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The fruit and vegetable scheme is ran by the government in which it allows children within a school setting to have access to a piece of fruit and a vegetable every day.

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"The School Fruit and Vegetable Scheme (SFVS) is a government programme that entitles every child aged 4-6 in fully state-funded schools to a piece of fruit or vegetable each school day, this equates to approximately 2.3m children in approximately 16,600 schools across England." Change for Life (2017)

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The fruit in which the children receive will vary depending on the season. There is usually a choice of:
- bananas
- apples
- pears
- carrots
- tomatoes
- easy-peel citrus fruits, such as satsumas
NHS Practitioner Health (2022)

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The scheme helps to achieve the 5 A day target for the children. The fruit and vegetables are a good source of nutrients which allows a healthy balanced diet.

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The fruit and vegetables are a healthy snack in which can keep the children high in concentration which allows more learning to occur.

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This scheme allows every child to have a piece of fruit or vegetable. This is important because they are fresh and not every child has access to this within their home setting. This means it guarantees the child some fresh fruit or vegetable.

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Due to the scheme being on such a large scale, it comes with a cost. Therefore, they have found alternative cheaper options which include importing the fruit and vegetables. This is a disadvantage for the scheme as it causes a higher amount of pollution in the atmosphere due to the travels. It also means the Fruit and Vegetables aren't as fresh as what they say due to the fact of the length of importation.

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"The scheme has much to commend it, but it is part of a system that is currently contributing to the problems of a highly polluting, industrialised model of food production that needs to change for the future well-being of the planet and the children whose fruit and veg the scheme is supporting." Dunne, R (2020)

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Change 4 Life (2017) School Fruit and Vegetable Scheme. Available at: https://assets.nhs.uk/prod/documents/SFVS-factfile-2017.pdf (Accessed: 21st March 2022)

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Dunne, R (2020) Does the school fruit and veg scheme need a rethink? Available at: https://sustainablefoodtrust.org/articles/does-the-school-fruit-and-veg-scheme-need-a-rethink/ (Accessed: 21st March 2022)

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The School Fruit and Vegetable Scheme (SFVS) was introduced after the NHS Plan, launched in 2000, included a commitment to implement a national fruit and vegetable scheme by 2004. It was in response to a concern that not enough children were eating fruit and veg on a regular basis. The scheme is part of the national programme and it was set up to get children into the habit of eating fruit and veg every day, giving them a healthy start to life and reducing the risk of chronic disease as they grow up.

The scheme provides a piece of fruit or veg to all infant aged children between the ages of 4 and 7 who attend a state-funded primary, infant or special school. There are approximately 2.3 million children in the scheme, which involves around 16,600 schools in England and provides roughly 450 million pieces of fruit or veg each year. It is a major operation.

Running such a scheme every school day throughout the academic year means that not all the fruit or veg can be procured from the UK. In addition, due to the budgetary constraints of the scheme and the need for high volumes at cheap prices, it is often easier for fruit and veg to come from overseas, where standards of production are lower and costs cheaper. Over 50% of the scheme's fruit and veg is grown outside of the UK.

A particularly extreme example of this was when a delivery of sugar snap peas arrived in schools in the middle of summer with a label on the packaging that confirmed that this summer fruit had come from China. This was due to the fact that the local producers in Worcestershire had run out. The fact that sugar snap peas could be produced in China and transported all the way to England for the same price as sugar snap peas from Worcestershire makes one wonder what kind of system produced them in the first place.

A report carried out by the Soil Association in 2018 , showed that there were higher levels of pesticides in the produce for the scheme when compared to supermarket equivalents. The food was also not fresh as it had travelled such long distances and this poor quality produce was putting children off eating fruit and veg, the exact opposite of what was intended.

Having seen this fruit and veg scheme in action since its inception during my time as Headteacher of a state primary school, I applaud the good intention to get children eating fruit and veg on a daily basis, but I think the scheme needs to be reviewed in four important ways.

Firstly, if we know how many pieces of fruit and veg we are going to need each day over the school year, surely, we should be identifying the farmers and growers here in the UK who can provide the quantity and quality we need, ensuring the maximum amount of fruit and veg can be grown in this country? It may be that we don't have the capacity to meet the current demand and we need to plant and grow more fruit and veg. With this vision in mind and with a commitment to make it happen, we could within a few years meet the challenge of sourcing as much high quality fruit and veg as possible within the UK.

Secondly and wherever possible, how can we link the places where the fruit and veg grows to the locality of the schools, so that we reduce the food miles and travel time for the fruit and veg being delivered to the schools? This would need a much more localised procurement system with regional centres, rather than a central hub. It would need time to establish local teams and centres, but if money were able to be saved on UK and overseas travel and transport costs, not to mention the pollution along the way, the localising of these food systems would make so much more sense and contribute significantly to a healthy scheme all round. I spoke to some Headteachers in Herefordshire about the infant fruit and veg scheme and none of their fruit came from their own county with its many fruit orchards. They were receiving packaged fruit from countries far away, when they had fresh fruit growing just down the road.

