WEBVTT 00:00:01.730 --> 00:00:04.549 Welcome to The Educational Dilemma. I'm your 00:00:04.549 --> 00:00:06.530 host, Emma Goldsmith, head of the Dragon School 00:00:06.530 --> 00:00:10.500 in Oxford. Thank you for listening. Welcome to 00:00:10.500 --> 00:00:13.220 this edition of The Educational Dilemma. And 00:00:13.220 --> 00:00:15.740 today we're going to be talking about starting 00:00:15.740 --> 00:00:18.699 school, actually starting the educational journey 00:00:18.699 --> 00:00:22.160 for your children. And I am delighted that I 00:00:22.160 --> 00:00:25.339 have two very experienced teachers with me, but 00:00:25.339 --> 00:00:28.000 also parents. So I'm going to ask them to introduce 00:00:28.000 --> 00:00:30.649 themselves. So we'll start with Bruce. Hello, 00:00:30.710 --> 00:00:33.030 I'm Bruce Anderson. I'm head of lower school, 00:00:33.170 --> 00:00:35.630 which is year four. I'm also one of the safeguarding 00:00:35.630 --> 00:00:39.490 leads. I'm also a father to a son who's in year 00:00:39.490 --> 00:00:42.630 four and a very exciting journey of a daughter 00:00:42.630 --> 00:00:45.649 who's just about to start in reception. Hello, 00:00:45.710 --> 00:00:48.750 I'm Emma Gage. I'm head of early years at the 00:00:48.750 --> 00:00:51.289 Dragon School. I'm also a parent. I've got three 00:00:51.289 --> 00:00:54.329 children, slightly older than Bruce's. I've got 00:00:54.329 --> 00:00:57.789 one who's 15 at senior school and a 13 -year 00:00:57.789 --> 00:01:00.729 -old who's about to leave the Dragon. And I have 00:01:00.729 --> 00:01:03.270 an 11 -year -old as well. Wonderful. Thank you. 00:01:03.310 --> 00:01:05.530 And yes, I do have four children, but it's a 00:01:05.530 --> 00:01:07.950 long time ago since they started school. But 00:01:07.950 --> 00:01:11.069 it's interesting because it is a moment, isn't 00:01:11.069 --> 00:01:13.870 it? As a parent, it's a real moment when you 00:01:13.870 --> 00:01:15.930 suddenly realise we're on this first step of 00:01:15.930 --> 00:01:18.629 their journey. I mean, can you remember, it's 00:01:18.629 --> 00:01:21.370 probably closer for you, Bruce, but can you remember, 00:01:21.390 --> 00:01:23.629 what are the anxieties as parents that we have 00:01:23.629 --> 00:01:26.349 with our children starting school? I think the 00:01:26.349 --> 00:01:28.409 biggest thing for me is you want your children 00:01:28.409 --> 00:01:30.680 to be happy. You want them to come to school. 00:01:30.840 --> 00:01:33.599 You want them to have friends. I also think that 00:01:33.599 --> 00:01:36.500 for some of us, we can bring in our own experiences 00:01:36.500 --> 00:01:38.319 as well. If there were particular things that 00:01:38.319 --> 00:01:40.799 didn't go well for us at school, whether that 00:01:40.799 --> 00:01:43.980 was academic side, friendship side, a sense of 00:01:43.980 --> 00:01:46.379 bullying, we can always bring that with us as 00:01:46.379 --> 00:01:49.019 a sense of anxiety for our children. That's so 00:01:49.019 --> 00:01:50.280 true. Do you know what? You've actually just 00:01:50.280 --> 00:01:52.219 triggered me there, Bruce, because actually. 00:01:53.530 --> 00:01:56.129 My own starting school was absolutely etched 00:01:56.129 --> 00:02:00.090 in my mind because we moved locations. So I was 00:02:00.090 --> 00:02:02.650 in a totally new location. And it was at a time 00:02:02.650 --> 00:02:04.290 where there was not, you know, no one had thought 00:02:04.290 --> 00:02:06.609 about taster days or transition or anything like 00:02:06.609 --> 00:02:09.789 that. And my poor mum, you know, literally we 00:02:09.789 --> 00:02:12.909 moved house the week before, actually, the new 00:02:12.909 --> 00:02:17.270 term started in September. And she took me to 00:02:17.270 --> 00:02:21.500 a totally alien environment. She looked at me 00:02:21.500 --> 00:02:23.840 and I looked at her. And then we looked at the 00:02:23.840 --> 00:02:26.099 teacher. And so the teacher said, oh, well, say 00:02:26.099 --> 00:02:28.219 goodbye to mummy. I wasn't having any of that. 00:02:28.400 --> 00:02:32.060 So I absolutely kicked off. I kicked the teacher 00:02:32.060 --> 00:02:37.400 and refused. Refused to stay. So my poor mother 00:02:37.400 --> 00:02:40.360 was then, who was a teacher, what do I do now? 00:02:41.240 --> 00:02:44.840 But, you know, it shows how far we have come. 00:02:45.020 --> 00:02:47.240 And talking to my mum about that now, you know, 00:02:47.259 --> 00:02:49.919 we just thought we'll just go to school without 00:02:49.919 --> 00:02:52.099 really thinking about what an emotional time 00:02:52.099 --> 00:02:55.020 that would be for me as a young child, never 00:02:55.020 --> 00:02:58.500 having even been in the building before. So, 00:02:58.539 --> 00:03:00.379 yes, my own trauma just came through there and 00:03:00.379 --> 00:03:02.580 we'll return to that. But Emma, as a parent, 00:03:02.659 --> 00:03:05.240 do you remember that feeling when your children 00:03:05.240 --> 00:03:07.860 were starting school? I remember being very excited 00:03:07.860 --> 00:03:11.860 about it and in a way saying, oh, it's great, 00:03:11.979 --> 00:03:13.500 you're going to start school, you're going to 00:03:13.500 --> 00:03:16.840 big school. And then I also remember that nervous 00:03:16.840 --> 00:03:22.400 feeling for them of, oh, my gosh, actually, now 00:03:22.400 --> 00:03:25.099 it's real now. Now you've started your educational 00:03:25.099 --> 00:03:27.919 journey and suddenly you're no longer. kind of 00:03:27.919 --> 00:03:30.219 my little babies anymore and you're off to school. 00:03:30.259 --> 00:03:32.659 I think it was most acute when my youngest started 00:03:32.659 --> 00:03:36.139 school. Really? So the eldest, that was an exciting 00:03:36.139 --> 00:03:38.060 thing, but when the youngest started and I suddenly 00:03:38.060 --> 00:03:41.580 had that realisation that... Now they really 00:03:41.580 --> 00:03:43.580 are growing up. Yeah. And that's it now. There's 00:03:43.580 --> 00:03:46.120 no going back almost. Absolutely. Because I think 00:03:46.120 --> 00:03:48.939 when we talk about the transition to school and 00:03:48.939 --> 00:03:51.919 how we support children in school, I think we 00:03:51.919 --> 00:03:53.620 do need to think about the parents that we're 00:03:53.620 --> 00:03:55.960 supporting as well. And, you know, I know there'll 00:03:55.960 --> 00:03:58.000 be parents who are listening who are managing 00:03:58.000 --> 00:04:01.120 those emotions about how they should kind of. 00:04:01.389 --> 00:04:04.449 prepare themselves and how how they should talk 00:04:04.449 --> 00:04:06.469 to the children about what what's going to happen 00:04:06.469 --> 00:04:08.849 i mean what would be your thoughts about i mean 00:04:08.849 --> 00:04:10.810 emma obviously you know you're dealing with so 00:04:10.810 --> 00:04:12.870 many parents in this situation what would be 00:04:12.870 --> 00:04:15.069 your advice to parents about how they should 00:04:15.069 --> 00:04:17.790 manage themselves with their children in preparing 00:04:17.790 --> 00:04:20.170 because it's a long run -up in the summer holidays 00:04:20.170 --> 00:04:22.629 isn't it as you're anticipating starting so how 00:04:22.629 --> 00:04:24.370 should parents kind of be managing themselves 00:04:24.370 --> 00:04:28.170 i think one of the things that they should try 00:04:28.170 --> 00:04:30.310 and always do is be really positive about starting 00:04:30.310 --> 00:04:33.810 school but Also understand for their child that 00:04:33.810 --> 00:04:35.930 that's quite a nervous thing too. I think over 00:04:35.930 --> 00:04:37.769 the summer in particular, there are lots of times 00:04:37.769 --> 00:04:39.689 when you meet up with family and people say, 00:04:39.750 --> 00:04:42.149 oh, you're starting big school. How exciting. 