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Posted on: 12/07/2024

Year 6 Leavers' Speech by Ms Drummond

  Ladies and Gentlemen, Parents, Teachers and Year 6 pupils, A few years ago I thought that it would be a good idea to link my leaving speech for Year 6 to the play which they had just performed! Not an easy task on occasions - but here goes!! What a marvellous journey we have had together this year, much like the adventures of the beloved Chitty Chitty Bang Bang! Today, we gather to celebrate not just the end of the school year, but also the wonderful achievements and growth of our Year 6 leavers. As we reflect on our time together, we can draw many parallels to the exciting tale of Chitty Chitty Bang Bang, a story of dreams, determination, innovation and discovery. Much like Caractacus Potts, who saw potential in an old, run-down car and transformed it into the magical Chitty Chitty Bang Bang, our dedicated teachers and staff have nurtured your talents and potential. They have worked tirelessly to inspire and guide you, turning each day into an opportunity for learning and growth. Together, we have built something remarkable – a community where dreams are encouraged and possibilities are endless. To our Year 6 students, you have been the fearless adventurers, much like Jeremy and Jemima. You have faced challenges with courage, approached learning with curiosity, and supported each other through thick and thin. Remember the thrilling moments in the story when Chitty soared through the skies or sailed the seas? Those moments symbolise the heights you can reach and the uncharted waters you can explore with your knowledge, skills and experiences from St. Helen’s College. Just as Truly Scrumptious became an important part of the Potts family's adventure, your friendships and bonds with classmates have added colour and joy to your journey. These relationships, built on trust and shared experiences, will remain with you as you move forward into the next exciting chapter of your lives. And let us not forget the villains in our story – the outrageous (but most loveable) Baron and Baroness Bomburst. They represent the obstacles and fears you have faced and overcome. Whether it was a tricky maths problem, a challenging project, or learning from home during unprecedented times, you have shown resilience and resourcefulness, proving that you can tackle any obstacle in your path. The Baron and Baroness employed the enforcer ‘The Child Catcher’ as they had an intense dislike for children and children were forbidden by law in the fictional land of Vulgaria! Vulgaria certainly is a far cry from our incredibly real land of ‘St. Helen’s College’ where children are very much loved and at the centre of all our decisions!  And thankfully we have no child catchers lurking at each corner!!  In fact, quite the opposite. The community around you at St. Helen’s College has only ever wanted to keep you safe and happy, and help you in your endeavours. Your performances in Chitty Chitty Bang Bang were astonishingly accomplished. We saw this in rehearsals, at school and at the theatre. But the success of the final shows depended not only on the cast, but also on the audience. The parents and other family members, the staff and friends who watched on, willing you all to do well, ready to support you if it went wrong and eager to celebrate the joy of your successes. You are so fortunate to have such supportive, loving families who chose St. Helen’s College for you and have been such a bit part of your school journey too. When it comes to a school, it is crucial that parents and staff work together in the best interests of the pupils - team work really does make the dream work! As you leave Year 6 and head towards new adventures, we hope you will carry with you the spirit of Chitty Chitty Bang Bang. Embrace your creativity, trust in your abilities, and always be ready for an adventure. Keep dreaming big, and never be afraid to let your imagination take flight. Remember that every problem has a solution, and every challenge is an opportunity to grow. In conclusion, I want to thank each and every one of you – students, parents, and staff – for being part of this incredible journey. Year 6, as you drive off into the future, much like our magical car, may your engines roar with excitement, and may you soar to new heights. Your adventure is just beginning, and we can't wait to see where it will take you. Congratulations, Year 6! Remember, the sky's the limit and that it is teamwork that makes the dreamwork! Thank you. Ms Drummond
Posted on: 12/07/2024

