Under 5 May 2022

Under 5 the magazine of the early years alliance May 2022

WINer

a Beefi er gh plant u o r h T See t sy Direc from Co worth £115.99

The SEND funding gap Survey reveals shortfall

Let it bee Celebrate World Bee Day

Reconnect with nature Inspiring a love of the planet

&

contents 4

welcome

News

All the latest news, research and policy updates from the early years sector

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My Under 5

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Dates for your diary

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Final reminder: Under 5 is changing

Alliance members share good news and updates from their settings A look ahead at upcoming Alliance training events

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Don’t forget to update your preferences this month!

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The SEND funding gap

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Who needs to know?

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Let it bee…

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Introducing Alliance Business Blocks

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Revisiting ratios

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Reconnecting with nature

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Getting the balance right

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Enriching the multilingual setting

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Small steps, big changes

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When should babies learn to swim?

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Competition

A look at the results of the Alliance’s survey on SEND in the early years The team at Law-Call reviews requirements for reporting incidents and events at your setting How you can celebrate World Bee Day with children at your provision Resources to support your early years business A look at the latest developments on staff:child ratios in the early years

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How fostering a love of the natural environment can support sustainability Healthy lunchbox selections for children in the early years How you can support children with English as an additional language The full line-up for the Alliance’s annual conference A guide for families exploring swimming with their little ones

WELCOME & CONTENTS

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Welcome to Under 5 As you will have hopefully read in the last few issues of Under 5, this issue will be the last one published in its current format. From June 2022 onward, we will be a digital-first magazine. We’re excited to show you our new online content but of course if you still want to get printed copies of the magazine, you can opt-in by updating your preferences in the My EYA Portal on the Alliance website. Check page 13 for more information if you haven’t had a chance to do so yet. You’ll need to let us know before Friday 13 May if you still want to get printed copies.

As ever, this issue brings lots of exciting content to keep you up to date in the meantime. We’ve got an in-depth look at the results of the Alliance’s SEND survey (page 16). We’ll be hosting a virtual event with the DfE on 10 May if you’d like to find out more about the government’s SEND consultation and how you can respond.

We’ve also got an update on the government’s policy on ratios, which has once again returned to the headlines after comments from the Prime Minister Boris Johnson and children and families minsiter Will Quince. (page 23).

This issue, we’re excited to reveal the full line-up for the Alliance’s annual conference, which takes place next month (page 30). Please do make sure you book your tickets if you haven’t’ done so already.

We’ve also shared some ideas for celebrating World Bee Day, which takes place on 20 May 2022, if you’d like to explore the theme in your setting (page 20). If you decide to celebrate the day, don’t forget to share your pictures and stories with us for our My Under 5 section (page 8). As part of our ongoing series on sustainability, we’ve also heard some ideas for inspiring children by fostering a connection with nature (page 24).

If you’ve been getting out and about on day trips again or are perhaps looking for some healthy inspiration to share with families, we’ve also got some tips on creating balanced lunchbox meals for children in the early years (page 27).

Again, please don’t forget to update your communication preferences in the My EYA Portal if you’d still like to receive printed copies of Under 5. If you’re having any difficulty getting your preferences updated or have any questions, please do get in touch at editor.u5@eyalliance.org.uk.

Rachel Lawler Editor

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Prime Minister reportedly considering changing ratio rules The Prime Minister is considering relaxing early years ratios in a bid to cut costs for parents, according to reports.

BBC News and The Guardian have both reported the update as the government considers ways to respond to the cost of living crisis.

The news comes shortly after children and families minister Will Quince said that the government was “going to look at regulations” in response to the rising cost of childcare. In 2013, the Alliance and led the Rewind on Ratios campaign, which successfully overturned government plans to relax early years ratios, led at the time by then-early years minister Liz Truss.

Commenting, Neil Leitch, chief executive at the Alliance, said: “It is absolutely ludicrous to suggest that the relaxation of ratios is any kind of solution to the current cost of living crisis.

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“Such a change would be a catastrophic and retrograde step for the early years sector, and it is all the more galling that this suggestion from the prime minister comes on the very same day that Ofsted has warned of the damaging impact the pandemic has had on young children’s learning and development. Now more than ever, many children attending early years settings need far greater individual care and attention. Relaxing ratios will achieve the exact opposite.”

“What’s more, such a policy would do little, if anything, to lower costs for parents. We know that the vast majority providers plan to keep their ratios as they are, regardless of any regulation changes, in order to maintain quality levels - and even if a minority did relax their ratios, any savings would be used to recoup years of historic losses, not lower fees.”

IN BRIEF

round-up

SMACKING BAN Children’s commissioner Dame Rachel de Souza has called on the government to follow the example of Wales and ban adults from smacking their children, a move supported by charities including the NSPCC.

HEPATITIS CASES UKHSA is investigating a number of cases of sudden onset hepatitis, or liver inflammation, in children under 10, where viruses that usually cause the condition have not been detected.

TIKTOK TOTS 16% of children aged three- and four-years-old in the UK are using TikTok according to research by Ofcom. This is despite the app being restricted to those aged 13 and above, raising concerns about its impact on children’s attention spans and the suitability of content.

Inadequate funding driving up early years prices, survey shows In total, 86% of early years providers say that the funding they receive for three- and four-year-olds does not cover the cost of delivering places, as an Alliance survey shows how government underfunding is pushing up childcare costs.

The Alliance surveyed nearly 2,000 early years providers about rising fees as the cost-of-living crisis hits families. Two-thirds of the survey respondents said they would be increasing their fees this year, with 35% of providers saying they would not be increasing fees at all if funding covered their costs, while 43% said they would not be increasing fees as much. Of those providers whose local authority had already confirmed their funding rates for April 2022, 90% said that this will not be enough to cover the cost of delivering funded early years places.

Around a third (30%) of the providers surveyed said that they were currently operating at a loss, while 34% said that they expected to be operating at a loss

in 12 months’ time. A huge 98% of respondents said that the government was not doing enough to support the early years sector at this time.

A parallel survey of 27,000 parents, run by campaigners Pregnant Then Screwed and online forum Mumsnet, found that 62% of parents are now spending as much or more than their rent/mortgage on early years provision.

A quarter of parents said that they had to cut down on necessary expenses such as food, heating or clothing in order to afford childcare and 43% of mothers had considered leaving their job because of the cost of childcare. A huge 99% of parents said that the cost of childcare is making the cost of living crisis even more challenging for them.

Early years providers themselves are also struggling with the cost-of-living crisis. 73% of those surveyed by the Alliance had not received a pay rise in the

Ofsted reveals new focus on earliest years of education Ofsted has revealed a new five-year strategy, with a focus on improving the earliest years of education to help support children’s recovery after the Covid-19 lockdowns. The strategy comes after recent Ofsted reports have noted the “serious impact” of the pandemic on children’s learning, particularly communication and language skills as well as social and emotions development.

The strategy also highlights concerns around the number of childminders and qualified staff leaving the sector. In the next five years, Ofsted says it will: • develop the evidence base around the early years learning and development curriculum through its research and insights programme • develop specialist training on early years education for its workforce to enhance its understanding of what high-quality early education looks like • raise awareness and promote a better understanding of education and care in children’s early years

Ofsted says it will “help make sure every child’s earliest experience of education is as good as it can be”, using research and increased training for its workforce. It also revealed plans to improve regulation of group-owned providers and work with the government to “simplify the regulatory regime for childminders”.

Other measures introduced include plans to develop a new SEND inspection framework and working with the DfE to increase its powers to act when children are being educated or cared for in unregistered settings. Ofsted also said that it aims to improve the diversity of its staff in the next five years.

Amanda Spielman, Her Majesty’s Chief Inspector, said: “We recognise the outstanding work early years providers have done to help children recover what they missed, and this strategy aims to increase our support for a workforce that is so deeply devoted to what it does. Whether it is through developing specialist training for our inspection workforce or through sharing our own insights, we will do everything in our power to help every child gain the best start in life.”

past two years and 15% of respondents are currently, or have previously been, in receipt of Universal Credit.

