Head of Primary fortnightly blog

It was truly lovely to see so many of you at the Primary assembly and gathered on the Astro for the Lion Dance. The colour, music and shared celebration created a powerful sense of community. These are the moments that remind us that school is not only about academic progress, but also about belonging, culture and shared joy.

As we reflect on the term, I would like to share something that has been a quiet but important focus for us, something we often assume children can already do, but which in reality needs to be explicitly taught and nurtured “listening”.

In our busy world, we talk a great deal about helping children learn to read, write and think. Yet one of the most foundational skills of all is listening. As a parent myself, I am sure many of you have found yourselves saying, “Are you listening?” or “Do you remember what I asked you to do?”

Listening is often confused with hearing, but the two are very different. Hearing is automatic; listening is intentional. Hearing happens physically; our ears detect sound. Listening, however, requires focus, interpretation and mean making. It is an active cognitive skill. It involves attention, empathy, processing language, reading non-verbal cues and deciding how to respond.

Sound expert Julian Treasure reminds us that listening is not passive. It is a vital skill that shapes understanding, relationships and wellbeing. In a world filled with constant noise, notifications and competing stimuli, our ability to truly listen is gradually being eroded.

Listening is more than hearing sounds. It is making sense of them. It is being present. It is connecting with another human being. When children listen well, they learn better, respond more thoughtfully and build stronger relationships, whether in the classroom, on the playground or at home.

This term, we have been intentionally supporting our students to strengthen their listening habits in simple but powerful ways.

We have encouraged them to practise silence. Quiet moments help reset our ears and minds so that we can appreciate sound again, even everyday sounds like footsteps, birdsong or distant laughter. In silence, children begin to realise how much they usually filter out.

We have explored what Julian Treasure calls the “hidden choir” the ordinary background sounds we often ignore. By noticing these, children become more aware of their environment and more attuned to detail.

Most importantly, we have been teaching children that they can shift their listening position. Just as we change perspective when reading a story, we can choose how we listen, listening for detail, for emotion, for intention or for understanding. This flexibility strengthens comprehension and empathy.

Actively noticing sound anchors us in the present moment. It strengthens awareness, emotional regulation and connection both within ourselves and with others. It supports academic success, as children who listen deeply follow instructions more accurately, engage more thoughtfully in discussion and reflect more carefully on feedback.

At BSKL, we believe listening should be taught as intentionally as reading and writing, because it underpins everything. Deep listening is a gift we can nurture in our children, one that will help them thrive academically, build meaningful relationships and grow into thoughtful, reflective communicators.

If you are interested in exploring this further, I would encourage you to watch Julian Treasure’s short talk on conscious listening, which offers practical insights for both adults and children.

Thank you for your continued partnership this half term. I hope you all enjoy a restful and well-deserved break, and we look forward to welcoming the children back refreshed, ready to listen, learn and grow.

Xīn niánkuàilè! Zhù nínhénín de jiārénshēntǐjiànkāng, wànshìrúyì, xīnxiǎngshìchéng! Yuànxīn de yīniánchōngmǎnxìngfú, chénggōngyǔpíngān!