• Over 200 years of history combined with forward-thinking innovation
• Focus on nurturing independence, curiosity, and confidence from the very earliest stages of learning
• Our school combines inspiring teaching, a diverse range of extracurricular activities, and a caring environment to ensure every child thrives and reaches their full potential
• A rich curriculum, both in core subjects and specialised programmes, preparing our pupils for the next stage of their education
• A place where we push the boundaries for academic excellence, creativity, and sporting prowess
• Wraparound care from 7.30am – 6.00pm
• Three Early Years departments: Nursery, Pre-School & Reception
• Swim from 2 years old
To book your tickets, please scan the QR Code or email registrar@stpirans.co.uk
6 Mastering positive learning language
8-9 Open Days
11 State, grammar or independent: What's right for your child?
12 Primary school reports: What parents should know
13 The importance of music in child development
15 Don't be afraid to ask about a bursary
16 Helping a child with poor processing speed
CLUBS & CLASSES
17 The A-Z of clubs & classes
19 BOOK CLUB 20 EARLY YEARS
Developing your pre-schooler's literacy through play
From the editors...
We hope you had some rest time this summer and are ready for the autumn term! In particular, we are thinking of those parents and children who are starting new nurseries or schools this September. We have many articles to support your child’s education journey. Everything from ‘Mastering the language of learning’ on page 6 through to ‘The importance of music in child development’ on page 13 or ‘Helping a child with poor processing speed’ on page 16.
Let’s not forget the little ones as we explore ‘Developing your pre-schooler's literacy through play’ on page 20 and one we can all benefit from ‘The Quality time revolution: Building a more connected family’ on page 21.
We all need something to look forward to, so don’t forget to explore ‘What’s On’ on pages 22 and 23. We have you covered with lots of local family events over September and October including Halloween and Fireworks!
Until next time!
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.
Editors:
Anna Collins and Rachel Bailey 07867 514138 (Rach) editor@familiestveast.co.uk www.familiesonline.co.uk
Yvonne Thomas - Specialist face-to-face teaching literacy and muscle memory touch-typing
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 07539753718
WINDSOR AND LANGLEY
stagecoach.co.uk/windsor 01932 988086 HIGH WYCOMBE
stagecoach.co.uk/highwycombe 07539 753718
An Exceptional Values-Led Education
Leighton Park School is the only school in England to be recognised by the ISI as having a significant strength in its values-led approach. The school gives its Quaker values currency and purpose, believing in the unique potential of each individual and nurturing a community of kindness. At Leighton Park you won’t just succeed – you’ll succeed as your authentic self.
Academic excellence is nurtured through an innovative curriculum where it’s about more than just learning, it’s about becoming who you’re meant to be. That means pushing yourself, not being afraid to fail and taking every opportunity – all within a supportive community.
Leighton Park won the ISA Award for Future Readiness 2024-25 and in a world of by-standers, they choose to make a difference. At Leighton Park you will gain the skills to understand the complex problems you see around you in the world and the tools to work with others to be changemakers. Visit www.leightonpark.com to find out more.
Give your child a confidence boost this autumn with Perform
As children head back to school after the summer break, a common challenge many face is a dip in confidence. This can hold them back from reaching their full potential both socially and academically.
Whether your child needs a little boost or simply loves to socialise, Perform is the perfect weekly outlet for fun, energy and self-expression with its confidence-building classes in drama, dance and singing for ages 4-7 and 7-12.
“Perform is not a stage school,” says Perform Principal, Lucy Quick. “Our sessions are all about teaching life skills through fun, engaging activities. Every class is designed to develop what we call the 4Cs: confidence, concentration, co-ordination and communication.”
Each term ends with a performance, giving every child a chance to shine. And before your child even begins, Perform offers a free trial class, with time spent discussing your child’s specific needs; whether that’s speaking in a group, making eye contact or meeting new friends.
This autumn’s Magical Line-Up:
Ages 4-7: Join an adventure with Magical Merlin
Ages 7-12: Star in Ebenezer, a fun twist on A Christmas Carol To book a FREE, no-obligation trial class at any of their venues below, visit www.perform.org.uk/try
Windsor Community 24hr Sing-A-Thon to raise money for charity
Windsor Community 24hr Sing-A-Thon is the idea of close friends, Rachel and Deborah, who both volunteer at Windsor Homeless Project Night Shelter and sing in Glee Club UK Windsor.
With the choir celebrating its 15th anniversary this year and the Night Shelter needing additional funds to accommodate more guests over the critical Christmas and New Year period, the Sing-A-Thon seemed an obvious, albeit challenging, way to help. Organised by Glee Club UK Windsor, led by James Manwaring, the event will take place in The Windsor Boys’ School Friday 26 to Saturday 27 September, 5pm to 5pm, supported by other local school, church and community choirs.
"Singing is good for the soul and our mental well-being and is an excellent way to raise funds for such a worthwhile charity" says James. "If you’re not in a choir but would like to join in, come and sing in one of our 3 Open Community sessions Friday 5-7pm, Saturday 9-11am and 3-5pm."
For more info or to donate: manwaringmusic@icloud.com www.justgiving.com/page/-24-hour-windsor-homelessproject-sing-a-thon
Local classes available in:
North Ascot Community Centre, Fernbank Rd, Ascot SL5 8LA 4-7s Saturdays 9.30am; 7-12s Saturdays 11.15am NEW
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 NEW
All Saints Church Hall, The Causeway, Marlow SL7 2AA
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
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
Call 020 7255 9120, email enquiries@perform.org.uk or visit www.perform.org.uk/try
Visit the Family Learning Festival
The Family Learning Festival runs from 4 October to 2 November is an annual celebration of the joy of learning together as a family.
The festival encourages families to explore, discover and learn new things through a wide range of educational activities and experiences.
Visit www.familylearningfestival.com and use the interactive map.
Jamie Oliver's mission to transform dyslexia support in schools
Jamie Oliver, long known for his school dinner reforms, is now on a mission to overhaul dyslexia support in UK schools.
Drawing on his own experience with dyslexia, Oliver is partnering with MPs, educators and groups such as the British Dyslexia Association to push for urgent changes.
His campaign centres on three key reforms: mandatory dyslexia screening for all primary school children, better teacher training to recognise and support dyslexic students and wider use of assistive technology like reading pens and audiobooks.
Oliver argues these steps would ensure early intervention, boost pupil confidence and allow teaching to play to each child’s strengths. While his proposals have been praised by advocacy groups, challenges remain - particularly funding, teacher workload and slow policy change. Still, Oliver’s campaign could benefit all pupils by making classrooms more inclusive and adaptable and by improving literacy support for everyone, not just those with a diagnosis.
More information at www.bdadyslexia.org.uk
St George’s School Windsor Castle shortlisted for national award
The award-winning school for children aged 3-13, has been shortlisted in the category of Independent Prep School of the Year at the 2025 Independent Schools of the Year Awards.
Sale of ‘sleep drug’ gummies stopped
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Sally Westcott, an NHS manager and owner of Nutrition Ignition, has been ordered to stop selling children’s gummies suspected of containing undeclared melatonina prescription-only sleep drug in the UK.
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Marketed as magnesium supplements to aid sleep, the gummies did not list melatonin as an ingredient. Two mothers noticed their neurodivergent children fell asleep unusually fast after taking them; independent testing then revealed each gummy contained about 0.53mg of melatonin, matching the starting dose for children. Following reports, the Medicines and Healthcare products Regulatory Agency (MHRA) demanded the gummies’ removal from Nutrition Ignition’s website and Amazon. Westcott denies knowingly selling prescription substances and insists on regulatory compliance. Health experts and parents are alarmed by the lack of oversight and the ease with which such products can be bought online. In the UK, melatonin requires a prescription, but similar gummies are sold over the counter in other countries.
