Dads Play: The Importance of Engaging Dads in the Early Years

What did you get for Christmas, Dad? Socks? Or a share in your child’s Lego stash?

I painstakingly searched for something not to do with a PS4 for my nephew and found someone who makes traditional card games using modern themes such as fantasy or mindmaps at a local fair in the Upper Norwood Library Hub.

On presenting them to my nephew, thinking I would get a tick from my sister, he looked about for a companion to play the game. The females in the group looked studiously elsewhere and all eyes fell on his grown-up cousin who rose to the card challenge.  (Mum, its complicated. We have to look online for instructions!)  But they managed without Google and soon, they were engaged in the game with deep enthusiasm.

Observing from afar, I noted the differing approach from young and older males (12 and 31) playing together. It reminded me of why I wrote a book about this. It’s definitely beneficial for children to have engaged dads but the benefits of their granddads, uncles and cousins is also important. The way males play together is interesting. There is less talk and a more competitive edge. Men get involved in the activity as partners. They also want to reference it within their repertoire of “great games” or the ones they grew up with and were part of their nostalgic life journey. I noted when our boys were playing together, when young Rory got stuck, he was given time to solve the problem.

Women play differently. We teach, give instructions, oversee, add language, narrate more and support more quickly. The balance of both means that a child is helped to develop positive attitudes and all sorts of skills such as higher order problem-solving skills so necessary for life. These include:

  • Attention Skills
  • Concentration
  • Perseverance
  • Confidence

Dads and men bring different perspectives and expectations to women on a range of issues. They are interested in different things and therefore will enrich children’s skills and knowledge by broadening their horizons. Whether it is film and television programmes, books and activities or just dad jokes, dads can open up wider opportunities, extend language and contribute to deeper conversations whether about building, cars or sport.

In my day job at LEYF,  we are very keen to engage with dads and have noticed that we are much more successful if we suggest games and home learning activities that reflect dads’ interests.

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For nurseries and schools, utilising formal programmes like Teens and Toddlers, having male apprentices and staff members, and hosting activities for fathers and male family members are all very important for engaging young boys.

However, as I learned over Christmas, it’s more likely to be successful for everyone when there is a shared interest and a warm environment where together we all nurture and value the boys’ time together.

 

June O’Sullivan‘s latest book, 50 Fantastic Ideas for Engaging Dads, is out now!

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A Sense of Place: Young Children, Resilience and Climate Justice

“If we don’t take action, the collapse of our civilisations and the extinction of much of the natural world is on the horizon.”- David Attenborough 2018.

Whatever your beliefs, you cannot escape the issue of climate change.  Scientists all over the world agree that this is the greatest disaster facing life on earth. Our mortgages, bank accounts, university educations and insurance policies will not protect us. Personally I flip between anger and the urge to campaign, and the temptation to bury my feelings with mind numbing distractions. I feel fortunate to have young children and nature in my life  –  both of which are huge incentives to stay awake and practice resilience to face the future – whatever it might hold.

I often talk to teachers and carers of young children about how to share this most pressing concern with young children. They are not responsible for climate change and yet it is their generation that will deal with the consequences if we cannot find a way to halt global warming and mitigate its effects on their chances of survival.

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Whether our children become scientists, philosophers or politicians of the future, is it our job as teachers and carers to raise them with the capacity to respond to these central questions:

  • What is it to be human and alive on this planet right now?
  • What is needed of us? How can we lead purposeful lives and leave a legacy of more good than harm?
  • How do we share our journey with young children with courage and fortitude?

Slowing down and shifting perspective

Our increasingly materialistic, technologically-driven busy-ness gives plenty to distract ourselves and our children from reflecting on these central questions.

But simply stepping outside under the sky, feeling the wind or the warmth of the sun on my cheeks and drawing breath can open up space in my mind to think differently.

Nature is my daily resource and it’s accessible wherever I am to support a shift in perspective when needed. Whether it’s stretching my eyes to change the view, tuning into bird song to shift receptivity, finding a sit spot to calm my mind, or going on a ‘no destination’ mindful walk to order my thoughts.

Nature gives children a multi-sensory, multi-dimensional environment in which to develop physical resilience and lay down the neural pathways for lifelong learning.

