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MOTHER’S DAY AT AMPLEFORTH

Mother’s Day: a Day in the Life of a Housemistress

by Victoria Anglim

Being a Houseparent to the 70 girls who live in St Bede’s, one of Ampleforth’s longest standing houses, is a huge privilege – particularly on Mother’s Day.

Ampleforth is a co-educational school and first admitted girls in 2001. For the sixteen years that I have been at Ampleforth, I’ve been a Housemistress to girls for nearly eleven years, having previously lived in a boys house.

Our Benedictine ethos at Ampleforth means creating a sense of community and providing individual care for the children we look after, which is why many parents choose to send their children here. This strong focus on pastoral care is particularly prevalent in our boarding houses and at certain times of the year when children inevitably think of their families. 

As a Houseparent you are often the central link for a child between school and home. As a parent myself to Oscar (16) and Erin (14), I know that teenagers need a sense of balance and stability as they develop as a person and strive academically and on the sports field, theatre or music room.  One of our former pupils talked about their experience of school and said ‘everyone gets the chance to do what they do best,’ which pretty much sums up our approach to the children in our care.

Design as a subject is very strong here at Ampleforth and ahead of Mother’s Day, we organise a craft club where the children can make gifts and cards for their mothers, which Matron then posts.

Any Sunday at Ampleforth involves Mass, Sunday lunch, calls home and a chance to enjoy some of the 70 extra-curricular activities we have on offer in the 2,200 acres of North Yorkshire countryside we live in.  It’s also a long-standing tradition that, on Mother’s Day weekend, myself and another Housemistress join our houses for a large celebratory Sunday lunch, creating a positive family-like atmosphere, which the girls tend to love as it means they can get together with their friends. We also try and keep Aoife our much loved house pet (she is an Irish wolfhound) well away from the table!

We are always vigilant about helping pupils settle in and watch out for homesickness, which can sometimes strike at the weekend. We put on a range of social activities at weekends which get everyone involved and keep the children busy. On Mother’s Day this year, we are holding a charity colour run and have encouraged those who celebrate Mother’s Day to invite their parents to come down and watch them take part – and parents can take children out before or after the event.

So, Mother’s Day will be a day where we come together as a large family – however near or far our own might be.

 

 

BLOG FROM ST BENEDICT’S

Learning for earning, or learning to think? Education needs breadth and depth

By Andrew Johnson, St Benedict’s School Headmaster

 

It’s sometimes said that education is what is left when you have forgotten what you were taught.

Einstein himself used this quote, to make the point that the core value of education is not in the subjects taught, but in the learning of mental skills – the ability to think well.

The purpose of education is too often assumed to be for securing work and safeguarding the economy – learning for earning. Of course we need to equip pupils to take their place in the world, and to find the kind of employment that best suits their talents, but the present generation of 18 year-olds faces different challenges which demand a different approach.

Firstly, the future of work is more uncertain now than it’s ever been. Our children will be employed in jobs that haven’t even evolved yet, and it’s unlikely that they’ll stay within one area of work, or one career. Artificial intelligence is increasing exponentially, and many jobs which are familiar to us now, in many walks of life, may soon be performed by computers. An Oxford study recently predicted that more than 40% of occupations could be threatened by automation over the next two decades. To succeed in this new employment landscape, dominated by artificial intelligence, it’s surely real, human intelligence we will need: emotional intelligence, adaptability, and the ability to respond positively to change.

Then there is the creeping threat of fake news. In this post truth era of ‘alternative facts’, we must help our children to make good judgements and to have the ability to distinguish clearly between what is true and what is false. It is vital that we help them to interpret what they see on the internet, and not to accept everything at face value– to be sceptical, and assess the evidence. The consequences of living in a society which has little regard for the importance of truth are hard to contemplate and education has a big part to play in arming our young people against forgery and lies.

Stellar exam results are great, but on their own they can do little to prepare our children for these realities. Good study skills and the acquisition of knowledge certainly have their place, but they are really only the beginning. It’s ironic that, as technology improves, and occupies an ever increasing part of our lives, it is human qualities which will matter more and more, since it’s these which set us apart from clever machines.  Imagination, empathy, kindness, compassion, perseverance, curiosity – these are the qualities that remain when you’ve forgotten what you learned for those exams.

So it is vital that, as well as teaching the curriculum, we help our children to develop these qualities; to be self-starters – independent learners, creative thinkers, team-workers and effective communicators. They will need to be versatile and adaptable in an uncertain world.