More info: www.theguardian.co.uk
Recognised by the awarding body for the fourth consecutive year, the school’s shortlisting this year focused on an exciting project undertaken by the students to bring their learning goals to life. Years 2 to 6 worked collaboratively to create a character which embodied one of the ten skills acquired through the school’s pioneering International Baccalaureate (IB) curriculum. The resulting drawings were then brought to life by a professional illustrator.
“These characters - created for children, by children - have brought the students a far deeper understanding of the attributes vital for later life success” commented Emma Adriano, IB curriculum lead at the school.
Thames Valley East
In addition to deep subject knowledge, the International Baccalaureate places significant emphasis on students acquiring a range of skills which both prepare them for life beyond school, as well as instil the value of becoming a responsible member of global society. These include becoming reflective, caring, open-minded, balanced and comfortable taking risks.
T: 07867 514138 / 07753 414605
E: editor@familiestveast co uk
An approach clearly appreciated by parents as 100 per cent of those surveyed during the school’s most recent inspection agreed that 'the school equips my child with the team working, collaborative and research skills they need in later life'.
Little People Media, 29 Furrow Way, Maidenhead SL6 3 NY
The schools shortlisted in the 2025 Independent Schools of the Year Awards will now be subjected to a further round of judging before the winners are announced in October.
Visit www.stgwindsor.org for more information or register for their open morning on Saturday 4 October.
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
Mastering positive learning language
By Zuzu Jordan
How many times have you found yourself in a standoff because your child says they ‘can’t’ do a challenging piece of homework? That word - ‘can’t’ - creates an immediate mental block. It shuts down part of the brain that could otherwise be open and ready to learn. One word can be powerful enough to shape the success of a learning journey.
What if we could help children use more open, hopeful language? What if the words they used gave them the confidence to try again instead of giving up? Let’s look at positive learning language. The way children talk to themselves - and how we speak to them - can completely shift their mindset and learning outcomes. Language is not just about communication; it shapes beliefs, emotions and behaviours. Here are some practical strategies to help develop this kind of language every day:
Acknowledge emotions first
To begin, acknowledge how your child feels. A simple: ‘I can see this is frustrating for you’ or ‘It’s okay to feel stuck sometimes’ can build safety and trust.
Ban the word ‘can’t.’
Replace it with: ‘I can’t do this yet’ or ‘I’m having difficulty with this.’ These phrases shift focus from finality to possibility, reminding children that ability grows with time and effort.
Start with what they know
Confidence grows when learners begin from a familiar place. Encourage the phrase: ‘Use what you know to figure out what you don’t.’ For example, using known multiplication facts to solve more difficult ones.
Break the task into steps
Ask questions like: ‘What can you already do?’ or ‘How can we make this easier by breaking it down?’ This helps children realise that progress often starts with small, manageable actions.
Remind them of past ‘wins’
Say: ‘Remember when this was tricky and now it’s easy?’ Reflecting on past successes helps children see that challenges are temporary and progress is possible.
Celebrate mistakes
Mistakes are mis-takes - opportunities to try again. Reframe
them by asking: ‘What can I learn from this?’ This teaches that every mistake brings a new chance to grow.
Practise positive affirmations
Affirmations such as ‘I don’t give up easily’ or ‘I can work this out’ help your child rewire negative thinking. Repeating them regularly supports resilience and self-belief.
Praise effort over outcome
Say: ‘I noticed how hard you tried’ and ‘You’re improving every time,’ even if the task wasn’t finished. This reinforces a mindset that values learning over perfection.
Use the ‘Three Bs’ Rule
Teach your child to check: Brain – think independently. Book –look for clues or previous notes. Buddy – ask a peer. Only then, ask the Boss (teacher or adult). This encourages independence and self-reliance.
Retrain how they ask for help
Encourage more constructive ways to ask questions: ‘Can you explain that a different way?’ or ‘Can we go over that part again?’ This keeps your child engaged and curious.
The learning journey
Positive learning language develops understanding, resilience and confidence. Like climbing a mountain, the learning journey includes setbacks, discoveries and growth. But with the right words, the path becomes clearer and the climb achievable. By modelling and encouraging this language, we help children build the mindset they need not only to succeed in school but to thrive in life.
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
NURSERY | PREP | SENIOR | VI FORM
SENIOR SCHOOL OPEN EVENING
THURSDAY 25 SEPTEMBER: 5.30 - 7.30PM
PREP SCHOOL OPEN MORNING
Feet on the ground. Reaching for the stars.
Sat 27th Sep 10am-12pm
Excellent in All Areas ISI 2023 Fri 3rd Oct 9am-11am Book online Outstanding 11+ and SATs Results
Choosing a school is a very personal decision and it’s not just about league tables, exam results or facilities. The real question is: in what kind of environment will your child flourish?
Firstly, take a close look at what’s available locally. Some state schools have excellent enrichment programmes and you may be surprised by the range of support on offer. Grammar schools are selective but not always far from home. And independent schools vary enormously - from traditional boarding to creative day schools - so it’s worth considering several.
When touring a school, look beyond the official tour route. Are students engaged or glazed over in classrooms? Do teachers seem stretched or supported? Check the toilets (a surprising window into how a school manages care and discipline).
Choose the environment they’ll be happy and grow in, regardless of the type of school. Remember, you as a parent know your child best and understand their personality, rhythm and levels of resilience.
Understanding a school from one visit
If you can, it’s worthwhile speaking to other parents whose children attend the school.
In addition, as you tour schools, there are usually opportunities to speak to the children that attend and ask about day-to-day school life. Raise the questions you ask teachers with these children too. Children are generally very honest! For this reason, it’s good to visit schools during a normal school day or at an Open Day where you know the school’s students will be present.
How is stress handled during exams? Does the school understand the culture that your children have been brought up with? Are children expected to do homework late into the evening? What is school lunch like and can students sit with friends or are they rushed through? These are all aspects of school life that you may feel it important to understand.
Don’t be afraid to ask practical questions too like: can my child miss lessons for competitions or extra-curricular singing lessons for instance? Are there clubs at lunchtime for those who don’t like sport? If you’re considering boarding, ask what happens at weekends. Do most boarders go home?
Ultimately you are looking for a school environment in which your child will be happy and grow in, regardless of the type of school. Remember, you as a parent know your child best and understand their personality, rhythm and level of resilience.
Call for free code clubs in schools and libraries
The Raspberry Pi Foundation, the UK’s leading digital skills charity, is calling for a free code club in every UK school and library, aiming to equip young people with essential digital skills for a future shaped by AI. An Opinium survey found sixty percent of parents see coding as important, while over seventy say their child isn’t taught coding regularly at school.
Already supporting two thousand free code clubs, the Foundation helps kids learn to code and build confidence, teamwork and resilience. It offers free training and resources which make it easy for anyone, regardless of experience, to start a club.
Teachers have seen code clubs open doors for all students to be creative and collaborative, breaking down stereotypes about who can code. The Foundation’s position is clear: every child should learn to code to shape an inclusive digital world. Code Club has reached two million children worldwide, with a goal of ten million by 2035.
More info: www.codeclub.org
Schools’ Open Days
Autumn
2025
All details correct at time of going to press (August 25)
Please call the school to check the Open Day or Evening is still going ahead.