Thirdly, and with so much concern about biodiversity loss in the UK as we work with heavily industrialised models of farming and food production, how might we be able to find ways to incentivise the procurement of a good percentage of the fruit and veg our children eat from organic or more sustainable sources? If we apply the polluter pays approach to food and farming, these healthier systems, which cut out the harmful use of pesticides and insecticides, as well as the nitrogen fixing fertilisers that so damage our soil and water, could become the preferred means of procuring fruit and veg, as they would cost less. The scheme could even become a valued part of a national programme to increase UK biodiversity.

Finally, if we took a more creative approach to this scheme, we could link the fruit and veg the children consume each day to a wider programme of learning, so that they understand both the benefits of healthy eating to their own health, and the benefits of more localised, seasonal and, where possible, organic produce to the wider well-being of the world they are going to inherit. It is this sort of joined up thinking around learning that will enable our children to make sense of what they learn as they look to build a more sustainable future.

The scheme has much to commend it, but it is part of a system that is currently contributing to the problems of a highly polluting, industrialised model of food production that needs to change for the future well-being of the planet and the children whose fruit and veg the scheme is supporting. It is in the detail of schemes such as this, that we will find the solutions to the problems we face. If we can engage our children in a better understanding of these challenges and the role they can play in creating healthier, alternative models, then we really can address the issues of sustainability through what our children learn and eat every day.

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Does the School Fruit and Veg Scheme need a rethink? - Sustainable Food Trust

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The School Fruit and Vegetable Scheme (SFVS) was introduced after the NHS Plan, launched in 2000, included a commitment to implement a national fruit and vegetable scheme by 2004. It was in response to a concern that not enough children were eating fruit and veg on a regular basis.

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NHS (2022) School Fruit and Vegetable Scheme. Available at: https://www.practitionerhealth.nhs.uk/syndication/live-well/eat-well/school-fruit-and-vegetable-scheme (Accessed: 21st March 2022)

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We use cookies to help provide you with the best possible online experience.By using this site, you agree that we may store and access cookies on your device. Find out about our cookies. Functional Cookies are enabled by default at all times so that we can save your preferences for cookie settings and ensure site works and delivers best experience.

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this initiative was formed to encourage healthy transportation to and from school on a daily basis

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Change 4 Life is a website that has been created as a support for the parents to have access to a tool to make healthier choices for them and their families. It is a national initiative launched in 2009 by the NHS.

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NHS (2009) stated the aim was to inspire a social movement, through which government, the NHS, local authorities, businesses, charities, schools, families, and community leaders can all play apart in improving children’s diets and physical activity levels. Therefore, leading to a happier and healthier mental and physical wellbeing.

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"Our mission is to achieve a better walking environment and inspire people to walk more." living streets - about us, 2020

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"Our mission is to achieve a better walking environment and inspire people to walk more." living streets - about us, 2020

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https://www.livingstreets.org.uk/about-us/our-organisation

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WE ARE LIVING STREETS, THE UK CHARITY FOR EVERYDAY WALKING

We want a nation where walking is the natural choice for everyday local journeys.

Our mission is to achieve a better walking environment and inspire people to walk more.

Progress starts here: one street, one school, one step at a time. Read our three year strategy to find out more about our vision, mission and values.

our 2020-25 strategy

PRESS
RELEASES

For any media enquiries, please contact the Living Streets press team on 020 7456 9790 , or out of office hours, 07545 209865. Alternatively you can email commsteam@livingstreets.org.uk.

Contact Us

LIVING STREETS AT 90

a BEACON FOR WALKING SINCE 1929

For 90 years Living Streets has been a beacon for walking.

In the early days our campaigning led to the UK's first zebra crossing and the introduction of speed limits.

Today we face new challenges, but our work is as important as ever.

Our history

1. 1932

ES Cope demonstrates his Tell Tale Lights system whereby drivers and other road users are alerted if a vehicle is exceeding the speed limit by way of illuminated lights.

2. 1933

Viscount Cecil brands the Road Traffic Act 1930 "a failure," saying that the increase in the number of road deaths since its inception proves that abolishing speed limits was a mistake.

3. 1934

The Pedestrians' Association consults on the development of the new Highway Code.

The Road Traffic Act includes 30mph speed limit in built-up areas, a victory for the Pedestrians' Association.

4. 1950

In the April issue of its quarterly newsletter, The Pedestrian, the Association declares it to be 'A Black Year' with 176,799 people killed or injured in road traffic collisions, an increase of 23,382 on the previous year.

5. 1958

The Pedestrians' Association adopts the poster campaign 'Speed Kills', and calls for an urgent review of zebra crossings on London roads with newly-increased speed limits, recommending the implementation of 'push button' signalised crossings.

