February 2026 OrWellbeing Newsletter

February 2026 February 2026

Orwell Park Safeguarding Team

FEBRUARY REFLECTIONS

Welcome to the February edition of the OrWellbeing newsletter. Sport has featured heavily throughout February, with numerous hockey tournaments showcasing skill, sportsmanship and school spirit. Of course, the month would not be complete without the annual House Cross Country competition. The determination and resilience shown, through weeks of training, overcoming nerves and pushing personal boundaries on the day itself, really does take some beating. We are incredibly proud of every child who took part.

Trips and visits play an important role in supporting pupils’ wellbeing, helping to build confidence, independence and a sense of pride in representing the school. This month, pupils competed in a chess tournament and our musicians performed at a recital at St Mary’s Abchurch, both enjoying opportunities to showcase their talents beyond the classroom

It was also Children’s Mental Health Week, with this year ’ s theme, “This Is My Place.” Pupils reflected on the people and places that help them feel a sense of belonging, an essential part of positive wellbeing.

As we reach the end of a busy and rewarding half term, we are very much ready for a well-earned break. We hope the upcoming half term holiday is a fun yet relaxing one for all our families, and we look forward to welcoming everyone back refreshed and recharged.

Pit

‘The Learning Pit’ is a concept created by educational expert James Nottingham and is commonly used by teachers as a helpful framework for metacognition. The graphic below is a simplified version, but it effectively communicates how overwhelmed someone can feel when learning something new. With the right amount of support such as relating current to prior learning, making connections with other experiences, using focused practice and armed

with effective strategies, it is totally possible to climb out of the pit and move onto the next step. Challenge is essential to progress: if you leap over the the pit, or are given a bridge to get across, you aren’t really learning anything. Difficult as it may be at the bottom of the pit, the sense of achievement you feel once you get out makes it all worthwhile.

Catharine Loveridge

Online Safety

Each month, the OrWellbeing team will share tips, ideas, and guidance to help us all try to navigate the digital world safely At Orwell Park, we want pupils to enjoy technology, know how to use it wisely while keeping themselves happy, healthy, and safe

When Screens Start to Take More Than They Give

Screens are part of modern life They help us work, relax, connect, and learn The question isn’t whether screens are “good” or “bad”, rather it’s how much is too much, and what quietly changes as screen time increases?

What follows isn’t a set of rules. It’s a description of patterns that researchers, teachers, clinicians, and families increasingly recognise...

Under 1 hour a day: the protective zone

At this level, screens tend to sit alongside real life rather than replace it. Children and teenagers usually show: better attention and focus stronger emotional regulation more consistent sleep routines easier transitions away from devices

Screens are used intentionally, not automatically.

Sleep comes more easily, and screens don’t play a major role in calming or coping.

1–3 hours a day: feels normal

This range is very common and often feels harmless. What may appear: subtle dips in sustained attention mild changes in mood or frustration tolerance slightly later bedtimes more “just one more ” moments

These signs are easy to brush off because life still functions well. Nothing seems obviously wrong, which is why this stage often goes unnoticed.

3–5 hours a day: the turning point

This is where patterns begin to shift more clearly.

Common changes include: disrupted or shortened sleep increased irritability and emotional outbursts growing difficulty with self-regulation attention problems becoming harder to ignore

Screens begin to replace real-world activities, reading, outdoor play, face-to-face conversation, rather than simply complement them.

Online Safety Continued

5–7 hours a day: habits harden

At this level, screen use often moves from habit toward dependence.

Typical signs:

anxiety when screens are removed reduced emotional resilience

declining interest in physical activity

calm, focused behaviour on screens but restlessness off them

Effects start to compound. Screens are no longer just entertainment; they become the main regulator of mood and energy.

7+ hours a day: when screens dominate

Here, screen use can begin to look like a full addiction

Frequently seen patterns include:

screens shaping daily routines very low frustration tolerance significant attention and focus difficulties

emotional dysregulation and impulse control is minimal physical exercise

heavy reliance on screens to soothe distress

This level of use is strongly linked to: chronic sleep deprivation reduced outdoor time

anxiety and low mood

dopamine system disruption increased risk of depression

Sleep is often shorter and lighter, even when time in bed looks adequate.

Why this matters

Excessive screen time doesn’t usually cause problems overnight It works quietly, by nudging attention, sleep, and regulation off course, little by little, until the change feels normal

The most important question isn’t: “How many hours is allowed?” It’s: “What is ti replacing?” Sleep, movement, boredom, face-to-face interaction, and unstructure vital role in mental health. When screens crowd them out, the effects add up.

HAVE YOU LOGGED INTO THE WELLBEING HUB YET TO SEE ALL THAT IT HAS TO OFFER?

IF NOT, PLEASE FOLLOW THE LINK HERE.