Billy and Boo Preschools
Cheapside Village Hall, Ascot, SL5 7QH
All Saints Church Hall, Windsor, SL4 3AJ Virginia Water Community Centre, Beechmont Avenue, Virginia Water GU25 4EY
To book a visit, contact below: Ascot 01344 566969 Windsor 01753 842409 Virginia Water 07762155488 info@billyandboo.co.uk www.billyandboo.co.uk
Herries School Co-ed Preparatory School and Nursery (2-11 yrs)
Dean Lane, Cookham Dean SL6 9BD
To book a private tour, contact below: 01628 483350 admissions@herries.org.uk Instagram: HerriesWindintheWillows www.herries.org.uk
Leighton Park School
Shinfield Road, Reading RG2 7DE
Saturday 27 September
Friday 10 October
Friday 7 November
9am-11am
Tuesday 14 October (Year 7 Taster day)
Tuesday 11 November (Year 7 Taster day)
8.30am-3.30pm Friday 14 November
(Registration deadline for entry in September 2026)
To book a visit, contact below: 0118 9879608 admissions@leightonpark.com www.leightonpark.com
Monkey Puzzle Nursery Maidenhead, SL6 1ES
To book a visit, contact below: 07762 252755 manager@monkeypuzzlemaidenhead. co.uk www.monkeypuzzlemaidenhead.co.uk
St Bernard’s Preparatory School
Hawtrey Close, Slough SL1 1TB Saturday 27 September 10am-12noon
Friday 3 October
9am-11am
To book a visit, contact below: 01753 521821 admissions@stbernardsprep.org www.stbernardsprep.org
St George’s School Windsor Castle Datchet Road, Windsor SL4 1QF Saturday 4 October 10:30am-12:30pm Friday 20 March 9:30am-11:30am
To book a visit, contact below: 01753 865553 enquiries@stgwindsor.org www.stgwindsor.org
St Piran’s School Co-ed day prep for 2-11yrs Gringer Hill, Maidenhead, SL6 7LZ Friday 3 October 9.15-11.15am
To book a visit, contact below: 01628 594300 registrar@stpirans.co.uk www.stpirans.co.uk
The Marist School Kings Road, Sunninghill, Ascot, SL5 7PS Thursday 25 September (Senior School Open Morning Yr7 - Yr12) Tuesday 7 October (VI Form Open Evening) Friday 7 November (Prep School Open Morning -Nursery - Yr6) Individual tours are available.
To book a visit, contact below: 01344 624291 admissions@themarist.com www.themarist.com/admissions/visit-us
The Riverside Day Nursery Clewer Mead, Stovell Road, Windsor, SL4 5JB
To book a visit, contact below: 01753 855543 info@theriversidedaynursery.co.uk www.theriversidedaynursery.co.uk
Upton House School Windsor 115 St Leonard’s Road, Windsor SL4 3DF Virtual Open Morning every term. Bespoke in-person tours every week. To book a visit, contact below: registrar@uptonhouse.org.uk 01753 862610 www.uptonhouse.org.uk/admissions/ virtual-open-mornings
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
» 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
Book your tour today! Call 01628 483350 or email admissions@herries.org.uk www.herries.org.uk
State, grammar or independent: what’s right for your child?
By Jemma Z Smith
Standing outside three school gates - state, grammar and independent - parents often wonder which will best suit their child. Sometimes the answer seems clear: your child is academic and prefers a competitive environment, your location means that you cannot access grammar schools or your finances rule out an independent school.
For other families, there’s no perfect answer, with compromises being made with each decision to ensure a child has the best possible education for them. Here are three stories which show how different schools can fit different children.
Emma
When Emma began preparing for the 11+, her parents could see her potential - she loved books and thrived on challenges. Grammar school seemed a natural step.
At a school Open Day, Emma lit up while discussing Shakespeare and was inspired by the art posters made by exam students that were displayed in the hall. But fast forward to the first set of practice tests: she scored highly on one subject but was in tears over maths errors. Emma confessed she loved stretching her mind but the pressure felt overwhelming.
Grammar schools offer a rigorous environment in which children choose to push themselves. For some, that same pressure becomes a barrier. I’ve coached students who flourish in grammar school settings and others who benefit more from freedom to explore beyond exams.
Leo
Leo moved from overseas and joined an independent school.
Gifted in rugby and determined to improve his English, he found everything he needed there: English language support built into his timetable, tailored lesson plans when he missed class for rugby tours and elite sports facilities. Such schools often shine in surprising ways - they offer time off for performances, personal tutoring for speakers of other languages and flexibility when young people compete in sport or other areas.
But this comes at a cost, not just in pounds (with fees averaging £13,600 a year across the UK plus the recent twenty percent VAT jump) but in expectations. For Leo’s peers, rugby fixtures on Friday and English essays by Monday became a norm and he had to be able to handle his tightly packed schedule.
Keep in mind that applying to many of the more competitive independent schools also involves preparation for entrance exams.
Mia’s experience was different: she stayed at her local state school with her friends and older sister.
The school’s £8,210 per pupil funding meant that her teachers were well qualified and she was able to study a wide variety of subjects but after-school maths and drama were wanted and needed. Her parents hired a tutor and enrolled her in a weekend drama group. She grew - at her own pace.
State schooling is inclusive and local but not always specialised. That’s why many families build a hybrid model, tapping into local schools and adding tuition or clubs in areas that need a boost.
They choose this route because it suits their child’s temperament: competitive when needed, supported when they need space.
Of course, this route assumes the quality of your local state secondary schools is high. Eighty percent of schools in the UK are now rated Good by Ofsted but there are still some that fall short. Even if you do have good secondary schools within reach, many have defined catchment areas or priority areas, meaning that if you live within this area, you have a higher chance of getting a place. If you are unfortunate enough not to live in the catchment area of a good school, you may choose to look at alternatives to state education, depending on your circumstances.
Do your homework
Choosing between a state, grammar or independent school isn’t simply a question of reputation or cost; it’s about finding the right environment for your individual child. That means looking beyond league tables and glossy brochures to consider academic pressure, flexibility, value for money and the day-today experience your child will have.
While academic results and facilities often take centre stage, some of the most important factors when choosing a type of schooling may not appear on a school’s website. Parents may not think to ask how a school fits the whole family: will younger siblings be able to join later on? What happens if a school would suit an academic elder child but not a younger sibling who wants to go at a slower pace?
In boarding environments, it’s worth asking whether students stay at weekends or whether the school empties out, which could leave your child feeling isolated.
At all types of day schools, after-school provision varies widely. Does the school offer clubs that genuinely interest your child? If your child has to use public transport or a school bus to get to school, how will this work if they attend an after-school club?
Schools with a large international cohort can offer wonderful diversity but may also not have a large representation from your culture. Practical details like meal arrangements, pastoral support, holiday schedules and homework expectations can also make a big difference to your child’s day-to-day experience and your family’s long-term happiness.
Ultimately, the decision rests not only on the schools themselves but on your child. Ask yourself: does your child enjoy healthy competition and lift themselves up after failure? Or do they build best through small wins and steady encouragement? The ‘right’ school is the one that meets them where they are and helps them become who they want to be, whether it be state, grammar or independent.
Jemma Zoe Smith works with families as an education consultant to help them to school options. For further advice, visit www.educationhotel.co.uk
Mia
Primary school reports: what parents should know
By Erin Miller
Reading our own old school reports can recall all sorts of emotions, so it’s no surprise that receiving our children’s reports feels significant too. But setting emotions aside, what should we actually be looking for in our child’s school report?
A standard state school report should include a child’s academic progress, a brief summary of achievements, strengths and areas for improvement, attendance records and guidance on arranging teacher follow-ups.
For pupils in Key Stages 1 and 2, reports must also include results from National Curriculum assessments, such as SATs or the phonics screening check, along with comparative data showing how the pupil performed nationally and within the school. It is important to remember that progress matters more than attainment when evaluating your child’s report. As a teacher, I always stress that it is progress that truly counts.
The Department for Education (DfE) requires all state schools in England to provide parents with a written annual report by the end of the summer term, unless the pupil is receiving a school leaver’s report. Individual schools can decide whether to issue reports more frequently, such as termly.
Whilst both approaches have their benefits, I personally prefer termly reports as they allow more regular engagement and ongoing discussion with your child about their learning. Do note that public assessment results (e.g. SATS) are different from school reports and if they arrive after the report has been issued, schools must share them with parents within fifteen school days.
Progress, not grades
As already noted, when reading your child’s report, it is important to focus on their progress rather than grades, scores or levels. While it can be tempting to compare results or aim for high marks, what matters most is how your child is developing over time from their own starting point.