Neil Leitch, chief executive of the Alliance, commented: “Early years providers offer a lifeline for working parents and vital early education for young children, but it is becoming near-impossible for them to offer these critical services at affordable prices. The government needs to address the sector’s funding gap before more parents – and especially mothers – are forced to pay ever-increasing prices and compromise their careers to ensure their child can receive good quality care and education.”

Pandemic continues to affect children’s development, Ofsted says The ongoing coronavirus pandemic is affecting children’s development in the early years, according to a briefing published by Ofsted. It said that children’s communication and language skills, personal, social and emotional development and physical development have all been adversely impacted by the pandemic.

The briefing is based on evidence gathered through 70 inspections in the spring 2022 term and “discussions with early years inspectors about the ongoing implications of the pandemic” on children. It noted that providers are “making more referrals” than before the pandemic for external help with speech and language concerns as well as compensating with language-rich environments. One example Ofsted gave was of children that have “struggled to respond to basic facial expressions” which may be due to reduced contact and interaction during lockdowns.

The report also acknowledged the difficulties providers are facing recruiting and retaining “high-quality staff”. It noted that many providers are taking on apprentices and managers have often had to step in to cover shortages.

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Guidance for childminders using Homes for Ukraine scheme issued The Department for Education has released guidance for childminders who wish to host people from Ukraine under the Homes for Ukraine or Ukraine Family Schemes. The two schemes offer households in UK a chance to offer spare rooms in their homes for people fleeing their homes in Ukraine. The guidance clarifies that where childminders are hosting people from Ukraine on premises where childminding takes place.

The DfE recommends that childminders who cannot speak to the person/people from Ukraine that they are hosting before they arrive, they should

not apply to be hosts. This is because documents to check criminal records from Ukraine are currently unavailable, which will prevent Ofsted/childminder agencies from completing the legallyrequired checks.

If childminders can speak to the person/people from Ukraine that they will be hosting because they know them personally or have been put in contact with them via an intermediary, they should discuss with them beforehand that they may be required to move out of the home if Ofsted/childminding agency isn’t able to complete the necessary checks.

Labour promises a “renewed focus on the early years” Labour has promised to deliver a “renewed focus on the early years” if it wins the next election, as part of its Children’s Recovery Plan. Speaking at the National Education Union’s annual conference, Labour’s shadow education secretary Bridget Phillipson said that the party would increase the early years pupil premium from £302 a year to £1,345 a year.

The party said that this investment was equivalent to “almost 21 million hours of funded childcare”. The pledges are part of the party’s Children’s Recovery Plan, which proposes policies for allowing all children to “play, learn and develop in the post-Covid period”.

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Neil Leitch, CEO of the Alliance, commented: “We welcome the fact that Labour has recognised the huge impact the pandemic has had on the early learning and development of many young children, and there’s no doubt that a pledge to increase the early years pupil premium is a step in the right direction.

“That said, it is vital that this forms part of a wider package of much-needed early years investment, as increasing pupil premium alone, without taking any further action to ensure that our vital sector remains financially sustainable, is not enough to alleviate the significant challenges facing the sector.”

The guidance also states that childminders who host a family or individual from Ukraine on the premises where childminding takes place should remember that they cannot allow people whose suitability has not been checked to have unsupervised contact with any children being cared for.

If childminders wish to host people from Ukraine on premises where childminding does not take place, such as in a separate annexe, there is no requirement for Ofsted/childminding agencies to complete checks on the people who will be living there.

Nadhim Zahawi announces sustainability strategy Education secretary Nadhim Zahawi has outlined plans explaining how the government plans to support educational settings to become more environmentally sustainable.

As part of the its Sustainability and Climate Change Strategy, the government plans to offer ‘carbon literacy training’ and ensure that all maintained nurseries have at least one sustainability lead. The training aims to help improve climate education.

The plans also include the launch of a natural history GCSE by September 2025, greater focus on climate change and nature in teacher training and a plan to build ‘at least’ four schools and a college via the Gen Zero Platform, which builds ultra-low carbon buildings.

Neil Leitch, chief executive of the Alliance, commented: “We know that many early years providers are already working hard to educate young children about the importance of caring for and protecting our world. As such, it is vital that the early years receive equal focus in any future education sustainability plans. The early years sector has already set a strong precedent in highlighting the importance of this topic and so we hope that the department’s Sustainability and Climate Change Strategy will look to build upon this vital work further.”

PLAY

Get ready for our National Week of Play

Nation al Wee k of Play 2022: Protect ing the planet throug h play

After the success of last year’s event, the Alliance will be hosting another National Week of Play in June

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t a time when there is – rightly – a Week of Play, which will run from Monday growing focus on the need to take 13 to Sunday 19 June, is focused urgent action to safeguard the future specifically on eco-sustainability and how of our planet, what role can by opening children’s eyes the early years sector play “Children learn to the awe and wonder of in helping young children to the world through play, we by leading their can support their growing build a lifelong relationship own play, and with the natural world – and, understanding of how importantly, how can we by taking part in important it is to protect it. ensure that the concept of Through a range of free play guided by eco-sustainability is both resources, materials, blogs adults.” meaningful and fun? and activity ideas, the EYFS 2021 We believe that by helping National Week of Play 2022 children to understand and aims to encourage both early connect with the world they live in, those educators to take active steps to sow the working with young children have a unique seeds of sustainability, and nurture them, opportunity to embed new ways of thinking, in every child. rather than trying to change alreadyAll providers and parents are welcome entrenched attitudes and habits, as is so to join this year’s event – whether already often the case with adults. seasoned eco-warriors, or just starting out That why this year’s Alliance National on their sustainability journey. Because

even the smallest of steps can make a big difference – it’s taking that first step that’s important.

Sign up now You can now register to take part in the Alliance’s National Week of Play 2022 by registering on our website at www.eyalliance.org.uk/playweek2022.

After you have signed up, you’ll receive a link to download our free resource pack, full of fun ideas for play, at the start of Play Week in June.

You can also download our Play Week logo to share with parents and supporters online or a as a PDF to display in your setting, to show your support for the campaign.

Three in a row Families and staff at PK Pre-sch ool in Grayshott are celebrating after a third successful Ofsted inspection in a row. In March the pre-school achieved an “Outsta nding” rating. The inspector applauded the setting’s curriculu m and said that the staff had a deep understanding of the children’s needs. Carol Houghto n, manager at Grayshott, said she is “thrilled that the inspector could see what a special plac e PK Pre-school continues to be”.

ardening

ngbridge ased at Lo dens re-school b P & ry n spring gar se Nur uilt their ow b m Jellybabies sing ha g U . in Birm e setting Church in t held by th en ev Methodist ng ed ri p nt S ildren pla Easter and ucts, the ch as part of an by dable prod ra eg d io the planet b and can protect ey recyclable th w he ho T out products. learned ab egradable cress and uded using biod d an ng ts, also incl si re-u proud paren 27 recycling, y b afts. cr ed r nd and Easte ch was atte y of games ra event, whi ar an d t parade an an Easter ha

A spot of g

Train ride along the pier

Children at Cockleshell Nursery in Southend-on-Sea were some of the first people to ride Southend Pier’s electric train. On the way to the pier the children learned about directions, the importance of road safety and how to be responsible citizens. Belinda, nursery manager at Cockleshell, said it was an exciting day for the children:

“Each child received a certificate that celebrated the day, and parents have reported back that they have heard lots about the pier from their children and were delighted they were able to take part in such a memorable trip!”

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Red Nose Day Fundraising

Children and practitioners at Jellybabies Nursery and Preschool donned funny hair styles, back-to-front clothes and odd socks to raise a total of £40 for Red Nose Day. During the fundraising day the children learnt how the money raised will help people in this country and abroad. The setting’s older children also learnt how the charity helped Emma, a young girl in Kenya.

