Our search for a school that understands
This September, my twin daughters Harriet and Alexandra will walk through the doors of their very first primary school. Backpacks on, shoes slightly too big with room to grow, and hearts full of a confidence that they have worked so hard to build.
For most families, the start of school is an emotional milestone but for us it is a chapter layered with even deeper meaning, shaped by the girls’ challenging starting points, their remarkable perseverance and the unwavering support they received during their early weeks in NICU.
Fighting from the early days
Our story did not start with the usual cuddles, quiet moments and sleepy newborn photos; it started in the sterile and high stakes environment of the NICU.
Those early days were defined by the rhythmic hum of monitors, the tangle of tiny wires and the immense strength of two little girls who had to fight for their very first breaths. Those early days were filled with uncertainty and the kind of hope that feels fragile and fierce all at once.
Looking back to 2022, their journey feels almost impossible to summarise. From the earliest days, those filled with uncertainty, hope, and countless appointments to watching them now, excitedly practising writing their names or counting everything in sight, the progress that they have made feels nothing short of extraordinary. Their time in NICU is where we first learned how determined, resilient, and beautifully unique our girls truly were.
Making the right choice
As the January 2026 Reception school application deadline approached, the question of choosing the right school quietly grew into something that was on my mind. I knew that, for the girls, the right environment was about understanding and it was about awareness.
It was about placing them somewhere that would truly see them, not just as pupils but as children whose early life experiences could shape the way they learn, communicate and process the world around them. The weight of that decision felt enormous. As a parent, I wanted reassurance and as a Co‑Headteacher, I knew exactly how effective training, a warm ethos and inclusive culture mattered.
During the school search, I stumbled upon a term that changed everything ‘Prem Aware Status’. At first, it caught my eye simply because it felt relevant but as I explored the school website, and later The Smallest Things charity website, I realised how essential this was.
This was not a badge or accreditation but a clear commitment and a sign that leaders and teachers had taken the time to understand the complexities of premature birth and its potential impact on learning. It was evidence of a school that would not only welcome my girls but support them if challenges occurred.
Learning to support learning
This discovery did not only influence our decision as parents; it inspired my leadership as Co-Headteacher at my own school. In my role, my personal journey and professional responsibilities began to intertwine. I realised that if I wanted this level of understanding for my own children, I had a duty to provide it for children born prematurely at my school and this led us to facilitating professional development for our entire staff through the PRISM training.
I wanted our staff to have that same depth of knowledge and the same confidence in their understanding. All staff undertook the PRISM training which is a decision that has had a far-reaching impact across our entire community. The PRISM training has been incredibly close to my heart but its impact on our staff has gone far beyond personal resonance, it has been transformative for our entire school culture.
“The PRISM training has been incredibly close to my heart but its impact on our staff has gone far beyond personal resonance, it has been transformative for our entire school culture. ”
All of our leaders and teachers have gained a profound understanding of the unique learning profile associated with preterm birth. They have moved from a general awareness to specific knowledge about how premature birth can affect processing speed, working memory, and hand eye coordination.
Armed with this knowledge, we are now far better equipped to identify potential struggles early and implement the right support and strategies before a gap widens. We found the training easy to access, and the modules enabled rich dialogue and reflection amongst us as practitioners.
Courage and effort in every milestone
This is exactly why choosing a Prem Aware school for the girls feels so grounding. I know that when they enter their classrooms, the adults around them will truly understand their early life story and not as a disadvantage but as part of the tapestry that makes them who they are.
Their teachers and the leaders will have the insight to notice the small things, adapt where needed and appreciate the huge amount of courage and effort behind each milestone.
Sending them to a school where their history is acknowledged, respected, and understood brings a sense of peace I did not know I needed.
More than anything, it means the girls will begin their educational journey surrounded by people ready to champion them.
Thanks to Megan for sharing Harriet’s and Alexandra’s stories.