Anastasiia by Mrs. Smith

  Many of you will remember the 2022 blog I wrote about Anastasiia, the Ukrainian refugee whom my husband and I were sponsoring through the Homes For Ukraine scheme in 2022. I can’t believe over two years have passed since then. In the end, Anastasiia did not come to us in 2022. She reached Barcelona and, by the time her UK visa came through, she had already found a job and decided, understandably, to stay, even though she spoke no Spanish. She spent over two years there, but she finally arrived to live with us last week. We are really enjoying getting to know her: she is a resilient, courageous young woman who has suffered more uncertainty and trauma in her short life than we can imagine. It is unbelievable that, just as Covid was coming to an end, her country was invaded and life became completely unsafe and unbearable for her and other Ukrainians. The conversations we have had in just one week about the things she has seen and overcome, and her associated emotional and practical struggles, related in her trademark matter-of-fact tone, have been frankly heart-breaking. My husband and I met almost 30 years ago at university in London. We have been married for 25 years,  worked hard, raised a family and suffered serious illnesses and bereavements as well as some of the most joyous times. Last year I completed my MA and in October I begin my PHD. We have seen our sons make their way through prep school, grammar school, university and the world of work. But in seven days, Anastasiia has taught our family more than we might ever have learned without meeting her. Is there any lesson more important than how to find the courage and resilience to look adversity squarely in the face, discover fearlessly who you really are, and push yourself to work to become the best person you can be for yourself and the world? Anastasiia was just 18 when she fled Ukraine, two weeks after the war started, and made her way across Europe alone with just a suitcase and backpack. Her mother had already left; her brother, father and grandmother remained behind in Kherson, which was under attack. I am glad to say that they are all now out of Ukraine and safe in different countries. While in Barcelona, alongside working full time in any job she could find to support herself, Anastasiia continued her passion of drawing and design and submitted a portfolio of work and an application (which she managed herself, in a foreign language!) to the University of Arts, London. Only around a quarter of applicants to this prestigious university are successful, and she was one of them. She is living with us now with a view to moving into university halls in London to complete her foundation year and then a three year Bachelor of Arts. It has been her dream for several years to do so and, because of the terrible circumstances of her life, she is starting her studies three years later than most UK students would. She arrived in London exhausted and under a lot of stress, still with just one suitcase of belongings, but enormously excited about the prospect of student life ahead of her. However, there is already another sizeable bump in the road. Anastasiia is determined to keep working online for the website/graphic design company employing her, although - run by another displaced Ukrainian - it is not well-paid. She has applied for a loan for her university tuition fees, which she will have to re-pay. But it turns out that she cannot apply for a loan for maintenance costs, as UK students can, because her foundation year is not an integrated part of a four year degree. We have discovered that, once her tuition fee loan is approved, she can apply for a hardship bursary to help with living costs, but it would not cover all of her accommodation costs. And because of one of those frustrating bureaucratic glitches, she can’t apply for the bursary - which there is, anyway, no guarantee she will get - until she’s already enrolled at the college in September. Meanwhile, her accommodation have already sent an advance bill of almost £3000 which must be paid by mid-August. Anastasiia is an incredible young woman and her journey is just beginning. She is extremely upset by this latest hurdle, and trying to be practical about the fact that she might not be able to take up the university place she has earned. Watching on, I am enormously proud of what she has achieved and coped with over the last three years and humbled by her attitude in the face of every obstacle. I feel so deeply that she deserves the chance to pursue her dream. Many of you asked how you could help and wanted to send money for Anastasiia when she was due to arrive in England in 2022 and news of the Ukraine war was shocking us all. The situation in Ukraine is still shocking; it is still completely unsafe for Anastasiia to return to her home country. Her family, all now refugees, have lost their homes and are scattered across Eastern and Western Europe each doing their best to survive and, hopefully, to keep physically and mentally strong. So if you would like to help Anastasiia take the next step of her extraordinary journey, please consider donating anything, however small, to a collection fund to help her on her way to her foundation year, and to the freedom, she’s so determined to achieve. The fund will remain open for donations until the end of July. I know that Anastasiia will do it alone, somehow, someday, if she has to. But I hope you’ll agree that she deserves a chance to do it now, with our love and support. Anastasiia’s Fund Thank you, from the bottom of my heart. Mrs. Smith
Posted on: 28/06/2024