The Association also highlights the dangers of parking outside schools for the first time.

Viscount Cecil dies, aged 94.

6. 1985

The Pedestrians' Association holds the first annual Foley Lecture in memory of founder Tom Foley.

Michael Foot MP becomes the Association's Vice President.

7. 1985

The Association conducts a survey on pavement parking and found that the vast majority of people knew that it was illegal but that 44% admitted to doing it anyway.

8. 1994

Speed limiters for buses and coaches are set at 65mph and 56mph for heavy good vehicles.

The Walk to School project is launched.

9. 1995

The very first Walk to School Week takes place with just five Hertfordshire primary schools joining in as part of its contribution to hosting the Environmental Transport Association's Green Transport Week.

10. 2014

Policy report Putting Pupils First is published and Living Streets campaigns for an Active Travel Bill for England to make walking safer and easier.

OUR TEAM

We're a dedicated group of professionals and volunteers, wanting to work with you to engineer walking back into our lives.

TRUSTEES

Our Board of Trustees bring expertise and strategic direction. Meeting four times a year they oversee finances and compliance with charitable legislation and regulation.

Trustees

STAFF

Dotted across the UK our team of friendly walking experts are ready to help get you or your community walking

Staff

Latest vacancies

Our governance and accounts

We are a registered charity and our latest accounts and details on our annual general meeting are available.

governance and accounts

Our Safeguarding policy

We are a safeguarding organisation committed to ensuring children, young people and adults at risk are kept safe from harm.

Our safeguarding policy

We're creating a walking nation. We've got the know-how to make it happen but we can't do it alone. Together with our partners and funders we can make extraordinary things happen.

How we can work with you

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WE ARE LIVING STREETS, THE UK CHARITY FOR EVERYDAY WALKING We want a nation where walking is the natural choice for everyday local journeys. Our mission is to achieve a better walking environment and inspire people to walk more. Progress starts here: one street, one school, one step at a time.

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The Eat Better, Start Better programme has been developed to help early years providers and practitioners to meet the Early Years Foundation Stage welfare requirement for the provision of healthy, balanced and nutritious food and drink. (Foundation Years 2017)

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Change4life provides multiple resources to help any parent succeed the goal of a healthier lifestyle. Such as a food scanner app, healthy recipes, fitness games, and information about sugar swaps.

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The 'Eat Better, Start Better' programme is about helping children under the age of five to eat well, by helping early years providers meet children's nutritional needs more consistently, and families with young children to develop the cooking skills and confidence they need to cook and eat more healthily. (RSPH 2022)

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This guide can be used by all regulated providers, regardless of the length of time that children spend in the setting, including:
• children’s centres
• registered childminders and nannies
• private, voluntary and independent nurseries
• local authority maintained nursery schools
• nursery classes within primary schools
• pre-schools • sessional settings, such as playgroups

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A parent may struggle with how to give their child a healthy balanced diet this is why the website offers a section about food facts and another about recipes. This gives the parent the chance to explore new foods and easy recipes which they will then be able to incorporate into their daily lives for healthy living.

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Examples of food included in each food group:

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Examples of food included in each food group:

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Fresh/frozen/canned/ dried fruit, vegetables and pulses

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bread
potatoes
root vegetables
pasta
noodles and rice

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meat/ meat alternatives
fish
eggs
nuts
beans

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milk
cheese
yoghurt
fromage frais
custard
pudding made from milk

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•This programme provides help to parents and practitioners on meals to make in which are healthy and balanced for children.
•This programme also shows portion sizes for every food group, explaining why each food group is important and how frequently each food group should be consumed.
•This programme includes a page on how to read food labels, helping parents and practitioners to understand how to depict which foods provide an appropriate amount of fat, sugars and salt for children

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https://foundationyears.org.uk/eat-better-start-better/

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Foundation Years - Latest news, policy and resources for early years professionals

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Getting children eating well for life means starting early. Whether you run a nursery, work in a children's centre, look after children as a childminder or if you oversee early years education in a local authority, Action for Children are here to help you deliver great food for under-fives.

Our Eat Better, Start Better guidance and supporting material have been developed to help early years providers and practitioners to meet the Early Years Foundation Stage welfare requirement for the provision of healthy, balanced and nutritious food and drink.

This new guidance, updated in 2017 reflects the government's dietary recommendations for children aged 6 months to 5 years and sets out the food and drink guidelines for early years settings in England. Following the advice in this new guidance when providing food and drink will help you to meet the nutritional requirements of young children in your care.

The new guidance and associated menus contains new information relevant to the youngest children along with the up to date standards.

Public Health England has launched their new example menus to help early years professionals plan healthy meals for children in their care. These menus can be found here.

The government has also produced accompanying infographics to go with the early years menus which can be downloaded below.