Children need time to ‘do nothing’ – to daydream as well as to explore their own ‘unadulterated’ lines of enquiry (or play) without interruptions and timetables getting in the way. We can take our cue from Nature’s rhythms, night and day and the changing seasons and weather.  Without electronic white noise, children can experience what quiet feels like and develop their capacity for greater attention. In the absence of bright neon and screen lights they can experience the restfulness of natural light and dark, or the magic of fire light or stars.

Finding the ways to share the hard stuff

When children are very young, we don’t want to overburden them with the troubles of the world. It would be like dumping too much grit on a bed of new seedlings. They need the right amount of water, sunshine and shelter to develop strong roots. But they also do not need to be wrapped in cotton wool. They need gradual exposure with much care, attention and support. Our job is to notice what they need and when.

Outdoors, children will encounter the hard stuff of life – cold, heat, discomfort, impermanence and change, and most likely at some point the death of a bird animal or insect. They will learn through observation, experience and gentle guidance of an adult companion about scarcity and abundance and about impermanence and the joy of sharing and caring.

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Responding to children’s questions with honesty and integrity is important. But mostly we need to listen well. We need to listen to what they themselves are expressing through what Magaluzzi calls ‘the 100 of languages of children’, and be prepared to receive what they communicate. They will tell us when they are ready to hear more.

What can we do about it?

It is through our behaviour that children absorb the values of the culture in which they are born. We can show appreciation for the gifts of nature that sustain our lives. We can learn the names of plants and animals; we can explore the properties and gifts of the earth and air around us. We can develop empathy and alleviate suffering through kindness and fairness. Outdoors children recognise their interdependence with plants, animals, minerals and ether. We can grow food with them, we can harvest water, and we can recycle and save energy.

As teachers and carers we are advocates for young children and their future on earth. The way in which we practice this advocacy will vary according to what feels right for each person. Some will campaign for and against policy locally or nationally, others will focus on teaching children, talking to parents and carers. Most importantly we need to keep learning ourselves, and developing our own resilience practice.

And me? What do I do? When I am outdoors I find it easier to let go of overwhelming feelings of fear, loss, grief and suffering. These difficulties don’t go away but somehow the vastness of the sky and the sea, the rootedness of trees shift my perspective. Outside I often feel smaller but also part of something bigger and eternally changing – a universal dance of light, air, space, ether and life! I draw strength from it.

We owe it to ourselves and young children to advocate for sustainable human life on earth however we can.

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With thanks and with gratitude to our teachers  and companions in life and in work – those that help us find resilience to stand with the challenges that life present us.

 

Annie Davy was Head of Early Years in Oxfordshire where she led an award-winning service for 12 years and is founder and director of several community-based projects. Annie’s book A Sense of Place publishes on 7th February.

All of the images are credited to Schnell Photography.

 

Introducing Bloomsbury Early Years

I have been thinking about ‘blooming’ a lot lately. My friend gave me a succulent two years ago, after she landed a part-time teaching job, as a thank you for my support. I managed to take cuttings and now have four, ready for a small rockery area in my garden. This means I’ve not only had the initial joy of receiving a gift and enjoying it when it was first in my home, but after a patient pause and a little bit of work, the joy of it blooming into several little plants. Here they are!

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Bloomsbury Early Years is an exciting and blooming product. The Little Books series has helped numerous Early Years practitioners since they were first published. And now, after a patient pause and a lot of work, the activities from the Little Books are blooming into a library resource that is online and keeps growing, and highly relevant in today’s Early Years settings.

Bloomsbury Early Years is a digital library resource for Early Years practitioners. Its activities are organised by the seven Areas of Learning of the EYFS and can be filtered by age range or type of activity to find the most appropriate activities for your children. The authors are all experienced practitioners who have developed activities across the breadth of the EYFS.

The Early Years Foundation Stage has four guiding, overarching principles: the unique child, positive relationships, enabling environments and children developing and learning in different ways and at different rates. The next steps of learning for each child should be meaningfully based on the child’s own ‘child-initiated’ learning and around their interests. We know practitioners are great at weaving themes so that they encompass children’s fascinations. In the last three weeks of the Summer term, I saw settings where the teacher had digitally photoshopped pictures of a fairy in the classroom outdoor area to ignite the imagination of her class, and another where an Early Years team had constructed a beach (complete with parasols and deckchairs) in their outdoor area – amazing!

