Catherine are co-founders of Emparenting (www.emparenting.co.uk), supporting children, parents and families with the insights, skills and tools needed to nurture the development and well-being of the next generation.
Families chats with Paula Mortimer,
Head of Junior School at Lady Eleanor Holles (LEH)
What do you most enjoy about being Head of Junior School at LEH?
I’m privileged to work with the most amazing children and colleagues who love their school and are excited about learning and the opportunities available. I love the busyness of each day and being part of this brilliantly creative community. In three words, how would you describe your relationship with the students? Know them well!
What is your favourite time of the school day?
Teaching is still my first love so I’d have to say my time in the classroom, teaching Year 3 Science. I also enjoy my morning ‘gate duty’ – rain or shine! Saying hello to pupils (and parents) and seeing the girls bounce in, happy, smiley, keen to see their friends and get stuck in - it’s the best start to the day.
What about your pupils makes you most proud?
Their willingness to try everything and seize every opportunity, even when it’s something new or a bit scary. Their courage and appetite to step out of their comfort zone astounds and inspires me. What benefits do you think ‘all-through’ schools offer?
The best of both worlds! As an all-through school, we share the same values and ambitions but, as a small Junior School within the vast LEH campus, we know our younger pupils well and can tailor the curriculum and physical environment to meet their needs. They also benefit from the excellent sports, music and drama facilities at LEH Senior School and, as they transition there, they find many familiar aspects alongside exciting new experiences and opportunities. It’s also lovely when pupils come back to visit and take part in activities with Junior School pupils.
How do you measure the happiness of your students?
This comes back to relationships -
knowing the girls well, giving them time, being present, having conversations and listening. Happiness is the key to academic success and growing up is not always easy or straight forward. It’s vital for children to know that there’s always someone there to celebrate their success, cheer them on or to turn to for help. We also spend a lot of time encouraging our pupils to share their thoughts and ideas on how to make LEH Juniors the best it can possibly be.
What is your approach to learning at LEH?
It must be fun – for pupils and teachers! Fun and exciting learning experiences foster a positive attitude towards education, encouraging curiosity and a lifelong love of learning. We want our pupils to feel engaged and inspired, embedding their learning so that it forms part of their long-term memory and a foundation for their future studies. We have high expectations and we are with them to support, to challenge, to inspire –and to have plenty of fun. There’s a lot of laughter in the Junior School!
As Head, what decision are you proudest of?
Early in my teaching career, I learned to prioritise the child's wellbeing in every circumstance. Advocating for what's best for the child at the heart of each choice has shaped decisions I’m truly proud of.
How do you deliver the broadest range of opportunities to LEH students and why is this important?
Through our exciting enrichment programmes, including trips, workshops, competitions, charity events and diverse co-curricular activities like sports, music, drama and clubs, we ensure an education that stretches well beyond the classroom. However, it's not just about the opportunities; we want our girls to be eager to participate, understand the value of 'having a go' and broaden their
horizons. With support from teachers and staff, they embrace new experiences, explore new places, try different things and make friends, building confidence and fostering resilience.
What values do you champion as a Head?
Kindness (to yourself and others), courage and engagement.
How does the physical environment of LEH benefits its students?
Our pupils learn, explore and play in our extensive 24-acre grounds. This outdoor experience supports their physical development and significantly benefits wellbeing and social and emotional growth. Our 'outdoor classroom' is an integral part of school life; pupils love our nature areas, outdoor teepee, swimming pool, netball and tennis courts.
What is your most useless skill?
I’d argue that there is potential value in every skill – it’s a case of finding the right moment to shine!
What is your real-life superpower?
Metaphorical plate juggling – I wouldn’t win any prizes for actual plate spinning! Glass half full or glass half empty? Always half full!
Lady Eleanor Holles is an independent girls’ school in Hampton for children ages 7 to 18. For more information, visit www.lehs.org.uk
Make hanging pumpkins for a twig tree andCutout keep
We asked our friends at Hobbycraft (www.hobbycraft. co.uk) for a spectacularly spooky Halloween craft activity for parents to do with their kids and they’ve come up with these cute pumpkins to hang on a twig tree.