00:04:42.230 --> 00:04:44.209 What's the name of your teacher? And there's 00:04:44.209 --> 00:04:46.689 a lot of talk about it, but actually the children 00:04:46.689 --> 00:04:49.399 underneath feel quite... nervous still and I 00:04:49.399 --> 00:04:51.779 think it's okay to say to your child it must 00:04:51.779 --> 00:04:54.220 be feeling really nervous that's okay I'm feeling 00:04:54.220 --> 00:04:57.240 nervous for you too and just helping to validate 00:04:57.240 --> 00:04:59.279 those feelings for the children and acknowledging 00:04:59.279 --> 00:05:01.699 them absolutely I think that that is absolutely 00:05:01.699 --> 00:05:05.860 key isn't it but it is important I think to stay 00:05:06.350 --> 00:05:08.990 calm about it because i think in the anticipation 00:05:08.990 --> 00:05:11.250 of that beginning of term i certainly recognize 00:05:11.250 --> 00:05:13.550 in myself you're harrying around probably just 00:05:13.550 --> 00:05:15.670 come back from holiday you're harrying around 00:05:15.670 --> 00:05:17.930 trying to get the uniform sorted and i think 00:05:17.930 --> 00:05:20.829 a piece of advice i would give as kind of a mum 00:05:20.829 --> 00:05:24.370 and and a teacher is don't come back from holiday 00:05:24.370 --> 00:05:27.170 the day before you're going to start school um 00:05:27.170 --> 00:05:30.670 you know do just give yourselves a few moments 00:05:30.670 --> 00:05:32.329 i mean bruce would you agree with that i mean 00:05:32.329 --> 00:05:34.069 whatever time you're going to transition into 00:05:34.069 --> 00:05:36.850 a school absolutely also think that ultimately 00:05:36.850 --> 00:05:39.790 those feelings are infectious if as parents we're 00:05:39.790 --> 00:05:42.910 starting the term in a very stressed place our 00:05:42.910 --> 00:05:45.050 children are ultimately picking up on that so 00:05:45.050 --> 00:05:46.850 us being the sort of the emotional regulators 00:05:46.850 --> 00:05:49.350 within that household and being in a good place 00:05:49.350 --> 00:05:51.610 and prepared for the start of term means that 00:05:51.610 --> 00:05:53.269 we can help our children be prepared as well 00:05:53.269 --> 00:05:57.160 yeah i mean In anticipation of that, obviously 00:05:57.160 --> 00:05:59.360 a lot of schools do transition days in the summer 00:05:59.360 --> 00:06:02.779 term and they really now have such a great understanding 00:06:02.779 --> 00:06:04.720 of importance of the child knowing where they're 00:06:04.720 --> 00:06:07.899 going. But one tip that someone once shared with 00:06:07.899 --> 00:06:09.160 me, which I thought was brilliant, is actually 00:06:09.160 --> 00:06:11.860 doing the school run, a bit of a dry run. And 00:06:11.860 --> 00:06:14.240 Emma, you're nodding here, so we'll love your 00:06:14.240 --> 00:06:17.300 thoughts on it. But just almost that visualisation 00:06:17.300 --> 00:06:20.339 of what it's like to go to the school gate and 00:06:20.339 --> 00:06:24.839 this is where we'll be. fizziness, weren't they? 00:06:24.860 --> 00:06:27.120 With everybody excited. There'll be people who 00:06:27.120 --> 00:06:29.180 are saying hello to old friends in the older 00:06:29.180 --> 00:06:31.339 year group. So, I mean, Emma, you agree that's 00:06:31.339 --> 00:06:33.560 quite a good thing to do. Yes, I think it's excellent 00:06:33.560 --> 00:06:35.899 for the children to familiarise themselves with 00:06:35.899 --> 00:06:37.959 what's going to happen. I think you move from 00:06:37.959 --> 00:06:41.019 a summer holiday when there's no early wake up 00:06:41.019 --> 00:06:43.100 and you've just got lots of time to do what you 00:06:43.100 --> 00:06:46.980 want to suddenly the start of term and you're 00:06:46.980 --> 00:06:49.639 straight into it. I think doing a dry run of 00:06:49.639 --> 00:06:52.370 the school run. is really helpful walking up 00:06:52.370 --> 00:06:56.050 to school also putting on school uniform before 00:06:56.050 --> 00:06:58.689 the day before wearing school shoes everybody 00:06:58.689 --> 00:07:02.269 gets new school shoes and the first day of term 00:07:02.269 --> 00:07:04.879 as a teacher four -year -olds they'll think oh 00:07:04.879 --> 00:07:06.519 look at my new shoes I've got new shoes I've 00:07:06.519 --> 00:07:08.860 got new shoes but sometimes those new shoes really 00:07:08.860 --> 00:07:11.259 hurt yes because it's the first time they've 00:07:11.259 --> 00:07:13.879 worn them so my advice to parents would be to 00:07:13.879 --> 00:07:16.259 wear those new school shoes in a little bit so 00:07:16.259 --> 00:07:18.160 that you don't get blisters on the first day 00:07:18.160 --> 00:07:21.540 but also try on your school uniform get the children 00:07:21.540 --> 00:07:23.920 used to wearing it as well yeah that's a really 00:07:23.920 --> 00:07:26.259 good point and I think my other tip would be 00:07:26.259 --> 00:07:28.199 you know buy those school shoes I know you don't 00:07:28.199 --> 00:07:30.160 want to buy them too early because obviously 00:07:30.160 --> 00:07:33.079 they will grow at an enormous rate but eat Equally, 00:07:33.160 --> 00:07:35.639 you don't want to feel different. And there's 00:07:35.639 --> 00:07:38.199 nothing worse than you going to the shop and 00:07:38.199 --> 00:07:40.000 they haven't got your size and it's got to be 00:07:40.000 --> 00:07:41.339 ordered and they're not going to arrive till 00:07:41.339 --> 00:07:43.199 a week into term. You don't want to feel different 00:07:43.199 --> 00:07:45.639 on that first day by not having the shoes on, 00:07:45.699 --> 00:07:47.480 do you? You don't want to be in trainers or whatever. 00:07:47.779 --> 00:07:51.459 The other thing is socks. Because in the summer, 00:07:51.560 --> 00:07:53.379 children don't tend to wear socks, do they? I 00:07:53.379 --> 00:07:54.779 mean, Emma, do you find the children struggle 00:07:54.779 --> 00:07:57.660 a little bit? Yes, socks. Lots of parents help 00:07:57.660 --> 00:08:00.310 their children to put shoes on. But they don't 00:08:00.310 --> 00:08:02.670 necessarily help children to put socks on. At 00:08:02.670 --> 00:08:06.389 school, quite often, when you're doing PE or 00:08:06.389 --> 00:08:08.829 dance or something, we ask children to take their 00:08:08.829 --> 00:08:10.930 shoes and their socks off, and then we ask them 00:08:10.930 --> 00:08:14.170 to put them back on again. And I know as a parent, 00:08:14.449 --> 00:08:17.649 and I was guilty of this as well, it's very easy 00:08:17.649 --> 00:08:20.629 to say your child's struggling, you know you 00:08:20.629 --> 00:08:22.509 need to try and get them to be more independent, 00:08:22.730 --> 00:08:24.470 but you're late out the door, so you're like, 00:08:24.509 --> 00:08:26.689 oh, just put your shoes and socks on. But socks 00:08:26.689 --> 00:08:29.050 are much harder to put on than shoes. So over 00:08:29.050 --> 00:08:31.430 the summer, helping your child to put their socks 00:08:31.430 --> 00:08:33.990 on and their shoes by themselves is a really, 00:08:34.009 --> 00:08:36.190 really important thing. Absolutely. Thank you. 00:08:36.250 --> 00:08:38.490 And, you know, these practical things for young 00:08:38.490 --> 00:08:40.629 children are so critical, aren't they? Because 00:08:40.629 --> 00:08:44.029 I think as parents, we worry about the big things, 00:08:44.129 --> 00:08:45.950 but actually they worry about where they're going 00:08:45.950 --> 00:08:47.710 to hang their coat. When are they going to have 00:08:47.710 --> 00:08:49.850 lunch? What is lunch going to look like? I think 00:08:49.850 --> 00:08:51.549 they're the things that we've got to remember 00:08:51.549 --> 00:08:55.470 for the children are really big things. Bruce. 00:08:55.960 --> 00:08:59.340 The friendship element of starting school is 00:08:59.340 --> 00:09:01.480 a big thing for children, isn't it? And their 00:09:01.480 --> 00:09:04.240 anticipation of will they have friends, particularly 00:09:04.240 --> 00:09:05.840 if they're not going to join with people they 00:09:05.840 --> 00:09:08.419 know. I mean, how do you, how as parents can 00:09:08.419 --> 00:09:10.980 we talk to children about that anticipation? 00:09:11.519 --> 00:09:13.580 So this was exactly what we experienced with 00:09:13.580 --> 00:09:16.960 my son coming and joining into year four after 00:09:16.960 --> 00:09:19.720 being at a previous school. And he came to his... 00:09:20.080 --> 00:09:23.000 sort of taster day and he was so excited about 00:09:23.000 --> 00:09:25.019 meeting his new teacher and as parents I think 00:09:25.019 --> 00:09:27.259 we'd given him so much enthusiasm and energy 00:09:27.259 --> 00:09:29.860 about this day and he came with this great expectation 00:09:29.860 --> 00:09:32.659 that he was going to make his best friends for 00:09:32.659 --> 00:09:34.580 life in the 40 minutes with his class teacher 00:09:34.580 --> 00:09:36.879 and it was just going to be this wonderful time. 00:09:37.419 --> 00:09:38.700 So ultimately he came back with a bit of disappointment 00:09:38.700 --> 00:09:41.779 because that's not the reality. So I think being 00:09:41.779 --> 00:09:43.820 able to prepare children for it, but being realistic 00:09:43.820 --> 00:09:47.539 about things as well. We also found that, sitting 00:09:47.539 --> 00:09:49.840 with our daughter now coming through, that having, 00:09:49.960 --> 00:09:52.600 talking about scenarios as well, thinking about 00:09:52.600 --> 00:09:54.899 the fact that actually we're sitting down together 00:09:54.899 --> 00:09:57.019 as a family and having our meal. This is what 00:09:57.019 --> 00:09:58.799 you're going to do when you're at your new school. 00:09:59.320 --> 00:10:00.779 When you're in nursery at the moment, you bring 00:10:00.779 --> 00:10:02.240 your packed lunch in, but this is all going to 00:10:02.240 --> 00:10:05.279 be different. So I think relating those to actual 00:10:05.279 --> 00:10:07.600 experiences is helpful. Yeah, it is all about 00:10:07.600 --> 00:10:10.419 that anticipation of things and things like using 00:10:10.419 --> 00:10:12.620 a knife and fork. Because again, in the summer, 00:10:12.679 --> 00:10:14.820 you might be having lots of lovely picnics, you 00:10:14.820 --> 00:10:16.820 might be having barbecues, it's all finger food. 00:10:16.860 --> 00:10:18.600 And then suddenly to be in that much more formal 00:10:18.600 --> 00:10:21.379 scenario. I mean, Emma, do you see that with 00:10:21.379 --> 00:10:22.860 the children when they arrive in early years? 