Eaton House Schools are proud to have provided an exceptional education to our pupils since 1897. Based on two large sites in Belgravia and Clapham, our single sex schools for boys and girls are non-selective* and yet achieve outstanding results. We feed into Westminster, Eton, St Paul’s, Wycombe Abbey, St Paul’s Girls’ School, Winchester and other fine schools, winning many scholarships, awards and prizes each year.
Wellbeing is at the core of this well-rounded education. Each child is supported as an individual so that they can flourish both academically and socially. Finding the potential in each child is our passion.
Two schools. One transformative education.
From the best start in life to the best possible future life, we nurture and achieve success for pupils aged 3 to 18.
GP, TV presenter and author
A familiar face on the ITV and BBC, Zoe Williams is a practising GP in London. A er graduating from Newcastle, and while working as a GP there, she appeared on Sky’s Gladiators, and she has also played rugby for Blaydon women’s team. In this issue she talks about her new guide for girls on growing up happy and healthy.
Author and former Children’s Laureate
Dame Jacqueline Wilson is the author of over 100 children’s books, including The Story of Tracy Beaker and Vicky Angel She took A-level English at the age of 40 (awarded grade A) and was elected an honorary fellow of Corpus Christi College, Cambridge in 2012. In this issue, she talks about the honour and pleasure of taking on the next instalment of Enid Blyton’s The Faraway Tree series.
Radio producer, drummer and author
Joe Haddow is the producer of BBC Radio 2’s hugely successful Book Club and was a judge for the Costa Short Story Award. He’s also a drummer and art lover – and art collector. In this issue, he talks about Art is Everywhere, his new book to inspire young people to see the art all around them – and find their passions and their creative zest.
Summer is here, and the pleasures of a life lived outdoors provide a boost for body and mind. Our cover story is about Queen Ethelburga’s Collegiate (QE) in York (from page 18) and its cleverly designed Middle Years programme that helps children develop their learning strengths and make that leap from prep to senior
its amazing Beanstalk programme (page 32), now in its 50th year of helping children to grow into avid readers. It was a pleasure to chat to Dame Jacqueline Wilson (page 30) about the joy she had in revisiting her childhood, and one of her own favourite reads when she was asked to add to Enid Blyton’s classic Faraway Tree series. We also hear from Charlie T. Brooks, writer of the Holly Hopkinson series, about what it’s like to take his miniature Shetland pony
years confidently and smoothly. In that confidence-building spirit, we speak to Playing Out (page 20), a grassroots campaign encouraging parents to let children play outside in their own neighbourhoods. It has been supported by councils around the country – and across the globe – and it’s about self-directed play to give children a sense of their own space and place in the world. We also catch up with Coram to find out more about
Beanstalk on author visits (page 52). Don’t miss Pet therapy (page 40), in which we talk to schools about the four-legged companions bringing happiness – and soothing pats and strokes – to school life. The benefits they bring are clear, so high fives (or paws/ hooves) to their brilliant work.
Libby Norman ACTING EDITOR“IT’S ABOUT FUN AND SELF-DIRECTED PLAY TO GIVE CHILDREN A SENSE OF THEIR OWN SPACE AND PLACE IN THE WORLD”
upfront
10 SCHOOL NEWS
Out and about in the world of education
15 SPORT FOR CHANGE
Knight Frank Schools Triathlon is a winner
focus
18 BRIDGING THE GAP
Queen Ethelburga's Collegiate (QE) describes its innovative Year 6 programme
20 OUT TO PLAY
A grassroots campaign to get children playing out in the neighbourhoods where they live
25 EXERCISE RIGHTS
Broomwood's Principal on why our children need more exercise, now
pre-Prep
28 MAGIC REVIVAL
Dame Jacqueline Wilson's joy at adding to a classic Enid Blyton series for young readers
32 READING LIGHTS
Coram Beanstalk's volunteer reading programme is 50 this year – we find out about is vital work
37 READ ON
National Literacy Trust's Coronation Libraries
Project welcomed a very special visitor
Prep
40 PET THERAPY
We meet some of the animal companions bringing pleasure, calm and learning into the school day
47 SOFT SKILLS
Eaton House The Manor Girls' School on the importance of skills such as communication
49 PASTORAL REACH
Dragon School on what good pastoral care is all about
51 GAME CHANGER
Ravenscourt Park Prep on why switching to co-ed sport was such a success
52 PONY EXPRESS
Author Charlie P. Brooks on taking a Shetland pony into schools
64 ASK THE EXPERTS
School fees planning and benefits of children's yoga
EDITOR
Libby Norman
GROUP ADVERTISING MANAGER
Nicola Owens
MEDIA CONSULTANT
Anna Clarke
ART DIRECTOR
Pawel Kuba
SENIOR DESIGNERS
Mike Roberts
Suzette Scoble
MIDWEIGHT DESIGNER
Carmen Graham
JUNIOR DESIGNER
Joe Munsey
PRODUCTION MANAGER
Danica Brodie
FINANCE DIRECTOR
Jerrie Koleci
CREDIT CONTROL MANAGER
Alexandra Hvid
DIRECTORS
Craig Davies, Leah Day, James Fuschillo
NON-EXECUTIVE DIRECTOR
Alexandra Hunter
MANAGING DIRECTOR
Sherif Shaltout
Sandra Reynolds has become Chief Operating Officer at Taunton School, joining from a multi-academy trust in Wiltshire to lead the operational side of the day and boarding school. She succeeds Nikki Miller, a finalist in last year’s TES awards for ‘Best School Business Leader’.
St Benedict’s School, Ealing, has appointed Joe Smith as the new Head from September 2023. He joins from The Oratory School, near Reading, where he has been Head since 2017, having also taught at Colfe’s and Monkton Combe.”I am really excited to be joining the St Benedict’s community this summer. Andrew Johnson leaves a fine legacy,” he says.
Stephen Perse Foundation pupils travelled from Cambridge to Spain for a football experience at Real Madrid. In all, 60 girls and boys from Years 8-10 had coaching at the Real Madrid Valdebebas training centre, each coming away with a club training kit. They also played against local teams and attended a La Liga match between Atlético Madrid and Real Betis.
As part of Old Buckenham Explorers, a forest school with a difference, OBH Year 3 students have been working on their tree identification skills, map reading, orienteering, basic shelter building, fire safety, food preparation, first aid and swim survival. Wellbeing is integrated into their time as OBH OBEs, with ‘wellbeing walks’, discussions and mindfulness activities on Thursday a ernoons.
Tom Quilter becomes Head of Bickley Park School in September 2023, joining the Bromley prep from Newton in Battersea. He says: “Following the results of an outstanding inspection, it is clear the school is in an extremely strong position, well primed and excited for the future. I can’t wait to be part of the community and take the lead in the next chapter”.
The OVO Foundation Nature Prize has given funding to 25 schools across the UK to help students and communities connect with nature. Winning schemes include hydro-veg kits for a Nottinghamshire school with no green space, a sensory garden for a County Durham college and a red squirrel sanctuary in the grounds of a Highlands primary.
Some 300 pupils and staff from across East Anglia took part in a two-day Model United Nations conference at Felsted School. The MUN event gave young people aged 11 to 18 the opportunity to take on the roles of international diplomats. Global co-operation to prevent pandemics, the right to protest, crypto-currency regulation and technology sharing for space projects were all up for debate.
Hanford pulled out all the stops to make a school Maths Day fun and challenging. Activities at the Dorset prep included high finance via Hanford Jewel Exchange, small business exercises running ice cream vans, a semaphore session on the school lawn, workshops on Mondrian’s art and a greengrocers’ store for the youngest pupils.
Hazlegrove Prep School
pupils got the chance to hold a real Olympic Gold Medal when Peter Wilson MBE revisited his old school to open The Wilson Centre, the Somerset prep’s renamed Learning Support Unit (LSU). A gold medallist in double trap shooting at the London 2012 Olympics, Peter Wilson also won silver in the team double trap at the 2011 European Championships.
Mark Snell succeeds Huw May as Headmaster at Eaton House Belgravia in September, joining from Wetherby School. He arrives in its 125th anniversary year, and at a time when Eaton House Schools is celebrating a ra of outstanding exam results and school offers for pupils at Eaton House Belgravia and Eaton House The Manor.
Shakespeare’s Globe has hosted a BBC CBeebies Shakespeare performances, with four live shows of Twel h Night in front of a live audience at the Globe Theatre over half-term. This follows last year’s sell-out As You Like It (pictured). Performances introduce Shakespeare to young audiences and both plays can be watched via BBC iPlayer and CBeebies.
Forfar Education, which has eight schools and nurseries across the UK, is running an inter-school debating event to prioritise the importance of so skills. The first competition was held at Park School, Bournemouth and consisted of debates between its pupils and those of Cameron Vale and Horris Hill. Topics up for debate included ‘does homework promote learning’. The finals are in late June.
ACS International School Cobham digital aces showcased their Augmented Reality (AR) design solutions to UN Sustainable Development Goals at the BETT education technology show. The students, aged from 10 to 14, are members of the school’s Digital Design Club, where they use a variety of tools in order to bring creative concepts to life.
Kevin Sinfield OBE shared his thoughts with the Queen Ethelburga’s Collegiate (QE) community as keynote speaker at speech day. This annual event celebrates achievements and talent across the four schools of the QE Collegiate. Kevin discussed highlights of his career, from his debut at Wembley at age 11 and raising over £7.5m for motor neurone charity MND to recently taking on the role of England’s Rugby Defence Coach.
Dulwich College’s new Lower School development is on track for topping out in September and opening to students and staff this November.
The energy-efficient threestorey building will use 60% less energy than a typical building of its type and house a library over two floors, IT and robotics suites and offices.
North Bridge House is on a constant journey of getting to know every child as an individual, realising their unique potential through a rich and diverse academic and co-curricular programme at every school stage.
‘Personal challenge with tailored teaching in a nurturing setting’ Good Schools Guide
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At the end of April, 853 pupils from 29 local schools gathered at Croydon’s Royal Russell School to swim, cycle and run as fast as they could and raise funds for charity. This was one of eight such events over April and May in the Knight Frank Schools Triathlon series.
Devised by the charity Restless Development, the Knight Frank Schools Triathlon has become among the UK’s largest fundraising events for children – and a great way for them to participate in sport and support causes they care about. This
year, more than 7,500 pupils have taken part to raise almost £1m and support more than 80 charities.
The children who take part are aged between 7 and 13 and they take both the training and the fundraising seriously. The triathlon is designed so that all abilities can participate, and distances vary according to age group. For instance, Years 3-4 team members will each cycle 1000m, while at Years 7-8 they cover 2000m.
