Director and Education Specialist in Kent.  Anna has worked in a number of different schools and settings, teaching children from a range of backgrounds and abilities.  She has worked with Ofsted as an inspector and is an experienced, qualified teacher.  Anna has trained fellow educators and tutors from around the country.  She has experience in all areas of Primary learning and up to GCSE level in English and Maths.  Anna has also worked with local authorities to help children re-engage with learning and increase school attendance.  Nurture Learning places a huge emphasis on wellbeing for both children and adults.  Anna took some time out to train in Reiki and has found her passion for teaching has increased ten-fold since developing the Nurture Learning strategies and seeing the children make such amazing progress in their learning and wellbeing.

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Anna Kersley

As results day for the Kent test draws nearer, many of us are beginning to wait with anticipation.&nbsp; My son in Year 6 is mentioning it most mornings and every evening; it is most definitely the talk around his peers. Even as a teacher, I’m not sure how he will have performed. With all of the tuition in the world, a hundred mocks and calming meditation strategies leading up to the test, it could still go either way. You may have read in my previous blog about changing the narrative around the 11+. As parents it is tricky to keep our children focussed on the achievement of sitting the test when they themselves have already become so invested in going to grammar school and the critical divide of a pass or a fail.&nbsp; I’ve put together some top tips to help both you and your child to manage results day, with the aim of celebrating the achievement no matter the outcome. Tip 1: Have a back up school. Try and visit it before the results and emphasise that your child has other options and highlights the benefits that the school has to offer. Tip 2: Plan a celebration or a small token gift on results day that is not dependent on any score. You could surprise them with uplifting photos of their milestones or achievements. Tip 3: Have a second envelope full of comments from friend’s and family about why they are awesome and their strengths and unique qualities. Have this ready to open after the results to celebrate how incredible they are whatever the outcome. Tip 4: Congratulate and praise them for sitting a test that most adults would struggle with. If they didn’t get what they needed for grammar school, show them that anything is possible. Many people go on to have a successful career and healthy/comfortable lifestyle without ever going to grammar school. In fact, there are a limited number of areas that still offer selective schooling in England so many university students will have attended regular secondary schools. Give your child examples: I didn’t go to a grammar school and I completed all of my exams at evening classes around my work. I was successful at university and am a qualified teacher and director of my own business. Tip 5: Use a vision board to help them to plan their dreams and goals for the future.<blockquote>Always help your child to keep their eyes on the prize – achieving their best in life with ambition and joy!</blockquote>

11+ Results - How to boost your child, whatever their score

As children around the UK are returning to school, you may be worrying about typical teething issues that may be tricky for your child.&nbsp; For some children the holidays were full of exciting activities splashed over social media; beaches and sunshine, family and laughter. For many, the school break is a time of juggling the expectations of what this six weeks should look like, work commitments vs childcare, finances vs the increase cost of living. However you got through the holidays, celebrate the fact that you did, indeed, get through the holidays. Your child will remember those extra hugs, late night movies and the cheeky lie ins that have protected everyone's sanity! They will look back on these days and smile. You may have noticed your child's behaviour changing in the last week or so. Some children will be pushing boundaries, over excitable or simply subdued in the return to school. For others, it may be more subtle; a change in appetite or being unsettled at night time. The anticipation for the school return can be daunting for children as they negotiate a new classroom, a new teacher and new expectations. The return to the world of playing catch up with peers, dog eat dog popularity contests and finding - or controlling - their own voice in a group environment... Eek! Here are some top tips to help your child to slide back into the classroom routine with a bit more confidence and a bit less anticipation: 1: Getting back into the swing of things. There will be a period of adjustment where children have to relearn rules and routines. You can support your child by reintroducing regular routines at home, regular mealtimes and a time for homework, bath and bed. 2. Magic mornings. I once read that there are 3 key times in the day when your child needs you to be most present and positive; mornings, immediately after school pick up and before bed. Leave plenty of time in the mornings for your child to get ready. Incorporate a morning plan that includes wellbeing as part of readiness. This might include affirmations - like the one shown here - to boost your child and give them a positive mindset. Try not to rush and always leave your child with a smile/hug/words of reassurance. 3: Independence and intiative. This one is all relative depending on your child's age and abilities. You can help your child succeed in the classroom by promoting their independence at home. For younger children, this might mean teaching them skills to dress themselves, put on coats and shoes, and tidy away their toys. Older children can be encouraged to help with chores, join in with cooking and be given responsibilities such as looking after pets. Try not to plan every moment of your child's day. Encourage them to entertain themselves at times; it might help if you limit screen time and promote outside play. 4: Confidence, concentration and impulse control. Children can find the expectations of school and large group social restrictions quite frustrating or even over-stimulating. Show your child ways that they can self-regulate their emotions to overcome anxiety, manage impulses and focus when needed. One great tool is using breathing strategies. A favourite of mine is starfish breathing which is also multi-sensory - check it out on an internet search. And finally... 5: Resilience. We shouldn't have to toughen our children up for this world, but there are times when your child will be supercharged if they develop some resilience and determination. Children sometimes get upset if they make mistakes or if they feel overwhelmed by a challenge. Build your child up. Remind them that mistakes show they are learning and that tackling challenges is like exercise for their brain. If we teach our children how to approach tricky tasks with positivity, they are more likely to push through any frustration and be able to celebrate their achievements when they succeed. Celebrate with them! Be their safe space to come home to each and every day. By Anna, 1st September 2022<blockquote>I take every opportunity because I am fabulous.</blockquote>

Confidence in the Classroom

Teachers are significant role models to children in education. Worryingly, it is also one of 'those' professions that has a higher than average rate of stress and inevitable burnout. But why? When teachers get so much holiday away from the classroom and only work part time hours, 9am-3pm, don't they? Teacher wellbeing is not a new concern. In fact, in 2012, I chose to leave the classroom after my maternity leave and doubt I would ever return due to these very issues. I have a huge amount of respect for teachers who often work far more than their contractual hours. They usually take work home, have a ridiculous amount of paperwork and data collection, are often on edge expecting observations of their teaching, marking and planning, often suffer in a toxic work environment influenced by politics and a fear of OFSTED, and many are simply exhausted struggling with lack of resources and support for a higher level of children with additional needs and behavioural problems. But even 10 years ago, the school working environment wasn't as bad as it seems now. In April, the National Education Union published a report on a study into the State of Education and found: 44% of England’s state-school teachers plan to quit by 2027, according to the latest NEU poll. Half of those (22%) intend to leave within two years.&nbsp; Schools are struggling to fill vacant posts, leading to a doubling up of roles. 73% of teachers say this has worsened since the start of the pandemic.&nbsp; Over half (52%) of teachers say their workload is either ‘unmanageable’ or ‘unmanageable most of the time’, up from 35% in 2021. Are we about to see a mass exodus of teachers?&nbsp; Recently, I sat at a conference of professionals and heard first hand some of the new issues that our teachers are facing. They report that, since the pandemic, the quality of relationships with parents/guardians has declined and many teachers are facing an increase in parents being aggressive and being threatened with legal action on a daily basis. Teachers said that they are having more issues with parents trying to bully them through direct emails and students taking photos or videos of them to create derogoratory posts on social media. It really is not a surprise that this treatment layered on top of the pressure of 'The Great Covid Catch Up' is adding to job dissatisfaction within the profession. Don't get me wrong - being a teacher really can be one of the most rewarding roles in the world. I absolutely love what I do as a private tutor and have found my ultimate passion and purpose working in education. I have seen the crisis in wellbeing in education from the perspective of a parent, a teacher, a leader and an inspector. However, the beauty of being your own boss is having that control over who you work with, how and when. The politics and paperwork have very little impact on me as a tutor and I can focus on the quality of my provision and respond to individual needs instantly with my years of experience and qualifications to inform my decisions. Teachers in a classroom should benefit from the same level of autonomy to do what they are experts in - teaching children. At Nurture Learning, our ethos is that good mental health starts with the adult in the room. This means that caring for our teachers, and supporting them to practice self-care, is key to improving the wellbeing of our children. Children have also been significantly impacted by the pandemic and they deserve positive role models to embed strategies to promote mental health each and every term, day and lesson that they attend. Wellbeing in education cannot be fixed by a one off INSET day training for teachers, a morning exercise or a lesson of yoga. As great as they are, children need to be shown how to apply self care strategies and look after their mental health as part of everything that they do. This is the way we build habits that will last a lifetime and enable children to achieve their potential. One way to promote healing in education is simple, but by far the most effective - be kind. If nothing else, please be kind to your child's teacher if you are a parent/guardian. Tell them if you think they are doing something well; all too often teachers only hear from parents when they are unhappy. Raise wellbeing as an issue with your schools governors- can they help fund training that promotes class wellbeing, like the Nurture Learning Educator Training Programme? Talk to your child's teacher. Help to boost those working relationships that have been impacted by virtual parents' evenings. Reconnect and build those bridges. Above all, we must look after our teachers. The alternative - which is not too far from our future reality if this crisis isn't addressed - is classes closing once more as there will simply be no teachers left to teach.<blockquote>One way to promote healing in education is simple, but by far the most effective - be kind.</blockquote>

Teachers Leaving Schools

The Kent Test registration for this September is open and, this year, I have the opportunity to experience the assessment from the perspective of both a tutor and a parent. Grammar schools have their pros and cons. In all honesty, I was on the fence until one of my own children wanted to attend the school right around the corner from our home; it’s close by and will give him the opportunity to challenge himself academically, particularly as it is a ‘Science School’ – a subject that he is passionate about. I grew up in Berkshire and we didn’t have a local grammar school, so the 11 plus was new to me when I moved to Kent as a teacher. To this day, it amazes me that we expect our children to sit an exam that many adults couldn’t pass. I battle with the ethics knowing that my colleagues in independent schools include the 11 plus content in their curriculum, whereas the state primary schools are not ‘allowed’ to prepare the children – although I do know of many that are now sneaking in opportunities to boost their more able students for the test and fly under the radar as ‘mastery’ or ‘gifted and talented’ interventions. The socio-economic divide widens even further with a high proportion of children benefiting from tuition that their parents/guardians have paid for; a service that my company itself provides. I have been silently horrified to hear parents talk of drilling the 11 plus into their children intensely for months on end… Where does this leave the children who cannot access the funds for tuition? And the parents who take notice of the local authority advice that children should not – and apparently cannot – be tutored to pass the test? Advice that simply is not true… It is my professional opinion that a child who has not spent time exploring the verbal and non-verbal reasoning aspects of the test has very little chance to pass compared to their tutored peers. Although the exact content cannot be guaranteed, the question types are set out in the familiarisation booklets and echoed across the many mock tests and practice books available. This then means that, instead of grammar schools being for the most able students, it has become an opportunity for only the ‘most-able-to-access-resources’ students. In turn, this often means that those children who relied heavily on intensive training to reach the standard to pass the test then go on to struggle and spend their whole secondary school years playing catch up. So, what is the answer? As a parent, and a professional, my belief is that every child should have the chance to have a go at the test if they want to. That every child should have the encouragement, support and opportunity to familiarise themselves with the content and boost their learning. That the 11 plus needs to be turned on its head and be about the achievement and sense of pride that comes from sitting an exam at the age of just 10 years old. Simply completing the test and pushing themselves to take on such a challenge should be the goal and cause for celebration. I believe in this so strongly that each year we hold a graduation party once the children have taken the test and before the results are given. It is important that your child does not see a pass or fail mark as a value of their worth. Every student should feel a great sense of pride for taking the opportunity to supercharge their development and take on the challenge. The 11 plus could mean so much more to so many more children. It is time to change the script. Tuition must be made available to all students and should be delivered by qualified teachers in a child-friendly learning environment. There are too many unqualified tutors with no security checks making a lot of money teaching children by following the textbooks. There are too many tutors buying into parent pressure to teach children to simply pass an exam rather than develop the logical reasoning skills that the assessment initially set out to identify. There are too many parents who think that the answer is to get their child into grammar school – when actually this is only the very beginning of an intense experience of study and challenges for these students to become the best they can be. There are too many children losing confidence and feeling inferior in a test that many are set up to fail… Nurture Learning Tuition is my passion and purpose. I have been lucky enough to be able to use it as a vessel to level the playing field. We offer fun and interactive tuition individually and in groups, online and face to face. In 2020 we offered sponsored spaces for young carers and children with disabilities. In 2021 we worked with Reconnect Kent to offer free summer tuition to children from low-income families. This year we launched our ‘11+ pay what you can’ class to make our group sessions available to all!&nbsp; Our students learn exam strategies and personal development skills alongside the academic content of the test. All children are boosted and can shine, including the gifted and talented. They benefit from exploring mindfulness techniques such as breathing strategies, a positive growth mindset with affirmations and how to tackle new challenges with confidence and resilience. Most importantly, we aim for every single child to realise how absolutely incredible they are. This means that every child can reach their fullest potential and have the best possible chance to succeed in what ever they choose to do in their future.&nbsp; It is time to change the script. By Anna, 1st May 2022<blockquote>It is time to change the script.</blockquote>

Kent Test - Let’s Change the Script Around the 11 Plus Preparation and Tuition

Director and Education Specialist in Kent. Anna has worked in a number of different schools and settings, teaching children from a range of backgrounds and abilities. She has worked with Ofsted as an inspector and is an experienced, qualified teacher. Anna has trained fellow educators and tutors from around the country. She has experience in all areas of Primary learning and up to GCSE level in English and Maths. Anna has also worked with local authorities to help children re-engage with…

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