To emphasise this, most primary schools now use descriptors like ‘working towards,’ ‘working at’ or ‘working above’ the expected standard. Some may use terms such as ‘emerging,’ ‘developing,’ ‘secure’ or ‘mastery.’ These are designed to show your child’s progress against age-related expectations, rather than ranking them against classmates.
This gives you a clearer picture of how well your child is grasping key concepts and skills and whether they are moving forward in their learning. Steady progress, even if not yet at the expected level, is still the right path and that deserves more recognition than high attainment with little progress.
Understanding and valuing progress helps you focus on longterm development over short-term results and encourages a growth mindset in your child.
Writing reports is a major administrative task for teachers (as I know only too well) and the style and depth vary depending on school policy. Some provide detailed, subject-by-subject feedback and include pupil reflections, while others offer concise summaries using letter or number grades. As a teacher, I find shorter reports often give greater clarity on a child’s progress.
Schools may also use different styles, such as addressing the child directly to encourage ownership of learning. However, more important than format or length is the conversation the report prompts at home. Take time to review comments and scores with your child and listen to their perspective. Your attention to the report reinforces that school matters and that parents and teachers are working together to support your child’s growth.
Finally, while the DfE framework outlines clear requirements, if you feel something important is missing (even if not required by law), you can raise this with your child’s school to explore possible improvements.
Erin Miller is a teacher with a keen interest in how research can be used in the classroom to improve learning.
No surprises
You should not encounter any major surprises when reading your child’s school report. Serious concerns about academic progress, behaviour or wellbeing should have already been raised with you through meetings, phone calls or regular updates during the year. If you do see something unexpected, such as a sudden drop in performance or flagged behavioural issues, it may be a sign that the school’s communication with you has not been as effective as it should have been.
In such cases, it’s important not to panic but to follow up promptly. Use the instructions provided in the report to arrange a meeting or conversation with your child’s teacher or a member of the leadership team. Asking for clarification or context can help you better understand the issue and how the school plans to support your child moving forward. Be specific about what you found surprising and where possible, bring any notes or past communications to the discussion.
Open and respectful dialogue between home and school is key to resolving concerns and ensuring your child is supported.
The importance of music in child development
By Lisa Wander and Catherine Noble
‘Music is a more potent instrument than any other for education because rhythm and harmony find their way into the inward places of the soul.’
This quote, often attributed to Plato, highlights the profound impact of music on a child’s emotional and intellectual development, emphasising its ability to engage the soul in a way that other subjects may not. A core creative subject, it fosters creativity, engagement, cognitive and emotional skills, social skills and self-esteem. Excellent music education opens opportunities that stay with children and shape their lives.
Playing a key role in brain development and impacting various areas of cognitive function, music engages both sides of the brain, thereby improving learning and memory, as well as supporting language acquisition and literacy development.
Songs with rhymes and repetition help develop vocabulary and phonemic awareness. Listening to music and melodies exposes children to a wider range of words and phrases and trains memory skills and recall. Did you know that music is the only thing that stimulates your entire brain? When children can’t hear you because they are concentrating on something else, try singing to them!
Music can have a huge impact on a child’s social and emotional development. It allows children to creatively express emotions which may be difficult to articulate through words alone. As Hans Christian Andersson wrote: ‘Where words fail, music speaks.’ This emotional outlet works on developing empathy
Positive effects of music on the brain
Music offers children a unique lens through which to explore cultures, traditions and even history, helping broaden their perspective and understanding of the world around them.
Musical rhythms introduce basic mathematical concepts, for example sequencing and analysing patterns. Research shows a strong correlation between musical training and improved mathematical abilities.
Activities like clapping, dancing and playing musical instruments require the integration of hand, eye and auditory co-ordination which improves fine and gross motor skills.
Musical improvisation, composition and interpretation all foster innovative thinking and problem-solving skills, crucial for overall intellectual growth.
Performing music nurtures self-confidence and provides a sense of achievement, particularly when children have the opportunity to perform in front of an audience.
and emotional intelligence. In addition, exposure to music has been proven to reduce stress and anxiety in children. It creates a calming, positive and engaging environment that enhances overall mental well-being and readiness to learn.
Touching hearts and minds, music is a cornerstone of the broad and balanced education that every child should receive; it celebrates and challenges, it connects and moves us.
In the same way that we teach children literacy and numeracy to prepare them for adult life, we must give them the musical tools they need for a lifetime of music-making and enjoyment. For some, music will be the foundation of a career in one of the country’s most important and globally-recognised industries. For others, it will provide experiences and skills which develop their creativity.
For many, music will simply be a source of joy, comfort and companionship throughout their lives.
Lisa and Catherine are co-founders of Emparenting (www.emparenting.co.uk), supporting children, parents and families with the insights, skills and tools needed to nurture the development and well-being of the next generation.
Encouraging a love of music at home
It’s easy and fun to make music a daily part of home life.
Play music regularly, perhaps as a cue for transitions such as bedtime or mealtimes. Set the musical mood for different activities, showing an interest in your child’s musical preferences.
Explore various genres: As well as nursery rhymes, mix up the genres and moods. Make up songs together.
Move to the music: Encourage your child to dance, clap or stomp to the rhythm.
Make your own instruments: Use household items to create instruments, for example shakers and homemade guitars. If your child shows an interest, consider exploring real instruments.
Attend concerts or performances: Live music can be a powerful way to inspire and deepen a child’s appreciation of music.
Don’t be afraid to ask about a bursary
By Tanya Freeman
My husband and I have always been committed to state education. We both thrived at state school and believed our son, Freddy would too. Besides, school fees were out of the question for our family.
So how did it happen that Freddy actually ended up being educated privately?
The answer is, quite by chance. After crossing fingers that Freddy would be offered a state school place in Reception at one of our top three choices, we were really disappointed to be offered our sixth school choice option. It wasn’t a bad school but it was very large. Freddy, an only child, was reserved and more comfortable with adults than children and we thought he would feel overwhelmed by so many small peers.
At this time, I was acting as a consultant to a small pre-prep school – the equivalent of an infant school - and the day after we received Freddy’s school offer, I happened to mention this in a meeting with them.
A few days later, I was astonished to receive an email from this school asking whether I would be interested in a fully funded school place for Freddy. Nothing like this had ever happened to my husband or I before. We are not people who are serendipitously in the ‘right place at the right time’ – in fact, if there’s any kind of sale, you can guarantee we’ve just bought the item full price the day before! So we were quite incredulous at this offer and felt that it really was too good to miss.
Did we have reservations? Yes. We weren’t sure if our son would ‘fit in’ (or whether we would). We were concerned about what would happen when Freddy turned 8 and returned to the state system. Would he get a place? The school reassured us that Freddy would take the 7+ (an exam for entry to prep school which I was hardly aware of) and that there was every likelihood that we would find a prep school willing to help assist us financially at the next stage of his education too.
Freddy thrived at this small school and received offers from four prep schools at 7+. We discussed financial assistance with each of them. Disclosing our income at one of these meetings, we were asked whether the figure we had mentioned was our total income or what we each earned individually. It was our total income. We wondered whether we might still have been eligible for financial support even if we had earned that amount each
Bursary essentials
Roughly one in three children at an independent school is on some form of fee ‘remission’ and private schools actively canvass for bursary applications. It’s not just senior schools that offer them; some prep schools do too.
A bursary may be taken away if your financial circumstances significantly improve or you might be granted one if you fall on hard times.
A bursary is not a scholarship. Scholarships are awarded to especially talent children but are rarely worth more than 10% of fees.
and whether perhaps you didn’t have to have an exceptionally low income to be considered for financial assistance.
We were offered a partial bursary by the prep school we all liked best where Freddy had an absolutely fabulous four years. He was able to take advantage of so many opportunities that otherwise wouldn’t have been available to him, grew massively in confidence and made firm friends.
It was only when it was time to consider secondary school choices that we fully reviewed Freddy’s experience (and ours too) of the independent schools he’d attended and realised that it had been so positive overall that we would like to explore whether he could continue his educational journey in the independent sector.