Instructions:
Step 1:
Print off the pumpkin template at www.bit. ly/pumpkintem or get creative and draw out your own pumpkin shape. Cut it out.
Step 6:
Take a 15cm piece of cord and glue it to the front of the pumpkin to make a hanging cord.
You will need black ribbon, A4 felt sheets in orange, green and pink, soft toy filling, black card, a glue gun, scissors and a pen.
(All materials plus twig trees can be purchased at Hobbycraft).
Step 2:
Use a pen to trace your pumpkin template onto a folded piece of felt. Cut this out to give you two identical pumpkins.
Step 7:
Trace the pumpkin stalk onto some green felt and cut out two pieces.
Step 3:
Use a hot glue gun to put a line of glue around the edge of one pumpkin and stick the other on top. Leave the bottom open.
Step 8:
Glue one piece of the green felt stalk to the front and one to the back, sandwiching the hanging cord in between.
Step 4:
Stuff the pumpkin with a small amount of the soft toy filling.
Step 5:
Use hot glue to close the pumpkin.
Step 9:
Cut face details out of some black card and add to the pumpkins for a spooky finishing touch.
Making money real for kids in a cashless society
By Tanith Carey
To a young child, money is a magical commodity which allows grown-ups to go into shops and take anything they want. And it’s not just about understanding where money comes from and how it’s used: in an increasingly cashless society, money is even more of an abstract concept for kids to grasp.
In the days of coins and notes, children could see that money was something tangible, used for goods and services; and that it could run out. Now that we can just tap and go, kids don’t even see money being exchanged. So, it’s even harder for them to see that it’s not an unlimited resource. This requires parents to put a little more thought into helping kids understand how finances work. After all, managing money is a lifelong skill, bringing a range of key benefits.
As well as boosting their maths, money teaches kids how to control their impulses, develop patience, delay gratification; and ultimately spend wisely throughout life. Indeed, according to research by Cambridge University, attitudes to money are formed by around the age of 7.
Practical life lessons
Kids first grasp what money represents around the age of 6. Start by paying them their first pocket money in coins to make it tangible. Give them a see-through jar so they can see it disappear when they spend it. When you’re out and about, try to use cash as well as cards. Each time you do use your card, explain it’s the same as having the same amount taken out of your ‘jar,’ aka your bank account. As they get older, start sharing your own spending decisions too.
Talk about it. For example, when you go to buy an ice-cream with them, chat through the different prices for each item. Explain how the higher the cost, the more money will go out of your bank account. When you go to pay, rather than just tap, show your child the amount displayed on the card reader so they link what you’re buying to the money it costs.
Explain that if you spent all your money on ice-creams, you would have less to spend on other more important items you all need, namely food, clothes and travel.
Pocket money is one of the seventy five real world scenarios tackled in the book What’s My Tween Thinking? Practical Child Psychology for Modern Parent co-authored by Tanith Carey with Dr Angharad Rudkin, published by DK books and available now from www.bookshop.org
BOOK CLUB
Interview with Claire Freedman
The Aliens Love Underpants series has always been a firm favourite with preschoolers, so here at Families we were very excited to hear that after eight years, there is a new underpants story publishing this month! Rachel Bailey talks to author Claire Freedman about her new book Dragons Love Underpants and meeting MC Grammar!
Follow on X @clairefreedman www.clairefreedman.co.uk
Is it fair to say you didn’t plan your writing career? What advice would you give to parents/children who don’t grow up with a clear idea of what they want to do once they leave school?
You are absolutely right! I didn’t plan a career in writing at all. It happened entirely by accident after I joined an evening writing class about 30 years ago. I’d always loved writing and reading and our teacher was so enthusiastic about writing, for children in particular, I was immediately hooked. I knew this was what I really wanted to do. I haven’t looked back since.
Personally, I didn’t have a very clear idea of what I wanted to do after I left school. I had a number of different jobs over the years, which, looking back on, I can see weren’t creative enough for me, even though I enjoyed them. I do think that there is a lot of pressure on young people to decide on their career so early on in life.
It’s wonderful if you know exactly what you want to do, but I think just getting out and working can also help you decide what you like and don’t like about a job. It’s all good experience, and who knows what exciting opportunities might present themselves? It has also made me appreciate just how fortunate I am to have discovered what suits me and gives me the greatest job and personal satisfaction.
