What book do you recommend and why?  

What podcast do you recommend we listen to and why?

Real Survival Stories dives into a true account of someone thrown into a life threatening situation. From deserts and jungles to mountains and shipwrecks, the stories cover an incredible range of real human experiences.  What makes the series truly compelling is the way it celebrates resilience. These aren’t superheroes. They’re ordinary people who, in the worst moments of their lives, found the strength to keep going. It’s inspiring without being sentimental. Whether you enjoy true adventure, psychological insight, or simply a reminder of what humans are capable of, this podcast offers a powerful mix of tension, heart, and unforgettable storytelling.

Where do you work/teach? 

I’m Mr Stuart in Year 4

This month’s theme: Determination and Perseverance!
This month’s theme celebrates giving, generosity and kindness, perfectly timed for the festive season and the start of a new year, with stories that inspire reflection in a season of new beginnings. Where will your reading journey take you over the holidays?

Interview with Luke Jones, Vice Principal, Curriculum and Assessment

What is one of your fondest or most favourite reading memories?

One of my fondest reading memories is being completely absorbed in a book to the point where time dissolves; reading late into the night, fully aware I would regret it in the morning, yet unable to stop. I remember that feeling vividly with novels that combined psychological depth with pace; stories where you are not simply following a plot but working through the puzzle alongside the characters. What stays with me most is the quiet perseverance within those narratives; characters pushing forward through uncertainty, refusing to abandon the search for truth. That narrowing of the world to the page, that steady pursuit of resolution, is still what I look for in a powerful book. 

Which fictional character would most like/least like to meet in real life and why?

I would be fascinated to meet Lisbeth Salander from The Girl with the Dragon Tattoo. She is fiercely intelligent, morally complex, and relentlessly persistent. Her refusal to be defined by her past, and her determination to act when systems fail, make her compelling. I suspect a real-life meeting would be uncomfortable; she would see through pretence in seconds. Yet that uncompromising clarity and independence would make for an unforgettable conversation.

The character I would least like to meet is Tom Ripley from The Talented Mr Ripley. His calm manipulation and ability to reinvent himself without conscience is quietly chilling. He perseveres too, but towards self-preservation rather than justice; his charm masking a profound moral emptiness. That contrast makes him fascinating to read, yet deeply unsettling to imagine in reality.

What does The Girl with the Dragon Tattoo mean to you? Do you have any book suggestions for this theme?

One book about giving that really resonates with me is The Storm Whale by Benji Davies. It’s about a boy who discovers a small whale washed up on the shore and decides to care for it. His quiet act of kindness doesn’t just help the whale — it brings him closer to his father, showing how generosity can create connection in unexpected ways. It reminds me that giving doesn’t need to be big or expensive. It can be thoughtful and personal — a story shared, a voice offered to a cause, or even a short poem written for someone in a Christmas card. Small acts of care can have an incredible effect and taking time to write something for someone this Christmas in a card is my number one recommendation to give someone you care about a better Christmas this year.

The Girl with the Dragon Tattoo represents more than a crime thriller for me. It explores power, corruption, gender violence, and the idea of justice operating outside formal systems. Beneath the investigation sits a deeper question about who is believed, who is protected, and who must fight alone.

At its core, the novel is about perseverance; the refusal to be silenced, diminished, or erased. It is about surviving trauma without surrendering identity, and about pursuing truth even when the cost is high. That sense of endurance and agency is what lingers long after the final page.

If you are drawn to similar themes of resilience and moral tension, you might enjoy:

Key Stage 4/Senior Studies Recommendation:

• Gone Girl by Gillian Flynn; psychological complexity and shifting narratives around truth and control.
• The Silence of the Lambs by Thomas Harris; intellectual cat-and-mouse with formidable mental strength at its centre.

Key Stage 3 Recommendation:

• Born a Crime: Stories from a South African Childhood by Trevor Noah; a non-fiction story demonstrating how to persevere within the harsh constraints of apartheid.
• Displacement by Kiku Hughes; a graphic novel exploring a Japanese-American teenager’s journey into her grandmother’s past.

Foundation Stage and Key Stage 1 Recommendations

Louise Warren – Foundation Stage Class Teacher

Tilda Tries Again by Tom Percival
In the picture book Tilda Tries Again, Tilda suddenly finds everyday tasks unexpectedly difficult. With the support of her friend, Percival, and by taking small steps and giving things another go, Tilda slowly realises those challenges can be managed. The story gently shows children how perseverance can help when things feel tough.

