YummiCommunity to support parents through lockdown
Scottish eco-friendly toy company, Yummikeys, has launched an online Facebook community to help parents across the UK virtually unite during the pandemic and beyond.
YummiCommunity, an all-inclusive hub which will allow users to share stories, tips, tricks and woes, aims to make times a little less lonely during the third country-wide lockdown.
Hot-button topics related to parenthood, tips for getting through lockdown and activities to keep children occupied at home, will be mixed with light-hearted parenting humour, hubs where you can share your views, questions and worries, as well as the most up to date Yummikeys news and launches.
With a combined social following of almost 30,000 and with the majority of these being Facebook followers, Yummikeys founder Elspeth Fawcett, decided this was the best way to connect parents like her, who may feel they need a little extra support:
“The YummiCommunity is basically a parent and baby club, but virtual, allowing you to ask for advice, share your stories and have your mini parenting breakdowns (surprise, we all have them), in an environment that is all inclusive and completely non-judgemental.
“On a daily basis I get the loveliest messages, emails and comments saying how a set of Yummikeys has cooled sore gums, or a YummiNecklace has transformed feeding time, but I also have people saying they wish they had known about us, as well as the tips and tricks they get from our current socials, sooner.
“he idea of the YummiCommunity has been in my mind for a while, but when we went into lockdown 3, I knew I needed to make it happen. I want this platform to be a resource for new and seasoned parents and carers alike, as well as somewhere to ‘go’ when you need a little extra guidance.”
Lockdown has seen Yummikeys’ best sales months to date, with new parents eager to help sooth babies during a time where support from family and friends is not readily available. The YummiCommunity aims to offer additional encouragement to those parents as well.
The brand’s best-selling Yummikeys, Yummirings and YummiNecklace were joined in 2020 by the East-Lothian company’s new Ultrasound Necklace – a personalised piece of jewellery for mums that sees their ultrasound etched into a disc.
Former primary school teacher Oli Ryan of education resources experts PlanBee says that while adults tend to focus on romantic expressions of love, February 14 is an ideal opportunity to show children how to demonstrate compassionate love and kindness to friends and family:
What is Valentine’s Day?
Valentine’s Day is a saint’s day in the Christian calendar when the martyrdom of a Saint Valentine is celebrated; Saint Valentine was buried on February 14.
Who was St Valentine?
It depends who you ask, and which St Valentine you’re talking about. There are 11 saints named Valentine according to the Roman Catholic Church. Most commentators agree, however, that Valentine’s Day celebrates Saint Valentine of Rome, a priest who ministered to persecuted Christians living in the Roman Empire.
DID YOU KNOW …
Britons are predicted to spend more than £900m on Valentine’s Day in 2021 (statista.com)
Men tend to spend more than women on Valentine’s Day (statista.com)
Unsurprisingly, most lovers intend to celebrate at home this year – getting a takeaway or cooking a meal, and watching a movie together (finder.com)
Many people express their love for one another publicly on social media
Five Valentine’s Day traditions around the world
In Wales, it’s traditional to give your loved one a hand-carved wooden ‘love spoon’!
In Finland and Estonia, 14th February is better known as the ‘Day of Friends’. Rather than expressing romantic love, friends show their affection for one another by exchanging gifts or meeting up to spend time together.
In Japan, women give gifts to men on Valentine’s Day.
Italians and Brazilians celebrate Valentine’s Day in a big way: typically, music festivals and street parties are held
Slovenia has so much love to give that it celebrates twice! March 12 is Saint Gregory’s Day, the Slovenian lover’s day. Children and adults make little lights and float them on lakes and rivers, marking the start of spring.
How was Valentine’s Day celebrated in the UK in the past?
In the UK, it was once more typical to send a card or a love note anonymously, perhaps leaving a clue about yourself for your love interest to work out.
In Scotland, it was popular to play a parlour game where single men would put their name into a hat. An equal number of single women would take turns drawing a name. The man who they picked would then accompany the woman for the rest of the day.
