Issuu

EEHome FTRake Me

Thames Valley East

IN THIS ISSUE

Education Health What’s On Issue 142 January/February 2026

editor@familiestveast.co.uk 07867 514138

Familiesonline.co.uk Families Thames Valley East

INSPIRING

Confidence

A co-ed prep school for children aged 2-11 years that offers... Small class sizes Higher Order Thinking Wraparound care from 7:30am-6:00pm Swimming lessons starting from the age of two Recognised Microsoft Showcase School Over 15+ sports activities Join us at our next Open Morning on Friday 6th February 2026. St Piran’s School, Gringer Hill, Maidenhead, Berkshire, SL6 7LZ

01628 594300

Little Upton Nursery & Upton House School The Jewel in Windsor’s Crown

Awarded a significant strength in technology in our recent ISI Inspection - February 2025 For more information or a bespoke tour, call 01753 862610 or email registrar@uptonhouse.org.uk www.uptonhouse.org.uk 2

Families Thames Valley East

@UptonHouseSch Maidenhead Windsor Marlow Ascot Slough Egham

In this issue NEWS & INFORMATION

4-5

EDUCATION 7

Communicating effectively with your child’s school

Redefining educational success

Preparing your child for exams

Spot, Support, Refer: the role of schools in children’s mental health PARENTING

Bad behaviour or something else? HEALTH

Early years anxiety: The power of emotional connection

The invisible mental load and psychology of rest

BOOKCLUB

16-18

WHAT’S ON

19-20

NEW YEAR NEW YOU: Resolutions that stick

CONTENTS ...endless ideas for families of young children in

Maidenhead • Windsor • Marlow • Ascot • Slough • Egham Facebook “f ” Logo

CMYK / .eps

@editorfamiliestve

Facebook “f ” Logo

CMYK / .eps

familiestve

@familiestveMag

From the editors... If you are missing the Christmas lights and festive cheer, January can seem like a gloomy month with broken resolutions, fad diets and miserable weather to look forward to. It can however, also be a time for a fresh start or to focus on staying healthy and happy. This issue we offer some suggestions for resolutions that might actually stick (pp.19-20), suggest ways to help your child prepare for upcoming exams (p.9) and offer tips for lightening the mental load (p.14) as well as showing how to help a young but anxious or overwhelmed child (pp.12-13). Although January and February can feel like quieter months, our regular What’s on Guide on pp.16-18 picks out the best family events and activities to join locally. All that's left is to wish you all a very happy and healthy 2026. We are going to fully embrace our decluttered living rooms - is it just us or does removing the Christmas tree seem to create so much extra space?

NEXT ISSUE: March/April

BOOK NOW! • Easter fun • What’s On • Holiday camps Book your space today! Call 07867 514138

Editors:

Next issue:

Anna Collins and Rachel Bailey 07753 414605 (Anna) 07867 514138 (Rach) editor@familiestveast.co.uk www.familiesonline.co.uk

March/April

Book by: 3 February Circulation: 19,000 Cover image: depositphotos.com

Families Thames Valley East 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 Thames Valley East are fully protected by copyright and none of the editorial or photographic matter may be reproduced in any form without prior consent of Families Thames Valley East. 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.

Yvonne Thomas - Specialist face-to-face teaching literacy and muscle memory touch-typing

Cert Ed, SpLd Level 5 - Literacy/Numeracy ADD/ADHD Coach WEEKLY AND HOLIDAY CLASSES FOR CHILDREN TO ADULTS

• • • • •

Multi-sensory approach using Orton-Gillingham structured literacy, muscle memory touch-typing Expertise in learning differences including emotional and confidence support Developing fast touch-typing as a life skill and natural way of working Supports fluency in school Subject KS / GCSE vocabulary Safe dedicated annex (DBS checked) - Maidenhead near M4 J8/9

Call: 07929 528642

STREET AND CONTEMPORARY DANCE CLASSES based in

Maidenhead and

Termly classes Workshops Holiday camps

Windsor

l class

www.dttts.co.uk

enquiries@danceinspired.co.uk I www.danceinspired.co.uk

Singing, dancing and acting classes for 4 - 18 year-olds ASCOT stagecoach.co.uk/ascot 01344 206466

BRACKNELL NORTH stagecoach.co.uk/bracknellnorth 07368 849169

HENLEY AND MARLOW stagecoach.co.uk/henleyandmarlow 07539 753718

HIGH WYCOMBE stagecoach.co.uk/highwycombe 07539 753718

WINDSOR AND LANGLEY stagecoach.co.uk/windsor 01932 988086

editor@familiestveast.co.uk 07867 514138

Families Thames Valley East

NEWS & VIEWS

New Patron of Maidenhead’s Big Read festival - Simon Mole Celebrated children’s poet and local author Simon Mole, is delighted to have been appointed as the second Patron of Maidenhead’s Big Read Festival alongside current Patron, local Olympian Dame Katherine Grainger. Stephan, Chair of Maidenhead’s Big Read, said the aim of the festival is "to support local schools and families in encouraging broader reading habits among Reception to Year 7 students, fostering a passion for reading, especially among those who may be hesitant or reluctant to read, as well as create fun in our local community." Proudly organised by volunteers, over the past seven years the annual Maidenhead’s Big Read festival engages authors, illustrators and story tellers and related activities in celebration of World Book Day. This year, Maidenhead’s Big Read will take place 2-13 March, with a family weekend planned for 7-8 March. This year’s theme will be ‘get moving’. To find out more visit: www.maidenheads-big-read.org.uk

Spotlight on Athena Angels Gymnastics Club Athena Angels Gymnastics Club, established in 2019 runs a progressive gymnastics training programme. Affiliated with IGA and currently competing nationally with huge success due to the wealth of experience shared by the excellent coaching team. With two Signature sites based at Leisure Centres across Berkshire and complemented by an extremely successful school’s programme. All sites cater for gymnasts from beginner to an advanced level of training and have a competitive squad. Each site has professional grade equipment and runs youth engagement programmes to ensure consistent and sustained growth creating an internal talent pool. The Gymnastics Club has experienced rapid growth and is becoming renowned for the winning outcomes of its competitive squad who took home 46 medals from its most recent event. Sites local to; Windsor, Eton, Burnham, Taplow, Datchet, Slough, Maidenhead, Farnham Common, Stoke Poges, Cippenham. BOOK A FREE TRIAL: Call/Text/WhatsApp: 07585 128080, or email: Angela@athenaangels.uk

GYMNASTICS Join our winning team with Head Coach Ellie at The Centre, Slough, SL1 4UT 5 VENUES AVAILABLE LOCALLY!

Fun, friendship and confidence: Perform’s spring-term classes Looking for a fun way to boost your child’s confidence this spring? Perform offers weekly classes in drama, dance and singing for ages 4-7 and 7-12, combining joy, creativity and selfexpression. Alongside learning new life skills each week, children work towards a magical end-of-term performance that gives every child a chance to shine. This term’s programme is packed with confidence-building activities, from expressive communication and listening skills to learning how to be a great teammate - all delivered with Perform’s signature energy and encouragement. Children can enjoy a free trial session before joining, allowing time to discuss individual needs. Productions this spring: Ages 4-7: Midnight in the Toyshop - a toytastic adventure. Ages 7-12: Outlaw - a thrilling retelling of Robin Hood. To book a FREE, no-obligation trial in one of the venues below, visit www.perform.org.uk/try North Ascot Community Centre, Fernbank Rd, Ascot SL5 8LA 4-7s Saturdays 9.30am; 7-12s Saturdays 11.15am St Peter’s Centre, 1 Thorney Lane North, Iver SL0 9JU 4-7s Tuesdays 4pm; 7-12s Tuesdays 5.05pm Boyne Hill Infant School, Rutland Rd, Maidenhead SL6 4HZ 4-7s Saturdays 9.30am; 7-12s Saturdays 11.15am All Saints Church Hall, The Causeway, Marlow SL7 2AA 4-7s Mondays 4pm; 7-12s Mondays 5.05pm All Saints Dedworth Centre, Dedworth Rd, Windsor SL4 4JW 4-7s Fridays 4pm; 7-12s Fridays 5.05pm Virginia Water Community Centre, 3 Beechmount Ave GU25 4EY 4-7s Mondays 4pm; 7-12s Mondays 5.05pm 4 Marlow Rd, Youth and Community Centre SL6 7YR 4-7s Fridays 4pm; 7-12s Fridays 5.05pm

