EDUCATION
lifestyles, emotions, relationships and family, personal and e-safety.” Orwell Park Pre-Prep School near Ipswich focuses on the fundamentals of literacy and numeracy. To ease students in, they encourage attending one or two taster days before enrolment. In terms of how parents can help, openness is absolutely key. “Children do not need to see us happy 100% of the time, but what they do need to see is how we emotionally regulate ourselves,” says Abigail. “For example, if I am sad, do I ask someone for a hug to help my mood? “Children pick up on non-verbal cues from parents, it is important for parents to manage their own anxiety levels so that their child picks up on a positive attitude towards returning to an early education setting. For example, if the child can see their parent lingering after they are dropped off, they may pick up a message that the setting is not a secure place. Parents can use a ‘watchful waiting’ approach, which is to have an optimistic outlook while being observant for signs that their child is finding the transition difficult to manage.” Adjusting to a new routine is the biggest challenge of going back to school. An understanding approach is essential. “Try not to introduce any other big changes if possible until your child has settled back in,” suggests Lucy. “Be wary of
The only preschool to offer the IB in Cambridge, this multicultural setting has Mandarin and Spanish for early years students from age four, weekly half-day forest school sessions, and native language teachers to help bilingual pupils maintain education in their mother tongue. Landmark International School also has class sizes of 12, enabling teachers to develop close bonds with students – more important than ever, as young children sheltered during the pandemic gain confidence away from home. “We ensure there is time for extended periods of ‘deep’ play, where children can learn to be together, take turns, and use their listening and negotiating skills to help build excellent relationships,” says Gareth. BUILDING RELATIONSHIPS Young children who have lived their early years through the pandemic will need extra time devoted to play-based learning – exactly what The Perse Pelican School offers. “We want our children to work independently, as well as part of a team. A happy, secure, confident child makes excellent all-round progress,” says Claire Ziwa at The Perse School. “We give as much thought and care to the development of our children’s social skills as we do to the academic curriculum,” Claire continues. “Our PSHE lessons cover a wide range of areas, including healthy
setting expectations for a particular level of academic achievement: there may be a temporary dip in performance. “As a parent or carer, the importance of nurturing your child and ‘holding them in mind’ should not be underestimated. Show them that you love them, and that you are interested and always curious about their experiences,” Lucy adds. Playing alongside them and letting them steer the way, talking and reading together and building bridges with new schools, are all invaluable for giving children that much-needed leg up – helping them get off to a running start. VALUABLE SKILLS The Perse Pelican School (top) pays as much heed to social development as academic progress. St Mary’s School (above) values independent, activity-based learning
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