Welcome back to a brand-new term at Wincham Community Primary! It has been a joy to welcome the children back through the gates. There is something truly special about the first week of a new term—the crisp air, the fresh books, and the sheer enthusiasm our pupils bring to their new topics.

This term, our classrooms are buzzing with curiosity. From delving into new historical mysteries to exploring scientific wonders, our ambitious curriculum is designed to make sure every child is a keen and inquisitive learner. It’s wonderful to see how quickly they have settled back into their routines, showing that signature Wincham resilience and happiness.

Of course, the highlight for many this week has been the unexpected flurry of snow! Seeing the children play together, look out for one another in the cold, and share in that pure childhood magic reminds me why our school is so special. We don't just teach subjects; we nurture happy, capable young people.

As we look ahead, we have so much to be excited about. Whether it’s in the classroom, on the sports field, or through our wonderful global links, we are ready for a term of growth. Thank you for being such a vital part of our school community.

There was magic in the air (and perhaps a little bit of "he’s behind you!") this week as the whole school gathered in the hall for a very special pantomime performance.

At Wincham, we believe that "learning, growing, and dreaming together" happens just as much through shared cultural experiences as it does in the classroom. Seeing the hall filled with laughter, from our youngest Nursery children to our Year 6s, was a wonderful reminder of the strong sense of community that makes our school so unique.

Why Experiences Like This Matter

Beyond the fun and the shouting, events like this play a vital role in our pupils’ development:

• Building Empathy: Our children are encouraged to understand different characters and perspectives, fitting perfectly with our focus on kindness and citizenship.

• Shared Joy: In a world that is often busy, having the entire school community share a laugh creates lasting memories and strengthens the bonds between year groups.

• A Creative Spark: Exposure to the arts inspires our pupils to be inquisitive and expressive, feeding into our ambitious and creative curriculum.

Have you heard the rumours? This week, our Badgers and Hedgehogs classes were visited by some very unusual guests! Our young explorers arrived at school to find mysterious clues—mysterious metal machine parts, strange footprints, and even shimmering scales—suggesting that dragons had made themselves at home in our school.

This "hook" wasn't just for fun (though there was plenty of that!). At Wincham, we use these immersive experiences to jumpstart new topics. By transforming the classroom, we activate prior knowledge and excite the children's minds, making them hungry to learn more.

This week, the excitement led us into our new English text, The Dragon Machine by Helen Ward. Because the children were so engaged by the "real-life" dragon visit, their exploration of complex vocabulary and descriptive language has been phenomenal. They aren't just reading a book; they are living the story. This is how we ensure that learning is memorable, meaningful, and—most importantly—joyful.

I am writing to inform you that I have recently published a new guide, What I wish my parents or carers knew: A guide for parents on managing children’s digital lives.

Supporting children’s safety is a shared responsibility between families, schools and wider society. For parents and carers, this responsibility has become increasingly complex as children’s lives are now deeply intertwined with the digital world. Many parents face difficult decisions about how to balance protecting children from online harm with enabling access to spaces that are now central to learning, socialising and play.

The last time I published a guide like this, The things I wish my parents had known: Young people’s advice on talking to your child about online sexual harassment, in December 2021, it was to help parents and carers navigate difficult conversations about sexual harassment online. This guide is different in scope, in recognition of the complex, rapidly evolving landscape in which children – and parents – are navigating. It focuses on the challenge of managing children’s everyday online habits.

This guide was written with the direct involvement of children in England. It is a reflection of their views. My office visited schools to speak to teenagers, and spoke to my Youth Ambassadors and Youth Special Educational Needs and Disabilities (SEND) Panel to get their expertise on what works and what doesn’t work between parents or carers and children in the 21st Century.

When I speak to children about what they would do differently when it comes to being online, with the benefit of hindsight, I ask them: would they give a smartphone to their own teenager? Almost unanimously, they tell me no. They want to be protected from it as long as possible.

As parents, carers, and educators, our job must begin and end with our children’s care and safety. It’s what they expect and what they want from you.

As one young person told me: “Don’t be afraid to be firm… If you are worried [that] your child is seeing harmful content and you don’t know what they’re watching and it’s affecting the behaviour, just take it that you know best – they don’t.”

Yours sincerely,

Dame Rachel de Souza

Children’s Commissioner