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Eat Better, Start Better - Foundation Years

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Getting children eating well for life means starting early. Whether you run a nursery, work in a children's centre, look after children as a childminder or if you oversee early years education in a local authority, Action for Children are here to help you deliver great food for under-fives.

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A disadvantage of the website is that it offers many recipes, however the website isn’t very inclusive as it isn’t easy to locate recipes for certain dietary needs at a quick access.

Another disadvantage of the website is it doesn’t consider economic situation of the family. As now fresh fruit and vegetable are increasing in prices, families which may suffer financially will try to find cheaper options which they may not include the fresh and healthy fruit and vegetable which the initiative is trying to push for.

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https://www.nhs.uk/healthier-families/

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Make a change today! Discover healthy recipes, food swaps, nutritional advice, and top tips and activities to help the whole family stay healthy.

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Forest School is a long term holistic learning process that aims to raise confidence, self-awareness and self-esteem in participants. Regular sessions take place in a woodland or natural environment, where the landscape itself adds to the experience of learning. (FSLI, 2022)

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https://www.rookhope.durham.sch.uk/pupils/forest-schools/

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At Rookhope Primary School, we believe that learning outdoors is an essential part of our curriculum. We are very fortunate to have our own woodland area within the school grounds and each half term, the whole school have the opportunity to spend at least one day in our woodland area. This year, Miss Woods is training as a Forest Schools leader and she will be leading most of our sessions.

Sessions are planned to enhance the curriculum. Skills of shelter building, cooking over an open fire and problem solving are taught. Children also have opportunities to learn about the seasonal changes that take place and participate in creative crafts making sculptures from natural materials. Skills of orienteering and map reading are taught during visits to Hamsterley Forest.

Forest School helps to develop:

Confidence and self esteem

Communication and social skills

Physical skills

Greater understanding and awareness of the natural environment

Natural motivation and a positive attitude to learning

Creativity and imagination

Team work skills

The ability to recognise and manage risk

Healthier lifestyles

Valentine's Day Theme

The children have had a wonderful day using natural resources to make Valentine's Day themed art. They have cooked pitta pizzas and toasted marshmallows on the fire.

This slideshow requires JavaScript.

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At Rookhope Primary School, we believe that learning outdoors is an essential part of our curriculum. We are very fortunate to have our own woodland area within the school grounds and each half term, the whole school have the opportunity to spend at least one day in our woodland area.

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Forest schooling is important because it can increase a child's confidence and self-esteem through exploration, problem solving and being encouraged to learn how to assess and take appropriate risk depending on their environment. Forest schooling is learner-led so information will be retained better and also increases curiosity and motivation to learn and this motivation can have a positive impact on attitude to learning in school. (High Speed Training, 2021)

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THE UK CHARITY FOR EVERYDAY WALKING

#WalkThisMay with us!

#Try20 with us for Living Streets' National Walking Month - and walk for 20 minutes more every day to see what benefits you feel.

Head this way for our #Try20 tips, news, events, giveaway and more!

National Walking Month 2023

local elections 2023

On 4 May voters across the country will head to the polls. And Living Streets is putting walking on the agenda.

We have put together our Blueprint For Change, containing 7 steps for transforming our streets - and we need your help to spread the word.

Check out our Blueprint - and take our campaign action.

Elections 2023

Stop Active Travel Cuts!

Walking, wheeling and cycling all have a part to play in tackling some of the biggest issues we face - from air pollution and public health to revitalising our local economies.

That's why we must urge the government to reverse cuts to investment.

Find out what Living Streets is doing - and add your voice.

Stop Active Travel Cuts

WOW is here for 23/24!

Want to be part of the pupil-led scheme that is helping thousands of schools tackle road safety issues, pollution, congestion and childhood inactivity?

WOW - the walk to school challenge is available with brand new resources for primary schools for the 2023/24 year with theme 'THE BRITISH NATURE WALK'.

FIND OUT MORE

#BetterCrossings!

30 seconds.

That's the most pedestrians should need to wait for a green crossing signal.

Are you fed up of waiting too long to cross the road? Join our new campaign today.

Better Crossings

Our press release

MEET OUR WOW CELEBRITY AMBASSADOR, DR RONX!

Children's TV presenter and emergency doctor, Dr Ronx, is our new ambassador for WOW - our walk to school challenge.

Watch our video to hear more from Dr Ronx about WOW and how you can join the hundreds of schools swapping the school run for a school walk.

Find out more

We have a big ambition: every child that can, walks to school

A generation ago, 70% of us walked to school - now it's less than half.

We want to reverse this decline. We want children to be energised and empowered, and to make walking to school their natural choice.
And we know just how to do it.
Walk to School

What makes a living street?

Explore our interactive street below. Click on the "learn more" icons to find out how together we can create better streets for walking.

Too small? View in a new browser window.

