Mothering Sunday Write-Up


A reader in our Diocese has shared a wonderful All-Age Mothering Sunday service they did yesterday – please do take a look, and share it if it’s useful to you.

Many of these ideas could also be used at other festivals throughout the year.


All-Age Prodigal Son Prayer Stations

On Saturday, I was asked to lead an hour and fifteen minutes of worship at a retreat/meeting day for the Readers in our Diocese. The ideas I used were supposed to engage the adults present on the day while also inspiring them with things they could take home and use with children in their churches. So they had to be TRULY All-Age!

I led about half an hour of worship at the beginning – the slides for this can be downloaded by clicking here: Readers Retreat Day. For the story, I used Bibliologue, which I’ve written about on this blog before. The song I used is a Hebrew melody, using language from Isaiah as a prayer for reconciliation – appropriate to the story of the Prodigal Son. If you don’t know it, you can hear a tinny recording of me singing it in my office here. The two parts can be sung together, as well – I had the congregation try this. The Lego prayers referred to in the slides can be found here.

Then we had about half an hour to explore prayer stations, which I’ve detailed below. During this time, I played my YouTube Lent playlist, to create a contemplative atmosphere.

In putting together the prayer stations, I was loosely guided by three things:

  1. The different parts of the story. Some had quotes on them from the story to show a focus on that particular element. Some were more general.
  2. The four spiritual styles detailed by Dave Csinos in his book “Children’s Ministry That Fits,” and based on work by several others: Word, Emotion, Symbol, Action.
  3. A model from a colleague who told me her prayer life operates in three ways – inward (ourselves), outward (others), and upward (God). (She may have got this from someone else – if so, please let me know!)

At the end, I gathered the group back together and talked about how the Prodigal Son is an apt parable for Lent – it shows a time of alienation, ending in reconciliation. Just like the son and father are reconciled at the end, we are reconciled with God at Easter. I read the following from an essay by Debie Thomas on the “Journey With Jesus” blog:

“How exactly did Jesus spend his time?  Was he tempted 24/7?  Did he walk for miles each day, or camp out in one spot?  Where did he sleep?  What was the silence like, hour after hour after hour?  Did he break it up by humming, laughing, or shouting?  Did he star gaze?  Play with birds?  Chase lizards?  As the days stretched on and on, did he fear for his life?  Question his sanity?  Wish to die? Mark — given, as ever, to brevity — leaves all of these questions unanswered.  But the few details he does include in his account are telling, and they give us much to cling to as we face deserts in our own lives.  I’d like to focus on three:

  1. Jesus didn’t choose the wilderness.
  2. The struggle is long.
  3. There are angels in the desert. “

Then I said that we are still in that desert time of Lent, but we know Jesus is with us even there, even in the desert. We closed with this wonderful video and some wondering questions.

So now, on to the prayer stations …


I focused several stations on the opening part of the story – the idea of leaving home and going to a distant land. Here, I invited people to think about those who are forced to leave home because of war, and to reflect on what they would bring if they had to leave home quickly. There were then ways to take action on refugee issues.

With children, I might not provide a “donate now” text code.

You can download the leaflet here.


Lots of people wrote prayers for countries where they had connections, or where there is violence. When I’ve done this with children, they often pray for the places their families come from, or places they have been on holiday.


This was a very popular station. The cardboard outlines of people are available from Baker Ross, and are a very flexible resource to have on hand.


This was also a very popular station … I can’t imagine why!

There is not just solemnity in the story, but also rejoicing. So I thought of the image of a party, and went with cake and balloons. Participants were asked to think of something that was going well, and write it with a Sharpie on a balloon. The balloon was left on the altar as an offering of thanksgiving, and then people served themselves cake.

I provided one cake that was Gluten/Dairy free.

readers13One thing I learned … make sure you have a plan for what to do with all the balloons afterwards! If you’re not able to pop them afterwards (we had lunch, then a Eucharist, so I couldn’t), bring a big bag to carry them out in! I did multiple trips to the car, and my back seat is now full of unpopped balloons …


For people who prefer contemplative silence, we had a side chapel available, with the words of reassurance given to the older brother – “child, you are always with me, and all that is mine is yours” – and some glittery candles. These are electric candles, also available from Baker Ross, and great for staying safe with under-5s. Older groups may wish to use real candles, but still make sure an adult is on hand.


For those who pray best by talking and sharing with others, the Table Talk sets are great! These are available to borrow from Diocesan office – we also have special sets designed for use with Messy Church and for use with teens. Because this was a bought rather than custom-made resource, this prayer station wasn’t specifically about the story. But the fact that it has questions about the nature of God, and friendship/relationship, means it addresses some of the same questions the story does.