123 Main Street, Cityville

Drama Classes BRAYWICK NATURE CENTRE : Tuesday 5.30pm-6.30pm : Ages 5-10 Years COOKHAM DEAN VILLAGE HALL : Wednesday 5.00pm-6.30pm : Ages 6-15 years

Families Thames Valley East

Free Taster Session Acting For TV, Film, & Theatre Confidence Building Communication Skills Explore Creativity Improvisation Movement Performance Audition Technique AK Agency Connection

TheActingStudio.co.uk Call : 07973 830591 Email : victoria@theactingstudio.co.uk Maidenhead Windsor Marlow Ascot Slough Egham

NEWS & VIEWS

A baa-rilliant lambing line-up this February half term Visitors to Odds Farm Park will be able to welcome the pitter-patter of tiny hooves into the world as the Bucksbased leisure attraction gets ready to deliver its annual lambing event.

Heathfield School announces coed plans for Sixth Form Heathfield School, Ascot - part of the Mill Hill Education Group (MHEG) and rated ‘Excellent’ across all areas by the Independent Schools Inspectorate - is proud to announce the beginning of an exciting new chapter in its 125 year history, with plans to welcome boys to attend the Sixth Form from September 2026. Commenting on the change, Jonathan Williams, Headmaster, said, "Heathfield’s move to a co-educational Sixth Form offers exciting benefits for all students. Boys will be fully involved in all aspects of school life, with careful planning for areas such as boarding, to maintain Heathfield’s balanced, supportive environment. Overall, the transition promises to continue the Heathfield ethos of ‘small school, big opportunities’ with a more dynamic Sixth Form experience for everyone." Opened in 2022, the purpose built Cadogan Sixth Form, offers excellent facilities including state-of-the-art classrooms and co-curricular spaces, alongside the supportive guidance of dedicated staff. The option to board provides a structured, nurturing environment that fosters independence, wellbeing and strong friendships, allowing students to thrive academically and personally, while enjoying the full range of school opportunities. For more information please visit www.heathfieldschool.net

Love and Lambs kicks off on Saturday 14 February and runs throughout the half term until Sunday 22 February. More than 25 ewes are ready to give birth over the week-long school holiday with many expecting twins or triplets. Louise Winslow, assistant general manager at Odds Farm Park, says: “Our event gets underway on Valentine’s Day so it seemed fitting we should be celebrating both love and lambs this February. Our lovely pregnant ewes are currently in our maternity wing where they are being cared for and monitored by our team of shepherds. We are expecting more than 50 little ones to be born over the half term break.” Love will also be in the air at the Odds’ Craft Barn where younger guests can enjoy making heart-themed crafts to keep or give to someone special. There is also plenty of weatherproof fun at Odds Farm Park in the indoor soft play barn, while outside there is the outdoor adventure play and Marmalade’s Mini Golf course. Do make sure you book your tickets soon! www.oddsfarm.co.uk

Would you like to advertise in our next issue?

Call 07753 414605

BOOK TODAY or 07867 514138

Families Magazine business for sale! Would you like to try your hand at magazine publishing? • Are you looking for a new opportunity? • Decide your own hours and be your own boss. • Buy an established business to run from home.

You coud be the new editor of Families Thames Valley East Magazine!

Full training provided

For further details, email editor@familiestveast.co.uk or call Anna: 07753 414605 Rach: 07867 514138

Thames Valley East

editor@familiestveast.co.uk 07867 514138

Work around your family commitments doing something you love

Families Thames Valley East

Herries Co-ed Prep School & Nursery

NURSERY OPEN YEAR ROUND! 7.45am - 6pm

INSPIRATIONAL START » Specialist teachers for French, Music & Sports » Swimming for Nursery » Forest School with weekly Cliveden visits » Government funded hours accepted WELCOMING & NURTURING » Highly qualiﬁed, experienced & long-serving team » Strong family values - healthy, fresh on-site cooking » Dedicated outside Nursery classroom BEAUTIFUL SURROUNDINGS

Lee, Kupakwashe, and Praise are all enjoying learning and playing sport in the welcoming atmosphere of Grove Academy Bruce and Savegirl live in Slough with their children, Lee, aged 14, Kupakwashe, aged 12 and Praise, aged seven.

» Set in woodland home of Wind in the Willows author, Kenneth Grahame » Located in Cookham Dean; near Maidenhead, Marlow, A404, railway station and Elizabeth Line

“

“As a family we have been made to feel very welcome by the school and the teachers always communicate with us well.”

Early years leaders plan an engaging curriculum that builds on children’s natural curiosity and interests. ISI INSPECTION REPORT 2025

Book your tour today!

Call 01628 483350 or email admissions@herries.org.uk www.herries.org.uk

Excellent choice The children started at Grove Academy after the family arrived in England from Zimbabwe. All Through school It helped the family that Grove Academy is an All Through school, which meant that all the children could go to the same school.

Great start Bruce says: “We are delighted with the high standard of teaching our children are receiving at the school and we’re very satisfied with how well they are doing after such a short time and I like English.” there.”

Grove Academy Ladbrooke Road, Slough SL1 2SR Tel: 01753 517359 office@groveacademy.co.uk www.groveacademy.co.uk

and the student councillors.

For the FULL STORY, please scan the QR code.

ips rsh able a l ho ail Sc w av o n

ST GEORGE’S SCHOOL WINDSOR CASTLE

An award-winning education Join us for an Open Morning on Friday 20 March Book your place today at stgwindsor.org

A place where children may find their ‘happy ever after’

Families Thames Valley East

Independent Prep School of the Year

Maidenhead Windsor Marlow Ascot Slough Egham

EDUCATION

Communicating effectively with your child’s school By Zuzu Jordan

Building a strong partnership between home and school is one of the most effective ways to support your child’s education. Clear, open communication helps parents stay informed, teachers feel supported and children thrive. Nowadays, with many ways to connect with your child’s school, choosing the right method often depends on the purpose of the conversation. Face-to-face meetings Scheduled parent–teacher meetings are designed to talk about academic strengths, areas for improvement and social development. If an issue arises in between, many schools welcome parents booking a short appointment. These face-toface conversations build trust and understanding. Phone calls Sometimes a quick phone call is the most efficient way to share information or ask a specific question. Whether it’s to clarify a homework task, discuss an upcoming trip or raise a concern, speaking directly allows for an immediate response. Schools often have designated times when staff are available to return calls. Emails and online platforms Digital communication is now a key part of school life. Emails provide a written record, making them useful for non-urgent matters or when you want to ensure clarity. Many schools also use online platforms or apps to share updates, homework and messages. These systems help parents keep track of school events and deadlines.

When issues require more detail For more serious matters that require ongoing discussion, it’s wise to create a clear paper trail. Written communication, whether by email or letter, provides a record of what has been agreed and can help avoid misunderstandings. This approach is particularly useful if you need to revisit a matter at a later date. Informal conversations Quick chats at the classroom door or at school events can also be helpful, though it’s best to keep these brief. Teachers often have limited time at the start and end of the day, so use these moments for short updates rather than detailed discussions. Working together Whichever method you use, the key is to keep communication respectful and constructive. Remember that teachers and staff are working in partnership with you to support your child. Choosing the most appropriate way to communicate helps strengthen the home-school connection and shows your child that their learning truly matters. Zuzu 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

Keeping your child’s school updated

Communicating about bullying

Schools can offer the best support when they understand what’s happening in a child’s life. While not every detail needs to be shared, there are certain changes that it’s important to update the school about.