Planting trees for the Jubilee

Children and parents at Arbury Pre-school in Cambridgeshire planted trees to mark the Queen’s Platinum Jubilee as part of the Queen’s Green Canopy tree planting initiative which has invited people across the UK to “Plant a tree for the Jubilee” which will create a network of trees and woodland to mark the Queen’s legacy.

The initiative is supported by the Woodland Trust, who provided free tree packs to educational settings as part of their Free Trees for Schools and Communities scheme.

Celebrating Passover Children at Alyth Kindergarten in London have been learning the traditions of Pesach, a Jewish festival, also known as Passover, which ran from 15 to 23 April. To mark the occasion the children baked Matza, unleavened bread which is usually eaten during the festival and is made using flour, water and salt.

What’s been happening in your setting?

Under 5 wants to know! To share your own stories, please email editor.u5@eyalliance.org.uk with the subject line ‘My Under 5’.

Tuesday

MAY 2022

Monday

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Wednesday

3

Virtual Classroom – Promoting positive behaviour 9.30-11.30am Part one of two.

Virtual Classroom – Supporting children for whom English is an additional language

6.30-8.00pm

Virtual Classroom – Let’s talk the learning walk 10.30am-2pm

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Join us to find out how you can showcase your provision in this three hour session.

Virtual Classroom – Understanding the needs of two-year-olds 6.30-8.00pm

Part one of two.

Part one of two.

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Alliance Connect – SEND Review early years consultation event with the DfE 8.00-9.00am

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Virtual Classroom – Understanding the needs of two-year-olds

6.30-8.00-pm

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Part two of two.

Virtual Classroom – SEND in the early years

Virtual Classroom – Promoting positive behaviour 9.30-11.30am Part two of two.

1.00-2.30pm

Part one of two.

Virtual Classroom – Supporting children for whom English is an additional language

6.30-8.00pm

Part two of two.

Spotlight – Deep dive into the early years inspection judgements - Behaviour and attitudes 12.00-1.00pm Virtual Classroom – Let’s talk the learning walk 9.30am-1pm

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Virtual Classroom – Makaton Level 1

6.00-8.00pm

Part one of four.

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Are you ready for your conversation with Ofsted?

6.00-8.00pm

Part two of four.

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Virtual Classroom – SEND in the early years

1.00-2.30pm

Alliance Insight - Charity Structures and key elements to becoming a CIO 6.30-7.30pm

Virtual Classroom – Let’s talk the learning walk 6.30-8.00pm

Virtual Classroom – Makaton Level 1

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Virtual Classroom – Let’s talk the learning walk 6.30-8.00pm

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Part two of two.

Part one of two.

Part two of two.

Virtual Classroom – Makaton Level 1

6.00-8.00pm

Part four of four.

Virtual Classroom – Makaton Level 1

Alliance Connect - A review of the early years education recovery report

6.00-8.00pm

7.45-8.45am

Part three of four.

Alliance Insight - Effective staff management through supervision and appraisal 7.45-8.45am

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Thursday

TRAINING

Friday

Virtual Classroom – Safeguarding designated person 1.00-3.00pm

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Spotlight – Deep dive into the early years inspection judgements

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12.00-1.00pm

Part one of two.

A closer look at the Early Years Inspection Handbook with a focus on Quality of Education.

Virtual Classroom – Safeguarding designated person 1.00-3.00pm

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Virtual Classroom – Makaton Level 1

12.30-3.00pm

Part two of three.

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Part two of two.

Virtual Classroom – Makaton Level 1

12.30-3.00pm

DATES FOR YOUR DIARY Alliance Connect

Part one of three.

Alliance Connect events are free online networking sessions for anyone involved in the early years. Sessions are often aimed at different groups such as baby and toddler groups, childminders, leaders, managers and parents.

Visit www.eyalliance.org.uk/virtualtraining to find out more.

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Virtual Classroom – Safeguarding designated person 6.30-8.30pm

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Part one of two.

Spotlight – Deep dive into the early years inspection judgements Leadership and management

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12.00-1.00pm Virtual Classroom – Makaton Level 1

12.30-3.00pm

Part three of three.

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Spotlights Alliance Spotlights are bite-sized CPD sessions offering a deep-dive into specific early years topics. Each session lasts an hour and offers a detailed look at one area of interest. If you’ve ever attended a training session and wished that you had been given more time to delve deeply into a particular area of discussion, these sessions are for you.

Spotlights are £12 for Alliance members and £24 for non-members.

Visit www.eyalliance.org.uk/virtualtraining to find out more.

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Virtual Classroom – Safeguarding – designated person

6.30-8.30pm

Part two of two.

26

Spotlight – Deep dive into the early years inspection judgements

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12.00-1.00pm A closer look a the Early Years Inspection Handbook with a focus on Personal Development.

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Virtual Classrooms Virtual Classrooms are longer sessions looking at broader topics in detail, but still delivered online with a flexible approach to suit early years providers. The courses take place over two or three 90 minute sessions.

Prices start at £23 for Alliance members and £33 for non-members for a 2 hour session.

Visit www.eyalliance.org.uk/virtualtraining to find out more.

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Alliance Insights

Scan here for more details on our training courses, including how to book your space.

These hour-long training and networking sessions offer an insight into practical topics as well as chance to discuss issues with attendees.

Prices start at £23 for Alliance members and £33 for non-members for a 2 hour session.

Visit www.eyalliance.org.uk/virtualtraining to find out more.

The dates listed here were correct at the time of going to print but may be subject to changes. Please check the Alliance website for the latest information.

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Advertising Feature

The importance of play How the BBC’s Tiny Happy People can help you and your team support parents and encourage playtime at home

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by LAG member Dr Danielle Matthews s an early years educator you from the University of Sheffield, the know there’s a lot more to video series and downloadable poster child’s play than just having fun. share simple techniques for supporting It’s a key way that babies and children language development. learn, both in your setting and at home.

“The videos can be a primer on the The BBC’s Tiny Happy People website different aspects of language is a free resource you can share with development and a way of parents and carers to help boost tuning into a child’s level and their confidence and give them helping them up to the easy ways to play. Packed next one,” explains Dr with activity ideas, Matthews. “They can advice and facts about Everything on also form partnerships child development, the website is with parents and raise all the content is FREE to awareness of the rooted in evidence watch and importance of talking and developed with an with babies and young expert team of senior share children in an accessible practitioners including way. Parents and carers are a dedicated Language generally keen but don’t always Advisory Group (LAG). have high-quality resources at their “Tiny Happy People acts like a fingertips so a few pointers to ‘Tools for conduit between the practitioner Talking’ can really help.” and the parent”, says Gaynor Rice, a lecturer in Caring Services at Loughborough College. “Some parents Making the most of play may worry, ‘Am I giving my child the Tiny Happy People works closely with right kind of play?’ This is where Tiny early years practitioners to make sure Happy People slides in beautifully and the content is useful. Aimi Drechsler, reveals everyday opportunities for play head of childcare and education at The at home without any need for special Early Years Academy in Derby says, toys or equipment.”

“In a time when the early years sector is under a huge strain, the content from Tiny Happy People is one less job Tools for Talking to do. It provides us with important Tiny Happy People has a simple aim: content and information to share to tackle the word gap and improve with our families which helps build language and communication skills parent partnerships. We would 100% in children under five. Along with recommend it to any early years setting practical ideas for play, the website and anyone who wants to deepen their also has a ‘Tools for Talking’ resource understanding of child development you can share with parents. Developed

Follow on Instagram and Facebook @bbctinyhappypeople

and build partnerships with parents in a quick and easy way.”