Every team member commits to a fundraising target of £100 (so a team target of £400), but at Royal Russell, top fundraiser and Champion of Change medal recipient Albane, 10, raised over £1,700 together with her team, Flying Falcons. Not every team can reach these sums, but the achievement and sense of doing something really good makes it incredibly popular among children. Oakham, Cranleigh, Sevenoaks, Charterhouse and Clifton College, Bristol were among the triathlon venues this year, but new schools are queueing up to o er facilities and support to grow the Knight Frank Schools Triathlon series.
Since 2015, thousands of young people have swum, cycled and run their hearts out. When you include this year’s triathlons, funds raised by these brilliant 7-13-year-olds add up to some £3.4m. For Restless Development – which focuses all its international charity work on youth-led initiatives – this is a perfect example of why we can and should put our faith in young people to lead on positive change.
schoolstriathlon.org
A unique Year 6 curriculum building skills for future success develops curiosity for the journey ahead, says Joseph Birchall, Head of King’s Magna Middle School at Queen Ethelburga’s Collegiate
At Queen Ethelburga’s Collegiate (QE), our mission is for all members of our community to aspire to the Hill Standard ‘To be the best that I can with the gifts that I have’. Our middle school, King’s Magna, sits within our four-school model and facilitates Years 6-9 in a way that harnesses individuality through an innovative curriculum to bridge the gap from junior school to senior school.
In a di erence from the traditional school model, where children stay in primary education until the end of Year 6, here at QE students join King’s Magna in Year 6 and then stay with us until Year 9. We find many students are ready for a new challenge at the end of Year 5, so we have made it our focus to develop a curriculum for this transitional year, with content designed in partnership between secondary school subject specialists and experienced primary teachers.
At King’s Magna, we focus on building character and personality – and on enabling the core values of honesty, kindness, respect, and determination – so that our students develop their strengths and grow into good people. Our curriculum is based on delivering the key skills required to become successful in their adult lives. We ensure that our caring and diverse community allows each student to feel supported through their educational journey and with a real sense of belonging – not just to King’s Magna but to the whole ‘Team QE’.
Our core curriculum consists of English, maths, science, personal development, history and
geography, all taught by experienced Year 6 class teachers. In addition, students have specialist teaching for art, music, drama, computing, design technology, modern foreign languages and PE. The whole approach has the ultimate aim of fostering curiosity, with emphasis on approaches vital for future success. These include critical thinking, collaboration, communication, creativity and entrepreneurship.
QE is proud of its enrichment programme of over 100 activities – o ered year-round by teachers and coaches. At King’s Magna, students benefit from enrichment classes twice a week within their timetabled lessons. Alongside core academic subjects, students choose their own options from sports, creative arts, and performing arts. This provides each student with access to more of what they are passionate about and gives some ownership over their own education.
We made the crucial decision to not assess Year 6 with SATS, but instead assess them at three points during the year using standardised and moderated ‘common evaluation tasks’. These track the progress and needs of each individual within our small classroom set up. Not only has the school found this the best way to support students, but we also find it creates more opportunity
for them to take up a full range of enrichment opportunities. Ultimately, this provides both a more positive student experience and a more well-rounded education.
In Year 7, the school encourages students to become more independent and take greater responsibility for their learning. This is built upon in Year 8 as students apply for a variety of key roles within the school community –including Prefects, Buddies, Mentors, School Ambassadors and Representatives. Year 9 then focuses on fully preparing students to confidently meet the challenges of the next stage of their educational journey.
At King’s Magna, we equip our students with the skills and knowledge they need to move seamlessly to either our College or Faculty school. We ensure that every student is treated as an individual and provided with personalised support. Our innovative pastoral programme, THRIVE@QE, promotes wellbeing and resilience as they grow, with over 30 di erent sessions each week to ensure every child can mature into their teenage years with self-confidence and a strong belief in their own bright future.
King’s Magna School
Queen Ethelburga’s Collegiate, Thorpe Underwood Estate, York YO26 9SS 01423 333330 or admissions@qe.org qe.org
“AT KING’S MAGNA, WE FOCUS ON CHARACTER AND PERSONALITY – AND ON ENABLING THE CORE VALUES OF HONESTY, KINDNESS, RESPECT, AND DETERMINATION”LEFT Children develop a sense of belonging to ‘Team QE’ BELOW Enrichment is vital to the learning mix ABOVE King’s Magna, QE o ers small class sizes
“Street play requires no expensive entry fees or kit, no enormous planning – and children love it because it is self-directed”
How many times have you heard talk about the way things used to be when it came to play? In that far o world – before soft play and activity centres were even a thing – children would just head outside and get on with it. This is where Playing Out came in, back in 2009, when two mothers in Bristol got into a discussion with friends about the frustrations of finding a safe local space for their young children to play. The two friends, Alice Ferguson and Amy Rose, decided to do something and, with the help of neighbours, they embarked on a simple but groundbreaking experiment.
Applying using existing powers around temporary road closures for street parties, they persuaded Bristol City Council to let them close their own road for a few hours just for children’s play. Everybody loved it, residents young and old gathered on the streets – they were on to something. “It was a really successful way to animate the street with children and it captured the interest of the local press and Bristol City Council as an idea,” says Playing Out’s Streets Development O cer Lucy Colbeck. Captured is probably an understatement – it energised. Other Bristol streets started asking for the same thing, Bristol City
Council drew up a simpler way of enabling streets to close and soon there was a ripple e ect, nationally and even internationally. Playing Out was born as a movement to give children the right to play on home turf (or, rather, tarmac). Today its aims are o cially supported by 94 councils across the UK, although many more are receptive. Internationally, it has sparked a plethora of street play models across Europe and as far afield as the US, Australia, India and Japan.
The reason everybody loves the idea is that it is fundamentally a simple one. It empowers local communities to reclaim their area, just for a while, in order to let children do the most natural thing in the
Playing outside on the street where you live is a campaign with momentum – and it’s not only good for children, but for parents and neighbourhoods
world. It requires no expensive entry fees or kit, no enormous planning (apart from the closure of the road, cul-de-sac or other chosen space) and children love it. They take their own toys outside, many learn to ride a bike on their own road and they meet other children. Often, older residents without children come out to watch, socialise or help steward. “There is something quite magical about it. People feel quite buzzed after it. It’s very much for everyone,” says Lucy Colbeck.
Playing Out remains a small grass-roots team based in Bristol and, while it’s on hand to o er advice via its website, newsletters and guides, Playing Out schemes are community generated – activated by and for residents. Schemes are best started with conversations among neighbours. “We always say the best champion is a parent who’s doing it for themselves,” says Lucy Colbeck.
From there, residents win over others and persuade their local council or authority to give its blessing too. It’s important to note that a play street does not exclude anyone who lives there, so residents can drive home or away during a session. It’s all stewarded in a light touch and sensible way by the adults involved (whistles to start and stop play and a steward to walk in front of arriving or departing vehicles). A taster session is often the best way to see how the idea works. Many streets and
neighbourhoods that have tried it become play streets regularly and this can be a year-round activity. Rain and cold do not deter well wrapped children from play (far from it) and adults can watch them getting pink cheeked in the fresh air while they enjoy a mug of hot chocolate and a chat with neighbours. In summer, of course, it’s hats and suncream for all.
If it sounds old-school idyllic, then that’s because it does seem to inspire old-school camaraderie. Neighbours get to know each other; children make new friends – and it’s all free. For children it’s also about getting a sense of the neighbourhood where they live. “Children have become almost invisible on our streets and their lives have become very packaged up – they are delivered from one place to another,” says Lucy Colbeck.
Playing Out has lots of research evidence on its website about the benefits of this style of free play. The consensus among academics is that there is huge value for children in its spontaneity. “It’s so important for their development to come into contact with the unpredictable nature of the world. It’s their first step in engaging with other adults, other children, challenges that help them develop.”
Alliances, make-believe and peer-to-peer learning all happen on the street, as children make friends and find older children who will look out for them. They learn about sharing
and collaboration, and how to stick up for themselves and each other. Researchers have also pointed to the fact that children engaging in free play are being active without even realising it – valuable in an era when obesity and mental-health challenges are front of mind.
Some play street organisers worry that younger children will get confused when the road opens again. Lucy Colbeck says that all evidence suggests not. Indeed, the careful stewarding to indicate when it’s safe to play may even increase children’s awareness of road safety and how to behave around tra c.
Playing Out has seen a big shift in attitude in areas where there are regular play streets – and welcomes it. “There are cul-de-sacs and quiet streets where over the years the culture has changed so much that the children play out between sessions and go and knock on the door to get each other,” says Lucy Colbeck. “That’s our end goal. We don’t really want play streets to exist. We want to see a world where children can just play out, but play streets are a really important part of that.”
To find out if your council supports play streets, and how to organise your own play street, visit playingout.net
“Children engaging in free play are active without realising it, valuable in an era when obesity and mental health challenges are front of mind”
Iwas talking with parents the other day about preparing for 11+ entrance exams in London. Their children were being educated at state schools and they were incredibly anxious about the competitive system they had entered. The high standard required of candidates applying to many of our independent senior schools was taking a toll on the whole family.
One mother explained that she had a network of tutors providing extra support so that her son could reach the academic level needed. It transpired that his entire week was taken up with studies beyond the school day and there was little time for anything else. My heart sank. I passionately believe that a proper education – not to mention a proper childhood – should involve physical activity, including access and exposure to a wide range of sports. It is easy to become so obsessed with planning for the future, that we forget our children are living their childhoods now: give them the present of the present!
At Broomwood, our boys and girls enjoy a co-ed setting until the age of eight when they move to our single-sex
prep schools. We believe this gives them the chance to mature academically at their own rates, but at the same time, they do come together for selected sports and a whole range of learning and social activities beyond the classroom. When it comes to sport, we are ambitious for them in the broadest sense. Of
course, we want them to win trophies and tournaments (and they do), but we also want to instil in each of them a love of physical exercise, regardless of gender or ability. We are in the process of increasing the number of sports sessions in school, but this is not the trend nationally. A recent report by the Education and Training Inspectorate found that 74% of primary schools are unable to provide the minimum government requirement of two hours a week. Playing football, sliding in the mud and twenty seconds later becoming a hero teaches our children valuable life lessons: teamwork, camaraderie, self-discipline and tenacity. Even those who do not see themselves as ‘naturals’ can improve immeasurably when they are well coached. The satisfaction on the faces of girls and boys who realise they can do something beyond what they thought possible is a joy to see.
Schools should be taking
the lead here, providing exposure to a wide range of di erent sports and inclusion for all. Boys shouldn’t be discouraged from trying sports traditionally associated with girls, like netball or lacrosse, and although girls are beginning to achieve considerable international success, with sports like football through the Lionesses, there is still much to do at grassroots level.