This station was about the story as a whole – and again, all these resources are available from Diocesan office. We had fuzzy felt, “The Lost” storybag with its wooden figures of the story, and the wonderful knitted pigs made for us by the Mothers’ Union. I printed out a copy of the story and encouraged people to read it and play with the materials.


And finally, there was a very general open-ended art table, with some ideas to encourage people who might feel stuck when told to “make anything.”

Many of these ideas can be adapted VERY easily for use with other stories – and could be used in Junior Church, Messy Church, All-Age Worship, and more.


Christmas Concentration

Who remembers playing concentration as a kid?

The rules were so simple – you mixed up the cards and set them out, face-down. You took turns turning over two cards; if they matched, you got to keep them. If not, you had to turn them back over. It’s gently competitive, hard to cheat at, can be played over and over without new equipment, and boosts memory and concentration skills.

It’s also a great way to reinforce the imagery of Bible stories.

A few Bible-based “concentration” games exist, like this one from Orchard Toys, or Alphabet Alley’s “Bible ABC” matching game. (Conflict of interest alert – I own Mustard Seed Kids, the source of that second link.)

But why not make your own? With card, an internet connection, a printer, scissors, and some glue, you can make unique concentration games for any Bible story or festival that has a variety of interesting images.

Here’s the set I made for Christmas:


If you want it to last longer, you should laminate the cards.

As always, when working with images, it’s important to keep a few things in mind. First of all, I’m not an expert on “fair use” of images – obviously, nobody’s making money off this set I made, but if you want to be on the safe side, use Wikimedia Commons for pictures that are free to use, or get a subscription to a clip art or stock photo site.

Secondly, I deliberately used photos for many of these to make the images more vivid – paintings are wonderful (see my previous post for some ideas on using paintings in Junior Church) but photos can help remind us that these were real people! (As can paintings that creatively re-set Bible stories in modern settings … but I’m getting off topic). The image of the shepherd is a modern Palestinian shepherd, and Mary is from the film The Nativity (it’s the same actress from Whale Rider.)

Thirdly, I included a few images they won’t already be familiar with, in the hopes that this game will inspire questioning and learning. The rose is not something we normally associate with Christmas. The blog, “The Jesus Question”, has a wonderful explanation of how rose imagery is used at Christmas by both Catholics and Protestants – with pictures, song lyrics, video clips, and more. The writer there says:

“There does arise one cohesive ‘Christmas Rose’ image: A plant (the Tree of Jesse, …), springing up from Israeli soil. God is the seed, Jesse and others (Abraham, Moses, David, etc.) are the roots, Mary is the stem, and Jesus is the crowning blossom. All the people in the lineage of Christ helped bring him into the world and make up this giant, leafy, flowering plant. And now non-Jews are being graciously grafted in (Romans 11).”

This game could also be included in a children’s corner in church, or as an activity in Messy Church, or as a prayer station in All-Age Worship …

What other festivals could you make concentration games for? What images might you use?

Harvest Prayer Stations

We had our Harvest Festival at my church last Sunday, and we added a few prayer stations. Some were inspired by Mina Munns’s work on Flame Creative Kids .

This is a congregation that doesn’t get up and move around. So we’ve learned that if we want people to engage with prayer stations, we need to find places where they’re already naturally walking past them in worship. We had:

  1. An All-Age Prayer Station at the entrance to the church. This created a visual focus as people came into the church – something to signal a) a shift from outside towards sacred space, and b) the theme of the service. The rug is one we use in our Under-5s Sunday School and our toddler groups; it’s from Hope Education.



2. An Under-5s sensory prayer table in our Pray and Play area. There are touch-and-feel books about Creation, a tub full of plastic toy animals, and some bread and fruit to try. (There was a bin discretely present, as well, as toddlers don’t eat neatly.) We used a low table, so they could reach.


3. An All-Age (in practice, it was mostly 5-to-15s who used it) prayer space near the candle stand. People walk past the candle stand on the way back from communion, and often pause to light a candle. We’ve found people will sometimes engage with another prayer station in this space, at that time. It’s also near where the children sit together for the Liturgy of the Word in our All-Age services, so they used it a lot during that time, when “sitting still for talking” became too much and they needed something to do with their hands to help them engage.


The tree outlines and the leaf stamps are from Baker Ross.

