One of the questions I get asked most often by parents is along the lines of, “My child only wants to read Diary of a Wimpy Kid (or Dogman/Dork Diaries/Tom Gates). How do I help them read something more challenging?”

This is a really common concern and it comes from such a good place: wanting your child to stretch their vocabulary, deepen their comprehension and transfer these skills into their writing. But here’s the thing: those seemingly ‘easy’ books absolutely do have a place on your child’s bookshelf (and it’s often a more important place than you might think).

Creative writing is, by nature, subjective. So how do examiners mark it in an objective way? How can something as personal and imaginative as storytelling be measured with scores and checklists? It’s a challenge that often leaves both parents and children asking: “What exactly are they looking for?” or “What can make my story stand out over someone else’s?”

Inference is something we get asked about this a lot and parents often tell me they’re unsure how to help their child ‘get the hidden meaning’ in a text. They notice that comprehension questions asking for subtle understanding seem to throw them off.

Here’s the thing: inference is everywhere. We’re all making inferences, all the time, on a daily basis. Inference is not just a reading skill, it’s a thinking skill. This means there are loads of things you can do outside of reading to help your child.

Supporting your child with creative writing can feel intimidating, especially if it’s not something you naturally enjoy yourself or feel you’re good at. There can be doubt over where to start or worry you won’t ‘do it right’.

The truth is, you don’t have to be a great writer to help your child become one.

Some of the most effective ways you can support your child have nothing to do with your own writing skills. It’s about encouragement, exposure to different ideas and building their confidence through practice.

We often praise speed - quick finishers, fast readers, rapid problem solvers - but what if we started focusing on strategy instead? The best thinking isn’t about going faster, but going ‘better’. This starts with helping children develop time management as a skill, rather than a race. Time can feel abstract for many children. Without the right tools, they may rush through tasks, peak halfway or feel overwhelmed before they even begin.