Admittedly, we were lucky. Freddy is academic and was offered a place at a number of schools at 11+. Lucky too that the school we all preferred offered bursaries; and that, again we were accepted. This time though, the bursary application was a much more formal process which involved scrutiny of our income and expenditure in reasonable detail. Even so, we were astonished to actually be asked by the independent financial assessor what percentage of bursary we would like!
Many of our peers, who are earning above the average UK family income but can’t afford school fees (at least not in their entirety), don’t realise that a private school bursary could be an option for them too.
So my advice to anyone unhappy with their state school offer or wanting to cast the school net a little wider, is: ‘don’t be afraid to ask.’ The old adage, if you don’t ask, you don’t get has never been more salient.
Tanya Freeman is a writer and mother of Freddy, living in London.
The process of applying
Research local private schools that offer bursaries. Don’t be afraid to call their Admissions offices and ask about bursaries if you see nothing on the school website.
Ask schools you are interested in about bursaries two years before you need one and prepare to be means tested.
Start your private school journey as early as possible - don’t wait for senior school as it can be hard for children to catch up.
Helping a child with poor processing speed
By Usha Patel
My student Simone is 6 years old and her mum jokingly tells me she has two speeds: slow and slower! Her mum is concerned because the school says Simone’s academics are behind, particularly phonics and reading.
Like Simone, many individuals are affected detrimentally by a slow processing speed. This hinders learning with ease and is one of the things professionals check when testing for neurodivergent conditions
How slow processing affects children
When sounds reaching the brain are not timely, the child either appears not to hear when spoken to or offers a delayed response. It also means they can’t process the sounds fast enough to blend them, which impacts mastering phonics when learning to read.
When visual processing is slow, the eyes do not move easily. Children might compensate by moving their head when reading, which can be tiring.
Slow processing leads to delayed motor control, which in turn, impacts the next developmental stage of fine motor control. This leads to laboured handwriting.
Keeping to time
Temporal processing is the activity of keeping to time within the brain; measuring from microseconds to milliseconds and from minutes to hours. It is responsible for many things including detecting where a sound is coming from (as sound hits one ear microseconds before the other), for waking up, putting the brain to sleep at night and for focusing attention, reading comprehension, remembering information, processing speech, motor co-ordination and other activities.
Helping those with weak or delayed processing speed
Babies and infants automatically learn body (temporal) timing when they learn to move, from feeding to crawling, walking and running. As they move, they activate their temporal processing.
Adjusting the pace of movement impacts temporal processing. Using a metronome (set at 54bpm) to pace activities such as clapping, walking or jumping will add a layer of accuracy to help
pace and improve those with slow processing. Even when the child stops this timed activity, there will be an increased speed in other areas as a skill transfers. There are many free metronome apps available for smart phones. Working with a metronome for fifteen minutes daily can have a significant impact on improving processing speed.
Therapeutic methods
Interactive Metronome® (IM) is a professional product for those with diagnosed processing difficulties. It helps the brain keep to its internal timing by asking the individual to clap or step to the constant beat of the metronome. Students use touch pads when moving to the beat and the IM software analyses their accuracy and timing to the millisecond. A child uses headphones to listen to further cues and can adjust their pace if they are going too fast or too slow. The programme is gamified and offers a visual element too.
Importantly, the pace at the start is slow and the duration may only be five minutes. However, with carefully adaptive therapeutic sessions, a child slowly increases their temporal processing speed to an optimum level.
Increasing temporal processing speed results in better communication across the brain. When the different parts of a child’s brain communicate better, this improves communication, language, movement, reading, learning and understanding.
Interactive Metronome® has over three hundred research papers. It is an evidence-based programme that can help change the learning outcome for those behind in their studies.
Usha Patel is a Neurocognitive Therapist at Raviv Practice London. She is a qualified Interactive Metronome® provider. For advice on any of these issues, visit www.ravivpracticelondon.co.uk
A to Z of kids’ classes
By Andrew Campbell
Out of school activities offer your child the opportunity to try their hand at something new, develop an existing interest, have fun, get exercise and socialise and make friends outside of school.
Welcome to the Families A to Z which should help guide your selection process.
Art and craft. From painting to pottery, art and craft is great for exploring your child’s creative talents and for simply just getting messy outside of the home.
Babies. Music, movement and/or sensory classes are particularly suitable as they are designed to help your young baby’s social and physical skills develop. They are also a great opportunity to meet other local parents.
Coding. As well as preparing them for the future, classes in coding and robotics teach children logical thinking, maths skills and complex problem solving.
Dance. Not only great for physical health such as flexibility, co-ordination and strength, dance is also beneficial for mental health, as it helps with socialisation, as well as being creative and expressive.
Exercise. From toddlers up, children can get involved in regular simple low-cost exercise classes like local mini-athletics and sports options or junior park run clubs.
Football. As well the most popular sport in the world, football is one of the most well-rounded, developing a host of physical, social and cognitive skills.
Gymnastics. A demanding sport requiring perseverance and discipline, gymnastics develops strength, speed, co-ordination, flexibility and balance. Mastering complex physical feats helps children face and overcome fears.
Horse riding. Offering both adventure and responsibility, this surprisingly vigorous activity in the great outdoors teaches children about empathy and caring for another living creature.
Interests. Be led by your child’s interests when choosing an activity. If they enjoy doing something at home, they are more likely to commit to a regular class.
Judo. Martial arts like Judo are especially suitable for the lively individualist, developing confidence, discipline, focus and fitness. They offer a constructive outlet for excess physical energy.
Kitchen fun. If you have an aspiring chef, cooking classes are great fun and will teach basic life skills and healthy eating. Online options are now available too.
Languages. By starting early, your child will learn faster and more easily; being bilingual improves problem solving, concentration and boosts brain power.
Music. As well as the simple enjoyment, music classes are a great way to explore talent and develop abilities like patience and discipline.
New. Whatever their age, trying a new activity encourages a child to be adventurous and learn new skills. Age brings change, so keep looking for the next challenge.
Offers and trials. Test your child’s interest in an activity with free taster days offered at the end of summer or free trials at the start of term.
Performing arts. Children who sing, dance and/or act learn communication skills, gain confidence, improve academic performance and most importantly, can use these classes as a way of letting off steam and having fun.
Quiet. For SEN children who thrive in a quieter and more supportive environment, there are now a wide range of clubs catering to their needs.
Rugby. A great way for children to exercise while learning respect and how to work and function as part of a team.
Swimming. Ever popular, swimming offers a host of benefits including cardiovascular exercise, improving strength, flexibility,
stamina, balance and posture – as well as being really enjoyable.
Tennis. Helps children develop co-ordination, agility and focus while engaging in a healthy, active sport, making friends and learning teamwork in friendly matches.
Ukulele. The small size of the ukulele makes it an ideal instrument for children to learn, as it allows them to easily hold and strum the instrument.
Volleyball. A fantastic non-contact team sport that is easy to take up due to lightweight balls and basic rules; it’s rising in popularity, especially among girls.
Xtreme. For the child who thrives on adrenaline and risk, consider rock climbing, tree top walking, abseiling, orienteering, circus, go-karting, trampolining or even Parkour.
Yoga. Ideal for the anxious or easily distracted, children learn to manage stress and develop concentration through breathing, awareness, meditation and healthy movement.
Zoo Club. Most zoos offer clubs and programs that give children hands-on experience with animal care and zookeeping.
The Look Out Discovery Centre
The grown up school for boys and girls of all ages
Ballet, modern, tap, acro and contemporary classes for beginners or advanced students from 3 years and above.