If you feel your child may be experiencing bullying, it’s important to keep the school fully informed. Schools can only act on what they know and early communication helps problems to be addressed before they escalate.

If your family is going through a big change - such as separation, divorce or the arrival of a new sibling - it can affect how a child feels and behaves at school. Letting teachers know helps them respond with understanding and patience.

Start by speaking with your child to gather as much detail as possible about what happened, when and who was involved. Even if the information feels incomplete, share what you know with your child’s teacher. A face-to-face meeting or a phone call is often the best first step.

Financial challenges can also impact school life, whether that’s difficulty affording trips, uniforms or equipment. Schools often have ways to support families discreetly but they can only do so if they are aware of the situation. Health matters, changes in routine or anything affecting your child’s emotional wellbeing are also worth sharing. Even small updates can make a difference, as they give teachers context for your child’s behaviour and learning. By keeping the school in the loop, you’re helping to create a supportive environment where your child feels secure, understood and ready to learn. editor@familiestveast.co.uk 07867 514138

For ongoing issues, follow up with an email or written note. This creates a clear record of the issues raised and what actions have been agreed. A paper trail is especially important if the situation needs to be monitored over time. Keep the conversation constructive and solution-focused. Teachers and staff want to provide a safe environment and working together makes it easier to find a resolution. By keeping the school in the loop, you show your child that their wellbeing matters and ensure that they get the right support.

Families Thames Valley East

EDUCATION

Redefining educational success By Gavin McCormack In my twenty-five years as a school teacher, I’ve had hundreds of conversations with parents about what would be best for their children. What all those conversations had in common was that no matter what was happening at home, in the classroom or with the children’s learning, what parents wanted most from education was for their children to be happy. And why not? Nothing is more precious than seeing a child truly happy and content in being who they are. Yet many of us still enrol our children in schools that boast about achieving the highest grades, having the biggest swimming pools or ranking highest on national league tables, without considering what these schools do to make our children feel content, purposeful and passionate. The reality of being number one In 2022, the OECD’s PISA rankings named Singapore as the number one school system in the world regarding academic attainment. The country has a regular spot in the top five, alongside Taiwan, Macau and Japan. But does that mean those children are getting the best start in life? Paradoxically, the OECD also releases The World Happiness Report, which ranks the world’s happiest countries. If academic rankings were linked to happiness levels, surely we’d see the same countries in the top positions on both reports? But that’s not the case. Iceland, Sweden, Denmark and Finland all top the happiness rankings. How can that be? There is a clear mismatch between our children’s academic grades and their levels of happiness. Although Singapore’s education system is renowned for its academic rigour and high standards, I’ve heard numerous firsthand accounts that this desire to be the best comes at a cost. Several studies speak to this same cost - alarmingly high levels of anxiety among Singaporean students, primarily attributed to academic pressure - including the 2017 OECD study that found eighty six percent of Singaporean students were worried about getting poor grades - even when well-prepared, compared to the OECD’s global average of sixty six percent (which is still very high).

The study revealed that the pressure stems from various sources, including parental expectations, societal emphasis on academic achievement and the competitive nature of the education system itself, which is not unique to Singapore. A fear of failure and internalising expectations doesn’t sound like a healthy childhood to me. The consequences of chronic stress can be severe, affecting students’ mental and emotional wellbeing, sleep patterns and quality of life. The focus on academic achievement can also lead to losing interest in learning, where the joy of discovery is replaced by the anxiety of performance. Simply put, if we put too much emphasis on our children getting the top grades, competing against each other and avoiding failure at all costs, they will inevitably become more anxious. Interestingly, Iceland, Sweden, Denmark and Finland - the top four countries on the 2022 OECD’s happiness ranking all have one thing in common: their citizens have immense personal freedom, choice and high trust levels within their communities - qualities that all work together to prevent the development of anxiety and depression. If we really want to put children’s happiness first, then we should choose schools that trust them to make their own decisions, learn from their mistakes, have agency over their learning and engage with the real world. This article is an abridged extract from the book Raising Resilient Children by Gavin McCormack, published by Simon & Schuster, available in all good bookshops now.

Scan to sign up

What do the words ‘best school’ mean?

Before you enrol your child in any school, you have to decide what ‘best’ means to you. Is the ‘best’ school dictated by the grades, points, scores, facilities and reputation? Or is a successful school journey not about ‘what’ your child becomes but ‘who’? In my view, it’s the latter. For me, education is about allowing a child to find their passion and attend a school that embraces the same values and visions for the future that their family holds dear. 8

Families Thames Valley East

Maidenhead Windsor Marlow Ascot Slough Egham

EDUCATION

Preparing your child for exams By Gail Hugman We all went through exams to get where we are today and know that the experience can be challenging. With exam results affecting school and university choices, it is worth helping our children prepare so they get the best results. Many parents choose to tutor their children, which can be useful if they are lacking in content or need extra practice but what else can you do to help? Preparing yourself is as important as preparing your child! Whether it is 7+, 11+, 13+, SATs or CATs, download an example of the exam papers from either the government website for SATs or the schools you are applying to. In this way, you and your child will know what to expect. Your child may need to be reminded that what they’re being taught in school in English, maths and reasoning especially, is going to help them when they sit the exams, so they need to listen carefully and concentrate in lessons. Many children also need to be told that if they don’t understand the lesson, they need to ask their teacher for help. Check your child feels confident to do that. Many don’t because they are worried about ‘what other children will say,’ so remind them that you’re there to help and can ask on their behalf. Exams are always timed but it’s difficult for a child to know how much they can do in a certain length of time! To help them judge this more accurately, you can help them prepare by timing homework activities.

Firstly, check with your child’s teacher how long they are meant to spend on a piece of homework and give them that amount of time. If the work is not finished in that time, reflect on it with your child and ask them what they think they can do to speed up next time. The most important thing that every parent can actually do to help their child, is to actively listen to them read at least three times each week, all the way up to 13+. Many children become ‘free readers’ between the ages of 6 and 7 years. They are thought to be ‘good readers’ because they decode and say all the words correctly. But comprehension requires a set of skills that develop after a child has learned to decode. Gail Hugman is the founder of Lessons Alive (www.lessonsalive.com), an organisation which helps children flourish. She’s also the author of several books, including the just-released Little Hum, a heartwarming children’s story about finding yourself, available from The Endless Bookcase at www.theendlessbookcase.com/books/little-hum

Helping a dyslexic child prepare for SATs/11+ A child is a good reader when they read fluently with expression (they respond to punctuation appropriately to do this), they know the main point of the text, they can infer (read between the lines), they can identify similes and metaphors and they can summarise. Written comprehension requires them to read a passage in a given time (5-10 minutes), work out how the writer makes it scary/funny/sad (analyse), say what a character’s behaviour means (interpret), recognise what season it is from the description given (infer) and make a sensible suggestion for what happens next (predict). Your dyslexic child may be allocated extra time for exams but may need help to know what to do with it. Check how much time they have been allowed with the SEND teacher and ask what help they are being given to prepare. When listening to them read, it helps if you ask: ‘Which words make it scary/sad/funny?’ ‘Why did that boy run away?’ ‘How do you know…?’ ‘What will happen next?’

editor@familiestveast.co.uk 07867 514138

Small School Big Opportunities Day, Part Time, Weekly and Full boarding for Girls 11-18

heathfieldschool.net | +44 (0) 1344 898343

Co-ed sixth form from September 2026 Families Thames Valley East

St Bernard's Preparatory School INSPIRING CURIOUS MINDS

OPEN DAYS Fri 27th Feb 9.30am-11am Sat 7th Mar 10am-12pm Excellent in All Areas ISI 2023 Outstanding 11+ and SATs Results Book online

Exceptional Results, Outstanding Value

Book Today!

