Absolutely Education Prep & Pre-Prep Summer 24

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CONTRIBUTORS

Amy Wallace

Principal, Queen’s Gate School

Amy Wallace became Principal of Queen’s Gate in September 2022, joining from St Catherine’s, Twickenham, where she was Senior Deputy Head. She studied History at Cambridge, before completing her PGCE at Oxford. In this issue, she discusses Queen’s Gate’s long tradition of giving to charity and community and the benefits this brings.

Momoko Abe

Illustrator and author

Momoko Abe’s father was a writer, and her grandfather was a poet, so she grew up in a house full of books. Her love of visual storytelling brought her to the UK to study filmmaking. In Making of Me, she describes growing up in rural Japan, her lifelong passions for baking and ballet, and why she loves writing for children.

Carl Howes

Head, Ravenscourt Park Prep School

Carl Howes studied at Cambridge and Exeter, working at schools in south-west London before becoming Deputy Head (Colet Court) at St Paul’s in Barnes. He joined Ravenscourt Park as Head in 2015. In this issue, he talks about the broad value of community initiatives in building children’s sense of agency.

From the EDITOR

Early summer brings trials – but with exams out of the way and the holidays to look forward to children have time to explore the world beyond the school gates. Fitting then, that in this issue we consider the importance of involving them in society and community. What struck me most is how schools

At its best, sport is also about thinking of others (team, school, nation). For our cover feature, we spoke to Millfield Prep (page 18). Sporting prowess here needs no introduction, but what is interesting is how the school employs it within a whole culture of supporting children, body and mind, and helping them find and grow their ‘brilliance’. Brilliant was the word that struck me when I read Jen Wallace’s Dinosaur Pie –

“CHILDREN YEARN TO MAKE A DIFFERENCE, AND GIVING THEM A PLATFORM TO THINK BEYOND THEIR OWN LIVES BOOSTS BOTH WELLBEING AND THAT SENSE OF AGENCY THAT IS SO IMPORTANT ”

contributing to our Giving Back feature (from page 40), and other articles around the same theme, all say that doing good brings benefits beyond the vital work of helping others. Like adults, children yearn to make a di ference, so giving them a platform to contribute and think beyond their own lives boosts both wellbeing and that sense of agency that is so important to personal growth.

my pick of the summer – so it was a real pleasure to talk to this newly published author (page 32). Learning more about her inspiring journey is a reminder – if ever it were needed – that talent shines when it’s given time and support.

Libby Norman EDITOR

CONTE SUMMER 2024

10 SCHOOL NEWS

Out and about in the world of education

15 HERO REMEMBERED

Eltham College celebrates Eric Liddell

17 SCHOOL DINERS

An inspiring startup operating from a York school kitchen

18 WINNING WITH SPORT

Millfield Prep School has exceptional sporting prowess – all part of a culture of finding 'brilliance'

pre-Prep

22 FIRST CHOICE

Finding an early years setting is never easy – here are six pointers to help parents make their choice

26 SUCCESS STORIES

Author Camilla Reid on why reading together early and often is critical to your child's future

31 INTELLIGENCE THINKING

QE on introducing AI to class and making the very most of its power to enhance learning

32 PIE SHARED

A brilliant first novel from Jen Wallace tackling themes around not fitting in

40 GIVING BACK

Three schools discuss how supporting community works and why it develops young people's strengths

PAGE TURNERS

Anthea Turner and Wendy Turner on their revived series about a whiskered underground world

MEETING NEEDS

Queen's Gate School on supporting those in need and building social awareness

WELLBEING IN ACTION

Kew Green Prep on the critical importance of a broad curriculum through the dark days of 11+

BUILDING LEADERS

DOYRMS on developing skills for success in life, in and out of the classroom

ASK THE EXPERTS

Your education questions answered

Libby

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The

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Chicago

Understanding

ART

Pawel Kuba

SENIOR

Mike Roberts

Suzette Scoble

Carmen Graham DESIGNER

Mariana Suzuki

Danica Brodie

Jerrie Koleci

Alexandra Hvid

DIRECTORS

Craig Davies, Leah Day, James Fuschillo

NON-EXECUTIVE DIRECTOR Alexandra Hunter

MANAGING DIRECTOR

Sherif Shaltout

SCHOOL NEWS

HEAD START

Jonny Gilbert becomes Headteacher of The Roche School in Wandsworth in September, He joined the school as Deputy Head 10 years ago and will succeed Vania Adams, who is retiring a er 14 years at the helm. The new Head will continue to champion the Spanish Bilingual stream, successfully introduced two years ago.

Wisden winner

Tonbridge student Ollie Sykes has been named the Wisden Schools Cricketer of the Year. A 2023 leaver, he received the iconic accolade at a ceremony at Lord’s in April– becoming the first Tonbridgian to earn this title. Ollie distinguished himself by scoring 935 runs and took 30 wickets for Tonbridge in the 2023 season.

Organ star

King’s Ely student Thomas Strudwick has been named ‘Intermediate Class’ winner of this year’s Young Organists’ Competition. A former Ely Cathedral Chorister, Thomas joined King’s Ely Prep as a Year 4 pupil and also plays piano and cello. Praised by the competition judges for his skill and composure, he only started playing the organ in October 2022.

Bear hug

An installation inspired by Winnie-the-Pooh’s new Tales from the Forest has landed in Ashdown Forest. The ten-foot ‘Tree of Trees’ uses recycled wood from the forest, with 1,400 leaves contributed by children. Ashdown Forest, publishers Farshore and project company Ootiboo designed the literary addition.

GIVING SPIRIT

Felsted School hosted its first Giving Day in April, raising over £115,000. Coinciding with its 460th anniversary, the event brought together the school community for 36-hours of fundraising activities and challenges. The school’s goal is to offer full-fee boarding support to an additional ten sixth form boarders every year.

CULTURE GAP

A report from the arts charity Cultural Learning Alliance (CLA) highlights what it describes as the ‘enrichment gap’ in school arts education. It points to a decline of 42% in arts GCSE entries since 2010. Hours teaching arts subjects have decreased by over a fi h (21%). CLA is calling for a seismic shi in approach, so that all UK schools deliver an Expressive Arts education to children and young people.

Chelsea opening

Francis Holland Preparatory School opens in Chelsea from September 2024. Known as Francis Holland Prep, the new school will inhabit an impressive and spacious Victorian Grade II listed building that includes the old Chelsea Library. Facilities include a school hall with staging, a specialist science lab, an art room and an extensive outdoor play area.

NEW LEAD

Dr Clare Ives succeeds Martin Priestley as Head of The Leys in September 2025, when it also celebrates its 150th anniversary. Currently Senior Deputy Head of Sevenoaks, she will be the first female Head at the Cambridge school. She says: “As a bursary recipient, and first-generation university student, I am passionate about the transformative power of great education”.

RUNNING STRONG

Pupils from Dame Bradbury’s Junior School in Saffron Walden, part of The Stephen Perse Foundation, represented Uttlesford district at the Essex Primary Cross-Country Championships, having triumphed in both town and district heats. Standout performances included a Year 3 First from solo runner Ruby. The Year 5 Girls team also secured a County Team title.

SCIENCE ADDITION

Plant biologist Professor Sarah Gurr returned to The King’s School, Canterbury, where she was a pupil in the 1970s, to open its Rausing Science Centre. This adds six state-of-the-art labs and a science auditorium, to be used by pupils and to host community science events.

Positive lesson

St John’s College School, Cambridge Year 8 students were asked: “How do you view stressful situations – as a challenge or a threat?” by sports psychologist Helen Davis. Her inspirational ‘Think Believe Perform’ talk centred on building self-awareness and other tactics of positive and effective thinkers, both in sports and in other areas of life.

EARTH TO NO.10

Children from Manchester, Wales and London celebrated Earth Day at 10 Downing Street, enjoying sessions led by ZSL (Zoological Society of London). Lessons at 10 is an initiative set up by the PM’s wife Akshata Murty. Children honed their bug ID skills in the gardens and joined workshops about UK wildlife conservation and ZSL’s work overseas.

MIDDLE WAY

Bromley High School GDST has introduced a Middle School phase for Year 5-8 to support the primary to secondary transition. This is designed to counteract the decreased self-esteem o en experienced by girls moving to senior level. Its new personalised approach aims to alleviate anxiety and give every pupil a clear flight path for learning and personal development.

Co-ed shift

Moulsford Prep in Oxfordshire is making a full shi to co-education and will welcome girls into year 3 in 2026. Its pre-school is already co-ed. Chair of Governors Edward Boddington says: “Societal changes form the background to this decision, with families, including many Moulsford families, increasingly seeking to educate their children together and in a co-educational environment”.

Deep dive

As part of its Futures Programme, Windlesham House Prep hosted Royal Navy Divers from Delta Diving Unit 2. They detailed their work defusing explosive devices and clearing sea mines, as well as special ops work. Pupils had the opportunity to try out specialist diving kit, robotics equipment and a drone.

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HERO remembered

Eltham College marked the centenary of Eric Liddell’s Paris Olympics victory with an epic fundraising run

At the 1924 Paris Olympics, Scottish-born runner Eric Liddell, a recent student at Eltham College, won gold in the 400m final. Shortly afterwards, he followed his vocation and became a Christian missionary. A century on, students at Eltham College have marked his life and achievements with an almost 700-mile fundraising run.

A boarder at Eltham College from 190820, Liddell won the school’s Blackheath Cup for best sportsman and captained Senior cricket and rugby teams. At University of Edinburgh, he was selected for the national rugby team, distinguishing himself in the 1922 and ‘23 Five Nations. Liddell’s Olympic gold in 1924 – alongside that of 100m gold medallist Harold Abrahams – inspired the Oscar-winning 1981 film Chariots of Fire. This details

the two athletes’ achievements, and also Liddell’s refusal to run the 100m on a Sunday. One scene in the film remains fresh for many viewers – the great athletes running on the sands at St Andrews.

This helped inspire the end point of an extraordinary venture by Eltham College.

In early June, 12 students completed a week-long run between Paris and Scotland on the beach at St Andrews. Eltham College students had been joined by pupils from St Leonard’s School, which is located in the Fife town. The 12 runners had set o from the British Embassy in Paris and the relay was organised so that each student ran for approximately 30 minutes before handing on to the next runner in a continuous

cycle to cover the distance. Their run ended in Edinburgh with a reception at the French Consulate. This was then followed by the concluding run along the beach at St Andrews, where the 12 runners joined the town’s annual fundraising 5k Chariots Beach Race along West Sands.

Eltham College runner Bleddyn Mottershead, 17, says: “Although Eric Liddell had many sporting successes, he still stuck to his principles. He turned away from the fame and fortune that he could have had to become a missionary. We have focused on his values a lot in preparing for this event”. Deputy Head Co-Curricular James Willatt says: “We are incredibly proud of the students... I don’t think they quite realise what they have achieved”.

Students have run in memory of a great man and also hope to raise £24,000 for three charities – Personal Best Foundation, Mary’s Meals UK and The Eric Liddell Community. Donate at eltham-college.org.uk – search ericliddell-100 – or via @run4eric

ABOVE Running their final 5k at the Chariots Beach Race

BELOW Eric Liddell as Senior rugby captain

SCHOOL DINERS

A York startup is delivering new style takeaways – straight from the kitchens of a primary school

School dinners have taken on a whole new meaning with the arrival of School Kitchen at Carr Junior School in York. The school, part of the South Bank Multi Academy Trust, is lending the startup its catering facilities on weekday evenings and at weekends to cook up takeaways. The idea is to turn an underutilised asset into a revenue earner with a conscience – the school gets revenue and other perks in return.