So how do we develop children fully, so that they can have these essential qualities? In the classroom, we need to go beyond the syllabus and encourage debate, independent research, curiosity and a love of learning for its own sake.

Co-curricular opportunities have an enormous part to play, and their place in education is essential, not subsidiary. In music and drama, it takes self-discipline and independence to practise an instrument, or to learn the lines of a play. Having a role in a school production or concert and performing will develop confidence and self-belief.

In sport, when you’re 4-0 down with 10 minutes to go, it takes gritty determination to keep going to the end; and if you can encourage your team-mates along the way, so much the better.

Then there’s outdoor adventure activities, taking young people out of their comfort zones, teaching them map reading, survival skills and team work. My own sons still talk about their Duke of Edinburgh’s Award Gold expedition as one of the best things they ever did when they were at school – 4 days of navigating their way around the mountains of North Wales in horizontal rain and icy gales can teach us a lot about perseverance and pulling together.

Young people need to find their leadership potential; to be proactive, and not passive. A school which encourages its pupils to be adaptable, open to change and to other people, is actually going to enable them to lead rewarding, fulfilling lives. Einstein’s message should be loud and clear: think to learn, but above all, learn to think.

 

 

 

A VIEW FROM AN INTERNATIONAL SCHOOL

The importance of teaching students ‘international mindedness’

Diane Hren, Head of School at ACS Hillingdon International School

In an ever-changing world and increasingly global workplace, the importance of young people being internationally-minded and aware of global issues is more relevant than ever before. Living in such an interconnected world requires a generation of problem solvers and creative thinkers who can understand challenges from a range of cultural perspectives.

International schools are perfectly positioned to help students widen their horizons. A classroom with peers and teachers from all over the world offers students the unique opportunity to explore curriculum subjects from multiple viewpoints, challenging perceptions and broadening their understanding across complex subjects.

ACS Hillingdon International School, one of three ACS International Schools in the UK, has students enrolled from over 50 nationalities. For its 570 students, aged 4 to 18, being educated in this hugely diverse international community, combined with receiving an international education, develops a global mindset and helps forge that all important international mindedness and understanding.

An international education

Qualifications and learning programmes that extend beyond national boundaries have to be central to an international education. At ACS Hillingdon, we offer highly regarded, world-renowned, International and US programmes, including the International Baccalaureate Diploma Programme (IBDP), Advanced Placement (AP) courses, a US High School Diploma and an Honours programme.

Studying these globally recognised qualifications means our students are well prepared to go on to attend the university of their choice, in the UK or anywhere in the world. UK University admissions officers cited the IBDP as the best preparation for University, compared to A Levels, according to research conducted on behalf of ACS. Admissions officers believe that the IBDP develops essential aptitudes needed to thrive at university, such as independent inquiry, open-mindedness and self-management skills.

We believe that a well-rounded and balanced school life is key to developing confident and happy individuals. ACS Hillingdon has an exciting and dynamic mix of co-curricular and extra-curricular activities, and we help each student realise his/her potential in everything they do.

Developing global citizens

In 2015, ACS Hillingdon became the first school in Europe to be awarded International Certification status from the Council of International Schools (CIS), recognising its provision of high quality international education.

An ACS International Schools alumni survey revealed that 78 per cent of respondents believed that attending an international school meant they had the confidence to live and work anywhere in the world and 84 per cent said they had greater tolerance and respect for other cultures.

 “Attending an international school broadened my horizons; it helped me realise that there were many things within my grasp beyond what I had previously considered.” –  ACS alumni.

Through an international education and exposure to a multicultural mix of students at an international school, students emerge from education as well-rounded, culturally aware individuals, who respect others and can think independently and critically. While many students are expatriates, it is local, UK families who are joining in ever-increasing numbers as awareness of the life-long benefits of an international education can give grows.

To find out more about how ACS Hillingdon can enrich your child’s education or to register for an Open Morning visit www.acs-schools.com/opendays.

Hillingdon Graduations 2016

Counting our blessings

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Might counting our blessings be the path to health and wellbeing?

 

I have finally acknowledged that I am no longer a young teacher. Various moments have prompted this epiphany and it was sealed recently as I reflected upon schools’ responses to the new curriculum.