Amy Clark – Year 1 Class Teacher
The Clockwork Dragon by Jonathan Emmett

In The Clockwork Dragon, Max and Lizzie show determination by refusing to give up when the kingdom is threatened by Flamethrottle. Instead of relying on traditional methods that have already failed, they persevere through challenges and use creativity and problem-solving to build their mechanical dragon. Their success demonstrates that persistence, courage, and belief in your own ideas can overcome even the most frightening obstacles.

Key Stage 2 Recommendations: 

Jayne Jauncey–Leader of Primary Physical Education

Dare to Be You by Matthew Syed

This is a fantastic self-help style book that encourages children to be authentically themselves. With bright graphics, funny anecdotes, and relatable stories, it helps readers understand how past experiences and messages from the world around them can shape how they see themselves today. I really like this book because of its strong message around resilience and self-belief. It encourages children to embrace challenges, recognise that setbacks are part of learning, and understand that improvement comes through effort and practice over time. This book helps children see that progress doesn’t happen instantly. Perseverance, especially when it feels difficult, is what leads to growth. The interactive activities throughout the book also give children the chance to reflect and apply these ideas to their own lives.  

Chris Walsh-Assistant Leader in Primary PE

The Explorer by Katherine Rundell
The novel is about a group of children who survive a plane crash in the Amazon rainforest and have to figure out how to survive together. The characters don’t suddenly become superheroes, they doubt themselves, argue, get scared, but they keep going. They adapt, they learn and they grow stronger through the challenge. The book links nicely to perseverance because it highlights that resilience isn’t just about being physically strong; it’s about staying calm, supporting others, and pushing through when things feel uncomfortable.

Key Stage 3 Recommendations: 

Claypusit Sommer (7O)
Make your Bed by Admiral William H. McRaven

Make your Bed is about how small actions can change your life. McRaven was a Navy SEAL; he shares ten lessons from his training that can help anyone become stronger, braver, and more positive. McRaven explains that small wins can lead to bigger successes. He believes that failure is not the end, but an opportunity to learn and improve. His final lesson is ‘Never Quit’. Success comes from perseverance and consistency, even when things feel impossible. In conclusion, Make Your Bed shows that discipline, courage, and kindness can change your life. It proves that small actions like making your bed can build habits that lead to greatness.

Jasper Juengwirunchodinan (8V)
The Golem and the Jinni by Helene Wecker

The Golem and the Djinn is a book based on the current situation for two characters, the female golem and the male djinn. This book is linked to perseverance because both characters must face unique problems, such as trying to simply fit into a new and terrifying society. They also must control themselves from revealing their true beings, while protecting their guardians from threats. The book weaves strands of Yiddish and Middle Eastern literature, historical fiction and magical fable, in a wondrously inventive tale that is mesmerizing and unforgettable.

Key Stage 4 and Senior Studies Recommendations: 

Little Women by Louisa May Alcott

The novel follows the four March sisters (Meg, Jo, Beth, and Amy) as they grow up during the Civil War while their father is away and their family struggles financially. Guided by their mother, Marmee, the sisters try to live with kindness and self-discipline while facing everyday challenges. As they get older, they experience setbacks and change; their dreams don’t come easy, relationships are complicated, and the family faces real hardship and loss. The story relates to the theme of perseverance because the March sisters keep going even when life is unfair or painful. Perseverance shows up in how they continue working to support their family, try to improve themselves, and pursue their goals despite obstacles. Jo especially represents perseverance through ambition: she keeps writing and fighting for independence even when she’s rejected or pushed to be “more proper.”

Miss Adams—English Teacher
We Were Dreamers: An Immigrant Superhero Original Story by Simu Liu
We Were Dreamers: An Immigrant Superhero Origin Story is a memoir by Simu Liu, the star of Marvel’s first Asian superhero film, “Shang-Chi and the Legend of the Ten Rings.” The book chronicles Liu’s journey from growing up in China to immigrating to Canada, detailing his struggles with cultural identity and stereotypes while pursuing an acting career. It is an inspiring story of overcoming challenges and finding his place in the world, ultimately leading him to become a leading figure in the Marvel Cinematic Universe.