In England, women used to write the names of potential lovers on little pieces of paper, then roll them together inside a ball of clay. They would then drop the clay ball into the water. Whichever name rose to the surface first would be their one true love.
How to teach children about love and kindness on Valentine’s Day
At PlanBee, we think Valentine’s Day is a great opportunity to teach children not only about why it’s important to express love for a partner but also how to strengthen friendships – just like the Finnish and Slovenians.
As well as sharing these fascinating facts about the day, you could arrange an activity for your child to do with a friend.
There are some lovely lockdown-friendly activities you could arrange for your children, to help foster their friendships at a time when it’s difficult for them to meet up.
Five great activities for fostering children’s friendships
1. Arrange a treasure hunt with another family
This is a lovely activity which your child will love to plan and personalise for a good friend. Place secret notes, painted pebbles, Christmas decorations or even make ‘nature art‘ along a short walking route. Write out some clues, and post it through your friend’s door. Next week, invite them to do the same for you and your family. Don’t forget to pick everything up afterwards.
2. Pen pals
Children love to share things with their friends, including pictures, poems and stories they’ve written themselves. Suggest the idea to your child. Hopefully, it will inspire them to write something nice to a friend, which you can either post in the mail or hand-deliver to their letterbox.
3. Book swaps
Arrange a book swap for your child and one or more of their friends. They can select one or two of their favourite books to swap for a while. It will give them something to talk about with their friends on Zoom! You could even provide some blank bookmarks on which they can write a little review of the book for their friend to read.
4. Video games
It’s easy to think of playing video games as a solitary activity, but these days it’s more often a social experience. With your child, choose a collaborative—rather than a competitive—game they could play online with a close friend (we like Splatoon and Overcooked – both good examples of child-friendly, cooperative gaming which your children will also enjoy playing with you.) Remember to plug in a headset so they can talk to each other.
5. Parlour games
With classes conducted over Zoom, children are pretty much over video meetings. Giving them a bit of structure will make virtual playdates much more enjoyable. Talk to them about how to play simple parlour games like Charades or Animal, Vegetable, Mineral – or help them set up their own version of ‘Kim’s Game’ to challenge their friends.
With a bit of imagination, there are all sorts of traditional parlour games which can be played over a video call.
Download these resources to help your child develop kindness and friendship here.
Responding to a national survey by charity Children 1st, parents and carers say there should be a focus on children’s emotional wellbeing when they return to the classroom
Parents and carers also call for more support for children on returning to routines, catching up on lost learning and on rebuilding friendships
Chief Executive Mary Glasgow says the voices of parents, carers and children should be at the centre of plans on how best to support children when they return to school
Scottish parents and carers believe their child’s emotional wellbeing should be at the top of the curriculum when the schools re-open, according to a national survey run by charity Children 1st. Parents and carers said they wanted their children to have time to reconnect with their friends, to play and have fun.
The national survey, conducted over social media, found that most parents and carers think a carefully managed transition and emotional support will be key to helping their children cope with a return to the classroom. This is in line with what the charity is hearing from Children 1st Parentline and the parents and carers it works with through its community services.
Over half of parents and carers (57.3%) said they would like schools to reopen with a focus on considering children’s emotional needs as well as their academic ones. Parents and carers believe that supporting the emotional wellbeing of their children is as important as learning, according to the 1515 parents and carers from across Scotland who responded.
Those responding to the charity’s survey also said that the biggest challenges they have faced during lockdown are around balancing their work and children’s needs, and helping their children maintain relationships with friends and family. Returning to routines was the biggest concern about schools reopening, with over 60% of parents and carers citing it as a worry (see tables below for more details).
It comes after calls were made this week for Scottish school days to be extended and school holidays to reduce.
But Mary Glasgow, the charity’s Chief Executive, is calling on the Scottish Government and the Scottish education sector to listen to families by putting children and young people’s emotional and social wellbeing at the heart of Covid recovery, warning that children can’t learn effectively if they don’t feel emotionally safe and secure.
