Advice For You

Toilet Training 

Using a potty/ toilet is a new skill for your child to learn. It is important that you go at your child’s pace and when they are ready. Being patient with them will help them to get it right, even though this can be frustrating sometimes.  From our experience we believe it is important to wait until your child is showing signs that they are interested in the process of toilet training. Also we believe that you need to be committed to the process and once you start it is extremely important you don’t go back.


Here is a couple of links and articles we would recommend you take a read to help you get through this new stage in their lives:

Here at Parkside we will always support you and your child with the toilet training process adapted personally to you and your family. 

Healthy Lunches

Getting Rid of a Dummy

Having a dummy for a longer period than your child needs can have some effects on their development. It can cause issues with the development of their teeth and it can delay their speech.

We know it can be an extremely difficult time when removing a dummy out of a child’s life and routine.


Here are some links to help with getting rid of a dummy:

Daily food intake.png

At Parkside we pride ourselves in providing and encouraging healthy lunches. We encourage sugar swaps and alternatives to the average chocolate bar or sweet options.

A typical lunch box for a child usually contains:

  • A sandwich or wrap, pasta, savoury rice, or something similar.

  • A piece of fruit/ veggie stick 

  • A yoghurt

  • A biscuit based chocolate bar/ cereal bar


Please ensure there is no nuts within any lunches as we are a strict no nuts setting. This includes Nutella, peanut butter etc.

The daily allowance of sugar for a child between 4 and 6 years of age is 5 cubes (19 grams).

Here are some alternative ideas for healthy lunch boxes:

5 cubes.png

Sleeping Troubles

We understand that some children have trouble sleeping at night-time. This can be extremely frustrating for parents/carers and can affect the whole household.

A child between 1 and 2 years of age should have a suggested 11-14 hours sleep. A child between 3 to 5 years of age should have an advised 10 -13 hours sleep.

It is quite common for children to have trouble sleeping at some time. 25-40% of children have a sleep problem at some point in their childhood. So please do not worry they usually outgrow this stage.  

Here are a few recommended links to try if you are having trouble with her child sleeping:


Oral hygiene

A regular teeth-cleaning routine is essential for good dental health. Here are some tips from the NHS

Toothbrushing tips 

It's important to use a fluoride toothpaste, as this helps prevent and control tooth decay.

Children aged up to 3 years

  • Start brushing your baby's teeth as soon as the first milk tooth breaks through (usually at around 6 months, but it can be earlier or later).

  • Parents or carers should brush or supervise toothbrushing.

  • Brush teeth twice daily for about 2 minutes with fluoride toothpaste.

  • Brush last thing at night before bed and on 1 other occasion.

  • Use children's fluoride toothpaste containing no less than 1,000ppm of fluoride (check label) or family toothpaste containing between 1,350ppm and 1,500ppm fluoride.

  • Use only a smear of toothpaste.

  • Make sure children don't eat or lick toothpaste from the tube.

Red Toothbrush
Oral B
Government advice
Eary your tooth brusing bage with Hey Douggee


Children’s emotional health, well-being and involvement in the EYFS

Wellbeing, according to the Oxford Dictionary is the state of being comfortable, healthy and happy.

For children they need their basic needs met, for example; a home, healthy diet, rest and exercise etc... as well as to feel safe and loved, to feel respected, that their opinions matter.

Maslow showed in his hierarchy of needs that without the basic necessities like; food, rest, water, home, feeling safe, love, belonging and self-esteem, people would not have the desire to be the best they can be and it is the same for children.

The EYFS states, in relation to wellbeing (although strangely not mentioning the term wellbeing), that children need; positive relationships with a key person approach which are loving and foster a sense of belonging, are sensitive and responsive to children’s needs, feelings and interests, support independence, set clear boundaries which will make children feel safe, practitioner to keep them physically safe, value and respect children and help children develop a sense of their culture.

Dr Laever, wellbeing and involvement pioneer beautifully describes wellbeing as “…a beautiful stage in which children can be when they feel OK. They feel at ease. They radiate. They are open to anything that comes in”.

It is not only parents who influence a child’s wellbeing but also other important adults in children’s lives for example their teachers.


The EYFS highlights that parents and early years practitioners need to work together to promote children’s wellbeing and emotional development.

Early years practitioners can make a real difference by being nurturing and encouraging to all the young children in our care. If we can increase wellbeing in the early years it will help children carry resilience and happiness going forward and most importantly give them the tools to be the best they can be and reach their full potential.

How can we tell if a child has high levels of wellbeing in the Early Years Environment?


  • Children are interested in the environment

  • They are flexible and can move on from problems quickly

  • They can express themselves and take risks and challenges without effecting their self-worth

  • They can stand up for themselves and can ask for things they need

  • They are energetic and radiate a ‘zest for life’

  • They are relaxed or able to relax at times

  • They appear happy

  • They are at peace with themselves

Adapted from Dr Leuvers directed research centre for experiential education (2015)


This is how we increase wellbeing in the Early Yrs Environment?

  • Play play play, play is essential for wellbeing, it is a time to think for themselves and reflect, use their imagination.

  • Arrange the classroom into appealing areas that limit noise and have areas to rest. Children need long periods of play outside with access to nature, children have a sense of control outside.

  • Improve the quality of interactions

  • Identify children with emotional and developmental problems and work out sustaining interventions

  • Ensure adults have high levels of wellbeing

  • Use mindfulness

  • Plan the environment with challenge in mind (see the gap analysis), ensure there are opportunities for sensory and loose part play, ensure activities are not too hard as sometimes low wellbeing can be down to not knowing what to do.


Contact the Emotional Wellbeing Hub

Call 0345 600 2090, available Monday to Friday, 8am to 7:30pm.


Helpful links/ recommendations and guidance:

Here at Parkside we have our very own wellbeing officer. If you had any questions or enquires about you or your child's wellbeing, Rhiannon is always available to help and support you.