00:10:23.179 --> 00:10:26.080 Yes, I think knives and forks is a really interesting 00:10:26.080 --> 00:10:28.899 way. At our school, we... Everyone has school 00:10:28.899 --> 00:10:31.399 lunches and sometimes I know in other schools 00:10:31.399 --> 00:10:33.879 people have packed lunches so children can be 00:10:33.879 --> 00:10:35.639 given the food that they're used to. But for 00:10:35.639 --> 00:10:40.000 us, it's quite good for the children to be able 00:10:40.000 --> 00:10:42.600 to try a whole load of different foods over the 00:10:42.600 --> 00:10:45.000 summer to get used to that or just try something. 00:10:45.360 --> 00:10:48.320 It might not be the same as mummy makes, but 00:10:48.320 --> 00:10:51.100 just try it because you might like it. So introducing 00:10:51.100 --> 00:10:53.600 different tastes over the summer is a really 00:10:53.600 --> 00:10:55.840 good way to help prepare a child for school. 00:10:56.509 --> 00:11:01.870 Absolutely. I think changing in any respect when 00:11:01.870 --> 00:11:06.250 children are young is tricky. How can we... talk 00:11:06.250 --> 00:11:09.830 to children about change. I think I'd be really 00:11:09.830 --> 00:11:12.070 interested in any hints and tips you have about 00:11:12.070 --> 00:11:15.149 how you can talk to children in an age -appropriate 00:11:15.149 --> 00:11:17.490 way about these transitions and these changes 00:11:17.490 --> 00:11:19.470 to them. I mean, Bruce, what are your thoughts? 00:11:19.710 --> 00:11:22.629 Absolutely. I think it's about having those open 00:11:22.629 --> 00:11:24.929 conversations, talking about what's coming up. 00:11:25.470 --> 00:11:27.950 It's also that reflection of when am I having 00:11:27.950 --> 00:11:30.250 these conversations? Am I having them as a one 00:11:30.250 --> 00:11:32.509 -off conversation or am I actually coming back 00:11:32.509 --> 00:11:34.629 to it? Am I reminding children about the things? 00:11:35.049 --> 00:11:36.690 that are going to happen. We're reminding them 00:11:36.690 --> 00:11:38.389 about what things are going to look like and 00:11:38.389 --> 00:11:41.250 how things are going to be different. There's 00:11:41.250 --> 00:11:43.370 a wonderful episode that I've seen on Bluey, 00:11:43.370 --> 00:11:44.929 which I don't know if you know. Yes, I know Bluey. 00:11:44.929 --> 00:11:46.970 Yes, absolutely. It's an amazing episode. It's 00:11:46.970 --> 00:11:49.330 just, they're moving house and there's this conversation 00:11:49.330 --> 00:11:51.429 about moving house and parents are great in telling 00:11:51.429 --> 00:11:53.450 them what's going to happen. Then suddenly the 00:11:53.450 --> 00:11:56.769 removers come and bingo bursts into tears because 00:11:56.769 --> 00:11:59.299 actually nobody explained to her. Yes, you're 00:11:59.299 --> 00:12:00.759 selling the house, but actually you also need 00:12:00.759 --> 00:12:03.460 to move out of it. So it's all those little elements 00:12:03.460 --> 00:12:05.639 that come with it about, yes, you're moving to 00:12:05.639 --> 00:12:08.100 a new school, but you also realize you're going 00:12:08.100 --> 00:12:10.340 to be leaving the school that you're at. You're 00:12:10.340 --> 00:12:11.860 going to be saying goodbye to these things along 00:12:11.860 --> 00:12:15.259 the way. Yes. And actually the summer holidays, 00:12:15.700 --> 00:12:19.450 that time. It just feels endless for a small 00:12:19.450 --> 00:12:21.210 child, doesn't it? And therefore, you know, you 00:12:21.210 --> 00:12:22.789 might have talked about it at the beginning of 00:12:22.789 --> 00:12:25.149 the holidays, but it's that kind of returning 00:12:25.149 --> 00:12:28.009 to it, isn't it? And just making sure that you're 00:12:28.009 --> 00:12:30.070 continually talking about it in an appropriate 00:12:30.070 --> 00:12:32.490 way that they're not being overwhelmed by it. 00:12:32.529 --> 00:12:34.129 And it's not the biggest thing in their mind, 00:12:34.149 --> 00:12:36.450 but just a kind of reminder over the summer. 00:12:36.590 --> 00:12:39.730 Yes, I would say, as Bruce said, talking regularly 00:12:39.730 --> 00:12:42.870 about what's going to happen. And a bit like 00:12:42.870 --> 00:12:45.409 the Bluey episode, using stories. There are so 00:12:45.409 --> 00:12:48.870 many stories out there that parents can share 00:12:48.870 --> 00:12:51.610 with their child about starting school, about 00:12:51.610 --> 00:12:55.509 change. And for a lot of young children, you 00:12:55.509 --> 00:12:57.570 can talk about how they're feeling and this is 00:12:57.570 --> 00:12:59.230 going to happen, but actually putting it into 00:12:59.230 --> 00:13:01.649 a story that's happening to someone else is another 00:13:01.649 --> 00:13:04.870 way they can relate. Amazing. Emma, I'm putting 00:13:04.870 --> 00:13:06.970 you on the spot. Any titles of these stories? 00:13:07.600 --> 00:13:09.820 There are lots out there. Yeah, I'm sure it's 00:13:09.820 --> 00:13:12.039 an excuse to go to a bookshop, isn't it? Yes, 00:13:12.039 --> 00:13:15.679 go explore. Or go to the library. Libraries are 00:13:15.679 --> 00:13:18.460 excellent. There are brilliant stories in the 00:13:18.460 --> 00:13:20.899 libraries. Ask a librarian about things that 00:13:20.899 --> 00:13:23.399 you could find that would help your child settle 00:13:23.399 --> 00:13:26.279 in. So obviously a lot of children will have 00:13:26.279 --> 00:13:28.539 been to nursery, Emma, and then they go into 00:13:28.539 --> 00:13:33.059 reception. what should parents expect kind of 00:13:33.059 --> 00:13:34.480 the education to look at? Because, you know, 00:13:34.500 --> 00:13:35.759 some parents go, well, I go and they just seem 00:13:35.759 --> 00:13:38.580 to be playing. I mean, obviously I know and we 00:13:38.580 --> 00:13:40.960 know what we talk about in terms of the early 00:13:40.960 --> 00:13:43.080 years foundation stage, but what does it actually 00:13:43.080 --> 00:13:46.159 look like? What can parents expect in the classroom? 00:13:46.340 --> 00:13:48.919 So I think the first thing to say about the difference 00:13:48.919 --> 00:13:51.480 between nursery and a reception year in a school 00:13:51.480 --> 00:13:56.299 is that it is very, very different. And it's 00:13:56.299 --> 00:13:59.720 different in that I think the children will get... 00:13:59.980 --> 00:14:03.080 become more tired very quickly I think a lot 00:14:03.080 --> 00:14:04.740 of parents think oh it's fine they've been in 00:14:04.740 --> 00:14:07.639 in nursery and daycare they're used to long days 00:14:07.639 --> 00:14:09.740 it's fine but actually when you move environment 00:14:09.740 --> 00:14:12.080 and you're meeting a whole load of new faces 00:14:12.080 --> 00:14:15.899 and different structure different routines it's 00:14:15.899 --> 00:14:18.039 emotionally very draining on children so they 00:14:18.039 --> 00:14:19.700 will become tired so I think that's one thing 00:14:19.700 --> 00:14:22.559 that parents should be prepared for is that um 00:14:22.559 --> 00:14:25.850 you know as as teachers we We encompass that 00:14:25.850 --> 00:14:28.309 during our day and we're aware of it. But when 00:14:28.309 --> 00:14:30.190 the children come out at the end of the school 00:14:30.190 --> 00:14:32.149 day and meet their parents, that's when parents 00:14:32.149 --> 00:14:35.049 should probably expect a few meltdowns. And that's 00:14:35.049 --> 00:14:37.710 when those emotions will come out and they will 00:14:37.710 --> 00:14:40.870 be super, super hungry as well. That's how it 00:14:40.870 --> 00:14:43.110 manifests itself. So always bring a snack at 00:14:43.110 --> 00:14:44.730 the end of the school day. Excellent. That's 00:14:44.730 --> 00:14:47.330 my top tip. Bring a healthy snack for your child. 00:14:48.149 --> 00:14:51.929 But I think in terms of what it looks like, yes, 00:14:51.950 --> 00:14:55.019 there is still lots of play. And that is important 00:14:55.019 --> 00:14:57.139 because it's a way that children socialize. They're 00:14:57.139 --> 00:15:00.179 getting to know each other. And it's how children 00:15:00.179 --> 00:15:02.580 learn. So there is lots and lots of play. But 00:15:02.580 --> 00:15:04.899 into that, as practitioners, we're trying to 00:15:04.899 --> 00:15:07.419 engage with the children. We're trying to get 00:15:07.419 --> 00:15:09.379 to know the children. So we will spend a long 00:15:09.379 --> 00:15:11.799 time talking with the children, playing with 00:15:11.799 --> 00:15:14.340 the children. And then very slowly, we'll start 00:15:14.340 --> 00:15:16.799 integrating some learning into that. So we might 00:15:16.799 --> 00:15:20.679 do small chunks of phonics learning. which they 00:15:20.679 --> 00:15:22.539 might have had at nursery. Some nursery settings 00:15:22.539 --> 00:15:26.120 still do that. But the expectations are slightly 00:15:26.120 --> 00:15:29.600 different in school. And we're just helping to 00:15:29.600 --> 00:15:32.639 train them, get them used to what's happening 00:15:32.639 --> 00:15:36.500 in school. But as Bruce said straight at the 00:15:36.500 --> 00:15:38.179 very start, one of the things we really want 00:15:38.179 --> 00:15:40.980 is for children to want to enjoy being at school 00:15:40.980 --> 00:15:43.419 and have fun at school. So like you said, you 00:15:43.419 --> 00:15:45.279 want your child to be happy when they're at school. 