I realised that I am one of just a few people in the staff room who remembers teaching A Levels before Curriculum 2000, as it was known. Equally rare is being a teacher with a memory of being given more than fifteen minutes to prepare for immense curriculum changes. The profession thought carefully in preparation for Curriculum 2000 and we all relished both the new direction and the pedagogical integrity which underpinned it. Teachers don’t mind change but we do object to ministers who foist their career ambitions on children and young people without a care for the impact. We had a couple of months to prepare for the latest changes we are now implementing – tellingly, unlike the last round of changes, they go without a name.

Now while few of us have especially welcomed the rapidity of the recent changes and while some people might roll their eyes at the level of grammar children now learn, we are certainly seeing some benefits. Children in Year 2 can tell you with certainty whether or not a sentence is a sentence and moreover can comfortably work with expanded noun phrases. Great licking of pencils now goes on and a confident underlining of parts of speech, which would put older children and most adults to shame: as long as learning grammar is accompanied by a joy in language and meaning then we can agree that the raised expectations of the new curriculum are a good thing.

I am interested in the resurgence of some other old fashioned notions. When I was at primary school we seemed to spend a great deal of time doing exercises, which reinforced learning. Lo and behold we have come full circle and this is now dubbed deep learning and lauded as seeking mastery. For children who liked to learn in straight lines, there used to be a great comfort in some aspects of the primary curriculum. We spent tracts of time learning idioms – rolling stones gathering no moss, birds in the hand and how much they were worth not to mention collective nouns – a murder of crows, a  shrewdness of apes for example.  Much of learning was also conducted in silence. How splendid then that the world has begun to expand upon its understanding of personality types: I have long said that teachers should not say at parents evenings, “She needs to talk more!” as if speech were the only route to learning (we know it is crucial for some by the way and there is nothing like a debate to prove that). Teachers must find ways to satisfy themselves that students are making sense and progress but we have for too long forced children who prefer silence to break their peace.

Rightly there is a new interest in what it is to be an introvert. We have learned much educationally from an awareness of the autistic spectrum and how we must meet the needs of young people who present with struggles with loud noise, who prefer their quiet, need plans, and who can learn some things at an extraordinary pace. I hope that we can now extrapolate from that learning and resist a temptation to try pop diagnoses of autism or Asperger’s when we are simply meeting a person whose energy is not derived from socialising but who finds that source in solitude. Perhaps our next educational challenge is to remember what loveliness there is in silence and to be ambitious as teachers in finding ways to uncover the ways of those who do not learn through dialogue.

Revisiting old ways, seeking mastery, all sounds like the lore of magic. Maybe there is a beauty in remembering past methods and language. Neuroscientists have explored the benefits of counting our blessings. Now that is indeed an old time idiom: it sounds like the kind of phrase and exhortation you would need to be aged to utter. At the very least we imagine it being said by someone who has seen much of life and perhaps death. It is a phrase which comes from communities affirming shared beliefs and customs, where people of all ages socialise together, sit around tables with great pots of tea and speak of times gone by as well as current business. In our scattered communities our elders do not always have voices and if they do, they do not use them or feel they can. It is right that modern views assert themselves and that we keep an eye on the future. But we speak so often of being nimble, alert and responsive that perhaps we could learn a little from reflecting on former beliefs.

In this case researchers are finding that those who regularly acknowledge goodness in their life, who notice success, giftedness, and joy, experience better mental health. To coin another old-fashioned term these moments would have been acknowledged in times gone by as moments of grace. Grace means quite simply thanks. As a leader of a girls’ school I urge girls and staff individually and collectively to notice when something lovely happens. I ask them to write down the compliments and remember them for the times when more wounding things happen. We all need to learn how to receive compliments graciously – how often have you praised someone’s outfit, work or contribution only to hear them either literally talk through you or deny it – “It was nothing,” “Oh that old thing,” “Oh it wasn’t very good”. How often have you done that yourself?  Why? Why do we focus on criticism rather than praise? They are both as likely to be true. If a good teacher’s exam results are not as excellent as usual they blame themselves entirely. If the results are splendid they tell you they had a great class. We don’t want people to become proud and arrogant, but we do want them to know their own worth. For their well-being and sanity they need to be able to hear a beautiful truth spoken about them or to them. Perhaps we can rejuvenate not just grammar and parts of speech but also some of the old elegances. Perhaps we can seek and experience grace filled lives.

