This leads many to explore progressive approaches to education, that value curiosity, creativity and wellbeing in addition to traditional academic development. Mixed age classrooms are often one of the first things encountered during this research, an educational approach that intends to address the varied and individual ways children develop.

At Dallington, this approach is part of a wider understanding of childhood. One that values curiosity, relationships and confidence alongside academic growth, and sees learning as something shaped not only by teaching, but by the community around the child.

What Are Mixed Age Classrooms?��

Mixed age classrooms see children of different ages brought together within the same learning environment, creating a space where development can unfold more naturally rather than grouping strictly by year. It is based on the simple ethos that children do not grow in straight lines. Their understanding, confidence and curiosity develop at different rhythms, often in ways that don’t neatly align with age alone.

In place of a single pace for all, mixed age classrooms allow for flexibility, dialogue and shared learning. Children are able to revisit ideas, extend their thinking and engage with a wider range of perspectives, not only through their teacher, but through one another.

At Dallington, mixed age learning has long been part of the fabric of the school, shaping both the structure of the classroom and the learning within it.

The Benefits of Mixed Age Classrooms

In traditional classrooms, children are often expected to move through learning in step with their peers.

Yet in reality, understanding rarely develops so evenly. Mixed age classrooms take a different view, recognising that variation is not something to be managed, but something that can enrich the learning experience.

Learning at an Individual Pace��

Within a mixed age environment, children are given greater space to move at a pace that feels right for them. Some may be ready to explore ideas in more depth, while others benefit from taking more time to build confidence.

Rather than being defined by where they “should” be, children begin to engage with where they are. Over time, this often allows confidence to grow more naturally, as learning becomes something they can trust rather than something they need to keep up with or be held back by.

Learning by Teaching and Observing Others

One of the qualities that often stands out in mixed age classrooms is the way learning flows between children. Older pupils frequently take on informal mentoring roles, explaining ideas, modelling approaches and supporting their peers, providing the life skills needed to thrive as adults at an early age.

In doing so, they deepen their own understanding. suggests that teaching others can strengthen retention and comprehension, as children are required to articulate and apply what they know.

For younger children, the experience is equally valuable. Being part of a shared environment means they are regularly exposed to new ideas, language and ways of thinking. Learning becomes something they grow into, rather than something delivered at a fixed point in time.

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Stronger Social and Emotional Development

With a broader range of ages comes a wider and often more balanced social dynamic. Friendships are not limited to a single year group, and children have more opportunities to relate to others in different ways.

Younger children may look up to older peers, while older children develop patience, empathy and a sense of responsibility. In many cases, this leads to a classroom culture that feels more supportive than comparative, where children are encouraged to understand one another rather than measure themselves against each other.

A More Collaborative, Less Competitive Environment��

In a mixed age setting, the emphasis naturally shifts away from comparison. Because children are not all working at the same stage, there is less focus on who is ahead or behind, and more on how learning is shared.

This creates a calmer, more collaborative atmosphere. Children are more inclined to ask questions, to offer help and to see learning as something collective. Over time, this can encourage a more positive relationship with challenge, where curiosity takes importance over performance.

Growing Confidence and Independence��

As children move through a mixed age classroom, their role evolves. A child who once observed and followed begins, in time, to guide and support others.

This gradual shift can be deeply affirming. It allows children to see their own progress not through comparison, but through contribution. Confidence develops not from being the same as others, but from recognising what they can offer.

At Dallington, this sense of shared responsibility is an important part of classroom life, helping children to develop both independence and a strong sense of belonging.

A Thoughtful and Considered Approach

Mixed age classrooms can appear, at first glance, to be less structured than traditional models. In reality, they require careful planning and a high degree of attentiveness.

Teachers work flexibly, responding to a range of needs within the same space and guiding learning in ways that are both structured and adaptable. This balance is what allows the environment to feel cohesive, while still supporting individual development.

When thoughtfully designed, a mixed age classroom does not lose structure. It reshapes it, creating a framework that responds to the children within it, rather than asking every child to fit within a single model.

Is a Mixed Age Classroom Right for Your Child?

Every child approaches learning differently.

Some feel most comfortable within clearly defined structures, while others thrive in environments that allow for greater flexibility and interaction.

If your child enjoys helping others, or learns best through observation, conversation or collaboration, a mixed age classroom may feel particularly natural. Equally, children who benefit from taking their time, or who grow in confidence when given space, often respond well to this kind of setting.

The question is not whether one approach is better than another, but which environment best supports your child as an individual.

A Different Way of Thinking About Learning

Mixed age classrooms invite a broader view of education. They place value not only on what children learn, but on how they grow as learners, how they relate to others and how they come to understand themselves.

In many ways, this reflects life beyond the classroom. We rarely learn in uniform groups, and much of our understanding develops through collaboration, observation and shared experience.

At Dallington, this approach is part of a wider philosophy that sees childhood as something to be both nurtured and respected. Learning is not hurried, nor is it reduced to outcomes alone. It is something that unfolds over time, shaped by curiosity, confidence and connection.

If you’d like to see the impact that mixed aged education can have on your child, why not visit the school and sign-up for one of our open days?