Children 1st Chief Executive, Mary Glasgow.
She said: “With all the discussion of longer school days, less holidays and general focus on formal learning as opposed to the wider social and emotional needs of children, it felt like the voices of families and children were being lost in the debate.
“That’s why we directly asked families what they would need to recover from the pandemic so they can cope with a return to school – and they have told us that many children will need support with their emotional wellbeing when they return to school.
“As we move closer to schools fully reopening, I urge the Scottish Government and the Scottish Education sector to listen to the voices of these families who are telling us that children’s wellbeing and self-confidence must be at the heart of the school’s response to Covid recovery.”
“We know that this year has been hard for all of us, but with the right support in place parents and carers are telling us that children can overcome any negative effects of lockdown.”
One respondent to the survey said: “I want my children to feel safe and wellbeing has to be priority. One whole academic year has been lost from education, but I feel a slow approach to learning should be made, not a rush to catch up.”
Another told us “Let them have time to play, forge friendships and space to emotionally recover from the pandemic.”
Another parent / carer told Children 1st “We need to focus on wellbeing. The impact all of this uncertainty has had on children is immense, even if they aren’t necessarily outwardly upset.
“Catching up on missed education is so important but we need to recognise the level of disruption they have all been through and support them positively to transition back into yet another change of routine.”
Children’s 1st Parentline offers families free emotional, practical and financial support on 08000 28 22 33 or online at www.children1st.org.uk/help-for-families/parentline-scotland/
We are asking Edinburgh pupils from 5 to 18 years to take part in our local Greenpeace competition to show Edinburgh councillors how much they love green accessible spaces and what they think the future of active travel should look like.
The Greenpeace Art and Photography Competition runs until 13th February. Posters and photographs should be emailed to greenpeace-edinburgh@live.co.uk.
This competition gives younger generations the chance to have their voices heard and celebrate what they like about the changes made so far.
Categories are age appropriate and entries will be judged by Councillors on the Transport and Environment Committee alongside local artists and representatives from cycling and wheeling organisations in Edinburgh. The winning pictures will be used in future Greenpeace campaigns to highlight local transport improvements.
Why – Transport is the UK’s single largest source of greenhouse gas emissions. Greenpeace Edinburgh Local Group is calling on the local council and the Government to invest more money into walking, cycling and green public transport, rather than building new roads.
The pandemic has helped us to appreciate our city with less cars on the streets and the corresponding reduction in noise, air pollution, or danger to cyclists and pedestrians. We want children to engage with this important topic as it will shape their future living spaces.
During February half-term, we are hosting an art competition to celebrate our existing low traffic neighbourhoods, cycling paths and other active travel infrastructure. Pupils are asked to submit their ideas, solutions, or simply their favourite active-travel locations as a photo or in form of a poster.
Scottish Ensemble starts 2021 as it means to go on with the appointment of three new board members by chair Samantha Barber.
Scotland’s award-winning ensemble has been treating audiences both old and new to an array of digital content and collaborations since the global pandemic began and the appointment of three new board members carries their commitment to reaching new audiences and promoting mental wellbeing well into the future.
Together, the new appointments draw on expertise from the fields of digital/ technology, mental health, young people, tackling social disadvantage, strategy and governance and will help the ensemble continue to innovate at a time of ongoing uncertainty and change.
James McAulay, the CEO & Co-Founder of Encore – one of the world’s largest online booking platforms helping musicians earn money playing at events, concerts, weddings and recording sessions – joined the board in December 2020, as its youngest member to date.
Before starting Encore, James studied the cello at the Music School of Douglas Academy in Glasgow and led the NYOS cello section at their BBC Proms performance with Nicola Benedetti in 2012. James brings extensive digital expertise and a passion for strings and composition to the table.