A visual aid

You can signpost parents to videos on Tiny Happy People that will reinforce your advice about using play to boost language skills. “Early years practitioners can use Tiny Happy People articles or videos as little bits of ‘homework’ for parents”, says Alys Mathers, a specialist speech and language therapist. “They can explain what they’ve done in their setting that day, then give parents a link and suggest they try doing the same activity at home.”

So, when it comes to play, why not try Tiny Happy People? Gaynor adds, “I teach early years practitioners and I tell them all about BBC Tiny Happy People because it’s so easy to access and it’s all there waiting for them. We all run out of ideas sometimes and it’s good to have a resource like this to go to.”

To find out more visit bbc.co.uk/tinyhappypeople Watch the ‘Tools for Talking’ videos at bbc.co.uk/tiny-happypeople/talking-tips-by-age

Sign up for the monthly BBC Tiny Happy People e-newsletter to hear about new videos, articles and advice. To join, email tinyhappypeople@bbc.co.uk

AD

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Is this new image ok?

WELCOME BACK! B

oogie Mites is delighted to be back with a combination of onsite and online training to help upskill the early years workforce with music making confidence.

It was great to get back to onsite training, launching earlier this year at Whitfield Wise Owls in Kent. Emma Doyle, manager at the setting, said: “I would highly recommend the onsite training, it was great for team building and promoting and having a shared understanding of the benefits of music and its links to learning and development. We have set a goal to implement the programme as a team.”

We have introduced a range of options to help optimise practitioners training experience.

DIGITAL RESOURCES While face to face training was put on hold for two years during the pandemic, we have not been sitting around waiting for it to restart! It’s been a whirlwind journey getting the Boogie Mites business online.

In January 2022, we launched selfpaced training packages for our three core music programmes – School Ready, Minis and Teenies, including a video series on neuromusical evidence presented by Dr Anita Collins. We have created online training that supports sustainable quality music provision in the longer term.

But our favourite training is still onsite. If you have the budget available, we encourage you to launch Boogie Mites at your setting with onsite

training to provide team building and motivation with our fun, interactive sessions. The sessions are offered alongside access to our online training courses, which will help boost your team’s motivation, confidence and knowledge.

An example agenda: • introductions, singing hellos and the ‘welcome song’ • neuroscience evidence • group exercise – the benefits of music by each EYFS area • links to the revised Birth to 5 Matters • songs from the Boogie Mites programme • music development matters and observing musical behaviours • group exercise – watch video songs in action and discuss behaviours and development opportunities observed • customer hub online resources, including a six-week training plan to implement the songs into your setting • measuring the impact

“I happened to come across [Boogie Mites] while I was looking into ways of increasing our children’s progress in Communication and Language as it was an area in which many of our children were underachieving. I decided to purchase the Boogie Mites School Ready Music Programme and I haven’t looked back!

The children have made phenomenal progress in my setting with the help of regular Boogie Mites group times. Even after almost a year, our children our still excited when they hear a mention of Boogie Mites! It is without a doubt one of our most popular group times.”

Emma Berry, manager, Scamps Pre-School, East Worthing

EYPP FUNDING FOR BOOGIE MITES TRAINING AND RESOURCES If you are considering how best to spend your EYPP funding this year, we hear from many customers that spending this funding on training and resources for their team not only supports the current funded children but also supports all children present and future plus it boosts staff skills and morale.

Find out more For more details out Boogie Mites training options, visit boogiemites.co.uk or contact sue@boogiemites.co.uk.

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UPDATE V da isit t te yo he M ur y Un EYA de r 5 Port pr al to efe re nc es

Last chance to opt in to get print copies of

Under 5 I

n line with the Alliance’s growing focus on environmental sustainability, in the last issue we announced that the Alliance will be primarily publishing Under 5 as a digital magazine from June 2022 onward. Our digital magazine will include a fresh design and lots of new and exciting interactive features.

What if I want to keep receiving physical copies of the magazine?

Don’t panic! We know that many of our members and subscribers really value having a physical copy of Under 5. That’s

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why anyone wants to continue to receive the magazine in paper format, alongside the digital magazine, can opt into doing so for free until the start of 2024. After this, a nominal charge will be introduced for those who choose to continue receiving hard copies of the magazine.

What happens next?

Head to portal.eyalliance.org.uk, head to the ‘My EYA Portal’, click on ‘My communication preferences’ and check the box to receive both physical and online copies.

You will need to update your preferences by 13 May 2022 in order to

receive the June 2022 issue as normal.

If you don’t opt-in, you will be able to access all the same great content, plus a range of new interactive features via the digital magazine, with a direct link sent to you by email once each new edition is available to read online.

We hope that by making this change, we can drastically reduce the environmental impact of publishing Under 5 magazine, while still meeting the needs of our members and subscribers.

If you have any questions about these changes, please contact feedback@ eyalliance.org.uk and we’ll be happy to help.

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The SEND funding gap Earlier this year, the Alliance launched a survey on SEND provision in the early years.

Here’s an overview of the results

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NEWS FEATURE

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49%

ast month, the government shared its SEND review, outlining its proposals for improving opportunities for all children with Special Educational Needs and Disabilities. But while this made many great promises, its lack of focus on the early years has attracted criticism.

In January 2022, the Alliance launched a survey to provide a comprehensive Within this, not being able to afford the overview of the key issues around funding number of staff members needed (84%), for SEND provision in the early years insufficient SEND funding (77%) and and to highlight the need for greater inadequate overall early years funding government support at this crucial stage of (76%) were the most commonly-cited a child’s educational journey. factors.

The survey received 1,331 responses A majority (87%) said that the SEND and revealed some staggering truths about funding they receive, along with their early the level of SEND provision years rate, is not enough available in the early years. to provide the quality Concerningly, providers of care for children with told us that they are being SEND that they want. forced to use money Within this, 79% told the of providers have had from their own pockets Alliance that this was due to ensure that each child to a combination of the to fund additional receives a high standard SEND funding level and SEND support out of of care and education, general early years funding their own pockets regardless of any additional rate. A significant minority needs or disabilities. It (23%) said they have also highlighted difficulties around the regularly experienced delays with receiving bureaucracy of applying for SEND funding sector funding. a lack of financial aid for providers caring for children under two with SEND. An overwhelming majority of those Survey respondent comments surveyed (92%) said that they have had “SEN is a total disaster. The paperwork to fund additional support for children involved means that I have to employ a with SEND out of their own pockets, with member of staff to spend most of her time more than half of them doing so regularly. on SEN alone. There are so many hoops Of those that have had to fund additional to jump through and so many children with support themselves, 84% said that it had a needs that are being failed.” financial impact on their settings.

Providers also said that SEND funding “Our LA decides who gets what by shortfalls have exacerbated existing application only, so if you are really good at challenges such as staff recruitment. form-filling, the child will get funding, and if Overall, 14% of respondents expect the you aren’t, they get very little.” number of places for “I have been in education for over 15 years children with and every year I see more children with SEND that SEND. The support and facilities do not they are able mirror this. The government need to give to provide us more money for this and make funding regularly experience to decrease more accessible to [early years settings] going so that we can give more support to such delays in receiving forward. children.”

do not receive any funding specifically to support SEND provision

92%

23% SEND funding

60%

It is clear that SEND provision said the pandemic had in the early a negative impact on years is in dire need of a their ability to support rethink. While children with SEND the Alliance has welcomed the government’s focus on SEND provision, we are concerned that the role of the early years and the impact on providers is largely being overlooked.

We are calling on the government to: Ensure that SEND funding matches the hours taken up by the child.

Create a faster, simpler and more consistent process for applying for SEND funding.

Ensure that SEND funding covers the application process.

Improve the clarity and transparency of the funding system.

74%

said the number of children with formally identified SEND has increased in the last two years

Find out more and get involved Alliance Connect: SEND Review early years consultation event with the DfE Tuesday 10 May, 8-9am The government is now seeking views from across the education sector on the proposals published in its SEND review.