There are a wide range of webinars available via The Wellbeing Hub Platform, you can join live or watch over the following 2 weeks.

Our top 2 suggestions for you are:

Practical strategies for supporting a child with anxiety and how to manage your own anxiety as a parent or carer with Prof. Sam Cartwright-Hatton, Professor of Clinical Psychology, specialising in anxiety in childhood

Wednesday 18 February, 6 30pm th

Understanding family dynamics: step-families, single parenting, sibling rivalry and more with Dr Maryhan, Psychologist and Parenting Expert

Wednesday 18 March, 6.30pm th

NEW ON THE WELLBEING HUB

PODCAST

Prevention, treatment methods, and understanding anxiety disorders in children and young people

With: Prof Anne Marie Albano, PhD, Licensed Clinical Psychologist and Professor of Medical Psychology at Columbia University, New York

WEBINAR RECORDING

Raising teens in the digital age: Friendship, bullying, and the online world with Nicholas Carlisle, Child Psychotherapist, Founder of the internationally recognised No Bully programme, and TEDx speaker on bullying

‘This

STAFF PICKS

A monthly media spotlight with a member of the prep school community, brought to you by the OrWellbeing Newsletter!

This month we caught up with Robert Maloney, who joined OPS in September 2025 as Head of Science. Practical minded at heart, Robert brings a clear, hands‑on approach to everything from lesson design to laboratory life, ensuring Science remains rooted in curiosity, real world understanding and purposeful experimentation.

Book I Couldn’t Put Down

What’s the one book you always recommend - or wish you could read again for the first time?

A long time crime and thriller fan, I have enjoyed the entire Monkeewrench series by P J Tracy I am currently immersed in Dan Brown’s The Secret of Secrets, appreciating the blend of tension, puzzles and page turning intrigue

TV Show You Binge-Watched (and Don’t Regret)

We all have one What’s your guilty pleasure or proud obsession on the small screen?

Most recently, I eagerly binged Season 4 of The Lincoln Lawyera highly anticipated watch and well worth the wait

Podcast Pick

For your commutes, your wind-down, or a moment of inspiration, what podcast do you never miss?

I’m not a dedicated podcast listener, but prefer light background radio while working, usually Gold Radio or Smooth Radio, with a soft spot for the classic 80s and 90s tracks I grew up with

Film That Stuck With You

What film left a lasting impression and why?

St Elmo’s Fire remains a standout film for me. Released the same year I left senior school and headed off to university, it carries strong memories of lifelong friendships formed and kept.

Music on Repeat Something a Little Different

Which song, album or artist lifts your spirits or helps you focus?

Although not constantly plugged into music, I really enjoy returning to favourites including Erasure, Deacon Blue, Del Amitri, New Order and ABBA - the soundtrack of earlier years that still hits the right note.

An app, YouTube channel, newsletter, magazine - or even a place - that’s enriching your life right now

A Fin on

Is the en treasure or out?

Originally from Glasgow, and the son of Irish parents, my career has taken me across four different countries, teaching a wide range of pupils - including the children of a few well known public figures and even one famous male singer Practical minded and internationally seasoned, I already have retirement in my sights: a future spent in Morocco, where I plan to enjoy a slower pace of life in warmer surroundings

Musings from MOB

Martin O’Brien, Deputy Head Pastoral, shares his thoughts on one of the 5 Ways to Wellbeing.

CONNECT

It is sometimes said of someone (possibly in their obituary) that they had the gift of connection; being able to engage with their fellow beings on a personal level, and make them feel noticed and valued at all times.

“I define connection as the energy that exists between people when they feel seen, heard, and valued; when they can give and receive without judgment; and when they derive sustenance and strength from the relationship.” Dr Brené Brown

As one of the five ways to wellbeing, this ability to connect is something that we should all cultivate, and not assume it is someone else’s gift. Reaching out, taking the time to speak to family, friends and colleagues, and listening properly are all things we can work on and get better at.

“No man is an island entire of itself; every man is a piece of the continent, a part of the main.” John Donne

As part of developing this skill, the next stage is to cultivate a relationship, take it to the next level, and build someone else’s confidence. An additional challenge is making yourself do something which may be outside your comfort zone; speak to a new person, talk to someone for a whole 5 -10 minutes (how often do we do that?) and perhaps, for adults, speak on the phone, rather than text.

Ultimately, our ability to exist with others as part of a whole defines us; it enhances our wellbeing, and provides a fundamental if invisible thread which unites us all, strengthens our emotional depth and security, and creates a society, both at micro and macro level, which allows us all to thrive. So today, reach out, connect, and engage with someone. Properly.