00:15:45.360 --> 00:15:47.419 We also want them to be really happy and we want 00:15:47.419 --> 00:15:49.950 school to be a fun thing. Yeah. I mean, I always 00:15:49.950 --> 00:15:52.490 sort of anticipate, you know, the first week 00:15:52.490 --> 00:15:55.129 is really exciting. And, you know, I know we 00:15:55.129 --> 00:15:57.269 always sort of start halfway through a week so 00:15:57.269 --> 00:15:58.830 that the children have time and then they get 00:15:58.830 --> 00:16:01.809 a bit of a break over the weekend. But Bruce, 00:16:01.929 --> 00:16:03.669 when the children, there's that first flush of 00:16:03.669 --> 00:16:05.269 excitement and I'm putting on my new shoes and 00:16:05.269 --> 00:16:07.759 I've got my new bag and everything's new. There 00:16:07.759 --> 00:16:09.940 will come a point where possibly there's a moment 00:16:09.940 --> 00:16:11.759 when the children don't want to get up and go 00:16:11.759 --> 00:16:14.759 to school. Now, how can we support parents or 00:16:14.759 --> 00:16:16.679 what advice could we give parents about those 00:16:16.679 --> 00:16:19.139 moments? I think, first of all, it's very normal. 00:16:19.299 --> 00:16:21.940 Yes. I remember my son when he started in reception. 00:16:22.519 --> 00:16:25.220 He'd done his Wednesday, Thursday, Friday, and 00:16:25.220 --> 00:16:27.940 then the weekend, Monday morning, time to get 00:16:27.940 --> 00:16:30.649 up, go to school. I've already done it. I was 00:16:30.649 --> 00:16:31.990 like, oh, no, darling, sorry, I haven't explained 00:16:31.990 --> 00:16:33.950 to you. Actually, it's not just a three -day 00:16:33.950 --> 00:16:36.710 thing, school. It's a long, long journey. And 00:16:36.710 --> 00:16:39.529 I think that's a very, very normal thing. And 00:16:39.529 --> 00:16:42.009 I think parents sometimes worry, especially if 00:16:42.009 --> 00:16:44.690 they've made big moves, if they've moved to relocate 00:16:44.690 --> 00:16:47.070 to come to a certain school or big changes in 00:16:47.070 --> 00:16:49.129 their life and moving from abroad, that actually 00:16:49.129 --> 00:16:51.110 as soon as their child says, I don't want to 00:16:51.110 --> 00:16:54.679 go to school, it sends them. into a panic into 00:16:54.679 --> 00:16:57.740 a worry um and often that then results in us 00:16:57.740 --> 00:17:01.399 as parents saying things or doing things or we 00:17:01.399 --> 00:17:03.419 say we're trying to encourage them but in reality 00:17:03.419 --> 00:17:05.140 we're sort of threatening them that if they don't 00:17:05.140 --> 00:17:07.380 move out the house very quickly then there's 00:17:07.380 --> 00:17:09.539 going to be some consequence. I think taking 00:17:09.539 --> 00:17:12.220 time in that moment and just being with your 00:17:12.220 --> 00:17:14.119 children through that. Absolutely, because obviously 00:17:14.119 --> 00:17:16.339 sometimes our anxiety about getting to work, 00:17:16.460 --> 00:17:18.319 oh no, I can't, you know, you're melting down. 00:17:18.440 --> 00:17:22.160 But just those five, 10 minutes of calm and acknowledging 00:17:22.160 --> 00:17:25.299 how they're feeling is so important, isn't it, 00:17:25.319 --> 00:17:28.960 in that moment? Because it is normal. And I think 00:17:28.960 --> 00:17:30.700 there's so much in the press about, you know, 00:17:30.720 --> 00:17:32.500 school refusal and so on, that people panic. 00:17:32.599 --> 00:17:35.000 Is this the start of it? No. We all know what 00:17:35.000 --> 00:17:37.039 it's like when you start a new job. Your output 00:17:37.039 --> 00:17:40.960 is huge, isn't it? And that socialisation, as 00:17:40.960 --> 00:17:42.440 you rightly say, they're all trying to get to 00:17:42.440 --> 00:17:45.779 know each other. And that can be really challenging. 00:17:46.099 --> 00:17:47.920 Can I just pick up on what Emma mentioned before 00:17:47.920 --> 00:17:49.980 about the tiredness as well? Because I think 00:17:49.980 --> 00:17:51.779 that's also something we really see at this time 00:17:51.779 --> 00:17:54.539 of the year. Because actually as parents and 00:17:54.539 --> 00:17:57.259 as adults, the sort of change we experience over 00:17:57.259 --> 00:17:59.500 a year, two years, five years, is relatively 00:17:59.500 --> 00:18:01.710 small. But our children are going through a huge 00:18:01.710 --> 00:18:04.170 amount of change. And then as it comes towards 00:18:04.170 --> 00:18:06.720 the end of the year, there is... tiredness at 00:18:06.720 --> 00:18:09.019 the end of a school year there's also the worries 00:18:09.019 --> 00:18:11.839 about the change is going to come and this as 00:18:11.839 --> 00:18:15.200 it does in reception can also look as in emotional 00:18:15.200 --> 00:18:17.880 dysregulation as well and children really struggling 00:18:17.880 --> 00:18:20.380 in the moment and lots of tears and as you said 00:18:20.380 --> 00:18:22.400 before just being beside the children at that 00:18:22.400 --> 00:18:25.119 moment and listening to them not trying to solve 00:18:25.119 --> 00:18:26.859 all their problems for them but just being with 00:18:26.859 --> 00:18:29.119 them it's a really key thing because effectively 00:18:29.119 --> 00:18:30.859 they're just showing their emotions aren't they 00:18:30.859 --> 00:18:33.000 and as a child as children are learning it is 00:18:33.000 --> 00:18:35.259 going to be just an explosion of emotions as 00:18:35.259 --> 00:18:37.710 they They come to terms with them. I think the 00:18:37.710 --> 00:18:39.670 other thing is parents are often worried about 00:18:39.670 --> 00:18:42.349 how much to share with the school about their 00:18:42.349 --> 00:18:45.789 particular situation. And I don't know, Emma, 00:18:45.890 --> 00:18:50.309 how much should parents share with you as the 00:18:50.309 --> 00:18:52.910 reception teachers and their new teachers about 00:18:52.910 --> 00:18:54.630 maybe things that are going on at home or their 00:18:54.630 --> 00:18:58.549 family situation? So I would say that as teachers, 00:18:58.569 --> 00:19:02.130 we view parents as partners in learning. So in 00:19:02.130 --> 00:19:05.089 their child's educational journey. we work together 00:19:05.089 --> 00:19:07.230 it's kind of like a triangle there's the parents 00:19:07.230 --> 00:19:09.329 there's a school and there's a child and we're 00:19:09.329 --> 00:19:12.809 all working together um so my advice to parents 00:19:12.809 --> 00:19:15.789 would be to share almost everything the more 00:19:15.789 --> 00:19:18.109 we know the more we can get to know your child 00:19:18.109 --> 00:19:20.529 better the more we can better support your child 00:19:20.529 --> 00:19:24.089 in their in their education and so i think to 00:19:24.089 --> 00:19:26.410 parents they if there's something that they're 00:19:26.410 --> 00:19:28.170 worried about if there's something that they 00:19:28.170 --> 00:19:29.730 think oh i don't know whether to share this or 00:19:29.730 --> 00:19:33.650 not do because the Teachers then are armed with 00:19:33.650 --> 00:19:36.710 a bit more information and know a bit more and 00:19:36.710 --> 00:19:39.190 can help. And have that sensitivity as well, 00:19:39.230 --> 00:19:41.910 because, you know, I always cite the situation 00:19:41.910 --> 00:19:44.670 of maybe a pet dying. And for teachers to have 00:19:44.670 --> 00:19:47.930 that understanding and that knowledge just allows 00:19:47.930 --> 00:19:50.109 them to contextualise maybe what's happening 00:19:50.109 --> 00:19:52.569 in the classroom that day or the conversations 00:19:52.569 --> 00:19:55.009 that the child might be having. It's so important 00:19:55.009 --> 00:19:56.549 for us to hear. I mean, Bruce, would you agree 00:19:56.549 --> 00:19:58.410 with that? Absolutely. And I think that relationship. 