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Education Halloween What’s On Issue September/October 2026 Familiesonline.co.uk
Familiesonline.co.uk Families Magazine
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FOOD
Delicious AND nutritious lunch box ideas By Samantha Gnimavo
Research shows fewer than two percent of packed lunches meet School Food Standards* but it doesn’t have to be that way. Can lunch boxes can be delicious AND nutritious? Certainly - here’s how! Swap your usual spread for something with more flavour Trying new spreads introduces children to different flavours and sneaks in extra nutrients. Instead of butter or mayo, why not try houmous or pesto? Both add fibre and taste great. Small changes like this gradually broaden a child’s palate.
Don’t forget dairy Babybel® or small cheese chunks are easy, protein-rich additions. If packing yoghurt, check the sugar content: fruit yogurts can contain a surprising amount. A simple fix is stirring a little jam into plain yogurt instead.
Swap crisps for popcorn Crisps are a lunchbox staple but have you considered salted popcorn? Higher in fibre and lower in fat, it’s a simple, satisfying swap. It’s fun and easy to make at home or pick up small ready-made bags at most supermarkets. A small change, a big win!
Eat the rainbow
For a sweet treat, add a piece of seasonal fruit
Swap white bread for wholegrain or sourdough
Fruit is nature’s dessert. Regularly rotating one or two pieces exposes your child to a range of flavours. Seasonal fruit is usually cheaper too, so beyond the banana or apple standbys, try a pear, satsumas, apricots or berries. Variety is the spice of life!
Plain white bread is low in nutrients and digests quickly, leaving children hungry before the afternoon is over. Wholegrain and sourdough breads are far more nutritious and release energy slowly. It’s a simple swap that makes a real difference.
Pack an after-school snack The school day doesn’t end at lunch. An extra snack for home time satisfies afterschool hunger. Good options include a small handful of nuts or seeds (if the school allows), a cereal bar, rice cakes or a piece of fruit. A little goes a long way.
Insulated flasks and food jars keep food warm for hours so they work for colder weather lunchboxes. A warming bowl of last night’s leftover pasta, soup or stew is comforting, nutritious and reduces food waste.
*www.bit.ly/foodfoundationkids
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Hitting five-a-day starts at lunchtime. Adding vegetables to a sandwich boosts fibre, vitamins and minerals, keeping energy levels steady all afternoon. Try salad leaves, tomatoes, cucumber, spinach, grated carrot or sliced bell peppers. Colourful and crunchy, let your child choose.
The more colours on a plate, the better. Fruit and vegetables all contain different vitamins, so variety really does matter. Challenge your child to spot every colour in their lunchbox. It turns healthy eating into a game and makes lunchtime more exciting.
Choose hot over cold
Samantha Gnimavo is owner of Happy Body (www.happy-body.co.uk), a women’s health and fertility nutritionist and NHSaccredited health coach.
Fresh fillings in sandwiches
Keep it simple: add a flask of water Staying hydrated is essential for concentration and overall health, yet it’s often overlooked in lunchboxes. A flask of water is all you need. Skip the squash, it adds unnecessary sugar. If your child isn’t keen on plain water, try adding a slice of lemon, a sprig of mint or swap to sparkling water.
Who doesn’t love a good dip? You can never have too many vegetables. Chop some carrots, cucumber and bell peppers, add a pot of houmous and you put fun and fibre into any lunchbox or after-school snack. Children who help prepare their food are also more likely to eat it.
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CONTENTS
Contact us
Welcome
Editor Linda Stone info@familiesmagazine.co.uk 020 8241 0423
Are you wishing the summer could have gone on for ever OR looking forward to having the kids back at school or nursery and returning to your usual routine? Either way, there’s a lot to like about autumn and the beginning of a new academic year can be an exciting time for children, even if it takes a few weeks for you all to settle into the groove. There’s lots to help you in this issue. Read up on what to expect from the first few weeks of the new term and also find out how to help manage the step up from the EYFS curriculum to Key Stage 1. Maybe you are choosing a school for 2027 this term? We’ve got some tips for you too. Plus AI at home and maths in upper primary school.
Next issue: November/December Book by: 3 October Cover image: www.shutterstock.com Follow us on social media www.facebook.com/FamiliesUK www.instagram.com/familiesuk
It’s not all work and no play though! Take a look at What’s On to plan some fun activities for the family at the weekend and encourage your child to become a nature detective with the help of our autumn challenge.
In this issue 2. 4. 10. 11. 12. 13. 14. 15. 16.
Food Education Early years Kids’ classes Parenting Neurodivergence Autumn challenge Health Halloween craft
Before you know it, the next half term will roll around and it’ll be time to embrace Halloween, something the kids will start to anticipate soon. Make a mental note to get them making some glow- in-thedark-spiders to decorate the house. You’ll find the instructions inside. Lastly, don’t miss our range of giveaways including a Disney Jnr Minnie Mouse Groom and Go Salon Playset. Apply inside.
Linda This product is made of material from well-managed, FSC®certified forests and other controlled sources.
May/June issue giveaway winners
Congratulations to all our winners. You can find a list at www.bit.ly/MJ26recipients
Families Magazine is a franchise of Families Print Ltd of 75 Lisbon Avenue, Twickenham, TW2 5HL. Families is a registered trademark of Families Print Ltd. All franchised magazines in the group are independently owned and operated under licence. The contents of Families Magazine is fully protected by copyright and none of the editorial or photographic matter may be reproduced in any form without prior consent of Families Magazine. Every care is taken in the preparation of this magazine but the franchise owner and Families Print Ltd cannot be held responsible for the claims of advertisers, nor for the accuracy of the contents, or any consequence thereof.