As part of this, the Alliance is hosting an early years consultation event with Lisa Thom, SEND Review policy team leader at the DfE. This is an excellent opportunity to shape and inform discussions on this issue so we hope that as many of you as possible will join us - visit bit.ly/DfESEND to book your tickets.

Who needs to know?

The team at Law-Call, a 24-hour legal helpline available to Alliance members, explains the rules around statutory reporting requirements for early years providers

I

n the unlucky event of a serious incident at your early years provision, you may need to inform relevant authorities. Depending on the circumstances, this could include: Ofsted Health and Safety Executive (HSE) UK Health Security Agency Environmental Health Department (UKHSA) Information Commissioners Office (ICO) Disclosure and Barring Service (DBS) local children’s social care services in an emergency, the police

Managers with day-to-day responsibility for the setting and any lead practitioners should be fully trained and up to date with relevant reporting requirements. If you do have to make a referral, it is best that you do so in a timely manner and keep proper records of when, what and with whom you have shared information.

Safety concerns If you have any concerns about a child’s safety or welfare you must notify the local children’s social care services and, in emergencies, the police. You must also inform Ofsted where

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there are allegations of serious harm or abuse by any person living, working or looking after children at the premises (whether the allegations relate to harm or abuse committed on the premises or elsewhere) and any action taken in respect of these allegations.

This notification must be done as soon as is reasonably possible and at the very latest within 14 days of the allegations being made.

The Data Protection Act 2018 and UK GDPR do not prevent you from sharing relevant information to other agencies to keep children safe.

DBS There may be times when you will need to make a referral to the DBS where you dismiss or remove someone from the setting due to safeguarding concerns or they would have been had they not resigned. It is important to give as much information to the DBS as possible as it relies on the quality of this information to decide if an individual should be placed on the barred list. This duty applies even when a referral has also been made to a local authority safeguarding team or professional regulator.

Accidents You may need to report certain injuries, diseases and dangerous occurrences set out in the RIDDOR regulations to the HSE. All deaths in the workplace and accidents where they result in an employee or worker being absent or unable to perform their normal work duties for more than seven consecutive days, starting the day after the incident, must be reported. The report must be made within 15 days of the accident.

Non-fatal accidents to non-workers, such as children, parents or volunteers, must be reported to the HSE if they result in the person being taken directly from the scene of the accident to hospital by ambulance or otherwise for treatment for an injury. There is no need to report incidents if someone is taken to hospital purely as a precaution when no injury is apparent. Ofsted and local child protection agencies must also be notified as soon as possible but no later than 14 days after the incident.

Notifiable diseases If a setting becomes aware that either a child or adult has been diagnosed with a notifiable

LAW-CALL

disease under the Public Health (Control of Disease) Act, 1984 you must report this to Ofsted and comply with any advice given by the UKHSA.

Food poisoning If a child or adult has been diagnosed with food poisoning and it seems possible that the source is within your setting, you will need to report this to your local Environmental Health Department and the UKHSA. If there are two or more children cared for on the premises with confirmed cases of food poisoning, you will also need to report this to Ofsted as soon as reasonably possible and within 14 days of the outbreak.

Reporting to Ofsted Ofsted must be notified of any changes to your setting along with any issues that may impact the terms of your registration with them. This is especially crucial where any changes to the “nominated individual” are made.

You must also report any significant events that may affect your or another person’s suitability to look after or be in regular contact

with children. This includes certain changes to your health. You should report these significant events as soon as is reasonably practical and within 14 days from the day the event occurred.

We cannot list all possible scenarios, but Ofsted provides guidance to help you decide what counts as a significant event or change to health. It remains the responsibility of setting managers/owners/trustees to make any professional judgements about employees’ suitability to care for children.

Data breaches If a GDPR or DPA 2018 personal data breach occurs, then you will need to report it to the ICO. A personal data breach is a breach of security leading to the accidental or unlawful destruction, loss, alteration, unauthorised disclosure of, or access to personal data. You can use the ICO’s online self-assessment form to help determine whether or not you need to report the incident. You can also report the incident online.

Charity-run organisations If a charitable organisation runs your setting,

the Charity Commission requires you to report serious incidents to them. A serious incident is an adverse event, whether actual or alleged, which results in: risks or significant harm to your charity’s beneficiaries, staff or volunteers loss of charity money or assets damage to your charity’s property harm to your charity’s work or reputation The responsibility for reporting serious incidents rests with charity trustees.

Be prepared It’s probably a good idea to have a checklist or specific reporting policy in place as an easy reference guide so that nothing is missed, and you are sure that you satisfy all of your statutory reporting obligations.

Find out more Law-Call’s contact details are available in the My EYA Portal on the Alliance website at portal.eyalliance.org.uk.

Let it Melanie Pilcher, quality and standards manager at the Alliance, shares some inspiration for celebrating World Bee Day on 20 May

es ourc r res o f le all e in onsib resp t practic S. is nie YF es Mela upport b to the E g s t in t a h la t e ers r matt

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t bee

ACTIVITY CORNER

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riday 20 May is World Bee Day and while it may seem remarkable that this small insect should have an entire day dedicated to it, these little creatures offer a wealth of learning opportunities for you and the children at your setting.

Here are a few bee facts to get you started: • There are an estimated 20,000 different types of bee.

• Bees and other pollinators contribute to 35% of global food production.

• Honeybees make honey and bi-products such as beeswax and royal jelly.

Bee aware Bees have an important role to play in pollinating plants by moving pollen around from one plant to another. Pollen from one flower, fruit or vegetable needs to transfer to another for pollination to occur, which in turn helps the plant make seeds. It is easy to spot the yellow pollen on a bee as it sticks to the tiny hairs on their body as they move from plant to plant.

All insects that pollinate are at risk due to changes in the way we farm and live.

But there are some simple things that we can do to help. As always, it starts with the messages that we share and the example we set for children.

Help children to notice bees in your outdoor area and at home. Bee spotting will help to develop children’s concentration and curiosity as they notice small differences and similarities in the way they look and behave.

In your outdoor space, you are most likely to see honeybees and bumblebees, including white-tailed and red-tailed bumble bees.

Children will soon understand which flowers and plants the bees are most likely to visit.

Bee mindful

There is something very soothing about listening to and watching bees at work. Time spent outdoors noticing nature is good for our mental health and wellbeing.

“Beekeeping asks us to exist completely in the present moment, to be calm when surrounded by chaos and to trust ourselves and nature.”

Mindfulness with Bees

A container planted with bee-friendly plants takes up very little room and will soon become a focus point for bees to be spotted.

Practice some mindful techniques with the children who can choose to sit or lie down as long as they are comfortable: • Lie down in your outdoor area and listen to the bees buzzing – can you notice other sounds?

a variety of insects that children can then discover.

Use some old pallets, bamboo canes, bricks and small sticks to make a bee/insect hotel.

Children will soon notice how some of the tubes become sealed as solitary bees lay their larvae.

Over time, record how many have been capped and check to see when the seal has broken – you may even spot a new insect emerge!

Bee wary Bees do sting but they will generally leave us alone if we don’t bother them, unlike wasps, which do gather in great numbers when food is present. Frantic efforts to remove insects are more likely to result in a sting and such behaviour from adults does not set a positive example for children.

If someone at your setting does get stung by an insect, the NHS advice is to: • remove the sting if it’s still in the skin

• Take a lie down and breathe out slowly, pressing your lips together to make a buzzing or humming sound as you exhale.

• Focus on one bee and attempt to follow its progress from one flower to another.

Bee friendly Planting bee-friendly flowers is an easy way to help attract more bees to your outdoor space. Choose flowers that open fully without too many petals clustered together so that the bees can get to the pollen. Native wildflowers are a good choice and many garden centres will sell a mix of wildflower seeds.