00:19:59.380 --> 00:20:02.500 between school and between home is absolutely 00:20:02.500 --> 00:20:05.500 key because if as parents you feel that you have 00:20:05.500 --> 00:20:07.299 a relationship with the school then when little 00:20:07.299 --> 00:20:09.480 things happen you go to them and you feel supported 00:20:09.480 --> 00:20:12.339 and you feel held. When there's not that relationship 00:20:12.339 --> 00:20:14.279 and things are happening you've got nobody to 00:20:14.279 --> 00:20:17.160 talk to those worries or anxieties suddenly grow 00:20:17.160 --> 00:20:20.269 huge. And you're not able to respond to them. 00:20:20.349 --> 00:20:23.170 And I think it's to remember that the teachers 00:20:23.170 --> 00:20:26.049 in your schools are professionals. You know, 00:20:26.069 --> 00:20:28.250 we see this year in, year out. You know, you 00:20:28.250 --> 00:20:31.230 welcome new children, new families every year. 00:20:31.630 --> 00:20:34.710 And it is important for parents to really, really 00:20:34.710 --> 00:20:38.650 trust those professionals and really kind of 00:20:38.650 --> 00:20:40.470 seek advice for them. And I'm sure, you know, 00:20:40.470 --> 00:20:43.700 as we do here, you know, there are often... meetings 00:20:43.700 --> 00:20:46.599 or information that the school provides, which 00:20:46.599 --> 00:20:48.920 can be really helpful. And I'd always say to 00:20:48.920 --> 00:20:51.059 any parents, really engage in any of the meetings 00:20:51.059 --> 00:20:53.440 or information evenings that are there because 00:20:53.440 --> 00:20:55.940 it's really helpful, particularly when, for example, 00:20:56.059 --> 00:20:58.420 the big thing is you get the reading book coming 00:20:58.420 --> 00:21:01.460 home, don't you, Emma? And it's really important 00:21:01.460 --> 00:21:03.400 that parents know how to support their child 00:21:03.400 --> 00:21:05.240 when they're on that reading journey. I mean, 00:21:05.240 --> 00:21:07.380 is there anything that parents need to be aware 00:21:07.380 --> 00:21:10.299 of when things start coming home that they need 00:21:10.299 --> 00:21:12.750 to do? Or is that not even going to happen? to 00:21:12.750 --> 00:21:15.890 them in reception uh yes they will still get 00:21:15.890 --> 00:21:19.049 books home i think the biggest thing by giving 00:21:19.049 --> 00:21:21.769 a book to a child to take home to read is actually 00:21:21.769 --> 00:21:23.670 the connection with the parent it's that one 00:21:23.670 --> 00:21:26.470 -to -one time reading a story it might be a library 00:21:26.470 --> 00:21:28.910 book it might be a reading book that is helping 00:21:28.910 --> 00:21:32.230 them in their in their learning to read but it's 00:21:32.230 --> 00:21:35.009 that one -to -one precious time with your child 00:21:35.009 --> 00:21:37.710 when you can ask questions and they love it they're 00:21:37.710 --> 00:21:41.500 seeking that special special time and that's 00:21:41.500 --> 00:21:44.059 really important so giving even if it's just 00:21:44.059 --> 00:21:48.490 five minutes but giving your child kind of A 00:21:48.490 --> 00:21:52.130 dedicated time just for them to talk about things, 00:21:52.210 --> 00:21:54.609 to share a story together and to develop those 00:21:54.609 --> 00:21:56.930 emotional connections is really, really important. 00:21:57.170 --> 00:21:59.990 Absolutely. And the great things about the books 00:21:59.990 --> 00:22:03.130 that they have, they normally are focused around, 00:22:03.210 --> 00:22:05.630 you know, emotional situations and how a child 00:22:05.630 --> 00:22:07.710 might deal with that. So it can stimulate really, 00:22:07.789 --> 00:22:10.569 really positive conversations, can't it, in how 00:22:10.569 --> 00:22:13.589 to deal with those tricky things. Bruce, when... 00:22:13.880 --> 00:22:16.180 Children have an experience at school that a 00:22:16.180 --> 00:22:17.900 day hasn't gone particularly well. Perhaps they've 00:22:17.900 --> 00:22:20.319 fallen out with somebody and they go home and 00:22:20.319 --> 00:22:23.660 they offload this to a parent. Your immediate 00:22:23.660 --> 00:22:26.400 response as a parent is, I want to solve this 00:22:26.400 --> 00:22:28.980 and what on earth is going on? How should parents 00:22:28.980 --> 00:22:31.859 manage that situation and particularly the relationship 00:22:31.859 --> 00:22:34.339 with the school and the teacher? I think it's 00:22:34.339 --> 00:22:35.759 about being very open with the school as well. 00:22:35.920 --> 00:22:37.900 Saying that they've come back, that they've talked 00:22:37.900 --> 00:22:40.019 about these things and this has happened. Trying 00:22:40.019 --> 00:22:43.109 to keep the emotion. out of it. And I think for 00:22:43.109 --> 00:22:45.890 that child as well, just not trying to solve 00:22:45.890 --> 00:22:48.049 the problem for them. I think it's so easy as 00:22:48.049 --> 00:22:50.710 parents in which we go, don't worry, I will sort 00:22:50.710 --> 00:22:52.849 it. I will phone the school. I will talk to the 00:22:52.849 --> 00:22:56.130 head. I will deal with it all. Actually, the 00:22:56.130 --> 00:22:58.470 children don't even want that. Sometimes they 00:22:58.470 --> 00:23:00.430 just want to be able to tell you, this has happened. 00:23:00.750 --> 00:23:03.609 It's annoying, but actually I'm okay with it. 00:23:03.930 --> 00:23:06.369 And I think as parents, our response becomes 00:23:06.369 --> 00:23:09.529 so escalated that actually the children start 00:23:09.529 --> 00:23:12.420 to go. Oh, actually, it's bigger than I thought 00:23:12.420 --> 00:23:14.039 it was. I thought it was just a little falling 00:23:14.039 --> 00:23:15.640 out. But actually, my parents are now telling 00:23:15.640 --> 00:23:17.920 me this is really serious. So I think having 00:23:17.920 --> 00:23:20.019 that perspective is really key. Yeah, I mean, 00:23:20.039 --> 00:23:21.740 would that be your experience as well? I mean, 00:23:21.799 --> 00:23:25.500 that's important. Yes, I think so. I think often... 00:23:27.629 --> 00:23:30.069 Parents, when you ask your child what happened 00:23:30.069 --> 00:23:31.869 at school, because we love to know, we're desperate 00:23:31.869 --> 00:23:34.630 to know what's happened in their day. And it's 00:23:34.630 --> 00:23:37.210 very easy to kind of, the first thing, you meet 00:23:37.210 --> 00:23:39.309 your child when they come out of school and they 00:23:39.309 --> 00:23:42.569 run out to you and say, how was your day? And 00:23:42.569 --> 00:23:46.849 then they just say, fine, good, okay. It's not 00:23:46.849 --> 00:23:49.549 often that you get a lot if you ask a question 00:23:49.549 --> 00:23:53.269 like that. So I think sometimes asking the question 00:23:53.269 --> 00:23:55.109 in a different way, particularly for younger 00:23:55.109 --> 00:23:58.369 children. um some children are greater opening 00:23:58.369 --> 00:24:01.410 up other children are not so you can frame it 00:24:01.410 --> 00:24:04.049 in a different way if you want to know information 00:24:04.049 --> 00:24:06.349 you know say oh i bet you had custard at lunch 00:24:06.349 --> 00:24:09.309 today yeah and they'll go no i didn't it was 00:24:09.309 --> 00:24:11.490 jelly and then you automatically know oh well 00:24:11.490 --> 00:24:13.930 i found out what they have for lunch it's asking 00:24:13.930 --> 00:24:16.089 things in a different way but sometimes i also 00:24:16.089 --> 00:24:19.950 think um parents often just hear the bad things 00:24:19.950 --> 00:24:22.009 sometimes because if children do have something 00:24:22.009 --> 00:24:24.640 to say they will hold on to that one little negative 00:24:24.640 --> 00:24:26.740 thing. And they might say, well, no one played 00:24:26.740 --> 00:24:29.220 with me at playtime today. Now, as a teacher 00:24:29.220 --> 00:24:32.319 watching that, and if I was listening to that 00:24:32.319 --> 00:24:33.980 conversation, I would know straight away that 00:24:33.980 --> 00:24:36.319 that's not the case. But for maybe two minutes 00:24:36.319 --> 00:24:38.980 at the start of playtime, no one did. But for 00:24:38.980 --> 00:24:41.579 a four -year -old, that's really massive. And 00:24:41.579 --> 00:24:44.380 that's what they want to share. So I think sometimes 00:24:44.380 --> 00:24:47.559 you need to take what your four or five -year 00:24:47.559 --> 00:24:51.400 -old or with a little bit pinch of salt as a 00:24:51.400 --> 00:24:53.819 parent. And again, that goes back to talking 00:24:53.819 --> 00:24:56.000 to the school if you have a worry or something, 00:24:56.200 --> 00:24:58.859 but also trying to get around it by trying to 00:24:58.859 --> 00:25:01.640 think, well, what else happened? You know, getting 00:25:01.640 --> 00:25:03.680 some positive things from your child as well, 00:25:03.759 --> 00:25:05.460 because they do sometimes hold on to the negative 00:25:05.460 --> 00:25:08.180 things. But there's so many other lovely things 00:25:08.180 --> 00:25:09.759 that happen during the day as well. Context is 00:25:09.759 --> 00:25:12.960 so important, isn't it? And contextualising for 00:25:12.960 --> 00:25:15.359 the child, but also, as you rightly say, the 00:25:15.359 --> 00:25:17.000 context that might have happened in school. So 00:25:17.000 --> 00:25:19.019 it's always important to contact the school to 00:25:19.019 --> 00:25:20.920 make sure that we're getting that other thing. 00:25:22.079 --> 00:25:24.299 Just thinking for a moment, Bruce, because obviously 00:25:24.299 --> 00:25:26.740 this Emma is very much welcoming children in 00:25:26.740 --> 00:25:29.519 as a big group, everyone starting together. If 00:25:29.519 --> 00:25:31.579 your child is going into a primary setting, perhaps 00:25:31.579 --> 00:25:35.019 starting at year one or year four, how does that 00:25:35.019 --> 00:25:37.000 differ from that initial experience? Is there 00:25:37.000 --> 00:25:38.880 anything else that parents need to think about? 