More about what you can do

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THE UK CHARITY FOR EVERYDAY WALKING #Try20 with us for Living Streets' National Walking Month - and walk for 20 minutes more every day to see what benefits you feel. Head this way for our #Try20 tips, news, events, giveaway and more! National Walking Month 2023 On 4 May voters across the country will head to the polls.

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Now more than ever children suffer with obesity and poor health due to being stuck inside all day doing things like playing on iPad's or watching TV which is limiting attention span which leads to children loosing interest in activity quickly, therefore getting children outside is likely to encourage them to get outside and see the beauty of nature. It has also been proven that children who spend time learning outdoors do better in mathematics and science. (Mersey Forest, 2022)

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The world's first known forest school was created by Ella Flautau in Denmark in 1952. The idea formed when her and neighbours' children began gathering daily in a nearby forest, an unofficial form of daycare which elicited great interest among other parents in the community. The parents formed a group and created an initiative to establish "walking kindergartens" out of the Waldorf-Steiner approach to education- child-led and play-based, with adults as facilitators not teachers. Forest schools, or Naturbørnehavens, started popping up throughout Denmark in the 1950s as the country struggled with a lack of indoor space for young childhood education centres. Regular outdoor learning for older children is referred to with the term udeskole. (Growing Wild Forest School, 2020)

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"Children at the expected level of development will:
- Explore the natural world around them, making observations and drawing pictures of animals and plants;
- Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
- Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter." (EYFS, 2021)

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The weather- On the days where the weather is wet and cold it can be tough an challenging for the EYP's and children

It doesn't suit all children- Each child learn in different ways, some ways will work for them, some won't

Safety and Hygiene- Safety and Hygiene standards are harder to keep up with when children are moving more, climbing trees and jumping in puddles

(Muddy Puddles, 2017)

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FSLI (2022) A warm welcome to forest school learning initiative. Available at: https://www.fsli.co.uk/#:~:text=Forest%20School%20is%20a%20long,to%20the%20experience%20of%20learning. (Accessed 21/03/22)

HighSpeedTraining (2021) Forest School: What is it and What are the Benefits? Available at: https://www.highspeedtraining.co.uk/hub/what-is-a-forest-school/#:~:text=Forest%20School%20can%20increase%20a,risks%20depending%20on%20their%20environment. (Accessed 21/03/22)

MerseyForest (2022) How Forest School Benefits Families. Available at: https://www.merseyforest.org.uk/things-to-do/support-us/how-forest-school-benefits-families/ (Accessed 21/03/22)

GrowingWildForestSchool (2020) A Brief History of Forest Schools Around The World. Available at: https://www.growingwildforestschool.org/post/the-brief-history-heritage-of-forest-schools-around-the-world#:~:text=The%20world's%20first%20known%20forest,other%20parents%20in%20the%20community. (Accessed 21/03/22)

EYFS (2021) Early Learning Goals- The Natural World. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf (Accessed 21/03/22)

MuddyPuddles (2017) What are the Pros and Cons of Forest School? Available at: https://www.muddypuddles.com/blog/pros-cons-forest-school/#:~:text=Some%20of%20the%20cons%20of%20forest%20school&text=It%20can%20be%20tough%20and,the%20weather%20gets%20really%20bad.) (Accessed 21/03/22)

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Based in the Cotswolds, and with an international reach, we are providers of professional, accredited Forest School Leader Training and Development.

Forest School is an inspirational process, offering children and young people opportunities to achieve, developing confidence and self-esteem, through hands on learning experiences in a local woodland environment.

We are the only Forest School training provider whose trainers also provide Forest School sessions to children of all ages and abilities on a weekly basis. This ensures we continue to learn and develop, enabling us to provide you with the very best and up-to-date training courses possible.

SPECIAL OFFER! UK FOREST SCHOOL LEADER TRAINING - £775 (plus VAT)

What is Forest School Training?

Forest School is a long term holistic learning process that aims to raise confidence, self-awareness and self-esteem in participants. Regular sessions take place in a woodland or natural environment, where the landscape itself adds to the experience of learning.

Qualified practitioners, trained in child development and learning theories, facilitate sessions tailored to meet individual outcomes for each participant. Forest School training can be applied to all age groups and abilities, and can be linked to the National Curriculum and Early Years Foundation Stage (EYFS).
TAKE A LOOK AT OUR FREQUENTLY ASKED QUESTIONS PAGE

Kind words...

An absolute brilliant course, alot of fun & informative. Tracy was awesome, very supportive. Rob joining us on skills days was fantastic.

Jane Constanti (via Facebook)

This 'Reflective Diary' is from one of our students on the Victoria, Australia Course. "With thanks to Chris and the Team at Forest School Learning Initiative for the knowledge,...

Do you really want to do the course but the funds won't quite stretch for full price? Check out our latest price incentives: Sending 2 or more students from one setting could get...

Forest School Learning Initiative are excited to once again be holding multiple conferences. The London locations are Hackney, Greenwich and we are also running one at Red Wood...