So far, School Kitchen is o ering dine-at-home customers an evening menu featuring Sri Lankan, Mexican, Thai and Spanish tapas. Customers are

able to mix and match their order, just as they do with the well-known delivery services, but there’s a big di erence here. Billed as ‘the takeaway that gives back’, School Kitchen is set to run cooking demos for pupils as well as providing apprenticeships for local school leavers and jobs for local chefs. There are no zero hours contracts here and it pledges to pay all sta at least the current living wage. Bikes or electric mopeds are used for deliveries and packaging is recyclable, compostable or reusable.

School Kitchen MD David Nicholson has a background in food retail and says his idea was inspired by a sense that the big corporates have lost touch with the areas they serve. “I set about designing a business which had good working conditions, connection to communities, reduced carbon emissions, and decreased packaging waste, whilst still being financially viable,” he says.

“We are really impressed by School Kitchen’s innovative concept,” says South Bank Multi Academy Trust CEO Mark Hassack. “Not only will they o er support to our schools but the plans for o ering apprenticeships show their strong belief in supporting local communities.” School Kitchen is keen to hear from other schools. “We’re so excited to be finally launching in York, with big plans to expand if the appetite – in every sense – is there for our new kind of takeaway,” adds David Nicholson.

LEFT

Local chefs are creating tasty meals in a school kitchen

BOTTOM

Winning with

SPORT

Millfield Prep School is top-ranked for sport – but that’s balanced with strong academics and pastoral care to ensure happy, healthy and successful school days

Ever wondered where a Formula One racing champion goes to school? Lando Norris attended Millfield Prep from age 6. He is one of many OMs to achieve a ‘pole position’ over the years, and the Glastonbury school has garnered a stellar international reputation for sports. Recently, it was named best sports school in the country by Schools Sport magazine – the tenth time in eleven years it has earned this plaudit. Sport here is designed so that even the most talented child encounters challenges.

There’s a jam-packed calendar of fixtures at every level, access to high-level coaching and state-of-the-art facilities on campus, and also at Millfield’s senior campus. There are no less than 60 sports teams each term, and pupils are able to try out a huge range of di erent sports through the clubs and activities programme.

Competitive achievements are only part of the picture – you don’t have to be a future sports star to come here. The main focus is teaching a broad, balanced programme. This is tailored to each individual and prepares children for lifelong involvement in

sport and physical activity. Sport’s broader benefits are well-recognised – bringing confidence, health and wellbeing. The school’s philosophy is to encourage all pupils to develop their talents.

Indeed, Millfield Prep – which welcomes boys and girls from age 2-13 and o ers day and boarding options – aims to uncover the brilliance in every child, whether that’s in the classroom, the music hall or on the sports pitch. This is all summarised in the school values everyone in the community lives by – ‘Be Kind, Be You, Be Curious, Be Challengers and Be Brilliant’.

ABOVE

Millfield Prep U13 football squad are national winners

“THERE ARE 60 SPORTS TEAMS EACH TERM, AND PUPILS

“Each week, pupils spend five hours (minimum) within the curriculum on PE, games, individual sports and fixtures. They can spend up to 12 hours per week on their chosen discipline, with individual training programmes and coaching sessions plus fixtures,” says Headmaster Dan Thornburn. “Academic studies and ensuring we nurture happy children are front and centre of what we do. But we also highly value the enjoyment and skills that come from playing sport. Our pupils can enjoy sports at a high level, and partake in the arts as well.” Coaches at Millfield Prep are part of a ‘team around the child’ to ensure they won’t fall behind in academics or in any other aspect of school life.

Sporting excellence is supported by facilities, including a 25m swimming pool, equestrian centre, tennis bubble and courts, sports pitches, athletics track, sports hall, indoor and outdoor cricket nets – also a 9-hole golf course. Millfield’s senior campus is just a seven-minute drive away and o ers yet more superb sports spaces.

Millfield Prep’s trophy cabinet is groaning, with too many achievements to list them all. A recent snapshot includes Girls’ and Boys’ IAPS swim champions. Pupils carried home

the National Prep Schools Cross Country prize, while eight pupils won a combined 22 medals at the 2022 Biathle, Triathle and Laser Run European Championships in Greece. Millfield Prep has 33 cricketers selected onto county performance pathways and U13 boys achieved an undefeated record in Rugby 7s for the 2022/23 season. The school’s U13 girls football squad won the national final, while three netball teams qualified for the National finals. The boys tennis performance squad won their National Club League tournament and will be at the National Finals.

Dan Thornburn says sport’s benefits are multi-faceted. It teaches resilience, supports wellbeing and helps children understand that progress and success in life are not linear. He adds that the di erence in the

classroom is palpable. Pupils who are active and fulfilled in sport have higher levels of concentration, productivity and creativity.

Pastoral care is part of every school but, with over 120 full boarders from all over the world, Millfield Prep ensures it’s top priority. The innovative Wellbeing Curriculum, launched in September 2021, is designed to help pupils identify poor wellbeing and then improve how they feel. Yoga, Soul Food, Movement to Music, SelfCare, Alfresco Pursuits and Meditation are all on the timetable for pupils in Years 7 and 8. These deliver direct benefits to body and mind, as well as teaching really useful skills to support wellbeing in future life.

Millfield Prep School millfieldschool.com/prep-7-13

Pre-Prep

CHOICE FIRST

Finding the right environment for your child’s early years learning is vital. Here are some pointers for choosing a setting that works for the whole family

Read posts on any parent forum and it doesn’t take long to realise that many families agonise about the right early years setting. This, after all, is the foundation stone for your child’s whole approach to learning. But it’s about way more than that. Friendships, fun, outdoor play, sociable mealtimes and confidence building all come into the equation. Here are six pointers to help you make your choice.

1. LOCATION, LOCATION

Never let the perfect be the enemy of the good. However glowing the reports about the place miles away, you want a setting that is easy to get to – be it from home or work – because long journeys and small children don’t mix. Think long and hard about logistics because you need to schedule drop-o s and pick-ups around your family life without exhausting everyone. Also, you don’t want a young and impressionable mind to associate the learning adventure with long and boring days in tra c jams.

ABOVE

Choosing a local setting brings advantages –including a new set of friends for playdates

“EARLY YEARS SETTINGS ATTACHED TO SCHOOLS MAY OFFER BETTER FACILITIES – FROM SWIMMING POOLS TO SPECIALIST TEACHING”

Staying local brings distinct benefits, especially in the earliest years of education, as your child will have friends close by for play dates and parties, while you acquire a support group of parents The other thing to factor in is the likelihood that some friends made here may head on up to the next place with your child – a confidence-building bunch of buddies for the next phase.

2. PLANNING AHEAD

Local choices are best, but sometimes it pays to make sacrifices for long-term gains. If there’s a place associated with a primary

setting you are keen on it may be worth going further afield – especially useful if the school is oversubscribed and gives preference to the enrolled early learners. Another plus is that the continuity this brings may greatly reduce anxiety all round when it comes to moving up to Reception. Many schools with nurseries/preschools work very carefully to make this transition seamless, with familiarisation visits, shared teaching and support sta and ‘getting to know you’ sessions. This all helps when it comes to children’s sense of belonging. Another benefit is that settings

attached to schools often have much better facilities – from swimming pools to specialist teaching provision.

3. LEARNING APPROACH

This stage of education is about learning plus fun – both are critical. All early years environments are highly regulated, so you will find inspection reports provide background on the essentials. Word-ofmouth perspectives and parent forums provide insider information that can be invaluable in gauging how the setting is actually working – especially when it comes to supporting pupils and parents.

Nothing replaces a first-hand perspective, so take advantage of open days and show-rounds. Visit more than once if you can because ideally you want to see how things run on a normal day. This includes children’s interactions with sta and each other. Also consider the adult to child ratio and ask about sta qualifications.

It’s good to know if the setting follows specific approaches (e.g., Montessori, Steiner). Do ask how both group and individual learning and exploratory play are facilitated. As they grow, good early years education builds skills in an age-appropriate way, so find out about the approach to literacy and maths, and the extras. From art and music to drama and even foreign languages, a lively and varied schedule is a good indication of a thoughtful approach to stimulating children’s interests.

4. SPACES AND PLACES

includes adventures in green places beyond the school gates or there’s a forest school on or close to site, that’s a huge gold star.

Access to fresh air and freedom to run around can be as critical as learning indoors. This, after all, is a vital part of every child’s development and wellbeing. See if the outside spaces – and ease of access and equipment provided – match your expectations. If the regular schedule

Drill down to daily routines around food (and typical menus) to ensure both appetising and sociable meals. In particular, do children sit round a table together, as that’s a really important life lesson? Also consider the approach to quiet time. Even the sunniest natured child needs a space to relax, reflect and recover if they are upset or out of sorts. Providing comfort and support on a child’s worst days is as important as delivering fun and stimulating activities on their best.

What’s in a name?

-

Nursery, preschool and kindergarten are used by early years settings, so what’s in the name? It is still sometimes said that nursery indicates a place for play and socialisation, and with much earlier entry points, whereas preschool (or pre-school) and kindergarten admit older children and deliver more formalised learning to prepare them for school. In fact, these descriptions are interchangeable in the UK – and you may also see variations – so look beyond the name and focus instead on information provided on its website and guidance from trusted independent sources.

“LET’S FACE IT, NO ONE WANTS TO FEEL LIKE A LONELY DOLPHIN PARENT IN A PLACE PACKED WITH TIGER MOMS”

5. GOOD VIBES

Does this setting o er early drop o s and later pick-ups or is it rigid on hours? What about flexibility if your child needs to switch times or days? While it’s vital to stick to a routine as far as possible, life doesn’t always go to plan. Look for a setting that is willing to try and work with you if there’s a change in circumstances. Don’t forget to discreetly size up the other parents to check for common ground. While this may seem a lesser consideration than your child’s welfare, it matters. You are going to spend a lot of time here, and school gate dramas take a heavy toll. Also, let’s face it, no one wants to feel like the lone dolphin parent in a place packed with tiger moms (or vice versa).

6. GUT INSTINCT

Glowing reports, and word-of-mouth recommendations count but should never overrule your gut instinct. Even if that nursery or preschool is o cially top of the class, it’s not going to cut it if you don’t feel a rapport with its sta or agree with its approach. Also consider if that superstar setting is the right place, but at the wrong time. Children develop at di erent rates and sometimes a smaller or more relaxed starting point can be the springboard to a successful placement a few months down the line. Remember that the right early years setting is always the one that delivers a happy and fulfilled child at the end of the day – and gives you confidence to wave them o at the start without a worry.

SUCCESS

STORIES

A

love of reading is key to a child’s future success - and it’s down to parents to instil it, says children’s author Camilla Reid

From the moment a child walks into the classroom on their first day of school, a huge emphasis is placed on reading and writing stories. As parents, we quickly accept that this is central to our child’s learning and that a large part of their day will be spent doing one or the other of them. And when they get home, we dutifully help them digest the contents of their book-bags and fill in their reading records. We all recognise that learning to read and write is a vital skill that every child needs to master. But do we ever stop to question why stories – both the reading and the writing of them – are so important to a child’s success at school? And I wonder whether parents realise that school, and indeed life, is all much, much easier, if we can help our kids to love stories and books from babyhood?

From the moment primitive humans had language, parents have been trying to teach their o spring the ways of the world – to impart its rules, to warn of its dangers, and to open their eyes to its delights. But every child can spot a lesson at a hundred paces, and from cave-kids to our own little darlings, no one likes being preached to. Of course, the solution that the cave-parents landed on was story. Whether it’s exciting and adventurous, spooky and scary, or funny and silly, a good story has always been the spoonful of sugar that makes the learning medicine go down. A great yarn teaches us about resilience, empathy, tenacity, bravery, patience; it shows us what kind people look like, and what untrustworthy ones are; and stories give us a personal path to follow (with all its twists and turns) to help us drive ourselves towards our goals.