00:25:39.200 --> 00:25:41.440 I think it also depends on the school. Some schools 00:25:41.440 --> 00:25:43.299 will mix and change year groups every year. And 00:25:43.299 --> 00:25:45.059 I think that also helps them be able to make 00:25:45.059 --> 00:25:46.819 new friendships and for new children coming in. 00:25:47.220 --> 00:25:49.579 It can be just a little bit daunting for the 00:25:49.579 --> 00:25:51.940 children coming into this. already established 00:25:51.940 --> 00:25:54.240 class setting. It can also be quite hard for 00:25:54.240 --> 00:25:55.680 the parents as well because they're feeling like 00:25:55.680 --> 00:25:57.599 they're trying to break into a friendship network 00:25:57.599 --> 00:26:00.680 that already exists and that's quite a quite 00:26:00.680 --> 00:26:02.940 a challenging part. I think for those that are 00:26:02.940 --> 00:26:05.480 coming in new one of the key things I think about 00:26:05.480 --> 00:26:07.720 for children is actually giving children some 00:26:07.720 --> 00:26:09.859 choice in what's happening because ultimately 00:26:09.859 --> 00:26:12.119 they've not chosen to move house, they've not 00:26:12.119 --> 00:26:14.259 chosen to move school, all this has happened 00:26:14.259 --> 00:26:16.339 to them. So when they come to their new school 00:26:16.339 --> 00:26:18.599 parents are often thinking do you know what I'm 00:26:18.599 --> 00:26:19.940 going to be so efficient I'm going to sign them 00:26:19.940 --> 00:26:21.670 up for all these clubs because they'll absolutely 00:26:21.670 --> 00:26:24.170 love it but actually sitting down with your child 00:26:24.170 --> 00:26:26.309 and going look there are all these options what 00:26:26.309 --> 00:26:29.509 do you think you might like to do is just so 00:26:29.509 --> 00:26:31.349 empowering for the children to have their voice 00:26:31.349 --> 00:26:34.230 heard oh that's so true isn't it because we again 00:26:34.230 --> 00:26:37.910 it's about us overlaying what we think the child 00:26:37.910 --> 00:26:40.269 might want but the child's voice in all of this 00:26:40.269 --> 00:26:42.950 is is so important even if you even if you're 00:26:42.950 --> 00:26:44.829 just listening to it it's not necessarily you're 00:26:44.829 --> 00:26:46.849 going to act on it but it is just that that moment 00:26:46.849 --> 00:26:50.519 of of giving the time to to listen um Obviously, 00:26:50.579 --> 00:26:53.259 we see a lot of different learning profiles of 00:26:53.259 --> 00:26:56.940 children as they join us. And certainly, you 00:26:56.940 --> 00:26:58.759 know, we read in the press that there is a real 00:26:58.759 --> 00:27:02.599 growth in, I guess, us identifying children with 00:27:02.599 --> 00:27:06.339 needs. I mean, you know, when you are seeing 00:27:06.339 --> 00:27:09.119 children coming into this environment and then 00:27:09.119 --> 00:27:12.559 maybe in the first term, you start to see learning 00:27:12.559 --> 00:27:15.880 behaviours that you want to talk to the children. 00:27:16.640 --> 00:27:19.000 How do you approach that, first of all, in terms 00:27:19.000 --> 00:27:21.339 of talking to parents? If you do start to see 00:27:21.339 --> 00:27:23.160 things that you might think, actually, that might 00:27:23.160 --> 00:27:25.660 need a little extra support, what can parents 00:27:25.660 --> 00:27:29.680 expect from a teacher in that scenario? How do 00:27:29.680 --> 00:27:34.700 you manage that scenario? I would say that... 00:27:35.069 --> 00:27:37.410 A really good teacher is very good at identifying 00:27:37.410 --> 00:27:40.329 and getting to know a child. And when you know 00:27:40.329 --> 00:27:43.589 that child, then you start spotting when things 00:27:43.589 --> 00:27:45.970 maybe aren't quite what they should be, where 00:27:45.970 --> 00:27:48.289 they should be. And it's all about communication. 00:27:48.789 --> 00:27:51.609 It's all about being open with parents about 00:27:51.609 --> 00:27:54.029 what you see, asking them if they see the same 00:27:54.029 --> 00:27:58.569 at home and whether together you can work to 00:27:58.569 --> 00:28:01.329 make things better for that child and how you 00:28:01.329 --> 00:28:03.329 can help them to make their learning journey. 00:28:04.089 --> 00:28:06.450 as smooth as possible yeah so it's all about 00:28:06.450 --> 00:28:09.369 communication and being open absolutely and i 00:28:09.369 --> 00:28:11.589 think children come from lots of different contexts 00:28:11.589 --> 00:28:13.950 and it's sometimes that they just need support 00:28:13.950 --> 00:28:16.490 in a in a very small area to get their confidence 00:28:16.490 --> 00:28:19.549 going or whatever but you know All of the all 00:28:19.549 --> 00:28:21.390 of the teachers that will be working with your 00:28:21.390 --> 00:28:23.849 child will have such experience that I think 00:28:23.849 --> 00:28:25.890 it's important that parents listen to a teacher. 00:28:26.130 --> 00:28:28.490 And if a teacher is saying, you know, we're starting 00:28:28.490 --> 00:28:30.490 to see this in school, is this something, you 00:28:30.490 --> 00:28:32.450 know, please be honest and open to those conversations. 00:28:32.509 --> 00:28:34.750 I think I'd say to any parent, because it is 00:28:34.750 --> 00:28:37.329 important that the communication is both ways 00:28:37.329 --> 00:28:42.559 and it's not just from from the. or the teacher 00:28:42.559 --> 00:28:45.599 one way from that point of view. Just thinking 00:28:45.599 --> 00:28:50.759 about the kind of expectation of the teacher 00:28:50.759 --> 00:28:53.960 about the progress that a child will make in 00:28:53.960 --> 00:28:56.940 that first year in school. I mean, people talk 00:28:56.940 --> 00:28:59.480 about that it is one of those years where they'll 00:28:59.480 --> 00:29:01.480 make so much progress. I mean, what can be the 00:29:01.480 --> 00:29:04.039 expectation of a parent from kind of start to 00:29:04.039 --> 00:29:05.680 finish? What are they going to see developing 00:29:05.680 --> 00:29:08.740 in the child in that first year? So I'd say the... 00:29:09.079 --> 00:29:13.240 Primary change that you see is the children developing 00:29:13.240 --> 00:29:16.740 confidence and developing personally and socially. 00:29:16.940 --> 00:29:20.660 That's massive. It's very easy to see how their 00:29:20.660 --> 00:29:23.640 academic progress comes along because you see 00:29:23.640 --> 00:29:26.140 it in their writing and their learning to read. 00:29:26.319 --> 00:29:29.319 But I think sometimes what we miss is how much 00:29:29.319 --> 00:29:31.759 confidence children get from starting school 00:29:31.759 --> 00:29:35.759 and how that builds, how suddenly they change 00:29:35.759 --> 00:29:41.660 from these children who start. in September when 00:29:41.660 --> 00:29:43.279 they don't really have that much independence. 00:29:44.000 --> 00:29:47.599 And as they grow in that year, it's massive, 00:29:47.880 --> 00:29:50.980 the change that we see. And actually, it's so 00:29:50.980 --> 00:29:53.400 important as well. And it's one of the big areas 00:29:53.400 --> 00:29:55.680 in the foundation stage is this personal, social 00:29:55.680 --> 00:29:58.519 and emotional development, including independence 00:29:58.519 --> 00:30:03.500 and confidence. And suddenly they turn from being 00:30:03.500 --> 00:30:06.259 kind of an infant to being a real proper person 00:30:06.259 --> 00:30:08.900 with views and opinions and their voice starts 00:30:08.900 --> 00:30:13.940 to be heard. It's really lovely to see. I think 00:30:13.940 --> 00:30:15.660 it's one of those years that's really magical 00:30:15.660 --> 00:30:17.759 as a teacher and a parent seeing all of that 00:30:17.759 --> 00:30:22.920 kind of progress being made. Parents will start 00:30:22.920 --> 00:30:25.299 to anticipate parents' meetings. And I remember 00:30:25.299 --> 00:30:27.640 as a parent going, even as a teacher going, oh 00:30:27.640 --> 00:30:29.099 my goodness, I'm going to have to sit there and 00:30:29.099 --> 00:30:31.380 hear about my child. I mean, what are the purpose 00:30:31.380 --> 00:30:34.000 of parent meetings really, Bruce? Because it 00:30:34.000 --> 00:30:35.799 is something that's new to you as a parent and 00:30:35.799 --> 00:30:38.160 you sit on those little chairs and not quite 00:30:38.160 --> 00:30:40.559 knowing what's the purpose of those first meetings. 00:30:41.099 --> 00:30:44.160 I think for most parents, I think in a good school, 00:30:44.339 --> 00:30:46.099 actually the information you're being shared 00:30:46.099 --> 00:30:48.240 with you shouldn't be coming as a surprise. If 00:30:48.240 --> 00:30:49.460 you're sitting down in that parents' meeting 00:30:49.460 --> 00:30:51.619 and the school is saying to you, well, I'm worried 00:30:51.619 --> 00:30:53.779 about this and I'm worried about this, actually 00:30:53.779 --> 00:30:55.759 there's been something wrong there with communication. 