Much has been written about the e ect the pandemic had on our children. Teachers across the country have noticed a deterioration in behaviour and a decline in classroom engagement and emotional health. I would argue that a large part of the problem is connected with the denial of sporting engagements. It is critically important for the wellbeing of our children that we bring back balance in their education. Sport, and proper physical exercise, is the way to do it.
“It is easy to become so obsessed with the future that we forget our children are living their childhoods now –give them the present of the present!”ABOVE Fun on the field at Broomwood
“IF A CHILD WAS A GENIUS AND COULD WRITE SPLENDIDLY, THEY ARE THE SORT OF ADVENTURES I THINK A CHILD WOULD MAKE UP... ANYTHING CAN HAPPEN”
By LIBBY NORMAN
Take one revered author and ask her to take on the next chapter of a classic children’s tale and the result is bound to be magical. For Dame Jacqueline Wilson, being asked to add to Enid Blyton’s classic The Magic Faraway Tree series was also something personal. This was the very first chapter book the former Children’s Laureate read by herself – she recalls placing her finger on every word to spell things out. But soon the stabilisers were o . “Enid Blyton does have the ability to suck her child readers in and I think by the time I finished the first chapter I’d forgotten I was reading. I was just in this world and wanting to know what happened next.
“As soon as I’d read that first book, I managed to read another two, and for a long time they were my all-time favourite books.”
So much so that when she was confined to bed with a bad case of measles and under doctor’s orders to rest her eyes, Jacqueline Wilson would always request one or other Faraway Tree adventures be read to her by her father.
“When there was nobody around to read to me, and I was forbidden to while I was ill, I did truly make up my own magic lands and pretend to be meeting all these magical creatures. So now, at the other end of my life, to be able to invent them properly, and hopefully professionally, has just been a joy.”
The Magic Faraway Tree: A New Adventure stays true to the spirit of magic lands where anything can happen, but with Jacqueline Wilson’s own imaginative stamp. “It’s pointless trying to change the whole concept of the story that works so beautifully,” she says. “There were two things that I asked for: one was could I invent my own
For Jacqueline Wilson, being asked to write a new The Magic Faraway Tree adventure was a fantastic challenge and an opportunity to revisit her own childhoodLEFT Dame Jacqueline Wilson
modern children? I could see this amazing magical world through their own eyes, and initially a reluctance to believe in a fairyland world – apart from the littlest sister Birdy, who I got very fond of.” So, our explorers Milo, Mia and little Birdy are three children of today, albeit on a countryside holiday with their parents close to the Enchanted Wood, still containing that magical tree.
Jaqueline Wilson also asked for new lands for them to explore. “Please, I don’t want to revisit Enid Blyton’s fantastic lands because she’s done it all so splendidly. What I want to do is invent my own!” As you’d expect, she set about this task with great relish. “So, then I thought, children of a certain age, what are they interested in? Well, we’ll have to have some unicorns because, good lord, you can’t go past a toy shop without many di erent unicorns peering out at you. And we’ll have to have a little bit of suspense and danger with dragons.
“And then I thought, I want something jolly and funny with the Land of Bouncy Castles. Also, I’ve got a land called the Land of Princes and Princesses. I know nowadays some people look askance at the idea of children wanting to be princes and princesses, but I thought we could have some fun with it. So, Mia, she is very much attracted to the tasks a prince might do like jousting, but little Birdy, my goodness, she’s like all the little children that dress up as Princess Elsa.”
For Jacqueline Wilson fans (and there are legions), it might be surprising to see an author, admired for her knack of creating great stories grounded in reality switch to pure magic mode. So was this a challenge? “It was a lovely challenge. And it came at the right time at the beginning of the pandemic,” she says. “Even though I love to write books about children going through hard times I thought:
‘well, we’ve all been going through hard times, so how about a little holiday from hard times and having some tremendous fun?’.”
Adventure is a huge element of Blyton’s original tales, along with fearlessness and courage among young heroes and heroines placed in unexpected, sometimes dangerous, situations. Jacqueline Wilson says it is a positive thing for children to experience challenges through fiction. “We have to teach our children to be very careful and not to try running across the road or talking to strangers, but in their imagination you can, in a safe way, stimulate all the bits that want excitement and adventure.”
She has huge respect for both Blyton’s output and her creativity. “She wrote over 600 books for children. How she managed to keep it up I just have no idea.” And in The Magic Faraway Tree, especially, she believes you can see just how brilliantly Blyton tapped into children’s mindset. “They were actually extremely original books. If a child was a genius and could write splendidly, they are the sort of adventures I think a child would make up. They are the sort of adventures where anything can happen.”
She really does not mind if parents and grandparents approach the new book as Blyton or Wilson fans. “Though I’ve got a healthy ego, at this stage I really don’t mind if people think, ‘oh, it’s another Enid Blyton book’, forgetting that she would be a very elderly lady now!”
She believes the concept behind The Magic Faraway Tree – incredible lands, fascinating characters and wonderful experiences – is as engaging today as it was when the first book was published in 1939. “These are exciting books that can stimulate a child’s imagination and they are really not hard work – and I think that’s the joy of them,”
she says. “A text being easy to read for quite young children is a huge bonus because it’s at that stage of around six or seven that either a child launches o and can read practically anything as they grow through their childhood or they get a bit stuck and say, ‘reading’s boring’ or ‘I can’t do it’.”
It has been a pleasure to revisit her own first steps as a reader and an inventor of stories. “In a way, I was two people all at once – I was the professional writer seeing how I could do it and make the book myself and yet be true and respectful to the amazing Faraway Tree books. But also, there was a bit of me that was that six-year-old who loved that world.
“The very idea of inventing new things for Silky and Moonface to do and new lands for the children to experience – it was just a joy to do.”
“THERE WAS A BIT OF ME THAT WAS THAT SIX-YEAR-OLD WHO LOVED THAT WORLD AND THE VERY IDEA OF INVENTING NEW THINGS FOR THE CHILDREN TO EXPERIENCE – IT WAS JUST A JOY”
Coram has a long history of supporting children, and its Beanstalk volunteer reading programme celebrates its 50th birthday this year
Coram has long been a champion of children. From the foundling hospital established by Thomas Coram in 1739 and the unique Coram’s Fields children’s park opened in 1936 to its vital education work today, via three charities. While Coram’s Life Education & SCARF programmes deliver brilliant PHSE and Shakespeare Schools Foundation brings the bard into young people’s lives in relevant and refreshing ways, Coram Beanstalk builds readers and improves educational and life outcomes.
The overall approach of Coram Beanstalk remains the same as the day it was founded. “The beauty of it is it’s absolutely the same model,” says Events and Social Media Manager Kate Loynes. She has been working with Beanstalk for around 17 years and is closely involved with the network of “amazing” volunteers who bring the joy of reading into young lives. “The volunteers are quite extraordinary at adapting to the child – they themselves are just incredible because they persevere and work wonders,” she adds.
The charity was founded as Volunteer Reading Help by Susan Belgrave, who enlisted a small group of friends as volunteers. Susan Belgrave had seen the impact of literacy issues in the 1960s as a School Care Worker, and she was also influenced by her time abroad – especially by volunteer reading schemes in New York. She persuaded the powers that be to let her train up volunteers to go into schools and provide 1:1 reading support. Initially it was just two schools in North Kensington, but its impact meant word spread and the charity and its volunteers grew. It adopted the name Beanstalk on its 40th birthday and joined the Coram family in 2019.
Today, Coram Beanstalk works in around 2,500 schools and it estimates that it has supported some 220,000 young readers over the years. While its model remains the same, there are subtle di erences in approach, informed by research. “Now we have a slightly di erent approach because all the evidence supports the fact that if a child is choosing to read, not just
having the ability to read, their brain does something remarkable,” says Kate Loynes. In other words, it is about wanting to pick up a book and wanting to read.
“When you go from being able to decode words and read them in a slightly stilted way to being able to read fluently and wanting to devour books, something changes in the way you can deal with
everything,” she adds. Indeed, there is evidence that being a confident and committed reader has greater impact on a child’s future life success than their socioeconomic background. “So, the way our volunteers work is very much encouraging children to find the value and the joy of reading, rather than necessarily teaching them to read.”
This in itself can be a challenge – but a rewarding one. Perhaps the biggest testament to the persistence and ingenuity of volunteers at
Coram Beanstalk (and to the many librarians who are their rock) is that they go the extra mile to track down the perfect book to turn a reluctant child into a keen reader.
There’s the child who only wants books with trains or the one who has to have a precise balance of words to pictures. But the Damascene conversions happen and then light up the chat groups and social media feeds where volunteers support each other, inspire each other and share successes. “They can’t wait to tell you
all these breakthrough moments – a child who won’t pick a book for weeks and then suddenly walks in and says, ‘I think I’d like to read this one’.”
Volunteers come from all walks of life and span all ages. Recently more young people have come on board, perhaps due to changing working patterns, more flexibility – and more desire to help others. The majority are 40+ and with a span up to 80+. What unites this diverse group of volunteers is the joy in what they are achieving with each child. “They
“THERE IS EVIDENCE THAT BEING A CONFIDENT AND COMMITTED READER HAS GREATER IMPACT ON A CHILD’S FUTURE LIFE SUCCESS THAN THEIR BACKGROUND”
are all really engaged and enthusiastic, they wouldn’t do it if they didn’t love it.”
Partly due to the pandemic, more training of volunteers happens online, but always with two face-to-face sessions. “We say you can do pretty much all of it in six weeks, assuming you’re available to join sessions,” says Kate Loynes. Once trained and DBS checked, there’s a network of support to ensure volunteers are placed
within the right school and it’s all working out. There’s a great support network –local volunteers often get together for co ee and there are WhatsApp groups for sharing ideas. There’s also a Volunteer Portal with resources, ideas and further training and CPD opportunities. Volunteers typically work with children aged from 3 to 11, adapting the programme to
age and stage – but the majority of young readers fall within the 6-11 age range. Each volunteer commits to at least one session a week and they will be assigned three children for 1:1 sessions within a school.
“It’s up to the school, but sometimes they get the same child the following year because the school knows this is becoming incredibly beneficial for a child who perhaps previously would never put their hand up in class,” says Kate Loynes. Building a love of reading invariably turns into something even more inspiring. Volunteers
find that a book leads to a wider discussion – so they take in an atlas or an interesting article sparked by a conversation weeks ago. Kate Loynes says Coram Beanstalk volunteers help with reading, but also with engagement, as children are inspired to find out more about their world and their interests.
“It’s not necessarily just about the reading, but the reading can make such a di erence in terms of a child’s confidence, their general wellbeing and their whole attitude to school.”
Coram Beanstalk beanstalkcharity.org.uk“CORAM BEANSTALK WORKS IN AROUND 2,500 SCHOOLS AND IT ESTIMATES THAT IT HAS SUPPORTED SOME 220,000 YOUNG READERS OVER THE YEARS”
Literacy and cultivating a joy of reading are subjects close to the new Queen’s heart, and in her first solo engagement since the Coronation, HM Queen Camilla visited Shirehampton Primary School in Bristol to open its new school library. This was the first in a series of 50 special primary school libraries to mark the 2023 Coronation.