When I first stepped into a Reception classroom, as a PPA teacher, I had only a few weeks of background reading and cramming to help me (oh, and the single day I had spent in Reception in my ITT!). In hindsight, I would have been really helped by Bloomsbury Early Years. If I knew that ‘Jayden’ loved outdoor learning and needed to find something that would help him to develop his understanding of number, then I could have found something here. Or if ‘Hannah’s’ understanding of People and Communities would be really enriched by a cooking experience because her family had told me that she spent some of the holidays baking with her aunt. It is in these everyday moments where Bloomsbury Early Years can really help planning learning to specific needs of children, using that personal knowledge of that unique child and linking it with their learning.

And we know this resource can’t stay still, so we are busy finding more great ideas to add to the site throughout the year so that it can grow more and help you, in your setting and in your classroom, to bloom into the best practitioners you can be this school year.

At the moment (Autumn 2018), if you subscribe to Bloomsbury Early Years (whether you are a childminder or a preschool or a nursery or a school), you will receive a free pack of 10 great picture books worth £69.90!

Heather Sargeant is the Digital Projects Assistant for Bloomsbury Early Years.

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Back to School English Planning – for Mastery

For many primary school teachers, planning sequences of English lessons – and specifically writing lessons – is one of the toughest jobs on the to-do list; not just in advance of the new term but all year round. Why is this? Perhaps it’s because there is so much to think about when planning for writing, including spelling, handwriting, grammar and vocabulary as well as writing for purpose – all of which are under constant scrutiny by senior leadership teams, not least because achieving and maintaining strong writing outcomes is a constant challenge for many schools.

Where do you start? Good learning is based on practice – but not just any practice. Repeatedly practicing bad habits, which I did on the golf course for years, can actually make you worse. Expertise writer Anders Ericsson says we need a very purposeful and focused ‘deliberate practice’ which is “all about putting a bunch of baby steps together to reach a longer-term goal”.

I suggest that our long-term aim for developing writers in primary school is mastery learning that can be applied to a wide range of contexts with independence and fluency. The baby steps are the curriculum skills children are expected to acquire in each year group. Not just age-related expectations but also the skills that underpin them. Of course, children have different starting points in any given year group. There are skills that should be in place that simply aren’t, and focused practice on these is an important part of their journey.

So, the baby steps to be taken are a mixture of skills addressed through whole-class teaching, and those that individual children need to practise in their writing to remove barriers to their own progress. This means teachers need to be very organized on two fronts: a) sequencing units of learning so that they follow a logical skills progression, and b) ensuring children are always aware of their own next steps (through personal targets). Learning that lasts needs to build incrementally on what children already know and understand, and so the sequence of learning needs to be driven by skills and not, for example, by genre or texts shared in a random order. To make maximum progress during this sequence, each child not only needs to work on the whole-class objective but also to take ownership of personal targets: they need be aware of what successful writing looks like for them in any given task and act on precise feedback as they practise.

Effective writing is, of course, more than the sum of its parts. Skills shouldn’t be taught in isolation but as the means to producing the sort of writing that people want to read. We need children to want to write and have something to say. The skill demanded of teachers is to create an engaging context for writing, often using quality texts, and getting children thinking and talking about ideas and themes that are somehow relevant to their own lives or at least interesting. If we want children to learn more deeply then we have to get them to think more deeply and the ideal vehicle for depth of thought is talk.

Those first minutes, when staring at a blank planning template awaiting inspiration, are hugely important. The first decisions you make will likely frame the sort of teaching and learning diet your class will receive. To avoid getting bogged down in all the detail, or re-using plans that don’t quite do what you need anymore, I suggest getting systematic. Use the following planning pyramid to drive those early decisions:

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Make the corners of this pyramid work and, as you get used to it, you will find that you can quickly get a skeleton unit plan together. Allow the next skills in a logical progression to drive the process, and then think about context. What could your chosen text or other stimulus get your children thinking and talking about? What writing outcome(s) could provide the perfect vehicle for the ideas generated and practise of the focus skills?