Morag Burnett began her career in arts management and has since worked with international NGOs and foundations for over 20 years in Honduras, the Dominican Republic, New York, London, Mexico City and most recently Tbilisi, Georgia.
Morag is deputy chair of the innovative, London-based Lankelly Chase foundation, working to change systems that perpetuate disadvantage and she hopes to bring this experience into her new role.
Amy Woodhouse, currently Head of Policy, Projects and Participation for Children in Scotland, the national network organisation improving children’s lives, has a particular interest in how music, and the arts more widely, can be used to promote mental health and wellbeing and will join the board in March 2021.
She brings an understanding of mental health improvement and participatory approaches to the board.
Chair of Scottish Ensemble, Samantha Barber said:“We are truly delighted to welcome Amy, Morag and James to the Scottish Ensemble board. Together they bring skills and experience that we know to be of utmost importance as we enter 2021.
“These new appointments and all that they represent in terms of knowledge and know-how will enable us to remain resilient and continue innovating in the way for which we have become known. I know that all of my colleagues on the board and across the organisation will join me in wishing them a warm welcome; we look forward to their input and to exploring new ideas and perspectives over the coming year.”
In addition to the new board members, SE also announce that after over 14 years in various roles throughout the organisation, Lesley Paterson retires in 2021 having completed her full term as a board member.
And finally, Chief Executive Jenny Jamison will be heading off on maternity leave in March and William Norris of William Norris Arts Management will be stepping into her role, supported by the wider SE team.
Having previously held the post, among others, of Managing Director for Southbank Sinfonia and Tafelmusik Baroque Orchestra (Toronto) William’s past work has explored innovative concert formats and looked at ways to reach new audiences and SE are delighted to welcome him to the team.
An image representing young people overcoming challenges during the Covid-19 crisis has been released by Barnardo’s to mark Children’s Mental Health Week.
With the theme of this year’s week (February 1 to February 7) being ‘Express Yourself’ the UK’s leading children’s charity asked the artist to explain what inspired the picture.
Artist Louise, who is supported by Barnardo’s, said: “In the image, I chose the cogs to represent the idea that young people are facing many invisible challenges and feelings which I felt were important to acknowledge.
“The blue light in the image represents that despite all these challenges, here was a generation that had come together in all sorts of different ways whether that was working for the NHS or doing a neighbour’s shopping.
“Yes, young people are facing some real challenges at the moment but we are making a difference despite it all which felt powerful to me and was what I wanted to convey through my image.”
The picture was also used as the front cover of a Barnardo’s report entitled In Our Own Words, where young people had their say about how the pandemic has affected them.
Young people who helped produce the report said the pandemic has felt like a lifetime, and Barnardo’s is concerned the effects will last a real lifetime if steps are not taken to help children.
It is holding Government to account and ensuring the voice of the child is not forgotten in its response to the pandemic.
But cannot do it alone and needs the support of the public to help children and young people who are feeling lonely, anxious about the future, disconnected from their peers, with some living in unsafe home environments away from the protective gaze of their teachers and school staff.
This is why the charity is relaunching an urgent Coronavirus Crisis Appeal. It knows that with the right support, children can recover from the trauma resulting from the pandemic.
Barnardo’s Chief Executive Javed Khan said: “With spring still a long way off, the country in another lockdown and the end of the pandemic still uncertain, children and young people are facing a very difficult time.
“Just as Louise expresses so brilliantly in her picture, young people are facing many invisible challenges, but they don’t have to face them alone.
“Barnardo’s is always here for those who need us, and with your support we can reach even more children and young people struggling during the pandemic and beyond. If you are in a position to donate, then please do consider supporting our Crisis Appeal.”
Anti-poverty campaigners have called for increased action from the Scottish Government to tackle the educational attainment gap, after new analysis (which can be read in full here) found stark gaps in attainment between young people from Scotland’s least and most deprived areas.
The analysis, undertaken by the Poverty Alliance on behalf of The Robertson Trust, examined the evidence on the links between poverty, education and work pathways for young people in Scotland and across the UK.