The Coronation Libraries Project highlights the vital importance of primary school libraries in developing a lifelong love of reading, and the libraries are being created across the UK this year and next in collaboration with Primary School Library Alliance partners, including Bloomberg.
The reading spaces are being established in communities where children are least likely to have books at home. Many of these communities live in areas the Queen visited when she was Duchess of Cornwall and in her role as Patron of the National Literacy Trust. Each library or reading space is being refurbished, restocked and two members of sta will be trained to manage it and deliver a range of reading activities for the whole school. A commemorative plaque will also be placed in each library.
Shirehampton Primary School’s new Coronation library is also the 500thlibrary to be transformed as part of the Primary School Library Alliance campaign – a crosssector collaboration addressing
the issue of library provision in primary schools. On the day of the Queen’s visit, other attendees included representatives of National Literacy Trust, Penguin Random House, Arts Council England, Oxford University Press, Chase, Bloomberg and The Portal Trust.
For this special event, the Queen joined Shirehampton pupils, as well as pupil librarians and school librarians from 10 other schools involved in the PSLA library transformation programmes, for a ‘draw your dream library’ workshop. It was led by National Literacy Trust’s Lucy Starbuck Braidley, and with input fromformer Children’s Laureates Cressida Cowell and Malorie Blackman. The pupil librarians then accompanied The Queen to their new Coronation library, where Horrid Henry series author Francesca Simon and pupils were taking part in an interactive reading session.
The Queen was presented with the Coronation Collection – a selection of 23 books voted for by over 12,000 children across the UK in celebration of the Coronation –before unveiling a plaque to o cially open the library space for current and future children to enjoy and develop a love of reading.
“Astonishingly,one in seven state primary schools does not have a library,” says National Literacy Trust CEO Jonathan Douglas. “Spaceslike thesewill have a transformative e ect on these schools’ reading – for pleasure, culture and a positive, lifelong impact.”Former Children’s Laureate, Malorie Blackman adds:“Libraries are places of inspiration, and our children deserve nothing less”.
TOP HM Queen Camilla visited Shirehampton Primary’s new library LEFT The Queen joined pupils for a special workshop
PET THERAPIST: COCO
Variety: Chocolate brown Springador (Springer Spaniel-Labrador cross)
Coco joined Wellington College in September 2021 and she's based in the Modern Foreign Languages department with her owner, Head of MFL Dr Rachelle Kirkham. Coco attends all Spanish lessons, greeting students when they arrive and then lying quietly in her bed until the end of class, when she gets up to say goodbye to them all. She can do commands (sit, paw, down, high five, etc) in three languages. Alongside her human pals, she has a lot of toys – Paddington being her favourite – which she's keen to show to everyone. Coco has her own email address at Wellington, where students and sta can request a personal visit.
Coco has a natural aptitude as a pet therapist, says Rachelle Kirkham, and has been in training since she was eight weeks old. She still has regular training visits from experts at CAL (Canine Assisted Learning) and it's hoped she will move from ‘assistance dog in training’ to fully qualified school
assistance dog this summer. "There are lots of assessments both for Coco and me as handler."
So what does Coco add to school life? "She has the best role in the school – basically to help everyone feel happy! Her role is primarily to support the wellbeing of our students by o ering sessions where they can come and play, cuddle or stroke her and talk through things that are on their mind," says Rachelle Kirkham. "Coco is always pleased to see everyone and it takes us a long time to get anywhere."
It's not just students who request meetings. Coco is a regular in sta departments (particularly IT and the Library}. Rachelle Kirkham says there's lots of evidence about the power of stroking a dog to relieve stress – and there's an added benefit in a boarding school, where students may sometimes miss their own animals. Coco is especially useful to students during Year 11 and 12 oral exams. "She goes and sits next to them, puts her head on their lap or paw on their knee and it really helps them at a time of high stress."
As to the joy she brings: there's no question about it. “Even on my worst days, seeing Coco never fails to make me smile and brighten my mood,” says one student. "Coco is the absolute best thing about Wellington,” adds another.
Animals bring joy, calm and even improve learning outcomes. Absolutely Education spoke to schools about their pets' therapy superpowersRIGHT
“HANFORD GIRLS HEAD TO THE STABLES TO HELP WITH THE PONIES, VISIT THE GUINEA PIGS, FEED THE CHICKENS OR WALK A DOG ROUND THE GROUNDS”
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PET THERAPIST: RIO
Variety: Huntaway-Collie cross
Rio is a rescue dog from Bath Cats and Dogs Home who loves nothing more than spending time with people, chasing tennis balls, eating salmon and ear-scratches. Although he had a di cult start to life, his new owner soon recognised his strengths of calmness and balance. Pets as Therapy had Rio assessed as a therapy dog – he passed with flying colours.
Fully qualified, he started visiting Wells on a weekly basis back in 2017 and has been a star member of visiting sta ever since. "Rio is a huge part of the Prep sta ; his presence is so calming," says one member of the team. "The security of his presence and the calmness he brings to all is wonderful. He is also the best listener."
Sta say that the minute Rio enters the classroom, pupils' demeanour changes. After the initial excitement of seeing him, the atmosphere in the room becomes calmer thanks to his presence. They say the children love to sit on the bean bag and read to Rio and he is extremely pleased to lie next to them, listen to their stories and watch their confidence improving. Sta have noticed that Rio also seems to sense when a particular pupil might be having a challenging day and will make a beeline – going to lie by their feet as they complete schoolwork. Alongside his prep duties, he has special visits with a pupil in the senior school who uses this
time as a form of therapy. Rio especially enjoys the weekly 'Walking with Rio' club, where a group of pupils explore walks around Wells, enjoy the fresh air and learn about responsible dog ownership. He also accompanies sta to Claver Morris, Wells' prep boarding house, which is a lovely experience for all boarders, but especially those who might be missing their own pets at home.
Pupils at Wells see Rio as part of school life and a great source of comfort. As one puts it: "When I first see Rio I feel so warm as he’s so flu y and happy – I love dogs so much." Another adds. "I love dogs and especially Rio. I am so happy I still get to see him, even when I am in the senior school. I feel calm and happy when I am with him."
PET THERAPIST: NUMEROUS
Variety: Includes ponies, guinea pigs, dogs and cats
Pet therapy has long been in the mix at Hanford. There are too many names to list, with some 25 ponies, many dogs, one pig, two cats, five guinea pigs and a growing population of chickens (five chicks hatched just recently).
The Dorset boarding school has always been a destination for pony-mad girls, but also welcomes non-riders, who might like to learn or just enjoy pony company. The sheer variety of animals at the school means something for everyone. The animal companions they share their lives with
“WELLINGTON RESIDENT COCO HAS PICKED UP LANGUAGE SKILLS AND CAN DO ALL COMMANDS – SIT, PAW, DOWN, HIGH FIVE – IN THREE LANGUAGES”ABOVE Rio has a calm nature and loves ear scratches
This is where you light your fire find your magic learn to love your mind
Bryanston is a leading co-education boarding and day school in Dorset for pupils aged between 3 and 18.
bryanston.co.uk/yourplace
are a huge part of pupils' enjoyment, and remembered years down the line. Old girls become misty eyed at the memory of their animal friends – and especially the experience of riding before the start of the school day. "I can still remember the excitement of being woken early for a morning ride and having breakfast in riding clothes afterwards!" says alumna Arabella. "My favourite part of school life," adds Harriet.
All the pupils have part of every day left untimetabled. It is their time to do as they choose, whether it's reading a book, playing a game, climbing a tree or building a den. In fact, that's when many of them make a beeline for the animals, heading to the stables to help with the ponies, visit the guinea pigs, feed the chickens or walk a dog around the grounds. The school says it's important that young people not only get the benefits of the animals, but also understand the responsibilities that come with having them around – and that includes mucking out, cleaning out and exercising.
But the extra support they bring is also recognised. "When we have exams and I am feeling super stressed, I run and hug a pony and it makes all the di erence," says one pupil. "The guinea pigs are adorable, so cute and gentle. It is fun to go and visit them with your friends and have a chat – there's such a cosy atmosphere in the stables," says another.
PET THERAPIST: KANGA
Variety: Hungarian Vizsla
At Francis Holland
School, life is made happier by Kanga, a trained therapy dog who belongs to the school's Lead Counsellor Zoe. She has been at FHS for four years, having begun her training as a pet therapist when she was just a puppy. She is considered a key member of the team at ContemPlace, the school's counselling service, working alongside five therapists within the Wellbeing Suite. Students and sta can visit her during the school day for a chat, a pat or to tell her their worries.
Vizslas are renowned for their a ectionate nature, says Zoe, and have earned the nickname 'Velcro dogs' for their loyalty.
Kanga is happy to spread her a ection wide and many girls will come to lie down next to her for a few minutes to boost their mood. Zoe says stroking an animal helps create a sense of calm – particularly useful for any student who is feeling anxious. This helps girls 'reset' their emotional state and the rest of their day becomes much more manageable.
At the beginning of the academic year, Kanga helps pupils starting at FHS to settle in. She's on hand for everyone from Reception children missing their parents to
Year 7 girls feeling overwhelmed by the step up to secondary school. A side benefit is that many friendships are forged when children gather to meet the resident pet therapist.
During exam periods, she is also on hand to save the day, helping to soothe anyone finding the stress too much. One especially popular therapy service is 'walk and talk', where girls take a short stroll round Chelsea with Kanga and a counsellor – often that's all it takes to restore perspective.
Sta say Kanga o ers a good way for some students to explore the idea of counselling. They drop-in to see her and then find themselves opening up to one of the counsellors. They have realised that if you're stroking a dog you don't have to look the person you are talking to in the eye –making it much easier to broach di cult subjects. For all the children at FHS, Kanga is a reassuring confidant. "I love Kanga's ears – they're so soft and they listen to all the worries I tell them," says one. "Visiting Kanga is the highlight of my day. She is unfailingly calm and peaceful," adds another.
“AT THE START OF EACH SCHOOL YEAR, KANGA'S THERAPY ROLE AT FRANCIS HOLLAND IS PARTICULARLY VALUABLE AS SHE HELPS EVERYONE NEW SETTLE IN”ABOVE Pony time at Hanford
Education is evolving. As educators, we must focus on helping to develop the strengths that will determine the success of our children. It is for this reason that we must focus on teaching not only academics, but also soft skills that will enable our children to thrive in the world. The World Economic Forum’s 2020 prediction of the top 25 skills needed globally by the year 2025 included resilience, flexibility, critical thinking and creativity.