GIVEAWAY
Ages 3+
Minnie Mansion Playsets Worth £30 each
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Ultimate Stitch Interactive Plush Toy Discover the outof-this-world personality of Disney’s Ultimate Stitch 100+ sound and motion combinations – from cute and silly to alien temper tantrums Press his features for sneezing, giggling, munching, dancing Worth and singing £80 each 2 available
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Families Magazine 3
EDUCATION
Building maths confidence in upper primary school By Ksenia Volgemut Many children begin upper primary school feeling comfortable with maths, only to lose confidence as the work becomes more abstract. In Years 5 and 6, pupils encounter longer word problems, fractions, decimals, percentages, negative numbers, multi-step calculations and early algebraic thinking. For some children, this shift can feel sudden. A dip in maths confidence does not always mean a child is ‘bad at maths.’ Often, it means they have small gaps in understanding, feel unsure about methods or panic when questions look unfamiliar. The good news is that confidence can be rebuilt with calm, regular support.
Parents can also build maths into everyday moments. Cooking involves measuring, sharing and scaling quantities. Shopping involves money, estimation and percentages. Travel involves time, distance and problem-solving. These small examples show children that maths goes beyond the classroom.
One of the most helpful things parents can do is make maths feel normal, not frightening. Children often hear adults say things like: ‘I was never good at maths either.’ Although this may be meant kindly, it can accidentally suggest that maths ability is fixed. A better message is: ‘You might not understand it yet but we can work it out step by step.’
However, support at home should not become pressure. If a child is already anxious, too many extra worksheets can make maths feel like a punishment. Start with what they can do, then stretch gently. A child who feels successful is more likely to try the next challenge.
Upper primary maths depends heavily on foundations. Times tables, number bonds, place value and basic fractions all support later topics. If these are shaky, harder questions can feel overwhelming. Short, regular practice is usually more effective than long sessions. Five to ten minutes of focused recall, a few times a week, can help children feel more secure. It also helps to talk through mistakes calmly. When a child gets an answer wrong, try asking: ‘Where did it start to go wrong?’ rather than ‘Why did you get that wrong?’ This turns mistakes into information. Perhaps your child misread the question, forgot a times table, rushed a step or chose the wrong operation. Once the pattern is clear, the solution becomes easier. Word problems are another common confidence barrier. Many children can complete a calculation when it is written clearly but struggle when the same maths is hidden in a paragraph. Encourage your child to underline key information, circle the question being asked and decide which operation is needed before they start calculating. This slows down the process and helps them feel more in control.
It is also worth praising the process rather than the speed. Fast answers are not always accurate and slower pupils may have strong reasoning skills. Say things like: ‘I like how you checked that’ or ‘That was a good method,’ rather than only praising the final answer. As secondary school approaches, maths expectations increase. Pupils need to explain methods, solve multi-step problems and apply knowledge in new situations. Building confidence before Year 7 can make that transition feel much smoother. Maths confidence grows when children feel safe to try, make mistakes and practise regularly. Parents do not need to know every method perfectly. What matters most is creating a calm routine, encouraging effort and helping children believe that maths can improve with practice. Ksenia Volgemut is from Battersea House, a UK-based online tutoring platform supporting students from primary through GCSE and A-level. Families can claim their first session FREE at www.batterseahouse.co.uk.
How to make maths practice less stressful
Why maths confidence matters before Year 7
Keep practice short and predictable. Ten calm minutes are often better than an hour of frustration. It also helps to choose one small focus, such as times tables, fractions or word problems and stop before your child becomes overwhelmed.
Maths often feels different in secondary school. Pupils meet more abstract topics, longer problem-solving tasks and questions that combine several skills at once. A child who feels unsure in Year 6 may find that confidence dips further when routines, teachers and expectations change in Year 7.
Use a timer if it helps but avoid making every task a race. Some children think more clearly when speed is removed. To end a session with confidence, not panic, finish with a question they can do successfully.
Building confidence in upper primary school gives children a stronger base before that transition. It also helps them approach new topics with less panic and more willingness to try.
4 Families Magazine
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EDUCATION
What to expect from the first weeks of term By Erin Miller
The first few weeks of the September term are often a bigger adjustment both for children and parents than they expect. Whether it is your child’s very first day at school, they are returning to school or they are beginning a new key stage, it helps to know what to expect during those early weeks. After the long summer holidays, some children are excited to return, while others may feel nervous, emotional or unsettled by the change in routine. While all of these reactions are completely normal, preparedness always helps. Expect a lot of communication If your child’s school is new to you, one of the most useful things you can do early on is familiarise yourself with how the school communicates with parents; whether through ParentMail, school apps, ClassDojo or email newsletters. The first few weeks usually involve lots of practical information about routines, homework, PE days, reading, clubs and trips. It can feel overwhelming at first but families and schools usually quickly settle into a rhythm. If you are unsure about something, don’t worry in silence, reach out to the school and ask; it’s likely other parents will be wondering the same thing! Expect routines and behaviour expectations to be prioritised over academics At the start of the school year, teachers often focus heavily on routines, relationships and behaviour expectations before moving fully into academic work. Children spend time practising everyday routines such as lining up, organising belongings, moving around the classroom and working with others.
Prepare for your child to be overwhelmed
Many parents are surprised by how emotionally tiring the return to school can be for children. Even those who seem settled may come home exhausted, emotional, irritable or unusually quiet during the first few weeks. One reason for this is often referred to as ‘after-school restraint collapse,’ where children spend the school day managing routines, expectations and social interactions before releasing those emotions once they are back in the safety of home. You may also notice inconsistency; one day your child may seem happy and confident, while the next they suddenly dislike school, their teacher or their classmates. This is usually a normal part of adjustment rather than a sign that something is wrong. Most children need time to settle into new routines and expectations, so patience, reassurance and consistent routines at home can make a big difference. Prioritising good sleep routines and calm evenings can help, as tiredness often amplifies emotional reactions. Avoid too many extracurricular activities initially until your child is settled. Familiesonline.co.uk
You may also hear lots about class rules, rewards or school values during these first weeks, as teachers establish expectations for the year ahead. For younger children especially, schools also prioritise emotional wellbeing and helping children settle socially through activities such as circle time, PSHE and team-building tasks. So don’t worry if your child hasn’t actually mentioned what they are learning in the first week or so. Expect baseline assessments and early observations The first few weeks are also a time when teachers assess where children are academically after the summer break. There is often a dip in academic attainment, which is completely normal. Schools often carry out baseline assessments, reading checks, phonics activities or short maths tasks to identify strengths, gaps in learning and any children who may need additional support. For Reception children, this includes the statutory Reception Baseline Assessment (RBA), completed within the first six weeks of school. These assessments are informal and not something children need to prepare for. Erin Miller is a teacher with a keen interest in how research can be used in the classroom to improve learning.