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Forest School is an inspirational process, offering children and young people opportunities to achieve, developing confidence and self-esteem, through hands on learning experiences in a local woodland environment. We are the only Forest School training provider whose trainers also provide Forest School sessions to children of all ages and abilities on a weekly basis.

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https://www.foundationyears.org.uk/wp-content/uploads/2017/11/Eat-Better-Start-Better1.pdf

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A program used for this is called EarlyMovers. Their motto is 'Helping under-5s live active and healthy lives'. They have activities based on age range, which are babies toddlers and preschoolers.
https://www.earlymovers.org.uk/

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This section provides activities to develop core skills among babies aged 0-18 months along with information on the skills we would expect to see emerging at this age.

Activities in the Toddler section are suitable for children aged 18 - 36 months. Some children might be ready to move to the preschool section sooner or later, dependent on their level of development.

Activities within the Preschool section are typically suitable for children aged 3 years - reception age, although skills and activities in the younger age groups may still need to be reinforced.

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This section provides activities to develop core skills among babies aged 0-18 months along with information on the skills we would expect to see emerging at this age. Activities in the Toddler section are suitable for children aged 18 - 36 months.

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https://www.rsph.org.uk/about-us/news/rsph-is-pleased-to-announce-its-endorsement-of--eat-better--start-better--.html

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RSPH is pleased to announce its endorsement of ‘Eat Better, Start Better’

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The Children’s Food Trust’s ‘Eat Better, Start Better’ programme is about helping children under the age of five to eat well - by helping early years providers meet children’s nutritional needs more consistently, and families with young children to develop the cooking skills and confidence they need…

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The baby age range is from 0-18 months. The activities for this age range are:
·         Basic parachute games
Babies can learn to push and pull and make waves.

·         Bubble blowing
Babies can start to develop their hand-eye co-ordination and some gross motor skills by chasing after bubbles and trying to pop them.

·         Crouching
Babies can learn how to crouch to reach toys, digging outside or sweeping the floor.

·         Introduction to climbing
EYP's could tape soft objects soft objects together so babies can learn how to sit and crawl on them. They could also put toys on chairs to encourage babies to start pulling themselves up into a standing position.

·         Introduction to throwing
EYP's should teach babies how to roll balls across the floor into a box or to knock things over. Ball pools should be provided so babies can explore.

·         Obstacle course
EYP's should set up obstacle courses that encourage babies to crawl, sit and pull up into a standing position. EYP's should teach babies how to travel and weave in and out of obstacles.

·         Safari
EYP's should teach babies about the movements of different animals so they can try and replicate them.

·         Scarf catch
Babies can learn how to through scarves in the air and either watch them float down or try and catch them. They could also shake them around to trace shapes in the air.

·         Treasure baskets
EYP's should put some baby-safe things into a shoe box and let babies explore. They could also make a post box for babies to push paper through.

·         Tummy time
EYP's should put babies on the floor so they can try to roll over. EYP's should put toys around babies so they can stretch and reach for them.

·         Using playground equipment
EYP's should support babies when using a baby swing, slide or see-saw.
https://www.earlymovers.org.uk/activities?skill-group=1

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In this section, we make some suggestions about games you can initiate with children to develop their core skills. However, keep in mind that children are naturally curious and very good at developing their own games given adequate and appropriate space to play and equipment to play with.

If you have any activity suggestions, please send them in to NCSEM-Education@lboro.ac.uk and we will review them and add them to our website as appropriate.

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In this section, we make some suggestions about games you can initiate with children to develop their core skills. However, keep in mind that children are naturally curious and very good at developing their own games given adequate and appropriate space to play and equipment to play with.

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·         Advanced parachute games
Toddlers could exchange spots underneath the parachute. They could also bounce balls on it while trying to keep it from falling on the ground.

·         Animal actions
Toddlers could try and move like their favourite animals.

·         Balloon catch
Toddlers can play with balloons by trying to keep them in the air for as long as possible and trying to pass it to each other.

·         Balloon play
Toddlers can try to keep balloons in the air for as long as possible by using their hands, feet or different objects.

·         Basic parachute activities
Toddlers can shake the parachute, take turns crawling underneath and bouncing a ball around while trying to keep it on the parachute.

·         Batting activities

·         Beanbag balance

·         Bounce and catch

·         Bubble blowing

Toddlers can start to develop their hand-eye co-ordination and some gross motor skills by chasing after bubbles and trying to pop them.

·         Clapping games

·         Crouching

Toddlers can learn how to crouch to reach toys, digging outside or sweeping the floor.

·         Feed the fish

·         Guided discovery ball activities

·         Hopscotch

·         Hot potato

·         Manipulative skill activities

·         Musical statues

·         Obstacle course

EYP's should set up obstacle courses that encourage toddlers to walk and run. EYP's should teach toddlers how to be aware of their surroundings and weave in and out of obstacles.