I hear MC Grammar is doing a rap read – have you met him? How important do you think it is to keep looking for different ways to encourage children as readers?
I’ve not met MC Grammar but would like to. His presentation of books in rap is such a great way to attract young readers to enjoy books, especially when they might consider reading a chore. Picture books should be fun, engaging and meaningful for children. Trends seem to change more quickly than ever and if that means
thinking outside the box to encourage reading, well that has to be a good thing. It would be sad for any child to miss out on the joy of reading because it appears boring. Picture books are so essential for new and reluctant readers – the pictures truly tell the story- and even if the child struggles with some of the words, the illustrations help the story along and make the reading experience more fun and accessible. Presentation is so important and fortunately there are always new, exciting ways to champion the love of reading.
You write the books and Ben Cort illustrates them. What’s your working relationship like? Do you ever bounce ideas off each other?
We have a really good working relationship – which is important as we have spent a lot of time together over the years, visiting festivals, book signings and events etc.
However, we don’t generally contribute much to each other’s work. I write and Ben illustrates, although of course we might comment on each other’s work and maybe make suggestions. I think that works well for both of us.
For your chance to win a copy, all you have to do is answer the question below and email your answer to editor@familieswest.co.uk
What’s the name of Claire’s newest book?
A - Aliens Love Underpants
B - Dinosaurs Love Underpants
C - Dragons Love Underpants
The closing date for entries is 1 November 2024
Do you have a favourite Underpants book or other book you have written? As fantastic as the Underpants books are, they are just a small part of your portfolio! Are you surprised by how popular they have become?
My favourite underpants book, hands down, is the first one in the series - Aliens Love Underpants! I was totally amazed by its success. I initially wrote the book as a one off, but I’ve been surprised that eight books later, the series is still going strong. I’m really excited about Dragons Love Underpants and hope it is just as successful.
Aside from underpants books, I’ve had around 100 other picture books published. Everything from laugh-out -loud humour to soft and sleepy bedtime stories. My all time favourite would be Oliver and Patch, a story about a lonely little boy who’s moved to the city, and how he finds a little dog called Patch – just as lost as him –and a new friend. It’s beautifully illustrated by Kate Hindley.
Would you ever consider writing books for older children or do you love the freedom to create the zanier characters that perhaps writing picture books offers?
I have considered writing for older children and wouldn’t rule it out, but I feel picture books suit my style of writing and I enjoy crafting them so much. Never say never!
Indoor or Outdoors? Summer or Winter?
Outdoors. Is there an option for Spring?! Dragons Love Underpants publishes on September 26th priced £7.99.
What's On Your family guide to
Ongoing
Throughout September/October
The Paddington Bear™ Experience London County Hall, Belvedere Rd, Southbank SE1 7GP
Multi-sensory interactive adventure for all ages www.paddingtonbearexperience.com
First weekend of every month
Family Fun Weekend
Cutty Sark, King William Walk SE10 9HT Free with entry to the ship www.rmg.co.uk/whats-on/cutty-sark/family-funweekend
Until Monday September 23
Marvellous Makers Summer Reading Challenge
Local Libraries www.summerreadingchallenge.org.uk
Until Sunday November 3
Dinosaur rEvolution Horniman Museum, 100 London Rd SE23 3PQ www.horniman.ac.uk/event/dinosaur-revolution
Until Sunday November 3
CBeebies Rainbow Adventure
Westfield Shopping Centre, Ariel Way W12 7GF Immersive theatrical experience www.cbeebiesrainbowadventure.com
Clare and Cory Share a (Glorious) Story Lyric Hammersmith, King St W6 0QL Ages 3-7. 11am and 1pm www.lyric.co.uk/shows/clare-and-cory-share-aglorious-story
Saturday September 21 to Sunday November 17
The Mystery of Little Angel Theatre Little Angel Studios, Sebbon Street N1 2EH Brain-teasing interactive adventure. All tickets £8 at preview performances 21-22 September and £10 at 4.45pm performances on Thursdays and Fridays. 6+ years. www.littleangeltheatre.com/whats-on/themystery-of-little-angel-theatre