It found evidence that the poverty-attainment gap – already identified by the Scottish Government as a key priority – shows signs of increasing and risks being further compounded by the impact of the Covid-19 pandemic.
The review reveals that as of 2018-19:
Infants living in deprived areas, aged 27-30 months, are 16% more likely to display development concerns
Just over 2 in 5 young people living in the most deprived areas achieve one or more Higher when leaving school (43.5%) compared to almost 4 in 5 young people living in the least deprived areas (79.3%)
Inequalities continue into post-16 education and work pathways with one in ten school leavers living in the most deprived areas in Scotland unemployed nine months after the end of the school year, compared to 2.6% of young people in the least deprived areas.
Despite a range of policies, strategies and initiatives having reformed the Scottish educational and employment landscape over the last six years, most notably the expansion of early learning and childcare and the Scottish Attainment Challenge, the review highlighted Covid-19’s disproportionate impact on single parents and low-income households.
Emerging evidence has also shown the negative impacts of the pandemic on the educational outcomes for children and young people from deprived areas due to the digital divide and lack of access to educational related resources.
Income inadequacy prevents children from low-income households being able to fully participate in education and initiatives seeking to reduce the attainment gap should put reducing financial barriers at the centre.
The review also highlights the importance of initiatives like one-to-one tutoring, mentoring and careers education targeted at young people living in more deprived areas; initiatives that, the review concludes, are currently lacking in Scotland.
Poverty Alliance Director, Peter Kelly, commented:“Scotland is a country that believes that every child should have every chance. However this review makes clear that too many of our young people are seeing their life chances restricted by poverty. The educational attainment gap is stark in Scotland, and is an injustice that we cannot allow to continue.
“We know that the pandemic is compounding the gap. But we also know the action that we have to take to loosen the grip of poverty on the lives of families across Scotland, and to ensure that every young person in Scotland has access to the same opportunities.
“That means using every lever at our disposal to boost family incomes, as well as increasing support for interventions like one-to-one tutoring and mentoring for young people from low-income backgrounds.”
Chief Executive of the Robertson Trust, Jim McCormick, added:“At The Robertson Trust, we are keen to understand how best we can maximise the contribution of education and fair work in reducing poverty.
“This report not only highlights the stark differences in educational experiences that children and young people from different backgrounds face across Scotland but also where some of the evidence gaps currently exist when it comes to what works and why.
“Although many of the findings will be familiar to those working tirelessly to narrow the attainment gap, this analysis shines a bright light on the disproportionate impact Covid-19 has had on those already most affected. This is particularly concerning given the clear link between childhood disadvantage, low educational attainment and future poverty.
“We will use the findings to help us shape our own role as an independent funder in this area and it is our hope that the review will stimulate renewed commitment to act across Scotland.”
With children and young people’s mental health so badly effected by lockdown and prolonged absence from school, this year’sChildren’s Mental Health Weekhas a particular resonance.
Former primary school teacher Laura Steele of education expertsPlanBeehas gathered a week’s worth of fantastic FREE resources inone downloadable pack.
Parents can use them to help their children explore their mental health and give them the tools to express their thoughts and feelings.
These posters aim to help your child understand some of the physical sensations that accompany different feelings. Explore and discuss the vocabulary on each poster. You could ask children: Do you know what this word means? Have you ever felt like this? What made you feel this way? Could you add any more words to either of the posters?
Older children may find the Synonym Booklet of Emotions useful to expand their vocabulary and help them to better express themselves.
Use these 16 feelings and emotions cards to develop discussion around a range of different feelings, using the questions below each emoji. If your children cannot think of an example, you could describe and explain a time when you felt this way. They could also be asked whether each of the cards represent a ‘warm fuzzy’ or a ‘cold prickly’ feeling, picking up on yesterday’s discussions.
You could then challenge your child to use the Design your own Emotion Emojissheet to create their own versions. Encourage them to think about their personal experience of each emotion, and think carefully about the shape, colour, size and facial expression they choose.