Exam results, league tables and university acceptance percentages are all pressures that schools have to contend with to demonstrate their success. But children’s time in school should be about much more than working towards a final test. We need to promote the key skills, the character traits – both interpersonal and cognitive – to help create well-rounded individuals, ready for their journey through life. We also need to provide a broader curriculum, as we know that young people who have a well-rounded education are more likely to thrive.
In prep schools, from the moment children start their education journey, these attributes are being developed. Initially this happens through play and then, more explicitly, through lessons, assemblies and extra-curricular activities. It is about adopting a holistic approach, one which nurtures confidence,
communication skills and self-reflection. It is our job as educators to prepare children for their futures – futures in roles which may not even yet exist – so the character learning is just as important as the knowledge. Surely, to be able to communicate and articulate your knowledge and ideas is just as important as the knowledge that you hold? The World Health Organisation suggests soft skills should be prioritised for the promotion of mental health, and this has never been more important than it is today. The postpandemic picture remains complex and uncertain, so we must help children become fully equipped to deal with the challenges they will encounter throughout their lives.
Teaching soft skills is firmly embedded within Eaton House Schools’ curriculums. We provide children with hands-on learning, a chance to solve problems for themselves, to think critically, to take risks, to make mistakes and experience failure. We encourage every child to be persistent, resilient in their learning, and to be confident to tackle whatever life throws at them.
When we consider our school curriculum and what is important for our children, we cannot help but reflect on traditions and consider what has been in place in the systems of the past. However, as leaders we must be brave, we must be bold and we must be forward thinking if we truly want to provide the best for our pupils, and in doing so, fully equip them for life.
Individual facts and figures may not always be remembered, but the soft skills will remain with children for life. After all, as Albert Einstein said, “Education is what remains after one has forgotten what one has learnt in school”.
Headmistress
The Headmistress of Eaton House The Manor Girls’ School on how education is evolving and why we must focus on helping pupils develop soft skillsABOVE Headmistress Claire Fildes and pupils from Eaton House The Manor Girls’ School
CLAIRE FILDESEaton House The Manor Girls’ School
“We provide children with a chance to solve problems for themselves, to take risks, to make mistakes and experience failure”
My child’s confidence to approach a di cult situation has flourished. They appear to now know that, successful or not, there is always a way forwards.” I have taken this quote from a recent email from a Dragon parent. This particular sentence struck a chord as it has made me question how we measure the impact of important pastoral work.
Pastoral care is at the heart of our school and is an ever-evolving entity, but is it possible to measure something seemingly intangible and, if it isn’t, how can we ensure that the pastoral care we are providing is the absolute best that it can be? Having asked myself and my colleagues this very question, there were three main points that came to the forefront.
First, it is important to remember that pastoral care is part of every result –entrance exams, future school interviews, scholarships, relationships, discussion and debate, demonstration of values, to name but a few. Academic goals and pastoral care intertwine on a daily basis.
The second point that arose was around legacy and impact. As Maya Angelou said: “People will forget what you said, people will forget what you did, but people will never forget how you made them feel”. When supporting pupils, whether as a
teacher or a parent, we can recognise the impact we can have on a child’s day, perhaps providing a space and time where they can feel seen and heard.
The third point was around character development and emotional intelligence. Our PSHEE/RSE curriculums, as well as assemblies and tutor time, are the gamechanging moments where we can support pupils in building positive character traits.
Promoting these personal development skills is critical, and every school can encourage emotionally intelligent individuals who are able to positively influence the future relationships they will have, the industries they’ll contribute to and the way in which they treat the world around them – long after their time at school.
Behind every child is not simply the teacher who imparts knowledge but the teacher who builds connections, settles their nerves and
fosters confidence, lesson by lesson. The world is moving on from the belief that children should learn what they need to, sit the exam, get the desired result, then on to the next thing. Education is not a race, but a journey, and we continue to design curriculums that are holistically driven and in line with our aim: to inspire, encourage and develop free-thinking, confident young people.
So, back to our original question. Maybe it’s not possible to measure pastoral care in the sense of data capture and ticking boxes, but when, together with our Dragon parents, we stand back and look at the children in our care and feel pride as we see them navigating emotionally testing situations openly, confidently and without fear of making a few mistakes along the way, that is when we know we are on to something that really works. Perhaps that is how we can truly measure our success.
Dragon School Deputy Head Pastoral Kath Harvey considers how we measure and judge pastoral impact within our schools
“Education is not a race, but a journey, and we design curriculums to develop free-thinking, confident young people”
KATH HARVEY
Deputy Head Pastoral Dragon School
Wells Cathedral School is a co-educational day and boarding school based in the vibrant City of Wells surrounded by Somerset countryside. DirecttrainstoLondonfromnearbystationsofBath,BristolandCastleCary
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There are moments in the development of a school where a relatively simple change to the curriculum can have a dramatic e ect. Moving from a single-sex to a coeducational sports programme at Ravenscourt Park Prep School (RPPS) was one such moment.
RPPS is a co-ed school on the border of Hammersmith and Chiswick and located on the south side of Ravenscourt Park. We are very fortunate to have access to the park’s facilities, including bookable grass spaces, tennis and netball courts and an Astroturf.
We used to follow a traditional sports programme from Year Three. Boys participated in football, rugby and cricket while girls played netball and rounders. If girls wanted to play football and cricket, they had to join clubs outside school – and an increasing number were doing just that. If we were going to meet the needs and interests of our pupils, we needed to make a change.
In 2016, I put the case for change to the Headmaster Carl Howes and he agreed. The new programme was launched in September 2017. For Years Three and Four, all sports were now played together. There were blocks of time allocated for netball, rugby, football, rounders, cricket and cross-country. After feedback from the children, hockey was added for Year Four. Children in Years Five and Six were given the opportunity to select the sports that they wanted to play each term, and the number of fixtures against other schools increased.
Initially, there were concerns that it would be challenging to find other schools willing to bring along co-ed teams, and also that increasing sporting disciplines would reduce specialist coaching time. Neither concern has been realised. Many local schools have been delighted to provide mixed teams, or to permit our co-ed teams to play rugby against all-boys teams. As for sporting achievement, our U11 Netballers recently qualified for the IAPS finals for the second time in two years. Other teams are frequently placed in local tournaments, so we have not seen any diminution at the top level. What of the other benefits? Children now participate in a minimum of three fixtures per
term, so all represent their school in a team. We have seen a mutual respect for the sporting interests and abilities among the children –playground football involves boys and girls, as does shooting practice at the netball posts. This attitude is also reflected in the classroom – there is never any fuss if boys and girls are partnered up to work on a collaborative task.
With last year’s Euro triumph for the Lionesses, and runner-up positions for women’s cricket and rugby teams in the 2021 World Cups, there has never been a better time to make these sports available to girls. This has also coincided with the emergence of national successes in ‘non-mainstream’ men’s sports. And, in this increasingly co-ed world, why not involve boys and girls together in sport until the age of 11?
“We have seen a mutual respect for the sporting interests among the children – this attitude is also reflected in the classroom”
Chris Bryan of Ravenscourt Park Prep School discusses the positive benefits, on and o the sports field, of a 2017 move to co-ed sports
By LIBBY NORMAN
There’s no more exciting way to bring a good read to life than an author visit, except perhaps an author visit that includes a miniature Shetland pony starring in the actual book. But, as Charlie P. Brooks has discovered, the author will be totally side-lined. “What happens is that I immediately get upstaged and have to try and get their attention. I can see them looking longingly out of the window at the pony.”
Beanstalk is, he says, “surprisingly good” and without that pony mean streak immortalised by Thelwell. She enjoys going out for a ride in her miniature pony box, accepting the attention of enthusiastic children with the graciousness of a naturalborn star. Schools know they are on to a winner with pupils, although there is always the practical issue of live ponies being not even remotely housetrained. Ever resourceful, many get around this
by putting down cardboard or, when the weather’s fine, finding a good outdoor spot for the pony fan club to assemble. Children, of course, see things from a refreshingly open-minded perspective. “She did an enormous poo the other day, which absolutely thrilled her audience,” says Brooks.
The current flurry of pony visits is down to the launch of the third book in this successful series for the 8+ age group, The Super-Secret Diary of Holly Hopkinson: Just a Touch of Utter Chaos. Brooks and his four-legged muse Beanstalk have visited schools from Shrewsbury to Sherborne, spreading joy and lifelong pony obsessions in their wake.
Holly is an old-school comic heroine with hilarious Mrs Malaprop tendencies. “She does take her writing quite seriously. I think she thinks she’s a modern-day Samuel Pepys. She chucks a few words in, just to underline the fact she’s a serious writer. And, as you know, she normally gets them wrong.” Originally this was intended as a means to get a belly laugh
Holly Hopkinson author Charlie P. Brooks has made school author visits irresistible by bringing a central character – Beanstalk – to meet her adoring young fansRIGHT Charlie Brooks and Beanstalk
out of parents, but Brooks finds that children are much smarter than we give them credit for. “Actually, it turns out children are more than capable of getting the joke.”
Children are tough judges of books that they don’t relate to – anecdotally, boys can be more reluctant to warm to female central characters – but Brooks says boys and girls respond equally positively to Holly’s madcap mind. “I’m always at pains to say to the children: ‘do I look like someone who is going to write a book for girls?’ Holly is a really engaging character. Once you introduce them to the book, they can come through that.”
The cast around Holly does a lot of heavy lifting when it comes to winning round all reading persuasions. There’s a pleasingly hapless family relocated from London to the sticks after dad loses his
job, and a magic pocket watch that usually delivers unexpected results in the hands of well-intentioned Holly. And then there’s Beanstalk. The great joke here is that Holly’s grandpa (“the worst farmer in the county apart from Jeremy Clarkson”, says Brooks) had a carthorse in the original draft. “Then HarperCollins said, ‘wouldn’t it be great if you could take the carthorse round to schools’. I looked at them and said, ‘are you mad, that is going to be a nightmare?’.” And so it was that the Beanstalk character morphed into a carthorse foal who turns out to be a miniature Shetland pony – one of many epic farming fails by grandpa.
There’s a double joke in all this for adults in the know because of Brooks’ successful career as a jockey and racehorse trainer, and his close associations with farming and the land. He still breeds a few horses and writes a racing column for The Telegraph. “Stick with what you know is probably where I started,” he says.
“And so, Holly’s mum having quite a high-powered job, doofus dad losing his job. That wasn’t a huge stretch for me to imagine. I’m both Holly’s dad and Holly’s grandpa I suppose – the worst aspects of both!” Even the magic pocket watch was inspired by a timepiece his own grandfather gave him, and which still sits on his desk today.