I believe that teaching that puts children on a road to mastery needs to focus on the process rather than outcomes. My recipe for getting children to where we want them to 9781472949899.jpgbe as writers has some key ingredients. I call these the F STEPS: Feedback, Skills, Talk & Thought, Engagement, Practice, and Sequence. Find out more in my new book, Teaching for Mastery in Writing.

 

Mike Cain is deputy headteacher at St Thomas of Canterbury Primary School, in St Helens, Merseyside. He was a newspaper journalist and corporate communications specialist for 12 years before becoming a primary school teacher.

Let’s Perform!

I began my teaching career as a secondary school English teacher. When my own children were small, I offered to help in a primary school. I worked with two groups of year 6 children preparing them to compete in a local Performing Arts Festival. I rewrote the scenes they were performing and changed the endings to suit the children in the groups. At the time, I just wanted them to enjoy performing. I didn’t feel especially confident about my writing; I had only ever written for myself or designed materials for classroom use.

When the children eventually competed in the Performing Arts Festival, I was thrilled when they won the silver medal. The school was overjoyed too. The following year, they asked me to do more, so I decided we should enter a Monologue category as well. I wrote about 14 during the summer holiday.

I wanted the characters in the monologues to feel real and contemporary. I thought about children in a fix or puzzled about something. I played with real-life situations but also some fantasy ones. I found I could shape and hone the scripts because I was working in school and had the voices of children in my head, as well as my own family at home. I love listening to children chatting to one another and the ways they comment on things that are going on around them. I especially love the humour which children bring to many things. I often chose everyday things. For example, a child is in a classroom gazing out of the window at others running around in the playground but can’t join them because he/she has a broken leg. A child is lost on a school trip in a museum and wonders what to do. A child thinks their guinea pig might be an alien.

Monologues are huge fun for writers because you are moving right inside a character’s head, finding out their beliefs and dilemmas. We entered many local festivals over subsequent years and one festival judge said, “Where can I get these monologues?”. When I explained that they were my own writing he said, “You have to get them published.”

I felt especially proud of engaging lots of year 5 and 6 boys who had initially been more reluctant and seeing children take ownership of the scripts and make them their own. Within 2 years I had added Duologues to the mix. These scenes for two often had crazy scenarios, like a vampire in a doctor’s surgery and the horrified child who is sitting in the waiting room too.

I began running my own arts festival in the school, so more children could get involved, to really develop confidence in speaking and it continues to this day. In a typical year, over 200 children volunteer to take part. Half of year 6 auditioned last year to do a monologue. I added more categories: Own Poem, Poem by Heart, Public Speaking as well as the Monologues and Duologues. Each year I rehearsed and prepared the children from the end of September ready for Heats at the end of November and finals in the first week of December. The school say they have noticed a significant impact on children’s achievement across Literacy. There is a fantastic buzz in school when the festival rehearsals are underway. For the finals, I bring in external judges who give feedback and award medals. Parents and Governors are able to see the performances in a showcase.

Let’s Perform! is the culmination of more than ten years of working with children in 9781472957252.jpgKS2. The book uses scenarios, language and humour that children can really relate to. It is intended as a flexible resource; I have seen the content used in a number of ways and often adapted it myself. Each script has suggestions for performance and creative suggestions for pupils’ own writing. Learning by heart is part of the National Curriculum. Children can learn the poems and scripts by heart and perform them in a festival-type event in school or outside it as I have described. They are not very long; 3-5 minutes is typical.

Alternatively, the scenes can be the starting points for children’s own creative writing or performing. I often lead workshops where we analyse and perform monologues and the children write their own in response. The scenarios in the book lend themselves to story- writing too. Many of the Monologues, Duologues and poems have been used in class assemblies and end-of-year events. The Christmas poems have been performed by large groups of readers and actors in the local parish church. I’m so pleased the book is photocopiable- it makes it easy to give out scripts and create creative projects.

I hope teachers will find it a really useful and enjoyable resource. One teacher friend commented “This is going to be my go-to Friday afternoon book.”