00:30:56.519 --> 00:30:57.980 We should have been sharing our observations 00:30:57.980 --> 00:31:00.619 from quite early on. I really see it as an opportunity 00:31:00.619 --> 00:31:02.759 to just... update parents on where we get to, 00:31:02.900 --> 00:31:05.319 share some of the great successes that they've 00:31:05.319 --> 00:31:08.119 had in different areas and just celebrate those 00:31:08.119 --> 00:31:10.500 areas and just give a few key targets in moving 00:31:10.500 --> 00:31:13.819 forwards, both about the academic side, but also 00:31:13.819 --> 00:31:16.019 thinking about how, as you say, Emma, how they've 00:31:16.019 --> 00:31:18.539 grown as individuals as well. And are there any 00:31:18.539 --> 00:31:20.680 questions that parents should ask, Emma, do you 00:31:20.680 --> 00:31:25.309 think, in those first parent meetings? It's a 00:31:25.309 --> 00:31:27.170 tricky one. I think a lot of parents want to 00:31:27.170 --> 00:31:28.630 know what they're learning because they see school 00:31:28.630 --> 00:31:30.670 as an environment where they're going to just 00:31:30.670 --> 00:31:34.430 learn academically. So for your first reception 00:31:34.430 --> 00:31:37.170 parents evening, actually, my question would 00:31:37.170 --> 00:31:39.329 always be, firstly, are they happy at school? 00:31:39.549 --> 00:31:42.250 Who did they play with? How are they interacting 00:31:42.250 --> 00:31:45.650 with other people? That for me is much more important 00:31:45.650 --> 00:31:48.369 than the academic learning. They've got many, 00:31:48.490 --> 00:31:51.529 many years ahead of learning to read and write 00:31:51.529 --> 00:31:54.859 and how they are. academically in the class and 00:31:54.859 --> 00:31:56.980 I think they're also little people they're all 00:31:56.980 --> 00:31:59.759 individuals and they all grow at different rates 00:31:59.759 --> 00:32:03.099 so if you think of a child growing taller no 00:32:03.099 --> 00:32:06.140 child is ever at the same height and everyone 00:32:06.140 --> 00:32:08.559 kind of develops at different stages and that's 00:32:08.559 --> 00:32:11.180 the same for their academic journey as well so 00:32:11.180 --> 00:32:14.539 I would definitely ask about how they're they 00:32:14.539 --> 00:32:17.259 are socially That's a really lovely analogy about 00:32:17.259 --> 00:32:19.000 the height, isn't it? Because that's a really 00:32:19.000 --> 00:32:21.180 visual, you can remind yourself, yeah, of course 00:32:21.180 --> 00:32:23.799 everybody is in different speeds. What about 00:32:23.799 --> 00:32:26.839 the shy child? So the child that really doesn't 00:32:26.839 --> 00:32:31.099 feel confident being with other people. How can 00:32:31.099 --> 00:32:34.759 a parent support that child to feel confident 00:32:34.759 --> 00:32:36.480 when they're getting to school on that first 00:32:36.480 --> 00:32:39.680 day? I think pushing a child to say, oh no, off 00:32:39.680 --> 00:32:41.299 you go, go talk to your teacher, that's your 00:32:41.299 --> 00:32:44.509 teacher, go and say hello. Almost it's the worst 00:32:44.509 --> 00:32:48.190 thing you could do. I think let that child grow 00:32:48.190 --> 00:32:50.589 themselves, develop that confidence. It will 00:32:50.589 --> 00:32:56.430 come and they will start to become less shy as 00:32:56.430 --> 00:32:59.309 they, I mean. I'm personally quite a shy person 00:32:59.309 --> 00:33:01.990 and to go into a room with adults that I don't 00:33:01.990 --> 00:33:04.529 know, I will naturally gravitate towards the 00:33:04.529 --> 00:33:06.750 people I know rather than talk to people I don't. 00:33:06.750 --> 00:33:09.390 And that's me as an adult. If you imagine you're 00:33:09.390 --> 00:33:12.130 four and you're going into a place and there's 00:33:12.130 --> 00:33:13.569 someone saying, off you go, off you go, you'll 00:33:13.569 --> 00:33:18.150 be fine. Just give it time because I think sometimes 00:33:18.150 --> 00:33:20.329 some children take a little bit of time to get 00:33:20.329 --> 00:33:24.089 used to their surroundings and they need that 00:33:24.089 --> 00:33:27.819 time to just feel a little bit more secure. And 00:33:27.819 --> 00:33:30.279 then they will start doing it at their pace. 00:33:30.960 --> 00:33:34.059 So don't put too high expectations on your child 00:33:34.059 --> 00:33:37.380 when they start school. Give them time to settle 00:33:37.380 --> 00:33:41.400 in would be my advice. How should a parent manage 00:33:41.400 --> 00:33:43.819 it if, for example, they have a particular toy 00:33:43.819 --> 00:33:47.579 that they are attached to and it's almost a comforter 00:33:47.579 --> 00:33:50.759 in a way. How does a parent manage that when 00:33:50.759 --> 00:33:51.779 they're coming to school and the child's going, 00:33:51.880 --> 00:33:54.220 oh, well, can I take this toy with me? How do 00:33:54.220 --> 00:33:56.019 you manage that? So I would say if the child 00:33:56.019 --> 00:33:58.519 needs that toy to help them feel settled and 00:33:58.519 --> 00:34:02.140 manage that change, that's absolutely fine. So 00:34:02.140 --> 00:34:05.900 in my setting, that would be okay. And then as 00:34:05.900 --> 00:34:08.539 a teacher, I would very gradually start saying, 00:34:08.699 --> 00:34:11.380 oh, well, your little fluffy rabbit, why don't 00:34:11.380 --> 00:34:13.380 you have him here while we take the register? 00:34:13.820 --> 00:34:16.300 And then when we're doing our learning, why doesn't 00:34:16.300 --> 00:34:18.880 he have a little play over here? Or would you 00:34:18.880 --> 00:34:20.500 like to go and sit in your bag and he could look 00:34:20.500 --> 00:34:23.190 out at you? And watch you and then you could 00:34:23.190 --> 00:34:25.710 get him at playtime. So as a teacher, that's 00:34:25.710 --> 00:34:28.730 how I would manage that situation. I think parents 00:34:28.730 --> 00:34:32.690 should maybe ask the teacher how they would like 00:34:32.690 --> 00:34:34.590 to do it. Because quite often it's much easier 00:34:34.590 --> 00:34:38.789 as a teacher for me to take on that role than 00:34:38.789 --> 00:34:40.329 it is for a parent to say, oh, no, you mustn't 00:34:40.329 --> 00:34:43.849 take your toy to school. As a parent, it's harder 00:34:43.849 --> 00:34:46.110 because the child will push back. Yeah, absolutely. 00:34:46.289 --> 00:34:47.670 And again, that comes down to the communication 00:34:47.670 --> 00:34:49.769 and the partnership and so on, isn't it? Yes. 00:34:50.269 --> 00:34:54.510 So in summary, Emma, what are your top do's and 00:34:54.510 --> 00:34:59.989 don'ts for children starting school? My top don't 00:34:59.989 --> 00:35:04.590 would be don't stress about it too much. Don't 00:35:04.590 --> 00:35:07.130 worry. And especially to parents, don't worry 00:35:07.130 --> 00:35:09.789 if you get it wrong. We all get it wrong. We 00:35:09.789 --> 00:35:13.789 all forget to pack their PE kit on one day. I've 00:35:13.789 --> 00:35:15.750 done that many times. We might forget things. 00:35:15.869 --> 00:35:20.539 It's OK. Everybody does it. It's normal. My top 00:35:20.539 --> 00:35:23.639 do's would be or little tips to help parents 00:35:23.639 --> 00:35:28.139 starting school. Enjoy the summer is my top tip. 00:35:28.179 --> 00:35:30.619 Spend lots and lots of time with your child. 00:35:30.739 --> 00:35:32.960 That's the best preparation that you can give 00:35:32.960 --> 00:35:36.920 them is spending time and enjoying being with 00:35:36.920 --> 00:35:39.519 them. Take them to the playgrounds lots because 00:35:39.519 --> 00:35:42.960 that's really good on physical development, helping 00:35:42.960 --> 00:35:48.519 them to build physical skills. I would say. Sometimes 00:35:48.519 --> 00:35:51.079 people think they must write their name before 00:35:51.079 --> 00:35:53.300 they get to school. That's not true. That's my 00:35:53.300 --> 00:35:56.039 job as a teacher, is to teach a child how to 00:35:56.039 --> 00:35:58.300 write their name. But it's really helpful if 00:35:58.300 --> 00:36:00.559 they can recognise their name, because if they 00:36:00.559 --> 00:36:02.300 can recognise their name, then they can find 00:36:02.300 --> 00:36:05.340 their place. They can find their peg and find 00:36:05.340 --> 00:36:08.340 their bag, all the things that are personal to 00:36:08.340 --> 00:36:10.699 them. So recognising their name is a really good 00:36:10.699 --> 00:36:14.059 one. Another good idea, which lots of parents 00:36:14.059 --> 00:36:16.980 do use, is to put a little heart on the child's 00:36:16.980 --> 00:36:20.579 wrist, just in biro, draw a little heart, and 00:36:20.579 --> 00:36:22.880 then one on your wrist and say to your child... 00:36:23.289 --> 00:36:25.170 Or if you're feeling sad today, just press a 00:36:25.170 --> 00:36:27.989 little heart because that sends me a hug and 00:36:27.989 --> 00:36:30.230 I will know that I'm thinking of you and you 00:36:30.230 --> 00:36:32.650 will be thinking of me. And it's like an invisible 00:36:32.650 --> 00:36:36.130 link between the two of us. And it's really reassuring 00:36:36.130 --> 00:36:38.630 for children to have that little symbol of you 00:36:38.630 --> 00:36:40.269 if they're missing you when they're at school. 