                                                    

Before half term, the Dance Academy was thrilled to host the American Musical and Dramatic Academy (AMDA) to Bangkok Patana for the second time. AMDA workshops proved to be an unforgettable experience for both our parents and dancers. The morning began with an engaging parent workshop led by Junnan Liao, Senior Associate Director of International Outreach, alongside acclaimed AMDA alumna and 10-time Broadway performer J. Elaine Marcos. Parents enjoyed a rare, in-depth look into daily life at a world-renowned performing arts conservatoire, gaining clarity on what training at AMDA truly entails.

The atmosphere quickly became an open forum, with parents asking thoughtful questions about living and studying in New York and Los Angeles. Topics ranged from accommodation and city safety to the realities of juggling classes, rehearsals and independent life abroad. Junnan and J. Elaine provided candid, first-hand insight, painting a realistic yet inspiring picture of what young adults can expect. J. Elaine’s own journey – from student to Broadway and beyond – and how AMDA not only refined her technical skills but also helped her discover who she is as an artist, understand her strengths, confront her weaknesses and build the resilience needed to thrive in a demanding industry, was particularly inspiring.

Our Secondary dancers then took to the Theatre stage for a fantastic 90-minute workshop. Learning original choreography from the global hit musical Hamilton, choreographed by Andy Blankenbuehler, students immersed themselves in authentic Broadway movement and storytelling. J. Elaine guided them through the process of approaching new choreography, sharing vivid anecdotes from real audition and rehearsal rooms – what directors observe immediately, how dancers can present themselves with confidence, and why individuality is a performer’s greatest asset. She emphasised that exceptional dancers don’t simply execute movement – they communicate meaning, emotion and intention. With her coaching, our dancers shifted from performing steps to being powerful storytellers. Their growth in just one session was extraordinary to witness.

Overall, it was an exhilirating morning with insight, inspiration and invaluable industry wisdom – one that has undoubtedly elevated our dancers’ understanding of what it truly means to pursue the performing arts at the highest level.

Your turn! Step into our dancers’ shoes and learn a snippet of Andy Blankenbuehler’s original choreography yourself. Explore the phrase here: Hamilton – I’m Not Throwing Away My Shot – Original Choreography

Schools know the importance of sparking curiosity, helping students feel safe and modelling being kind to others. Researchers suggest there are several key ways to nurture these characteristics through maintaining healthy lifestyles, following routines and organising, and supporting emotional well-being.

Healthy eating supports stable energy levels through the day and aids cognitive processes, like memory and concentration. Meals with protein and whole grains that digest more slowly keep blood sugar levels even, enhancing sustained attention and helping keep your mood positive.  Eating at regular intervals and avoiding sugar lows, or spikes, not only keeps you physically healthy, but also keeps your brain chemistry in top form for learning.

Sleep is not only important for physical rest but is also vital for the mind. During sleep, chemical waste is cleared from the brain, information from the day is processed, and long-term memory storage is consolidated. Studies link adequate sleep to improvements in attention, problem-solving skills, behaviour regulation, and academic performance. How much sleep is enough? Researchers studying sleep recommend children aged 3-5 years get 10-13 hours; 6-12 year-olds need 10-12 hours; teens require 8-10 hours, and adults 7 hours. A regular bedtime routine with a predictable sequence, a consistent wake-up time, no screen time in the hour before bedtime and a cool, dark room should all support an environment conducive to a deep and restorative sleep.

Just like adequate sleep, unstructured downtime is essential for brain health. Research has uncovered that the brain encodes new information and skills better when it has time to reflect and focus inward. Studies show that these breaks improve focus and problem-solving skills, boost memories, build creativity and help define our sense of self. Downtime should be spent in calm activities that require little new thinking and allow the mind to wander. The best types of activities are open-ended or have no rules to follow. Things like working with modelling clay, building with Lego, imaginative free-play outside (or in) with play forts or games, art or crafting projects, hiking or geocaching, and even nature photography are great ways to encourage downtime at home.

Research also links helping children learn to regulate their responses to emotion equips them to better handle stress, cope with setbacks, and teaches academic resilience. Behaviour in children, positive or negative, serves a purpose and understanding the reasons behind it can help parents know how to respond. Generally, behaviour can fall into four categories: seeking attention, a desire to escape a task, gaining access to an item (such as video games), or a reaction to a sensory feeling (such as hunger or tiredness). You can model alternate, appropriate responses at home to help children meet their needs. For attention seeking behaviours, work to provide one-on-one time for positive interactions, praise alternate ways to get attention and do not reward undesired behaviours. For avoidance behaviours, offering choices between two different tasks, or reducing the time for a task can help make the experience more positive.