Weekdays: Braywick & Beaconsfield
Saturdays: BCA Maidenhead
www.patsteelschoolofdance.co.uk
Classes available at:
Maidenhead Club: Braywick Leisure Centre
From Sunday 21 September 2025 www.tiskakarate-maidenhead.co.uk
Langley Club: Langley Leisure Centre
From Wednesday 17 September 2025 or Sunday 21 September 2025 www.tiskakarate-langley.co.uk
Henley Club: Henley Leisure Centre
From Sunday 21 September 2025 www.tiskakarate-henley.co.uk
With the summer behind us and the nights starting to draw in, there’s never been a better time to cosy up with a good book and this issue’s recommendation is Andy Days’s Dino Dad series, the perfect read to enjoy with 4–8-year-olds. Rachel Bailey talks to the CBeebies legend and Dinosaur expert about all things dinosaur, toilet humour and whether or not he really does wear odd socks.
There are a few acronyms in your books that I’m sure will appeal to kids. How important is humour in a children’s book?
love for dinosaurs with them, as there are so many exciting things to learn about them!
When my children were young, we were big fans of Andy’s Adventures on CBeebies and along with PE with Joe, your Wild Workouts were a lockdown favourite. The step from children’s TV presenter to children’s author is not a stretch, but was it just the next obvious step in your career path or are you passionate about fostering a love of reading from an early age?
I have always wanted to explore children’s writing, having been in the world of kids’ TV for nearly 20 years. And now that I have my own kids as well, it felt like the right time. On top of that, fostering a love of reading in children is something extremely close to my heart. Storytelling brings such joy to children: there really is no greater gift you can give a child than a book. It’s something that I’m really passionate about – I really enjoyed being an ambassador for Bookshop.org’s 2025 ‘Read it Forward’ campaign early this summer, which aimed to inspire a love of reading in the next generation.
The main character in your books shares the same name as your daughter, Ruby. Did your books start out as stories you made up for your own children and that you wanted to read as a child?
My kids most definitely inspired me to write the Dino Dad series. When I had my kids, it sparked my love for reading again, my love for creating worlds and using your imagination, and reminded me what a large role books played for me as a child. Writing about dinosaurs seemed natural because of the work I’ve done surrounding dinosaurs and also because of my love for them, so that came to me first. I then got the idea to include my kids in the book in a way, by using their names, so they would be able to relate to it. I thought it would be cool for them to see themselves in the books. It also gives me an outlet to explore my family’s dynamics in a fun way!
Yes, I always have to have a toilet related joke in all the books – I know it’s not everyone’s taste, but I love it and I know the kids will find it funny too! I think humour is very important in a children’s book because it helps to keep them engaged. It also just means they will have a better time reading it, which is the most important thing to me – I want children to really have fun reading my books, so I try to make them as exciting and as funny as possible. Reading for pleasure is what it is all about!
Everyone loves a dinosaur, but you introduce lesser-known ones in the books. Are you aiming to educate as well as entertain? Why do you think dinosaurs continue to hold so much appeal?
Absolutely. The thing with dinosaurs is that there is always new science being discovered about them and their time on our planet, so there will always be new things to learn. It’s like an ongoing adventure. I want to make learning as much fun as possible for the kids who read my books and I want to share my
I’ve said it before, but I think a big part of the appeal of dinosaurs is that they were actually real. They aren’t mythical creatures in the sense that say unicorns or dragons are. They hold a similar sort of distance but at the same time, seem more familiar, because they were actual, lizard-like creatures that roamed the same planet that we now inhabit. I also think that media surrounding dinosaurs over the years has leaned into the sort of ‘characters’ surrounding different types of dinosaurs in a way that people find interesting. For example, the T-Rex as the big bad guy. Kids especially like characters like that.
When you’re not pretending to be dinosaurs, what’s your favourite way to spend time with your family?
Family is so important to me and I make it a priority to spend as much time with them as possible. My wife and I love to take the kids on adventures and we try to turn every outing into an adventure, no matter where we go – it might be the local park, or it might be a day out further afield. And of course, we love a good film, or a day filled with playing games or seeing friends. Just spending quality time together in any way we can really!
Do you really wear odd socks?
Yes, I always wear oddsocks! My favourite pair being the Doc Brown and Marty McFly from Back to the Future oddsocksthey are classics, never take them off (apart from when they need a wash of course).
Families have a full set of Andy’s books to giveaway!
There are 4 books out now in Andy’s Dino Dad series and here at Families, we have a full set to giveaway to one lucky reader! For your chance to win, all you have to do is answer the question below and email your answer to editor@familiestveast.co.uk
What is the name of Andy’s book series?
A Dino Daddy
B Dino Dad
C Dino Mum
Closing date for entries is 31 October 2025
Developing your preschooler’s literacy through play
By Sophie David
With early education reform continuing to evolve in the UK, there’s increasing focus on HOW children learn, not just what they learn. As the Early Years Foundation Stage (EYFS) continues to shift towards child-centred approaches, it’s essential to remember that play is not a distraction from learning; it IS learning. Especially in the early years, children make sense of the world, build language and develop communication through rich, hands-on, joyful experiences.
Young children thrive in environments that are safe, stimulating and full of opportunities for exploration. Whether it’s splashing in puddles, baking biscuits or chatting before bed, these reallife experiences are the true foundations of literacy. They spark curiosity, support social and emotional development and help children build the confidence to express themselves. Worksheets and screens have their place but they can’t replace the depth of learning that happens through meaningful, playful interaction.
Confidence before letters
Before children can read or write, they need to feel confident in their thoughts, their voices and their ability to make sense of what they see and hear. Literacy begins long before the first book is opened or pencil is held, it starts with expression and connection. When a child feels that their ideas matter and someone is listening, they become more motivated to communicate.
That’s where play shines. Whether they’re going on a ‘sound hunt’ through the house, forming letters in flour or retelling a favourite story with puppets, children naturally explore language through creative play. These playful moments lay the groundwork for phonemic awareness, vocabulary growth and narrative understanding, essential components of early literacy. Importantly, these skills develop in ways that are meaningful, relevant and fun for young learners.
From screens to scenes
In today’s world, screens are a reality for most families. However, passive screen time can limit children’s opportunities to engage in back-and-forth conversation, imaginative play and independent thinking. The goal isn’t to ban screens entirely but to find a healthy balance.
Real-world, interactive experiences offer far richer learning. A trip to the park, helping to write a shopping list or building a cardboard post office provides children with valuable vocabulary, opportunities to problem-solve and space to imagine. These everyday experiences are filled with chances to use language with purpose, something even the best-designed app can’t fully replicate.
Conversations that count
One of the most powerful tools in developing early literacy is something every parent has: conversation. Talking with your child throughout the day helps develop both expressive (what they say) and receptive (what they understand) language. The more words and ideas children are exposed to, the more prepared they’ll be for future reading and writing.
These conversations don’t have to be elaborate. Describe what you’re doing as you cook. Ask your child to name objects as you tidy up. Tell stories about your day while on a walk. Encourage your child to share their thoughts, ask questions and invent stories. These interactions build vocabulary, deepen comprehension and foster a love for language.
Back to basics
Supporting your child’s literacy development isn’t about flashcards, early readers or academic pressure. It’s about tuning into their natural curiosity and providing rich play and connection opportunities. When children are given time and space to explore the world, guided by a caring adult, they become confident, capable learners.
As the EYFS framework continues to develop, let’s stay focused on what truly matters: play-based, relationship-rich learning. It’s in the pretend tea parties and the muddy outdoor adventures that real literacy begins.
Sophie David is the author of READ, WRITE, PLAY: 100 Easy Ways to Make Phonics Fun for Children Aged 3-7. Available in hardback (£22, Robinson).
Creating a language-rich home without pressure
Keep books within easy reach in every room to encourage independent exploration.
Label toy boxes with pictures and words to support natural word recognition.
Talk through daily routines to build vocabulary and sentence structure.
Ask open-ended questions like: ‘What happened in your game today?’ to inspire storytelling.
Use everyday tasks, like setting the table to explore colours, shapes and actions.
The Quality Time revolution: building a more connected family
By Rachel Jones
How many of us suffer from chronic over-scheduling?