In turn, cave-kids would have learned to tell their own internal narratives so that they could start to make sense

RIGHT Camilla Reid

of the world for themselves – to make order from the chaos, to fi nd their place within it. And then they, in turn, would learn to communicate those stories back to their fellow humans, so they could express their own desires and needs. Stories work both ways and, put simply, they better ensure our survival.

Cut forward a few thousand years and humans are no longer sitting around campfi res telling tales, because now we have the written word and books. And still nothing else competes when it comes to helping us navigate the world for ourselves. Many studies have found that children who read for the love of it –rather than because they’re told to – go on to do better in school (in all subjects, not just English), and are more likely to become happier, healthier, even more fi nancially secure adults. And that’s basically because they’re mainlining stories, which equips them for the world.

So if a love of reading is a key to the modern child’s future success, how do we ensure they acquire that love? Well, the answer is that it’s super easy – but it starts, just like our ancestors, with parents. The key is to share books with a child as early

“I WONDER WHETHER PARENTS REALISE THAT SCHOOL, AND INDEED LIFE, IS ALL MUCH, MUCH EASIER, IF WE CAN HELP OUR KIDS TO LOVE STORIES AND BOOKS FROM BABYHOOD?”

as possible, from at least six months old –even earlier, ideally. Setting up reading to be a positive experience is the main thing, so every time we sit down with a book we feel cosy and relaxed – so preferably with the child sitting on the big person’s lap. It’s essential that reading is associated with feeling safe and loved at this stage. While it’s vital that the child has fun, they also need to see that you’re enjoying yourself too, because at this age they take all their cues from you, and your approval is important to them. So pick books that you both get pleasure from, even if it’s for slightly di erent reasons. Finally, reading needs to become a habit, something that you do together every day. Just five minutes is enough (more is better, naturally), but it needs to become knitted into your daily routine and something that you do without thinking. Just like teeth brushing, only much more fun.

I started writing interactive early years books because I noticed that my own daughters preferred the books which seemed to need them – which had fl aps to lift, or sliders to push and pull, or even just simple words they were invited to repeat. I now often put mirrors in my books because it literally makes the kid

the star of the story – and they adore this when they’re tiny. The point is that, whatever you choose, the child begins to build a personal relationship with books and to see each one as a friend that they trust to deliver fun and interest. It is from this that their love of books – and the path to independent reading – will grow.

Though my children read independently from the age of six or seven, my husband and I also continued to read to them right the way through primary school – and I would heartily recommend this. Not only did it allow them to experience more complex writing but it’s a deeply bonding shared experience and now that I have teenagers, I’m incredibly glad we did it. Trust me on this!

Camilla Reid is the award-winning author of books including the Pip and Posy stories (illustrated by Axel Sche er) and the Peekaboo series (illustrated by Ingela P Arrhenius). Her new titles, Who’s Cute? and Who’s Sleepy? are illustrated by Nila Aye, and Five Little Ducks and Old Macdonald Had a Farm illustrated by Jill Howarth are published by Macmillan Children’s Books.

Give your child the best chance of success for the 4 Plus Assessments

The 4 Plus is becoming an increasingly popular entry point for leading independent days schools as it allows children to avoid the pressures of the 7 plus or 11 plus entry point. Many parents misunderstand how to pass the 4 Plus assessment and believe that it is about attainment measures like phonics or numeracy knowledge. In fact, schools are looking to measure a child’s potential and their readiness for school.

Schools like Highgate, North London Collegiate, Haberdashers’, JAGS, Alleyn’s and Dulwich College are looking at children’s ability to listen and focus, their separation anxiety and ability to settle, their collaboration and kindness, their critical thinking, their spatial reasoning, their perseverance in the face of adversity and their ability to talk to adults.

At Mentor Education we have a dedicated programme for the 4 Plus based upon our 4 Plus Pillars. We have experienced teachers who are either already at these independent schools or have a successful track record of getting children in. We assess children and help them to improve, and give their parents the tools to play with their child in a way which will help them pass the 4 plus. Normally these selective schools take around 10% of applicants: our success rate is 60%. We only accept a limited number of children per school. Please contact us to arrange a consultation.

hello@mentoreducation.co.uk or 0208 883 2519 Find out more at www.mentoreducation.co.uk

INTELLIGENCE THINKING

Academic Director at Queen Ethelburga’s Collegiate,

Kevin Oldershaw outlines why it’s vital for schools to have a clear and positive approach to the use of AI

Artificial Intelligence (AI) is here to stay. Schools are doing students a disservice if they do not discuss and agree their approach. At QE, our approach has been to see this as a tool to support learners and teachers.

Why wouldn’t we? It is already embedded in daily life – whether it be driverless cars, facial recognition or suggested viewing on streaming platforms. We also know that AI is increasingly utilised across di erent career sectors, from medicine to marketing, so we need to increase student exposure to its potential in their future working lives.

After deciding on our approach, we wrote a policy (helped by an AI model of course!) outlining to sta not only how AI can be used by teachers, leaders and support sta but also our responsibilities. Here, we considered ethics, data privacy and bias. This is the same message that was then repeated to students in a series of assemblies.

There has been an emphasis with all students under 18 to use AI models that do not require a log in and to ensure they appreciate that they should not be entering personal identifiable information into any website if they do not know how it will be used. Younger students have worked with their teachers in lessons using AI as a class, but for the older ones, the focus is on encouraging them to experiment and learn how it can help

“We need to increase our students' exposure to AI's potential in their own future working lives”

them – but always in a controlled and managed environment.

As we began to get to grips with how AI can be used, we produced documentation for students, helping them to better understand when it is (and isn't) acceptable to use AI, how to appropriately reference its use, and how to work with teachers to adopt the best strategies.

Further work was done with teachers on how to use AI most e ectively, ensuring the use was conversational, crafting the most e ective prompts and then building on these to train the AI model to produce the right response. As teachers – already used to articulating to students what we want them to do, observing their responses and then amending our guidance – we are ideally placed to be able to train AI models. Our academic sta have also been able to opt into a range of CPD training sessions. Here, they have been learning how to model AI best practice, personalise teaching and harness its power to increase contact time with students.

Recognising the importance of keeping pace, we recruited a new role – Head of Cognitive Science and Digital Literacy. As an experienced teacher within Creative Media and an enthusiastic user of technology, Jason Sharma-Pay is ideally placed to help us further develop our digital strategy and better understand how human creativity, emotional intelligence and capacity for critical thought can ensure AI enhances teaching and learning and, ultimately, student outcomes.

ABOVE QE students

KEVIN OLDERSHAW Academic Director, Queen Ethelburga’s Collegiate

PIE SHARED

Jen Wallace’s brilliant debut novel began life as family lore. Now readers everywhere can tuck into a hearty slice of Dinosaur Pie

LIBBY NORMAN

Dinosaur Pie is such a satisfying and wellrounded read it’s hard to believe this is Jen Wallace’s first time in print. But then, it has been a very long-time in the cooking. The book’s title has been part of family lore since her teenage children were toddlers and she was using ingenuity to coax them to the dinner table at home in Cork. “On the spur of the moment I said: ‘there’s dinosaur pie for dinner’,” she says. In fact, it was humble cottage pie, but the children came flying and the dish tasted irresistible with that new name. “It became a thing in our family – to this day we have dinosaur pie for dinner.”

Jen Wallace later wrote a poem of the same name – it was one of many. “I’ve been writing all my life. I sent out my first kids’ book manuscript 18 years ago, but then I spent the next 16 years raising children and writing bits and pieces.” Then she saw

a call for applications for the Children’s Books Ireland Raising Voices Fellowship. This supports aspiring artists and develops talent from underrepresented voices. Applicants had to submit some work – she was ready. “I had a laptop full of stories and poems and I just picked one o and sent it.”

The fellowship in 2022, and the support that followed, were a turning point. There was one-to-one mentoring and advice from industry insiders. Also, a residential writing retreat at the Tyrone Guthrie Centre in County Monaghan. When Jen Wallace got there and saw her room she cried. “I had never left the children for a week, not to mention go away and have a week where I can just write. It was such an honouring.”

The fellowship delivered insights and support, but also the confidence to be a writer. One anecdote sums it up. During the fellowship, Jen Wallace had to drop o one of her kids at a forest school regularly, which meant five hours to kill before pickup time. “At the start of Raising Voices, I used to park up in the supermarket car

park, sit in the back of the car and write. But then, towards the end, I was pulling up at a hotel, going in, ordering my lunch, sitting at a lovely table and writing there.”

Dinosaur Pie began its journey to fullyfledged novel when she was looking through her laptop archive, thinking at the time about material to create a picture book. That old dinosaur pie poem she’d written years earlier popped up. “The more questions I asked about it the bigger it became. It just wanted to be a bigger book.” And it is. Our hero Rory morphs into a dinosaur after eating suspect meat from a dodgy supermarket pie. Dinomad kids will adore that wild idea, but there are subtler elements in play.

“When I started writing Rory, he was just Rory and I was writing a chaotic family, kind of like our chaotic family. My editor said: ‘Jen, Rory has ADHD, doesn’t he?’ And I said, ‘Well yeah’. But it was just sharing what I see, and we drew it out a bit more just because there are so many kids having those experiences. It’s life and it’s not really seen. I wanted to tell it from

“Dinosaur pie started o at home here, and now it’s going out into the world!”

ABOVE Rory becomes a dinosaur after eating a suspect pie

“I wanted to explore the supportive community, and supportive friends, because I don’t see that very often in children’s literature”

the inside out so people could say: ‘Well of course Rory’s overwhelmed – there’s all that going on in his head today’.”

Jen Wallace has extra insight here because she is autistic herself and, while some may worry about giving ‘labels’ to children, she believes acknowledging neurodivergence is important. “These are useful labels because it gives you context in the community, as opposed to the shame labels that they put on you otherwise,” she says. “My own experience is it’s very validating and leads to greater self-compassion, as in – ‘there’s nothing wrong with me, it’s just my way of being in the world and the world isn’t necessarily set up for people like me’”.

Rory describes his ADHD succinctly and with great humour, but then his transformation into a human dinosaur becomes both a fun plotline and an excellent analogy for the travails of daily life and fitting in with a world just not set up for him. There is a cast of diverse and engaging characters around him. His geeky yet cool buddies Daria and Oleg are committed to the quest to make Rory human again. There’s the weird and kindly neighbour downstairs, Jebey, desperate to be formally introduced to the aliens he just knows are already here on earth. Then there’s the Goth teenager Lex – a sweet but painfully awkward teen who just gets Rory and looks out for him. Jen Wallace loves the positive relationships that can exist between

teens and younger children. “When I was developing it from a picture book text, I had this image of Rory and Lex. It was kind of the first relationship I developed.”

Rory’s Mum is drawn sparely but vividly – lone parent doing her utmost to keep the family afloat, even after her son becomes a dinosaur. Jen Wallace is extremely detailoriented with all her characters, describing her process as closer to excavating than building. This meant she had a rich back story about Rory’s Mum’s life that didn’t go in the novel but gives her character real depth and warmth.

More than anything else, Jen Wallace wanted Dinosaur Pie to tell a story about coming together, also celebrating the di erences that make us who we are. “I wanted to explore how we deal as families and communities with kids going through really tricky times. And I wanted to explore the supportive community, and supportive friends, because I don’t see that very often in children’s literature.”