A Prep School where happiness gets results

Open Morning - School in Action Friday 6th February 2026 - 10am - 12pm

Open Mornings: Friday 23rd January & Friday 6th February 2026 Nestled in between Sunningdale, Chobham and Windlesham. GU24 8TE

10 Families Thames Valley East

A Co-educational Independent Nursery & Preparatory Day School for children from 03 months -11 years old

Book today! etonend.org / registrar@etonend.org call 01753 541075 Maidenhead Windsor Marlow Ascot Slough Egham

EDUCATION

Spot, Support, Refer: the role of schools in children’s mental health By Erin Miller Children’s mental health needs have increased sharply in recent years. According to NHS data, around one in five children ages 8 to 16 now has a probable mental health disorder, up from one in nine in 2017. Symptoms include anxiety, low mood and eating difficulties. While schools are often the first to notice when something is wrong, many have limited resources to meet emotional needs. So, what are your child’s school’s obligations in relation to mental health? Understanding what falls under the umbrella of mental health can be confusing. Mental health refers to a person’s emotional, psychological and social wellbeing - how they think, feel and cope with life. Not every instance of behavioural change is a diagnosable mental health condition: temporary stress and friendship issues are normal ups and downs of growing up. Ideally, schools and parents should work together to identify patterns of behaviour, rather than one-off instances. While schools have a duty of care to safeguard pupils and promote wellbeing, this does not extend to diagnosing or treating mental health conditions or offering clinical-style interventions. Their legal duties focus on noticing, recording and referring concerns to GPs, Child and Adolescent Mental Health Services (CAMHS) or educational psychologists. Under the Equality Act 2010, schools must make reasonable adjustments if a mental health difficulty amounts to a disability and under safeguarding laws, they must act if a child’s safety is at risk. Where needs are long term and significantly affect education, these can be recognised through an Education, Health and Care Plan (EHCP), which sets out the support the school and local authority must provide. To receive an EHCP,

it must be shown that the child’s needs have a clear impact on learning and require additional support beyond what the school can usually offer. What schools are NOT legally obligated to do State-maintained schools are not legally required to provide clinical treatment, counselling or employ mental health professionals. They are also not obliged to have a separate mental health policy and they are not responsible for managing or funding long-term clinical care or replacing NHS services. Schools don’t have to tailor the entire curriculum for mental health reasons unless a child’s needs amount to a disability or are formally set out in an EHCP. Finally, schools are not required to automatically authorise absences due to anxiety, low mood or other emotional distress without supporting medical evidence. Erin Miller is a teacher with a keen interest in how research can be used in the classroom to improve learning.

What is great practice?

How to get help

Schools are not legally required to provide counselling or mental health programmes but many demonstrate exceptional practice by embedding wellbeing throughout school life. Great schools create a whole-school culture of care, where emotional health is valued alongside academic progress. Staff are properly trained to recognise early signs of distress and to respond with sensitivity and consistency. Pupils feel safe to speak up and parents are treated as partners. Great practice often includes a named mental health lead, clear referral routes to specialist services and close collaboration with external professionals such as school nurses, educational psychologists or CAMHS teams. Schools may offer drop-in wellbeing sessions, peer-support schemes or access to qualified counsellors on site. Although many of these examples are not statutory duties, you could still suggest some of them if you are providing feedback to your child’s school. Keep in mind that effective schools succeed by building an inclusive, compassionate environment where wellbeing is embedded in the culture for students, staff and the wider school community.

If you have raised your concerns about your child’s mental health but feel your child’s school is not taking them seriously, start by meeting with the class teacher or pastoral lead to explain your worries. If the issue continues, contact the SENCO, headteacher or governing body.

editor@familiestveast.co.uk 07867 514138

You can also seek advice from your local authority, the Parent Partnership, SENDIASS service or organisations such as Mind. CAMHS offers assessments and treatment for children up to the age of 18 for a variety of mental health problems. Start by speaking to your GP about the issue and requesting a referral to CAMHS or community services. CAMHS assesses and treats problems such as anxiety, depression, eating disorders and the effects of trauma. It offers a range of support which can include individual, group, or family therapy sessions, creative therapies, medication management, and, in some cases, inpatient hospital care. Some CAMHS teams also specialise in conditions like ADHD and autism. Crucially, remember you are not alone and support is available. Families Thames Valley East

PARENTING

Bad behaviour or something else?

By Usha Patel

Generally speaking, we view parenting through the lens of our own childhood experiences. We naturally want what is best for our children and when they do not comply, it can be very confusing and frustrating. Our normal response is to try harder but really we need to dig a bit deeper and understand what is behind what looks like ‘bad behaviour.’ Tantrum or meltdown? These are actually two different things and by recognising the difference we can truly understand what lies behind the behaviour. A tantrum is when a child is misbehaving to get their own way. A meltdown may look the same but the child is reacting to feeling overwhelmed about a situation they cannot understand or handle. The behaviour of children having a tantrum They pay attention to what is going on and try to bargain while misbehaving. This is a strategy to get what they want. The tantrum usually subsides as soon as they receive it. The behaviour of children having a meltdown Unlike a tantrum, children having a meltdown are not in control. They appear panicked, wanting to escape and not responding to their environment or others around them. They can be impossible to console in this state. Tantrums are pretty common among children of a certain age and are thankfully something they usually grow out of, though it is still okay for them to ask for help. Meltdowns require a much more understanding approach. Understanding a child’s meltdowns Let’s look at your child’s perspective if they are prone to meltdowns. Say, for example, you are working from home and there is construction work going on outside. Imagine how you would feel if someone says: ‘I want you to ignore the distraction and carry on as normal.’ You would find it near impossible. You may be able to suppress the frustration but it has not gone away. At some point, you will need to let off steam – in other words, have a meltdown.

So, when your child has a meltdown it is a reaction to sensory overload. Different individuals have different tolerances to sensory stimulation. While your response to the construction work may have been a normal response to a very difficult and frustrating situation, some adults and children feel exactly this way in a variety of situations that many others might find easier to tolerate. People with a higher sensitivity to sensory overload react in a way that some might deem inappropriate or difficult to deal with. The important thing to remember is that they are not ‘choosing’ this response and ‘behaving badly,’ they are actually just reacting in the way that their body and brains feel is necessary. Are you receiving the right sort of help? What about children who are having meltdowns at home even after a good day at school? These children have been able to partially control things so far that day, so they do not appear stressed. However, once they get home, they are in a safe environment and can let go. It can feel like no one believes you unless they see first-hand how your child behaves, which can make it challenging to ask for support. Remember though that parenting isn’t easy and dealing with problematic behaviour can in itself be exhausting and overwhelming for YOU. It is okay to ask for help. Usha Patel is a Neurocognitive Therapist at Raviv Practice London. For advice on any of these issues, visit www.ravivpracticelondon.co.uk

T 01753 833 771 E mail@cotwmontessori.co.uk W cotwmontessori.co.uk

Education and play from 6 months to 5 years old within a caring and happy environment • 2½ - 5 year old classes • 18 months – 2½ year old toddler class • Baby, toddler and parent class St Mark’s Hall, Dedworth Road, Windsor SL4 4JS To arrange a visit telephone: Cheryl or Alexis 01753 833 771 12 Families Thames Valley East

Maidenhead Windsor Marlow Ascot Slough Egham

HEALTH

Early years anxiety: the power of emotional connection By Stephanie Bradley In recent years, a quiet but powerful shift has been affecting our youngest learners. Children as young as ages 3 or 4 are increasingly showing signs of anxiety, low confidence and emotional dysregulation. These are not isolated cases and the trend is growing. Children today are facing challenges that often seem unimaginable for their age; the emotional demands on this group of learners are mounting. The impact may be subtle at first - withdrawn behaviour, tearfulness, tummy aches, avoidance but if left unchecked, these early warning signals can develop into entrenched emotional difficulties. Recognising the signs of anxiety in the early years Anxiety in young children rarely announces itself clearly. It’s disguised by behaviours that might include acting up, sudden clinginess, speech regression, avoidance of group activities or difficulty settling into new situations. These are not ‘difficult behaviours;’ they are signals of emotional struggle in children who don’t have the vocabulary to talk about or even understand their feelings. That’s where early identification and emotional teaching become crucial. Why early intervention matters Research in child psychology and neuroscience tells us that early childhood is a critical period for emotional development. It is during these early years that children begin to form ideas about self-worth, belonging, empathy and how the world feels to them.