Demanding jobs, childcare, school runs, social and extracurricular commitments leave little space for family life. On average, we devote less than half an hour’s quality time to our child each day. If they’re also spending a lot of time unsupervised on screens, it’s no wonder that parent guilt is very real.
Time spent on social media tends to compound that guilt. While giving us a big dose of the addictive hormone dopamine, it can also trigger feelings of inadequacy or emptiness. By contrast, oxytocin (the ‘love hormone’) is released during simple social interaction. It peaks during childbirth but plays a crucial role throughout life in family bonding and parent-child relationships. I’m a great believer in encouraging lots of ‘offline’ activities. It doesn’t matter what - paddleboarding, cake decorating, wood whittling, drawing. Don’t just watch from the sidelines, join inshared play is excellent for adults too!
If you have two or more children and can manage ‘us’ time with each individually, it’s powerful. Regular, focused attention builds children’s self-esteem and reduces negative attention-seeking behaviour. Involve your child in everyday routines like cooking or gardening or create special rituals like a weekly games night or sharing a TV series.
When it comes to time spent with our children, quality invariably trumps quantity. According to bestselling author and pastor, Gary Chapman, quality time is one of a human’s five love languages. Simply making time for each other means more than words or gifts ever could.
The dinner table can be a powerful place for open connection, active listening and sharing opinions. Use mealtimes to
celebrate achievements and ask open-ended questions. The following simple gratitude practice can be very effective; each person has to name their rose, thorn and bud from the day or week:
Rose: what was a highlight and what are you grateful for?
Thorn: what didn’t go so well?
Bud: what are you looking forward to?
By prioritising quality time with our children, we build stronger bonds and foster emotional wellbeing. Simple moments around the table or sharing activities have a profound impact on our relationships. Putting down devices and being present with our children will reap the rewards of a more connected family.
Rachel is the proprietor of Re:treat (www.retreat.me.uk) which runs family wellness retreats and parent and t(w)ween spa days in West Berkshire, providing parents and children with a unique opportunity to connect and enjoy new experiences together. Follow @retreatberks on social.
• Open 7:30am - 6:30p
• Stimulating environ for babies, toddlers and preschoolers
• Extra-curri activities included
• Amazing outdoor space
What's On Your family guide to
Ongoing
The Paddington Bear™ Experience Throughout Sep and Oct Multi-sensory interactive adventure for all ages. Belvedere Rd, Southbank SE1 7GP www.paddingtonbearexperience.com
Story and Rhyme Time at Maidenhead Library Tue in Sep and Oct Maidenhead Library, St Ives Road SL6 1QU www.rbwm.gov.uk
Active Bounce and Play at Wycombe Leisure Centre Tue and Thu in Sep and Oct
Under 8s. Sessions are 9.30am, 10.30am and 11.30am (SEN). Pre-book. Wycombe Leisure Centre, Handy Cross, High Wycombe HP11 1UP www.placesleisure.org/centres/wycombeleisure-centre
Story and Rhyme Time at Windsor Library Thu in Sep and Oct Windsor Library, SL4 1ER www.rbwm.gov.uk
Drop-in Lego Club at Windsor Library Sat in Sep and Oct
Drop-in sessions from 2pm-3.30pm. Windsor Library, SL4 1ER www.rbwm.gov.uk
The Yucky You Show at The Lookout Discovery Centre Sat and Sun in Sep and Oct
All about the yucky parts of the human body. The Lookout Discovery Centre, Bracknell, RG12 7QW www.bracknell-forest.gov.uk/leisure-andevents/look-out-discovery-centre
Roller Disco at Braywick Sat in Sep and Oct
Scoot and Skate: 3pm-4pm (Beginners)
Family and Friends Roller Disco: Early Session: 4:15pm-5:15pm Late Session: 5.30pm-7:30pm Braywick Leisure Centre, Braywick Rd, Maidenhead SL6 1BN www.leisurefocus.org.uk
September
The Beach at Norden
Until Sat 6 Sep FREE for children and families to play on in the daytime and for adults to relax in the evening. Norden Farm, Maidenhead, SL6 4PF www.nordenfarm.org
Norden Farm Night Market Sat 6 Sep
Stalls, cafe, arts and crafts and music. 6-9pm. Norden Farm, Maidenhead, SL6 4PF www.nordenfarm.org
Community Music Event at Alexandra Park, Windsor Sat 6 Sep
FREE . Bands, open mike, picnic space supported by friends of RBWM and Windsor Fringe Festival. 4-8pm
3 Alma Rd, Windsor, SL4 3HU www.windsor.gov.uk
Bray Village Fete
Sun 7 Sep
Lots of family fun from 11.00am-5.00pm. Bray Village Green, SL6 2AD www.brayvillagefete.co.uk
Home Educators Day - Pond Special at Woolley Firs
Thu 11 Sep
An immersive day of outdoor learning from 10am-2pm. £8 plus booking fee.
Playtime Playgroup at St John’s Church Egham Fri 12 Sep
Playtime for under 5s and carers. Term time Fridays 9.30-11.15am
St John’s Church, Egham, TW20 9HR www.stjohnsegham.com/playtime
Tiny Talk Time at Wycombe Museum Fri 12 Sep and Fri 26 Sep
Come along for stories, crafts and museum fun in this special time for 2–5 year olds. Wycombe Museum, High Wycombe, HP13 6PX www.wycombemuseum.org.uk
Windsor Festival
Sat 13-Tue 30 Sep
The World’s finest musicians, writers, artists, and local performers entertain. Including performances aimed at children and families. Various Venues, Windsor. www.windsorfestival.com/autumn-festival
The Gecko and the Echo at The Old Court Sat 13 Sep
Join storyteller Liz Fost in this fun, musical event, and find out how Goldy discovers the true value of friendship. Age 4-8.
The Old Court, Windsor, SL4 3BL www.windsorfestival.com/autumn-festival
Marlow Carnival Sat 13 Sep
Annual carnival with plenty of entertainment for kids.
Higginson Park, Marlow, SL7 2AE www.marlowcarnival.com
Gravity Grand Prix in Cookham Dean Sun 14 Sep
The Gravity Grand Prix is Cookham Dean’s most exhilarating tradition - an annual downhill race where speed, creativity and pure gravity collide in spectacular fashion! Funfair and stalls. 1pm. Big Frith Lane (Carpark), Cookham, SL6 9PS www.gravitygrandprix.co.uk
Mini Mondays at Iver Environment Centre Mon 15 Sep
Themed crafts, activities, trails, stories and the Mud Kitchen for toddlers and their grown ups. 12.30-2.30pm
Iver Environment Centre, Slough Road SL0 0EB www.iverenvironmentcentre.org/what-we-do/ event-listings
Nature Tots at Woolley Firs Fri 19 Sept and Mon 22 Sep
Pre-school fun outdoors (now with an option to block-book 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
The Lion Inside at The Old Court Sat 20 Sep
Classic tale of the shy little mouse who finds his 'roar' with this interactive event led by professional storyteller Liz Fost. The Old Court, Windsor, SL4 3BL www.windsorfestival.com/autumn-festival
The Illuminated Boat Parade, Henley-uponThames Sat 20 Sep
Watch illuminated boats from the tow path from Leander Rowing club downstream to Phyllis Court. FREE for spectators from 7.30pm. Leander Rowing Club, Henley-upon-Thames, RG9 2LP www.illuminatedparade.com
Eton Action Fair at Eton College Sat 20 Sep
Eton College’s grounds are transformed into a community fair every year to fundraise. Visitors welcome. Petting zoo,mini train, swing boats, bouncy castle and much more. Eton College, Windsor, Berkshire, SL4 6DW www.etoncollege.com
Young and Teen Rangers at Woolley Firs Sat 27 Sep 8-11 years from 10am to 12pm; Teen Rangers 11-17 years from 1 to 3pm (now with an option to block-book up to 3 months together or book individual sessions) 10am. £8+ booking fee. Woolley Firs Environmental Education Centre, Cherry Garden Lane, SL6 3LJ www.bbowt.org.uk/events
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.