There’s a delicious comic vein running throughout – Rory navigating shower time, having such bad dino breath he makes the school hamster faint, and not wanting anything to eat but sausages. Adults and children will both appreciate these jokes, but there are others aimed squarely at budding palaeontologists. “I had one or two tiny jokes in there that I think adults will miss – but the nerdy dinosaur kids will get.”

Jen Wallace says she was lucky to have her own children as critical friends –including her youngest, who was then aged seven (ideal for the target age 6-8 audience). “It was wonderful for us all to be part of the process – they were all voting on covers and everything here.” And, of course, even though the truly authentic dinosaur pie is still only eaten in the Wallace household there’s now a new and much bigger pie to share with young readers everywhere. “Dinosaur pie started o at home here, and now it’s going out into the world!”

Dinosaur Pie by Jen Wallace, illustrated by Alan O’Rourke (Little Island Books, £7.99).

LEFT Jen Wallace

Enquiry-based LEARNING

Bedales School on how it uses enquirybased learning to prepare its youngest pupils for our technology-enabled future

The advent of artificial intelligence (AI) has drastically changed the value of knowledge. Information is now available at our fingertips, and rapid technological advancements are creating a future that would have been unthinkable a few years ago.

The World Economic Forum predicts that by 2027 23% of jobs will change, with 69 million new jobs emerging and 83 million existing jobs disappearing. At Bedales, we’re preparing our youngest students for this uncertain future through enquiry-based learning, encouraging students to be curious and learn as active participants rather than passive recipients of information.

Nurturing skills

At the Pre-prep, we help children adapt, analyse, think creatively, solve problems, collaborate, and experiment – skills favoured

by the most demanding universities and by the entrepreneurial world.

Early years education is crucial because connections between nerve cells in our brains form fastest between pregnancy and the age of five, shaping long-term brain structure and setting the foundation for future success. Unlike traditional rote learning, the Preprep’s curriculum cultivates these skills through enquiry-based learning, encouraging all students – from Nursery to Year 3 – to ask questions and explore answers.

Our approach aligns with Bedales’ founding principles. Our founder John Badley believed in educating the whole person – ‘head, hand, and heart’. Enquiry-based learning promotes intellectual curiosity (head), hands-on experimentation (hand), and collaboration and empathy (heart).

Last term, for example, our Nursery children embarked on a learning enquiry about di erent cultures, exploring various

countries through a series of journeys on a magic carpet, with characters Iainyok and Magon the Dragon. These immersive experiences used storytelling to capture the children’s interest and introduce them to di erent traditions, languages and cuisine.

Creative thinkers

While enquiry-based learning focuses on long-term goals like critical thinking, the impact on the children was immediate. After a ‘visit’ to France, one child practised her new French words in front of the class while others built their own Ei el Towers or applied previously learnt baking skills to make pain au chocolat.

Later in the term, Year 1 students’ exploration of snow leopards and a habitats enquiry saw them follow a snowy pawprint trail leading to a classroom cave. They junk-modelled supplies for an expedition and created viewfinders to inspect snow leopards’ features. A visit to a country park, connected classroom learning with realworld experiences and inspired children to create their own shoebox habitats.

Although children at Bedales Pre-prep are still young, enquiry-based learning is equipping them with skills to navigate an unpredictable future. Through hands-on and real-world projects, our young students are learning to communicate e ectively, embrace curiosity, and develop resilience –skills that will serve them well throughout their education and beyond.

While we cannot predict the future, we believe that preparing children to cope with it today is the best way to ensure that they thrive tomorrow.

LEFT Immersive storytelling at Bedales Pre-prep RIGHT Hands-on nature investigation

GIVING BACK

Teaching young people the value of supporting wider community is a life lesson best started young. We speak to three schools about how they inspire children to give back

At The Downs Malvern, fundraising and volunteering are a big part of school life

THE DOWNS MALVERN

At The Downs Malvern charitable activities involve all members of the school community. There’s a regular Macmillan Co ee Morning, organised by parents and the Friends of The Downs. Children are enthusiastic participants in this – and also in the events they mastermind. The recent Red Nose Day was led by Senior children, who set up stalls and games for the younger pupils to enjoy while supporting the charity’s fundraiser.

A big annual event is Earth Week, led by the school’s Eco-Team. They organise whole-school activities that also span the curriculum. Initiatives have included a swap shop and car-pooling and a ‘run to school’ challenge. Children go meat-free for the week with a special menu.

One of the most popular events in Earth Week has been the ‘Trash-Fash’ fashion show, where children design and create extraordinary outfits from recycled materials. All this sits alongside eco activities in the boarding house and a sponsored fun run – recently

children raised over £2,000 in support of the Marine Conservation Society. All children get involved and some also make produce or organise their own sponsored event. Alongside these activities, there’s House Charities Day, where each House will research and then vote on a cause to support. Recently, funds have been raised for Air Ambulance, British Heart Foundation, Water Aid and local organisation Dementia Café, Malvern.

The school has ongoing relationships with a care home and a hospice. This gives children a local context and means the school can organise regular events. For instance, the youngest children in EYFS visit and sing fortnightly as part of a local

initiative called ‘Debutots’. Christmas brings extra impetus, as children support the ‘Teams 4 U’ Christmas Shoebox Appeal by gathering gifts for children in Eastern Europe. Recently, they also sent lots of bags full of uniforms to a school in Romania. School Prefects organise food bank collections as an alternative to the traditional ‘secret Santa’ – pupils give up giving and receiving gifts to help others.

The school’s Community Engagement O cer, Polly Nuttall liaises with the volunteers from the Malvern Hills Branch of the National Childbirth Trust (NCT) to identify the best ways to help out. This has included support for a nearly new sale and harnessing school spaces for paediatric first

"THE DOWNS MALVERN PUPILS ARE KEEN ON FUNDRAISING, BUT ALSO RESEARCHING CHARITIES AND PRESENTING FACTS IN ASSEMBLY"

ABOVE

York House pupils raising awareness and funds

“FOR YORK HOUSE, IT’S ABOUT EDUCATING THE CHILDREN TO BE ACTIVE IN GETTING BEHIND GOOD CAUSES”

aid courses for local parents. The children love getting involved in a free Friday morning playgroup at the school called ‘Hoot’, suggesting activities and games which they then set up and tidy away.

Children at The Downs Malvern are always keen to suggest and support specific initiatives – for instance, raising funds for the Worldwide Fund for Nature (WWF) via a production of Yanomamo – an awarenessraising musical about deforestation in the Amazon. Headmaster Andy Nuttall says pupils are keen on fundraising, but also actively researching charities for themselves and then presenting facts to the whole school in assembly.

He says the school finds that children recognise charitable causes as both worthwhile and rewarding. The opportunity to take ownership for raising funds builds a sense of responsibility. Importantly, the recognise that contributing doesn’t just mean giving monet but also giving time. All this, says Andy Nuttall, develops understanding of important issues and of other people’s situations, despite children’s relatively limited life experience. “It helps to develop our young people into responsible, empathetic members of society,” he says.

YORK HOUSE SCHOOL

One of the pupil aims at York House School in Hertfordshire directly relates to being charitable, says Assistant Head (Pastoral) and Head of Upper School Michael Gedye. “It is our challenge to pupils to ‘leave people and places better than they find them’.” The prep ensures that charitable giving plays a key role in school life and its Head of Charities balances the mix of local and global organisations and finds the best ways to lend support.

Fundraising takes place throughout the year, and Friends of York House committee run events that benefit specific charities alongside the school. The school council ensures pupils have a voice in this, giving their perspective on charities and fundraising, as well as on local initiatives

such as litter picking and tree planting that benefit their community.

The school has ongoing relationships with nearby organisations, including the Watford Blind Centre and the Peace Hospice, and children visit regularly. York House is also active in local sports, participating in Sport for Schools and running events throughout the year. These include hockey skills festivals in partnership with The Hockey Lab and a recent U11 Girls’ five-a-side football tournament for local primaries.

The Head of Co-Curricular and Head of Outdoor Education have initiated an outreach programme to provide opportunities that enable other schools, plus clubs and community groups, to benefit from access to facilities, outdoor education experiences and coaching from York House sta . The close relationship with local Scout groups gives young people access to the school’s assault course and mountain bike track, as well as spaces for orienteering and kayaking – also camp outs in the grounds.

An annual eco-forum involving pupils from 14 schools is an opportunity for young people to discuss the environment, sustainability and ways to make positive changes. There are also House Days and ‘home clothes’ (mufti) days to raise money for local and

ABOVE York House tree planting initiative

global charities. Alongside many more well-known causes, pupils are enthusiastic supporters of The Proyecto Titi project, which gives them involvement in Colombia’s world-first community-funded tropical forest.

York House says pupils thrive when they are given responsibility to help others – whether it is volunteering at a local partner organisation or reading to younger children. It believes one important element in this is teaching children about those experiencing adversity – and providing opportunities to learn about the

“AT BROOMWOOD, THERE ARE REGULAR DONATION DRIVES, WHICH PUPILS THEN SORT FOR THE CHARITY”

many ways to help beyond giving money. For York House, it’s about educating children not to take things for granted and to be active in getting behind causes. “It teaches pupils the need for society to be full of upstanders not bystanders – those who stand up and take responsibility and action for others,” says Michael Gedye.

BROOMWOOD

At Broomwood, a group of three schools and a nursery located in Wandsworth, south-west London, there are very strong community roots. This extends to partnerships with local organisations and good causes. Every two years the schools choose two local charities to support, with pupils voting from a shortlist suggested by parents, teachers or children themselves.

There are close links with other charities and outreach programmes, too – all supported enthusiastically by pupils. It may be a one-o fundraiser, or sometimes long-term support. For instance, with the school’s support for Little Village (a Londonwide charity for families with babies and young children) there are regular donation drives for clothes, toys and other essential kit. Pupils then take charge of sorting all donations for the charity. Lots of seasonal events and responses to specific appeals also take place – for instance, concerts to support Ukraine, carols by candlelight, fun runs and a Christmas present drive for a local hospital’s children’s ward.

There’s an ongoing partnership with the local church, St Luke’s. Every week a few pupils head there to engage with people from its community group. They perform or share work they have completed or just talk and swap stories. It is a multi-generational community space that the school says benefits children as well as adults.

Broomwood pupils take their involvement in charity and giving back very seriously –leading the cake sales, voting on charities and fundraising diligently. They also fundraise on their own at home, as well as engaging through visits and volunteering or more active events such as abseiling for the local hospital. All the positives from these activities are shared via assemblies – which often include guest-speaker visits from charities and groups.

The Broomwood team believe the real value of teaching children early lessons in giving back is that this helps them to gain a fuller sense of the world around the. It also encourages them to see things from the perspective of others. Focusing on giving rather than receiving builds self-worth, as children feel proud of their fundraising achievements and ability to support a good cause and do their best for others – be it family, friends or wider community.

Talking HEAD

Common GOOD

Carl Howes, Head of Ravenscourt Park Prep, on how school initiatives help build wellbeing, agency and a spirit of community

At Ravenscourt Park Prep School, Community Responsibility is a value that permeates every aspect of our school culture. Throughout the year, our children are engaged in a wide range of activities that aim not only to support various causes but also to forge a strong sense of community and instil a deep-seated ethic of giving. We have taken part in initiatives such as ‘Wrap Up London,’ where we collected and donated coats to aid people in need across our city. These activities are organised and led by our student council representatives, exemplifying our commitment to empowering students from a young age. Our partnerships with local charities such as West London Action for Children (WLAC), with whom we’ve raised over £60,000 over the past two years, and Angel Child (part of the Brain Tumour Charity Foundation) allow our students to make tangible impacts beyond the school gates. Events such as singing at local care homes and our collaborative art projects also provide enriching experiences that connect

“Students develop a better appreciation of their role within the community and their capacity to e ect change”

students with diverse groups within our community. Everyone is welcome to join in, and we have organised two sta and parent charity cycle rides in the past couple of years. I ran the London Marathon for WLAC last year.