Looking at the longer term: assessments
You might already be thinking ahead but don’t expect detailed information about these assessments during the first few weeks of term. Apart from the Reception Baseline Assessment (RBA), most statutory assessments take place later in the school year and schools will usually provide parents with more information closer to the time. As well as the Reception Baseline Assessment (RBA), depending on your child’s year group, they may complete other statutory assessments, including the Phonics Screening Check (Year 1), the Multiplication Tables Check (Year 4) and Key Stage 2 SATs (Year 6). If you would like to learn more about when assessments take place and what they involve, GOV.UK provides guidance on primary assessments and key assessment dates. While it is natural to look ahead, there is no need to worry about these assessments. For now, the focus should be on settling into the new school year.
Families Magazine 5
EDUCATION
AI at home: helping children use it wisely
By Zuzu Jordan
AI is already part of our children’s world and even if we’d like to, we can’t pretend it doesn’t exist. But nor should we simply hand over responsibility for their learning to a machine. The most helpful place for parents lies between those extremes: in other words, adults using AI alongside children, with curiosity, clear boundaries and plenty of conversation. Parents’ worries are understandable. Artificial intelligence can produce inaccurate answers, reflect bias and make it tempting to skip the effort involved in learning. AI collects, processes and stores our data too, so it’s important that children understand that personal information, photographs and private family details should never be entered into an AI tool without an adult’s permission. Used thoughtfully though, AI can become a creative learning partner rather than a shortcut. One positive use for AI begins with talking Pie Corbett’s Talk for Writing approach recognises the importance of children orally rehearsing language and ideas before writing. Speaking can help a child organise a story, experiment with vocabulary and hear whether a sentence makes sense. So an adult could invite a child to describe an imaginary setting using the voice feature in an age-appropriate AI app. The child might describe a silver castle balanced on a cloud, with spiral windows and a garden of singing flowers. The AI could then create a picture or a written description based on those spoken ideas. The important learning happens next. Does the result match what the child imagined? What has the AI misunderstood or left out? Which words could make the instructions to the AI clearer? The child remains the author, while the technology provides a way to question, edit and improve. This can be especially useful for children who find the blank page intimidating or whose spoken ideas are stronger than their current writing. AI should not write the finished piece of work though. Instead, it can help capture an initial idea, suggest vocabulary or turn a child’s words into an image they can evaluate. The child can then write, draw, revise or expand independently.
AI can support parents too. Many adults want to help with homework but feel unsure about today’s subject terminology. A parent could ask: ‘My child is learning about fronted adverbials. Explain the term to me simply, give me three examples and suggest questions I can ask my child without doing the work for them.’ Using AI in this way gives parents a starting point for a better conversation: ‘Show me how your teacher explained it,’ ‘Which part makes sense?’ or ‘What could we check together?’ The adult’s role is to keep asking who made the choices, whose ideas are being used and what the child has learned independently. Children also need to learn that AI is not an authority. It is a tool that predicts and generates response and it can sound confident while being wrong. Encourage kids to use a simple routine: ask, check and create. Ask a clear question. Check the answer against a trusted source or knowledgeable adult. Then create something of their own from what they have learned. The aim is not to raise children who rely on AI for every answer. It is to raise thoughtful users who can question technology, protect their privacy, recognise AI’s limitations and use it to extend their own imagination. Parents do not need to know everything before beginning to use AI tools - exploring together may be the most valuable lesson of all. Zuzu Jordan is a Mastery for Maths Specialist who has taught primary for eighteen years and is Director of Arnett International. For FREE resources and tips, find her on Instagram @edumate_uk
Family rules for using AI
Try a challenge
Use AI with your child and ask them to explain what they think before consulting it. Never enter names, addresses, school details, photographs or private family information. Remind children that AI can make mistakes so should not replace trusted adults, books or school guidance and to check important answers against another reliable source. AI may offer prompts, examples or feedback but the ideas, decisions and finished work should remain the child’s and reflect their own understanding.
Ask your child to invent a character or setting and describe it aloud using an AI app’s voice feature.
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Request a picture based only on their spoken description. Compare the picture carefully with the idea in your child’s mind. What is accurate? What is missing? Which words caused confusion? Let your child improve the prompt, then draw or write their own version. The goal is clearer communication and creative thinking, not producing a perfect AI image for them.
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EDUCATION
Top tips for a successful Parents’ Evening By Angela Youngman Parents’ Evenings are not just part of school routine, they contribute greatly to your child’s education. A successful meeting will embed relationships between your family and your child’s school and maximise the positive impact on your child. These events are generally busy, with lots of other parents all keen to talk to teachers and get as much information as possible. So you will need to ensure your conversation with your child’s teacher covers everything you need to discuss. Remember it’s not just an opportunity to talk about academic strengths and weaknesses but also about your child’s emotional and social development. Getting to know your child’s teacher and building a positive relationship will make it easier to discuss issues in future. Be prepared Take a look at your child’s schoolwork. What have they been doing? What sort of marks are they receiving? Are there some subjects where they are consistently receiving high or low marks? Sit down with your child and ask what they think of their schoolwork. Do they like it? Is it enjoyable or fun? Which subjects do they like most? Which ones do they hate or struggle with? It is important to go prepared to Parents’ Evening with all the information at your fingertips. Be on time Timetables for Parents’ Evenings are very carefully organised. The teacher needs to talk to every parent within limited available time, so you may be allotted perhaps fifteen minutes maximum. It is important not to exceed this and to keep to the timetable as other parents will be waiting. If you need more time, ask for a follow up meeting to be arranged.
The meeting Be polite and friendly, don’t criticise. Being positive rather than negative in your approach will ensure a much more successful session. Taking notes is useful, for instance about ways in which you can help your child with their schoolwork. Use the meeting to alert the teacher to any problems or issues that might be affecting your child in some way - or may do at some point such as news of a new baby, moving house, illness, financial problems or the loss of a beloved pet. Follow up After Parents’ Evening, talk to your child about what you learned. Be positive, celebrate successes and explain how you and their teacher will work together to provide any extra support needed. Keep in touch with your child’s teacher to make sure that any agreed strategies are working. Angela Youngman is an author and freelance journalist.