 

Cath Howe is an author and teacher with a real passion for writing and creativity. She has been working with schools for over a decade, running workshops on everything to do with writing and performing. Let’s Perform! is out now!

 

My Journey to Writing a Book

I am extremely excited and proud to announce that my first ever book, Wellbeing In The Primary Classroom – A Practical Guide To Teaching Happiness was published on Thursday 6th September, 2018. A dream had finally come true! Except, the reality was that I hadn’t ever really dreamed about writing a book. Ok, so I had thought about it in the past now and then but a dream? No, not really. So, for all you budding writers out there (ones that are dreaming about it and ones that aren’t even aware you will actually write a book one day), here’s how I wrote a book about teaching happiness to children:

  • My ‘quarter-life crisis’

In my late 20s, I experienced a period of acute anxiety which led to a period of depression. Up until that point, I had always been quite a positive and happy-go-lucky type of guy. This was easily one of the most difficult periods of my life but I learned something very important – nothing matters more than your physical and mental health.

  • Researched what happiness isBlog 1

As a result of my ‘quarter-life crisis’, I began to research the causes of anxiety and depression in order to make sense of what had happened to me. In doing so, I also learned about the key factors that contribute to good mental health (regular exercise, good diet, strong personal relationships, a strong sense of purpose, and meditation all help) and began to make changes to my life.

  • Started to practice happiness

The Dalai Lama once said, “Happiness is not something ready-made – it comes from your own actions.” And he’s right. Leading a happy or happier life takes action and effort. Just knowing what contributes to wellbeing doesn’t make you feel any better. So, I signed up to mindfulness courses, I took up weekly sports again, I made space for spending quality time with friends and family and I started journaling. I talked the talk, and I started to walk the walk.

  • Volunteered

A key thing that came up in my research about happiness was that happy tend to volunteer and help others. So, I signed up to become a mentor to a 9-year-old boy at risk of being kicked out of school through the charity, Chance UK. I also took up the offer of a teacher friend who was looking for a governor for the school she taught in. Both of these experiences gave my life a lot more meaning and purpose and had such a profound impact on me that I decided to retrain as a primary school teacher.

  • Realised our education system is broken

Schools are generally not set up to focus on the happiness and wellbeing of their pupils as a primary concern. I learned this through mentoring (the boy I mentored had a school that showed little interest in helping him fit in there) and through my first year as a primary teacher. With such a relentless focus on academic attainment, and the need for children to make rapid progress, children’s emotional concerns are often ignored in favour of the mighty god, ‘Data’!

  • Started to take positive action

Fed up with ‘the system’, I started to make changes to my classroom to integrate some of the things I was using to support my mental health and happiness. I introduced a morning meditation practice, we started exercising daily and I taught my class mini neuroscience lessons about how their brains learn and how ‘happy hormones’ affect their mood. Despite working in a challenging inner-London school, the behaviour of my class improved, their grades went up and they enjoyed being in school more.

  • Learned more and spread the message

I became a passionate advocate for ‘teaching happiness and wellbeing’. I completed more courses in positive psychology, I read more books about neuroscience and Blog 2happiness, and I attended conferences and talks about the science of wellbeing. Every time I learned something new, I’d make subtle tweaks to what I was doing in class. Other teachers in my school noticed the positive impact it was having on my class, so my headteacher gave me staff meeting time to share the research and ideas with my colleagues and also with parents. A charity called Action for Happiness heard about the work I was doing in schools and invited me to speak at one of their events. It happened to be an event where their patron, The Dalai Lama, was also speaking. It was definitely one of the proudest moments of my career, especially because three former pupils spoke on stage in front of the 2,500 capacity audience!

  • Planned to write a book

In all of this research I was doing, I couldn’t find any books that focused on teaching happiness and wellbeing in primary schools. At the Dalai Lama event in September 2015,Blog 3I promised a fellow speaker that I would write a book about teaching happiness to children. It wasn’t until World Book Day, March 2016, as my class were writing stories to go with their comic strip drawings, I took the template they were using and sketched out the chapter plan for my book.