Early Years by Mrs. Hunt

  As we move towards the end of another school year, I find myself in a reflective mood. In my role it is easy to get caught up in the organisation of events, constantly having to look ahead and put planning in place. I have to remind myself to stay in the moment and appreciate the here and now.  I had such a moment this week and took myself off to the nursery. I found the most delightful atmosphere, where the children were absorbed in activities both inside and outdoors. I sat with a group of children who were engrossed with kneading lavender flowers into dough. We chatted easily and in those moments I witnessed numerous learning opportunities unfold and, being the Early Years educator I am at heart, I was delighted to facilitate. Sadly, Mrs. Rooney soon came to find me, as I was needed in a meeting. I could have happily stayed longer and openly expressed my reluctance to go. I was heartwarmingly reassured by a child not to worry and that they would still be there if I wanted to play again later!  At the Summer Fete on Saturday, I sat with a parent who told me she would rather like my job! I have been at St. Helen’s College a long time now and have seen many children come and go. I feel privileged to have spent so much time with the children, since being with them is my happy place. Equally, having a team of colleagues who understand the importance of Early Years education and development is vital. We know that these formative years from 0 - 5 are so important for the children and our interactions have a huge impact. Of course, we couldn’t be effective without working with our St. Helen’s College families, working together for a common goal: the best outcomes for the children. Life is tricky for all of us at times - we are all pushing treacle of some kind or another. But if we allow ourselves to take a moment and look for the learning opportunities children give us, I promise we won’t have to look far. So to the lovely parent at the Summer Fete - sorry, but my job is not available! Our current value at school is gratitude and I am grateful in so many ways: to the parents who entrust us with their children’s care and education, to the incredible team of colleagues I work alongside and, most of all, to the children for their awe and wonder as they learn and discover, for their kindness, their humour and their open heartedness.  I am sure you all know how important the Early Years are, and how we, as the grown ups, have a duty to play our part. However, if you need further convincing and you have about eight minutes to spare I encourage you to watch this link. Mrs. Hunt
Posted on: 21/06/2024

Perfectly Normal by Mrs. Smith

Last Friday’s Middle and Upper School Singing Competitions were spectacular. Children from Years 2 to 6 performed throughout the afternoon in solo and group categories and the standard was astonishingly high. I’m sure that everyone who attended one or both of the two events left school, like I did, feeling proud and fulfilled. At the Middle School Competition, something very normal and yet very special happened. One of the Year 2 girls, competing in the solo category, walked up to the stage, looked out at the hall full of children, judges and parents, became tearful and did not want to perform. She looked to Mrs. Garnes, who was stageside managing the music, and immediately left the stage. With a minimum of fuss, Mrs. Garnes wisely directed her to re-take her seat with the other competitors at the front of the hall, and moved on to the next competitor. I happened to be the member of staff sitting closest to Amina when she returned to her seat so I leant forward, put my hand on her back, passed her a tissue and asked if she was okay. Amina knows me, of course, but not as well as she knows other members of staff. I glanced back to Mrs. Hussein, her form teacher, who was standing to offer help, and I could sense that other staff around the hall felt just as I did - that we’d like to take Amina, wipe away her tears and offer words of reassurance and encouragement. I expect her parents, watching, felt the same. I asked Amina in a whisper if she’d like to go to Mrs. Hussein and she bravely shook her head.  It is hard to wait and watch when someone is upset or struggling. You want so much to make things better for them. It is, perhaps, one of the hardest parts of parenting or working in a school. I kept an eye on Amina as the competition continued. I watched her cry a little, dry her tears, and become engrossed in the other performances. Left alone, with the music to concentrate on, she soon moved past her difficult feelings and, when the other performers had finished, I leant forwards and asked her if she wanted to perform now. Amina nodded. I looked to Mrs. Garnes and, with no hesitation, Amina took the stage. She gave a wonderful performance and, in the end, was deservedly crowned the Year 2 winner of the competition. She did not win because she had shown resilience and bravery, although that was certainly true (but so had all the other competitors); she won because her performance was really super. Feeling anxious or becoming temporarily overwhelmed in a situation like this is absolutely normal, perfectly understandable and a healthy part of growing up. It can also be of great personal benefit: it is through experiencing, facing and moving past emotions like fear or nervousness that we build our self-awareness, self-esteem, confidence and resilience. The values-based education that we offer at St. Helen’s College takes one value a week - such as resilience, kindness, determination - and considers it. But teaching these values is not about describing them in words; it is the lived experience of them that embeds them and makes a person who they are. This is partly why we run our ‘value spotters’ system, through which children nominate other children who have demonstrated that week’s value. It truly can be difficult to hold open a space while someone struggles with strong emotion. But it is crucial to allow children - and adults - to experience difficulty and find, somehow, the strength to overcome it themselves. We really do all have it in ourselves to do so.  For this reason, during our Year 4 Mindfulness programme ‘Paws b’ the children actually watch a video of a little girl who takes part in X Factor. She feels nerves kick in and her amygdala reacts so that her ‘flight, fright, freeze’ instinct is activated. We teach the children about our brains and how we can help to control our brains with the power of our minds and simple breathing techniques. This, of course, is a life long skill for us all when we feel anxious. When I sought out Amina after the competition to congratulate her on her win, I deliberately did not mention her wobble. But she smiled an enormous smile, holding her medal, and said, ‘Thank you. And thank you for the tissue.’ I understood from those few words that she recognised that the difficulty she had experienced that afternoon, and her ability to overcome it, was also a huge part of her reward. Thank you, Amina, and thank you to all of the other competitors who overcame their nerves to sing so brilliantly last Friday. Although I have written about one child, you will all have felt similar feelings and will all have experienced similar personal growth, which makes you all winners. Those of you who did not win a medal or trophy will, no doubt, have experienced and learnt to overcome disappointment - another hugely valuable skill. Thank you, all of you, for the wonderful music, and thank you for the lesson. Huge thanks also to all of the parents who supported the event and, we know, supported the children in their valuable lesson.  Mrs. Smith   
Posted on: 7/06/2024