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Across the country, families are looking beyond league tables and formal assessments, asking not only what their children will achieve, but how they will grow during these formative years. In that reflection, progressive education feels less like a trend and more like a thoughtful response to modern childhood.

So what makes a progressive primary school? At its heart, it is not a particular scheme of work or a set of techniques. It is an outlook, one that sees children as active participants in their own learning and recognises that education reaches far beyond academic achievement.

At Dallington, this outlook has shaped the school’s approach since its founding in 1978, guiding both the structure of the classrooms and the culture of the community.

What Is Progressive Education?

Progressive education is grounded in the idea that children learn best when they are engaged, curious and emotionally secure. Rather than treating knowledge as something delivered from the front of the classroom, a progressive approach is more of a dynamic exchange and is shaped by questions, dialogue, exploration and reflection.

Different schools express this philosophy in different ways. Some draw inspiration from , or traditions. Others develop their own frameworks while holding firmly to similar principles. What unites them is a shared commitment to nurturing the whole child and not just seeing them as a data point or future exam result, but as a developing individual.

At Dallington, this philosophy can be seen in the way children are encouraged to ask questions freely, to contribute to discussions and to see themselves as capable thinkers from an early age. Learning is not something that happens to them. It is something they are invited into.

A Child-Centred Approach to Learning

At the core of progressive education is a respect for developmental readiness and individual pace. Children do not all grow in straight lines, nor do they flourish under identical conditions. A child-centred environment acknowledges this natural variation and responds with attentiveness rather than uniformity.

At Dallington, our teachers observe closely and plan responsively. Conversations, projects and themes often emerge from genuine interests within the classroom, allowing children to engage more deeply with ideas that feel meaningful to them.

This approach does not lower expectations. Rather, it deepens them. When children feel secure and genuinely interested, they are more willing to persist, to grapple with complexity and to take intellectual risks. Learning becomes purposeful, not performative.

Holistic Education: Nurturing the Whole Child

A progressive primary school recognises that academic growth cannot be separated from emotional and social development. The classroom is not only a place where knowledge is acquired; it is a community in which children are learning how to relate to others, manage feelings and understand themselves.

At Dallington, creativity is woven through daily life rather than positioned as an optional extra. Drama, storytelling, art and discussion sit naturally alongside literacy and mathematics. The arts are not treated as enrichment; they are understood as powerful tools for thinking, expression and understanding.

Conversations about fairness, responsibility and friendship are equally valued. When children feel safe, known and heard, their capacity to learn expands. Emotional literacy supports resilience. Confidence supports curiosity. A sense of belonging supports engagement.

Holistic education is not softer education. It is deeper education that recognises that children thrive when every aspect of their development is respected.

Mixed-Age Classrooms in Progressive Primary Schools

One of Dallington’s most distinctive features, and a defining characteristic of many progressive schools, is its mixed-age classrooms.

Rather than separating children strictly by year group, learning communities are formed across ages. Within this environment, growth happens in quiet but powerful ways. An older child explaining a mathematical concept to a younger peer reinforces their own understanding while developing leadership and empathy. A younger child observing older work absorbs language, ideas and confidence simply by being part of the space.

The emphasis shifts away from comparison and towards contribution. Children are recognised not only for where they sit within a curriculum, but for how they participate in the life of the classroom.

Mixed-age learning reflects the adult world more honestly. Rarely do we work only alongside those at precisely the same stage as ourselves. By learning in community across ages, children develop adaptability, patience and collaboration, all of which are qualities that extend well beyond primary school.

Assessment and Motivation in a Progressive Primary School

Progressive primary schools approach assessment with thoughtfulness and care. Progress is monitored closely, but the emphasis lies on understanding development rather than ranking performance.

At Dallington, this means valuing dialogue, reflection and observation alongside formal outcomes. Children are encouraged to see mistakes as part of learning, not as evidence of failure. Intrinsic motivation, and the desire to understand for its own sake, is a crucial part of our ethos.

When children feel safe to experiment, to revise and to try again, they begin to associate challenge with growth rather than anxiety. Academic achievement is supported not through pressure, but through confidence and engagement.

Why Progressive Education Matters in the Modern World

The world children are growing into is complex and rapidly evolving. Knowledge remains important, but the ability to adapt, to think critically, to collaborate and to approach new situations with creativity has become equally essential.

Families increasingly recognise that learning flourishes where there is security and trust. A hurried or overly pressured environment can narrow curiosity rather than expand it.

Dallington’s approach reflects this understanding. By valuing individuality, community and creativity, the school seeks to prepare children not only for the next stage of education, but for thoughtful participation in the wider world.

Progressive education is not a retreat from ambition. It is an expansive view of it.

Preparing Children for Life Beyond Primary School

Ultimately, what makes a progressive primary school is a commitment to seeing education as formative rather than transactional.

It is the belief that childhood deserves protection as well as preparation.
It is the trust that curiosity is a powerful engine for growth.
It is the understanding that community, creativity and compassion are not extras, but essentials.

For nearly five decades, Dallington has lived this philosophy, through its mixed-age classrooms, its creative curriculum and its belief that children thrive when they are known and valued as individuals.

Progressive education does not simply prepare children for the next assessment or transition. It prepares them for life thoughtfully, confidently and with a lifelong love of learning at its heart.