Brooks’ original motivation for writing The Super-Secret Diary of Holly Hopkinson – described in a delightful HarperCollins short film in 2021 to launch the series – was
his desire to write books he could read out loud to his own daughter. She, as it turns out, is also an able helper when it comes to dreaming up literary ideas and has become a trusted critical reader. “Super critical,” says Brooks. She is also helping him with his next series, now well down the production line, about a sni er dog that loses its sni . This will feature another real Brooks family member –beloved setterpoo Mildred. Too early to start planning school visits yet but, should Mildred the setterpoo agree to go along to meet young fans, the author will, once again, be completely upstaged. Charlie Brooks, it has to be said, is a man who doesn’t seem to mind that at all.
“BROOKS AND BEANSTALK HAVE VISITED SCHOOLS FROM SHREWSBURY TO SHERBORNE, SPREADING JOY AND LIFELONG PONY OBSESSIONS IN THEIR WAKE”
The arts have long been an integral part of British education. From choral singing and drama to music and dance, the arts have the power to engage and inspire students of all ages and they play a vital role in the cultural fabric of the country.
The pandemic underlined the hugely positive impact that the performing arts have on the wellbeing and mental health of young people. I will never forget those first live concerts and productions following the lockdowns. The unbridled sense of joy and accomplishment from our pupils following their inspirational production of Moana was palpable, and only reinforced my strong belief that the arts need to be celebrated and protected within the British education system.
We know that learning an instrument can have a positive e ect on a child’s academic achievement, but it also promotes teamwork, camaraderie, and collaboration. One of my favourite events is our annual house singing competition, which involves every pupil from Year 3-8. Seeing the whole school united in song is truly wonderful.
Participation in Young Voices – an annual series of concerts uniting 5,000-8,000 children each night in arenas around the UK – creates a sense of anticipation like no other event. In a world that can often feel divisive and disconnected, the arts provide a
common ground where individuals can share experiences and connect with one another.
The performing arts also encourage creativity and self-expression. Many pupils arrive at our school with a deep-rooted passion for sport, and all value academic achievement, however, many are hesitant and even downright resistant when encouraged to join an ensemble or production. In my experience, it only requires genuine encouragement and enthusiasm to transform a child’s attitude. When students are given the opportunity to explore something new, it helps them to develop a sense of individuality and self-worth and provides a unique outlet for stress and emotion.
The government’s National Plan for Music Education is an encouraging step towards ensuring schools continue with music provision. However, many agree that there are significant obstacles –including questions surrounding whether current funding is su cient to deliver the
aspirations set out by the plan. Providing a varied programme can often be key to enthusing children – and at Millfield Prep, we are lucky enough to be able to o er pupils access to a host of choirs, orchestras, bands and solo performing opportunities.
For pupils in the surrounding area, we have a recently launched Saturday Morning Music programme. We share our facilities with local primary schools and recently invited several to watch Moana, and with a return visit to watch this year’s production of Matilda. We also visit local care homes and perform to the residents.
The benefits of the performing arts are immeasurable, and we need to work together to ensure that resources and support are available to all schools.
Children deserve the opportunity to unearth a talent and love for music, drama and dance. The positive impact on their development and life experiences is undoubtedly worth the e ort
The Director of Music at Millfield Prep discusses the life-enhancing and lifelong benefits of developing children's skills and opportunities to play and perform
“In a world that often feels divisive, the arts provide a common ground where we can connect”
ELLY STURGES Director of Music Millfield Prep School
Nobody ever said growing up was easy, but these days it can be particularly tough – especially for girls. That’s where Dr Zoe Williams came in, with a desire to create a new guide for the 9+ age group – not just focusing on the physical changes of puberty, but the social and emotional pressures of 21st life. You Grow Girl! The Complete No Worries Guide to Growing Up is the result.
Zoe Williams is a well-placed voice of authority, a London GP, with day-to-day experience of the issues young people encounter. She is also a familiar and trusted medic on our screens, including slots on BBC and ITV shows. Her schedule includes roles with the Royal College of General Practitioners and British Society of Lifestyle Medicine. Oh, and she’s a former rugby player (Blaydon Women’s RFC) and appeared as ‘Amazon’ on Sky 1’s Gladiators. By anyone’s lights – but especially if you’re a girl growing up – that last bit adds up to pretty cool.
She is clear about the challenges girls face today – and they go way beyond the physical changes that make puberty such
a confusing time. “It was really important to me to make sure we included topics that young people are not only interested in but should be aware of,” she says. The book gives all the sound advice you’d hope for (looking after your body and healthy eating), but also covers o everything from building body confidence to being empowered to speak up when something doesn’t seem right.
Williams thinks that the information children are exposed to in real time makes trusted sources and sound guidance more important than ever. “If I think about myself, I had limited access to information.
I could ask my parents, my teachers, find a book or magazine or ask my friends. Whereas now young people can find information on anything online. And they may get good sources of information, or they find information that is incorrect or misleading or dangerous,” she says.
She believes young people today are more attuned to the society in which they are growing up. “I think when we were young, we didn’t feel war and global issues were any of our business, whereas young people do now – and rightly so. They are not just feeling the weight of their personal experience of growing up on their shoulders.”
While You Grow Girl! focuses mostly on supporting children through their own individual journey, it also provides inspiring case studies and guidance to reflect these bigger-picture concerns. These include topical issues such as poverty (food insecurity and period poverty). Williams felt it was important for the book to acknowledge and support people with the most challenging lives.
“People who are experiencing poverty benefit, but actually poverty a ects all of us, so
“YOUNG PEOPLE ARE NOT JUST FEELING THE WEIGHT OF THEIR PERSONAL EXPERIENCE OF GROWING UP ON THEIR SHOULDERS”
A working GP, and a familiar face on TV, Dr Zoe Williams has written a new book designed to guide girls through the physical, mental and social trials of growing up
By LIBBY NORMAN
the more aware we are the kinder and more supportive we can be as a society.”
The book provides thought-provoking, analysis around bullying. “It’s not just about the person being bullied or the bully, we all have the responsibility and an ability to support both the bully and the person doing the bullying. It’s important, at a deeper level, for young people to feel, empowered and to know they have the permission to speak out and do the right thing.”
Sex, mental health and consent are all covered in a sensitive and age-appropriate way, but also with that ‘dip in’ tips and pointers approach that is so useful in helping young people absorb information without feeling overwhelmed. Williams is also excellent on inspiring case studies, including drawing on her own recollections as she was growing up. She gives a great account of how she learned to improve her own body confidence on Gladiators and o ers advice on adopting a
gladiator name and stance in testing situations. “All evidence based,” she says. “Your body language in, say, an interview or a situation where you don’t feel that confident can make a huge di erence to how you come across.”
Body confidence is a major issue for girls as they grow, and she delivers insights about this by talking about her own teenage insecurities and her game-changing moment – in the communal showers after her first competitive rugby game. She had prepared for anything, bringing along a bikini. Then everyone just stripped o and got in the shower. “And there was this sudden realisation that nobody cared what I looked like,” she says. “Everyone is di erent, there is no normal. I wish I could go back and tell my younger self that, and that’s why I’m telling the young people reading my book.”
She thinks that, as adults, we have a duty to approach the whole business of dispensing
advice to young people with care, and also due respect for their intelligence.
“We have to give young people credit for the knowledge they already have,” she says. On areas such as consent and sexual identity, she suggests young people are often more aware than we realise, arguably a bit more savvy on some things than we adults.
“As a parent, teacher or grown up, it’s about saying: ‘you know what, you might know more than me on this. I’ll share what I know, and I’d really appreciate it if you’d share what you know, and then maybe we’ll both end up with more knowledge and be empowered’. What a wonderful thing to do, rather than the parent, the teacher or the doctor always being the educator and the young person always being the recipient of knowledge.”
“EVERYONE IS DIFFERENT, THERE IS NO NORMAL – I WISH I COULD GO BACK AND TELL MYSELF THAT, AND THAT’S WHY I’M TELLING THE YOUNG PEOPLE READING MY BOOK”You Grow Girl! The Complete No Worries Guide to Growing Up by Dr Zoe Williams is published by Wren & Rook, £9.99. ABOVE & LEFT
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Labelling uniforms and equipment is a must. Most schools and nurseries insist you do this, but it’s also the only way to avoid often identical items going into lost property cupboards or home with the wrong child. Losing a favourite teddy bear can be heart-breaking for your child, and if it’s a blazer or school shoes it’s costly for you – and the environment.
My Nametags, the UK’s number one choice for labels, did a study of the scale of the problem and discovered that the typical child loses nine items permanently each year. That’s a lot of stu wasted, but school jumpers, books and stationery are the top three that go missing. The good news is that the right label can stop those important possessions – including teddy – from going astray.
There is a label to suit every item your child takes to school or nursery, and they take just seconds to apply. Ministickers are great for pencil cases and other small equipment, while Maxistickers ensure school bags and lunchboxes can be identified easily. Iron-on nametags are ironed directly onto garments in seconds and mean jumpers, blazers and sports kit come home again. Whatever style you choose, the good news is that it will not budge. Stickers and
Iron-on labels from My Nametags have been designed and thoroughly tested to withstand washing machine, dryer, microwave and daily wear and tear – even in the hands of a small child. Colour stickers are also antibacterial, with a protective layer to kill bacteria and ensure the item, and your family, stay safe.
With My Nametags, you have a brilliant choice of colours and designs. These range from black and white and primary colours to Hello Kitty and Mr. Men and Little Miss designs. If you want to have fun, why not design your own labels? You can pick background, colours and script and then add your favourite motifs – from trains to flowers and unicorns.
My Nametags is trusted to keep families and their possessions together, in fact, their labels are now used in 130 countries around the world, as well as across the UK. Labels are dispatched quickly and represent excellent value (from £13.95 for 56 labels). Many nurseries and schools have also signed up to the My Nametags fundraising programme, which enables a PTA or ‘Friends of’ group to receive 24% of every order total. It’s easy to sign up and earn extra funds for your school or nursery on the My Nametags website.
To find out more about My Nametags, visit mynametags.com
My Nametags o ers fun and practical labels to suit every type of clothing and kit, saving time, money and waste
Our experts answer your questions on school fees planning and yoga for a calmer family life
QWe are starting to plan a savings pot to pay for future school fees. Can you advise on some areas to consider?
AEvery parent I speak to wants to give their children the best education – and often this also extends all the way to wanting to assist with the increasing cost of university.
Everything you save is going to need to work very hard. The average cost of school fees per child is now £20,480 a year for day pupils, and £34,790 a year for boarders (source: Schoolfeeschecker 2022). It is prudent to factor in at least 5%
fees increase per year, plus other expenses such as school trips and uniforms. A good rule of thumb is to build in an additional 10% per year. The scale of fees and commitment can seem daunting, but private education can be a ordable provided you plan properly and give yourself as much time as possible to save. Here, financial advice can be useful in helping you to make the right choices about the most tax e cient way to achieve your goals.