Empathy

    Yesterday, Thursday 6th June, was marked as ‘Empathy Day’ and many schools across the country have been focussing on ‘empathy’ with their students. Our pupils at St. Helen’s College have all participated in assemblies and activities and the children have been encouraged to start noticing when they are demonstrating empathy and what it feels like. Please take a few minutes to watch this wonderful short animation which the children in Middle and Upper School watched together and then discussed - it is incredibly powerful for adults and children alike! I have followed the work of ‘Empathy Lab’ for many years and it is most definitely a wonderful resource for adults to dip into if you are looking for a book to support in developing ‘empathy’ in our youngsters. Empathy Day celebrates and grows empathy's power to create a better world. It shines a light on the role of books in raising an empathy-educated generation. What is Empathy? Empathy is our ability to imagine and share someone else’s feelings and perspectives. Research shows it is: a pivotal social/emotional competence: influential frameworks include empathy as a key factor; an essential ingredient in education: it builds the relationships pupils need to learn/feel safe (Settling Children to Learn, Bomber & Hughes, 2013) and a key factor in moral behaviour: Empathy, Justice, and Moral Behavior, Decety & Cowell, 2015 Empathy is made up of three elements: FEELING: where we resonate with other people’s feelings; THINKING: where we use reason and imagination to work out how someone else feels and  ACTING: where we are inspired to help others, having experienced what they are feeling For some people ‘empathy’ does not come easy and I am often saddened when I hear of and witness sometimes first hand when adults are not able to demonstrate empathetic behaviours towards each other.  American researcher Brene Brown has spent over twenty years studying courage, vulnerability, shame, and empathy. You may enjoy this very short video where she explains the difference between empathy and sympathy.  Parents, teachers, peers, society, and culture affect how people feel about kindness, empathy, compassion, and helping behaviours. Some conditions may play a role in a lack of empathy such as narcissistic personality disorder (NPD), antisocial personality disorder, and borderline personality disorder (BPD).  We all have such an important role to play in shaping the young people around us to allow them to be immersed in an environment where empathy and kindness are consistently being modelled and recognised and even celebrated.   Our school values play an important role in your children’s daily life. Your children are encouraged to think for themselves, understand their place in the world around them, anticipate others’ needs and show confidence, determination, resilience, courage, love, empathy and gratitude. At Upper School the children will celebrate by taking time to write a ‘values spotter’ postcard and pop it into the values box - these recognitions are then celebrated in assembly. The children do not receive ‘rewards’ for this achievement other than standing up in assembly to gain the recognition of their peers. It is so important that we do not ‘reward’ children with physical gifts for behaving in a manner that as a society we expect. The fact that we take time to recognise the person who has noticed the kind behaviours and acknowledge both parties is reward enough.  Let’s see if we can continue to embrace and demonstrate ‘empathy’ at home and in school to help our children develop the characteristics and values for them to build a happy, wholesome future.   Happy weekend. Ms Drummond
Posted on: 24/05/2024