Early intervention isn’t just beneficial, it’s foundational. Emotional literacy should be treated with the same importance as learning to read or count. Waiting longer to address these challenges means working against years of deeply ingrained patterns. The role of social emotional learning (SEL) Social Emotional Learning (SEL) has become a cornerstone of early years education for good reason. SEL promotes the development of emotional intelligence, empathy, self-awareness and the ability to self-regulate. When SEL is embedded early in the education experience and children are guided to discuss their emotions, they are more engaged, more confident and more capable of navigating daily challenges. Stephanie Bradley is an HLTA Teaching Assistant working in SEN and mainstream primary education. She has recently published a social story designed to support children’s emotional development. Have You Helped Someone Sparkle Today? is an interactive picture book for children ages 3 to 7.

Stories and discussion In my experience, one of the most effective strategies for emotional support has been interactive storytelling and structured discussions. This involves choosing stories that don’t just entertain but invite children to reflect, question and personally relate. Stories offer a safe space to explore emotions. Through characters, children can externalise their own fears and joys. We must create space for open-ended questions such as: ‘How do you think they felt?’ ‘What would you do?’ and ‘Why do you think she was sad?’ As a teaching assistant in both mainstream and SEN environments, I’ve seen children who had previously struggled to talk about their feelings, begin to open up when using stories designed with intentional prompts. This creates space for meaningful conversations that spark critical thinking and discussion. Fostering emotional literacy, kindness and critical reflection are not extras; they must be taught from the early years onwards and are as crucial as phonics and numeracy. The use of language, stories and discussion has a vital role to play in the development of these skills. editor@familiestveast.co.uk 07867 514138

Families Thames Valley East 13

HEALTH

The invisible mental load and psychology of rest

By Dr Sasha Hall

As a psychologist and a parent of two young children, I have seen both professionally and personally how easily the invisible mental load builds up. This load is the ongoing, often unseen mental effort required to keep family life functioning. It includes not only the physical tasks of daily life but also the constant background thinking that ensures these tasks happen at the right time and in the right way. It is the invisible spreadsheet running quietly in the mind, updated in real time as family needs change. For many parents (generally mothers), this mental load can feel like carrying an endless list of responsibilities in their minds. It might include planning meals, remembering school events, booking appointments, checking that uniforms are ready and ensuring everyone has what they need for the day ahead. Alongside this are seasonal or longer-term considerations such as holidays, birthdays or preparing for school transitions. Even positive events, such as planning a family outing or helping with a costume for school, can add to the mental noise. These are all small, individual thoughts that combine into a continuous mental hum. In homes shared with partners or older children, there can also be what psychologists call cognitive unloading, where others rely on one person to hold or manage the shared mental information. Questions such as: ‘Where are my keys?’ or ‘What are we having for dinner?’ might seem trivial, but they represent moments where someone else is temporarily renting space in a parent’s mind. Over time, these repeated small intrusions can add to feelings of exhaustion and reduce the sense of mental clarity that is essential for wellbeing. When this happens frequently, the parent may begin to feel as though they are the project manager of the household, responsible for doing, remembering, prompting and anticipating. Research shows that cognitive rest is just as important as physical rest. Rest is not merely the absence of doing; it is the presence of mental recovery. When we rest effectively, the brain has the opportunity to consolidate memories, regulate emotions and restore executive functioning. These are the higher-order

skills that allow us to plan, problem-solve and make decisions. Just as muscles need recovery after exertion, our brains also need space to decompress and reorganise. Without sufficient rest, the brain’s capacity for emotional regulation and attention control diminishes. This can lead to increased irritability, forgetfulness and a sense of being mentally overloaded. For parents, especially mothers carrying multiple invisible demands, this may mean feeling less patient with children or partners and finding it harder to remain present in moments that should bring connection and enjoyment. The psychology of rest reminds us that rest is not indulgence but maintenance. It allows us to sustain the very skills that underpin both parenting and professional life. Creating even small opportunities for rest throughout the day can help regulate the nervous system and restore emotional balance. This might include brief moments of quiet reflection, mindful breathing or simply allowing the mind to wander without purpose. When rest is prioritised, parents often describe feeling more grounded, more able to engage meaningfully with their children and more confident in managing the continuous mental load. In essence, rest is not about doing less but about replenishing the mental space that allows us to think, care and respond effectively. Recognising and sharing the invisible work that goes on in our minds is the first step toward valuing rest as a psychological necessity rather than a luxury. Dr Sasha Hall is an HCPC-registered Senior Educational and Child Psychologist and founder of Hall & Co Educational Psychology Services (www.hallandcoeps.co.uk).

Make the invisible ‘visible’

The science of mental rest

Much of the mental load remains unseen because it is carried silently. Psychological research shows that when cognitive effort is invisible, others are less likely to appreciate its weight.

Mental rest does not always require sleep or silence. Research into attention restoration suggests that simply engaging in gentle, absorbing activities such as walking outdoors, listening to music or spending time in nature allows the brain to recover from focused thought. During rest, neural pathways related to creativity and problem-solving become more active. This helps restore a sense of clarity and perspective, enabling a parent to return to their daily roles with improved focus, emotional balance and a stronger sense of self.

Externalising these thoughts can help make them visible. This might involve sharing responsibilities through open discussion, writing down tasks that occupy mental space or gently drawing attention to how much co-ordination is involved in daily life. When the invisible becomes visible, families can develop a greater appreciation of one another’s mental and emotional contributions. 14 Families Thames Valley East

Maidenhead Windsor Marlow Ascot Slough Egham

EDUCATION

BOOK CLUB

There’s no doubt about it, January can be a miserable month. So, it’s no accident then that our first book club pick of the year is guaranteed to have your children laughing out loud. Finn’s Epic Fails is the first in a brand-new series from award winning author Phil Earle, who talks to Rachel Bailey about where adventures come from, how to engage a reluctant reader and owning a pet dragon. @philearle

@philearle

www.philearle.com

Is your pet dragon Baz, named after anyone in particular? Ah Baz. Sadly Baz is no longer with us. He had a good innings, about twenty years. I don’t miss feeding him live locusts daily. Maybe I could work him in to Finn’s misadventures… What are your top tips for beating the January blues with children?

Where do you get your inspiration from? Do you always have to start with a big idea?

all writing is for me, recapturing that feeling of being seven years old and having heard the bell ring. At playtime, I could be an astronaut, a footballer, a pirate, a dancer. I could go anywhere, do anything, be anyone. Who wouldn’t want to do that as an adult??

Not at all. One of the things I love about ADVERTISEMENT As you also work in publishing, you must writing is that the tiniest interaction PROOF

I won’t be mischievous and suggest plugging them into the digital nanny. I’d say read with them. Get the heating on and read to them. And ask them to read to you. Escapism is what we need in January… Finn’s Epic Fails is available at the end of January priced £7.99. Illustrations by Al Murphy.

get to see bookselling from both sides.

in life can the starting point for the Please findbebelow a proof of your advertisement for the Does your personal experience as an biggest adventure. And these moments author help give you a good balance? Jan/Feb 2020 issue (No. 106) of Families TVE. are everywhere: on the street, at work, at

WIN a copy school – we’re surrounded by them. It’s taught me not to chase the market, Thames Valley East with Families! Please CHECK ALL INFORMATION IS CORRECT especially that way madness lies. It’s taught me to

WIN!