In general, parents looking to fund school fees fall into three camps: those who have a lump sum to invest; those who can pay from their income and parents who are planning ahead. Building the kind of capital you need is best done over a number of years. One such option is using your annual ISA allowance, which means you can save up to £20,000 a year before tax – £40,000 if you’re a couple. Once you have used your ISA allowance/s, you can also save up to £9,000 into Junior ISAs a year for each child.
However, putting money into a savings account, or a cash ISA, is unlikely to give you the returns needed. Investment in stocks and shares, including Stocks and Shares ISAs, provides the potential to outperform cash holdings, especially
over the medium to long term. Like all stock market investments, it can carry more risk, but has the potential to give greater growth over time.
Points to note are that the value of any investment will be directly linked to the performance of the funds selected and the value may fall as well as rise. This means you may get back less than the amount invested. An investment in equities does not provide the security of capital associated with a deposit account with a bank, building society or a Cash ISA. Also remember that the favourable tax treatment given to ISAs may not be maintained in the future if there are changes in tax legislation.
In considering your options, taking expert financial advice is a wise move to determine what level of risk you feel comfortable with. Doing your homework and seeking out trusted, expert advice from a financial advisor is always the key to long-term investment success. And what better investment could there be than in your child’s future?
To receive a complimentary guide covering wealth management, retirement planning or Inheritance Tax planning, email Dipen.Tanna@sjpp.co.uk
“PRIVATE EDUCATION CAN BE AFFORDABLE PROVIDED YOU PLAN PROPERLY AND GIVE YOURSELF AS MUCH TIME AS POSSIBLE TO SAVE”
Children’s yoga teacher and founder of Inner Child Yoga School
QMy son is so full of beans we're looking for ways to channel his energy positively and help him to focus on why it's good to relax. I've heard yoga can help – can you advise?
AYou are absolutely right that yoga is a super tool for helping children channel their energy and to help them self-regulate. Yoga not only has physical benefits, such as building strength, balance and coordination, it also improves quality of sleep and is great for children’s mental health. One
of the greatest powers of yoga is that, by moving our bodies into the specific poses, we build our mind-body connection and children can let out their energy but also calm their minds. It means that even the bubbliest children are able to really settle into relaxation at the end of practice. There are lots of great yoga classes for children popping up (just check the instructor is properly trained in children-specific yoga) but it’s also great to practice at home. Yoga can be practiced anywhere with little or no equipment – and alone or in a group – this makes it hugely empowering. I recommend teaching children the sun salutation sequences as a warm up. They usually really enjoy these flows, and they help to stretch and warm the body. You can then move
on to whichever poses your child enjoys most. Balancing poses such as tree pose and warrior 3 are great options for building focus, while grounding poses such as child’s pose and legs up the wall pose can help children feel peaceful and safe. It is really valuable to share breathing techniques with children, which can also help them regulate their emotions. The wood chopper breath is really easy to do and very energising while the Humming Bee Breath helps soothe the vagus nerve, calming children down. For further inspiration, there are resources over on my website to help parents and teachers share yoga with children.
innerchildyogaschool.com
“BY MOVING INTO SPECIFIC YOGA POSES, WE BUILD OUR MIND-BODY CONNECTION. CHILDREN LET OUT ENERGY BUT ALSO CALM THEIR MINDS”
With the long summer to come, two books are o ering insights and inspiration to help young people find their creative zest and go for it
Creative spark is something we all want to nurture in our children. But how do we give them the tools and the courage to have a go? This is where two new books, aim to help. Both authors came at this from the standpoint of: ‘what is the book that would have helped me at this age?’.
For Joe Haddow, it was about giving children creative licence. “When I was much younger, at about the age this book is aimed at [8+], I thought art was something you draw and paint and stick on the wall. And I also thought you had to be good. And when I say that I mean trained and then told that: ‘you are an artist’.”
Haddow is most definitely into the arts in its widest sense, with a day job as producer of Radio 2’s wildly successful Book Club and a passion for (and collector’s knowledge of) art, as well as a lifelong obsession with music – especially drumming. Even so, he says he wishes he’d realised in his younger years that art encompasses so much more than stu on the walls or formal training to pass exams and then go pro. “I just love the idea that we can be creative, as kids, as adults, whenever we want – for no reason whatever.”
Art is Everywhere helps children to see the creativity all around them. Also, it aims to help them recognise this is something they can do for themselves and always have an opinion on. That includes not liking everything that other people revere. Haddow nails his colours to the mast early on by using the Mona Lisa as an example, telling his young audience that this is not the Louvre picture he’d give wall room to. Indeed, the mysterious lady is rendered sporting a rather fetching moustache (ably drawn by illustrator Ellie Hawes) to prove the point. Haddow then contrasts that with one of his favourite contemporary artists, Jon Key, explaining why he loves his artworks and his style.
From there, Art is Everywhere pulls out other strands – from comedy to dance to music to acting – with examples including Tim Minchin,
Rosie Jones, Banksy and Matthew Bourne. There are sources for each name featured so children can find out more – then maybe find their own milieu as a maker and a lover of art.
Laura Dockrill is well known as author of children’s and young adults’ books, but it was the postpartum psychosis she experienced after the birth of her son (shared in the brilliant 2020 book What Have I Done?) that underpins her new writing guide for young people.
You Are A Story was first suggested by her editor. “I’m not going to lie to you, I thought ‘that sounds very audacious’,” she says. “I don’t have the qualifications or the skills to write about writing.” She is, in fact, an old-timer as a successful performance poet and author – also attuned to young people’s psyches through book events and workshops. Nonetheless, she didn’t come to writing via the standard pathways herself and was easily able to recall her own sense of what a writer was. “When I was at school, the only writers we studied were dead men. I never thought I’d have a chance to be a book with a barcode on the back of it because I thought: ‘I’m a live girl’.”
That recollection was one of the book’s inspirations, along with the therapy that writing What Have I Done? became. For that groundbreaking book, with her baby nestled against her shoulder, she had started with small bursts, but these became chapters, and she ended up with 250,000 words written on her phone. The process was profoundly therapeutic. “I would physically feel my recovery – filling up, like a cup. I could feel myself coming back,” she says.
She could see how this same power could work for young people – so often struggling to express themselves, to be heard. “Then, I just tried to imagine my 12-year-old self and thought: I’m just going to write for them.” And the book does, chapter by chapter, explaining the process but also encouraging young people to recognise that their voice counts. Dockrill knows writing is really important – she thinks it helped save her – and she wants to pass on the tools and the strength.
There’s advice on finding your voice, seeing and playing with material and lots of practical tips to keep at it and believe in the worth of what you are doing. “Quite often it’s just them thinking they are not important, their opinion is not valid, that nobody will care,” she says. The book sets out to show them the reverse is true. “Thank god we can communicate – how fortunate we are – if we don’t mind having that really vulnerable and open conversation. I think that needs to be shared more and encouraged,” says Dockrill.
“The quietness of writing is so crucial for our health,” she adds. “It’s broader and more creative than that, actually. It could be playing an instrument or dancing or boxing or cooking. It is whatever it is that gives you peaceful one-on-one time. And that’s the thing with mindfulness, we think that it means meditation, but it just means checking in with yourself.”
Art is Everywhere by Joe Haddow (UCLan Publishing, £7.99).
You are a Story by Laura Dockrill (Hot Key Books, £7.99).
“I JUST LOVE THE IDEA THAT WE CAN BE CREATIVE – FOR NO REASON WHATEVER”BELOW Joe Haddow and Laura Dockrill
by Sarah Walden
Illustrated by Mr Griff
NOODLE JUICE, £12.99
Sheep and his friends join young chefs on the journey to learning key cooking skills and delicious recipes. As you'd expect, there are traybakes and muffins, but also a masterclass in perfect shortcrust pastry, divine cheesecake and breadmaking – and with dairy and gluten free options, too. Useful guidance on essential equipment and getting started are included, along with simple step-by-step instructions. And there are some yummy recipes – from Key lime pie to stromboli.
From fun guides to maths and baking and a pair of Georgian girl sleuths to vicious villains and a grumpy dragon, our pick of great reads for the long summer ahead
Illustrated by Elina Braslina
MAMA MAKES BOOKS, £12.99
Written by Scottish Teacher of the Year and musician Chris Smith, this book is based on the lyrics of the Tom Lehrer song. The book came about thanks to a lockdown musical tribute to the American satirist (and mathematician) that Smith devised with friends – it went viral. This is fun and practical maths, with questions, lots of everyday examples and exercises for young readers to try to deepen knowledge and understanding. There's a useful glossary and parents' notes section at the back.
Illustrated by Harriet Lynas
NOSY CROW, £14.99
This foodie celebration explores what is on the menu for breakfast, lunch and dinner across the world. From baguettes to biryani, there's a terrific spread, and with information about how staples such as maize, rice, bread and noodles appear in di erent guises. Spices, herbs, vegetables and fruits are in the mix, and with information on meat, dairy, fishing and future foods. Fascinating facts –what's in a lunch box around the globe and di erent types of ice cream – are gourmet details children can savour.
by J.T. Williams
Illustrated by Simone Douglas FARSHORE, £7.99
The second in a mystery series by J.T. Williams (the first was shortlisted for the Waterstones Children's Book Prize), this period pleaser is set in Georgian London. Williams based the action around two real Londoners of that era – Dido Belle and Ignatius Sancho – and our heroines are united by a love of detective work. This time, the girls set o on the trail of a stolen painting, only to discover a tangled web of conspiracy and corruption spreading out across the streets of the capital.
8+
by Mark Dawson and Allan Boroughs Illustrated
The third of the 'The After-School Detective Club' books reunites Lucy, Max, Joe, Charlie and Sherlock the dog. Max is horrified when he has to go on a weekend camping trip for his Duke of Wellington award – only made bearable when his pals agree to join him. They make a friend called Byron and camp out in woods near his home. But then Byron disappears, and it's almost as if he's been kidnapped by a UFO. Dawson writes adult thrillers too and this gripping middle-grade read includes classic whodunnit twists.
On the island of Egg, a group of young puffins are in training for a search and rescue team. There's Muffin, following in her father's footsteps and anxious not to let him down. Young Tiny has eyesight problems but is determined not to let that stop him, while Forti seems over-confident but is really just desperate to impress. This opener to a new series for young readers combines an engaging cast with lessons about teamwork, resilience and finding your wings.
by Britta Teckentrup PRESTEL, £19.99
Britta Teckentrup's beautiful illustrations and poetic text mark her out as one of the most distinctive voices in children's literature. The Swing tells a story about the passage of time, friendships and memories, using a swing on a hill overlooking the water as its centre. It's a book to read aloud to children and let them return to as they grow – and her richly detailed collage paintings of the swing and the characters who pass by make this a book to treasure.