The response from our students is overwhelmingly positive. They relish the roles of fundraisers, organisers, and decision-makers. Our recent charity concert for WLAC and sustainable clothes swap are examples of initiatives that our students not only participated in but also helped to lead. Integrating giving back into our curriculum further supports these values. In Art & Design and PSHEE students explore the role of art in society and the ethical responsibilities of individuals. These discussions are reinforced by practical activities such as creating public murals or organising book drives, enabling students to apply their learning in practical

ways. Our Year Six Art Prefects assist with teaching art to younger children, as well as helping with whole school community events such as our Open Studio exhibitions. We also regularly donate books to the Children’s Book Project.

Beyond the joy and community spirit these events foster, there is a noticeable benefit to students’ wellbeing and sense of agency. They develop a better appreciation of their role within the community and a recognition of their capacity to e ect change. This empowerment leads to a more inclusive society and instils lifelong values of giving back.

At RPPS, we are committed to nurturing a community where kindness and giving flourish, understanding that these e orts extend well beyond our school and into the wider world. It’s a commitment that enriches our students’ lives and prepares them to be conscientious and caring global citizens.

ABOVE Ravenscourt Park Prep pupils

CARL HOWES Headmaster Ravenscourt Park Prep School (RPPS)

PAGE TURNERS

Anthea Turner and Wendy Turner give the lowdown on Underneath the Underground –their parallel whiskered universe below the capital

Like many good stories, Underneath the Underground began a long, long time ago in a far-o land. It was almost 30 years ago, in fact, when Anthea Turner and Wendy Turner were standing together on the platform at Knightsbridge Station waiting for the train. “We looked down and we saw these mice scurrying around. I think one of them had got a little bit of a sandwich in his mouth,” says Anthea. “He may even have waved at us!” adds Wendy.

It set the sisters thinking and, to while away the journey back home to Chiswick, they started inventing stories about a parallel city deep below the capital’s streets. Each mouse community would have a di erent identity (rather like London).

“I think we probably started out with Knightsbridge and decided they must be very posh mice,” says Wendy.

Westminster had the political mice, Wimbledon sporty types, and so on. The story flowed with remarkable ease. “As soon as you put the building blocks in – you’ve got the Underground – each of the stations are pertinent,” says Anthea.

The tales they told to while away a journey turned into a children’s book. It was

warmly received, although Anthea recalls a harsh critic complaining it was ‘London centric’ – perhaps missing the point. “It’s our capital city,” she says. “But then we have that advantage of being brought up a long way outside London and we always got so excited about visiting as children.” They are both long-time residents now but have never quite forgotten the childhood thrill of making a trip from Sta ordshire to the capital to see all the sights.

Some two years ago, when their mother was ill, they started thinking about the parallel city again. “Our Mum and Dad were still in Stoke-on-Trent, and we found ourselves driving up and down the M6 on these journeys that were four and five hours,” says Wendy. They talked about how much the capital and the world have changed since the original Underneath the Underground. “And I said: ‘do you fancy revisiting the mice – it could be fun?’.”

And so it is. The King’s Coronation and the Kohinoor Diamond, the first in the new series, centres on a world-famous sparkler ‘borrowed’ by Hounslow’s mice to light up the ballroom for their coronation celebration. The new King and Queen even appear as characters –an endearing, funny and slightly irreverent portrait to delight young readers.

Now the mice are back with Raining Strawberries at Wimbledon. Feisty young mouse Elly Archer breaks all the rules in her mission to travel to watch the Wimbledon Ladies’ Final without her parents finding out. Meanwhile, Harry the Hero Rat is planning on sna ing leftovers from the tonnes of strawberries sitting in SW19 to make strawberry jam for every single mouse living on the Underground. King Charles and Queen Camilla are back – this time playing in a charity match ahead of the famous

“Children can map the location of each and every Underneath the Underground whiskered community using that iconic map”

fortnight. Other famous faces appear, too, but it would be an unforgivable plot spoiler to mention what happens to poor Andy Murray.

Mixing in real and four-legged characters makes for a pleasing fiction – it’s hard not to chuckle at the idea of the King and Queen playing tennis in their crowns. “We really liked them in the last book as characters, and we decided we have to keep them in

every story. Our Charles and Camilla are hilarious,” says Anthea.

The sisters sent the real King and Queen a copy of The King’s Coronation. Having met them at a Clarence House event a few years back, they still recall their warmth and sense of humour – so they may well enjoy their characters’ escapades. Other people appear more subtly, including their father. He’s in his early 90s but remains a keen geologist and enthusiastic mudlarker, so he had an important role in The King’s Coronation. “Dad’s never happier than when he is digging up something,” says Anthea.

Harry the Hero Rat is distinctively ginger and was inspired by the real African Giant Pouched Rat (the Gambian Rat) trained to undertake mine clearances in Mozambique. Closer to a small dog in physique than his UK rat namesakes, he would be rather too large to fit discreetly under the tracks of the Piccadilly Line, but no matter. Children can

look up the real-life inspiration for Harry on the BBC or YouTube and be awestruck. And they can also map the precise location of each and every Underneath the Underground whiskered community they read about using that iconic map. “It’s all geographically accurate,” says Wendy.

The inhabitants of this subterranean world will be back for another adventure at Christmas. The Turner sisters – along with their father – have just enjoyed an adventurous trek to the Galapagos Islands and set aside time on the voyage for discussing plotlines. So who knows what exotic characters and situations will be encountered by the whiskered folk living beneath London next time around?

Underneath the Underground: Raining Strawberries at Wimbledon by Anthea Turner and Wendy Turner is published by Splendid Books, £8.99.

ABOVE

Wendy Turner and Anthea Turner

Talking HEAD

Meetin g NEEDS

Amy Wallace, Principal of Queen's Gate School, on its long tradition of supporting those in need and the social awareness regular positive actions bring

From our earliest days, Queen’s Gate School has placed charitable giving at the heart of what we do. Following the call that they should help 'those less happily placed' than themselves, those inhabiting our buildings over a century ago set about supporting a range of causes, a tradition we proudly continue today.

For us, the root of charitable giving and outreach work must be thinking about the needs of those we wish to support. Often our activities will be transactional in nature – the £2 exchanged for wearing jeans on a denoted day (our equivalent of a ‘mufti’ day), 50p for a sticky doughnut at break. Behind this there will have been genuine thought.

To organise such a day, as any of our pupils can, a girl must first apply through various sta , culminating in an audience with me, at which I get to hear about the charity they have chosen to support, and why. Seeing their social consciousness develop, often hearing quite personal stories that have drawn pupils to a particular cause, is always a special thing.

Beyond this, Queen’s Gate facilitates several established programmes supporting

“Seeing social consciousness develop, often hearing personal stories that have drawn pupils to a cause, is always a special thing”

those in our local community. For over five years, we have been inviting families with children aged 3-7 to participate in our ‘Super Saturdays’. Run throughout the year, our dedicated sta and a team of Sixth Form pupils host various events, all of which are free to attend. Recent activities have included pumpkin carving, gingerbread houses and origami. We conclude each year with a special event in nearby Queen’s Gate gardens, where we are joined by a selection of farmyard animals. At our most recent event guests included a Shetland pony, lambs, and a group of goats who took great delight in escaping at every opportunity, also delighting our young human visitors. Another long-standing project is our relationship with Kensington & Chelsea Age UK. For many years, we’ve opened our doors to their members for lunch every Friday. The camaraderie between guests and hosts is incredibly warming, a reminder of how important

social contact is. This year, in partnership with Holland Park Opera, we have expanded this work to take part in singing sessions with Age UK members.

As well as a deep sense of pride and accomplishment, our girls gain a real awareness of the needs of those in our community who can sometimes be marginalised. A final regular commitment is our weekly donations to the Kensington and Chelsea Foodbank. Again, our girls are involved in a hands-on way – collecting, unpacking and delivering donations. This gives genuine understanding of what goes into operating a foodbank – and greater empathy for those who rely upon these services.

Charity and outreach expose our pupils to a range of societal issues, instilling in them a deep sense of social responsibility and the knowledge that they can each impact society in a truly positive way. We are proud of the work they do, and proud of the young women they become as a result.

ABOVE Community event hosted by Queen's Gate School

AMY WALLACE Principal Queen's Gate School

WELLBEING in action

Amy Kinross of Kew Green Prep on the importance of keeping curriculum breadth during 11+ preparation to support wellbeing, creativity and joy

For many, the 11+ has become a symbol of the burial of childhood: the beginning of hothousing and the end of curriculum breadth. The mouse-clicks of silent pupils navigating various online platforms are like church bells, tolling for the demise of joy and creativity in learning. Humanities, sports and the arts are put aside in favour of English, maths and Reasoning papers. School trips become but a distant memory.

All of this despite our knowledge of a post-Covid decline in children’s wellbeing.

NHS England reports that rates of mental health disorders have at last steadied from 2022-23, with 15.7% of our 8-10-year-olds experiencing a mental health disorder, but this comes after a sharp rise that began in 2017 (pre-Covid) and has far-reaching implications for wellbeing in adult life.

All pastoral and safeguarding leads know these stats – and so does the Independent Schools Inspectorate (ISI) – hence the framework's push for schools to 'actively promote' pupil wellbeing. Much is being made of positive wellbeing, and it’s an easy buzzword to add to development plans, but you cannot create it by making resilience a school value or putting up a board display.

We have to show our children what taking care of our wellbeing looks like actively: to model it until they understand, just as we might model column subtraction. Not

just through PSHEE, and assemblies, but through the design of our curriculum itself. If we are telling our children to breathe deeply before an 11+ exam while removing their sports fixtures for two terms, that’s a mixed message. This is where curriculum breadth – maintaining humanities, sports, the arts, clubs and trips throughout the 11+ process – is so vitally important and at the centre of our ethos at Kew Green Prep.

When we, as adults, maintain positive wellbeing while performing at our peak, we do not do so in isolation, but with the support of our personal toolkits: family and friends, sleep, exercise, pets and hobbies.

The key to wellbeing is not avoiding challenge, but creating sparks of joy within it, however small. We work hard to give our children regular sparks of joy – a class assembly, a history ghost story, choral poetry, interschool maths quizzes, a football tour, trips to the Globe, building robots in STEM club, and many more – alongside the necessary academic rigour.

As Head of Data, 11+ and DSL, and also leading the school-wide wellbeing strategy, the elements of my role may seem an

impossible balancing act, inevitably at odds. But for me, this combination symbolises opportunity, and I am a passionate advocate for these sparks of joy. Sta are endlessly creative, and our data supports our approach: happy children achieve well.

Our value-added is higher than ever at 11+, with academic, music, art, drama, STEM and sports scholarships, and places at highly competitive senior schools. We are proud of our Year 6s, and we are proud that, through our broad 11+ curriculum, we have modelled for them the way to approach any challenge in their adult lives: with hard work, a dream, and a wellbeing toolkit. The church bells are ringing out in joyful celebration, indeed.

AMY KINROSS Head of Data, 11+ and DSL Kew Green Prep School

ABOVE

Kew Green pupils

Talking HEAD

Building LEADERS

The Principal of The Duke of York’s Royal Military School on how leaders are developed through lived experiences, in and out of class

In today’s fast-paced and competitive world, where adaptability and fortitude reign supreme, the need for exceptional leadership and resilience has never been more crucial..