Is it fair to say you didn’t start out as a

write the stories that are burning a hole in dates, numbers and addresses. typicaltelephone bookworm? What would be your

For your chance to win a copy, all you have to do is answer the question below and email your 514138to/ 07753 414605 In your latest book Finn’s Epic Fails, T: 07867answer Any further amendments will be charged for. poor Finn just wants to navigate his way E: editor@familiestveast.co.uk editor@familiestveast.co.uk Kick out any conscious or unconscious through secondary school, but as the snobberies you may have about reading. 29 Furrow Way, Please contact us by return either to amend or approve yourhis journey is one mortifyingLittle People title hints, WhatMedia, is the name of Phil’s new The NOVEL does NOT define what disaster after another. Are any of these advertisement. series? Maidenhead SL6 3 NY reading is. Comics, mags, articles on the failures based on your own teenage internet. Read with your ears as well as years? A Friendship, Fun and Fails your eyes. It takes just as much brain power and attention span to read an B Finn’s Epic Fails Oh lord yes. Plenty of them are rooted in audiobook. C Finn’s Big Failure my experiences. Or those of friends or my kids. I remember reading Adrian Mole as a What do you love most about writing? kid, and really empathizing with him… Closing date for entries is 28 February 2026 I can sum it up in one word. The greatest word in our dictionary – playtime. That’s advice to anyone struggling to get their children to read? Any changes need to be made at this stage.

me to escape. It’s the only way.

We are an Ofsted rated ‘Outstanding’ nursery providing high quality day care for children from three months to ﬁve years. Set within bright, modern Windsor Leisure Centre, our setting includes a large toddler room, pre-school room, a new snuggly baby room, and spacious outdoor garden.

Open 51 weeks a year – Accepts 30 hours funding – Highly trained team Come and look around today: Call: 01753 855543 or email: info@theriversidedaynursery.co.uk www.theriversidedaynursery.co.uk editor@familiestveast.co.uk 07867 514138

Families Thames Valley East 15

Your family guide to

entry to the galleries. The Story Museum, Oxford, OX1 1BP www.storymuseum.org.uk/whats-on/winter-trail

What's On Please email editor@familiestveast.co.uk with any events. Event times and dates do change, please try and check that an event is still going ahead before you head out.

Ongoing Story and Rhyme Time at Maidenhead Library Tuesdays in Jan and Feb Maidenhead Library, St Ives Road SL6 1QU www.rbwm.gov.uk Active Bounce and Play at Wycombe Leisure Centre Tuesdays and Thursday in Jan and Feb Under 8s. Sessions are 9.30am, 10.30am and 11.30am (SEN). Pre-book. Wycombe Leisure Centre, HP11 1UP www.placesleisure.org/centres/wycombeleisure-centre Rhyme Time at Reading Museum Wednesdays in Jan and Feb Songs and signing for babies and toddlers. 10.30am-11am. Drop in for FREE. Reading Museum, Reading, RG1 1QH www.readingmuseum.org.uk Story and Rhyme Time at Windsor Library Thursdays in Jan and Feb Term time only - story fun. Windsor Library, SL4 1ER www.rbwm.gov.uk Little Starters Support Group at Larchfield Family Hub Fridays in Jan and Feb Tailored support sessions 10-11.30am designed to encourage child development, social interaction

and early learning. Booking essential via email or call 01753 572958. Larchfield Family Hub, Maidenhead, SL6 2SG office@homestartberkshireeast.org Roller Disco at Braywick Saturdays in Jan and Feb Scoot and Skate: 3-4pm (Beginners) Family and Friends Roller Disco: Early Session: 4:15-5:15pm Late Session: 5.30-7:30pm Braywick Leisure Centre, Maidenhead SL6 1BN www.leisurefocus.org.uk

January Windsor on Ice Up to Sun 4 Jan Book your session online for some sparkly winter fun. Fair and refreshments available too. Alexandra Gardens, Windsor, SL4 3HY www.windsoronice.co.uk Cinderella Panto at Theatre Royal Windsor Fri 2 Jan-Thu 11 Jan Still time for panto! 32 Thames Street, Windsor, Berkshire, SL4 1PS www.theatreroyalwindsor.co.uk Winter Trail at The Story Museum Fri 2 Jan-Sat 31 Jan Explore the enchanted library by taking their new winter trail and see if you can spot the signs of winter in the stories. Included with a ticket for

TRY A

FREE

Maidenhead Artisan & Farmers Market at Waterside Quarter Sun 4 Jan and Sun 11 Jan From 10am-3pm, visitors can browse a fantastic selection of handmade crafts, locally sourced produce, and delicious treats from talented independent traders. Waterside Quarter, Maidenhead, SL6 1BX https://waterside-quarter.co.uk/Events Playtime Playgroup at St John’s Church Egham Fri 9 Jan Playtime for under 5s and carers. Term time Fridays 9.30-11.15am St John’s Church, Egham, TW20 9HR www.stjohnsegham.com/playtime Young and Teen Rangers at Woolley Firs Sat 10 Jan 8-11 years from 10am to 12pm; Teen Rangers 11-17 years from 1 to 3pm (now with an option to blockbook up to 3 months together or book individual sessions). £8+ booking fee. Woolley Firs Environmental Education Centre, Cherry Garden Lane, SL6 3LJ www.bbowt.org.uk/events Toddler Days at The Look Out Discovery Centre Thu 15 Jan and Fri 16 Jan Toddler days for up to 5 year olds: Theme: Pirates The Lookout Discovery Centre, RG12 7QW www.bracknell-forest.gov.uk David Copperfield at Theatre Royal Windsor Wed 21 Jan-Sat 24 Jan Dicken’s Victorian drama. 32 Thames Street, Windsor, Berkshire, SL4 1PS www.theatreroyalwindsor.co.uk Tiny Talk Time at Wycombe Museum Fri 30 Jan The Girl, The Bear and the Magic Shoes by Julia Donaldson and Lydia Monks

The Look Out Discovery Centre

CLASS

Over 90 activities of hands-on science and discovery fun for children of all ages! BOOK ONLINE and enter TVE2026 at checkout for 10% off admission

Now showing

CONFIDENCE

Drama, dance & singing classes designed to help 4–12 year olds shine Ascot, Iver, Maidenhead, Marlow, Virginia Water or Windsor To book visit perform.org.uk/try

16 Families Thames Valley East

A great family day out whatever the weather!