October
PYO Pumpkins
From 1 Oct (exact date tbc)
Select your own pumpkin from the fruit fields. Check website for exact dates/voucher information.
Lower Mount Farm, Cookham, SL6 9RF www.thefruitfields.co.uk/pumpkins
Pumpkin Festival at Odds Farm Park Fri 3 Oct-Sun 26 Oct
FREE pumpkin with admission. Craft spectacular designs!
Wooburn Common, High Wycombe, HP10 0LX www.oddsfarm.co.uk
Brick or Treat at LEGOLAND® Sat 4 Oct- Sat 1 Nov
The LEGO® Monsters are taking over and throwing a Monster Party to celebrate their favourite time of the year! See below for select dates in October.
Young and Teen Rangers at Woolley Firs Sat 11 Oct and Sat 1 Nov 8-11 years from 10am to 12pm; Teen Rangers 11-17 years from 1 to 3pm (now with an option to block-book up to 3 months together or book individual sessions) 10.00am. £8+ booking fee.
Family-focused event raising funds for Thames Valley Adventure Playground (TVAP). High Street and Nicholson Centre, Maidenhead, SL6 1LB www.facebook.com/events/632730676317572
Mini Mondays at Iver Environment Centre Mon 20 Oct
Themed crafts, activities, trails, stories and the Mud Kitchen for toddlers and their grown ups. 12.30-2.30pm Iver Environment Centre, Slough Road, SL0 0EB www.iverenvironmentcentre.org/what-we-do/ event-listings
Claytime at South Hill Park Sat 25 Oct
A play with clay for 3-6 year olds. South Hill Park, Ringmead, Bracknell, RG12 7PA www.southhillpark.org.uk
Bluey's Big Play at The Wycombe Swan Sat 25 Oct-Sun 26 Oct
Featuring brilliantly created puppets, this theatrical adaptation of the Emmy® awardwinning children’s TV series is packed with music, laughter and fun.
Wycombe Swan, High Wycombe, HP11 2XE www.wycombeswan.co.uk
Halloween Trail at Black Park
Mon 27 Oct-Fri 31 Oct
Spooky trail in the woods. Black Park Country Park, Black Park Road, SL3 6DS countryparks@buckinghamshire.gov.uk
Hallo’Welly’Ween at Wellington Country Park
Sat 25 Oct-Fri 31 Oct
The park will become packed with spooktacular activities!
Wellington Country Park, Berks, RG7 1SP www.wellingtoncountrypark.co.uk/whats-on/ hallowellyween
Haunted Half Term at Waddesdon Manor Sat 25 Oct-Sun 2 Nov
Skeleton Trail where Little and Big Adventurers alike have word puzzles to solve! Plus can you see ghostly figures inside the House? Kids can visit the house for FREE. Waddesdon Manor, Waddesdon, Aylesbury, HP18 0JH www.waddesdon.org.uk/whats-on/hauntedhalf-term
Halloween Monster Hunt at Wycombe Museum Sun 26 Oct
Spooky Family Fun day for 4-11 year old. Don’t forget to dress up! Wycombe Museum, High Wycombe, HP13 6PX www.wycombemuseum.org.uk
Bone-anza Family Day Out at Woolley Firs Mon 27 Oct-Thu 30 Oct
Dive into the fascinating world of bones in this hands-on, interactive event full of experiments, crafts and puzzles. What better time of year to learn more about one of the most iconic symbols of Halloween – the skeleton!
10-2pm £10 per child and adults FREE. Woolley Firs Environmental Education Centre, Cherry Garden Lane, SL6 3LJ www.bbowt.org.uk/events
Cinderella Ice-Cream Seller at Norden Farm
Tue 28 Oct
Get your dessert spoons ready for a tale of perseverance, princes, palace balls, glass slippers and, um, ice cream? 5+ year olds. Norden Farm, Altwood Rd, Maidenhead, SL6 4PF https://norden.farm/events/cinderella-icecream-seller
Grandad Anansi at The Curve
Tue 28 Oct
Abi and her Grandad tell each other Anansi folktales. 4+year olds.
The Curve, William Street, Slough, SL1 1XY www.curvevenue.uk/events/grandad-anansi
The Spooktastic Halloween Show at The Kenton Theatre
Thu 30 Oct
Dantastic Productions and the hilariously funny Panto comic Dan Whitley return to Kenton Theatre with a brand-new, high-energy Halloween extravaganza! www.thekenton.org.uk
Groove onto the Moon at The Curve
Thu 30 Oct
Strap in and prepare to blast off on a cosmic adventure like no other for 3-7 year olds.
The Curve, William Street, Slough, SL1 1XY www.curvevenue.uk/events/groove-onto-themoon
Upcoming
Local Fireworks
Sat 1 Nov-Sat 8 Nov
Look out for:
Boyne Hill Cricket Club Fireworks, Maidenhead
Burnham Park Fireworks
Cookham Scout Fireworks
Marlow Bottom Fireworks
White Waltham Cricket Club Fireworks
Fireworks Spectacular Family Raceday at Ascot
Sat 1 Nov
Be dazzled by frivolous fairground rides, enthralling live entertainment and over 20,000 fireworks.
High Street, Ascot, Berkshire, SL5 7JX www.ascot.com/racedays/fireworks
FireFest at Braywick Park
Sun 2 Nov
Fireworks spectacular, food and drink as well as Traylens Funfair.
Braywick Park, Maidenhead SL6 1BN www.aandlevents.net/fire-fest
Lazer Light Show at Dinton Pastures
Sun 2 Nov
Gates open 5.00pm-8.00pm. Show starts at 7.00pm.
Also Fire Artist, Childrens Rides, BBQ
Dinton Pastures Country Park, Davis Street, RG10 0TH www.wokinghamcountryside.co.uk/events/ laser-light-show
Charlie and the Chocolate Factory at South Hill Park
Thu 6 Nov-Sun 9 Nov
BOS presents Charlie and the Chocolate Factory the musical.
South Hill Park, Ringmead, Bracknell, RG12 7PA www.southhillpark.org.uk
Make Skull Cupcakes for Halloween
Cupcakes are usually round but with a clever trick we can make them skull shaped. If you want to be very fancy, you can get some tubes of coloured icing and decorate your cakes with colourful patterns.
Top tip: it’s important to use really ripe bananas for this recipe because they’re soft and sweet. The best ones are brown or almost black.
Ingredients
Cupcakes:
2 ripe bananas (peeled)
100ml vegetable oil
¼ tsp grated nutmeg
50g caster sugar
50g soft brown sugar
120g self-raising flour
½ tsp baking powder
Step 1
Preheat oven to 180°C (fanassisted).
Step 5
Fill each cupcake case threequarters full. Gently push a baking bean (or scrunched-up ball of foil) either side of the case. Bake for 15 minutes, until golden.
Step 9
Break up the flaked almonds and add little pieces to each skull for the teeth.
Makes 12 cupcakes
Decoration:
150g icing sugar
½ tsp vanilla extract
24 raisins
2 tbsp flaked almonds
DAIRY FREE
Step 2
Fill a 12-hole cupcake tray with 12 cupcake cases.
Step 6
For the icing, mix together the icing sugar and vanilla, then add a tablespoonful of water at a time until you have an icing that is pourable.
Step 3
Add the bananas, oil, nutmeg and sugars to a jug and whizz with a stick blender until smooth.
Step 7
Dollop a spoonful of the icing onto the cake and spread to the edges.
Step 4
Pour the mixture into a mixing bowl. Add the flour and baking powder and mix until smooth (do not beat).
Step 8
Gently squeeze each raisin between your finger and thumb until soft, then place on the cakes for the eyes.
With thanks to David Atherton, winner of The Great British Bake O 2019 for this recipe, which is featured in his new book My First Halloween Cookbook, part of the My First Cook Book series, available online and from all good book shops now.