If you have enough space, rewild an area of our outdoor space so that wildflowers and weeds can take over again. Even a narrow strip of grass left unmown will attract

• wash the area with soap and water • apply a cold compress or ice pack to any swelling for at least 10 minutes • raise the affected area if possible as this can reduce swelling • avoid scratching the area to reduce the risk of infection If a child is known to have an allergy to bee stings, extra care must be taken. They should have an EpiPen (or similar) and a healthcare plan in place. If a child is not known to have an existing allergy but is stung and shows signs of severe allergic reaction, such as breathlessness, dizziness and a swollen face or mouth, seek immediate medical attention.

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BUSINESS

Introducing Alliance Business Blocks lliance’s rt of the A Gary is pa ent team m Develop Business early years e lead on th s e ce. k ta and r the Allian support fo business

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Gary Croxon, business manager at the Alliance, introduces a new training offer to help you with your early years business

hile working in the early years is often considered a vocation, offering early years provision is a business and it needs to be treated as such to help ensure the sustainability of your setting.

At a time when the financial pressures facing early years providers are increasingly under strain, now more than ever it is important to ensure that your provision is built on a solid business-smart foundation.

The Alliance has launched a suite of early years ‘Business Blocks’ to help you return to your foundations or rebuild where you have identified gaps. These Blocks will be available through our online training offer, in-house training sessions and 1:1 consultancy work.

Whether you’re a nursery, pre-school, childminding professional, setting owner, committee member or educator, we have resources to help support you to build a strong business foundation.

Our Business Blocks have been developed based on what early years providers have told us they need and will evolve based on your feedback to reflect this ever-changing sector. From budgeting and business health checks to roles and responsibility awareness for committee-run setting and volunteer support this offers gives a holistic approach to business.

Business Blocks can be used to create a bespoke package of support including specialist consultations, Alliance publications, Virtual Classrooms and Spotlights. The Alliance team will discuss your needs and pull together a bespoke package.

Business Block Insights will join our online training and networking offer and will be available at various times throughout the year.

These will be interactive hour-long sessions, allowing for discussion and questions.

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Our Business Blocks resources include: An interactive budget toolkit and one-toone induction and discussion, designed

by Alliance experts who understand the requirements of an early years setting, to allow you to evaluate your current income and expenditure and forecast your future financial position.

A range of business-focused mini-guides and Alliance publications.

Access to the Alliance’s payslip service.

A range of Business Block Insights virtual training courses. These are hour-long training and networking sessions delivered as part of our wider virtual training and CPD programme, but can also be delivered as bespoke in-house training sessions on request.

Those new into childcare who have no early years background, such as new committee members or those considering becoming a childminder, may also benefit from our Back to Basics trilogy, which provides an overview of the Early Years Foundation, Education Inspection Framework and Inspection Handbook and an understanding of how they can support the manager within the provision.

We also have extensive experience of working with local authorities to build support and training packages for local providers.

Find out more For more information and to book your space on one of our Business Block Insight sessions, visit bit.ly/BizBlocksEYA. Or get in touch with our team to discuss your individual needs and build a bespoke package of support for your setting – email connect@eyalliance.org.uk.

OPINION

Revisiting ratios Shannon Pite, communications and external affairs director at the Alliance, gives an update on possible changes to ratio rules r le fo nsib g, press o p s is re lobbyin r e non d Shan aigns an and wid lliance. k A r p o e cam olicy w t th ns a p io d t n a a ic mun com

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f you’ve been feeling a distinct sense of déjà vu in recent weeks, you’re probably not alone. Last month, it was reported that the Prime Minister has told minister that he wants to see ratios relaxed in settings in England to help reduce early years costs.

The news came just a few weeks after children and families minister Will Quince said during a Radio 4 interview: “I am going to look at regulation and, in part, that’s because I need to see what is happening abroad […] flying over to Sweden and France and the Netherlands and see how they do it differently.”

Sound familiar? Back in 2013, when asked in an interview whether the proposed move to a ratio of 1:6 for two-year-olds was safe, then-early years minister Liz Truss too defended the plans by citing international practices, saying: “In countries like France this happens all the time – it’s standard practice.”

Of course, those plans were blocked by then-deputy Prime Minister Nick Clegg after the success of the Alliance’s cross-sector Rewind on Ratios campaign. So why are we once again having the same conversation if nine years ago, the government decided that this wasn’t an approach that we in England should adopt, regardless of what other countries do?

The answer can be summed up in four words: cost-of-living crisis. At a time when

so many families are struggling with the rising price of fuel, gas and electricity, food and a whole range of other unavoidable costs, ministers are desperate to demonstrate that they are taking decisive action. Lowering childcare costs by ‘deregulating’ the sector, with relaxed ratios almost certainly forming part of this, seems like an easy win.

Except, we’re not just talking about childcare. It’s not simply a case of how many children a ‘childcare worker’ can ‘look after’ or ‘watch’. We are talking about education and increasing the number of children that early years professionals are legally allowed to care for and educate with seemingly no though to the impact this could have on the quality of provision.

Last month saw the release of a new Ofsted report outlining the ongoing impact of the pandemic on under-fives, with Ofsted chief Amanda Spielman stating that she is “particularly worried about younger children’s development” - as well as the publication of the SEND Review, which argues that much more must be done to support children with SEND, including in the

early years. So how does cramming more children into early years settings ensure that the needs of those most in need of additional support are met? Surely it only achieves the opposite. Add this to the risk of adding even more stress onto early years professionals that are already leaving the sector at an alarming rate and you have a recipe for disaster.

Of course many will understandably argue that whatever the government does, their provision will still prioritise quality and maintain ratios at current levels. But how certain can we be that sustained financial pressure won’t force some providers to make decisions that they previously would have considered unthinkable?

Every child matters. Quality matters.

Affordable early education is not the same as cheap childcare. A government that focuses on the latter is doing a disservice to children, families and our sector of early years professionals. If ministers really want to take lessons from our international neighbours, perhaps looking at investment levels into the early years would be a better place to start.

Affordable early education is not the same as cheap childcare.

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SUSTAINABILITY

Reconnecting with nature Val Pope, business manager at the Alliance, explains the importance of nature for children in the early years

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econnecting people with nature is key environment over the seasons provides a in treating some of the sustainability rich learning resource. challenges currently facing the world.

People with access to nature or urban Children need sustained contact with the green spaces are much more likely to natural world to be able to create a richer, behave in environmentally friendly ways. A more meaningful connection to it. This will, study conducted by the University of Exeter in turn, help them become stewards of the in 2020 found that those who live in built-up world of tomorrow. areas and spend less of their free time in Sadly, childhood and natural outdoor play nature are less likely to take actions such as no longer go hand in hand, as they may have recycling, buying eco-friendly products and done for previous generations. Children volunteering for sustainable causes. often spend a majority of their time indoors, Being outside in nature can help develop much of it spent watching television or using children’s awareness of practical actions electronic devices. they can take to protect But you don’t need our planet.

“If a child is to keep to have direct access alive his inborn sense to a woodland, field or Go on a colour a stream to help them walk of wonder… he needs develop a love of nature.

Grab some free paint the companionship of at colour charts from your Any outdoor space can least one adult who can local DIY store – or be used – a garden area, small patch of green or draw up/print out your share it, rediscovering even walking along a own – and take them out with him the joy, street. The space itself is for a walk, trying to find less important that your excitement and mystery objects that match the approach. colours on your way. This of the world we live in.” can be made very simple To help children Rachel Carson, connect with nature, it’s for the youngest children The Sense of Wonder, 1956 important that you and with just one or two your team are good role colours to match or more models and have a real enthusiasm for the sophisticated for older children as you try to natural environment. You need to dress for match exact shades. the weather too, alongside the children, so that they can take part in learning outdoors Spotting sounds to the fullest.