If you’d like to see progressive education in action, then why not come and visit us? We hold frequent open days and discovery sessions and would love to welcome your family to ours.

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Forest School is an approach to learning that takes children beyond the classroom and into the natural world, where curiosity, creativity and confidence can truly flourish. At Dallington, Forest School is a much-loved and integral part of our curriculum, offering children regular opportunities to learn, explore and grow through meaningful experiences outdoors.

What Is Forest School?

Forest School is a child-centred, outdoor learning approach that supports the holistic development of children through regular sessions in a natural environment. Rooted in long-term, hands-on experiences, it encourages children to take supported risks, build resilience, develop independence and form a deep connection with nature.

Rather than focusing on outcomes or worksheets, Forest School places value on the process of learning. Children are given the time and space to follow their interests, work collaboratively, problem-solve and reflect on their experiences and all guided by a qualified Forest School practitioner.

What Do Children Do in Forest School?

Every Forest School session is different, shaped by the seasons, the environment and the children themselves. At Dallington, our Forest School experiences are rich, practical and full of imagination. Some of the activities our children enjoy include:

Creative Nature Art

Using natural materials such as mud, leaves and sticks, children create expressive mud masks and faces on tree trunks. These activities encourage creativity, fine motor skills and self-expression, while also fostering respect for the natural environment. Children learn to see nature as a source of inspiration rather than something to be used up.

Survival and Practical Skills

Forest School offers children the chance to learn essential outdoor skills in a safe and supportive way. Activities may include building shelters, learning about fire safety and fire lighting (age-appropriate), tying knots and working together to solve practical challenges. These experiences help children build confidence, resilience and a strong sense of achievement.

Scavenger Hunts and Exploration

Scavenger hunts are a wonderful way to sharpen observation skills and encourage teamwork. Children search for natural objects, follow clues and explore their surroundings with purpose and excitement. Along the way, they develop problem-solving skills and a growing awareness of the natural world around them.

Understanding Plants, Animals and Habitats

Through hands-on exploration, children learn to recognise plants, trees and local wildlife. We talk about flora and fauna, animal habitats and seasonal changes, helping children build environmental awareness and respect for living things. These experiences lay strong foundations for science learning while nurturing a sense of stewardship for the planet.

Why Forest School Matters

Forest School supports children’s emotional wellbeing, physical development and social skills. Being outdoors encourages movement, reduces stress and allows children to take healthy risks at their own pace. Working together in nature strengthens communication, empathy and collaboration, all values that sit at the heart of Dallington’s ethos.

Forest School also supports confidence and independence. When children are trusted to use tools, explore freely and make decisions, they develop a strong sense of self-belief and pride in their abilities.

Forest School at Dallington

At Dallington, Forest School reflects our commitment to nurturing the whole child. Sessions are led by our fully qualified Forest School teacher and are carefully planned to be inclusive, engaging and responsive to children’s interests. Our approach aligns closely with our values of creativity, individuality, play and enjoying the journey.

Forest School is not just about being outdoors, it is about learning how to learn, developing resilience and forming meaningful connections with the world around us.

If you would like to find out more about Forest School at Dallington, or see our children learning in action, we warmly invite you to explore the rest of our website or visit us in person.

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At Dallington, creative learning is not treated as an enrichment activity or a reward for completing academic work. It is an essential part of how our children make sense of the world and of themselves.

Why Confidence Matters in Childhood

Confidence underpins almost every aspect of a child’s development. When children feel confident, they are more willing to share ideas, to try unfamiliar things and to persist when learning feels challenging. They are better able to form relationships, develop emotional intelligence and trust their own judgement.

It is important to realise that confidence does not look the same in every child. It is not about being outspoken or always self-assured. For many children, confidence is quieter: a willingness to have a go, to speak up when it matters, or simply to feel comfortable being themselves. Schools that understand this are better placed to support children’s emotional wellbeing as well as their learning.

What Is Creative Learning?

is an approach that recognises learning as an active, personal process rather than a fixed pathway. Instead of focusing solely on outcomes or correct answers, it encourages children to engage with ideas in open-ended ways. They are given time to explore, experiment, question and reflect, using imagination as well as logic.

This kind of learning acknowledges that children think and communicate differently. Some may express understanding through conversation, others through drawing, movement, construction or storytelling. By valuing these different forms of expression, creative learning affirms that there is more than one valid way to learn — a message that is fundamental to building confidence.

How Creative Learning Builds Confidence

Creative learning builds confidence because it shifts the focus away from performance and towards process. When children are encouraged to explore ideas without fear of being wrong, they begin to see learning as something they participate in, rather than something done to them.

In creative learning environments, mistakes are not treated as failures but as part of thinking. This helps children develop resilience and reduces the anxiety that often accompanies more rigid approaches to education. Over time, children learn to trust their own thinking and feel more secure in taking intellectual and creative risks.

Creative learning also gives children a stronger sense of agency. When they are involved in shaping their learning, making choices and following interests, they experience themselves as capable and valued. That sense of ownership is deeply linked to self-belief.

How Creative Learning Helps Wellbeing

The connection between creative learning and wellbeing is particularly strong. Creative activity gives children space to process emotions, experiences and ideas in ways that feel natural to them. This is especially important in early and primary education, when emotional development is still closely intertwined with learning.