UCLAN PUBLISHING, £8.99
Billed as the perfect choice for I Capture the Castle fans, Joanna Nadin's new coming-of-age novel is set in the Roaring Twenties and follows the lives of the eccentric Mannering sisters. They live in Radley Manor with grandma and a pet sheep, and in a state of genteel poverty since their father's untimely death (survived the War, run over in Whitehall by a dustcart). It's written in diary form by Panth, and her dramatic turn of phrase and yearnings for high-life experiences – romantic ones especially – make this a satisfying romcom with an endearing female cast.
by Andy Seed
8+ by Gabriela Houston
UCLAN PUBLISHING, £7.99
Gabriela Houston's The Wind Child duology concludes with this fast-paced adventure about Mara, the granddaughter of the God of Winter Winds. Having defied the laws of gods and men, she and Torniv, her shape-shifting friend, are on the run. Their enemy is Koschei the Deathless, who will stop at nothing to destroy them. Inspired by the ancient folklore and vast forests of Eastern Europe, and the author's Polish homeland, this is a gripping yarn about all-powerful beings and monsters, and with positive messages about courage, friendship and loyalty.
Andy Seed had a lot of fun creating this set of entirely fictional interviews with celebrated baddies through time. Subjects include the infamous pirate of the title (unsurprisingly, his first answer is: "Arrr", although not for the reasons you might think). Others in the mix include Emperor Nero, Guy Fawkes, Vlad the Impaler, Bonny and Clyde and fearsome female pirate Zheng Yi Sao. You find out what happened next to each of them, plus there are maps, illustrations and a quiz and glossary at the back.
Approximately 1 in 4 children leave primary school unable to read at the expected level.1
Coram creates better chances for children. Our specialist reading charity, Coram Beanstalk has supported over 250,000 children over the last 50 years through dedicated 1-2-1 reading support. Find out how you can help children get back on track to a bright future at coram.org.uk
1.Now the whole school is reading: supporting struggling readers in secondary school. Ofsted Report. *Images, names and some of the details of the children mentioned have been changed to protect their identities. Funds will be used where the need is greatest. Coram Campus, 41 Brunswick Square, London WC1N 1AZ Phone: 020 7520 0330 fundraising@coram.org.uk www.coram.org.uk
The Thomas Coram Foundation for Children (registered charity no. 312278) was established by Royal Charter in 1739.
“Reading is more important than any other thing.”
Jacob*
by Hannah Peck PICCADILLY
The third in this illustrated series about a female newspaper reporter and her sidekick mouse Rupert, The Headline Hoax sees Kate invited. to the HQ of The Lookout Post to help her idol, reporter Catherine Rodriguez. But when she gets there, this dream assignment turns sour. She discovers that all is not as it should be because someone is tampering with stories and the famous paper might even be forced to close.
Ably assisted by Rupert, will she solve the mystery, catch the culprit and make the scoop of the century?
by Georgia Byng
Illustrated by Angela Cogo UCLAN PUBLISHING, £7.99
Under the light of a magical milk moon on a quiet farm near Stonehenge, a boy calf is born. Albi has no idea just how special he is. A few miles away lives Rufus, a human boy who has no friends and no one who loves him – he will do anything to find the family he never had. And so each of them embarks on an incredible journey that will span continents and reveal a world they never imagined – and perhaps explain the special connection between them.
Timir may look like a puppy most of the time, but every so often Luma's pet turns into a baby dragon – a perfect starting point for a book to engage young animalloving readers. There are two stories here to introduce our characters. In the first, Timir gets very grumpy when Luma's friend comes round to visit and decides to cause trouble. In the second, our duo set out on an adventure to track down another missing dragon. Easy-to-read text and fun illustrations bring both tales to life.
A book made for reading out loud, Silver Linings tells the story of Pip and Parker, next door neighbours who are such great friends they don't even need to talk to communicate. Parker always sees the silver lining and knows just how to console Pip when her crayon breaks or rain threatens to stop play. But when Parker makes a mistake and feels sad, will Pip be able to do the same? A simple text and lovely drawings tell a story of friendship and looking on the bright side.
4+
Illustrated by Loretta Schauerl WELBECK FLAME, £6.99
My two previous holidays to Sardinia did not go well.
The first was in 1977 as part of an annual exchange with a French family. I was 12, lonely and lost to the language of my hosts and the country, so two weeks in paradise felt like hell. But then I fell for a pretty Italian girl with a perm.
One problem – she was 15 and I looked about 10. Oblivious to the fact that I had no chance, I researched the vocab’, then blurted out the immortal words in the hotel’s junior disco: “Ti amo!”. I love you, no less. I deserved a passionate kiss for courage, but she muttered “Grazie,” and patted my arm as if consoling the recently bereaved. Sardinia unfairly su ered for this rejection.
I ventured back there in 2014 with my wife, Emma, and our son, Joseph, but this trip was ruined by a rotten apartment in the middle of nowhere. We spent most of the week in the car getting lost. Sardinia got the blame again.
But today my love a air with this jewel of an island has finally blossomed. I am stretched out on the netting at the bow of a 1927 wooden sailing boat called Pulcinella. Our energetic and chatty deckhand Leonardo has just released the burgundy sails and we are gliding across the most exquisite turquoise sea I have seen this side of the Maldives.
Joseph, now 14, is next me and staring out in silent awe at the islands of La Maddalena Archipelago in the far north. Emma is sipping chilled Vermentino local white wine beneath a canopy. This is the last day of our holiday and, without doubt, Sardinia has delivered la dolce vita dream. Mama mia, where to begin?
In summary, Sardinia has everything: perfect weather, endless sandy beaches, crystal-clear water, delicious cuisine and a friendly welcome wherever you go. It is blessed with charm, authenticity and variety. You can slump under the sun and do nothing, or you can venture o to explore local culture and discover something historical or rustic. Amazingly, all this is just two hours from Gatwick.
We have been in the embrace of Delphina, one of Sardinia’s most respected hotel groups. It was founded in 1992 by two Sardinian friends – Francesco Muntoni and Salvatore Peru –
and is still run by both men and their families. Today, it has eight properties scattered across the north. It repeatedly wins a clutch of awards in the annual travel biz Oscars, not least the prestigious 2022 title of World’s Leading Green Independent Hotel Group.
All hotels are run on 100% eco energy and follow an impressive list of planet-friendly initiatives. There is no greenwashing here. Delphina is also driven by using all things Sardinian, from local food and sta to the handwoven wicker bins and rainbow rugs that add splashes of colour throughout the hotels. Even the tiny bright mosaic tiles that are carefully inlaid everywhere are hand-painted and kilned locally.
Our trip began with two nights at Cala di Falco, one of Delphina’s smaller hotels on the famous Costa Smeralda. Its simple
tranquility is an ideal place to quickly decompress from London stress. The sea is just across a track from the pool and the lively town of Cannigione is a 15-minute stroll. Perfect for an aperitif or dinner.
From here, we drove north to the oasis of luxury that is Valle dell’Erica, a fivestar resort in the Gallura region. This sits discreetly in 28 hectares of unspoilt hillside studded with huge grey granite boulders and swathes of wild flowering bushes and herbs.
Erica is bordered by the most gorgeous coastline that looks out to the islands of the archipelago and Corsica. Our first few days drift by in easy, self-imposed seclusion. We hit La Licciola beach most mornings, then retreat in the afternoons to one of the many swimming pools (all salt water), or the spa. Then we have one last sun-downer dip in
the small private pool by our luxury duplex room on the hill before changing for dinner.
One recurring treat at Erica is undoubtedly the food. From day break to nightfall, it is sensational and never falls short. Instead of tables of pre-prepared food, there are multiple chefs on hand to cook freshly and to order for you. Whether it is the huge catch of the day, langoustines, fillet steak, lamb chops, pasta, seared tuna or octopus, nothing is too much trouble. These aren’t bu ets, they are banquets.
It is hard to tear yourself away from the dell’Erica resort, but we did set o exploring on many occasions. We visited Porto Cervo, the mecca for glitz where superyachts drop anchor, browsed the street markets at Palau, and wandered among the stone houses in the old village of Aggius.
An unforgettable day for me was hiking with Jospeh at the most northerly point of the island at Santa Theresa Gallura –stupidly, during the midday sun. We picked our way over and between enormous shapes of granite that looked like dinosaur vertebrae until we reached the sea. There, we dipped our tired feet in the cool water and sluiced our burning faces, to then gaze at the coast of Corsica seven miles across the Straits of Bonifacio. Wonderful.
It had taken me 45 years, but it felt good to put my hand on my heart and say: Sardinia – ti amo!
delphinahotels.co.uk
“WITHOUT DOUBT, SARDINIA HAS DELIVERED THE LA DOLCE VITA DREAM”
Pebbles, seashells, feathers – small children are magpies in their desire to pick up stu . But that endearing toddler habit soon morphs into a covetous streak, with ankle-breaker metal cars and trains, sinister Minions or dishevelled Barbies surrounding you on all sides. Their trophies consume space and cash, so here’s what you need to know.
It’s absolutely normal, with most children starting their collecting journey as toddlers.
Psychologists have speculated that they are tuning into the early humans’ gathering instinct when they pick up natural objects – pebbles, feathers, fallen leaves – on their travels. This is also pattern spotting behaviour as they become curious about their world.
As they grow, there tends to be a price tag attached, and the crazes may come and go in rapid succession. Toy companies are, of course, well aware of what to make to appeal to their youngest consumers and it’s often shiny and plastic. If there’s a TV show or YouTube video attached, you have little chance of winning this battle, however tawdry the objects of desire.
You may hate what they are collecting, but it’s usually better to support it, within limits. Usually the child who collects will also be sorting, using and inventing, too, so these objects form part of their imaginative play.
Once they find their feet at school, being in tune with the latest crazes (spreading like wildfire, as we all know) becomes a means of fitting in with peers, but also establishing their own identity – the child who collects something is making their own choice.
There may be trials when you loathe what they love (a house full of menacing Huggy Wuggy soft toys anyone?). The older they are, the less able you are to influence their taste – peer-group crazes rule – but talking about the things you collected (football cards, Sylvanians or Lego, say) to try and nudge them in a more wholesome direction is worth a shot.
However horrible the stu cluttering your home may be to you, collecting it is a source of comfort to your child. Console yourself with the fact that what they buy can usually be swapped, gifted or even sold on to pay for the next craze. Of course, if they do happen to look after their treasured collections (including the boxes they came in) there’s always the distant possibility of earning a small fortune on eBay down the line.
It starts with a few pebbles or feathers, and before you know it your house is rammed with stu , so what is collector mania about?
“CONSOLE YOURSELF WITH THE FACT THAT WHATTHEY BUY CAN USUALLY BE SWAPPED, GIFTED OR EVEN SOLD ON TO PAY FOR THE NEXT CRAZE”
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