Question lists
Zoom sessions
Make a list of all the questions and topics you want to raise with your child’s teacher. For example:
Many schools now hold Parents’ Evenings over Zoom. This can mean you have a very strictly limited time slot to talk to the teacher within their pre-organised schedule.
What do you see as my child’s strengths and weaknesses? Is there any subject that my child is struggling with academically? How can I help my child at home to overcome these difficulties? Do you think my child is enjoying being at school? Does my child understand all the instructions that you give? How is my child behaving with the other children? Highlight anything that is causing you concern such as reluctance in your child to go to school or attend any specific classes like sports or maths. If there is reluctance, it’s worth asking whether they seem frightened of or worried by other children. If this is the case, you may need to probe further with your child.
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Watch the clock carefully since you may be simply cut off by Zoom in the middle of a conversation when your slot comes to an end. This makes it even more important to be concise and well prepared in advance. Ensure you are not disturbed during your session. Ignore any ringing doorbells or phone calls. Check audio and visuals are working before the call. Make sure that other children in the family do not disturb you until the session ends. Settle them down with drinks, food, TV, books or games before you start. The discussion with your child’s teacher takes priority. After a short greeting, be prepared to let the teacher talk first. Teachers will generally then ask you if you have any questions so have these ready along with any examples of schoolwork that you want to discuss.
Families Magazine 7
EDUCATION
Choosing your child’s first school: a parents’ guide By Caroline Vickery-Clark September, for many families, marks a new beginning. For parents of children ages 3 to 4, it is time to choose their first school. While the task can feel overwhelming, if you focus on your child’s needs and take a step-by-step approach, you will be able to make an informed choice. Location If you are looking for a state school, begin by researching which schools are local to you as state schools will often consider proximity to the school when accepting pupils. Use your local authority website or the Department for Education website to create a shortlist. If you are considering an independent school, you will generally also be looking in your local area and The Good Schools Guide (www.goodschoolsguide.co.uk) is a helpful resource. Type In England, state schools are funded by the local authority or government and include academies, free schools, voluntary, community and foundation schools. Independent schools are fee paying schools, where families are responsible for funding education and additional activities. Reputation and information There is plenty of information available to help you compare schools. This includes school websites, performance data, attendance figures and contextual information about pupils. For state schools, Ofsted reports can also provide a useful insight into a state school’s overall effectiveness. Different areas of school life are graded and the ‘expected standard’ grade shows the school is working at a high standard.
For independent schools, The Independent Schools Inspectorate (ISI) inspects schools that belong to associations under the Independent Schools Council. This covers the vast majority of traditional, mainstream private and prep schools. ISI uses descriptive judgements like ‘excellent’ or ‘good’ when evaluating a school. Bear in mind however, that each school is much more than a report. Parent views can also tell you much about a school. Shortlisting schools Use your initial research to shortlist around five schools to visit. This is the most important step in making choices. Open Events and school tours reveal the school ethos and culture. Where possible, take your child to Open Events and on school tours to see how they respond to the environment. Open Events Most schools hold Open Events during the autumn term. Expect presentations from teachers and the headteacher, as well as advice on preparing for school. A tour of the school offers the chance to see the facilities and meet pupils. If possible, try to visit during a normal school day; this allows you to see children engaged in learning and gauge whether they are happy and settled. You may have the chance to speak to current pupils which can be very helpful. Children give the most honest insight into daily school life. Staff and school life Teachers and support staff will play a key role in your child’s experience and the relationships between staff and pupils are often the clearest indicators of a school’s culture. Use Open Events to discover their approach to learning, parent partnerships and support for children’s individual needs.
Citizenship, oracy and media literacy Primary schools in England are preparing for a major overhaul following the government’s formal backing of the independent Curriculum and Assessment Review. Under the incoming framework, scheduled for mandatory rollout in September 2028, citizenship education will become legally compulsory for primary pupils from Key Stage 1. The mandate also places a heavy emphasis on oracy - the ability to communicate effectively through spoken language - introducing a dedicated framework alongside traditional reading and writing. For the first time, the new primary curriculum will also require schools to teach media literacy, equipping children with critical thinking skills to spot online fake news and misinformation. While teaching unions welcome the focus on vital skills, leaders warn that primary timetables are severely overloaded. School staff will begin training ahead of the final text release in 2027, in order to integrate these demanding requirements into packed schedules. More info at www.gov.uk 8 Families Magazine
Nowadays schools provide support for pupils’ wellbeing, known as ‘pastoral care.’ On your visit, ask about pastoral support, quiet spaces and approaches that help children feel safe and supported. Try to picture your child in the school environment - not just on their best day but when they may need extra reassurance. Practical considerations Schools may offer different forms of practical support for families including before and after school care, co-curricular clubs, holiday clubs, SEND support and wider enrichment opportunities. It is worthwhile considering how well each school would meet your own family’s needs into the future. Applications State school applications usually open in September and close in January, depending on your local authority. Applications are made online through your local council’s admissions system where you can list several preferences. It is recommended that you choose at least three options. Offers are typically made in April and families must then accept or decline their place. Appeals information is available through your local authority. Independent schools manage their own admissions processes directly, with timings and criteria on their websites. Caroline Vickery-Clark works at MET Academies (www.metacademies.org.uk), an inclusive multi-academy trust serving Herefordshire and Worcestershire, bringing schools together to provide safe, high-quality, community-focused education while celebrating each school’s unique identity. Familiesonline.co.uk
EDUCATION
A smooth transition from the EYFS to Year 1 By Michelle Elliott and Chloe Willis Now that your child has finished Reception and is settling into Year 1, you might notice some changes in expectations from their school, as well as changes in your child’s daily routine and (most likely) in their mood! Year 1 teaching naturally shifts from the mostly play-based approach of the Early Years Foundation Stage (EYFS) towards the more formal structure of the National Curriculum. While schools are experts in managing this phased progression, it can still be a tricky move for your child. The most noticeable change in the first few weeks will likely be the classroom itself. In Reception, your child will have been used to continuous provision, both indoors and outdoors, where they explored and learnt through play, alongside short adultled sessions such as phonics. In Year 1, tables and chairs are arranged for more focused, adult-led learning sessions, though many classrooms still allow for children to choose their own learning tasks at certain times of the school day. If your child is finding this change difficult, it might be worth talking to their teacher to get more of an idea about the classroom set up and daily routines.