When creative learning is embedded throughout the curriculum, children are less likely to associate school with pressure or fear of failure. Instead, learning becomes something that feels meaningful and manageable. This supports emotional regulation, reduces anxiety and helps children develop a more positive relationship with learning itself.

shows that parents who choose creative, child-centred schools are often motivated by concerns around wellbeing, confidence and long-term emotional health rather than short-term academic outcomes

Why a Progressive Learning Environment Makes the Difference

Creative learning is most effective when it sits within a wider progressive educational philosophy. In these environments, children are known as individuals, and learning is shaped around their development rather than rigid age-based expectations.

At Dallington, this means creating an atmosphere in which children feel safe to be curious, expressive and thoughtful. Mixed-age learning, small class sizes and strong relationships between teachers and pupils all contribute to a culture where confidence can develop naturally.

Rather than being measured constantly against external benchmarks, children are encouraged to reflect on their own progress. This fosters a deeper, more internal sense of confidence that is less dependent on comparison and more rooted in self-awareness.

Confidence That Lasts Beyond the Classroom

The confidence nurtured through creative learning does not end at the school gates. Children who grow up in environments that value creativity, emotional intelligence and individuality are better equipped to adapt to change, navigate uncertainty and engage thoughtfully with the world around them.

By prioritising creative learning, schools are not only supporting academic development but helping children build the emotional foundations they need for life. Confidence, in this sense, is not an outcome to be measured, but a quality that emerges when children are given the time, space and trust to grow.

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At Dallington, we see emotional development as the foundation upon which all other learning rests. When children feel understood and supported, when they trust the adults around them, and when they have the space to express themselves with confidence, they flourish, not only as learners, but as people.

Understanding Emotional Intelligence in Early Childhood

Emotional intelligence in young children begins with something simple: noticing. Noticing how they feel. Noticing how someone else feels. Noticing what happens in their bodies when they’re excited, frustrated, unsure, or joyful. Over time, with gentle guidance, these moments of awareness grow into understanding, communication, and self-regulation.

For young children, emotional intelligence isn’t about controlling feelings; it’s about learning to live with them. A four-year-old might not yet have the language to say “I’m overwhelmed,” but with practice, and an environment that welcomes emotional expression, they can learn to recognise that sensation and choose a helpful response.

Developing emotional intelligence is a gradual, deeply human process. It begins the moment a child enters a warm, responsive community and continues through every shared moment of play, conversation, challenge, and success.

The Early Years Are Crucial

The early years are a remarkable period of . Children absorb information at a rapid pace, and they look to adults for cues about how to understand the world. When adults model empathy, patience, curiosity, and calm, children internalise these qualities as part of their own emotional toolkit.

During this stage, the goal is not perfection, it’s connection. Children learn emotional intelligence not through correction, ; by experiencing what it feels like to be listened to, respected, and encouraged. These early experiences lay a foundation for resilience, adaptability, and wellbeing as they mature.

This is why the emotional climate of a school is so important. It shapes not just how children learn today, but how they grow tomorrow.

Why Progressive Education Supports Emotional Growth So Powerfully

Progressive education places children at the centre of the learning experience. Rather than viewing emotions as disruptions to be managed, it recognises them as meaningful signals that act as windows into children’s motivations, interests, and needs. This approach supports emotional development in several interconnected ways.

Progressive learning environments value the whole child

In a progressive setting, children’s feelings, questions, and perspectives are not side notes; they are a core part of the learning process. When a child feels frustrated with a task or excited about an idea, adults respond with curiosity rather than judgement. This teaches children that their emotions are valid and worth exploring.

Autonomy and ownership over learning

Having the freedom to make choices builds confidence. It encourages children to take risks, try new things, and learn from mistakes, all of which are essential components of emotional intelligence. Through this autonomy, and learn how to advocate for themselves.

Mixed-age learning and community connection

Mixed-age groups naturally create an environment of empathy, responsibility, and collaboration. Younger children learn from watching older ones navigate challenges with growing maturity. Older children, meanwhile, develop leadership and compassion as they support their younger peers. This dynamic helps children understand themselves in relation to others, nurturing deep emotional insight.

Creativity as emotional expression

Creative work gives children a safe and natural outlet for emotions they cannot yet put into words, which is one reason why creativity is so closely .

At Dallington, creativity is woven throughout the curriculum. Art, music, movement, and imaginative play provide children with safe, joyful ways to express complex emotions long before they have the vocabulary to articulate them. Creative exploration also builds self-esteem: children learn that their ideas matter, and that their inner worlds have space to unfold.

Responsive adults who model emotional clarity

Children learn emotional intelligence from emotionally intelligent adults. In progressive classrooms, teachers listen as much as they instruct. They narrate their own problem-solving processes, express feelings with honesty and calm, and help children make sense of their emotional experiences. This modelling is one of the most powerful influences on a child’s emotional development.

What This Looks Like at Dallington

Emotional intelligence is not a standalone programme here, it’s part of daily life.

It appears when a small group gathers around a child who is unsure about joining an activity, offering a quiet invitation until they feel ready. It appears when an older child helps a younger one put on their coat, not because they were told to, but because it feels natural to support a friend. It appears in a moment of frustration, when a teacher kneels beside a child and says, “I can see this is difficult. Let’s work it out together.”