Try a sounds walk, collecting different Outdoor environments and natural sounds such as birds singing, dogs barking, surroundings act as rich stimulus for leaves rustling or the noise of running water. challenge, enquiry, critical thinking, creativity You can make your own chart filled with and reflection across all areas of learning. items you think the children will hear in the The constant changes in colour, texture and local area. Have a search online for ‘nature

Val is pa rt of the Alliance’s Develop Busines ment tea s m, cove London ring the and sou th -east are country, a and is jo int lead o of the learning n family and fam ily support Alliance. for the

bingo’ cards instead or treasure hunts for more ideas.

Join national events In June the Wildlife Trust runs a 30 Days Wild campaign, encouraging everyone to value the natural world by completing “one random act of wildness” each day of the month. Sign up on their website to receive a digital pack including fun ideas to complete the challenge wildlifetrusts.org/30dayswild.

The Marine Conservation Society organises an annual week-long coastal clean-up, taking place in September 2022. If you’re not near the coast, you can still help out with one of their Source to the Sea Litter Quests, which sees volunteers picking up litter in parks and on the streets, to help stop this rubbish making its way to the sea. Visit mcsuk.org to find out more.

Anything that brings children closer to the natural world and helps them to develop a sense of wonder and appreciation for it is worth doing. We can offer children small encounters with nature each day in our settings, creating a real connection with nature. In turn, this will help develop tomorrow’s conservationists and custodians of the planet.

“Children can develop a lifelong ability to connect to nature but only if they are allowed to play freely in streams or woods before the age of 12. After this age, the effect rapidly diminishes.”

Dr William Bird, strategic health advisor to Natural England, 2010 UNDER 5

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www.gopak.co.uk

0800 195 4255

NUTRITION

Getting the balance right The Infant and Toddler Forum shares ideas for making sure children’s lunchboxes are providing a balanced meal

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nyone who works with young children will know that introducing new foods to toddlers can be a challenge. With so much conflicting information available, it can be hard to know where to start. Remember that fussy eating is a normal stage of development and usually resolves itself in time.

Children at this age are still getting used to new flavours, textures and smells.

This can be overstimulating for some toddlers, especially at the start of their feeding journey. Remember that every child is unique, with their own preferences.

Some may prefer dryer, crisper foods while others might like mixing their foods together. It can be a case of trial and error when trying to make food both enjoyable and healthy for toddlers.

We’ve created a list of tips to help you and parents create healthier lunchboxes for toddlers this spring.

Try two courses Provide children with a savoury course such as a sandwich and vegetable sticks and complement that with sweet fruit and yoghurt. This will give them a range of nutrients while adding variety to help with their fluctuating preferences, while still providing a well-balanced meal. Switch out

apples for berries to make the most of the spring and summer crop.

Don’t be too adventurous It is fine if parents want to fill lunchboxes with foods that they know their children will eat. Toddlers are likely to refuse new foods on sight, without even tasting them.

So, it is best that lunchboxes include items that they have eaten before. To add new foods to their range, parents can provide very small portions, kept separate to the main food offered. Try adding a few cucumber sticks or stoned cherries.

Keep portions toddler-sized Remember that toddlers should have smaller portions compared to parents and older children. The ITF has calculated a range of portions for many foods and favourite dishes popular with families and toddlers, which you can check on our website. The amount of food that young children eat varies from day to day and meal to meal. Use our guide to set how much you put in lunchboxes and allow them to eat to their own appetite.

growing but some treats are so high in sugar that they should be limited to once a day or even once a week. It’s best to limit cakes, ice cream, biscuits, puddings and sweet spreads like jam and honey to one item per day at most.

Sugary drinks Encourage parents to limit the amount of fruit juice they offer toddlers and substitute it for water instead. Milk can be offered as it contributes towards their three servings of milk, cheese and yoghurt per day. Sweet drinks such as fruit smoothies should be limited to once a week at the most.

Get children involved Including children in the preparation of their lunchboxes or shopping for food, when possible, can be a creative way to encourage healthy eating habits. Tasks like washing fruit and vegetables can be fun activities for children as well as a great chance to encourage them to have a positive attitude towards food.

Sweet treats

Find out more

A complete ban on sugar from a child’s diet is not necessary as they are still

For more information and advice on toddler nutrition, visit our website at infantandtoddlerforum.org.uk.

Enriching the C

hildren in many communities are growing up surrounded by a rich diversity of cultures and languages. English may well be the language that brings everyone together, but diverse languages can also be shared and enjoyed by all.

In early years settings where children come from diverse language backgrounds, they need to have the opportunities to learn about the languages they hear being spoken around them in their communities.

For some children this can be the start of a life-long interest in learning many languages.

Children can and do interchange language, accent and dialect in informal ways. Similarly in a setting, educators can find many fun ways of helping all children recognise the sounds of other languages and even learn some words in those languages. For example, learning the word ‘hello’ in the languages of the children in the group and adapting nursery rhymes such as Old MacDonald Had a Farm to include the names of animals in other languages.

This will engage everyone in recognising and valuing those languages, thus beginning to bridge the solitary inner spaces for a new child who is also new to English.

Just because some children need extra help with learning English, it does not mean that English-speaking children’s needs are overlooked. Many children from

English-speaking homes also need help with their language development. Focusing on each child’s individual development, building from their starting point, is the best way to help every child.

For an environment to be ‘language rich’ it means that we need to have regard for the most important sources of language for young children – with parents, practitioners and other children - as well as opportunities for conversations to take place. Conversations are embedded in relationships, and both thrive because of the other.

The importance of a parent’s presence, especially during settling in, to verbally mediate the new experience for a child learning English as an additional language, and the key person’s relationship to their key children is vital as a communication space in which there is opportunity for the child and the key person to both grow in their knowledge and understanding of each other. This helps children feel secure, competent and understood. In this way they can develop as learners on all levels.

Arranging space that is welcoming for a parent can be helpful, for example, by providing some low adult chairs where they can comfortably sit and observe their child or talk to them or other children or engage in an activity. Parents, as well as children, can feel that initial sense of a solitary inner space, not knowing what to do and feeling uncomfortable, so it is

English may be the language that brings everyone together, but diverse languages can also be shared and enjoyed by all.

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RESOURCES

multilingual setting important to ensure that they feel they have a purpose and are made welcome while settling-in their child. The more relaxed the parent is, the more their child will infer that they too can approach this new experience without anxiety.

Background noise can affect children’s listening ability and therefore their learning. Elements of the building design and internal space design can exacerbate noise in a setting, so use of soft furnishings or minor alterations to layout can reduce the average and peak noise range. Low background noise benefits all children, but there are particular benefits to children learning English as an additional language

who are doing their best to distinguish the sounds and words of a new language to gain comprehension.

It can be concluded that the way the environment is designed affects the sensory input for all children. These factors are particularly important to consider for children from a different cultural and linguistic environment, who are already faced with new sensory and cognitive information that they need to process. Creating peaceful small spaces within the larger play area can help to create zones of calm where children can just sit and chat to others.

When observing a child who is new to an

A lot can be learned from what children choose to play with.

40% off

Bilingualism in the Early Years £12.95 members, £16.95 non-members Bilingualism in the Early Years aims to empower educators and parents to support children’s development in more than one language and literacy mode. Quizzes, audits, case studies and discussion exercises for use in staff meetings, as well as ideas for resources and activities are provided in the My EYA Portal upon purchase.

Order by 30 May 2022, quoting BEY22 to receive this offer.

English-speaking environment in the early days of settling-in, a lot can be learned from what they choose to play with and whether these choices are guided by a parent or come from the child themselves.

Children’s initial choices are often linked to their home experiences as they seek to build on what is familiar to them. You may see some interesting patterns emerge which will help you, as a practitioner, to fine tune your interventions. For example, if a child is interested in water play, you can ask the parent for some additional related vocabulary in their home language to open your communication with the child while in this area; words such as ‘wet’, ‘splash’, ‘cold’, ‘full’, ‘empty’ and ‘pour’ would be helpful communication bridges.

Interested in buying?