It Worked For Us: schools ministry, prayer space

Jane Hatton, one of the chaplains at the Lister Hospital, has lived in Knebworth for over thirty years. Serving on the board of governors of the local school – which isn’t a CoE school – and getting to know the staff, she earned the trust of the school leadership over time, and eventually felt she was able to suggest having a prayer space in the school.

In discussions with the school, it was decided that the space would be called “Soul Space,” as some people felt the word “prayer” carried specific associations. The space was designed to include information about what Christians believe about God, but not to proscribe these beliefs, and to allow children to participate fully without having to share a Christian view of God or the world.

For a short video about last year’s Soul Space, click here.

Jane told me she doesn’t feel like a natural with children’s work, so she surrounded herself with volunteers who felt more at home with kids – they came from St Martins church, Trinity Church (both in Knebworth) and from Bridge Builders, as well as chaplaincy volunteers and retired clergy.

Through a few planning meetings (one of which I was lucky enough to attend), a few themes were decided on, and activities from Prayer Spaces in Schools were chosen. “We wanted a mix of activities looking inward (to ourselves), looking outward (to others), and looking upward (to God),” Jane said. The volunteers attended the planning meetings and contributed lots of ideas.

One of the “looking upward” activities invited children to imagine they were in charge of the world. What would they change? What would stay the same? What questions do you have for God? Write them as a tweet.


They were then invited to think about transformation, and change, and how the world should be transformed. A butterfly image was used to represent this. Click here for the resources for this activity.

IMG_20170718_113201The prayer space was scheduled to be open for two days in late July, so some activities focused on looking ahead to the next school year, and, for the Year 6 pupils, the transition to secondary school.


The Calm Zone included space to write hopes and fears about the future, as well as Calm Jars (click here for more) and Bubble Tubes (click here) to help pupils relax.


Pipe cleaner people, next to photos of every class in the school, were used to help children reflect on the school year that is ending, and pray for those who have helped them. For more on Pipe Cleaner People, click here.

Volunteers chose a particular corner that was “theirs” – they introduced children to the activity there, and were on hand to support and talk if needed. Two volunteers were “spare” – i.e., not assigned to a particular corner. Their job was to manage the timings and to jump in and help if needed.

For the running of the space itself, the plan was:

  1. Each class was split into two groups of approximately 10-15 pupils.
  2. Each group has half an hour to explore the space, while the other half does classroom-based activities – in this case, they were connected with one of the school’s values.
  3. Children can choose which prayer activities they want to do, but there should be no more than 5 children in each area at one time. So if an area is full, you pick another one and come back later.
  4. At the end of the half hour, children are invited to fill in a feedback sheet to say what they liked and didn’t like. This feedback is taken seriously in planning the next Soul Space.

Soul Space is now in its second year, and I had the chance to visit it last week.


The powerful Refugee Rucksacks activity is an age-appropriate way to help children learn about and pray for refugees. It invited children to think about what they would bring if they had to leave their home because of war. It works well with this photo essay of refugees sharing what they brought with them, what they’ve lost along the way, and what they are hoping for in their new lives.

The final activity was Finger Print. It explained that Christians believe in a God who made each of us and loves each of us, and invited children to add their unique fingerprint to a large fabric print on the wall. There were also two prayer boxes available at this station.

The children’s feedback sheets were done in a way that new/non-readers could participate in, with a bit of adult help. The list of stations can help you find those activities on the Prayer Spaces for Schools website (you have to register to download the resources, but registration is free).



  1. Relationship matters. Jane’s positive relationship with the school, over a period of time, made this possible.
  2. Helpers matter. Jane couldn’t have done this on her own. She assembled a team from the whole community.
  3. Choose a few things and do them well. There were four corners to Soul Space, each with a clear focus. They didn’t try to be all things to all people, and get overwhelmed.
  4. Have a plan for safeguarding. Obviously all volunteers need DBS checks, and the school needs to be given their names and their DBS certificates. However, in addition to that, children may reveal things in prayer that need to be passed along to the right adults in school. Check the prayers left after each class, so you know if a potential issue has been raised, which class it comes from. The teacher can probably identify the handwriting and pass it along to the safeguarding officer.
  5. Get feedback. The feedback forms can help guide future planning, can show the governors the impact the space has on the children, and can remind you that all your hard work was worth it!


Getting Started slides from 15th March

pray-and-play8When I run training sessions, I often refer people to this blog to get the slides I used – these are for the “Getting Started in Children’s Ministry” training held on 15th March 2017 at St Andrew’s in Biggleswade. Click on the link at the bottom to download.

Topics include:

Opportunities for mission and ministry

Creating a culture of welcome

A video clip from Rev on how NOT to manage change

Answers from lots of clergy and children’s workers on “what do you do when people complain about children making noise in the service?”