You can also support your child’s sense of responsibility by encouraging them to take on small, manageable tasks, like helping to pack their school bag or tidying their toys, which will really help them find their feet as they navigate these early days of Year 1. Remember to make time to truly listen to your child too. Giving them space to share their feelings and then simply acknowledging those feelings, provides vital comfort and security during this time of change. Finally, approach the move into Year 1 as an exciting new adventure! Highlight all the wonderful things they are doing, the new experiences they are sharing and the fun activities they are engaging with. Your positive attitude will be the greatest influence on theirs.
If your child is having problems settling during their first few weeks, the most important thing is to keep talking to them about the changes they are experiencing. Focus on supporting their independence, concentration and listening skills - the real foundations for a happy transition. Continue to build these skills at home through fun activities that require short bursts of attention, such as puzzles, colouring or enjoying a story together.
Michelle Elliott and Chloe Willis are from Twinkl (www.twinkl.co.uk) which offers parents a vast library of teacher-created, curriculum-aligned resources to support home learning, development and family wellbeing for children ages 0 to 11.
Supporting your child with the transition
What can you and your child expect during Year 1?
Resist asking lots of questions straight after school. Children often need time to decompress after a busy day of listening and learning.
As well as experiencing a more structured daily routine, your child may start going to whole school assemblies and taking part in wider school events, such as sports day. They may have the chance to take part in schoolwide groups such as the school council too. Don’t worry though, their teachers (and older peers) will support them with the changes - they won’t suddenly be expected to run assemblies!
Model talking about your own day. This can encourage your child to open up about theirs. Use a visual timetable. With new routines come a big adjustment; going through each day’s plan can be really helpful in settling in. Bring snacks. When you pick up your child, having a small snack to hand will replenish their energy and boost their mood. Enjoy family board games. These help your child concentrate for a sustained period of time, follow instructions and practise communication skills, all of which will help them through Year 1. Stick to a consistent bedtime routine. Having this structure will help your child get the rest they need to deal with the transition.
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As in Reception, there will be a focus on phonics throughout the year. This will consist of new sounds and skills, designed to support your child to read and write more accurately and fluently. In June, your child will take part in the Phonics Screening Check where they’ll showcase the reading skills they have been working so hard on throughout the year. You will probably be given more information about this by your child’s school during the year or perhaps invited into school to learn more about how you can support your child’s phonics skills at home.
Families Magazine 9
EARLY YEARS
Dealing with gender disappointment By Rachel Fitz-D ‘Would you like to know what you’re having?’ asks the sonographer as they sweep their ultrasound probe over your belly. You and your partner beam at each other and say: ‘Yes, please!’ You wait, your heart pounding - and then you hear the words: ‘It’s a BOY!’ There is a little lurch inside as you try to hide your disappointment - you know that you should simply be delighted that your baby is healthy but… you really did want a little girl. Society expects pregnant parents to be happy ‘just so long as baby’s healthy,’ whilst also constantly asking us what gender we’d prefer. Studies show that in the UK, over fifty percent of parents simply don’t mind, at least with first and second babies. But that still leaves a tad under half of parents feeling a little sad to discover that their much-longed for baby won’t be the gender they hoped for. There are entrenched beliefs around gender, highlighted now with discussions about sex (genitalia) versus gender (how a sense of self aligns with feminine or masculine ‘norms’). There is a perception that the experience of parenting will be different depending on the gender of your child and, when that expected experience is taken away from you, there can be a deep sense of loss. Even before you have met your baby, you may struggle with an unspoken and often guiltily held grief. Added to this may be your own family experience - a difficult relationship with a brother or dad might make you desperate for a baby girl or vice versa.
Of course, each parenting experience is unique and two boys or two girls are likely to be as different from each other as if they were the opposite sex. Equally, some girls will hate shopping and some boys may prefer reading to football. However, gender stereotypes persist and it can feel very draining for a parent of two boys to be repeatedly asked if they’re hoping for a little girl this time so they can ‘buy some cute dresses!’ It is only natural to have certain hopes about a baby’s sex and have imagined scenarios based on these hopes, so it’s not unsurprising to feel the sand shifting beneath your feet if your expectations need to be adjusted. It can take a while to feel steady again but as your baby takes hold of your heart, you will soon discover that there is more to a personality than what is hiding in the nappy! Rachel Fitz-D is an author and parent and baby expert and regular speaker at The Baby Show. For more information visit www.thebabyshow.co.uk
To know or not to know…
Dealing with the grief
That is the question!
If you feel disappointed to learn that your baby is not the gender you had expected or hoped for, the guilt and shame that arise from harbouring those feelings can drive you into silence.
Before asking to know your baby’s gender at your scan, consider how you will feel for the rest of your pregnancy if you don’t get the news you hope for. Will the coming months give you time to ‘come to terms with it’ or will you risk spoiling a relationship before it has even started? We all respond differently to unexpected news, so be very honest and make the best decision for you and your partner, no matter what outsiders say. The same goes for telling others - how will you cope with the inevitable uninvited comments that will be made once you make your big reveal? If you decide not to know the gender at the scan, consider asking your midwife to let you cuddle your baby for a while at birth before looking to see if you have a girl or boy - just enough time to release those love hormones which help drive away any cares you might have about their gender.
10 Families Magazine
These unspoken feelings can increase the sense of disconnect at birth, potentially increasing the risk of postnatal depression. If you feel sad, upset or angry on discovering the gender of your baby, find someone you trust to talk to as soon as you can. It can sometimes be hard to share these complex feelings with friends and family for fear of upsetting them or of being dismissed, judged or misunderstood. Your midwife or GP can talk to you confidentially and non-judgmentally, provide a listening ear and suggest simple coping strategies. If they feel that you are at an increased risk of PND, they are the best people to signpost you to appropriate counselling services to help you process your difficult feelings so that you can look forward to greeting your baby with confidence and delight.