  • Wrote a book about teaching happiness to children

I then did what most people do which is procrastinate. I filed the book plan away somewhere and forgot all about it. Around November 2016, I rediscovered and thought to myself, ‘Sod it, why not?’ and I began writing the introduction. I then wrote two more chapters and got my wife to read them. My wife is a fantastic writer. She has a Masters in English. I was extremely nervous about what she would think. ‘I love it! It’s brilliant!’ was her only feedback. Having a cheerleader when you write is very helpful!

  • Published a book about teaching happiness to children

It took a chance conversation with my best friend at Christmas, 2016. I told him I’d started to write a book and that I might approach Bloomsbury. ‘I know someone that works there!’ he replied and before I could procrastinate for another six months, he’d emailed his friend, told her about my book and that was it. His friend at Bloomsbury asked for a paragraph summary. She forwarded it to the commissioning editor who liked my idea and asked me to fill in their book proposal form. It got approved and then sent out for review (to see if teachers would actually buy it) and it passed that test, and then it went to the editorial board meeting. Blog 4In April 2017, I signed a contract to write my book about teaching happiness to children. I submitted the finished book December 2017, a few rounds of edits in early 2018 and then my editor, Hannah, (pictured with me above) handed me my first printed copied in July 2018.

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If I can do it…

So, that’s how I wrote a book about teaching happiness to children! There’s nothing special about me as a writer. Yes, I enjoy writing. Yes, I have an English degree so reading and writing was a big part of my higher education but, ultimately, I’m just a primary school teacher with a passion for teaching children how to look after themselves and each other.

If you’d like to be a writer too, my advice is: you need passion, a plan, and some luck.

 

Adrian Bethune‘s debut book, Wellbeing in the Primary Classroom, is out now.

History is All About King What’s-His-Face, Isn’t It?

I’ve spoken to lots of people and groups over the years and I always ask if anyone in the audience doesn’t like history, a question which is always followed by a forest of raised hands that seem to grow out of the faces below them, all looking bored, snotty or argumentative. And then when I ask exactly why they don’t like history the answers are usually ‘coz it’s boring’ or ‘it has nothing to do with us today’ or ‘it’s just about a load of blokes with power and other blokes who want power’.

Good answers. I used to feel the same, but then one day something stupidly obvious occurred to me…history’s actually about people! Not just rich people with power, but all people. All of us today make up part of what will become the history of our time. We all make it, like house bricks, which when they’re all put together, make a building, sometimes a huge building! King What’s-His-Face, and Queen Thingy-Ma-Bob wouldn’t have got or kept their power without the ordinary people to help them. Kings and Queens and Presidents and Generals are just the bodies who give a name to whichever part of history we’re looking at; most of the real makers of history are people like us.

So, why do I write about Kings and Queens? Because they’re like the key that opens history’s door and shows us exactly what’s inside and also who’s inside. In The First King of England, I talk about Athelstan Cerdinga (what a mighty name), but I also tell of Edwin the shoemaker’s son. Not a person you’ll actually find mentioned in any of the history books, but a character who’s based on the ordinary everyday people who helped to make the history of their time.

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They lived when the Vikings were raiding and pillaging and taking the land from the Anglo-Saxon people who lived on these islands. And when you ask anyone today about these times, if they think about it at all, they believe the Vikings were unstoppable and that the Saxons spent their time running away from these nutters armed with axes. And at the beginning that was mainly true, but then came along a group of men and women who learnt how to fight back. So began a time of powerful people with wonderful names like Alfred the Great, Edward the Elder, Aethelflaed the ‘Lady of the Mercians’. Leaders who took back control from the Vikings, but who could only do it with the help of the ordinary people of those times who were just like you and me.

But if you think the Saxon people drove out the Vikings after they’d defeated them, you’d be wrong. The Saxon rulers allowed them to stay as long as they acknowledged them as their rulers too. This was the beginning of the country that would become known as England. A country made up of different peoples from different lands, just as it is today. And King Athelstan Cerdinga was the very first ruler of that new land. Read about him in The First King of England.

 

Stuart Hill is the author of the Icemark series of historical fantasy novels and winner of the inaugural Watersone’s Children’s Book Prize. Stuart’s newest book, The First King of England, publishes on 6th September.

