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Four-year-old Sandra (name changed) arrives at school each morning and heads straight to the rabbit hutch to let Fudge the school bunny out for a run in the Reception garden. She gives the hutch a quick clean, fills Fudge’s water bottle and gently strokes him, talking to him as she goes about her daily routine.

Fudge has been instrumental to Sandra’s transition to primary school. ‘Six weeks ago at the beginning of term, she was anxious and struggled to separate from her mother,’ explains Carol Bartle, head of early years at Gateways School in Leeds. ‘But when she showed an interest in Fudge, we asked her to help us with his morning routine and she now willingly comes to school with a purpose in mind and has a calm start to the day.’

Classroom pets are ‘part and parcel’ of classroom life at this two-form entry independent school in the rural village of Harewood, which won Nursery World’s 2024 Early Years in School Award.

Fudge the bunny roams freely from the Reception garden into the classroom throughout the day, hopping around when children are sitting on the carpet. Cherry the cockapoo, the resident school dog, joins the children for daily walks and for Forest Friday sessions in the woods.

Other full-time class members have included Coco the guinea pig and Bruce the bearded dragon, who was gifted by a former parent, complete with his home, a giant vivarium.

‘Giving children the opportunity to care for different types of animals on a regular basis presents so many learning opportunities,’ explains Bartle.

Bruce, for example, a 45cm-long reptile with spiky, scaly skin, had free rein of the classroom. The children fed him, bathed him and some took him home to care for during the holidays. They learnt about his special diet of fruit, vegetables, leaves and insects and how he got his body heat from the sun, so he needed access to safe, high temperatures in the vivarium.

They also became attuned to his reactions, noticing how the skin around his neck became inflated and turned black when he was excited or threatened.

‘Some children referred to him as the dinosaur,’ Bartle says. ‘Some didn’t want to handle him, and some were fascinated and loved the hands-on experience of looking after a real, live bearded dragon. Sometimes, if Bruce was grumpy, he didn’t want to be handled. This is a great way to introduce social and emotional skills, fostering empathy by encouraging kindness, mindfulness and respect for others’ boundaries and wishes. It’s also a great way to reinforce turn-taking and the value of patience.’

GIVING YOUNG CHILDREN A VOICE

Introducing pets to the classroom was the decision of Little Gates Committee members, a group of Reception and the pre-Reception children who meet with teachers in the library every half term to discuss ideas around upcoming topics.

‘An octopus in the garden was once suggested,’ explains Reception teacher Fiona Watford.

‘We did some learning around this and discussed why it wouldn’t be practical – or feasible – to have an octopus. Once we had helped children formalise their thought processes and think it through, we decided we could have another pet. So we got our first guinea pig, followed shortly after by Bruce.’

As well as helping children develop empathy, build confidence and ease their transition to school, the presence of pets also enhances the sense of wellbeing and enjoyment for both children and teachers.

‘The joy of seeing a rabbit hop through the classroom during a phonics lesson or while working on maths adds a sense of awe and wonder, making the experience more enjoyable,’ Bartle remarks.

‘Seeing the children smile as Fudge comes over for a sniff and watching them relax as they gently stroke her is truly heartwarming. This interaction not only lifts their spirits but also enhances engagement by helping to lower their stress levels,’ she adds.

LIFE SKILLS

Taking on the role of caring for the rabbit – cleaning out the hutch, making sure she has fresh hay and plenty to eat, including grass, pellets, apples, carrots and hay – gives children a sense of ownership and responsibility. This in turn helps foster empathy, which is a crucial social skill that links to kindness, sharing with others and the ability to resolve conflicts peacefully.

But for some children, it takes more time to feel comfortable around pets. ‘One little boy was nervous of Fudge, so we made sure he didn’t hop around in the classroom when he was settling in. Six weeks later, with lots of talking and supervised interaction with the rabbit, as well as finding out more about the child and his likes and dislikes and making sure he feels comfortable and happy, he is not fazed by Fudge’s presence,’ Watford says.

‘It’s already clear how much he has improved in managing his emotions around the animals – he is becoming more comfortable and less anxious. It’s a great way to support PSED – simply having the animals there provides a gentle and effective way to work on these skills,’ she adds.

Another child with a debilitating fear of animals was supported by teachers to give him the time and space to slowly get used to Cherry the dog. This included a ‘comforting hand to hold’ when the dog was nearby and pictures of Cherry to look at and talk about at home. ‘The support was such a success that he got a pet for his birthday,’ Watford says.

CONTINUOUS PROVISION

To celebrate Rabbit Awareness Week, a local vet was invited into the Reception class to run health checks on Fudge, such as checking her teeth, and talk about how to keep rabbits healthy through a good diet.

The vet checked that the rabbit’s ears were free from mites and fleas, that her eyes were clear and shiny with no discharge, and cut her nails.

‘This sparked role play and children set up a veterinary surgery with toy animals, leaflets from the vet, first-aid boxes and white coats for the vets,’ Bartle explains.

WIDER AIMS

Looking after the animals links with the school’s wider vision to support Growth, Wellbeing and Success (GWS). ‘We strive to maintain a nurturing environment, a calm space with the odd day of chaos thrown in,’ Bartle says. ‘But although our days can be structured by the necessity of routines, we often adapt to the needs of our children at the turn of a hat to make sure each day is a great one.’

For example, Reception teachers recognise that sometimes children just need to play outside in the wide, open spaces that surround the school. Forest Fridays are dedicated to playing and learning outdoors in nature. ‘We ask the children what they’d like to do. Sometimes we go for a walk, which lends itself to so many learning opportunities as we observe the changing seasons or hunt for natural treasures. Other times we might toast marshmallows on the firepit, do stick painting, litter-picking, build dens, look for fairies or make bug hotels. Cherry the school dog usually joins us,’ Watford says.

INSPIRING PRACTICE

Eighty-three per cent of last year’s cohort met the Early Learning Goals across all areas of learning at the end of their Reception year.

‘We work closely with pre-Reception and Year 1 to foster children’s transitions and ensure they are on the right path,’ Bartle says. ‘But with small class sizes, we are acutely aware of the pressure to get children from A to B, not just from fee-paying parents but from the school and the rigorous inspection process.’

‘Being adaptable and fluid is key to our success,’ she adds. ‘We put each child at the heart of everything we do. And we are open to pushing the boundaries,’ she explains, reminiscing about the time when a parent brought a litter of nine labrador puppies in for a visit, and when a Shetland pony came into the class and left a little ‘surprise’ on the carpet.

‘Early years is definitely on the map in our school. We are quite brave and bold in seeking out the best opportunities to enhance and extend our children’s learning in line with the EYFS – and making it enjoyable at the same time,’ Bartle adds.

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