COMING UP IN LIFE SKILLS

EARLY YEARS

FEELINGS& SELF-AWARENESS

Expressneedsand feelingsin appropriateways

Haveanawareness andprideinselfas havingownidentity andabilities

YEAR 3

PHYSICALHEALTH& MENTALWELLBEING

Managing responses

Personalidentity andhowpeople

expresstheirs

Riskineveryday situations

YEAR 6

PHYSICALHEALTH& MENTALWELLBEING

Balancingtimespent online

Riskandeffectsof legalandillegal druguse

Influencesand pressure

YEAR 1

PHYSICALHEALTH & MENTALWELLBEING

Thedifferentways ofreacting

Age-ratingshelpingtomake goodviewingchoices

YEAR 4

PHYSICALHEALTH& MENTALWELLBEING

Managing distractions

Differentthinking habits Waystomanage worries Strategiesforcalm

YEAR 7

TRANSITION& SAFETY

Strategiesto promotegoodquality sleep

Pubertyand emotionalchanges recap Riskandeffectsof caffeineconsumption

YEAR 2

PHYSICALHEALTH& MENTALWELLBEING

Differentkindsof changeandhow changecanaffect people

Waystokeepsafe athome

YEAR 5

PHYSICALHEALTH& MENTALWELLBEING

Managing reactivity

Managingrisk: medicines

Howcanwekeep ourthingssafe?

YEAR 8

EMOTIONAL WELLBEING

Risksrelatedto tobaccoandecigaretteuse

Risksand consequencesof alcoholuse

KEYWORDS:Influences,risk,hazard,unsafe,substances,sideeffects, decision-making,consequences,identity,qualities,support.

Film, video and websites can make a huge difference in our lives and, like you, we want that difference to be a positive one, especially for young children and teens.

We know that for children’s own sense of wellbeing, for their healthy development, and for parents’ and carers ’ peace of mind, choosing well is crucial. Age ratings are a shortcut way to help.

Many families still enjoy watching together, but with children choosing content at younger ages, clear guidance is more important than ever. Age ratings help families decide what is suitable and support children in learning to make safe, thoughtful viewing choices for themselves.

The British Board of Film Classification (BBFC) is the UK’s independent film and video regulator. We are here to help everyone choose age-appropriate films, videos and websites, wherever and however they watch or use them. If you want to check what type of content is in a specific film, you can look up the film’s age rating and content advice on the BBFC website or BBFC app.

What are our age ratings?

Age ratings are a guide to the age appropriateness of films, videos and websites. Our age rating categories (U, PG, 12A/12, 15 and 18) reflect years of experience and research into how children develop and how the material that children watch affects their development and sense of wellbeing. The key development stages we reflect in our ratings are 4, 8, 12, 15 and 18.

This information has been taken from BBFC website and the Parent’s Guide. More information can be found here.

Winter Crafts with Year 4 Winter Crafts with Year 4

You may remember that Year 4 made some ‘ice sculptures’ as part of the Winter Crafting activity on OrWellbeing Day. Well, here are the results! We had hoped for some snow so that they would last quite some time outside, but the pupils have all enjoyed looking out of the window at these in a mindful moment recently and the wildlife have enjoyed them too!

FRIENDLY FEBRUARY

FriendlyFebruaryisathemefocusedonhelpingchildrennotice,create,and growmomentsoffriendlinessthroughoutthemonth.Eachdayincludesa small,meaningfulpromptsuchassharingakindword,helpingsomeone, noticingactsoffriendliness,ordoingsomethingthoughtfulforthemselvesor others.Thesegentleideasencouragechildrentoconnectwithwhathelpsthem andothersfeelvaluedandsupported.

ThismonthinLifeSkillswe willbewritinganddrawing aboutthepeople,places, activities,andmomentsthat makethemfeelconnected, supported,orhappy.

Pupil Edit JJ, Year 2 Pupil Edit JJ, Year 2

Each month, we sit down with one of our pupils to hear about their favourite moments, exciting discoveries and proudest achievements at school.

HERE’S WHAT JJ HAD TO SAY ABOUT THE MONTH OF FEBRUARY AT OPS!

What’s been your favourite part of school this month and why? My favourite part of school this month I have enjoyed doing rugby We have started to have matches and we play against hard teams but we still win sometimes. Last time, we played against a really big school and we won two cups! I like helping my friendsad scoring tries and trying to get past the other people on the team!

What’s something new you’ve tried or learned recently that surprised you? We have been learning about being kind and helping other people to do their work and playing with them when they don’t have anyone to play with. It feels really proud and my heart goes really fast when I am doing that.

What’s one moment this month that made you feel really proud? Last time I wasn’t great at swimming in Year 1 and I didn’t notice but I have suddenly got much better at swimming and I am proud of myself for trying really hard in my lessons.

What’s the most fun or unusual thing you’ve done in school lately?