Why I Ran The London Marathon by Sabe Karunananthan

This week we have a guest blog from Sabe Karunananthan, father of St. Helen’s College twins Naima and Noah. He explains why he ran the London Marathon this year to raise an incredible total of £7211 for Young Lives Vs Cancer.  This all started with a conversation with our Young Lives vs Cancer social worker, Rebecca, on the ward at Great Ormond Street Hospital. I’ve always wanted to run the London Marathon. I am a recreational runner at best having done two half marathons. I’ve entered the ballot for London for many years and never been successful. In my head it always seemed like a challenge I’d enjoy. Maybe I like pain. Rebecca regularly visited us on the ward, we had many conversations and on one occasion, I decided to ask for a charity place in the London Marathon and here we are. Dilly thought I was crazy and she was probably justified.  Noah and his twin sister Naima both started life like normal children. Noah became unwell at the age of 2, he wasn’t eating or drinking, eventually we had to take him to A&E. Naima and I had to stay at home. After a few tests, Dilly heard those dreaded words from the doctor: ‘It’s better if Dad is here too’.  The next 48 hours were a blur. Noah got diagnosed with ALL Leukaemia and was transferred to GOSH. In that whirlwind, I heard the strangest sentence from one our consultants: ‘If I had to give my child any type of cancer, I’d pick this one’. To be fair they were correct as ALL Leukaemia is the most researched cancer and one with the highest survival rate. During the first round of chemo, Noah developed a fungal infection that spread to his brain and caused a stroke. He was transferred to GOSH under blue lights for the second time in a month. There he spent the next seventy nights. For the first few weeks he wasn’t moving at all. We were at our lowest point and Young Lives vs Cancer really helped us and gave us the support we needed.  Originally, I was supposed to run the Marathon in 2023 but I got injured training, so I deferred to 2024. Noah still needed extensive rehabilitation. He spent eight weeks at The Children’s Trust, a charity St. Helen’s College knows well. Naima and I were again driving up and down to see them and I had to try fit in my marathon training. It was too early for me.  This time it was much better. A lot of very early Sundays running around Hillingdon; I particularly enjoyed Long Lane past the school as it was downhill. It only dawned on me that Hillingdon probably has that name due to the hills. I tried to avoid hills at all costs so you might have seen me running up and down the A40 as it’s flat. This went on for weeks. It consumed my life.  The BBC had picked up my fundraising, so they ran a story and asked me to stop for an interview on Tower Bridge. If you saw it, I may have looked composed but already I was broken. The rest of the run was brutal. I had so many mixed emotions. The crowd shouting Noah (and Naima), handing out sweets and the most tempting pint ever, which I did resist. I would cry, laugh and cry again. I was overtaken by a rhino, a lady carrying a fridge, a slow Sonic and a fireman wearing all his gear. There were so many inspiring people on the way. I had a decent tussle with a granny who in the end beat me. Eventually that last corner arrived and the crowd at this stage were incredible. The thought of doing an Usain Bolt like finish did cross my mind for a moment but I thought I’d save it for school Sports Day.  The money raised is a phenomenal number and the support I was given by everyone at the school has been incredible. Would I do again? The quick answer is no but I have entered the ballot for next year so who knows. I can see that strip on the A40 with my name on it!
Posted on: 17/05/2024