·         Puddle play

·         Safari

EYP's should teach toddlers about the movements of different animals so they can try and replicate them.

·         Scarf catch

Toddlers can learn how to throw scarves in the air and either watch them float down or try and catch them. They could also shake them around to trace shapes in the air.

·         Tightrope walking

·         Traffic lights

·         Treasure baskets

EYP's should put some toddler-safe things into a shoe box and let toddlers explore. They could also make a post box for babies to push paper through.

·         Walk the plank

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Children’s charity the Youth Sport Trust started the annual National School Sport Week campaign in 2008 and it has run every year since. Last year the campaign was repositioned as National School Sport Week at Home and, with many young people not in school, families were invited to take part at home for the first time. With the help of Sky Sports it reached 2 million people.

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Play4Life is one of the initiatives from Change4Life, the nationwide movement to help us all live healthier, happier and longer lives.

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Play4Life is one of the initiatives from Change4Life, the nationwide movement to help us all live healthier, happier and longer lives.

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The initiave was formed to support practical, emotional and financial support to those who are experiencing poverty. 

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The initiave was formed to support practical, emotional and financial support to those who are experiencing poverty. 

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encouraging healthier ways to get to school helps the child to develop to the best of their abilities, increasing brain function, health of blood cells to repair bodily damage and gives the child more to talk about with people, helping develop their emotions, sociability and language skills

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What happened in 2021

After a year in which young people have missed out on so much and had their worlds turned upside down, sport and physical activity are playing an essential role in their recovery.

National School Sport Week 2021 celebrated the return of youth sport and its power to bring people back together with a week of school sports days held up and down the country. The theme of this year’s campaign was Together Again and we asked you to join in by organising or supporting an event this week.

Schools, families and communities across the UK were encouraged to sign up and share their commitment to holding a sports day between 19 and 25 June this summer.

Everyone who signed up received free resources from the Youth Sport Trust, including the ultimate guide to staging an inclusive sports day, top tips on harnessing the power of sport to bring young people together and advice on how to give young people a voice in organising their sports days.

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Encouraging more children to walk to school.

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for 90+ years, this initiative has been growing to promote exercise in children and allow them to best develop

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for 90+ years, this initiative has been growing to promote exercise in children and allow them to best develop

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https://www.youthsporttrust.org/news-insight/blogs/father-s-day-why-parents-are-powerful-role-models-for-teenagers-when-it-comes-to-sport

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Father’s Day: Why parents are powerful role models for teenagers when it comes to sport - Youth Sport Trust

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This weekend marks the beginning of the Youth Sport Trust’s National School Sport Week (19 to 25 June). With schools across the UK due to hold the biggest ever week of school sports days from Monday, the charity is turning its attention to Father’s Day.

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Positives and negatives of Family action

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Positives and negatives of Family action

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Positives- Mental health has improved, long term beneficial outcomes affecting children
Negatives- Stress

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“Perinatal services are definitely the future and Family Action is ahead of the game….offering something completely unique in terms of volunteered delivered services”

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1.3 million fewer school run car journeys

4 million new walking trips generated in 2018 to 2019

walking rates increased by 38% among new WTSO project schools

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Home * What we do * Children & Families * Active Families

Helping families to get active together.

Family Action has been awarded National Lottery funding from Sport England to help parents and carers in Medway in Kent and Bishop Auckland in County Durham get active with their children.

The fund is a key part of Sport England's focus on helping young people have an enjoyable experience of sport and physical activity so they develop a positive attitude towards being active at an early age and continue being active in later life. Parents who are active themselves and enjoy it can encourage positive feelings about exercise and its value in their children.

However, many parents and carers lack the skills or confidence to take part in sport with their children. Our Active Families project will address this by building parents' confidence around getting active with their children, and by providing experiences for families that are enjoyable, convenient and low cost.

We will, for instance, be delivering a programme of weekly activities and support for the whole family, providing fun, play-based ideas and activities that can be easily replicated within the home. The Active Families project will also promote good nutrition by encouraging families to eat a healthy family meal together.

Read our press release.

Contact Details

Active Families Durham

Philippa May (Project Manager)
Family Action, Butterwick Hospice, Woodhouse Lane, Bishop Auckland DL14 6JU
M: 07580 324 496
[email protected]

Visit our Members' Only area.

Active Families Medway

Tobin May (Project Manager)
M: 07976 201 161
[email protected]

Visit our Members' Only area.

We're here to provide a listening ear, answer particular parenting questions or help with guidance around more complex issues. All support takes place via telephone, text message or email and is free.

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Family Action has been awarded National Lottery funding from Sport England to help parents and carers in Medway in Kent and Bishop Auckland in County Durham get active with their children. The fund is a key part of Sport England's focus on helping young people have an enjoyable experience of sport and physical activity so [...]