Finally, psychologists note organised students experience less anxiety, are better at time management, and approach learning challenges with confidence. While organising is an internal, executive function skill, there are ways to make the process visual for children. Teachers keep visual timetables posted and remind students of upcoming events and required materials. At home, keeping calendars posted with family and school events helps teach the concept of time and preparation. Facilitating a daily routine with checklists so students prepare for the day by organising their own backpacks and ensuring they have everything, like library books or PE kit, reduces the cognitive energy spent on last-minute worrying or planning which can distract from learning. Routines and preparation build confidence and reduce power struggles between parent and child so each day can start with everyone in a positive mood.

By supporting healthy sleep, nutrition, organisation, emotional awareness, and restorative downtime, families can cultivate the skills needed for students to feel safe, be curious and kind and be fully engaged in learning at school.

Children need accurate information about their bodies, how to keep themselves safe, and how to build healthy and positive relationships. Our Relationship and Sex Education unit (RSE) is taught in all Primary Year groups during Term 3.  

Talking with your child about relationships and sex generally works best as ongoing family conversations. Most children are curious and would like to know more.  

It’s helpful to consider your own views and values before responding to their questions.  

• What information are you ready to share with your child?  

• What sort of questions would be welcomed? 

• What sort of questions might you struggle to answer? 

Asking and answering questions helps develop understanding. If you are not sure how much they already know, ask them some questions back. If they ask a question at the wrong moment, agree to talk about it later. You never have to give your answer straight away. 

Ages and Stages  

Some behaviours are more common at different points in a child’s development.  

● Wanting to play with the same friend every day 

● Only finding friends of the same biological sex  

● Making comments about people’s bodies  

● Showing each other their bodies – as the funniest thing ever 

● Showing curiosity about physical differences  

● Being happily naked in front of other people 

● Embarrassed to be seen naked – or to see a parent naked! 

● Finding it hard to let you go 

● Giving grunts, not hugs 

Naming Body Parts 

Children need to learn about their body, and how a body changes over time. Your child needs to know the right words for all parts of their body.  

Within the Primary School, we teach the names of the visible genitalia (vulva, testicles, penis) in the same way that we name other body parts (bottom, nipples, elbow, knee, toes).  

We teach that some parts should be kept private in shared spaces like school. As a family, you may have other names for genitalia and other ‘private parts’ and that’s fine.  

We take care to tell the children that these are private parts, not shameful parts. 

Infancy: Up to two years  

Toddlers can start to learn names for all visible parts of the body, including private parts. They may start to show curiosity about physical differences.  

Age-appropriate consent should be part of these conversations, so that your child can recognise when touching is safe and welcome – and when it is not.  

Two to five years old – introducing consent and personal safety 

Children learn that their body belongs to them.  

They have a right to privacy – for example, when going to the toilet. They can say no when they do not want to be touched. 

They are taught not to show or share parts of our body covered by underwear or swimwear, and that nobody has the right to touch their private parts. They are taught what to do, what to say, and who to tell if they ever feel unsafe or unsure about a touch.  

Five to eight years old – curious and observant 

Children can see that we all change and grow in different ways.  

They develop their understanding of consent, privacy, and respect for others. They are interested in the different ways in which babies are made and born. They learn that some families look like theirs and some look different. They are taught that every family belongs in our school. 

Nine and upwards – big changes, big emotions  

Children need to know about puberty before these big changes occur.  

Some will start puberty earlier than their friends and some much later.  

Changes at puberty should not be a mystery.  

We teach all children about puberty, sometimes in their class, sometimes in single sex groups. Girls need to know about boys’ changes, and boys need to know about girls’ changes. We do not ignore social and emotional changes, and we return again and again to what makes a relationship healthy and positive, including consent, safety, and respect.  

Your child may challenge the established norms and hierarchy within your family.  

They may experience complex and painful upsets within their friendship group. All of this is normal – but that doesn’t make it any easier for the family.  

Your child will need age-appropriate and trusted information at different stages of their physical, sexual and emotional development. They may seek out or be shown content not produced or marketed for children. We recommend that children can readily access information, whether a book or a trusted website.  

Helpful resources 

Books can be a bridge to a conversation, and you are welcome to visit our excellent libraries and ask for recommendations. We have books that are suitable for all ages, including grownups. I’ve shared some favourites here, but we have many more resources that you choose to share with your child or just to read yourself. We all have gaps in our knowledge and understanding. 

Puberty (PR).pdf