OPEN

every day

W NOPEN O

cakes, plus a wide variety of hot and cold drinks and ice creams.

www.facebook.com/thelookoutdiscovery @thelookoutbracknell www.bracknell-forest.gov.uk/leisure-services/look-out-discovery-centre Nine Mile Ride, Bracknell, Berkshire, RG12 7QW

Maidenhead Windsor Marlow Ascot Slough Egham

WHAT'S ON Wycombe Museum, High Wycombe, HP13 6PX www.wycombemuseum.org.uk/ttt Oz at South Hill Park Fri 30 and Sat 31 Jan A spectacular dance interpretation of the classic story. South Hill Park, Ringmead, Bracknell, RG12 7PA www.southhillpark.org.uk Barnum at The Theatre Royal Windsor Fri 30 Jan-Sun 7 Feb Step right up and enter the dazzling world of P.T. Barnum, where imagination and ambition know no bounds. Hand in hand with wife Charity, Barnum’s life and career twists and turns as he schemes and dreams his way to headier heights. Theatre Royal Windsor, SL4 1PS www.theatreroyalwindsor.co.uk

February Maidenhead Artisan & Farmers Market at Waterside Quarter Sun 1 Feb and Sun 15 Feb From 10am-3pm, visitors can browse a fantastic selection of handmade crafts, locally sourced produce, and delicious treats from talented independent traders. Waterside Quarter, Maidenhead, SL6 1BX https://waterside-quarter.co.uk/Events Toddler Days at The Look Out Discovery Centre Thu 5 and Fri 6 Feb Toddler days for up to 5 year olds: Theme: Trucks and Tiaras. The Lookout Discovery Centre, RG12 7QW www.bracknell-forest.gov.uk

Cinderella at Iver Heath Village Hall Sat 7-Sat 14 Feb Iver Heath Drama Club performs Cinderella, their community pantomime. IHDC welcomes all ages and abilities, whether you want to act, sing and dance or join our backstage team, help to create props and costumes, or work on lights and sound. Family tickets are only £32. Iver Heath Village Hall, Iver Heath, SL0 0DA www.ihdc.co.uk Imagine Festival at The Southbank Centre Wed 11-Sat 21 Feb A festival of fun and creativity for every family, turning the Southbank Centre into one big playground. Southbank Centre, Belvedere Road SE1 8XX www.southbankcentre.co.uk Tiny Talk Time at Wycombe Museum Fri 13 Feb Coming Home by Michael Morpurgo Wycombe Museum, High Wycombe, HP13 6PX www.wycombemuseum.org.uk/ttt Valentine Playdate at Piccolo Land Fri 13 and Sat 14 Feb 1.5 hours of village role-play, valentine crafts and singalong. Pancakes included! Piccolo Land, Maidenhead SL6 1LF www.piccololand.com/sessions Young and Teen Rangers at Woolley Firs Sat 14 Feb 8-11 years from 10am to 12pm; Teen Rangers 11-17 years from 1 to 3pm (now with an option to blockbook up to 3 months together or book individual sessions). £8+ booking fee. Woolley Firs Environmental Education Centre, Cherry Garden Lane, SL6 3LJ www.bbowt.org.uk/events

Mrs Tiggywinkle’s Hedgehog Hospital Sat 14-Sun 22 Feb Arrange a visit to this Hedgehog Hospital during half term. Also open all year long and daily. Haddenham, Bucks, HP17 8NF www.sttiggywinkles.org.uk Nathan’s Petting Farm at Chalfont St Giles Sat 14-Sun 22 Feb Another fantastic half-term idea, but is open most of the year, daily from 10-4pm. Nathan's Farm, Chalfont St. Giles, HP8 4BT www.nathansfarm.co.uk Love and Lambs at Odds Farm Park Sat 14-Sun 22 Feb More than 25 ewes are ready to give birth over the week-long school holiday with many expecting twins or triplets. Odds Farm Park, Bucks HP10 0LX www.oddsfarm.co.uk The Year of the Fire Horse at Windsor Castle Sat 14-Sun 22 Feb Running Sat, Sun, Mon, Thu, Fri (14 Feb-22 Feb). Celebrate all things equine (horsey!). Family crafts and activities will revolve around this theme as 2026 is the Chinese Year of The Horse. Pug Yard Learning Centre, SL4 1NJ. www.rct.uk Peter Rabbit at Buckinghamshire Railway Centre Sun 15 Feb Peter Rabbit will be at the Railway Centre this day (and through half term). Enjoy steam train rides, visit the Railway Museum and their stunning glass-roofed visitor centre and the beautiful steam locomotive and carriages on display! Bucks Railway Centre, Quainton, HP22 4BY www.bucksrailcentre.org One World Animals at St Paul’s Parish Rooms Mon 16 Feb A fun-filled event just for ages 5+. Meet and handle unusual animals in a calm, quiet encounter. Other age ranges available on the same day. St Paul's Parish Rooms, Wokingham, RG41 1EH https://bit.ly/48sJ4uk

K! O BO

SC AN

M E

Oz at South Hill Park Thu 5-Sun 7 Feb An adaptation of J. M. Barrie’s story about a boy who never grew up. South Hill Park, Ringmead, Bracknell, RG12 7PA www.southhillpark.org.uk

BIG - The Musical at Norden Farm Thu 5-Sat 7 Feb Follow Josh Baskin as a mysterious wish turns him into a grown-up overnight, leading to hilarious and heartfelt adventures in the grown-up world. Norden Farm, Maidenhead, SL6 4PF https://norden.farm/events/big-the-musical

Reformer Pilates

at Bisham Abbey Health & Fitness Club Start today with our intro offer: 3 sessions for £45* £22 per class £200 for a block of 10 sessions Members of our Health & Fitness Club receive exclusive discounts. Visit our website to view our membership options. Bisham Abbey Health & Fitness Club Tel: 01628 476911 Bisham Village, Marlow Road, Bisham, Marlow SL7 1RR

bishamabbeynsc.co.uk

editor@familiestveast.co.uk 07867 514138

*Intro offer can only be used once.

Families Thames Valley East 17

WHAT'S ON Tiny Nature Detectives at Woolley Firs Mon 16 Feb Ages 2 to 6 years. Activities will take at least 2 hours. Plenty of outdoor fun but with warm indoor spaces and warm drinks! Toilets and free parking available. £8 plus booking fee. 10am to 2pm. Woolley Firs Environmental Education Centre, Cherry Garden Lane, SL6 3LJ www.bbowt.org.uk/events Horrible Histories, the Concert at The Southbank Centre Tue 17 Feb For the very first time, your favourite songs and actors from the BAFTA Award-winning CBBC TV series appear live (and dead!) on stage in a sensational show. 5+ yrs. Part of the Imagine Family Festival. Royal Festival Hall, Southbank Centre, SE1 8XX www.southbankcentre.co.uk Chevalier: Hobbyhorse Circus at Norden Farm Tue 17 Feb Chevalier - Hobbyhorse Circus is an irresistibly charming homage to the magnificent horses of the circus and the silent movie era. Drawing inspiration from the history of traditional horse circuses, Kalle Lehto's ringmaster performs acrobatics, juggling and balancing with an amazing cast of hobby horses. Norden Farm, Maidenhead, SL6 4PF https://norden.farm/events/chevalierhobbyhorse-circus Story Explorers: Legends at The Story Museum Tue 17-Thu 19 Feb School's out for half term! Step into a world of legends with Story Explorers. Creative day-long skills workshops for ages 8–12. £44 per child. The Story Museum, Oxford, OX1 1BP www.storymuseum.org.uk Zoom at The Lyric Theatre Hammersmith Tue 17-Sat 21 Feb Molly is definitely, absolutely going to be an astronaut when she grows up… 3-8yrs.