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parkrun is a free, community event where you can walk, jog, run, volunteer or spectate. parkrun is 5k and takes place every Saturday morning. junior parkrun is 2k, dedicated to 4-14 year olds and their families, every Sunday morning. parkrun is positive, welcoming and inclusive, there is no time limit and no one finishes last.

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Park runs are free, weekly, community events all around the world.

Saturday morning events are 5k and take place in parks and open spaces. On Sunday mornings, there are 2k junior park runs for children aged four to 14.

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Whether you intend to walk, jog or run. Its beneficial for children to get outdoors as it allows children to develop self-confidence, independence and self-esteem. They know that they will never be last as their is a "tail walker" who stays at the back of the run to help keep everyone motivated and so no one gets lost.

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According to their Official Website, there is
759 different locations and there are 1,115 events around the country to choose from. You can find your nearest park run using their event map. You can select whether you want a 5K run or one for the juniors.

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The positives of doing Park Run is that it can help enhance your health and allow happiness as you can make new friends along the way. This is beneficial for juniors as they can develop in many ways such as their gross motor skills, social development, emotional well-being and their intellectual development of the world around them

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This helps to benefit the parents as it allows them to spend time with their children on weekend and in any spare time they have available. Being a parent can be stressful but having a fun time with your children can help their stress levels to drop as they will be focusing on the fun that they will be having outdoors in the fresh air. This also allows them to spend time with their whole family and to make friends with other families.

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All Stars Cricket will provide your child with all the fundamental skills that they will need to play the game through lively, fun games.Over the course of the eight-week programme, the trained activators will teach your child to:Catch and throw a ballHit a moving ballBowl with a straight armPlay a basic game of cricketWork and communicate as a teamHave lots of fun with new friendsAll Stars Cricket is also fantastic for parents. For an hour each week all mums and dads are invited to get involved and play cricket with their children. This is a great way to spend time with your child and create memories that will last a lifetime.

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All Stars Cricket will provide your child with all the fundamental skills that they will need to play the game through lively, fun games.Over the course of the eight-week programme, the trained activators will teach your child to:Catch and throw a ballHit a moving ballBowl with a straight armPlay a basic game of cricketWork and communicate as a teamHave lots of fun with new friendsAll Stars Cricket is also fantastic for parents. For an hour each week all mums and dads are invited to get involved and play cricket with their children. This is a great way to spend time with your child and create memories that will last a lifetime.

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All Stars Cricket gives all children from the ages of five to eight an opportunity to become a star. The curriculum of fun cricket activities and games provides your children with the basic movement skills to begin a lifelong love of our sport and general physical activity. 

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All Stars Cricket gives all children from the ages of five to eight an opportunity to become a star. The curriculum of fun cricket activities and games provides your children with the basic movement skills to begin a lifelong love of our sport and general physical activity. 

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This ECB website uses cookies (including Google Ad Manager and tracking technologies) to improve user experience and provide appropriate information which we may personalize for you. If you continue on this website you will be providing your consent to our use of these. You can see our cookies and learn how to manage them

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This ECB website uses cookies (including Google Ad Manager and tracking technologies) to improve user experience and provide appropriate information which we may personalize for you. If you continue on this website you will be providing your consent to our use of these.

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All Stars and Dynamos will soon make their return to The Avenue, the home of March Town Cricket Club.

Neil Liversedge, a former March Town player and now a Dynamos Activator at the Fenland club, will help with the eight-week programme.

All Stars and Dynamos are national cricket schemes for girls and boys which were set up by the England and Wales Cricket Board.

All Stars and Dynamos will be at March Town Cricket Club (55728252)

It will start on Sunday, May 8 at 10am. The All Stars sessions are scheduled for an hour while the Dynamos will run for ninety minutes.

"It's all about participation. Everyone is involved. It's all about having fun," Neil said

"The key aim of the sessions is to teach boys and girls the fundamentals of batting, bowling and fielding and sportsmanship.

"Bookings for this year are going well with an equal split of boys and girls signing up."

To register, visit www.allstarscricket.co.uk or www.dynamoscricket.co.uk to book.

All Stars will receive a personalised kit - including bag, bat, ball and shirt. Dynamos receive a personalised shirt.

Charlotte Redden, whose children have taken part in the scheme before, said: "As a parent of three children it's a wonderful set up, friendly atmosphere and well run activity for the ages and abilities of the children.

"It's also inclusive for our daughter who has additional needs. It covers key skills of throwing and catching along with a great introduction to the world of cricket."

Neil added: "There are not many better things to do on a Sunday morning than watching kids playing cricket and having fun. They come with a smile on their face and go with a smile on their face looking forward to next week."

The club will also be holding under-11s sessions on Sunday mornings, which Neil says will be able to keep track of their progression during the coming months.

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All Stars and Dynamos will soon make their return to The Avenue, the home of March Town Cricket Club. Neil Liversedge, a former March Town player and now a Dynamos Activator at the Fenland club, will help with the eight-week programme.