Familiesonline.co.uk
KIDS CLASSES
How sport and education can work together By Dennis J Smith (M.Ed) Back to school and to the excitement of a new school year. New teachers, new classrooms, new friendships and new opportunities can all help create a sense of anticipation. While some children may feel a little nervous, many are also eager to return to familiar routines and activities. For parents, the start of a new term is often a good time to think about how children can enjoy a healthy balance between education, sport and family life. Over many years of working with young people, I have seen how participation in sport can often support progress in school. Children who take part in football, swimming, tennis, rugby, athletics, dance or other activities frequently develop qualities that can also help them in the classroom. Sport encourages perseverance, concentration, self-discipline and resilience. Young people learn that improvement usually comes through regular effort rather than instant success. They discover how to cope with setbacks, learn from mistakes and keep trying when things become challenging. These are valuable lessons both on the sports field and in school. However, balance remains important. Children benefit most when sport is enjoyable rather than becoming another source of pressure. Not every child wishes to become a champion and that is perfectly acceptable. The real value often lies in participation, friendship, enjoyment and personal development.
The same principle applies to education. While academic progress matters, children should not feel that their worth depends entirely on test scores or examination results. Confidence often grows when parents focus on effort, attitude and gradual improvement rather than constant comparison with others. As the new school year gets going, parents can help by encouraging positive routines. Regular sleep, healthy meals, reading, outdoor activity and organised preparation for the school day all contribute to a calmer and more successful start. Most importantly, children benefit from knowing that home is a place of encouragement and support. A simple conversation after school, showing interest in what they enjoyed, learned or experienced during the day, can sometimes be more valuable than focusing solely on performance. A new school term offers a fresh opportunity for children to grow in confidence, develop new skills and enjoy new experiences. When education, sport and family support work together, young people are often able to achieve their potential while maintaining a healthy sense of balance and wellbeing.
Helping young athletes build lasting confidence
Keeping life balanced during term time
Confidence is one of the greatest gifts that sport can offer a child but it rarely develops overnight. Instead, it grows gradually through positive experiences, encouragement and learning how to cope with challenges.
Whilst education is important, children benefit most when school remains part of a balanced and enjoyable life. As a new term begins, families can sometimes focus heavily on homework, tests and academic progress. However, children often achieve more when learning is balanced with activities that support confidence, wellbeing and happiness.
Parents play a vital role in this process. Children often judge their own performance through the reactions of the adults around them. A supportive comment after a match, race or competition can have a lasting impact. Statements such as: ‘I enjoyed watching you play’ or ‘I loved your effort today’ help children feel valued regardless of the result. Mistakes are also an important part of development. Every athlete experiences setbacks, disappointments and periods when progress feels slow. Children who learn that mistakes are opportunities to improve are more likely to persevere and remain motivated. Rather than focusing solely on winning, parents can encourage effort, commitment, learning and enjoyment. When children feel accepted whether they succeed or struggle, they develop confidence that extends beyond sport, school, friendships and everyday life too. Familiesonline.co.uk
Sport, creative arts and hobbies help children develop resilience, self-discipline and social skills. Family visits to local libraries, walks in parks and the countryside and relaxing with friends also contribute positively to a child’s development. Don’t let schoolwork dominate every conversation at home. Children need opportunities to switch off, recharge and enjoy themselves. A balanced lifestyle often improves concentration, motivation and emotional wellbeing. Every child is different. Some enjoy competitive sport, whilst others prefer reading, creative activities or spending time outdoors. The key is helping children maintain interests that support confidence, happiness and healthy development alongside their educational progress. Families Magazine 11
PARENTING
Books that help children with their worries Compiled by Carrie McCarthy
Children experience all kinds of challenges, from big life changes to dealing with everyday worries. At these times, the right book can offer comfort, reassurance and a way to make sense of what they’re feeling. Try these to help children through life’s ups and downs.
Ages 3-6 The Invisible String by Patrice Karst, illustrated by Joanne LewVriethoff This heartwarming picture book helps when children are struggling with separation anxiety, anxiety, loss or grief. In the book, the mother tells her children that they are connected by an invisible string of love to everyone they care about, no matter how far away.
Ages 4-8 Sulwe by Lupita Nyong’o, illustrated by Vashti Harrison
A great book to open up conversations about selfacceptance and learning to see your own worth. With the darkest skin in her family, young Sulwe struggles with feeling different and less beautiful than others. After a magical journey through the sky, she understands that beauty exists in many shades and that her own skin is something she should be proud of.
Ages 3-7 Grandad’s Camper by Harry Woodgate A gentle picture book about grief which also celebrates LGBTQIA+ families. The story follows a young girl and her grandad, sharing stories about his partner Gramps and their life together. Within the story, the granddaughter learns about loss and the importance of cherishing memories of people we love.
Ages 5+ A Shelter For Sadness by Anne Booth, illustrated by David Litchfield This is a beautiful book about making space for sadness. In the book, a boy makes a shelter for his sadness. He can visit his sadness at any time, whether to sit quietly, to cry or to talk. The message is that sadness is not something to be pushed away but instead cared for and understood.
Ages 3-6
Ages 4-8
Two Places To Call Home by Phil Earle, illustrated by Jess Rose
Lubna And The Pebble by Wendy Meddour, illustrated by Daniel Egneus
This comforting picture book reassures children experiencing divorce. Florrie has two brothers, two pets and two parents - and now she has two homes: one with her mum and one with her dad. She shares special moments with each parent and when she feels sad or worried, those memories remind her that the other parent is never far away.
Here is a story that gently helps children understand the challenges that refugees might face. Lubna, a young girl, arrives at a refugee camp and forms an attachment to a small pebble, whom she calls her best friend. Through this friendship, she processes her feelings of fear, loss and missing home. When she meets Amir, she gives him the pebble, knowing he needs it more.