Tiny Talk Time at Wycombe Museum Fri 27 Feb I Am Oliver the Otter by Pam Ayres Wycombe Museum, High Wycombe, HP13 6PX www.wycombemuseum.org.uk/ttt

Lyric Hammersmith Theatre, St W6 0QL www.lyric.co.uk/shows/zoom-2026 The Ultimate Bubble Show at The Kenton Theatre Wed 18 Feb Ray Bubbles, International Bubbleologist and Guinness World Record Holder, is on a mission to master the art of bubble-making and create the ultimate square bubble! Henley-on-Thames, Oxfordshire, RG9 2BS www.thekenton.org.uk

Upcoming Young and Teen Rangers at Woolley Firs Sat 7 Mar 8-11 years from 10am to 12pm; Teen Rangers 11-17 years from 1 to 3pm (now with an option to blockbook up to 3 months together or book individual sessions) 10.00am. £8+ booking fee. Woolley Firs Environmental Education Centre, Cherry Garden Lane, SL6 3LJ www.bbowt.org.uk/events

Snow White Rose Red Bear Brown at Norden Farm Wed 18 and Thu 19 Feb Snow White and Rose Red – sisters, twins, best friends – have lived in the forest since they were Babes in the Wood. Brought up by their hardworking Mother to be kind, caring and forest fluent... if sometimes a little over enthusiastic in their deeds! Norden Farm, Maidenhead, SL6 4PF www.norden.farm/events/snow-white-rose-redbear-brown-21 Winter Wildlife Day Camp at Woolley Firs Thu 19 and Fri 20 Feb An exploration into nature with trained leaders and a nature craft to make and take home. Ages 8 to12 years. No parental supervision necessary. £37 plus booking fee. 9.30am-3pm. Woolley Firs Environmental Education Centre, Cherry Garden Lane, SL6 3LJ www.bbowt.org.uk/events The Great Big Bug Show at Norden Farm Sat 21 Feb Which beetle has a blaster on its bottom? Which minibeast is barely the size of a full stop? Which eight-legged hunter has fangs as big as a cheetah's claws?Join poet Simon Mole and musician Gecko for a family show full of poems, raps and songs all about your favourite bugs. Norden Farm, Maidenhead, SL6 4PF www.norden.farm/events/the-great-big-bugshow

Maidenhead’s Big Read at Maidenhead Library Sat 7 Mar and Sat 8 Mar The theme for this year is ‘Get Moving!’ Maidenhead Library. St Ives Road, SL6 1QU www.maidenheads-big-read.org.uk Tiny Talk Time at Wycombe Museum Fri 13 Mar The Camel who had the Hump by Rachel Bright and Jim Field. Wycombe Museum, High Wycombe, HP13 6PX www.wycombemuseum.org.uk/ttt Flyaway Katie at Norden Farm Wed 1 Apr The show is bursting with colour, movement and surprises, with puppets of varying scales acting the story. The show is aimed at 2-7 year olds and will be 35mins of pure joy followed by 15 mins ‘meet the puppets’. Norden Farm, Altwood Rd, Maidenhead, SL6 4PF https://norden.farm/events/flyaway-katie Don't forget to say you saw these events listed in Families Thames Valley East magazine!

14th - 22nd February

Meet Baby Lambs in the Little Hooves Nursery • Special Lambing Talks Live Character Shows • Arts & Crafts Activities • Acres of Outdoor Play Giant Indoor Soft Playbarn • Marshmallow Toasting and More!

www.oddsfarm.co.uk/love-and-lambs 18 Families Thames Valley East

Maidenhead Windsor Marlow Ascot Slough Egham

NEW YEAR, NEW YOU

Resolutions that stick for 2026

Anna Houston is a freelance writer specialising in parenting and women’s lifestyle

By Anna Houston

Refresh your supplements Many of us reach for multivitamins without much thought but focusing on specific nutrients can make a difference - magnesium is worth attention. Supporting muscle recovery, hormone balance and deeper sleep, it can also help ease anxiety and improve focus. Low magnesium can show up in countless ways and many people are slightly deficient without realising. Restoring your levels can help you feel more balanced and energised. Everyone’s needs differ, so speak to a health professional if you’re unsure about changes.

The school holiday savings pot

Put a little money aside each month for school holidays so you can enjoy them with less financial stress. Many banking apps let you set up savings pots to stay organised. I have a ‘fun fund’ for my kids that covers days out, café trips and rainy-day activities. I also keep a small ‘pocket money’ pot for myself - guilt-free spending on things I truly want but would usually push to the bottom of the list. It’s a simple form of self-care that reminds me to look after myself too.

Time for fun

Set aside at least an hour each week for something that’s purely for you - a dance class, a puzzle, a walk with a podcast or a hobby you loved years ago. Treat fun as essential, not an afterthought; it recharges your patience and motivation for everything else.

editor@familiestveast.co.uk 07867 514138

Lighten the load Little routines make home life feel easier. Have a two-minute tidy-up to a song with the kids before bed or wear comfy ‘house shoes’ to signal it’s time to get things done. The aim isn’t a spotless house - it’s a calmer one. Each month, clear one area - a drawer, your handbag, the car boot or your finances. Sort your purse, redeem old vouchers, cancel unused subscriptions. Decluttering little by little helps you feel lighter and more in control.

Keep a gratitude journal

Keep a notebook by your bed and write down three things you’re grateful for each night or morning. When life feels hard, it helps you notice the positives that might otherwise go unseen and shifts your focus from what’s missing to what’s working. Sometimes I just write three short sentences but it always makes me feel thankful for the life I have with my children and partner. It can also create moments of clarity about your goals, helping you see what’s genuinely important.

End the day calmly

Create a short bedtime routine just for you. We put so much effort into helping our children wind down - bath, pyjamas, story, lights out - yet rarely give ourselves the same care. Turn off screens thirty minutes before bed, wash your face, light a candle and wind down with a book, journal or quiet meditation. These small signals tell your body it’s time to rest, creating better sleep, a calmer mind and a gentler end to each day.

Families Thames Valley East 19

NEW YEAR, NEW YOU January is full of big promises to ourselves - eat better, move more, stress less. But real growth comes from small, intentional steps that last. These ideas will help you build a calmer, healthier, more balanced life beyond the New Year.

Plan with purpose A little planning goes a long way. Set aside time each Sunday to reset so you feel calmer and more in control of the week ahead. Check the calendar, lay out uniforms and make a short to-do list. Pair it with a cup of tea, a podcast or a face mask, so it feels like self-care. Look at the bigger picture. Break your year into quarters and plan around family milestones. Avoid starting big projects in the busiest periods. Mapping goals to life’s rhythm makes them more achievable.

Double up on healthy habits Healthy habits can make life more fun. Meet a friend for a walk and takeaway coffee instead of sitting in a café or catch up at the playground and do a few squats while pushing the children on the swing. Pair up with a friend to start a mini ‘cook-along club’ where you try a new healthy recipe each week or introduce a ‘vegetable of the week’ challenge. Pick a fruit or vegetable you don’t usually buy and find ways to add it to meals - it keeps healthy eating creative and fresh.

Greener living, simplified Going green can feel overwhelming, so make one easy sustainable swap each quarter. If you commit to changing just four things throughout the year, by the end of it your life will have improved in four tangible ways. Last year we got a built-in water filter, swapped to an eco-friendly detergent, replaced plastic bottles with stainless steel ones and started growing herbs. They’re small changes but they’ve made our home feel more aligned with the way we want to live. 20 Families Thames Valley East

Just move little and often Regular exercise is a way to care for your body and lift your mood. Think ‘little and often’ rather than ‘all or nothing.’ Walk the school run, take the stairs or park somewhere that adds a fifteen minute walk to your destination. Consider a fold-away treadmill or exercise bike that you can use while replying to emails or watching a film. Twenty minutes of steady movement is far more realistic than a rigid gym routine - and it still counts.

Change your self-talk Healthy living starts in your head, not your kitchen. Much of how we eat, move and care for ourselves depends on how we speak to ourselves. If your inner dialogue is self-critical, it’s time to change the script. Instead of focusing on what you shouldn’t eat, think about what will make you feel energised. Swap ‘I’ve ruined it’ for ‘I enjoyed that; now I’ll make my next choice a nourishing one.’ When you stop labelling food as ‘good’ or ‘bad’, you stop labelling yourself that way too and you build a healthier, more forgiving relationship with eating.

Family check-ins Life is busy and real conversation can easily go by the wayside. Eat together at least three evenings a week - no phones or screens and ask everyone to share the best and worst part of their day. It keeps family life connected. Although big days out are wonderful, small, consistent moments through the week are just as powerful. This includes time with your partner. My spouse and I hug for twenty seconds every morning. It’s simple but effective and helps us reset and start the day as a team. Maidenhead Windsor Marlow Ascot Slough Egham

Families Thames Valley East Jan/Feb 2026