Movement For Mental Health By Mr. Harrington

This week is Mental Health Awareness Week and the theme for 2024 is Movement: Moving For Our Mental Health. Regular physical activity is known to improve mental health, quality of life and wellbeing. There is a strong connection between our bodies and our minds, so looking after ourselves physically also helps us to prevent problems with our mental health.  Exercise releases “feel good” hormones which reduce feelings of stress and anger. It also helps us to feel better about our bodies. It can improve our sleep too, and boost our self-esteem.  At St. Helen’s College, children are provided with so many opportunities to exercise their bodies and minds through physical activity. We have a carefully planned PE/Games curriculum, taught by specialist teachers, throughout the school. All of the pupils from Ducklings to Year 6 have weekly PE and Games lessons where they are given the chance to develop skills in a wide variety of sporting activities, and where they learn to love sport through exercise. Children in Years 2 to 6 all take part in a week-long intensive swimming course as part of their curriculum. Swimming is an important life skill and we encourage parents to continue lessons outside of school. We encourage the enjoyment of team games and sportsmanship and all of the children from Years 3 to 6 have represented the school in at least one sporting fixture this year. In addition, over the course of the year there have been over 150 co-curricular clubs and activities offered to the children, with sporting and exercise activities including karate, tennis, cricket, football, netball, basketball and very many more! Over the past month, 100 pupils of all running abilities from St. Helen’s College attended the TCS Mini London Marathon where they ran either 1 km or 2.6 km. We also ran a Mini School Marathon this week in Court Park, in which another 100 pupils took part.  In order to encourage an active lifestyle in other ways, we run Bikeability courses at school for our Year 6 children and we encourage pupils throughout the school to walk, cycle or scoot to school wherever possible. As with all things, the consistency of messaging and modelling at both home and school is crucial. Although there are lots of ways your children are getting exercise at school, it is important that they continue to carry this on outside school. Children who see their parents participating in and enjoying sport or physical activity will pick up the message that this is a healthy, fun part of life. There are so many things that you can do together as a family to promote fitness and physical/mental health: walking, cycling or running together; games of rounders, cricket or softball in the park; dancing in the kitchen while you are cooking dinner; swimming and other water sports; countless other ideas! It doesn’t matter what it is - everyone likes different activities and sports - but it does matter, deeply, that you and your children find something active to enjoy. You can see some photographs of SHC children getting active on our Galleries page here. Five Top Tips For Exercise And Mental Health Get outdoors as much as possible Spending time in green space or bringing nature into your everyday life can benefit both your mental and physical wellbeing. Doing things like exercising can have lots of positive effects. It can improve your mood, reduce feelings of stress or anger and help you to feel more connected to nature. Pick a team sport and join a club outside of school  Find a sport your child enjoys. There are hundreds out there to choose from, so if they don’t enjoy sport then they just haven’t found the right one for them. Playing a sport as part of a team requires persistence, practice and patience with yourself and others. If exercise involves other people, like being part of a team, a class or group we see regularly, that can also boost our mental health. Find out where the nearest Park Run is and sign up with your children  Studies show that regular running at a moderate or vigorous pace can improve your mental health and even your memory and ability to learn. Many of your children are already capable of running the children’s 2 km park run as they are doing this in school. Your child may surprise you and want to sign up for the 5 km run.   Sign up for an outdoor holiday club  If your child is in Years 3 to 6 then why not get them involved in our Summer School at PACCAR? The children are given the opportunity to spend the week outdoors doing activities such as climbing, abseiling, laser tag, kayaking, canoeing, paddle boarding and much more. If your child is younger, you could sign them up to a sports activity camp. Pledge to walk part or all of the way to school  We understand that many families need to drive to school, because your home is not a walkable distance from the school gates and/or because you need to drop your child and go directly to work or somewhere else. It is still possible to leave a little earlier, park slightly away from school (perhaps in Court Drive or another nearby road) and start your day with a short walk through or around the park to the school gates. Children - and adults - who begin their day with a walk have the opportunity to clear their minds, warm up their bodies and notice the beauty of the world around them. Why not try it? I wish you all an active, happy weekend. Mr. Harrington Head of PE/Games/Co-Curriculum
Posted on: 10/05/2024