Even the structure of the school day supports emotional wellbeing. The rhythm of learning, reflection, and play allows children to develop a healthy sense of pace. There is time for curiosity to unfold, time for friendships to grow, and time for emotions to settle. Our creative curriculum gives children countless ways to explore who they are, and our community ethos ensures they always feel part of something larger than themselves.

These experiences help children become emotionally articulate, socially aware, and confident in their own unique strengths. These are qualities that serve them beautifully both at school and beyond it.

Supporting Emotional Intelligence at 91����

Many parents want to know how they can help their children build emotional intelligence at home, and often the simplest practices are the most powerful. The good news is that everyday moments offer rich opportunities:

• Give your child space to feel what they feel before offering solutions.
• Share your own emotional experiences in a calm, age-appropriate way.
• Talk about characters’ feelings in stories you read together.
• Celebrate moments of empathy or kindness when you notice them.
• Create unhurried time for play, which is one of the most natural ways children process emotions.

The goal is not to eliminate difficult emotions (because those are part of being human) but to help children trust that emotions can be understood, expressed, and managed safely.

Emotional Intelligence is a Foundation for Life

Emotional intelligence matters because it shapes everything else. It helps children learn with confidence, build strong relationships, and move through the world with compassion and clarity. It gives them the tools to handle uncertainty, to persist through challenges, and to understand both themselves and others.

In a school like ours, where emotional development is valued as much as academic learning, children grow into curious, empathetic, resilient individuals. They are not just preparing for the next stage of education, they are developing the inner resources that will support them throughout their lives.

And that, perhaps more than anything else, is why emotional intelligence matters.

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By James, Head of 91����

Last week a prospective parent visiting Dallington shared something that surprised me, but then��didn’t��surprise me, as I sometimes forget the bubble of our school. Unlike many other schools, Dallington is somewhere where being child-centred��isn’t��just something we say,��it’s��what we live and breathe, what genuinely drives us. She had visited an open day at another school, and the main thing the children wanted to show prospective families was the reward systems.��Gem jars, sticker charts, colour-coded behaviour displays publicly ranking every child in the room. Beautifully presented, carefully curated,��and��in my opinion,��deeply��troubling.��

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Because what message does that send?��Schools like this, and there are many,��are��not a place to grow, explore or think, but a place to perform, to comply, to behave in ways that earn treats.��It’s��hard not to see the parallels with how we train puppies: do this and��you’ll��get that. And when children��don’t��meet the expectations,��or simply have��a bad day,��their “place” on the wall announces it to everyone. Public shaming disguised as motivation. And it starts as young as four.��This��isn’t��harmless. It��negatively��shapes how children understand themselves, each other, and learning itself.��

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Decades of research back this up. Alfie Kohn, drawing on the work of Edward Deci and Richard Ryan, argues that rewards and punishments are simply two sides of the same coin: tools of control. Punishment��says��“Do this or something bad will happen.” Rewards��say��“Do this��and��something good will happen.” Both send the same message: “Your behaviour exists to please me.”��

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Kohn calls rewards “control through seduction.” Over time, they��don’t��just fail,��they actively undermine the very things we care most about: curiosity, creativity, problem-solving, joy, confidence. At best, they create short bursts of compliance. At worst, we end up with children who are dependent on adult approval to feel successful,��praise addicts who have forgotten how to think for themselves.��

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At Dallington, we choose a different��approach. We refuse to pit children against each other. We refuse to reduce learning to a leaderboard. We refuse to shame,��bribe��or manipulate. Instead, we treat children as humans, not projects to manage. We celebrate differences rather than ranking them. We build collaboration, not competition.��

”At Dallington, we choose a different approach. We refuse to pit children against each other. We refuse to reduce learning to a leaderboard.”

Intrinsic motivation,��the desire to learn because something is meaningful, joyful, or important,��cannot be bought with stickers. It grows in environments where children feel safe,��respected��and empowered. Where they have choices. Where the content they explore matters to them. Where community is built, not enforced.��

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And yes, of course we celebrate successes. When our school came 3rd in an eco-competition, the joy was real because the work meant something. When our team was named Sports Team of the Tournament, we celebrated the team’s spirit and collaboration, not a points tally. But you��won’t��see token “everyone gets a certificate” assemblies or behaviour charts plastered across our walls. We��don’t��need��them, because��learning,��and being part of a community,��is reward enough.��

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If we want children to become confident, kind, thoughtful human beings, then we��have to��stop manipulating them with gold stars and start trusting them with real learning, real relationships, and real responsibility. At Dallington,��that’s��exactly what we choose to do.��

The post Gold Stars, Sticker Charts, and Public Shaming: Why True Motivation Can’t Be Bought appeared first on 91����.

Written by Victoria, Deputy Head of 91����.