Please visit shop.eyalliance.org.uk, call 0300 330 0996 or email shop@eyalliance.org.uk. shop.eyalliance.org.uk

SAVE THE DATE

Small steps, big changes: building an ambitious vision for the early years T

his year’s conference celebrates the role that all of us can play in building and sustaining not only a successful, thriving early years education sector but also in creating a positive vision for society as a whole – because even the smallest of steps can lead to the biggest of changes.

In line with an increased focus on environmental sustainability – and to minimise the cost impact for our attendees at what remains a difficult time for the early years sector – we have decided to once again host the event virtually.

This means that the event is free to attend for Alliance members (including free tickets for all members of your staff team for setting members) and just £15 for non-members.

To support the event’s aim to encourage all of us to look at the small things we can do that might make a difference to our local community, society or the world as a whole, we are asking members to do one good deed in place of their ticket fee. This could be completed individually or as a setting and

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could be anything from a sponsored walk to litter-picking to coordinating donations to a local food bank.

We’re delighted to announce the full line-up for the Alliance’s annual conference this year, including our keynote speakers.

Rosamund AdooKissi-Debrah Rosamund AdooKissi-Debrah is a WHO BreatheLife ambassador and founder of the Ella Roberta Family Foundation, based in London. She became a clean air advocate after her nine-year-old daughter, Ella, died in 2013 from asthma. She will talk to the conference about her campaign for clean air.

Rosamund spent several years campaigning for a second coroner’s inquest into Ella’s death to determine whether it was linked to air pollution. In a landmark decision

in December 2020, the coroner ruled it was.

Ella is now the first person in the world to have air pollution listed as a cause of death on her death certificate.

Rosamund is also an Honorary Fellow of the British Science Association and was named among You Magazine’s 21 Most Extraordinary Women of 2021, British Vogue’s 25 Extraordinary Women of 2021, The Times’ Green Power List 2021 and BBC Radio 4 Woman’s Hour’s Power List 2020.

Andreas RaschChristensen Andreas RaschChristensen, PhD, is director of research at VIA University College in Denmark.

He has extensive experience in implementing and managing research and evaluation activities within early childhood and primary education.

Save the da 9 Junete 2022 AGENDA

6 pm Welcome from Chair Graham McMillian Keynote address by Rosamund Adoo-KissiDebrah Keynote address

by Andreas RaschChristensen

6 .40pm Keynote address by Neil Leitch He represents Denmark as an independent national expert on education on the behalf of the EU Commission, and earlier this year, met with the Duchess of Cambridge on her trip to the country with The Royal Foundation Centre for Early Childhood.

Andreas will talk to the conference about international models of early years practice (specifically Nordic countries). He is the author of several books and scientific articles and a member of various advisory boards in the Ministry of Education and the Ministry of Science.

Neil Leitch The Alliance’s chief executive Neil Leitch will also address attendees, speaking about the need to build a positive long-term vision for early education in England.

Attendees can also choose to attend one of three practical seminars:

Prioritising children’s mental health and wellbeing – Donna Gaywood, teacher and Birth to 5 Matters project co-ordinator

Time to thrive: a fresh approach to staff wellbeing – Kim Esnard, founder and director of the Early Years Collective training and consultancy

Supporting early language development – Ben Bolton Grand, speech and language therapist and university lecturer This year will also see the return of the Belle Tutaev Lifetime Achievement Award, which will be announced at the event.

6.55pm Q&A session

7 .10pm Belle Tutaev Lifetime Achievement Award 7 .25pm A final word from Neil Leitch

7 .30pm First part of conference closes Comfort break

7 .50-8.45pm Seminars (each attendee can choose one)

Book your place Find out more and book your place online at eyalliance.org.uk/conference2022.

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FAMILY CORNER

When should babies learn to swim?

How to get your baby, and yourself, ready for their first swimming lessons

M

ost baby swimming classes start from around three months, although babies are allowed to go into the pool from birth, despite not having their immunisations, according to NHS guidelines.

Of course, it’s best to check with your health visitor if you have any concerns or if your baby was born premature.

Water temperature is key, as babies can’t regulate their body temperature in the same way as adults and older children. For babies under six months, look for pools that are heated to around 32°C. Large, public pools are often a few degrees colder and even if you invest in a baby wetsuit, it’s likely to be too cold for them.

Remember, if your baby starts to shiver, take them out immediately and wrap them up warmly.

Getting ready

their back – you can check out the instruction videos on Water Babies’ YouTube channel.

Do your research Once you feel ready to sign up for baby swimming lessons, don’t be afraid to ask what qualifications the instructors hold.

Katie Towner, Swim England’s head of Learn to Swim, says in her blog for Water Babies, that lessons should always be run by teachers holding an industry-recognised swimming qualification, such as the Swim England Level 2 Teaching Swimming to Babies and Toddlers and there should also be a trained lifesaver and first aid member of staff available at all times throughout the class.

Swim England is one of two national bodies providing information for parents about swimming with babies and children.

The other is the Swimming Teachers’ Association. Both bodies run accredited swimming courses.

It’s a good idea to check out the changing rooms and familiarise yourself with the facilities before you take your baby swimming

There are plenty of things you can do at home to build up water confidence.

If you’re not quite ready to take the plunge with your baby at the pool, there are plenty of things that you can do at home to build up water confidence. At bath time, try kicking your baby’s legs while singing a song and splashing about or try floating your baby on

for the first time. The prospect of getting yourself and your baby ready may feel daunting – and it’s best to start off calm and relaxed.

Share t his guidan ce with parent s and carers

Check to see if the changing rooms have somewhere safe for you to put the baby down – a playpen, a changer or a chair with a harness – while you pack bags, put things in lockers or change your own clothes if you’re getting into the water too.

Leave plenty of time to get ready – if you’re late things could get stressful.

Allow time for getting changed and any nappy changes.

Don’t forget swimming nappies. You can buy reusable ones or disposables.

A hooded towel is useful to pop over children’s heads when they come out as they won’t fall off when you’re drying them.

Don’t forget a plastic bag to take wet swim things home in.

Find out more This article was written by Nicole Weinstein for the Alliance’s Family Corner blog. For more advice and tips for families visit familycorner.co.uk.

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COMPETITION

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This sturdy outdoor see-through planter includes doors that children can open to look through to the roots of the plants. It encourages children to ask questions and investigate the different parts of the plant.

For your chance to win, send your answer to the following question along with your name and address, to competitions.u5@ eyalliance.org.uk by Friday 20 May: When is World Bee Day? (hint: see page 21) a) 18 May 2022 b) 19 May 2022 c) 20 May 2022

The views expressed in Under 5 are not necessarily those of the Early Years Alliance. The editor reserves the right to shorten submitted material and to reprint copy from newsletters.

No responsibility can be accepted for loss of MSS, photographs or artwork. Unused material will be returned if submitted with a stamped, addressed envelope. The editor is unable to enter into correspondence about unsolicited copy.

Unless copyright is indicated, material from Under 5 may be reproduced without charge, for non-commercial purposes only, on condition that the source is acknowledged.

Acceptance of advertisements for Under 5 does not constitute endorsement by the charity of the advertisers’ products.

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INFORMATION LINE T: 020 7697 2595 E: info@eyalliance.org.uk NATIONAL CENTRE T: 020 7697 2500 E: info@eyalliance.org.uk 50 Featherstone Street London EC1Y 8RT TRAINING CENTRE T: 01732 363070 E: training@eyalliance.org.uk 1st Floor, Bridge House, 97-101 High Street, Tonbridge, Kent TN9 1DP

BUSINESS DEVELOPMENT SERVICES DEPARTMENT 50 Featherstone Street London, EC1Y 8RT T: 0207 697 2599 E: southdivision@eyalliance.org.uk EARLY YEARS ALLIANCE SHOP 50 Featherstone Street London EC1Y 8RT T: 0300 330 0996 E: shop@eyalliance.org.uk W: www.eyalliance.org.uk/shop

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