Mrs S Raffray MA, NPQH
Headteacher
St Augustine’s Priory, Ealing

 

INVENTING A SNACK WITH ORGANIX

 

Emily Day

There aren’t many babies who haven’t enjoyed an Organix cereal bar, rice cake or packet of puffs. Now Organix is expanding into healthy snacks for older children, with the launch of its new range Punk’d. Emily Day, Food Development Manager at Organix, is responsible for creating the new range, so we asked her how she turned the idea into reality.

We’re full of ideas for new foods, it’s one of the really exciting things about my job. For years we’ve thought about how we can apply all we’ve learnt from making baby foods into cooking up ideas for food that mums and dads can give to their children as they grow up.

Our inspiration is parents. We want to create foods that parents want and need, so a big part of my job is talking to mums and dads. We believe it’s our responsibility as the food industry to help parents, by providing good healthy choices. We found mums are struggling to find healthy snacks for children as they get older, and they’re concerned about the junk in children’s food, and that’s what really convinced us to get into the kitchen and make Punk’d happen.

We decided to start with cereal bars, as it’s one of the biggest selling snacks for kids – and there’s lots of bars out there that are pretty full of junk. Developing it has been quite a speedy process, it’s taken about eight months – compared to an average food development timescale of between 18 months to two years.

Of course there were lots of food regulations we needed to meet, and we also have our own very strict standards we work to, we call it our No Junk Promise. It means we always use organic ingredients and no junk to ensure we produce the best food possible – for parents it’s a stamp of reassurance.

We only ever use a small number of ingredients in our foods, we won’t use any hidden cheap ingredients, no flavourings or colourings – “natural” or otherwise – no artificial sweeteners and no added salt. We like to make life difficult for ourselves! That means no compromises or short cuts. So a big part of my job is finding the ingredients that will work – making sure we can get enough of them, so that the food will be affordable – and of course trying them all to make sure they taste great!

We tried around 20 different kitchen recipes for the bars, before narrowing it down to get the right soft texture and developing the flavours, which we researched with mums. We’ve chosen two flavours – Cocoa & Orange Crash (my favourite!) and Strawberry & Vanilla Smash, and we already have a third flavour in the pipeline!
The result is a bar made with real recognisable ingredients, great taste and absolutely no junk! Of course there’s lots of rigorous testing to be done too before we get into producing them or get anywhere near the shops, including food safety, shelf life and nutrition.

Once my job’s done the marketing team work their magic, so they’ve wrapped Punk’d up in bold, bright and colourful packs, so it’s cool for kids to eat.

You’ll find Organix Punk’d bars at www.ocado.com www.amazon.co.uk

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SCIENCE WEEK BLOG

In celebration of British Science Week, local STEM ambassador, Ahrani Logan, shares a bluffer’s guide to all things scientific.

 

B&WPicAhrani

I was recently speaking with a few parents and I realised that although some had heard of something called STEM and STEAM, many still had not. If you have time to watch the news, in between madly parenting, or parenting madly, you might already know about this increasingly popular acronym which stands for Science, Technology, Engineering and Maths. The extra “A” in STEAM stands for Arts.

And it’s been in the news for a number of important reasons. So in honour of this week of science I bring to you a Top 10 of the latest in STEM and STEAM that will have you all clued up in no time. So do grab a cup of caffeine or a glass of vino, depending on what time you are reading this and let us begin…