 

 

How to be an Outstanding Nursery Leader

Being a successful leader takes time and commitment. Leaders need to learn the ropes and be on top of their game in order to motivate and inspire their team. But being a successful nursery leader brings with it a whole host of different challenges.

As a nursery leader you are not just leading a team, you are leading a team who is responsible for helping to bring up our next generation and you only have one shot at it so you have to get it right!

Leadership isn’t something that comes naturally to everyone. I know, because I have spent years trying to perfect it and can honestly say I am still learning.  Just as I think I have the ‘perfect’ team, someone goes on maternity leave and I have to go back to the drawing board again!  Just as my team have got to grips with one set of Standards, Ofsted, in their infinite wisdom, decide to update them and, just as we have settled the most introverted child into the toddler room, his parents announce they are moving out of the area!

Challenges occur daily and the nursery leader must rise to these challenges and perfect the impossible to ensure the smooth running of the setting.

The outstanding nursery leader will need to wear many hats throughout the course of the day as I have explained in my book How To Be An Outstanding Nursery Leader.

  • Role model
  • Mediator
  • Counselor
  • Teacher
  • Friend
  • Boss

Knowing when to wear each hat can be a challenge in itself.  You might find yourself wanting to play the role of friend when a member of staff telephones in tears to say she will be late in for the third time this week because she has slept in and, despite her obvious despair, you know you need to put on your boss hat and tell her to get her act together and buy an alarm clock like everyone else!  Sometimes a nursery manager has to say things that staff don’t want to hear and it won’t make you popular. However it will, if done correctly, gain you respect.

Respect, well what can I say?  A small word with huge definition! Respect has to be learned, it cannot be commanded. However, earning respect takes time and patience.  You will need to prove yourself to your team; you will need to give them confidence in your abilities and show them that you are in it for the long haul. Your commitment, drive, passion and enthusiasm must be apparent all day every day and, when staff are feeling demotivated and downhearted, you will be the one to bring them back to life!

But being a manager isn’t all about long hours, enormous pressure, worry and the constant fear of an Ofsted inspection, there are some good points as well.  What are these I hear you ask? Well there is pride when your team gets the outstanding recognition from Ofsted that you’ve all been working so hard for.  There is camaraderie – the mutual trust and friendship brought about by a team that spends a lot of time together and supporting each other. There is passion for the job well done and most importantly, there is the love in every little face that looks to you for reassurance and support – staff and children alike!!

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Having spent such a long time in the early years sector, I am now finding myself enrolling the children of the children I used to care for decades ago and, although this makes me feel very old, it also makes me feel enormously lucky to have been such a valued part of each child’s family that has crossed my path and for that I can place no value, it has simply been and continues to be an enormous pleasure.  This is a not a privilege afforded to many!

 

Allison Lee owns three day nurseries and a training centre, and her latest book, How to be an Outstanding Nursery Leader, is out now.

Just Be Yourself

I am a writer. I see the world differently and this causes me to document my experiences. But as a teen growing up in a Caribbean family in Birmingham, I wasn’t always so sure of my identity.

When I went to secondary school, being eager to learn was seen as “acting white”. I listened to Evanescence, Linkin Park and Nickelback. I enjoyed fish and chips and chilli con carne which weren’t exactly Caribbean food. On Saturdays my mum or even my Nan, who lived with us for a short time, would fill a pot with tropical vegetables and meat. They made “Saturday soup,” which was something I didn’t really enjoy and to this day still don’t. At school it was all about Nelly, Ashanti and of course Beyoncé. I was obsessed with Busted and was subsequently devastated when they broke up. My cousin introduced me to manga which I loved.

George, Misfit‘s main character, is mocked for liking different things and in some ways, so was I.

Growing up, I was aware that there were rules about being cool and fitting in that I didn’t understand or couldn’t be bothered to follow. While my family weren’t as harsh as George’s, I was aware of my difference. I was the eldest, but all my younger siblings knew what was “in” and knew how to “act”. I didn’t use many slang words like “rinsed,” “packed” and “blud”. George also finds himself straddling two different worlds. He is at grammar school but finds himself going to the local secondary school. He sees how difficult it is to present yourself in two different environments which is a challenge a lot of young people face.