Today’s resource focuses on a specific feeling: worry, or anxiety. Tell your child that everyone experiences this feeling sometimes, and more often than not, acknowledging and talking about the reasons why you are worried or anxious can help you to feel better. These Worry Monster Activity Sheets can help your children to voice, and then deal with, any anxieties they may have.
Anger and frustration can be difficult emotions for anyone to deal with, not least children. These posters offer a range of techniques that can be used almost anywhere, in any situation. The first four posters (The Calm Down Cake, The Slow Down Star, The Slow Down Square and the Helping Hand) direct children to focus on their breathing, using an image to help them do this. Discuss and practise the techniques together, first with and then without the posters in front of them, so children realise that these strategies can be successful using only their imagination if needed.
The final poster in the pack (5…4…3…2…1), may be more suitable for older children. They are directed to use all of their senses to focus and calm the mind. They can do this for the actual environment they are in, or an imagined one, such as a park, a beach or a forest.
The mental benefits of meditation are now widely recognised – for children as well as adults. Research has shown that short, regular meditation sessions can have a positive effect on children’s attention, focus, self-awareness, and their management of thoughts and feelings. This Guide Sheet is a simple, easy introduction to meditation, with step-by-step instructions to follow. Try a short session with your child. Ask them how they feel afterwards. You could try to add a session like this into your daily routine, and see what effect it has over time on your child’s emotional well-being.
A person with a fixed mindset feels that they have no control over their abilities, or problems they may face. But someone with a growth mindset knows that they can improve their abilities and overcome difficulties if they persevere and are patient with themselves. Discuss these differences with your child, and look at the poster for examples of each type of mindset. What type of mindset does your child think they have, and why? Why might it be better to have a growth mindset?
Children could use the blank poster provided to write their own personal examples of statements they made when they felt they had a fixed mindset, and how they could turn this around into a growth mindset statement.
End the week on a positive note with this activity, where children are encouraged to think about all the different aspects of their life that they are thankful for. A blank template is included for children to record these thoughts.
The I am Lucky Because…activity sheet may be more suitable for younger children, where they are encouraged to think about and complete the sentences, ‘I am lucky because I can…’, ‘I am lucky because I am’… and ‘I am lucky because I have…’.
The charity warns referrals are likely to rise further under current lockdown restrictions
NSPCC urges people to speak out if they have concerns about a child’s safety or wellbeing
Referrals from the NSPCC helpline to agencies in Scotland about children living with domestic abuse have increased by more than 30% during the pandemic.
The latest figures reveal that the average monthly number of referrals about this issue to Scottish agencies, such as police and local authorities, has risen from 32 in the first three months of last year to 42 in the remainder months. A total of 377 referrals were made between April 1 and December 31.
Across the UK, the average monthly number of contacts to the NSPCC helpline about this issue has increased by more than 50%. Concerned neighbours have increasingly reported hearing non-stop arguing and kids crying to the charity’s confidential helpline for adults worried about children.
The NSPCC’s frontline teams are concerned that the risk of young people suffering the toxic consequences of domestic abuse has been heightened.
One member of the public who called the Helpline for advice said: “For the past few weeks, I’ve been hearing loud and aggressive shouting between a man and woman who live a few doors away from me.
“They’re at it pretty much every day and it generally lasts a couple of hours. Sometimes I hear their children crying when the parents are arguing. I’ve only really noticed this since I’ve been at home on furlough. I’m worried the kids aren’t being looked after properly.”
Left unaddressed this form of abuse can have profound and long-term impacts on children’s physical and mental wellbeing that can last into adulthood.
Joanna Barrett, NSPCC Scotland Policy and Public Affairs Manager, said: “With families facing increased pressure behind closed doors, lockdown restrictions have made some children more vulnerable to experiencing domestic abuse, as well as other forms of abuse and neglect.