A resource list

Children’s corners (Pray and Play areas)

Getting Started


Imaginative Spiritual Play in action

20170205_093750Those of you who have been to any of my workshops or training sessions might have heard me talk about “imaginative spiritual play” and how to facilitate it. Yesterday, Patrick, aged 5, gave me a good example.

His mum was leading one of the Sunday School groups, so he arrived early. As the space was set up, he started playing – first, he arranged the electric candles on the altar.

What I did: got more candles when he asked, helped him come up with an idea on how to arrange them when he was frustrated that there weren’t enough to go all the way around.

Then he asked me if I had any red paper. He balled up the red paper and stuck it in the chalice to be wine.


He also went to the toy corner and got the wave and the rainbow toys and set them on the altar.

What I did: Asked him about his setup, using open-ended questions, e.g., “would you like to tell me about what you’ve made?” rather than “is that rainbow from the Noah story?”

When I asked him about his setup, he explained that the water and the rainbow were, in fact, from the Noah story, and asked me if I’d heard this story.

What I did: Instead of saying, “yes, I know that story,” I asked him to tell it to me.

20170205_094928Using the rainbow and the water wave, he briefly recapped the Noah story, and then asked if we could take out the plastic animals from the cupboard to play with them. As the service was about to start, so we had to go into the main worship area, I said no, but reminded him there was a Noah’s Ark toy in the church’s Pray and Play area if he wanted to go and play with that during the start of the service, before Sunday School began.

What made this work:

  1. Easy availability of toys that aren’t proscriptive in their usage – flexibility of symbolism in, for example, the water toy, lets it be used for play based around lots of different stories, or around baptism, or just exploring its shapes and colours and textures and becoming familiar with the image that way. The toy corner in our Sunday School areas, as well as our Pray and Play area, doesn’t change that much – it’s not tied to the story of the day. The same toys are available year round, with a few extra at festivals.
  2. A pretty laissez-faire approach from the facilitator. This episode was child-led. I was the audience – he wanted me to see what he was doing – but not the leader. I helped when asked, but I didn’t direct his play or tell him what meaning to make from it.
  3. Patrick’s familiarity with Bible stories. Patrick’s mum is a Sunday School volunteer and leads our toddler group. She reads Bible stories at home and Patrick is in church most Sundays. But that doesn’t mean she’s doing anything complicated – she’s just making sure he knows the stories, the same way he becomes familiar with, say, Thomas the Tank Engine stories. That’s the foundation of this kind of play, and it isn’t hard to do.




Ministry With Under-5s Day: further resources

Last Saturday, we had a wonderful day on Ministry With Under-5s.  As part of it, I did a whistle-stop tour through the idea of Pray and Play corners – my slides are below, if anyone would like to share the presentation or be reminded of what was covered.

Some other takeaways from the day include:

Ellie Wilson did our keynote address. While she has unfortunately left her post in the Diocese of Leeds, her legacy includes support of “1277: Make Them Count” and also the Toddler Group Research Project, which will be published soon – check back here for more!

Vicki Howie, who did a wonderful workshop on Storytelling with under-5s, recently did a Childrenswork article on a similar topic, which you can find here.

30844981952_3df1f5dc22_kJenny Paddison introduced us to Starting Rite, which is a 5-week programme of spiritual nurture for carers and babies together, based on the type of course run by Sure Start centres. You can learn more here.

Carolynn Pritchard led a workshop on liturgical worship with children – many of her ideas can be found on the Spiritual Child Network page. (There’s also a Facebook group of 700+ members, which I’ve found invaluable on many occasions, for ideas and inspiration.)

Victoria Beech and Becky May did a workshop on music and multi-sensory worship – they both do wonderful Faith at Home work as well. Victoria runs GodVenture, and Becky and her husband Adam are the Treasure Box People.

Any other resources you have for Under-5s are more than welcome – please do leave a comment.

PDF of Pray and Play Corners presentation: pray-and-play-corners

Welcoming the Stranger, Part II

20160207_095425Tonight I have the privilege of speaking with some Lay Readers on the topic of Welcoming Children and Families.

I’ve put together a PowerPoint, which I thought I’d share with all of you.

The images of prayer spaces without captions are taken from this blog – you can find more details about them in older posts; just click on the “Pray and Play” tag at the bottom of this post to get all the related ones.

Welcoming Families (PowerPoint – 15 MB, download it on a proper computer over wireless not data!) Please also note – the big black rectangle on the 10th slide is a video – hover over it to see the “PLAY” command appear.