At 91����, we believe that learning flourishes when children feel connected—to their teachers, their peers, and the wider community around them. True to��The Dallington Difference, our approach celebrates individuality, creativity, relationships, and enjoying the journey. A vital part of that journey is the close partnership we nurture with our parents.��

Parent involvement��isn’t��just welcomed at Dallington—it’s��woven into the fabric of our school. Families regularly share their��expertise, passions, and life experiences, enriching children’s learning in ways that feel authentic, memorable, and deeply meaningful. This term��in particular has��been a vibrant example of how our families bring subjects to life across the whole school.��

Here are just a few of the inspiring parent-led sessions that have taken place this term:��

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Bringing History & Human Rights to Life��

Earlier this term, Hannah, a Dallington parent and practising barrister, joined Years 5 and 6 for an eye-opening session on the history of the transatlantic slave trade and modern human rights. Her visit helped students explore challenging themes with clarity and compassion, sparking thoughtful discussions and encouraging critical thinking—skills at the very heart of our curriculum.��

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Hands-On Science��With��a Real Palaeontologist��

This term, children in Years 1 & 2 and Years 3 & 4 were captivated by a special visit from Tristan’s grandad,��Peter,��a palaeontologist and geologist. Armed with real fossils and a treasure trove of stories, he guided children through hands-on exploration and inquiry.��This practical encounter ignited curiosity and deepened the children’s understanding of prehistory, rocks, and the natural world.��

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Exploring the World Through Economics & Sustainability��

Also��this term, Ada’s dad, Rick—a lecturer and environmental economist—joined us for an insightful session about the environment, sustainability, and how economics shapes the world we live in. His visit connected beautifully with our focus on empathy, responsibility, and understanding global issues from multiple perspectives.��

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Creativity, Egypt, and Embracing Mistakes��

We were also delighted to welcome Alex (Hugo’s mum), a professional artist, who led an inspiring workshop themed around Ancient Egypt earlier this term. She spoke to the children about the creative process and the importance of making mistakes—reinforcing one of our key messages at Dallington: that individuality and exploration matter just as much as outcomes. Alex also supported the children in creating their own costumes��for the upcoming winter show,��for a��hands-on,��creative,��learning experience.��

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A Learning Community That Grows Together��

These enriching parent-led experiences have made this term especially inspiring for our children, beautifully reflecting the values at the heart of Dallington, our Recipe for Success:��Relationships, Empathy, Creativity, Individuality, Play, and Enjoying the journey (RECIPE).��

When parents share their passions and��expertise, children gain new perspectives, strengthen their confidence, and see how learning connects to real life. Our parents help make education meaningful, diverse, and vibrant—and��we’re��proud of the collaborative community that makes Dallington so special.��

If��you’d��like to get involved or have skills, stories, or interests to share,��we’d��love to hear from you. Together, we keep growing a school environment where every child is inspired to love, grow, and succeed.��

The post How Dallington Parents Enrich Children’s Learning This Term appeared first on 91����.

In a world that can sometimes feel increasingly structured and hurried, protecting time for play is essential. It allows children to explore freely, to imagine boldly, and to discover the world on their own terms. At Dallington, where childhood is cherished and creativity is encouraged at every turn, play is not simply an activity but a guiding principle. It shapes our environment, our curriculum, and the way we understand children’s development.

Understanding the Learning Power of Play

When children play, they are engaging in a kind of self-directed research. They test ideas, question possibilities, and try things out in ways that feel meaningful to them. A child experimenting with blocks is not merely “building.” They are thinking about balance, exploring size and weight, comparing shapes, and discovering physical laws. A child absorbed in imaginative role play is not simply pretending. They are practising language, rehearsing social scenarios, interpreting emotions, and using storytelling to make sense of their experiences.

Play gives children the freedom to follow their own curiosity. It supports focus, persistence, and problem-solving, not because they are asked to concentrate, but because they want to. This intrinsic motivation is one of the most powerful drivers of deeper learning, and it is far more sustainable than any form of externally imposed instruction.

The Holistic Benefits of Play

While the academic benefits of play are , its impact reaches far beyond early literacy and numeracy. Children develop socially, emotionally, and physically through the kinds of natural interactions that play encourages.

Play provides a safe space for children to express big feelings, to negotiate relationships, and to practise empathy. They learn what it means to take turns, to listen, to share, to step forward confidently and, sometimes, to step back. Moments of disagreement or frustration become opportunities to learn how to manage emotions and find solutions. These are all skills that adults often describe as invaluable in daily life but rarely associate explicitly with childhood play.

There is also a deeply creative dimension. Through play, children explore ideas that are bigger than themselves. They imagine alternate worlds, test boundaries, innovate solutions, and engage in fluid, imaginative thinking. These early experiences plant the seeds of the creativity, adaptability, and original thought that will serve them for life.

The are equally significant. Movement, exploration, climbing, manipulating objects, and engaging in sensory experiences all help children develop coordination, strength, and the fine motor skills that underpin later writing and practical independence. Play gives children the opportunity to understand their bodies, test their limits, and gain confidence in their abilities.

Why Play Matters Especially in the Early Years

The early years represent the most absorbent period of a child’s development, a time when neural pathways form at remarkable speed. During this stage, children learn through doing, observing, experimenting, and connecting. Play provides the ideal conditions for this kind of learning to flourish.

Quality early years environments recognise that children do not benefit from being hurried through developmental stages. Instead, they thrive when given space to explore at their own pace. A play-based approach honours this natural rhythm. It removes pressure and replaces it with possibility. It gives children the room to wonder, to repeat, to perfect, and to revisit ideas — all essential steps in deepening understanding.

Parents who value holistic development often recognise that the benefits of play extend far beyond the early years. They see that children who have been given the freedom to learn through play frequently demonstrate confidence, emotional awareness, curiosity, and strong communication skills as they move through school and into later life. These traits are not incidental; they are cultivated through meaningful early experiences.

Play in a Modern Educational Context

Today’s children are growing up in a fast-paced world, one where digital stimulation, structured activities, and academic expectations can arrive earlier than ever. In this context, play acts as a protective force. It restores balance, offering children time to process, decompress, and create. It strengthens mental health, gives rise to joy, and allows the child’s inner world to breathe.

Many parents searching for the right school express a desire for environments that prioritise wellbeing as much as academic development. Others want reassurance that their child will be understood as an individual rather than hurried along a predetermined path. Play responds to these concerns beautifully. It gives children autonomy while ensuring they feel secure. It supports varied learning styles, celebrates difference, and allows children to find their own strengths within a supportive, nurturing community.

The Role of the Educator in Play-Based Learning

A common misconception is that play-based learning lacks structure or intent. In reality, skilled early years educators play an active and thoughtful role. They observe closely, joining play at just the right moment to extend a child’s thinking, introduce new language, or invite deeper investigation. They design spaces that spark curiosity, provide open-ended resources that encourage exploration, and create environments where children feel safe to take risks.

At Dallington, play is not treated as a separate activity. It is woven throughout the day, shaping both planned and spontaneous learning. Teachers act as guides, collaborators, and facilitators that allow children to lead, while gently supporting them to stretch their ideas and discover new connections.

A Dallington Perspective on Play

Dallington’s long-standing commitment to progressive education has always placed play at the heart of children’s development. Our mixed-age environments encourage collaboration and modelling, with younger children inspired by the capabilities of older peers and older children gaining confidence through nurturing leadership. Creativity runs through daily life, from artistic exploration to imaginative group projects, and our carefully designed spaces invite children to choose materials, combine ideas, and set their own challenges.

Parents often describe Dallington as a place where childhood feels intact — where learning feels joyful, expressive, and meaningful. This is the direct result of an approach that respects the power of play.

Our Final Thoughts

Play has an extraordinary ability to bring the whole child into the learning process. It supports intellectual development, emotional wellbeing, social understanding, physical confidence, and creative expression — all in ways that feel natural, joyful, and deeply engaging.

When we protect play, we protect curiosity. We protect individuality. We protect the wonder and imagination that make the early years such a remarkable time. Most importantly, we ensure that children begin their educational journey feeling understood, empowered, and excited to learn.

In this sense, the power of play is not simply that it prepares children for school. It prepares them for life.

If you’d like to find out more about how we incorporate play into our lessons here at Dallington, take a look at some of our curriculum pages or have a chat with our admissions team. If you’d like, we also welcome you to come and see for yourself! Just hit the button below to come and visit us in Islington, either at one of our upcoming open days or for a private tour of the school. We can’t wait to meet you!

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I was inspired to write this after reading about the importance of play at school. At 91����, we believe that the most powerful learning happens when children can see its purpose and apply it to real life. Our approach brings education to life through play, discovery and investigation. Meaningful, hands-on experiences that connect directly to our RECIPE values from our youngest learners in Early Years through to our oldest children.

When children understand why they’re learning something and can see its practical application, their engagement and understanding deepen dramatically. Rather than learning in isolation, our children experience how different subjects interconnect and how knowledge translates into action through playful exploration and genuine investigation.

Our youngest children learn about the world through authentic, sensory play that makes learning tangible and memorable. When exploring festivals like Diwali or Chinese New Year, children don’t just hear about these celebrations, they live them. They visit local shops to buy ingredients, handle real foods and spices, help prepare traditional dishes, and of course, enjoy eating what they’ve made. At the Woodwork Station, children use real tools to explore materials, take calculated risks, and bring their creative ideas to life. Whether sawing, hammering, sanding or kneading dough, they discover that with the right tools and support, they can create something real.

Our middle years children step into history rather than simply reading about it. When studying the Romans, they make authentic shields and construct bridges, investigating engineering principles through making. Dressed in period costume, they visit real Roman sites in London, walking the same streets Romans built centuries ago. This multi-sensory approach transforms historical facts into lived understanding.

Our recent African Bake Off demonstrated how playful, purposeful projects can unite the curriculum for our older children. They investigated African countries, their cultures, climates and culinary traditions, discovering how geography influences food. Mathematical concepts became essential tools rather than abstract exercises as they measured ingredients, calculated ratios, budgeted for supplies and timed their bakes. Working in teams, they negotiated roles, supported one another and celebrated collective success.

What makes these experiences so powerful? Authentic challenges demand creative thinking and problem-solving. There’s rarely just one right answer when designing at the woodwork station, planning a Roman shield, or perfecting a recipe. Every child brings their own strengths, some excel at practical making, others at research and planning, and others at performance and presentation. All contributions are valued.

When learning has real stakes and real audiences, every step becomes meaningful and joyful. Children are creating something that matters, experiencing something memorable, or sharing something delicious. Through this playful, investigative approach, they develop deep understanding that connects knowledge across subjects, cultural awareness built through authentic experience, and agency, the understanding that their learning has purpose and impact. This equips them with the knowledge, skills and disposition to thrive in school and beyond.

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As a progressive primary school in London, we believe that every child deserves a calm, creative, and confident beginning to their learning journey. By creating a child-centred learning environment, we help our students settle and feel at home right away. Below are seven proven strategies, backed by our experience supporting families through transitions both into and between schools, to help your child feel secure, happy, and ready to learn.

1. Talk About Feelings Early and Often

Starting a new school or class can bring excitement, curiosity, and sometimes a little worry. Encourage your child to express how they feel, whether that be nervousness about new friends or excitement about new classrooms. At Dallington, is woven through our curriculum because children who can name and manage their feelings are more confident learners.

Letting your child know that being nervous or feeling anxious is completely natural. Just by keeping open communication and working with them you will go a long way towards easing their worries. You might read books about school life together, role-play classroom situations, or simply make time for a daily “feelings check-in.”

These moments build trust and emotional security, because children adjust more easily when their emotions are acknowledged and understood.

2. Create Predictability Through Routine

and ready to engage. A consistent morning and bedtime routine can make a big difference to how a child experiences school. Simple steps like preparing the uniform the night before, eating breakfast together, or having a special goodbye ritual help create stability. This is especially true for autistic and neurodiverse children, for whom routine and familiarity act as grounding tools to help them to thrive at school and in daily life.

After school routine is just as important. Give your child time to decompress before asking about their day. Many children need a snack and some quiet play before they’re ready to talk. Over time, this gentle rhythm builds confidence and helps your child transition smoothly between home and school life.

3. Build a Sense of Belonging

A sense of belonging is the foundation of feeling settled at school. that values them. Talk positively about school staff and classmates; use teachers’ names in conversation and celebrate small successes. Attend parent events or open afternoons where possible; seeing you engaged in school life reassures your child that their new world is safe and familiar.

At Dallington, community is central to learning. In our classrooms, children of different ages collaborate daily, and this sense of shared purpose helps new pupils quickly find their place.

4. Encourage Curiosity and Independence

Curiosity helps children feel in control of a new experience. Ask open-ended questions like “What was something new you discovered today?” or “What did you find interesting?” This kind of dialogue helps children process what they’re learning and builds pride in their growing independence.

In our school, we nurture independent thinking by giving children space to explore ideas, make choices, and reflect on their learning. At home, you can mirror this approach by letting your child take small responsibilities, such as choosing their snack, packing their bag, or deciding which story to read at bedtime. This helps reinforce their sense of capability and confidence.

5. Support Friendships Gently

Friendships are central to feeling happy and secure at school. They help to develop your child’s social skills and integrate them into the community as a whole.

It can take time for genuine connections to form, so focus on kindness and inclusion rather than instant friendships. Encourage your child to introduce themselves, share toys, or invite others to play. Arrange small playdates or trips to the park with classmates to help relationships grow naturally. If your child is shy or slow to warm up, remind them that friendships develop step by step and that being friendly and respectful is enough. At Dallington, teachers pay close attention to social dynamics and help children find their footing in group play and collaborative learning.

6. Balance School with Downtime

Rest and unstructured play are vital parts of settling in. The school day should be stimulating for your child, but it is often tiring, especially in the early weeks of term. Give your child space after school to relax without extra pressure. Time outdoors, creative play, or quiet reading helps them process new experiences and recharge emotionally. Avoid over-scheduling after-school activities; a calmer rhythm allows children to adjust at their own pace. Our progressive approach at Dallington values balance and recognises that meaningful learning happens when children feel well-rested and emotionally grounded.

7. Stay Connected with Teachers

Open communication between parents and teachers supports every child’s adjustment. If you notice changes in your child’s mood, sleep, or enthusiasm, reach out to their teacher early. At Dallington, family partnerships are a cornerstone of our ethos. We know that children thrive when . Teachers can offer insights, reassurance, and practical strategies, from friendship support to classroom transitions. You can also explore our support for individual learning needs, which ensures every child’s experience is personalised and nurturing.

Final Thoughts
Settling into school is a shared journey that each child takes at their own pace. However patience, empathy, and connection are all crucial in ensuring that they feel supported during the transition. By nurturing these qualities at home and partnering with your child’s teachers, you’re giving them the best possible start to their school life.

For more information about Dallington’s child-centred approach to learning, explore our pages on progressive education and SEND support.

Frequently Asked Questions

How can I help my child settle into a new school?
Start with empathy and routine. Talk openly about feelings, establish consistent daily patterns, and stay in close contact with teachers. Encourage curiosity and make time for rest and unstructured play. At Dallington, we’ve found that children settle best when home and school work together to create emotional safety and belonging.

How long does it take a child to settle into school?
Every child is different, but most begin to feel comfortable after a few weeks once routines are familiar and friendships start to form. If your child is still finding the transition difficult after half a term, speak to their teacher — early communication ensures the right support is in place.

What if my child is struggling to make friends?
Friendships take time. Encourage small, positive social steps such as sharing, inviting others to play, or joining group activities. Arrange informal playdates when possible. At Dallington, teachers help children build confidence and social awareness so that friendships develop naturally and kindly.

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