At The Duke of York’s Royal Military School (DOYRMS), leadership and resilience aren’t theoretical concepts but lived realities. Fondly referred to as ‘Dukies’, our students are nurtured to help them develop the tools and mindset required of the leaders of tomorrow. A plethora of opportunities give Dukies opportunities to assume leadership roles. These range from becoming prefects and heads of house to taking on the roles of captains of sports teams and arts societies, and mentors to their peers.

Leadership and resilience are best honed through hands-on experiences. Adventure isn’t just a recreational pursuit here, it’s a vehicle for personal growth and character development. Through curated adventure training, plus Duke of Edinburgh’s Award (DofE) and Combined Cadet Force (CCF) trips, our students are thrust into environments where they navigate obstacles and collaborate with their peers under pressure. Whether it’s scaling rugged peaks, braving the elements or an exhilarating abseil down a 150-foot viaduct, these expeditions instil invaluable traits.

Overseas expeditions to places such as India and Nicaragua see our students not only exploring unfamiliar locations but also taking part in volunteer programmes, such as building schools. They learn first-hand the importance of clear communication,

“Leadership and resilience are honed through hands-on experiences”

strategic planning and decisive action – qualities indispensable for e ective leadership in any sphere of life.

This summer, for example, some of our students will embark on a three-week expedition to Cambodia, where they will explore the country and participate in community projects. The expedition culminates in a PADI Open Water Diver course, but it is during the project phase that they will experience a very di erent set of challenges. Dukies will contribute to communities through initiatives aimed at improving lives. These include constructing clean water wells, building toilets, donating chickens to families for food and income and engaging in marine conservation activities.

The ethos of full boarding (our school has no day students) fosters maturity and independence. We nurture individuals to become

academically and socially adept, culturally aware and emotionally resilient. Key to their development is the team who guide them on their journey. Our sta have a dual role of academic teaching and pastoral care –providing emotional and social support. This wraparound care ensures Dukies receive comprehensive guidance in all aspects of their growth.

The Duke of York’s Royal Military School strives to be a beacon of excellence in shaping the leaders of tomorrow. Alongside academic and personal growth, our role is to equip students with the skills and mindset for leadership – also the spirit to confront life’s challenges head-on. We work to ensure Dukies emerge stronger, wiser, and ready to embark on their ‘next steps’. A foundation built on resilience and excellence means they are poised to make an impact on our ever-changing world.

ABOVE DOYRMS students

ALEX FOREMAN Principal, The Duke of York’s Royal Military School (DOYRMS)

Ask the EXPERTS

Our experts answer your questions on helping a demotivated child and preparing for ISEB pre-tests for senior school entry

DR DAVID SMITH

Quintessentially Education

“For parents, it’s crucial to understand the role of the assessment in their target schools’ admissions process”

QMy child is taking the ISEB pre-tests in the autumn term this year. What can I do to prepare him over the summer holidays?

AThe key to ISEB success is preparation and familiarisation, and the summer holidays are the ideal time for children to get to grips with its features and the unique nature of the four individual tests: English, Maths, Verbal Reasoning, and Non-Verbal reasoning.

Following a multiple-choice format, the assessment is adaptive (meaning that questions increase in di culty after each correct answer) and it is the accuracy of the answers, not the speed with which they are answered, that is important. Children should spend time learning how to properly interpret the question, rather than rushing – in turn helping them achieve the higher scores which are required by top schools.

For parents, it’s crucial to understand the role of the assessment in their target schools’ admissions process. Used by more than 70 of the most prestigious schools in the

UK, the ISEB is sometimes used as part of a wider, holistic assessment, only accounting for a small element of the overall consideration. For other schools, particularly those with higher numbers of applicants, the assessment is used as more of a screening exercise – only those scoring in the top percentile are invited back for the next stage.

As such, I would advise that parents get to know the assessment process of each school they are considering to ensure they understand the weighting of the test. Some children are natural test takers, whereas others may shine brighter at interviews, so it’s important to know whether the admissions process is suited to your child’s strengths.

With this in mind, setting some practice tests over the summer can be helpful in navigating the ISEB and, for children who require a little more support or who perhaps struggle with independent learning, working with a specialist school entrance exam tutor during the holidays may make a real di erence.

NATHANIEL MCCULLAGH

Managing Director, Simply Learning Tuition

QMy daughter has never been a high-flier, but she has always done quite well at school. However, in the past year I have noticed her marks and reports getting worse. She also seems less motivated about schoolwork. I am concerned for her but don't want to make things worse – is there anything I can do?

AChildren’s performance at school can deteriorate for many reasons. The key first step is to investigate what may be going wrong in your daughter’s case. Have an open, empathetic conversation with her. Avoid ‘why’ questions (‘why are you doing badly?’), as these will make her defensive. Instead, ask open-ended questions like, ‘I’ve noticed you seem to be struggling at school. Could you help me understand what’s going on?’. Consider talking to her teachers about your concerns. You could ask if they have noticed any changes in her behaviour, if she has changed friends,

and what her attitude to learning is like. The school’s perspective will help round out your picture of what is causing your daughter’s struggles.

If her marks are falling across subjects, motivation could be an issue. Many parents worry that their child is being lazy or simply does not care, but this is rarely the case. Lots of factors can be demotivating – the pressure to do well or feeling ‘stupid’ and unable to keep up, for instance. Often there is a vicious circle, where poor results lead to lower motivation.

it’s planning a study schedule or sitting with her as she does her homework –but you should gradually wean her o this support. Don’t forget to give her plenty of praise, but make this specific and related to e ort not results.

“Lots of factors can be demotivating – often there is a vicious circle where poor results lead to lower motivation”

It is common for children to struggle more at school as they get older because the study skills needed to succeed change. The ability to learn independently and manage time become more important. Many naturally intelligent children lack these skills, and they are rarely formally taught. Reflect on your daughter’s working environment at home – is it quiet, comfortable and distraction-free? Observe her working patterns and see whether she leaves enough time for homework or often seems disorganised.

As you try to support her, the key balance to manage is being there for her while not doing her work for her. She might need your help early on – whether

You may also want to consider enlisting the help of a private tutor. Many children struggle in group classes, where the lesson moves at the pace of the ‘average’ student, leaving those who find a topic challenging behind. Good tuition is tailored to the individual student’s needs and good tutors will not only cover the course content but also build up study skills – a trusted mentor, improving confidence and attainment in tandem.

One final note: try to separate the child from the grades. Your daughter very likely knows that she is underachieving and is probably struggling with this knowledge. The unconditional love of a parent will be the bedrock on which her return to success will be built. A blip in academic attainment is not uncommon and your daughter can definitely emerge stronger from the experience, provided she has an ecosystem of love and support to help her.

Take e Next Step

School’s Out

MUST READ

7+

Beasts from the Deep

by Matt Ralphs

Published in association with University of Cambridge, this fabulous book takes a deep dive into the ocean – one of the last great unexplored realms.

Beginning in the Twilight Zone (200m+ down) and ending with the Hadal Zone (6,000m+), it profiles notable inhabitants. From the vampire squid in the half light, to the megamouth shark and bloody-belly comb jelly patrolling the Midnight Zone, and then the dumbo octopus even further below. Marine facts are combined with neon ink-enhanced illustrations to create a vivid window on a deeply weird and wonderful world.

From a mission to save the world and beasts from the deep to seasonal tales and foodie facts and fables, great reads for the summer ahead

THE WORLD'S FIRST ROLLER COASTER

by Mike Barfield

illustrated by Franziska Höllbacher

TEMPLAR, £10.99

Bubble wrap started life as a failed wallpaper and the Nerf Super Soaker was dreamed up for a NASA mission. These and other inventions (including the rollercoaster) are detailed in this comic-format book. Perfect inspiration for STEM enthusiasts and budding inventors, there's a sweep of objects large and small – each one supported by additional fascinating facts. We love the mini profiles of young inventors and 'how to' guide to getting a patent for your own big idea.

illustrated by Kaley McKean NOSY CROW, £16.99

BILLIE'S BUZZ

by Alison Brown FARSHORE, £7.99

Billie's got talent, so when a pet competition comes to town she's determined to show o her agility and innate sense of style. A young human adopts her and helps with training. On the day, she triumphs in every competition, except one. Forgetting her young friend's advice to tuck her wings in because 'some people can be funny about bees', she gets disqualified. Thankfully, the judges reconsider and Billie triumphs. Alison Brown's lovely story celebrates bees' importance, and with fun illustrations to support the text.

by Carlie Sorosiak NOSY CROW, £7.99

The author of I Cosmo has returned with a tale about a friendship between a fox and a girl whose family live on Great Lake. Our fox narrator meets Bee one night instead of Nan, who is usually there on the deck to feed him salmon. But Bee is wearing Nan's sweater, and she has a fox-like face – they feel a connection. Nan is missing, presumed drowned, but neither fox nor girl believe it, so they go to find her, uncovering mystery and magic along the way.

How to Stop the End of the World

by Tom Mitchell HARPERCOLLINS, £7.99

The author has form when it comes to great titles (How to Rob a Bank, That Time I Got Kidnapped, etc) and this might be the best yet. Colin Coleridge is expecting a long and boring summer. Then weird markings outside his house and suspicious strangers in his neighbour's garden encourage him to investigate with new friend Lucy. The duo discover a mysterious curse and an ancient sword as they go on their mission to save the world.

by Rachel Ip illustratedby Katie Hickey

HACHETTE CHILDREN'S, £14.99

Tulip adores nature – from puddles and snail shells to feathers and flowers – but she is also bursting with questions and wants names for everything she sees. Then she follows a makeshi nature trail drawn in chalk that helps her identify plants and flowers. Her delight is made even greater when a botanical book is delivered to her door. Through its pages, she can explore other landscapes around the world. Rachel Ip's text is packed with information about the natural world in a beautifully illustrated book for young readers.

PEREGRINE QUINN AND THE COSMIC REALM

by Ash Bond PICCADILLY, £12.99

Debut author Ash Bond is making waves with the first in what promises to be a smash hit series for fantasy fans and lovers of myths and legends. The plot centres on a heroine who has always loved her godfather's stories about life as an immortal. When he's kidnapped, things start to go very wrong as the portals between the Terran and Cosmic Realms break down. She is also under attack, so it's fortunate that Olympus Inc. are there to help her find her godfather before an ancient evil takes over.

Stories that Built our World

by Caroline Rowlands

illustrated by Alette Straathof

NOODLE JUICE, £18.99

From legends to plays and fairy tales, stories have been handed down through generations. This book retells some of the most resonant from across the globe, gathering 52 (one for every week of the year) in one satisfying read. Author Caroline Rowlands has spread the net wide in space and time, mixing in stories from the Brothers Grimm and Hans Christian Andersen with those of Ovid, Plutarch and Shakespeare. There are also some wonderful fables from across the Middle East, Africa, India and the Americas.

LOLA LOVES WALKIES

by Jake Hope

illustrated by James Brown UCLAN PUBLISHING, £7.99

Lola is a four-legged heroine who loves heading out for walks in the company of her young human. She adores watching her doggy pals play games and her own favourite activity is hide and seek. The visual surprise in this tale is that you never see Lola in all her furry glory until the very end – and she is worth the wait. With a large format to show o James Brown's evocative illustrations, plus pacy read-aloud text, this is book to delight young animal lovers.

WHEN I FEEL BRAVE

by Britta Teckentrup PRESTEL, £12.99

One of our most gi ed author/ illustrators returns with an upli ing story about facing fear. A little girl is lost in the dark wood, alone and frightened. She tries to disappear, to hide, to run, and then a huge bear asks her to turn around, step closer and take courage. She does, and the bear carries her (and us) on a journey from dark wood to sunny meadows. The girl feels joy again – and also realises that fear and courage are both a part of her identity.