My three reasons for writing Misfit are….

  • To encourage those “misfits” to be themselves. I questioned why I didn’t fit in for years, now I’m glad I stand out. More than anything, I’m hearing how cool it is to be a geek, or to indulge in alternative entertainment. Suddenly my pastimes are considered interesting. The message of the book is to explore your differences and learn to accept them.
  • To help others accept that different people have different likes and interests, especially when it deviates from your community. Whether the message is that we shouldn’t like reading or rock music because they aren’t part of our culture; we need to accept that our interests can vary.
  • To remind young people that bullying is never ok, regardless of the source. Bullying occurs within George’s family, and freedom came with acceptance. While there are many ways to deal with bullying, you may feel as though you don’t belong for a long time. Something I have found out for myself.

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The message of the book overall is: be yourself.

It isn’t about whether you act the same way as your peers, it’s about finding out who you are and accepting that. It’s about conquering your fears, standing out and being proud of how unique you are. We’re all different and while we might be encouraged to fit in, it strikes me that writing a book counts as standing out.

 

Misfit, Kimberly Redway‘s debut novel, is out now. Part of the Bloomsbury High/Low series, it is ideal for readers aged 11+ with a reading age of 9+.

And Another Thing…

One of the many joys of being a children’s author is fan mail. From painstaking prose in elegant cursive to almost illegible print (not unlike my own scatty hand), they delight and fascinate and rarely fail to make me smile. Even the ones that pick me up on typos or factual errors (I know now that Viennetta was NOT invented until the 1980s and that you do NOT get Bounty bars in a Mars selection box). Until, a year or so ago, this landed on my doormat.

 

Well, why indeed? I wondered. Or rather, why not? Because, was that actually a rule? And, if so, why? And, oh, hang on, I’ve just done it again.

So I thought about it. And I thought about it some more. And I realised a couple of things:

Firstly, that I’m of a generation that missed out on grammar lessons at school. I say missed out, but, what I really mean is, we weren’t taught the rules, just to read, and then encouraged to write our own stories. And we’ve done okay overall.

But, secondly, that I’m a trained proof and copy editor, and a former government speechwriter and journalist, and not once have I ever pulled anyone up or been pulled up on this. Because, and here’s the thing: It doesn’t matter. It doesn’t change the sense of a sentence. It isn’t grammatically incorrect. What matters is the story. What matters is imagination. What matters is making the words work best. And if that means starting a sentence with an ‘and’, then so be it.

And so I wrote back:

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The letters went viral – a few po-faced people disagreed, but in the main the support from teachers and parents (in the middle of dealing with SATS and the horror that is SPAG) was overwhelming. And so I’ve done it again. And again. And again.

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In It Wasn’t Me, my new Bloomsbury Young Reader, I’ve counted seven in Chapter One alone, not including the dialogue. I may also have used a comma splice. I may even have split an infinitive somewhere. I’ve certainly not ‘displayed my knowledge’ of semi-colons or used a plethora of ‘wow words’. What I have done is used my imagination, in a story that is all about thinking big, and thinking wild, as Alfie blames all his misdemeanors on a gremlin called Dave, whom he claims lives in his sock drawer. Admittedly, Alfie gets his comeuppance for telling big hairy whoppers when Dave appears and causes real mischief and mayhem. But, throughout, we side with him, understanding the urge to tell stories, to break rules, to do it our way. The pay-off being that,Joanna Nadin- Alfie while Alfie fesses up, he doesn’t entirely mend his ways.

And nor should our young readers and writers. Let them break grammar rules. Let them mis-spell. Let them use capitals in the wrong places. Above all, let them loose their imaginations and fall in love with story itself. The rules and boundaries – the necessary ones – can come later. But for now, words should be playthings. For some of us – the lucky ones – they will remain so forever.

 

Joanna Nadin is a former broadcast journalist, speechwriter and special adviser to the Prime Minister. Since leaving politics, Joanna has written more than 70 books for children and teenagers, including the award-winning Penny Dreadful series, the best-selling Flying Fergus series with Olympic champion Sir Chris Hoy.

Her new book, It Wasn’t Me: A Bloomsbury Young Reader, publishes on 18th October 2018.