Ages 9-11
Ages 8+ Planet Omar: Accidental Trouble Magnet by Zanib Mian
A warm and humorous story about a young boy adjusting to a new home and school. The book gently explores bullying and racism as Omar faces prejudice and unkind behaviour because of his Muslim faith, whilst learning to navigate friendships, family life and misunderstandings. Together with support from his family and friends, Omar responds with humour, kindness and resilience.
The Wrong Shoes by Tom Percival
Tackling the themes of poverty, pride and morality, Will and his dad struggle financially, and his worn-out shoes make him a target for bullies. When Will falls out with his only friend, he has to make the tough choice between doing what’s right and giving in to the pressure for quick money.
Carrie McCarthy is from Pageticker (www.pageticker.com), the UK’s top-rated digital reading diary for children. This free app helps record, organise and celebrate every book a child reads, allowing them to create beautiful reading lists, set achievable goals and build daily reading streaks that keep motivation high. 12 Families Magazine
Familiesonline.co.uk
NEURODIVERGENCE
Why autistic girls are missed and how parents can help By Jen Staunton For many years, the typical picture of autism has been based largely on how it presents in boys. More recently though, it has been recognised that the experience can look quite different for autistic girls. Some girls are described as ‘shy,’ ‘sensitive’ or ‘perfectionist.’ Others work incredibly hard observing and copying their peers’ behaviour to fit in socially. Teachers may see a child who is quiet, polite and coping well in the classroom, while at home parents witness the real impact of how much effort that takes. Many autistic girls spend the school day masking. This can involve closely monitoring and adapting their behaviour to fit in socially, meet expectations or avoid drawing attention to themselves. They may appear hardworking and socially confident while internally feeling anxious or overwhelmed. While effective in social situations, masking can become exhausting. Parents may notice that after school their daughter is completely drained. They might withdraw for long periods, be tearful or irritable. These are signs that a child’s nervous system has been working hard to cope with sensory, emotional and social demands throughout the day. Early understanding can make a powerful difference. When children learn that their brain simply works differently, it can reduce confusion and self-doubt. The right language and support can help autistic girls develop confidence, self-understanding and positive self-esteem. Autistic thinking also brings many strengths. Autistic girls are often deeply empathetic, passionate about fairness and able
to focus intensely on topics they care about. Many also show wonderful creativity, determination and attention to detail. Signs of autism in girls While every child is unique, there are some patterns parents may notice, such as: becoming extremely tired after school; sensitivity to noise, clothing textures or busy environments; repetitive behaviours such as hair twirling or nail biting; intense interests in particular topics; perfectionism or anxiety about mistakes; needing routines and finding change difficult; difficulties navigating friendships. If parents recognise such signs, it can be helpful to speak with a GP or professional to explore whether autism might be part of the picture. Jen Staunton is a SEND teacher supporting neurodivergent children and the parent of an autistic girl. Her recentlypublished children’s book I Am Autistic and Fabulous: An Affirming Book for Autistic Girls helps primary-aged autistic girls understand their autistic identity in a neurodiversityaffirming way. More support at www.everykindofmind.com
Ages 18mths+
GIVEAWAY
Sesame Street Tickle Me Elmo Giggle Max 5 available
Positive ways parents can help
Worth £25 each
There are many ways parents can support autistic girls to feel confident, understood and emotionally safe. Talk about differences positively: children benefit from understanding that their brain works differently, not incorrectly. Allow quiet time: necessary for decompression after school’s sensory and social demands. Focus on strengths: for instance, creativity, honesty, determination and deep empathy.
T&Cs apply
Get ready for max giggles with Tickle Me Elmo Plush toy from Sesame Street
Listen to your child’s experiences: acknowledging their feelings can make a huge difference.
Tickle Elmo and watch him shake with joyful delight
Reduce pressure to ‘fit in’: children should feel safe to be themselves without constantly trying to meet social expectations.
The perfect friend for cuddles & laughter
Work collaboratively with school: sharing observations between home and school can help adults better understand patterns of overwhelm, masking or anxiety.
Familiesonline.co.uk
Use QR code or apply at www.familiesmag.co.uk/go Families Magazine 13
AUTUMN
Become an autumn detective: solving nature mysteries Autumn leaves clues everywhere. A chewed acorn beneath a tree. A seed spinning on the wind. A cluster of berries shining among the leaves. Trees are preparing for winter, animals are gathering food and hidden communities are working beneath our feet. This autumn, take a notebook outside and become a nature detective. Your job is to follow clues, ask questions and uncover the hidden stories of the season.
THE TREE THAT LET GO
THE TRAVELLING SEED
Collect three fallen leaves in different colours and compare their veins, edges and textures.
Search for seeds with wings, parachutes or other unusual shapes. Some spin on the wind, others hitchhike on passing animals or are carried inside fruit.
A tree spends all summer growing its leaves, then in autumn they fall. Before it does, it recovers valuable nutrients stored inside them, including sugars and nitrogen. What you could find: leaves from trees like oak, beech, maple What advantages might a bare tree have during winter?
Drop a few different seeds and watch how they fall. Do they tumble, spin or float? What you could find: sycamore seeds with wings, burdock seeds with hooks and burrs
THE BERRY ADVERTISEMENT
THE ANIMAL NOBODY SAW
Bright berries appear on hedges, shrubs and some trees in autumn. Why would a plant make its fruits so easy to see?
Something visited before you arrived but you just missed it. Scavenge the undergrowth for chewed pine cones, empty acorn cups or cracked nutshells. Scientists learn much about animals from the evidence they leave behind.
Notice which berries stand out most clearly against the leaves around them. Birds often swallow berries whole and carry the seeds away inside them, dropping them somewhere new. What you could find: blackberries on bushes and rowan berries on trees What do you think the plant gets out of that arrangement?
THE MUSHROOM THAT APPEARED OVERNIGHT Search for fungi growing on logs, tree stumps or among fallen leaves, and compare their shapes and colours. The mushroom is only part of the fungus, the fruit; most of the fungus may be hidden underground or within wood, sometimes spanning an area larger than a football pitch. What could you find: fly agaric, oyster mushrooms, turkey tail fungi and inky caps… but remember: look, DON’T TOUCH, as some fungi are poisonous.