  1. There is a current shortage of young people entering careers in the STEM fields. This has led to what’s called a “leaky pipeline”. Meaning there are more jobs than people qualified to work in these areas.
  2.  A particular drop off is seen with girls aged 10 who make up their minds around this age whether to study science or not. This drop-off has been linked to lack of confidence, peer group interests and a lack of female STEM role models.
  3. Both Government and businesses are focused on teenagers and are attempting to engage them with career advice in STEM fields, in order to find an immediate fix for this pipeline problem.
  4. Charities like STEMNET work with schools to introduce after-school STEM Clubs in secondary schools to engage young minds in pursuing STEM interests and talents they might have. STEMNET’s STEM Ambassadors work to support teachers and increase engagement through these clubs as well as through careers fairs and class activities.
  5. Academia is also recognizing the underrepresentation of girls studying STEM subjects and attempting to tackle the problems that women working in STEM fields, face. University College London (UCL) recently held a Nationwide competition called the Rosalind Franklin Appathon, to create an app to empower Women in STEMM. (The extra M here stands for Medicine). The winning app, called AMazing STEMM Trailblazers, is an educational game for boys and girls aged 7+ to engage in critical thinking, problem solving and learn about female STEMM trailblazers. The app will launch later this year at the AppStore.
  6. Children are Natural scientists. They ask tonnes of questions and are naturally curious. Recognising whether your child has a natural talent for STEM/ STEAM can help to steer them towards activities that foster their imagination and grow their young minds.
  7.  A push to get kids to code is now on. Spotting if your child has a natural aptitude for coding can help them develop these skills for the future. From BBC Microbit and Kano to Scratch, Raspberry Pi and coding clubs, schemes and resources to engage your child in tech early on have taken off in the UK. Parents can engage with their schools to find out more, or do an online search of these to find what’s right for their child.
  8. A lot of jobs in the future will be tech-based. But we mustn’t forget the other letters in this acronym. STEM is everywhere. Engineers are needed to build our towns and transport. Scientists might hold the clue to cures for disease and eliminating World problems like hunger and poverty. Mathematicians are needed as our future veers towards Space travel. And Arts are needed for our culture and soul.
  9.  All of these subjects work together and overlap. Engineers are creative, just look at their designs. The discovery of the structure of DNA, something that Rosalind Franklin contributed towards, but famously lost out on being awarded a Nobel Prize for, could be argued as discovering a work of art.
  10. During British Science Week 2016, STEM Ambassadors are involved in judging The UK Space Agency and STEMNET collaboration competition called “SpeakToPeake”. Teachers can invite a STEM Ambassador into school as part of a STEM activity. Pupils are given the chance to submit a question for British Astronaut Tim Peake, currently circling Earth in the International Space Station (ISS), to STEM Ambassadors. The best three questions will be selected by the Ambassador and sent to STEMNET for consideration. Winning questions will be answered in a video by Tim Peake. This is a Nationwide activity and helps to engage children with STEM. The deadline for submissions to STEMNET is Tuesday 22nd March 2016.

Ahrani Logan is a former scientist, ex-BBC Science and Education TV Producer; STEM Ambassador for STEMNET; Mentor at University of Leeds and King’s College London and Co-Founder of Peapodicity.
Peapodicity is a tech creative company based in West London & Chicago, USA, that focuses on creating innovative, fun and educational STEM and STEAM content for 3 to 10 year olds. Peapodicity is the winner of the RFAppathon and will be releasing AMazing STEMM Trailblazers later this year at the App Store.
peapodicity.com
info@peapodicity.com  Twitter @AhraniLogan and @Peapodicity

STEM Ambassador Logo - Full Colour

Peapodicity logo

BUBBLE

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A couple of times a year, the Business Design Centre in Islington plays host to Bubble London, a unique and carefully curated baby and children’s fashion, accessories and homewares trade show.

British and international brands showcase their SS and AW collections and buyers get to have a good nose at what’s coming up. It’s a great opportunity for the press, like me, to seek out new and upcoming brands and it’s where I’ve met the women behind fledgling companies Little Wardrobe London, Panda & Ping, Ace & Me, Where’s That Bear and many more.

From a consumer’s perspective, much of what you see in the shops or online will have first been spotted by buyers at shows like Bubble. In a couple of months I’ll be making my way back to Islington to find out what’s going to be hot next summer, plus Bubble Bump will launch, an area dedicated to maternity and nursery brands.

I’ve met some inspiring people in the last couple of years who have built businesses from scratch, changed direction following children or deserted highly paid city jobs to pursue a dream. Each has a chance to shine, and is well supported by the show’s PR Shosh Kazab of Fuse Communications. She’s a pocket rocket of enthusiasm, knowledge and a passionate supporter of the show’s exhibitors as well as the retailers and press who attend. I look forward to seeing her again in June (if we can’t sneak in a coffee/cocktail/chat about Bloodline before then).

Watch this space for an insight into my discoveries later this year.

www.bubblelondon.com

#discoverbubble

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CHRISTMAS BLOG FROM GLTC

GLTC EDIT
Have you ever bought one of those advent calendars which you fill yourself, but faltered at the part where you have to choose the mini gifts? I have a string of mini stockings which I unravel each year, but has never been stuffed, and each year I’m a bit disappointed. But this year is going to be different! Our first guest blog is a festive one, with a day by day list of inspiration.

Filled with Christmas Joy…or, “what to put in the pockets of a fill-your-own Advent Calendar!”
by Tracy Thomas, Head of Buying at Great Little Trading Co

If, like us, you’re fed up with the chocolate Advent calendars in the shops and long for something a bit more traditional, you may have bought a wooden or fabric Advent Calendar with little drawers or pockets ready to fill with treats. And, like us, you may have got it home and thought, ‘what on earth am I going to put in there?”

Chocolate and coins are far too obvious and lack the necessary ho-ho-ho, so we’ve come up with 24 inspirational ideas, treats, kind deeds and special memories to inspire parents to fill their children’s calendars with Christmas joy.

Here’s our Great Little guide:

  1. All children love stickers. Draw 24 squares on a piece of paper, stick a sticker in each square every day until Christmas Eve and make your own ‘Countdown to Christmas’ calendar.
  2. A recipe for Christmas cookies. Print out a child-friendly recipe and spend the day together filling the kitchen with Christmassy smells.
  3. Fill a box with glitter and make your own Christmas cards.
  4. Red and green M&Ms are so festive and pretty (and you’ll just have to eat all the other colours ..!)
  5. A letter from Granny inviting your child to a sleepover before the Big Day.
  6. A handmade voucher for a hot chocolate at your family’s favourite cafe.
  7. A tiny Christmas Tree. Today could be the day you go and choose the real thing.
  8. Tickets to the panto or ice-skating at a local rink. The wait for Christmas Day can seem eternal to a child. Fill Advent with things to do and events to look forward to.
  9. Beads and thread so your child can make someone a special Christmas present.
  10. Homemade fudge.
  11. A photograph of your child from last year’s Christmas. Children love seeing themselves change from year-to-year and will enjoy talking about their memories.
  12. Googly eyes! A whole box full of googly eyes so that you can stick them on tangerines. Trust us on this one; kids will love it.
  13. A Lego mini-figure or a pack of MatchAttax. Whatever your child’s craze of the week, pop in something to add to their collection.
  14. Get a Sharpie and write a message to your child on a balloon. Your child will only be able to read the message once the balloon is inflated.
  15. An invitation to see the Christmas lights. Our children used to love driving round the local streets in the dark, spotting decorations in people’s houses.  Or take them to Oxford Street to see the bright lights and Christmas window displays.
  16. A letter from Father Christmas. Pop in a reassuring note to let your child know he or she is on the Good List and hasn’t been forgotten. Include your home address – it’s amazing how many children worry Father Christmas won’t know where they live.
  17. Christmassy hair clips, a cool Christmas badge or a red nose, just like Rudolph’s.  Little treats don’t have to cost much.
  18. A Christmas decoration to hang on the tree.
  19. Did the reindeer make an early flying visit? Well, I think they left a little ‘present’ in drawer No. 19. Chocolate covered raisins make perfect ‘Reindeer poop’.
  20. A wishing star. Make a wish, pop the star outside the front door before bedtime and the wishing star will take your child’s wish all the way to Father Christmas.
  21. A little money and some information about a charity close to your heart. Talk to your child about the importance of giving to others and help them make their own donation this Christmas.
  22. Cress seeds. Grow them on a wet paper towel then add cress to your turkey sandwiches after Christmas.
  23. Print out some truly terrible Christmas jokes and spend the day alternating between groans and giggles.
  24. Reindeer food!  Mix birdseed and glitter together to create a magical treat for Rudolph and chums. Don’t forget to leave it outside on Christmas Eve.

Or, you could fill all 24 boxes with family photos from the past year and spend time each day talking about special times you’ve had together. After Christmas, pop the pictures in an envelope labelled with the date to create a fantastic memory bank for your child to look back on when they’re all grown up.

Use code CITYKIDS20 to receive 20% off orders over £60 with Great Little Trading Co. Valid until midnight on Monday 21st December. www.gltc.co.uk

Wooden Advent Calendar and Fabric Christmas Tree Advent Calendar, both from Great Little Trading Co

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MERRY CHRISTMAS

FROM ALL OF US AT CITY KIDS MAGAZINE

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Our new-look website

The launch of our new-look website gives us the opportunity to share the news, views and opinions of the many people we meet while working on City Kids.

Our Guest Blog will introduce you to personalities who all have an interest in kids stuff, be it fashion, education or parenting. They may be international superstars, A-listers from the blogosphere, or London mums embarking on a new project.

All will have a story to tell.

Watch this space…