“It is vital that no child becomes invisible at this time, and support is available and provided now to all children and families who need it.
“It is also so important that people speak out if they are concerned about a child. Our helpline experts are there to answer any questions and concerns, provide reassurance or take quick action if we feel a child is in danger.”
Young people who experience domestic abuse can have trouble learning, depression or suicidal thoughts, or develop eating disorders drugs or alcohol problems.
One 13-year-old told Childline: “Recently my mum has been yelling at me and calling me names for no apparent reason. My parents fight a lot, like really a lot. My dad overreacts but mum makes the situation worse.
“Today my parents got in a huge argument that included a lot of shouting and my dad was throwing things at my mum. I was shocked because none of their fights have got physical before, and now I am wondering how bad things could get.
“My parents don’t talk anymore and they treat me like their little messenger passing comments between them. It is really affecting me as I constantly feel anxious and cry myself to sleep. I really need help.”
Anyone who is experiencing domestic abuse or has concerns that someone else may be can contact the NSPCC’s Helpline for information and advice on 0808 800 5000, emailhelp@nspcc.org.ukor fill in ouronline form.
Just 11.8 % of fathers took the lead on helping their children keep up to speed during the first lockdown
As mums and dads return to home schooling, will the burden fall more equally this time round?
It turned out that mothers were picking up almost all the home teaching burden during the first schools lockdown, with just 11.8 percent of fathers taking the lead on helping their children keep up to speed.
That was the shock finding from a survey of hundreds of parents of primary school-aged children carried out by leading education resources and lesson plan experts PlanBee.
PlanBee’s Oli Ryan, a former primary school teacher, said: ‘We know that not all families are willing or able to help their children with home learning, but we were amazed to find that there was such a huge gender disparity in terms of who was taking up the teaching mantle.’
He continued: ‘The vast majority of primary school workforce are women, but we still find it surprising that when it comes to home teaching Dads appear to be doing so little. If it’s a sign that teaching young children is considered to be “women’s work”, it’s pretty alarming.’
And parents – the vast majority, women – were allocating significant parts of their day to home schooling, with over a quarter (27.7 percent) spending more than four hours a day on it.
Now, many parents are reporting that because schools have had time to prepare their home schooling lessons, the quality is much improved.
In March, an extremely limited number of subjects were being sent to pupils at home by their schools. Nearly all respondents said they had received work in Maths (93.04 percent) and English (92.17 percent), with science in third place at just 38.26 percent.
Fitting in home schooling with other work and other commitments was the top challenge for parents, with over a third (35.29) per cent citing it. Keeping their children engaged with learning was second biggest bugbear, at 31.09 percent.
And just 10.92 percent said they were loving home-schooling their children!
Nearly 40 percent of the respondents were primary school teachers as well as parents. And home-schooling was having a big impact on parents’ perception of teaching, with nearly one-third (33.6 percent) saying it had altered their attitude.
Parents have now deluged schools inspectorate Ofsted with emails and Tweets praising teachers and school staff for their work during the pandemic citing how quickly schools had set up work on short notice following the last-minute lockdown.
One respondent to the PlanBee survey remarked: ‘Trying to get children engaged to learn is very hard! I know it’s a challenging time, but my Year 4 struggles to engage if he doesn’t like the subject and I can see how that would translate in the classroom! Hats off to all teachers!’
A teacher-parent said that home-schooling was quite different from work: ‘I am a teacher but it’s different when trying to teach your own!!’
And for teacher-parents, the challenges were particularly marked: ‘I now have to teach the children in my class remotely as well as home school my own child. I respect myself and my colleagues a lot more.’
Another said: ‘Although I work in nurseries and I’m qualified as a teaching assistant, I don’t think I realised just how much work (and patience) goes into teaching.’
Mr Ryan said: ‘It’s great that so many parents are showing their appreciation for teachers by writing to Ofsted. As to whether Dads will do their fair share of home schooling remains to be seen. I won’t hold my breath!’