If you could see beneath the surface of the field, how large do you think the hidden part might be?
What could you find: feathers, pine cones and nuts that have been gnawed on, paw prints in the mud
What do your clues suggest about what happened here?
THE CITY UNDER THE LEAVES Choose a small patch of leaf litter and carefully look underneath. Worms, woodlice, beetles and millipedes may all be working together to break down dead plant material and return nutrients to the soil. Without them, fallen leaves would simply accumulate and the nutrients locked inside them would never be released. What could you find: worms, woodlice, small beetles, millipedes
How many different residents can you find in one patch?
Every clue tells part of a larger story. Leaves fall and release nutrients, seeds disperse, berries draw in birds, fungi thread through the soil and tiny creatures work beneath the leaf litter. The season that looks like an ending is actually a very busy beginning. Written and illustrated by Ria Mishaal, owner of Curiosity Companions (www.curiositycompanions.com) which offers nature education subscriptions for ages 4 to 12.
14 Families Magazine
Familiesonline.co.uk Familiesonline.co.uk
HEALTH
Using anchoring to calm anxiety By Christopher Paul Jones Anxiety has become incredibly prevalent. Children can suffer anxiety about going back to school; parents can suffer anxiety about their child’s development and societal expectations can be an issue for everyone. But very few people really understand how anxiety works, what causes it or indeed how to change it. Understand what anxiety actually is One of the biggest misconceptions about anxiety is that it is about character; if sufferers were just braver, stronger or more confident, they wouldn’t feel it. But anxiety is much more often a learned reflex. A conditioned response. Trying to think your way out of it often doesn’t help because emotions don’t follow logic. Anxiety can be handled One of the quickest and most useful tools I’ve come across is something called anchoring, a technique that creates a conditioned association between a specific internal emotional state and an external stimulus (such as a touch). Anchoring gives us something incredibly valuable - the sense that we can start reclaiming control. How to anchor Think of a time when you felt very relaxed. Go fully to that time. See what you saw. Hear what you heard. Feel what you felt. At the peak of that feeling, squeeze your thumb and forefinger together. Hold that for as long as you can stay in that feeling. The second the feeling begins to fade, let go.
Now do it again, thinking of a time when you felt very loving or connected. Repeat other positive emotions: a time you couldn’t stop laughing; a time when you felt very confident or very safe. Now test it. Clear your mind for a moment. Then squeeze your fingers together in exactly the same way, with the same pressure. This should start sending you back to those positive emotions. Whenever you start to feel anxious, squeeze your fingers together in exactly the same way and fire off positive emotions. If the anchor is strong enough, it should take out or at least neutralise much of the negative emotional charge. Christopher Paul Jones is a leading Harley Street phobia expert who combines mainstream psychology and cutting-edge techniques which aim to change the mind’s danger response. He is author of Face your Fears – 7 Steps to Conquering Phobias and Anxiety. More at www.christopherpauljones. com
Anxiety vs phobia
One client’s story
Anxiety and phobia are often used interchangeably but the key differences are important.
A client explained that she had anxiety around flying. I asked her a simple question: ‘What specifically are you afraid of?’ She said: ‘Turbulence.’
Phobias tend to be tied to a very specific trigger. The time you were chased by a dog. The turbulent flight that frightened you. The moment you were forced to get up and speak in class and everyone laughed. The brain links one thing to one fear response. Anxiety, however, is often more of a prolonged sense of unease. It can come from growing up with anxious parents, moving around a lot, being bullied at school or going through a prolonged period of stress at work or at school. Rather than one very clear moment, it’s often a longer period of not feeling safe, supported or in control. And what then happens is that instead of flying = fear or dogs = fear, the mind starts to generalise. Anything out of your comfort zone, anything slightly uncertain, anything that feels even vaguely unpredictable can begin to trigger that same emotional response.
Familiesonline.co.uk
I got her to think about turbulence and really step into what she was scared of. As she did that, I linked that state to a touch on one arm. Then I asked her to think of a time when she had felt very loved and connected. A moment where she felt safe, warm and emotionally close. As she stepped into that feeling, I linked that state to a touch on the other arm. Then I fired them together. What happens when you do this is that the two emotions rush in together and the stronger state starts to take over. It doesn’t always mean an instant miracle but when you’ve conditioned a powerful enough positive emotion, it is possible to completely change how you feel. A few months later she messaged me to say she was sitting on a plane, unfazed by her previous feelings.
Families Magazine 15
Make glow in the dark spiders webs
Cut and ou kee t p
Conkers are an autumn favourite - shiny, brown and perfect for crafting. Some people say conkers help keep spiders away, so you can enjoy spooky webs and crafty spiders all Halloween long (without any unexpected real spider guests)! So grab your kids and get them making their own glow-in-the-dark conker webs to hang in your windows.
To make one glow web decoration, you will need: Web: 1 conker 5 cocktail sticks (or BBQ skewers, trimmed)
String for hanging Tiny toy/paper spider A dab of glue/tape (grown-up help may be needed)
Top tip: Glow wool charge s up best under a bright lamp or sunlight , th really shines whe en it n you turn the lights do wn.
Step 2
Step 3
Push the sticks into the conker to make a star shape. Push them in just far enough to hold firmly.
Tie the end of the glow wool around the centre of the conker. Wrap it around a few times to secure.
Loop the wool around the end of the next stick, then move to the next one. Keep going in the same order.
Step 4
Step 5
Step 6
Keep weaving around all 5 sticks, round and round, to build the web outwards.
When you reach the ends of the sticks, tuck the wool under a few loops at the back and trim. Add a tiny dab of glue or tape if needed.
To decorate and hang, tie on a hanging loop and add a little cardboard spider in the centre.
16 Families Magazine
With thanks to Little Crafters Boxes (www.littlecraftersboxes. co.uk) for this craft idea. Hartley’s Winter Lolly Stick Crafts and more seasonal craft activities are available to purchase on Amazon.
Familiesonline.co.uk
Step 1
Glow-in-the-dark wool or string Optional extras: