5 ways to ease anxiety in your child in 2020

Mother and son with online learning

Handling anxiety is best done by bringing it out into the open. Here are some tips to consider for your child.                                     

Bright Heart

Bright Heart

Handling anxiety is best done by bringing it out into the open. Here are some tips to consider for your child.

5 ways to help ease anxiety in your child in 2020

It’s no secret that this year has raised anxiety levels for parents and children alike. The uncertainty around schooling under COVID-19 has been challenging. This has meant different methods of learning
as well as social behaviour. For children with special educational needs, change can be especially hard to navigate. We explore five different ways to ease or reduce anxiety for your child.

1. Talk about it (and keep talking about it)

If your child is prone to anxiety or experiencing heightened levels of anxiety, try to talk to them about it.  Remind them that the ‘new normal’ is not the way things will be forever. Discuss fun memories they’ve had socialising at school before COVID-19 and share little stories you have of them and their friends. This can ignite pleasant memories and remind your child of how fun it can be to interact with others. Older children will have different needs but communication with them is still vital.

2. Alert the teacher

You may also consider contacting your child’s teacher and letting them know that your child is experiencing anxiety. This helps provide context for any unusual behaviour your child may present in the school setting. The teacher will also be better able to offer additional support and understanding to your child.  

3. Involve their friends

Additionally, encourage your child to keep in touch with their friends over video calls. When they’re little, think about setting up an online game for them to play together. That way they’ll be playing with their friends even if they aren’t in the same room. This goes a long way to making the transition from social distancing to physical socialising (and the resulting anxiety) less daunting.

Mother and son with online learning
Maintaining social contact when at home is much easier these days

4. Be mindful to stick to a predictable routine

Reinforcing stability is crucial to helping your child feel less overwhelmed. Routine can be useful in creating predictability and a sense of calm for them. Stick to regular hours for bedtime, recreation and other routine activities such as homework or study and meal times. Focus on healthy eating free from excess sugar or other stimulants.

5. Keep things positive

A positive mindset is powerful. Talk about the good things at school and within their friendship circles and how they’re taking the first small steps towards getting back to the life we all once enjoyed.  Sometimes there is unhelpful talk in the media which can affect children’s anxiety levels. For younger children, possibly consider turning off the TV when such conversations are taking place. Remind your child that home and family are a constant source of support and safety. Allow them to feel safe in the knowledge that they can always rely on you for stability and encouragement.

Help is available

Remind your child that trusted friends and other role models, such as teachers and tutors are also there for them to lean on.

Feel free to get in touch to see how we can help. Our tutors are aware of the effects of anxiety and how it can influence learning. We offer an obligation-free consultation which will assist in guiding you towards the ideal tutor for your child in terms of personality and educational needs. Experience the Bright Heart Approach today!

What has been your experience as a parent of a child with anxiety? We would love to hear about it on our Facebook page, or feel free to get in touch directly to chat.


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Challenges of remote learning: a tutoring agency’s perspective​

nasen Connect September 2020

A director discusses tutoring under lockdown in an article published in nasen Connect magazine Sep 20.               

John Salmon director

John Salmon

Director John Salmon, M. Ed,  examines how tutoring evolved during lockdown and how tutees responded.

nasen Connect magazine (Sep 20)

John Salmon, director at Bright Heart Education, reflects on how support for tutees had to be adapted during lockdown and how tutees responded to a new way of working. This article was published in the nasen Connect September 2020 edition.

nasen Connect September 2020
nasen Connect is distributed to schools, SENCos and parents across England

Challenges of remote learning: a tutoring agency’s perspective

Unlike schools, tutoring agencies arguably experience closer contact with the everyday reality of many households as they directly partake in both the academic and emotional vicissitudes of families. Our first-hand knowledge has shown that adapting to online schooling has been an onerous challenge for families (as well as schools), but at the same time it has offered a more personalised learning opportunity for many
students, especially those with SEN.

As a tutoring agency that supports many students with SEN, we have naturally been concerned about the emotional and academic impact of lockdown. Lately, we have received a number of calls for help from concerned parents, which shared a common pattern: their child had lost interest in writing, reading and numeracy and no longer tried to fulfil school expectations. Parents reported unattainable assignments
amidst mounting levels of frustration, anxiety and disengagement. The lack of structure left children fending for themselves, with minimal assistance, save for that provided by their parents – who cannot be expected to play the role of trained teachers. Traditionally, our agency had focused on in-person tuition, so we had to transition to online tutoring to adapt to the lockdown.

For some, the physical presence of a facilitator was necessary, but many tutees with SEN embraced online sessions and realised that, with the right guidance and nurturing support, much could be gained. Far from being emotionally affected by the lack of traditional schooling, many felt perfectly at home (no pun intended) with the new situation, as social interaction at school was often a cause of anxiety.

Case study

One such case was a Year 7 tutee with ADHD, who was not affected by feelings of isolation, but by lack of motivation when faced with the sudden prospect of doing all his work without the solid support system provided by school. Worse still, he was being asked to complete assignments using the very electronic devices that distracted him in the first place. Overstimulation led to distraction, which in turn led to frustration and eventually refusal to work.

Our adaptation to remote learning with him proved to be fruitful. First and foremost, as a student with ADHD he was less prone to distractions at home, as opposed to the myriad of stimuli in a school setting. Restricted internet access was necessary, but technology allowed for better differentiation, by addressing individual learning events; one specific topic could be delivered in multiple ways and be adapted to his unique style. Thus, a multimedia history session could include videos, downloadable materials, audio and interactive games. He was also able to work at his own pace, being free to view lessons and materials at his convenience, allowing for maximum flexibility. Since deadlines were relaxed, he had extra time to complete tasks. Additionally, his workspace was adapted to suit his preferences, creating an environment conducive to learning. 

He liked technology because he found it more impersonal and nonthreatening. There were no peers there to judge him, no teachers there to pressure him with impending deadlines. He dreaded the idea of completing mammoth projects under severe time constraints, but smaller chunks no longer seemed insurmountable. His innate curiosity for technology developed into a learning opportunity, as he experimented with the different features in PowerPoint, Word or Google Drive, mastering the subject matter in the process. He learned to be less dependent on text-based learning when using audio books and videos online and felt at ease with no one watching over his shoulder. 

A way forward

This experience has taught us that the value of direct support from well-qualified teachers is irreplaceable. But we also know that online learning is here to stay, not only for children who are home schooled full time, but also as an integral part of school life.

The technology industry takes giant leaps much faster than most industries, to the point where it permeates all human activity, including education. Lockdown prompted an impromptu trial for teachers, tutors, parents and students and learning from this can surely guide us when moving forward, but not by simply replicating lessons in the shape of online lessons, with ensuing workloads that must be completed by students autonomously. When managed appropriately and combined with optimal support in the hands of capable, well-trained instructors, applying technology in a student-centred learning environment can bring forth a wealth of benefits, including for those with SEN, as it provides the flexibility and sense of ownership that can be lacking in traditional classrooms. However, a balance must be struck between digital and screen-free activities and independent and teacher led activities.

With the right support, combining pedagogical and technological expertise, students with SEN can meet learning targets in nonthreatening, customised environments.

Contact us

If this article rings true for you, then please get in touch and let us know how best we can help.


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GCSE and A Level Exams: Your Questions Answered

studying for the GCSE exams

We examine A level, GCSE and Btec results in England for the 2019/20 academic year and their impact.   

 
Bright Heart

Bright Heart

We consider questions about the exam results in 2020 and consequences for 2021 exams.

GCSE and A-level Exams: Your Questions Answered

All aspects of our lives under the COVID-19 pandemic have been marked by uncertainty. Education has been hit particularly hard.  School closures have had detrimental effects on learning and mental health for most families in England. The recent announcement of exam results was no smoother. In this blog, we discuss A level, GCSE and Btec results in England for the 2019/20 academic year. This is of particular importance for A Level students, as their university places depend on their grades (UCAS points).

studying for the GCSE exams
It has not been an easy time for students, especially those who were preparing for a final exam.

What role does Ofqual play in regulating grades and why do they intervene?

The Office of Qualifications and Examinations Regulation (Ofqual) regulates qualifications, exams and tests in England.  They designed a system to regulate teachers’ predicted grades under the premise that teachers tend to overestimate performance. Grades are also meant to be consistent with previous years’ data.   

It is human nature to be optimistic about student progress. Teachers expect their students’ results to improve by the end of each school year when working under normal conditions. However, research shows that teachers’ predictions are usually generous. A recent analysis of schools’ predicted GCSE grades by FFT Education Datalab found that the average grade predicted by teachers in England in 2020 was higher than the average grade in 2019 in every subject.  Last year, only 20% of students applying to university met or exceeded their predicted grades.

Ofqual’s algorithm used a three-prong system. It included historic results of pupils at each school, prior student attainment, and statistical expectations of grades for each subject. The objective was to ensure that results were in line with those from the previous year.

Why were the initial results so controversial?

Controversy arose well before A level results were issued in England on Thursday, 13th August. The Scottish precedent, using the same regulatory framework as in England, featured a deluge of complaints from students, parents, teachers and head teachers. This prompted a government retraction with Nicola Sturgeon apologising to thousands of students and promising to amend grades to reflect teacher predictions.

In England, as expected, there was a similar reaction.  Many students were disheartened to find that 39% of predicted grades had been lowered, some by more than one grade.

Parents and students complained that the system did not do justice to the efforts of many who had worked hard throughout the year, but had been deprived of formal education during lockdown.   They claimed that many brilliant students would see their grades lowered simply because they came from poorly performing schools, against the better judgement of their teachers. This was called a ‘postcode lottery’. It raised the question, should a weak student in a class, who worked hard and was expected to pass, be failed simply due to the school history?

What was the government’s response to the controversy and how did people react?

Just before the A-level results were released on Thursday, 13th August, the government made rapid changes to the grading system. This was an effort to appease potential complaints, in what they described as a ‘triple lock’. Students could opt for the highest of three different assessments: their estimated grade, the result of a mock exam (as part of an appeal), or sitting an exam in October.

This measure brought a fresh surge of vitriol.  Head teachers in England referred to this last-minute arrangement by the government  as a ‘shambles’. The move was also criticised by the Labour leader, Sir Keir Starmer, who condemned it as a ‘complete fiasco’ and asked to have it scrapped.  Critics argued that decisions should have been made and communicated in good time, mock exams are not standardised and lowering grades based on school performance is discriminatory against pupils from deprived areas.

There were many protests from students throughout the country. They deemed it unfair to have their grades brought down based on Ofqual’s algorithm and demanded a retraction like that of the Scottish government.  Many also asked for appeal fees to be waived.  However, Education Secretary Gavin Williamson initially refused to use teachers’ predicted grades as final grades in England. Boris Johnson had already stated that the system was ‘robust’ and ‘dependable’.

The government U-turn

On Monday, 17th August, the government caved in to political and student pressure. Students (A Level and GCSE) were awarded grades estimated by their teachers (Centre Assessed Grade or CAG), unless the algorithm grades were higher. Gavin Williamson said he was “incredibly sorry for the distress” caused to pupils after having to make this U-turn.

Btec results were unfortunately pulled at the last minute on the 20th of August. This was as they would also use a CAG to be in line with the GCSE and A Level adjustment.

The political fallout continued with the head of Ofqual, Sally Collier, resigning. A DfE senior civil servant, Jonathan Slater, was sacked over the ‘algorithm’.

GCSE and A Level results

For the 500,000 GCSE students, 79 % achieved a pass which is up from 70 % in 2019.  More than 27 % of students received a grade 7 or above, which is equivalent to A or A*. By comparison, 21 % of students achieved grade 7 or higher in 2019, which was the highest proportion since 2015. This means that more pupils will be eligible to study difficult subjects at A Level. A Level results can be seen below:

A Level results 2020
Comparison of A and A* for 2017 to 2020 (all ages)
A Level Results
Average number of A Levels per student, 2017 to 2020
A Level exam results infographic
Showing the relationship of this year's CAG to final grades, 2017 to 2020

What’s next for students wishing to attend university?

Once a university makes an unconditional offer it is contractually required to honour this commitment, unless the degree is cancelled.  It remains to be seen how universities will handle the surge of applicants who can now claim a place. This means some eligible students with recalculated grades will have to defer to next year. There are also many students (17 % estimated in this Guardian article) choosing to defer as they do not wish for their first year of studies to be online, leading to a possible backlog in 2021.

As an example with Cambridge University:

  • Those with a place already confirmed will be admitted.
  • Applicants who were made an offer and their CAG results meet the required conditions will be admitted.
  • Deferral to 2021 will be required for some offer holders due to limited places
  • Students who have not previously had their place confirmed and who just missed their offer based on CAGs will not be admitted.
  • If students sit examinations this autumn and gain the results required to meet the terms of their original offer, they will be admitted in 2021.

What about GCSE and A Level exam resits?

Due to the recent acceptance of CAGs for students, there is likely to be limited demand for exam resits. However, lockdown was disruptive for students and there may be some who would like to take a resit if their CAG was disappointing.

For students wishing to take ‘resit’ A-level exams, exams run from 5 October to 23 October. The deadline for entries is 4 September. Students will not have to pay for these resits and schools will be able to claim this expense from the government. These results will be announced on 17 December. Any student who is unhappy with their results may still appeal as usual. See A Level exam board timetable links below:

GCSE resits will take place from 2 November to 23 November. The deadline for entries is 4 October for English Language and Mathematics. The deadline for all other subjects is 18 September. GCSE results for English Language, Functional Skills, AQA Certificate and Level 3 Extended Project is 14 January 2021. All other GCSE exams results will be out on 11 February 2021.

For GCSE exam board timetables please see the following links:

What changes will there be for GCSEs and A Levels in 2021?

Concerns were raised about the lockdown challenges for certain students. These include students with no home access to the internet or to a computer, those with caring responsibilities, those most vulnerable to coronavirus and students with special educational needs and disabilities (SEND). 

In light of this, various changes have been proposed for GCSE exams for 2021. These changes are to address concerns that pupils may have missed out on learning. The changes also enable certain assessments to go ahead in a way that allows for maximum social distancing, e.g. by reducing the need for group performances. A full outline of GCSE/A Level changes can be read online here, with a subject by subject summary provided by Schools Week.

Recently, Conservative MP Robert Halfon, who chairs the Commons Education Select Committee, said there was only a “50:50” chance of A-level and GCSE exams taking place next summer. Labour have also raised concerns with Shadow Education Secretary saying students starting Y11 and Y13 had a “mountain to climb”. They propose that exams should be pushed back to mid-summer (late July) to allow more catch up time.

Gavin Williamson has recently said that Ofqual is working with the education sector to decide about a potential short delay to the 2021 exam timetable.

What about Btec exams?

Students began receiving their revised exam results from Pearson on 25 August. These were adjusted in line with the GCSE and A Level changes made earlier.

How can Bright Heart help?

We recognise that it has been a frustrating and anxious time for students. We are helping students with revision tutoring sessions for Btec, GCSEs and A Levels. Our tutors will do their utmost to help students taking resits get ready in time. Our tutors are also working hard to help students taking 2021 exams catch-up, following a most disruptive year. Please get in touch for your free consultation and find out how our nurturing approach could be perfect for your child.

What has been your experience with the exam results process? We would love to hear about it on our Facebook page, or feel free to get in touch directly to chat.


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Lessons learned during lockdown

parental support and presence

We look at how lockdown has impacted our lives and the important lessons learned during this time.            

Bright Heart

Bright Heart

How many of these lessons learned under lockdown can you relate to?

Lessons learned under lockdown

As parents, our hearts’ desire is to see our children reach their potential and perform at their best. This could be on the sports field, in artistic pursuits or in the classroom.

Lockdown added extra stress to many of our lives by placing the burden of our children’s education squarely on our shoulders via homeschooling. For some, that meant tears, tantrums and unforeseen pressure.

In this blog, we highlight 5 key lessons learned during lockdown.

1. Emotional well-being before academic performance

One of the main lessons learned during lockdown was the importance of supporting our children emotionally. This meant putting an emphasis on their well-being before fretting over their academic progress.  Sometimes a hug and a few words of reassurance at the right time can spare tears over a looming assignment and keep things running smoothly. 

Don’t be shy to step back for a moment and take a break with your child. This creates room for connection before returning to school-related tasks.

Physical and emotional reassurance may be the best academic support you can give your child

2. The power of routine

It may have been challenging for you to manage work responsibilities, household chores and the needs of your family and children. Especially when still finding time for essential exercise. We heard the collective cries of ‘What day is it?’ on more than one occasion.

Whilst in the throes of chaos, there is a lot to be said for creating and maintaining routine. Daily meals at regular times, regular bed times, daily exercise and daily work / schoolwork during set times help to keep the family ship on a steady course.

Reinforce stability through the power of maintaining routine

3. There is no shame in asking for help

Lockdown has been a source of stress. It has negatively impacted on the mental health of adults and children in the UK and globally. Some reports have cited up to 65 per cent of children struggling with boredom and feelings of isolation during lockdown .

For you and your children, looking after your mental health is imperative. There is no shame in asking for help. A number of not-for-profit organisations have made their services and additional COVID-19 resources available (see our blog post on Your child’s mental health during times of stress).

parental support and presence
Don't hesitate to get help for yourself or child should you feel it's needed

4. Managing disappointment

Whether we have had to cancel travel plans, or had exciting events such as birthday parties, weddings or concerts postponed or shifted online, we have all needed to come to terms with disappointment. This can be especially challenging for children and teenagers. Parents can intervene, however, to help them handle disappointment in a positive manner.

Teach them that there are almost always alternatives available, if they are only prepared to look for them with an open mind.  Also, a postponed holiday or event is something that can be looked forward to.

Dealing with disappointment can be a catalyst for developing resilience

5. Being present is enough

Parents are the most important people in a child’s life. No matter what the circumstances, as long as a parent is nearby, a child feels safe.  A child doesn’t really need you to play with her / him all the time. Instead, they value you being around for them to feel secure.

Our children don’t really need lots of toys to be happy. Simpler activities are still entertaining. For example, try gardening, hopscotch or skipping with a rope, board games, cooking or other household chores. Remember, your presence is what your children crave and need most.

Give your child your undivided attention and even mundane chores have value for them.

Any advice or tips you could offer others to learn from? We would love to hear about it on our Facebook page, or feel free to get in touch directly with any questions.


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Your child’s mental health during times of stress

boy with anxiety

We bring attention to some warning signs relating to mental health. This is particular important at this time.    

Bright Heart

Bright Heart

In time of stress, mental health is increasingly important. We consider some warning signs.

Your child’s mental health during times of stress

According to The Guardian, fewer young people are receiving help with mental health issues. This is despite levels of anxiety and depression having risen sharply in the under 18 age group. 

Reasons include mental health services being suspended or restricted and a lack of in-person engagement. The closure of schools – a first point of referral for distressed children – has certainly not helped.  

an unhappy girl doing homework
Learning and engagement is strongly affected by one's mental and emotional state.

Lockdowns have negatively impacted many children

Almost one in four children living under COVID-19 lockdowns, social restrictions and school closures are dealing with feelings of anxiety, with many at risk of lasting psychological distress, including depression. In recent surveys by Save the Children of over 6000 children and parents in the US, Germany, Finland, Spain and the UK, up to 65 per cent of the children struggled with boredom and feelings of isolation.”  

Reliefweb International, 7 May 2020

The pandemic has turned the lives of millions of children and young people upside down. Many young people are finding it hard to cope with isolation, a loss of routine, anxiety about the future, a disruption to their education, and in some cases difficult or traumatic experiences at home.”

Emma Thomas of YoungMinds, a leading UK not-for-profit championing mental health for young people

boy with anxiety
We all have times when we need to talk to someone. This is especially true for children.

The impact of COVID-19 on children's mental health

While it has been a challenging time for parents, children have felt the effects of social distancing and isolation with far-reaching effects. The British Psychological Society, together with more than thirty other organisations, have written an open letter to the Government. This letter was urging them to limit the long-term impact of the pandemic on young people’s mental health.

What should parents consider for their child's mental health?

Previously, we covered the importance of planning an active day in our homeschooling tips for parents and the importance of physical activity. Eating regular meals, getting sufficient sleep and limiting screen time go together with this.

Good mental health is a much-needed foundation for learning.

However, you may find your children require additional support.  

Some warning signs to be aware of in your child’s behaviour that could indicate impaired mental health can be remembered by using the acronym MASK:

M – Mood

They get irritable, argumentative or aggressive towards you. They may blame you if things go wrong. They can also become withdrawn.

A – Actions

They may experience changes in eating and sleeping patterns. Look out for any signs of bullying, over- or under-eating or self-harm.

S – Social

They suddenly appear especially bored, lonely or withdrawn or they start to get into trouble. Losing interest in friends and other things they liked to do or loss of interest and motivation with schoolwork are common warning signs.

K - Keep talking

Refusing or being reluctant to talk about how they’re feeling is common. But keep listening and ask how they are feeling. When they do open up, make sure they know there’s someone there who really cares.

Please note that these symptoms are by no means diagnostic in nature. Professional advice is always preferable, especially if you have any doubt as to what may be causing the change in your child’s behaviour.

Attention and active listening go a long way in making sure your child does not slip under the radar.

Where can I get extra help for my child's mental health?

Fortunately, there is plenty of help at hand and we recommend reaching out to the team at YoungMinds where you will find many resources and professional support available.

Other sources of support include:

The NSPCC and the Mental Health Foundation.

We are also here to help with any learning issues relating to anxiety and social and emotional mental health. Feel free to get in touch with one of our experienced directors to discuss your needs. We offer a free consultation and a free trial lesson to help build rapport.


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The importance of physical activity during lockdown

boy gardening with his father

Keeping moving is important at this time, for children and parents, for mind and body. Several activities are suggested.    

Bright Heart

Bright Heart

Exercise is important during this time. Here we look at some helpful activities for children and families

Physical activities for children during lockdown

The day-to-day realities of living in lockdown with your family are not easy. For many parents, the homeschooling, the constant entertaining and attempts at keeping the peace while you are also working from home can leave you feeling frustrated; this “new normal” can be challenging for the child and the parent.

It is therefore imperative to find activities to keep the whole family active and healthy.

Physical activity is paramount; at present we are all too aware of our health and maintaining or improving our physical well-being as a means of strengthening immunity. You only have to watch TV, look online or talk to someone to see the importance of being active – for example, Joe Wicks’ daily workouts , Captain Tom’s gallant walking triumph or even the government’s daily exercise guidance .

Here are some suggestions to help you and your children get more active, creative and fitter:

5 activities to keep the family moving

  1. A family that downward dogs together, stays together

Yoga is the perfect activity for everyone. With a plethora of online kids’ yoga and live Zoom classes to join, you and your children can strengthen your bodies and practice mindfulness together. The blend of flowing sequences and meditative, breathing exercises provides your child with skills to enhance their coordination and balance. It improves core strength and helps connect with their emotions through each backbend, sun salutation and twist.

Have a look here for some online kids’ yoga.

yoga with your children
Yoga is a form of exercise that integrates mind and body.
  1. Dance, baby dance!

Bust through the boredom with a dance party. The blessing of being locked down in 2020 is the wonderful technology at our fingertips. From FaceTime to Zoom, Houseparty and WhatsApp, there are plenty of available online organised dance parties for children of all ages, perfect for a little social interaction with other children, while listening to music and dancing around the living room; high energy for the kids and low effort for the parents! If a dance party with strangers is not your thing, why not arrange a virtual dance party for the kids with their cousins, friends or relatives so you can catch up while they attempt The Floss.

Children dancing for exercise
Dancing will always bring smiles to children, while keeping them moving.
  1. Treasure hunts

This is a great one for those parents that want to get creative and get the kids running around the garden or house. This can be as easy or complicated as you like and can last as long as you choose, meaning the kids are staying active and alert while being fully engaged. Hide anywhere from 10 – 20 gifts, clues or items around the house and watch their inner Miss Marple solve away. This one is great for a physical and mental workout.

map for a treasure hunt
Create your own map and let your children find the treasure!
  1. The Joe Wicks effect

Getting the kids involved in national or global events like daily aerobic classes can be hugely inclusive and great for them to discuss with friends who are also participating. The skilfully choreographed moves are designed to be a perfect PE alternative during this period, which can be enjoyed as a family or just for the children while you do a bit of work from home yourself.

Joe Wicks PE classes for children
Morning PE for kids has proved popular in the UK (Source: thebodycoach.com)
  1. Gardening

Few activities are as rewarding and active as gardening. Don’t worry about how big the garden is, as there are many ways gardening can work for you, from window boxes or small patches to larger areas. For children and adults, sowing seeds, watering, digging and planting are perfect for keeping them active and getting them interested in nature and the environment. In fact, while they are at it, why not get the gloves on them and get some weeding done too? Before you know it, the garden will be looking beautiful, the kids will be exhausted and you may even get some delicious fresh vegetables for dinner.

boy gardening with his father
Gardening is a therapeutic and rewarding physical activity.

Whatever activities you decide to do as a family, you don’t want to squander away this time at home.

Before the lockdown is over and we start living our new version of post-pandemic life, it is crucial to ask ourselves, “what did I/we do during this unprecedented time?”

The answer, “we survived, we grew, we became stronger, fitter and more connected”.

What has been your experience of exercise during lockdown?

We would love to hear about it on our Facebook page, or feel free to get in touch directly with any questions. You can read more about the positive effects of exercise in a guest blog by one of our tutors: learning through sport. 

We have written a series of blogs about education during lockdown which you also may find useful: Homeschooling tips for parents during Coronavirus lockdownQuestions (FAQs) about learning, schools and exams during lockdown and Pros and cons of online tutoring and tips for parents using an online tutor

Bright Heart will continue to offer guidance and support during this challenging period.


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Facebook Live Q & A about homeschooling during lockdown

FB Live with John Salmon, Bright Heart director

Bright Heart director John Salmon, M.Ed., answers pertinent questions live on Facebook about homeschooling during lockdown.        

Bright Heart

Bright Heart

In a live Q & A, John Salmon, M.Ed, addressed parent’s typical homeschooling concerns due to lockdown.

Facebook Live Q & A about homeschooling during lockdown

We recently held a Facebook Live Q & A to address parent’s questions about homeschooling during lockdown.  This was hosted by Jacqui Mackway-Wilson, our social media manager, with questions answered by Bright Heart director and former headteacher John Salmon, M.Ed.

Facebook Live streaming

Key questions covered

  • 0m49s -- Learn more about John
  • 2m33s -- Typical challenges seen during lockdown when it comes to online learning
  • 5m40s -- Pointers for parents to structure the school day at home for their children
  • 9m51s -- How can technology in general and online tutoring in particular better support parents and students during lockdown?
  • 13m48s -- What about learners with special educational needs and challenges that SEN students are facing during lockdown?
  • 18m33s -- What signs of stress or distress, related to this online learning, should I be aware of as a parent, particularly as a parent of a child with special educational needs? And how can I help my child navigate this?
  • 22m22s -- What should I look for when selecting a tutor, whether for online or in-person support?
  • 27m22s -- Listen to John’s concluding remarks
Facebook Live Q & A about homeschooling during lockdown
Click on the picture to watch the Q & A about homeschooling.

What has been your experience of education during lockdown?

We would love to hear about it on our Facebook page, or feel free to get in touch directly with any questions. You can read about the experiences of a Bright Heart student, parent and tutor in a recent blog here.

We have written a series of blogs about education during lockdown which you may find useful: Homeschooling tips for parents during Coronavirus lockdownQuestions (FAQs) about learning, schools and exams during lockdown and Pros and cons of online tutoring and tips for parents using an online tutor

Bright Heart will continue to offer guidance and support during this challenging period.


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Personal stories of homeschooling and online tutoring during lockdown

Online teaching during lockdown

Unique educational perspectives are shared from a student, parent and tutor during the current lockdown.            

Bright Heart

Bright Heart

In this next instalment we look at some of the personal experiences of homeschooling from those affected by lockdown.

Personal stories about homeschooling and online tutoring during lockdown

In light of these challenging circumstances, we reached out to the Bright Heart community for their perspectives on homeschooling and online tutoring during lockdown. Thank you for all your insightful comments and questions.

Special thanks to Tom (student), Steven (parent) and Angela (tutor) for sharing their experiences with us and agreeing to have them published.

Tom (student, aged 10)

Let’s start with one of our most enthusiastic and brilliant young minds, Tom. He has fully embraced online tutoring during the last month and a half.  It has been such a pleasure to see how much Tom has progressed during the last year. It has been especially rewarding to know that he has been able to keep the good work up during lockdown, despite all the added challenges.

I have been having lessons with John for about a year now.  I have a lot of ideas, but sometimes I have trouble organising them. John really helps me with planning my writing and putting it down on paper. I was a bit nervous about having a tutor at the beginning, but I have not regretted it since, as it has been a thoroughly enjoyable experience! 

The transition from face to face sessions to online has been very smooth and I feel like I am learning just as much as before. I still look forward to every session and it is one of the highlights of my week. I would definitely recommend Bright Heart Tutors.

Online teaching during lockdown
Online learning has been an enjoyable experience for some students during lockdown

Steven (parent of a Y7 boy)

One of our Bright Heart parents, Steven, wrote to us to share some of his family’s experiences with homeschooling. In his detailed account, he talks about the inadequate use of technology by the school and the anxiety that the mounting workloads and lack of in-person instruction has caused his son during lockdown. It is worth noting that teachers also feel overwhelmed and unprepared these days, despite having technological tools at their disposal, as no one could foresee the scale and complexities of the current situation. Steven decided to use our online tutoring service to help his son overcome his anxiety and guide him with his work on a daily basis.

My son’s school has decided to use Microsoft Teams as its remote learning platform. There were a few technical issues, which are understandable, but I’m not impressed with the way the school has organised these lessons, as the school has decided to host lessons to all or nearly all students at once per subject.

My child is in year 7, so we’re talking multiple classes in the same year group, or basically 100+ children per subject. This wouldn’t be so much of an issue in older year groups such as GCSE or A Levels since the myriad subject choices students could choose at this level means that each subject naturally would contain less children, but this presents a problem for younger ones. To keep things in some semblance of order, children are asked to mute their audio and keep their video off. Their only outlet for questions is via the text chat function. This results in either too many questions at once, overwhelming the teacher’s ability to teach and answer them at the same time, or where the teacher is presenting and not looking at the chat completely, a torrent of irrelevant chat and GIFs; hardly surprising since the children are only 12 years old and there’s potentially 100 of them in the same lesson.

In terms of presentation, a Maths lesson I observed had the teacher talking and demonstrating by using a camera pointed down at a desk whiteboard. This hints at teachers not being provided with the right equipment. A tablet computer or separate tablet device (with or without screen) is what they should be using. Perhaps this is part of the teething issues and will be resolved at a later date as the school gains more experience from this approach to learning.

Recently I also saw a pre-recorded lesson. It looked more professional, as the teacher had clearly taken the time to create the presentation deck and voice over during the lesson. However, this is not ideal as it wasn’t live.

The biggest issues I see with the above approach that need to be considered and rectified by the school are:

  • Why are classes so large? During standard school, physical classes are 30 children. This allows the teacher to split their time answering questions and teaching. This is not possible with class sizes approaching 100 children, either physically or remotely. As it stands, this is more "lecturing" than "teaching".
  • Why don't teachers have better equipment? Pointing a camera at a physical whiteboard does work, however, with the right equipment there are better options available that preserve resolution and are easier to read. Microsoft Teams has a digital whiteboard, which would be ideal with the right equipment.
  • From my understanding, the classes are recorded. But I don't see any way to access these recordings, when one advantage of remote learning over physical should be the ability to replay a recorded class. The school should make these available to the students after the lesson.

My child’s school remote learning implementation is not the greatest. Large class sizes, almost no ability for interaction or questions, no record of the class post lesson, results in an inferior learning experience. I think the school should lower class sizes by having more teachers present, thus allowing more interaction. It should make recordings available to the students afterward, provide more training and better equipment to teachers.  

Hopefully as the school gains experience and more teachers become available to teach, some of these issues will start to diminish or even disappear. Hopefully this happens sooner rather than later. But from my observation, remote learning as implemented by my child’s school is little better than my child teaching himself. Only the fact that the classes are at set times and timetabled give any sort of advantage to this approach.

My son has learning difficulties and he was feeling overwhelmed and anxious with the technical issues, impossible workloads and lack of communication with his teachers.  He is in constant need of support and encouragement and I therefore sought the help of Bright Heart to increase the number of tutoring sessions through their online platform. Having that 1:1 support proved to be invaluable for my son, who is now successfully coping with all the challenges which seemed insurmountable to him not too long ago.”    

Online tutoring
Learning online has presented unique challenges for students, teachers, parents and tutors during lockdown

Angela (Bright Heart tutor)

Finally, one of our tutors, Angela, who made the transition from in-person to online tutoring relates her experience below, which has been educational for both her and her students.

Working as an online tutor during lockdown has generally been very positive. 

I am currently 9 months pregnant so it has been a great way to continue supporting the students while not having to navigate the tube at rush hour! Overall, it has been remarkable to see how some of the children have adapted to and have enjoyed using the technology. I have seen them engage in novel ways with the material and some have demonstrated more agency in their learning. Having a screen in front of them, at a set time has also, somewhat surprisingly, been a good medium for those students who struggle to focus. 

My students have benefitted from the consistency of maintaining weekly tuition and it has definitely given them confidence in using new skills. It has also brought about new skills for me, for example, forcing me to be more concise in my instruction and explanation. Overall, I believe that going forward, it is an excellent option for students and tutors alike.”

What has been your experience of education during lockdown?

We would love to hear about it on our Facebook page, or feel free to get in touch directly to see how we can help. 

We have written a series of blogs about education during lockdown which you may find useful: Homeschooling tips for parents during Coronavirus lockdownQuestions (FAQ) about learning, schools and exams during lockdown and Pros and cons of online tutoring and tips for parents using an online tutor.

We also held a Facebook Live Q & A where we answered some common questions from parents at this time.

Bright Heart will continue to offer guidance and support during this challenging period.


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