Environmental Sustainability Strategy by Mr. McLaughlin

On Tuesday 7th May, we all returned to school after the bank holiday weekend to a superb ‘One World Day’ at St. Helen’s College, co-ordinated by our sustainability education lead, Mrs. Briggs. The day involved a host of cross-curricular learning including making bug hotels and seed bombs, visits to a local food bank, green education workshops, climate justice, pollution, carbon sinks and smoothies powered by static bicycles! The children really enjoy learning about our planet and the impacts of the ongoing climate crisis. They are naturally so empathetic and open to change. I am positive that, in the future, many of them will go on to provide the kind of clean, renewable energy and conservation solutions required to help the world continue to thrive for many more generations to come.   We have been working on our climate education program for several years now. I am sure that you have seen in our exhibition days, the success of our Eco Warrior team, and the thread woven throughout our curriculum, how much emphasis we have put on what the United Nations calls ‘the defining issue of our time.’ You may have seen the recent reports that ocean temperatures have been at record high levels every day for the last calendar year, further highlighting the urgency of action and awareness.  In the 2021/22 academic year, all teaching staff (and many of our support and administrative staff) undertook a rigorous training course on climate education, organised by Mr. Lewis, who inspired others with his passion for sustainability. Since then, we have gradually added and replaced content throughout our curriculum to highlight this issue amongst our community. On the way, we have achieved the Eco Schools Green Flag Award, driven forward by Mrs. Mann at Lower School and Mrs. Reid at Upper School. We are currently planning the next steps to meet the merit/distinction levels in the near future and to truly establish ourselves as a leading eco school. To achieve that aim, we knew we needed to go further. So in 2023 we established a Sustainability Committee to track and lead our progress in this area. We have had input and support from all of the names mentioned already plus Mr. and Mrs. Crehan, Ms Drummond, Mrs. Hunt, Chef Soula and her catering team plus many more (including, of course, the pupils!). Mrs. Cargill, our Business Manager, and the premises team of Mr. Graddon, Mr. Fitzgerald and Mr. Smith have worked hard to adapt our environment to be more sustainable. We have made changes to our business processes to become more efficient and we have plans for on-site renewable energy sources. Sustainability really is a team sport at St. Helen’s College, from the pupils and their families to the whole staff team. We know that to excel in this area, we need everybody to pull in the same direction and support the initiative. Every member of staff has contributed to our progress so far through their work on the curriculum or the business side of the school. To help support this, we have written a three year strategy which breaks down our goals for that period into ten distinct areas. You can view the strategy here. We have already made good progress with our action plan and we are confident that our next strategy cycle can be more ambitious in scope.  If you, or somebody you know, is connected to the sustainability industry and you feel you could partner with us to provide an educational experience for the children or a good business opportunity for the school, please get in touch and help us on our journey to becoming a leading Eco School. Mr. McLaughlin amclaughlin@sthelenscollege.com
Posted on: 23/02/2024