Forest School is definitely so much fun I love it because you get to learn new stuff You can help little bugs if theyre almost squashed, like worms if theyre wiggling I stop people form accidentally stepping on them. Sport this month has also been so much fun. Cross country is really hardyour heart goes really fast and you can get a stitch but if you pick something up like a leaf and fiddle with it, it goes away. I am quite fast too!

Who’s someone in school who made your day better this month and what did they do? Mrs Lloyd has been helping me with my phonics and I’ve been writing a book called Detenctive Stanley which is great fun. Edward has been helping me with my writing too and he is always fun at break times. Mr Durham is always there for us when we are lost or not sure of something!

To

mark Valentine’s day, we asked the children who or what they loved and why...

Family and sports because they make me feel happy. Joanna Y5

I love my family because they’re really supportive and care about me. Amé Y4

Sport because it’s fun and I do it with my friends. Ariel Y

Dengibecauseshe’smybestfriend!

OliveY3

Ilove my mummy because she cares for me and is fun!Pinky Y4

I love drawing because it’s fun! Elijah Y3

I love pandas because they’re beautiful Dengi Y3

I love reading Bunny v Monkey because it’s fun and full Henry Y3

I love Art because it takes you into a world of creativity. Ernie Y4

Art because it’s relaxing! Eliza L Y6

I love this school because has so much fun stuff to d Zach Y4

Drawing because it’s calm and fun and my parents because they are my parents! Poppy Y7

SSHELFAWARENESS! HELFAWARENESS!

Books to enjoy and explore together.

Our February recommendations bring together books that explore the power of love in all its forms, whether it’s found in close friendships, family relationships or in those first sparks of romance.

For our youngest pupils...

This gentle, comforting story reminds children that love is like an invisible string that always connects us to the people we care about, no matter how far apart we may be.

Ideal for Years 1-3...

A careful little dog and a daring street cat become best friends while exploring the streets of Paris, showing that love can grow in the most unexpected friendships and change lives in wonderful ways.

Years 4-6 might enjoy...

Lonely Tasha wishes for a sister and magically brings a snow girl to life As they grow close, she learns that true love can mean making brave, selfless choices and letting others follow their own path.

For our older pupils...

The Paper and Hearts Society - Lucy Powrie

Tabby never feels like she fits in, until she joins a lively book club and finds friends who truly get her. Through shared stories, laughter, and a few awkward moments, she discovers confidence, belonging - and maybe even first love.

For Adults...

The Guernsey Literary and Potato Peel Pie Society – Mary Ann Shaffer

Through heartfelt letters with the members of a quirky island book club, a writer uncovers moving wartime stories and learns how love of books, friendship, and community can bring hope and healing after hard times.

‘Go All In’

Monday 2 to Friday 6 February was National Storytelling Week. National Storytelling Week is all about celebrating the stories that bring us together - the ones we tell, hear and share every day. From traditional tales to personal stories and favourite books, storytelling sparks imagination and helps build strong reading habits from an early age. It’s a perfect fit with the National Year of Reading, highlighting h t i n doors and new ideas, boost confid d i d plea ple urin

EYFS: Storytelling Stars

Who does storytelling better than our wonderful Early Years staff, where storytelling is an integral part of everything they do?

We’re also thrilled that Reception are now reading with Year 8 Reading Mentors. Some of our older children have been working hard to decorate and resource the new Nursery Story Shed - kindly purchased by OPPA - so check back next month for photos of the finished project!

Y7: Soundtrack Your StoryStorytelling through Rap

Year 7 took part in an online workshop with rapper and storyteller Alim Kamara. Inspired by his words and performance, they went on to craft and perform their own raps –complete with beatboxing – based on the theme of the “everyday” superhero. What is your superpower? In Year 7, we discovered kindness, bravery, fearlessness, and creativity, to name but a few.

Reception to Y6: Author Visit from Dougie Arnold

Dougie captivated the children with stories from his time in Africa, sharing extraordinary photos and fascinating anecdotes. He also introduced his two wonderful books – Invisible Us and The Magic Band of Five – and treated us to some engaging extracts. It was a truly inspirational visit; I was delighted to discover that it inspired two of our Year 6 pupils teaming up as author and editor to write a book of their own. The Magic Band of Five is an excellent read for Year 5 and above, and I strongly encourage everyone to read Invisible Us. Its message of acceptance and friendship is one that resonates across all ages. https://www.dougiesbooks.com/com

Y8: Gothic Storytelling in the Woods

To complement our study of Gothic texts, Year 8 wrote their own gothic stories, filled with ominous signs and eerie happenings. On a bleak and murky afternoon, we ventured up to the woods where, gathered around the campfire, we shared our tales. The skeletal canopy of branches and shadowy surroundings also provided rich inspiration for their next piece of writing.