00:36:41.110 --> 00:36:44.050 It's a really lovely idea. Also, as a parent, 00:36:44.170 --> 00:36:47.869 name absolutely everything. Things get lost at 00:36:47.869 --> 00:36:51.230 school. So stick a name tape in everything that 00:36:51.230 --> 00:36:53.340 you have. And put it in a place where the child 00:36:53.340 --> 00:36:55.760 can find it. So don't put it on the care label 00:36:55.760 --> 00:36:58.619 on the inside of a jumper because no four -year 00:36:58.619 --> 00:37:01.619 -old is ever going to look inside a jumper. But 00:37:01.619 --> 00:37:04.260 do put it in the neck so that they can find it 00:37:04.260 --> 00:37:06.780 easily. So name everything, including the toys. 00:37:08.159 --> 00:37:13.099 Keep a routine. Do keep a really regular routine. 00:37:13.139 --> 00:37:15.840 A bedtime routine is really important. As we 00:37:15.840 --> 00:37:19.409 said, children get really tired. Keep doing that. 00:37:19.929 --> 00:37:22.510 And the last one would be, it's an interesting 00:37:22.510 --> 00:37:24.690 one, this one. It goes back to playing with your 00:37:24.690 --> 00:37:28.289 child and enjoying time with your child. Not 00:37:28.289 --> 00:37:31.690 letting your child always win. So if you're playing 00:37:31.690 --> 00:37:35.789 games, you're playing board games and you always 00:37:35.789 --> 00:37:37.909 let your child win, which is what we all do as 00:37:37.909 --> 00:37:39.690 parents. We all kind of go, oh, wouldn't it be 00:37:39.690 --> 00:37:41.809 lovely? They can win. Well done. You're the winner. 00:37:42.639 --> 00:37:44.579 Actually let them lose because when they come 00:37:44.579 --> 00:37:46.940 into a class and they're up against other four 00:37:46.940 --> 00:37:49.039 and five year olds, they're not going to give 00:37:49.039 --> 00:37:51.679 in and let them win. So learning how to lose 00:37:51.679 --> 00:37:54.480 is a really good tip or just practicing that 00:37:54.480 --> 00:37:57.260 a little bit before you start school. Wonderful. 00:37:58.059 --> 00:38:00.679 Thank you, Emma. And Bruce, from you, any top 00:38:00.679 --> 00:38:04.539 tips? I think three top tips. Firstly, relationships. 00:38:05.019 --> 00:38:06.940 Build those relationships up with the school 00:38:06.940 --> 00:38:08.519 because actually you're going to have a long 00:38:08.519 --> 00:38:10.659 journey together and being open and honest about 00:38:10.659 --> 00:38:14.630 things is just so key. Preparation, talking about 00:38:14.630 --> 00:38:17.469 what's coming up. Role -playing scenarios as 00:38:17.469 --> 00:38:20.070 well for the younger children. Actually being 00:38:20.070 --> 00:38:22.449 able to relate to things they're doing. For instance, 00:38:22.730 --> 00:38:24.949 ah, we're doing this. This will be a bit like 00:38:24.949 --> 00:38:27.730 when you're in school next year. And my final 00:38:27.730 --> 00:38:32.110 one is actually things will go wrong. Your children 00:38:32.110 --> 00:38:33.690 might not get into the teams they want to get 00:38:33.690 --> 00:38:35.789 into. They might not get the exams they want 00:38:35.789 --> 00:38:39.030 to get. And this is very normal. This is life. 00:38:39.409 --> 00:38:42.139 And being alongside your children. Listening 00:38:42.139 --> 00:38:44.960 to them, being empathetic and supporting them 00:38:44.960 --> 00:38:47.400 through this without solving all their problems 00:38:47.400 --> 00:38:50.519 will help them but will also give them the resilience 00:38:50.519 --> 00:38:53.150 they need for future life as well. Absolutely. 00:38:53.150 --> 00:38:55.829 And I think the final thing for me is never compare 00:38:55.829 --> 00:38:58.690 your children to other people. Someone wisely 00:38:58.690 --> 00:39:00.570 once said that children like popcorn. They will 00:39:00.570 --> 00:39:03.929 all pop at different times, but they all will 00:39:03.929 --> 00:39:06.469 eventually pop. So I hope some of that advice 00:39:06.469 --> 00:39:08.690 is really useful for all of you who are anticipating 00:39:08.690 --> 00:39:11.429 your children changing schools or starting schools. 00:39:12.409 --> 00:39:14.809 Well, I'm going to give you a little minute to 00:39:14.809 --> 00:39:16.769 think about this, but I ask all the guests on 00:39:16.769 --> 00:39:20.469 this podcast about. who you have met in life, 00:39:20.550 --> 00:39:22.730 whether it's a famous person, whether it's somebody 00:39:22.730 --> 00:39:26.070 you know, who would make a fabulous teacher, 00:39:26.230 --> 00:39:29.909 but never went into teaching. And I just wonder 00:39:29.909 --> 00:39:32.130 whether you two have got anybody in mind. I know 00:39:32.130 --> 00:39:33.869 it's always a really, and everyone always looks 00:39:33.869 --> 00:39:37.829 at me going, thanks Emma for that. But I think, 00:39:37.829 --> 00:39:39.829 you know, there are those people naturally who 00:39:39.829 --> 00:39:43.050 are brilliant with children, are inspirational. 00:39:43.170 --> 00:39:45.269 I just wonder whether there are people that you've 00:39:45.269 --> 00:39:46.489 come across in your lives, you think, do you 00:39:46.489 --> 00:39:48.469 know what? You'd have made a great teacher. Do 00:39:48.469 --> 00:39:53.750 I do have one? Oh, Emma, well done. I think Baroness 00:39:53.750 --> 00:39:57.929 Florella Benjamin would be amazing as a teacher. 00:39:58.829 --> 00:40:01.949 I've read her autobiography and also her children's 00:40:01.949 --> 00:40:06.130 book, Coming to England. I think she has so many 00:40:06.130 --> 00:40:08.929 stories about her life, what's happened to her 00:40:08.929 --> 00:40:13.469 life. I also think she's kind of really passionate 00:40:13.469 --> 00:40:16.369 about education as well. And particularly, I 00:40:16.369 --> 00:40:19.260 think... I'm a child of the 80s, so I grew up 00:40:19.260 --> 00:40:21.980 with Play School. I was going to say, I was going 00:40:21.980 --> 00:40:25.800 to say, Floella Benjamin, she was my hit. I loved 00:40:25.800 --> 00:40:29.840 her. So for me... That would be, I think she 00:40:29.840 --> 00:40:30.659 would make an amazing teacher. I think that's 00:40:30.659 --> 00:40:33.699 such a good answer because I remember even through 00:40:33.699 --> 00:40:36.599 the screen, I felt her empathy and she was talking 00:40:36.599 --> 00:40:38.900 to me and she was clearly talking to you. I mean, 00:40:38.900 --> 00:40:40.860 that's a real skill in a teacher for everybody 00:40:40.860 --> 00:40:43.579 to feel that they are important, aren't they? 00:40:43.800 --> 00:40:46.199 I've given you some time there, Bruce. Have you 00:40:46.199 --> 00:40:47.920 caught up with anybody? I've struggled a little. 00:40:48.000 --> 00:40:50.519 I think for me, it's been more reflecting upon 00:40:50.519 --> 00:40:53.420 my children as they've grown and the people that 00:40:53.420 --> 00:40:57.400 have been there to support them. Some of the 00:40:57.400 --> 00:40:59.739 key people in my children's lives that they've 00:40:59.739 --> 00:41:01.400 been growing up have been their childminders, 00:41:01.400 --> 00:41:04.239 which we've sort of selected as those key people 00:41:04.239 --> 00:41:06.920 who would just be there to support them. And 00:41:06.920 --> 00:41:10.300 I just think that what my children have experienced 00:41:10.300 --> 00:41:13.860 from them to actually whole classes of children 00:41:13.860 --> 00:41:15.719 and hundreds of children could have experienced 00:41:15.719 --> 00:41:21.500 that level of care and compassion and thought. 00:41:22.349 --> 00:41:24.630 That has really shaped those early years for 00:41:24.630 --> 00:41:26.670 my children. Isn't it interesting? Because in 00:41:26.670 --> 00:41:28.809 other podcasts that we've done, you know, people 00:41:28.809 --> 00:41:31.610 have looked towards people who've got a particular 00:41:31.610 --> 00:41:34.190 knowledge, you know, AI or something like that. 00:41:34.329 --> 00:41:36.190 But it's interesting that in this conversation 00:41:36.190 --> 00:41:39.190 about preparing children for school. you're choosing 00:41:39.190 --> 00:41:43.630 individuals who have that empathy, that warmth, 00:41:43.849 --> 00:41:46.630 that care of children. And that's so important, 00:41:46.690 --> 00:41:49.289 isn't it, for those early years and those children 00:41:49.289 --> 00:41:51.869 starting school. So what a wonderful place to 00:41:51.869 --> 00:41:53.489 finish. Thank you so much. It's been such an 00:41:53.489 --> 00:41:55.829 interesting conversation. And for anybody who's 00:41:55.829 --> 00:41:57.349 listening whose children are starting school 00:41:57.349 --> 00:42:01.269 in the near future, good luck. It is an adventure, 00:42:01.389 --> 00:42:03.550 but I think hopefully some of the things we've 00:42:03.550 --> 00:42:05.730 talked about today will be really helpful. Thank 00:42:05.730 --> 00:42:07.650 you both for being here. Thank you. Thank you. 00:42:08.670 --> 00:42:12.590 Thank you for listening to today's dilemma. If 00:42:12.590 --> 00:42:14.510 you'd like to hear more about what I get up to, 00:42:14.630 --> 00:42:17.469 please follow me on Instagram at headinheels. 00:42:17.489 --> 00:42:19.289 Or if you want to learn more about the Dragon 00:42:19.289 --> 00:42:22.869 School, our Instagram account is dragonschooloxford. 00:42:23.269 --> 00:42:25.550 And if you've got any ideas or dilemmas you'd 00:42:25.550 --> 00:42:28.869 like us to discuss, please do email us at podcast 00:42:28.869 --> 00:42:33.090 at dragonschool .org. So until next time.