MUST READ

Chasing the Shy Town

by Erika McGann

illustrated by Toni Galmés LITTLE ISLAND, £7.99

Senan is not an adventurer and prefers watching life from his window, but he keeps spotting a hilltop town that mysteriously disappears. His fearless neighbour Joshua persuades him it's worth finding, and they set off (along with Senan's down-to-earth grandmother) to locate it. It turns out it's called Perfection, only it isn't because the inhabitants are exhausted by trying to make it even more perfect.

Irish writer Erika McGann (The Puffling?, The Watching Wood) tackles themes around perfection anxiety in a whimsical story with a perfectly imperfect ending.

UNTIL YOU FIND THE SUN

by Maryam Hassan illustrated by Anna Wilson HACHETTE

CHILDREN'S, £12.99

Aminah's life 'sparkles' – from the sunshine to the colour of the juicy mangoes. She loves hearing adventure stories about voyages to far o lands from her grandfather, Da. But then she and her parents go on a journey to a new place. It's so cold and dark that Aminah loses her sparkle – until one day it snows. Gentle text and vivid illustrations tell a story about finding your way when everything around you has changed.

Tasty Tales

by Anna Lena Feunekes

UCLAN PUBLISHING, £8.99

Serving up a feast of food facts, Tasty Tales explores some of the great dishes and classic foodstu s. From how Jollof Rice may have got its name (and where in Africa it's actually from) to the crescent shape in croissants, the high-end banquet origins of candyfloss and the close association between goats and Ethiopian co ee. Her wonderfully stylised illustrations and lively text make for a fascinating and mouthwatering read. There's a link to her website to find out more or even try out some of the recipes.

Gargoyles: Guardians of the Source

by Tamsin Mori

UCLAN PUBLISHING, £8.99

After the excellent Weather Weaver series, Tamsin Mori returns with a new adventure centred on adventure and magic. When Callen and family move back into his father's childhood home their life becomes very weird. His Dad has always been secretive about his past, but this vast crumbling mansion full of gargoyles has doors nailed shut, overgrown gardens, and something else. A disgruntled gargoyle wakes up and Callen needs to earn her trust before the dark threat growing in this creepy place overwhelms them all.

Momoko Abe The M AKING of Me

Illustrator and author Momoke Abe on growing up in Japan, her twin passions for baking and art and other influences that drew her to life in the UK

Where did you go to school and when?

I was born and grew up in Japan. I went to a primary school in my town from 1988 to 1994, then a junior high school, also in my town, followed by high school (16-18) in the neighbouring town.

What were your schools like?

They were state, co-ed schools. In Japanese schools, even today, students share chores. One of my favourite things at primary school was lunch time. Students took turns to do the lunch service duty. We put on a hair cap and an overall smock and served meals to our classmates. When I felt a bit cheeky, I gave my friends or someone I fancied a big serving. Students also cleaned their own homeroom every day. My friends and I often turned the chores into games such as a mopping race.

My primary school was surrounded by rice fields and vegetable patches. Growing vegetables and rice was a part of the school curriculum. We planted rice seedlings in early summer, harvested the rice in the autumn, then pounded the cooked rice to make mochi (rice cake) and ate them. It was a great way to learn, and appreciate how food reaches our tables. And it was so much fun. You go into a muddy rice field with bare feet

to plant seedlings, and to make rice cakes, you pound cooked rice with a giant mallet.

Did you love school, or hate it?

I generally loved school, but school was where I first experienced the complexity of human relationships. I always found it di cult when my friend group dynamics changed; for example, when someone joined

me and my best friend or a group of four split into two. Children’s social lives aren’t as simple as you might think. They live in their own, small yet very complex, social ecosystem. And these formative years most likely influence how we handle our relationships in our adult lives.

Probably this is why I like writing for children. It’s like sharing advice or knowledge I didn’t have, but I wish I had when I was younger, with my young readers. If I can help other children navigate their lives slightly easier through my stories, I’d say ‘job done!’.

What were your favourite subjects at school?

Art. But this is a hard question. I liked most of the school subjects except PE and music.

Who was your most memorable teacher and how did they influence you?

I can’t remember his name but one day a science teacher explained the functions of kidneys to the class. He said urine would be clean enough to clean a wound in an emergency because kidneys remove waste. Now I know it’s nonsense, but that was the moment I got fascinated by

“HANSON (DO YOU REMEMBER THEM?) CAME TO JAPAN AND SANG ‘MMMBOP’ AND THAT WAS IT. I WAS FOREVER CONVERTED”

science. In a very strange (and incorrect) way, he made science less dry and more relatable. Thanks to him, I still enjoy science articles and TV programmes.

Where was your favourite place at school and what did you do there?

At my primary school, my favourite place was the playground. That’s where I spent most of my recess periods.

What beliefs did your time at school give you?

Friendship is fragile. Your best friend today could be someone else’s best friend tomorrow.

What was your proudest school moment?

I wasn’t someone who stood out in school. I hardly won anything (although I won a few art competitions) and I never was leader material. So I can’t remember any proudest moment. However, I made an oil painting during an art class. I painted a watermelon

being cooled in a bucket of water by the well in my family garden. It is probably my best work to date. The painting is still hung proudly in my parents’ house.

What was the most trouble you ever got into at school?

The troubles I got into were mostly physical injuries. I was a tomboy/daredevil, always climbing up something and jumping o from there. How I never broke any bones at all is a mystery. Probably the biggest trouble I ever got into was when I got in a physical fight with a boy. I was probably eight or so. I can’t remember what we fought over and what happened after, but I never ever physically hit anyone after that. I guess I learnt a lesson.

Were you ever ‘too cool for school’?

I wasn’t. In Japan, many cool and/or rebellious kids bleached their hair, some to even blonde. I was neither cool nor rebellious, and having school teachers for parents wouldn’t have made it easy even if

I wanted to be. But, back in the early ‘90s, I was one of the few students who had a mobile phone (I was 14). The phone was chunky and angry, but I must say I felt cool.

What is your most vivid memory, looking back?

I think I was seven or eight. One day a girl joined my best friend and I, and we became a group of three. My bestie and the new girl hit it o more than I liked and I was scared of losing my best friend. One day I shouted ‘SHE IS MINE!’ at the new girl, pointing at my best friend. Obviously, it backfired. It just bonded them even more… I joined another group after that episode.

When and how did your love of words begin?

I was probably ten or so. We were learning poetic techniques in a Japanese class and the teacher asked us to write a poem using metaphor and simile. I wrote a poem about the first snowfall, comparing untouched snow ground to a

ABOVE Momoko Abe

I think that was the moment. On the other hand, I was and still am terrible at singing. Sometimes music teachers made us sing alone in front of our class. It was a torture. I’m pretty sure my phobia of public speaking began there. I hate karaoke.

I fell in love with American and Brit pop music when I was a teenager. Hanson (do you remember them?) came to Japan and sang ‘MMMbop’ and that was it. I was forever converted. I stopped listening to J-pop and I worshipped UK/US pop instead. It wouldn’t be an exaggeration if I say the Spice Girls (along with British films such as Notting Hill, Billy Elliot and Bend It Like Beckham) played a small part in my decision to move to the UK.

What other key influences/passions shaped you growing up?

I did classical ballet from five till 18 and in my teenage years, ballet was my life. Ballet taught me the joy of achievement through discipline and hard work and I made many friends for life through shared tears and sweat. Looking back, I get mixed feelings. Ballet life was really tough on my (and any girl’s) self-esteem. It wasn’t a kind place, especially when it came to body image.

Anyway, better or worse, ballet is a big part of what made me who I am today. My grandmother loved baking and she taught me how to bake from the age of four. Baking became my obsession and a lifelong love a air. I often took my baked goods to school and shared them with my friends. Baking has become my go-to tool for connecting with people ever since. I applied for The Great British Bake O once (sadly I

didn’t get in). I’m currently working on a baking-based story, hoping to present it to publishers one day.

What got you into visual storytelling and writing?

My parents introduced me to the world of cinema. That’s where my love for visual storytelling began. Along with my love for art, it paved my path to being a picture book maker.

What projects and challenges are coming up next for you?

This year, I’m illustrating two picture books written by other authors. I’m trying to write a chapter book, which I haven’t done before, in the background, but also thinking about board books. We’ll see how it goes. And Pearl and her Bunch is coming out in paperback!

How would you sum up your school days in three words?

Discipline. Friendship. Curiosity.

Pearl and her Bunch by Momoke Abe is out now (Orchard Books, £12.99) and will be available in in paperback in August. momokoabe.com

ABOVE

Illustrations from Pearl and her Bunch

BIG adventures

A trusted provider of school trips, PGL also o ers brilliant Kids’ Adventure Camps – fun, memory making and new skills for them, time o for you

PGL is go-to name for schoolorganised activity trips, trusted for over 65 years and working with many top schools. But it also o ers Kids’ Adventure Camps for children aged 8-16 in half-terms and holidays. During the summer break, these camps take place in 12 idyllic locations, and with a great range of activities to choose from.

Children learn cool new skills and make memories, while parents get a break and the opportunity to cover o some holiday childcare. The camps are all inclusive – so that’s accommodation and food, activities (with expert tuition) plus 24/7 care and pastoral support. There are generous discounts if you book more than one child or holiday (from 15% for two to a mighty 35% for five), which is a great incentive for families or friends to get together and multibuy – and many do.

Discover! (day to three night) camps are great for children with less time or those who want a taster of independent travel. Then there are Explore! (four to seven night) camps, with 40+ outdoor activities. Specialist

Trailblaze! camps are for pursuing a passion or adding something really useful to their skillset. From baking and bushcraft to pony trekking and surfing, there are 13 amazing options to choose from, each mixed in with traditional PGL outdoor fun. You’ll even find specialist learner driver courses for 13+ camp goers, and an ‘Adrenaline Quest’ for the 11+ cohort – the former gives a head start in a really useful life skill, while the latter combines white-knuckle rides at top theme parks with adventure at PGL sites.

PGL’s own research points to the fact that children don’t crave rest over the holidays but a change of scene and the opportunity to spread their wings. The way camps are organised by age makes it easy for children to turn up and make friends. Lots of children travel with a sibling or friend, and PGL even has bookings from cousins at di erent ends of the country who meet in the middle for an action-packed reunion. It’s popular, too, with international families. Often, the overseas cohort will combine, say a Trailblaze! specialist camp with another week of Explore! activities.

PGL started out with canoeing adventures in the 1950s, organised by one Peter Gordon

ABOVE

Children learn new skills with expert tuition

“You’ll even find specialist learner driver courses for 13+ camp goers, and an ‘Adrenaline Quest’ for the 11+ cohort'”

Lawrence (children still love to think the acronym stands for ‘Parents Get Lost’). Often parents who book have fond memories of their own PGL trips and want their children to experience this same safe outdoor fun. It has a whole host of accreditations, including Ofsted and BAPA, and it’s also registered with ABTA. The locations are glorious – from Su olk, Dorset and Shropshire to Perthshire and rural Wales. There’s even the option of PGL-escorted travel for the journey there and/or back, with convenient pick-up points. Every centre is unique, and you’ll find a mix of modern and historic properties with lovely grounds. Accommodation is simple but comfortable and tailored to children and groups – the holiday luxury here is having so many activities on tap, led by expert guides. Kids’ Adventure Camps are popular with independent-school parents, not just for the adventures but also the opportunities to mix with young people from di erent backgrounds and localities. The fact that it’s an all-inclusive set-up (all children need is a bit of pocket money) is a great leveller. Each camp has Group Leaders who manage pastoral care – helping children settle and socialise and checking in regularly. They are used to relating to young people and can work wonders with the reluctant vegetable eater or the child who is hesitant in new situations.