The Five Pillars Of Wellbeing

Health and wellbeing are of the utmost importance to us all. While it is absolutely normal for everyone to experience poor physical and/or mental health sometimes, generally keeping ourselves ‘well’ is most people’s goal. Parents often ask how they can best support their children’s academic and co-curricular endeavours, friendships and happiness. The answer is, focus on the five pillars of wellbeing, which are: Sleep, Nutrition, Exercise, Purpose and Connections. Pillar 1: Sleep No child will be able to enjoy life to the full, maintain their emotional equilibrium or reach their potential if they are chronically sleep-deprived. Every child therefore needs a regular, appropriate sleep routine. The NHS guidelines on how much sleep children should have in each 24 hour period are: Infants 4 to 12 months 12 to 16 hours including naps Children 1 to 2 years 11 to 14 hours including naps Children 3 to 5 years 10 to 13 hours including naps Children 6 to 12 years 9 to 12 hours Teenagers 13 to 18 years 8 to 10 hours A child’s bedtime routine should start at a consistent time each day, around 30-60 minutes before bedtime. Screens and other distractions should be avoided during this time; the focus should be on bathing, brushing teeth, reading, practising mindful breathing or simply cuddling/chatting. When bedtime comes, there should be no electronic devices in a child’s bedroom to distract them from sleep. If a child does rouse after their bedtime, they should be re-settled as quickly as possible. With consistency, all children can adopt a healthy and enjoyable sleep routine. Pillar 2: Nutrition NHS research shows that children who stay a healthy weight are fitter, healthier, better able to learn and more self-confident. They are also less likely to have health problems in childhood and later life. Children learn by example, so adults should model enjoying a balanced, healthy diet at regular mealtimes. We should all ‘eat a rainbow’ every day! When offering a balanced diet for children, adults may need to be patient. Children may need to try a certain food over and over again before they grow used to it. We can start off by serving children fairly small portions, giving more if they are still hungry after finishing. Just like adults, children should eat at least five portions of fruit/vegetables every day (fresh, tinned, frozen or dried fruits and vegetables are fine, but fruit juice and smoothies should be limited to a combined total of 150ml per day as these contain so much sugar). Starchy carbohydrates such as rice, pasta, bread and potatoes should make up around a third of a child’s diet and wholemeal/wholegrain varieties are best. With potatoes, skins should be kept on whenever possible as these are a good source of fibre. A child’s protein portion at each meal should be around the size of their palm. Meat, fish, pulses, beans and eggs are good sources of protein and the NHS recommends including one or two portions of oily fish per week and avoiding processed meats like sausages, bacon and ham. It is better to opt instead for lean meat or fish, limiting red meat. Children should have some dairy (cheese, milk, yoghurts) or dairy alternatives (e.g. soya drinks and yoghurts) as these provide protein, calcium and some vitamins. Ideally, these should be whole/natural versions and it is best to avoid flavoured yoghurts or fromage frais packed full of sugar.  When using oils/fats for cooking or in spreads, we should all choose unsaturated fats such as vegetable, rapeseed, olive and sunflower oils. For everyone, high sugar items such as cakes, biscuits or ice creams should be a ‘once in a while’ treat. The full NHS Eat Well guide is available here: https://www.nhs.uk/live-well/eat-well/food-guidelines-and-food-labels/the-eatwell-guide/ Pillar 3: Exercise Regular exercise is essential for keeping bodies and minds fit and healthy. There are many distractions in the modern world which might encourage children to stay indoors: televisions, computers, tablets and other screens, exciting indoor toys. It is up to adults to schedule time in the great outdoors for younger children and to inspire children to be active. This might include going for walks, using play equipment at local parks, cycling, skipping, scooting, swimming, trampolining or taking part in organised sports. Many traditional childhood outdoor activities are free, such as climbing trees, catching falling leaves, collecting rocks, pebbles or twigs, going on a bug hunt or jumping in puddles! Children will inevitably spend lots of time indoors too, and much of this can also be active. Rather than sitting still while staring at a screen, children could build indoor dens, do some cooking, try a bit of yoga or other stretching, or take part in active online games such as those based on sports or dancing. Tidying up, laying the table or helping to hang clothes on the line or put the laundry away are activities which inspire responsibility as well as movement! Gardening is good for the soul and it is never too early for children to learn how to plant, water and care for growing things. When a child is tired, even worn out, by being active, they - and their adults - can really appreciate the still, quiet times. There is something special about curling up after an active day to read a book, watch television, listen to music, do puzzles or simply sit and focus on our breath. Being active will also support children in getting enough sleep, as a tired child is more likely to sleep soundly. Pillar 4: Purpose Children are physically and mentally supported by a good sleep routine, a balanced, healthy diet, and a good amount of activity. The two final pillars of wellbeing are purpose and connections. If sleep, diet and exercise are the ‘hows’ of our lives, purpose and connections are the ‘whys’. Giving a child purpose is not as daunting as it might sound; here are some tips. Adults can help children to discover the joy of creativity with activities such as drawing, painting, learning to sing or play music, planting and nurturing a seed, building Lego structures or car/train tracks, making up stories or doing some cooking. Creating home-made items such as birthday cards and wrapping paper are a great starting point even for very young children. We can also inspire children’s curiosity, the basis for their lifelong learning, by talking with them about the world around them. For children, everything is a question. Why is the sky blue? What’s that girl doing? What makes the bubbles in water? Why do bees buzz? Adults might help children to uncover the answers for themselves, or perhaps join them on the journey of discovery! A curious child is likely to enjoy their educational journey and enjoying something is likely to make us do well at it. Children should be encouraged to find inspiration and wonder all around them. From the beauty of blossom to the enormity of elephants, from how sand feels between toes to the smell of freshly cut grass, there is always something to notice and appreciate. Adults should help children to recognise the beauty and wonder in the world, such as the new shoots in spring or the beauty of freshly-fallen snow, so that children may develop a sense of the wider world and of spirituality, awe and faith. Pillar 5: Connections This should, perhaps, be Pillar 1, because with strong and healthy connections, everything else becomes easier. Connections are relationships and our earliest relationships form the blueprint for healthy relationships throughout the rest of our lives. Relationships are not perfect all of the time, and we should not expect them to be. We should aim not to be perfect, but to be ‘good enough’. Healthy relationships are formed and enhanced by showing kindness, respect and patience, by listening attentively and communicating clearly. It is also important to set and maintain the right boundaries for both participants’ wellbeing. Between adults and children a crucial boundary is this one: ‘I am the adult, you are the child. I have knowledge and experience that you do not yet have. So, while I will listen to you with respect and kindness, I may not be able to grant your every wish.’ Helping a child with building their five pillars of wellbeing is not always an easy job. Often adults must spend time explaining the reasons for their decisions or justifying the boundaries they set. The good news is that if we can consistently ensure that children get the right amount of sleep, good nutrition, enough exercise, a sense of purpose and healthy connections, we will be enhancing their mental and physical wellbeing not just during their childhood but for their entire life. Which is, perhaps, the best gift of all.  

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