PGL works to be as inclusive as possible and is proud that last year 10% of children attending Adventure Camp independently had a disclosed SEND. PGL advisors work closely with families to ensure individual needs can be met. If children aren’t ready to go it alone (or alone just yet), they may recommend bringing a sibling or buddy or starting out with parents on a PGL Family Adventure.

For parents, Kids’ Adventure Camps o er the peace of mind of knowing children are busy, making friends and being active. Children, meanwhile, get a change of scene and routine. Oh, and don’t forget their bragging rights back at school. Finally, they get to answer that ‘what did you do over the holidays?’ question with their own long list of epic adventures – all of them achieved without Mum or Dad in tow.

ABOVE & BELOW Specialist camps let kids pursue their passions, while Explore! camps o er 40+ activities to try

DREAM

are smitten by

We

St Lucia's sister resorts Anse Chastanet and Jade Mountain

caribbean

SANDY CADIZ-SMITH

ABOVE

Eleanor Roosevelt wisely said: “The future belongs to those who believe in the beauty of their dreams”. As the longest-serving First Lady ever she must have known a thing or two. Everyone has a dream, though some people, like St Lucian hotelier Nick Troubetzkoy dream bigger than others. Resulting in the creation of two exceptional resorts that need to be seen to be believed.

Located on the south-west coast of St Lucia, sister resorts Anse Chastanet and Jade Mountain are spread over 600 lush tropical acres. Anse Chastanet sits down the hill, closer to the beach and this is where we begin our Caribbean island odyssey. After winding our way along the rocky road, we’re greeted with smiles and welcome drinks before being shown to our spacious hillside room. It’s open to the elements with only wooden louvres acting as walls. A lack of walls is something we need to get used to. The large bedroom is decorated in vibrant tropical hues and flows seamlessly onto an

equally large verandah with fabulous forest and ocean views. There’s no air conditioning but the natural through-draught makes for perfect ventilation. So we go to sleep to the sounds of the forest and wake up with the sun to the sound of birdsong and distant ocean waves.

It’s a beautiful way to wake up and just a short walk down the hill to breakfast. Then it’s all about sun, sea and sand. There’s plenty to see and keep us busy - one of the best snorkelling spots on the island is right here. There’s also paddle boarding, sailing and scuba diving. There are two beaches for some serious lounging, the main one at Anse Chastanet and Anse Mamin, a short walk or boat ride away. The crystal clear, sunshine-warmed water is waiting when we need to cool o , before checking in to our second hotel, Jade Mountain. Jade Mountain rises above Anse Chastanet, overlooking St Lucia’s Pitons - a World Heritage Site and it's unlike anywhere we’ve ever stayed. The towering building blends into the St Lucian jungle and individual bridges lead to each of the 24 infinity pool sanctuaries. As

our Major Domo (a personal butler on hand 24/7 to ensure your every wish is fulfilled) explains to us, our room starts at that bridge. He also tells us that people often burst into tears on being shown to their sanctuary (of happiness, naturally), so we brace ourselves as he opens the door to JB4. And wow, it does take our breath away. Every sanctuary is unique and ours is designed with the infinity pool running through the middle, like our very own (heated) river. It’s spacious and spectacular with a huge open bathroom and totally missing that fourth wall: the gap perfectly frames the Pitons, like they were specially placed there. Who needs a wall when you have your own mountains?

As well as successfully working with the surrounding terrain to create minimum disturbance, part of the vision was to create the resorts with an environmental consciousness at their heart as well as being places of beauty and luxury. This is evident in many of the initiatives on site including admirable sustainability practices and community e orts.

Guests have a choice of gorgeous beaches

“Two exceptional resorts that need to be seen to be believed”

We also see this reflected in the incredible food. Guests can dine between the two resorts and the genius of innovative chefs Eli and Frank produces dish after dish of deliciousness. There are five restaurants, and 40% of the food comes from their organic farm down the road. From creative breakfast dishes to weekly bu ets – plus wine pairings at The Old Treehouse fine dining evenings and the best burger on the island at the Jungle Grill – this really is food to dream about.

We take a cruise and witness a pictureperfect sunset, watch turtle eggs hatching and the babies heading for the sea, have an in-sanctuary massage and take a guided walk through the plantation. We make our own chocolate in the onsite chocolate lab, enjoy rum tasting on the beach and a lionfish banquet afterwards, sample cocktails and live the headiest of lifestyles as if we’re living the dream. Nick Troubetzkoy’s belief in the beauty of his dream has become a reality.

ansechastanet.com; jademountain.com

ABOVE There are myriad ways to enjoy the water BELOW

Open to the elements, and spectacular views, our room at Jade Mountain is a dream retreat

ABOVE Hillside room, Anse Chastanet

MY KIND OF TOWN

Chicago is a sparkling metropolis with a strong food culture, fascinating museums and a magnificent setting

Chicago is the third-largest city in the USA. It sits on the banks of Lake Michigan in the Midwest state of Illinois, a proud testament to triumph over adversity. Devastated by the Great Chicago Fire of 1871, the city has since developed into a sparkling metropolis with its iconic skyline and myriad attractions to explore. Chicago captures the essence of all the positive aspects of urban life. It’s bustling and glitzy, yet it’s also incredibly peaceful with plenty of green spaces and a waterside lifestyle. There’s a restaurant scene to be envied and the di erent neighbourhoods with their contrasting personalities create a dynamic and vibrant spirit that’s contagious.

ABOVE Chicago’s architectural heritage and green setting are unique

SANDY CADIZ-SMITH

The city’s jaw-dropping architectural wonders like the Willis Tower serve as testament to its rich history and progressive spirit and we spend our first day with eyes cast skyward. From our base at the magnificent Peninsula Hotel we are perfectly placed to explore the city’s many glories. Our location on the prestigious Michigan Avenue, is on the Magnificent Mile, a thirteen-block stretch packed with high-end wallet-busting shops. Think Ti any & Co, Neiman Marcus, Louis Vuitton and more.

It’s also easy walking distance to the Chicago River and Lake Michigan. Yes, Chicago has both a magnificent river (the only one in the world that runs backwards) and a lake – and it’s a truly walkable city. We’re spoilt for choice and enjoy meandering both along the riverwalk and the soothing shores

of Lake Michigan as well as taking a fascinating boat journey through the glittering towers that line the river.

Chicago is one of the most diverse cities in the US with 77 distinct communities representing an incredible array of cultures and people. Each area feels like a new town, yet you’re always close to the city’s beating heart. We sample Mexican delights on a street food tour of Pilsen, tour and taste at the Guinness Open Gate Brewery in the heart of the West Loop, and sample beers and spirits at Dovetail and Koval in Andersonville.

For a touch of creative culture, we follow in the footsteps of multiple movies that have been made in the city’s centre and visit the fascinating American Writers Museum. We rise up high to the Sky Deck in the city’s tallest skyscraper with its vertiginous and far-ranging views from the 103rd floor. And we revel in Chicago’s gastronomy – from Asian, Greek and Italian to modern and classic American. Whether you want to feast on famous roast beef sandwich, hot dogs and ginormous deep pan pizzas or explore innovative modern fusion menus, it’s undoubtedly a foodie paradise.

Chicago Fact Box

For information on what to do and where to go visit choosechicago.com

We stayed at The Peninsula peninsula.com/en/chicago/5-starluxury-hotel-downtown-chicago

We invested ina City Pass for discounted admission to attractions citypass.com/chicago

RIVER TOUR architecture.org/tours/detail/ chicago-architecture-center-rivercruise-aboard-chicago-s-fi rst-lady/

FOOD TOURS chicagofoodtours.com

MOVIE TOURS chicagomovietours.com americanwritersmuseum.org

Speaking of paradise, The Peninsula o ers the ultimate in luxurious tranquility in the heart of all this action. Our deluxe room is the perfect place to relax and rejuvenate with its plush seating area, giant bed, dressing room, sparkling marble bathroom and city vistas. Everything is controlled from the in-room tablets, from ordering room service to turning on the lights. And, as you’d expect, the hotel food is fabulous too. Sumptuous a la carte breakfasts are served downstairs at European-style Pierrot Gourmet, and the world-renowned Shanghai Terrace prides itself on its exceptional Chinese food. And then there’s Z Bar with its innovative cocktails, cutting-edge design and cool crowd. When evening falls we’re sipping cocktails on the terrace, watching that stunning skyline transform into a glittering light display like no other. Night or day, Chicago is truly dazzling.

RIGHT 31st Street Harbour

BELOW The Peninsula Hotel Spa

WE ARE KEW

Curiosity | Creativity | Confidence | Collaboration

Co-educational Preparatory School (with a Nursery) in West London for ages 2-11 kgps.co.uk /kewgreenprep

A co-educational and non-selective independent school for children from 4 to 11 years old

SWEET

Dreams?

We all want sweet dreams for our children, but terrifying nights are surprisingly common among the very young

By RACHEL WEBB

Your child is tucked up in bed counting sheep – after all, what do they have to worry about? In fact, monsters and baddies lie in wait to haunt their dreams, meaning disturbed nights for them (and you). The good news is that this is a normal childhood phase, even if it’s a nightmare while it lasts.

BAD DREAMS

Nightmares are incredibly common in childhood. The Sleep Foundation points to research findings that half of children aged from three to six have frequent nightmares. This reduces to about a fifth of children aged

from six to 12. Bad dreams typically abate as children move into adolescence.

Nightmares almost always happen during the latter half of the night – during REM sleep – which is why children may remember what happened the next morning. If they do recount their bad dream, it’s important to let them talk through the story and provide reassurance without dwelling too much on its theme. As they grow older, they start to understand it’s just a scary dream.

NIGHT TERRORS

Night terrors are very di erent, manifesting as disturbed sleep and happening earlier in the night. During a night terror, children may move around, open their eyes or speak.

These incidents are thought to a ect around a third of children aged three to seven – most frequently in the pre-school years.

While such incidents often look alarming and every parental instinct might tell you to wake your child up and comfort them, experts advise that you stay quiet and let things play out unless there’s an imminent risk to safety. The good news is that children experiencing night terrors invariably remember nothing the following morning, even if you’re left feeling wrung out.

QUIET NIGHTS

As children learn, their dreams reflect growing awareness of potential dangers. Monsters feature heavily in the nightmares of pre-schoolers, with real-world dangers played out for school-age children. There may be specific triggers. Being overtired, unwell and change (including a new school) all increase the likelihood of disturbed nights. If they persist or one dream happens on repeat, keep a sleep diary before seeking advice.

The nightmares pass for the vast majority but a regular bedtime routine remains the tried and trusted way to encourage sweet dreams. Let your child wind down slowly and avoid stimulants – including chocolate, sugary drinks and screens. (Also ensure parental controls are on to stop them stumbling across scary content in daytime.)

Old school it may be, but reading a happy bedtime story together and tucking them up with the extra protection of a teddy bear or two remains the very best way to ensure a good night for one and all.

DEPTH JOY STRUCTURE SPACE

Your child’s primary years are fundamental in shaping not just what they become, but who they become.

King Alfred School has over 120 years of experience of designing joyful learning experiences which give each child the space they need to discover and develop their passions, to embrace challenge and reflect on their achievements.

Our creative curriculum inspires children because they do it

through experience, through play, through genuine interest; we nurture an eagerness to know more and encourage greater depth of understanding. We have high expectations for our children and give them the freedom to explore and grow - all within a structure which lets them develop at the pace which is right for them. The results speak for themselves; happy, confident children who love to learn.

Find out more about the school, or book to attend an open event at www.kingalfred.org.uk